Lesson plan on still life. Outline of a painting lesson on the topic, “Still life from objects of different materials.” 6th grade. Sagida Favzievna Sirazieva

Lesson topic: Still life painting.

The purpose of the lesson: Draw a picture in the still life genre.

Lesson objectives:

Educational:Systematize knowledge about the types and genres of fine art (still life)

 To develop graphic skills in depicting three-dimensional objects of simple shape and the ability to identify shades of “cold” and “warm” colors in order to develop artistic taste and observation

Developmental: - Develop visual representations and impressions of nature, a sense of proportion, proportionality (placing 2-4 objects on a sheet large)

Educational:

Foster a caring attitude towards nature;

Cultivate neatness.

Planned results:

Subject: Create a composition of objects based on your own design in a still life.

Cognitive UUD: brain teaser

Regulatory: Compose depict

Communicative: Ability express judgments about the artistic features of works of art depicting still life.

Personal resultsAbility for artistic knowledge of the world; skillapply knowledge gained in one’s own artistic and creative activities.

Lesson type: Discovery of new knowledge.

Methods and techniques: conversation, story, illustrations, practical work.

Lesson equipment for the teacher: multimedia board, projector, presentation,B.M. Nemensky “Fine arts and artistic work” grades 1-4 Moscow “Enlightenment” 2008

Lesson steps	Didactic task of each stage of the lesson	Contents of the stage		Planned results of the lesson stage	TsOR
		Teacher activities	Student activities
Organizing time	Including children in activities The mood for work in poetic form	Hello guys. Let's start our lesson with the lines E. Ruzhentseva People are used to seeing the world White, yellow, blue, red... Let everything around us be Amazing and different!
The stage of preparing students for active and conscious perception of new material.	Lead to the topic of the lesson	Today we will go to an interesting country. To find out the name of this country, guess the riddle. If you see in the picture Miracle vase on the table, It contains a bouquet of beautiful Snow-white chrysanthemums; There are a lot of dishes, Both glass and simple, Maybe a cup or saucer With gilded border. And this also happens: Game is drawn there. In conclusion we put Ripe peaches and plums. And also in the picture maybe Drawn to be a cake. And so the picture It will be called... In a fairy-tale land where wizards and sorceresses live, there lived a little girl, Elsa. One day, when the girl was basking in the sun, the fairies told her about the arrival of the Wizard. The girl loved to drink hot tea with sweets. And therefore, she rather hurried to see the old man, who had a lot of delicious honey candies. There was so much delight in her eyes in anticipation of the sweet gift that she would put in her mouth and drink with hot tea from a beautiful cup that she didn’t even notice how she found herself in his palace. The elder gave Elsa a task: If Elsa revealsthe secret of still life , she will receive the coveted candies. Elsa didn't know what to do! She never painted still lifes! But the little fairy decided to help Elsa. And she said: If you want to know the secret of Still Life, you must know a few rules.	Still life
Discovery of new knowledge	To interest students in cognitive activities Contribute to the formation of ideas about still life	Rule 1: Still life - (translated from French - dead nature) - an image of inanimate objects. This word refers to a complex and varied genre of fine art, as well as individual works that artistically reproduce household utensils, musical instruments, flowers, fruits, vegetables, dead game and other inanimate objects. Still life serves various functions. For example: Decorative, household, abstract, graphic, pictorial, computer, volumetric. Still life speaks about the lives of people of different times; Even by drawing inanimate objects, you can express a lot, say something about people’s lives. Let's look at the illustrations, reproductions and answer the questions: What is still life? Which still life reproductions do you like best and why? Name the authors of the paintings. What unites all the objects of one still life? Why do paints differ in lightness when depicting fruits: some are lighter, others are darker? How do artists convey the volume of vegetables and fruits on the flat surface of paintings? Why are lighter strokes on all fruits and objects located on one side, and dark ones on the other? What role does sunlight play here?	They look at the board and listen to me. Still life is an image of objects on a plane Caravaggio “Fruit Basket”, because I love fruit and there are warm colors Topic, position Because some lie in the foreground, closer to the light source, they are lighter - sunlight, illuminating objects, makes them light on one side (light) and dark on the other (shadow). Light and shadow help convey the three-dimensional image of objects, their reality.	Cognitive UUD : competent and clear expression of your thoughts; brain teaser - analysis of illustrations, identification of genre characteristics;
Physical education minute	Take off fatigue	But first, let's rest a little. Get up from your desk and repeat the movements after me. We kick, stomp, stomp. We kick, stomp, stomp, (stomp) We clap-clap-clap our hands, (clap) We'll nod our heads, (nod) Let's wave our hands together , (we wave our hands) And here and there we can turn without difficulty . (perform half turns in one direction and the other) We'll jump high, jumping together is so easy , (jump on the spot) And here and there we can turn without difficulty . (perform half turns in one direction and the other) Have a seat.	They get up from their desks and repeat the movements.
The stage of applying the studied material (creative activity of students).	Apply the acquired knowledge of students in practice in depicting a rainbow	- And now we will draw a still life. Today we have a still life “Festive table”. This theme is “tasty” and it’s very pleasant to draw. Every fruit, vegetable, object has a basic shape and color that needs to be seen. They may be the same for different fruits and vegetables, but they have their own color and details. You need to add a joyful mood to the still life and get to work. Let's look at examples of still lifes that are depicted in a joyful tone. Subsequence performing the work: Using a pencil, use very light lines to outline the contours of all objects. We “revive” a still life with paints. We generalize all the colors, if necessary, highlight some parts with a more saturated color. We wait until the paint dries.		Compose composition of objects according to certain rules,depict still life in presentation with a pronounced mood.
Summarizing. Reflection	Analyze and evaluate the success of achieving goals	Elsa received her long-awaited sweets, which means our journey was not in vain. What did we do in class today? What is a still life? Raise your hand, those who think that they have created a still life? Guys, look how many different and beautiful drawings you have created. Well done! You all worked hard today. Thank you for the lesson. Goodbye!	Drew a still life Still life - an image of inanimate objects combined into a single composition Raise your hand who has created a still life	Regulatory: mastering the ability to accept and maintain a learning task; developing the ability to plan, control and evaluate one’s activities;

Methodological development of the lesson

on the subject of painting

in preparatory class

2nd year of study

on the topic “Still life. Drawing

still life from life"

Completed by: Kukushkina E.N.

Teacher

Municipal Educational Institution of Children's Art School Nei

Kostroma region

year 2013

Lesson topic: "Still life. Drawing a still life from life.

Target

Create a simple still life from life

Tasks :

Developmental: develop techniques for working with paints, the sequence of working on a still life.

Equipment:

For the teacher - a full-scale setting (still life against the background of a white sheet), a table “Still life (step-by-step work)”, sketches from life of vegetables and fruits (children’s work)

Visual range:

Lesson Plan

1. Organizing time
2. Introductory conversation
3. Students working on the assignment
4. Lesson summary

During the classes:

1. Organizing time

Checking students' readiness for the lesson. Positive attitude of children to the lesson.

1. Introductory conversation.

Remember the genres of fine art. Next, one of the genres of art is considered - still life. (Illustrations are shown)

If you see in the picture

Miracle vase on the table,

It contains a bouquet of beautiful

Snow-white chrysanthemums;

There are a lot of dishes,

Both glass and simple,

Maybe a cup or saucer

With gilded border.

And this also happens:

Game is drawn there.

In conclusion we put

Ripe peaches and plums.

And also in the picture maybe

Drawn to be a cake.

And so the picture

It will be called a still life.

Still life - (translated from French - dead nature) - an image of inanimate objects. This word refers to a complex and varied genre of fine art, as well as individual works that artistically reproduce household utensils, musical instruments, flowers, fruits, vegetables, dead game and other inanimate objects. Still life arose in connection with the development of realism in painting and, as the technical and cognitive capabilities of artists expanded, it was defined as an independent genre in the 17th century.

Still life serves various functions. For example:

Decorative - captures the colorfulness, grace and splendor of natural forms, somewhat exaggerating and transforming them, decorates the interior;

Thematic - depicts objects united by one theme (children's - includes toys, sports - attributes of sports, etc.

Still life speaks about the lives of people of different times; Even by drawing inanimate objects, you can express a lot, say something about people’s lives.

What can you tell by looking at this still life? (demonstration of reproduction) of a still life

Puzzles:

Six porcelain friends

They stood in a circle on the tablecloth,

Wanted to in the evening

Treat us to some tea. (Cups)

My uniform shines brightly,

On the table I am the commander.

They know cups, a teapot;

I'm a big boss. (Samovar)

Two sisters: one big,

Semolina interferes with porridge.

Well, little sister

The tea is stirred loudly. (Spoon)

Just like a fist,

Red barrel,

You touch it – it’s smooth,

And if you take a bite, it’s sweet! (Apple)

Golden head

Big, heavy.

Golden head

She lay down to rest.

The head lay down

Only the neck is thin. (Pumpkin)

The golden sieve of black houses is full. (Sunflower)

In the summer in the garden, fresh, green,

And in winter they are yellow and salty in the barrel.

Guess it, well done

What's our name? (Cucumbers)

There are balls hanging on a branch,

Turned blue from the heat. (Plum)

Let's look at the illustrations, reproductions and answer the questions:

What is still life?

Which still life reproductions do you like best and why? Name the authors of the paintings.

What colors (warm or cool) predominate in them? Why?

What unites all the objects of one still life? (Topic, affiliation)

Why do paints differ in lightness when depicting fruits: some are lighter, others are darker?

How do artists convey the volume of vegetables and fruits on the flat surface of paintings? Why are lighter strokes on all fruits and objects located on one side, and darker ones on the other? What role does sunlight play here? (sunlight, illuminating objects, makes them light on one side (this is light), and dark on the other (shadow). Light and shadow help convey the three-dimensional image of objects, their reality.)

Reflection

To reinforce the material, I suggest the game “Make a Still Life”. From the proposed objects in front of you, I propose to make still lifes and give them names. (Both strong and weak children participate)

Physical education minute

There was a basket on the shelf, idle (sit down, round your arms - imitate a basket)

She was probably bored all summer (head tilts, left and right)

Now autumn has come and the foliage has turned yellow, (stand up and draw tree branches)

The time has come to harvest. (stretch, pretend to pick fruit from trees)

The basket is happy (round your arms in front of you, nod your head)

She was surprised (spread her hands)

That there are so many fruits in the garden! (rise on your toes, show a large circle with your hands)

1. Students working on the assignment

Still life from life.

Today we have a still life of vegetables and fruits. This theme is “tasty” and it’s very pleasant to draw. Every fruit and vegetable has a basic shape, color that needs to be seen. They may be the same for different fruits and vegetables, but they have their own color and details.

Subsequenceperforming the work:

1. On preparatoryAt this stage, use a pencil to outline the contours of all objects using very light lines. It is advisable to draw without correction with an eraser, in any case, do not abuse it, because... The texture of the paper destroyed by the eraser darkens and dulls the color. Using the same thin lines we mark the boundaries of highlights and shadows of all still life objects and environments.

1. At the first stage Let's start working with paint with the general color characteristics of the still life; for this we will prepare a low-saturated mixture - a color scheme, which we will apply in a transparent layer to all parts of the drawing, excluding highlights.
2. At the second stage of painting, the three-dimensional shape of all objects is modeled and their illumination is conveyed. Using separate strokes we enhance the color saturation of the illuminated sides. The color of the shadows is solid and is influenced by the environment. They are laid with transparent, but darker paints. Each stroke applied to depict shadows must be taken in relation to the color of the adjacent surfaces of other objects and other shadows in terms of hue, saturation and lightness.

1. At the third stage We continue to model volumetric form and space with more subtle shades of color. We compare every stroke placed on paper with a still life, alternately moving our eyes first to the image, then to nature. This allows you to see whether the color proportion that exists in nature is conveyed. The depiction of color shades in light, penumbra, shadow gradually leads to a subtle modeling of shape, to the depiction of space and illumination.

1. At the last stage We generalize all the colors, if necessary, highlight some parts with a more saturated color, and extinguish the overly bright ones that break out from the general color scheme. The drawing is complete.

IV. Lesson summary

View and analyze completed work. Note the beautifully found combinations of colors in conveying the character of natural objects.

Analysis of common errors.

Cleaning workplaces.

References:

• B. M. Nemensky “Fine arts and artistic work” grades 1-4 Moscow “Enlightenment” 2008
• E. Rozhkova “Fine arts in elementary school” Moscow “Enlightenment” 1980

Self-analysis of the lesson

in preparatory class (2nd year of study)

"Still life. Drawing from life a still life of two

items"

Goal and tasks:

Educational: to introduce students to the variety of forms of depicting the world of things in the history of art, to expand knowledge about the genre of still life, about the features of still life in painting, graphics, sculpture, and to teach how to depict various objects.

Developmental: develop techniques for working with paints.

Educational: to cultivate aesthetic sensitivity.

Equipment:

For the teacher - a full-scale setting (still life of two objects), a table “Still life (step-by-step work)”, sketches from life of vegetables and fruits (children’s work)

For students - watercolor, gouache, paper, brushes, graphic materials

Visual range:

I. Mashkov “Fruit on a Saucer”, A. Lentulov “Still Life”, V. Van Gogh “Sunflowers”, K. Korovin “Still Life. Flowers and fruits."

In accordance with the program, this topic is included in the section drawing from life. On the topic “Still life. Drawing a still life of vegetables and fruits from life" takes 2 hours.

The main purpose of this lesson is to give students knowledge about still life; teach how to depict objects in a still life using both graphic and pictorial means. The lesson consists of an organizational moment, presentation of new theoretical material, consolidation of the studied material, and independent work of children.

I prepared for the lesson in a timely manner, prepared all the visual material that will be needed during the lesson. The content, thematic focus and technology were fully consistent with the level of development of the class.

I used my study time rationally. The lesson began with an organizational moment, which began with the students’ working spirit for the lesson.

The presentation of new material - the main part of this type of lesson - is carried out using the method of explanation, story with elements of demonstration of reproductions. At this stage of the lesson, I explained to the students the concept of “still life” and introduced them to the types of still lifes. To increase the effectiveness of the educational process and to ensure that children of this age do not lose interest in the lesson, I used riddles in the conversation.

I consolidated the new material in the form of the game “Make a Still Life”. Both strong and weaker children took part in this work. At this stage, the students’ knowledge that was acquired during the presentation of theoretical material was very clearly visible.

Before independent work, in order to preserve the health of the children, I conducted a physical education session.

At the independent work stage of the lesson, I explained to the children the sequence of working on a still life.

During independent work, the teacher provided individual assistance to students based on individual abilities. For better consistency in completing independent work, the educational table “Sequence of performing a still life in color” was used.

At the end of the lesson, I held an exhibition of students’ work, where the work was analyzed: what worked and what didn’t? I was clearly able to see how the students understood this topic. Student assessment.

The chosen forms of work are not accidental; they are exciting for children of this age and are of interest to them. I believe that the students’ perception of the goal was fully realized.

LESSON PLAN IN PAINTING

Lesson topic: “Still life from objects of different materials”

Teacher of special disciplines: Tyurenkova Olga Alekseevna

Place of work: MBOU DOD "Bryansk Children's Art School"

Item: Painting

Class: 6

Lesson topic and number: "Still life of objects of different materials." Lesson 2

Number of hours on the topic: 12 o'clock

Lesson duration: 40 min

Goals:

A)educational:

consolidate knowledge about the genre of painting “still life”;

to teach techniques for performing step-by-step work on a still life from life with large color-tone relationships in accordance with the rules and laws of conveying the form, volume, and materiality of objects in painting;

b)developing:

development of students' creative imagination;

development of imaginative thinking;

development of thinking abilities;

development of brush skills;

development of fine motor skills;

V)educational:

cultivate interest in the world around us, in the subject of “painting”;

cultivate a work culture, attention, perseverance, teach self-assessment of work performed.

Lesson objectives: carry out the initial stage of the color scheme of the still life, according to the stages of work on the still life; convey the color-tone relationships of large spots, the shadows of objects “own” and the shadows of objects in a still life using a mixed technique of working with watercolors.

Type of classes: combined:

a) explanatory and illustrative (conversation);

b) practical (student work).

Materials and equipment:

for the teacher:

Methodical manual “Step-by-step work on a still life using the watercolor technique” (4 sheets).

Creative works by students of grades 5-6 of the Bryansk Children's Art School on the topic “Still life from objects of different materials.”

Reproductions of paintings by artists on the theme “Still Life”.

for students:

watercolor paints;

preparatory drawing on AZ paper;

brushes No. 7, 5, 3;

paper palette;

buttons;

jars of water.

Lesson structure:

Organizational moment - 3 min.

Presentation of educational material - conversation, survey on the topic of the lesson, study of the stages of work on a still life - 12 min.

Independent work - 20 min.

Analysis of work - summing up the lesson - 4 min.

Completion of work - 1 min.

PROGRESS OF LESSON No. 2

Organizing time

Checking the presence of students. Preparing workplaces for the task, placing easels around the full-scale setting, securing sketches, placing tools, paints, palettes, brushes, jars of water.

Statement of the lesson objective

Presentation of educational material - survey on the previous lesson, conversation, study of the step-by-step execution of a still life in color according to the table.

Goal: to consolidate the knowledge gained in the previous lesson, to teach children how to begin the color scheme of a still life.

Questions for students (during the conversation).

What is painting?

“Painting is a type of fine art in which color plays a major role.”

Name the genres of painting known to us.

“Portrait, still life, landscape, animalistic genre, mythological genre.”

What is still life?

“Still life - dead nature (French). That is, a production made from inanimate objects, everyday objects, household items.”

We look at reproductions of still lifes by artists.

What do we see in these reproductions? etc.

Now let's look at our still life. We give color and tone characteristics of still life objects. We give a description of the texture of the objects from which the still life is composed.

We are once again convinced that color is the basis of painting:

firstly, color can be perceived in different ways and convey the beauty of the surrounding world;

secondly, color can express feelings, mood and emotional state;

thirdly, with color you can think and construct the shape of an object, convey texture and volume.

Today in the lesson we will do the beginning of the color scheme. The students completed the first stage of the still life - graphic construction. Preliminary sketches have been completed - searching for the composition of still life objects in sheet format. A preliminary sketch of the color scheme of the still life was completed.

The principle of working on a still life in watercolor is from dark to light. We are considering a teaching aid - “executing a still life in color.”

Stage two. The work will be performed in the following order.

First, we mentally arrange objects according to color tone - from the most saturated in color and lightness of the object in the still life to the lightest:

a) determine the most saturated object by color and tone in a still life. This is green drapery, blue drapery;

b) then we move on to objects that are less saturated in color and lightness (medium tonality). This is a light blue drapery, a teapot, an apple, a lemon;

c) determine the lightest object in the still life - a white ceramic cup.

We work according to the following scheme:

Own shadow on an object.

Falling shadow from an object on a plane.

Reflex on an object + touch with the background.

Penumbra on an object.

Light on the subject + touch with the background.

Let's analyze the sequence of work in color.

So, first we paint the green and blue draperies on the shadow side. Then we draw folds from the shadow side on the light blue drapery. Then we look at the apple and the teapot. These items are different in texture and significance. Let's start painting our own shadows on the teapot. The teapot is metal and has a shiny surface. There are dark places on it - rust. The apple is in the foreground. Painting our own shadow on an apple. Then we paint our own shadow on the lemon. Then we show shadow relationships on the lightest object of the still life - a cup.

It should be noted that each time you begin to depict the shadow part of each subsequent object in color, you must compare it with the shadow part of the previous one.

Then, in the same sequence, we compare the falling shadows, then the reflexes on the objects, then the penumbra on the objects and, finally, the illuminated parts of the objects in the still life.

In our work we move from the darkest and most saturated shadows (own and falling) of still life objects, taking into account the environment, to lighter ones, not forgetting that under artificial lighting the own and falling shadows have a cold tint.

Thus, your attention should be paid to identifying the difference in tone and shades of color, taking into account the fact that the closer objects are to us, the more contrasting they are in color and tone; the further you go, the more their color and shape soften, the saturation and contrast of color are lost.

Do not forget that we apply strokes according to the shape of the objects. All household items are the simplest combinations of geometric bodies. Let's turn to the manual - the students' works. Let's look at them. If the object reminds us of the shape of a ball, then the strokes are placed in a circle (in the shape of an oval), if a cylindrical or conical surface - then vertically or horizontally (at an angle), etc.

Independent work of students - 20 minutes, during which students complete the first stage of coloring a still life in mixed media with watercolors. During the lesson, students are given individual and face-to-face work.

Summing up the lesson -- exhibition of works. The most competently completed works are highlighted. The work is analyzed and individual (typical) errors are sorted out.

Grades are given for the lesson.

End of the lesson

At the end of the lesson, work areas are cleaned.

Methodical work. Outline of an open lesson on the topic:

“Decorative still life using line and spot” in 2nd grade of the art department of the Children's Art School

The purpose of the lesson: organization of color space. Balance and harmony of color. Find and create a dynamic composition.
Type of lesson: combined.
Number of hours: 6 hours.
Lesson duration: 45 minutes.
Lesson objective: performing a composition of a decorative still life using lines and spots on an A3 sheet, using visual means of the students’ choice.
Equipment:
For the teacher: works of previous students, teaching aids, teaching materials.
For students: A3 sheet of paper, watercolor and gouache paints, brushes, pencil, eraser, palette.
Lesson plan:
1 part. 13 minutes. Organizational moment, communication of educational material.
Joint goal setting with students, aimed at collecting the necessary and possible visual and informational material for subsequent work on a decorative still life. Separate the topic and goals of the lesson in the students’ minds.
Use illustration maps, technological maps, a presentation about artists working in decorative techniques, questions for students.
Part 2. 7 minutes.
Selection of colors for a decorative still life.
Part 3. 20 minutes.
Independent work (sketches of a decorative still life, the basis of which is line and spot), work in gouache on A3 format.
Part 4 3 minutes.
Evaluative-reflexive activity using signals: red – “5”, blue – “4”, green – “3”.
Homework. 2 minutes.
Perform an exercise on the characteristics of color “warm - cold”, “dark - light” for a decorative still life in gouache on A3 format.

Progress of the lesson

Organizing time: checking students’ readiness for the lesson, availability of necessary materials and equipment (A3 paper, pencil, eraser, gouache, brushes, palette).
Explanation of new material.
The theme of our lesson is decorative still life using line and spot. Today we will remember the concept of “decorativeness”, consider how famous artists solved the issues of decorative stylization in still life using the example of reproductions and presentation. Let's talk about methods of decorative stylization in still life. Then you will have practical work to consolidate the topic of our lesson. Our goal is color balance and harmony in work. Before talking about a new topic, I will remind you that you first need to make a sketch for your future work. It is necessary to draw up colors, the colors in which the future work will be. You, of course, know that stylization is a decorative generalization of depicted objects using a number of conventional techniques for changing shape, volume and color relationships. In order for stylization to take place in a decorative still life, it must be built on a single plan, where all depicted objects, like all visual means, must work to affirm one compositional principle, one idea. Stylization can follow the path of extreme simplification and reduction to object symbols, or vice versa by complicating the form and filling the image with decorative elements. You can build a still life on viscous plastic silhouettes, or take as a basis chopped rectangular shapes with dynamic lines and contrasting color combinations. It is necessary that each still life is understandable and has its own peculiarity.

Methods of shape transformation (using the example of a bottle). Display of reproductions.
1. Round or elongate the shape.
2. Change the ratio of proportions both within an object and between objects.
3. You can increase or decrease the number of items, introduce additional objects and draperies.
4. The ratio of color spots.

So let's repeat:
1. What is “decorativeness”?
2. How do you understand the expression “stylization of an object”?
3. What are the ways to express an object?
4. What does the balance of color spots mean?
Now let's look at the presentation on the topic: “Decorative still life in the works of artists.” Show presentation.

So, let's confirm which artists you remember from the presentation (showing cards with reproductions of artists).
Now you need to make a color scheme on a separate sheet of paper for future work.
Now I suggest you do practical work on A3 format. It is necessary to make a sketch of a decorative stylized still life from life. It can be done in the style of famous artists from the ones we discussed earlier. It is necessary to correctly arrange objects in the composition. To achieve balance, you can use the division of the plane into parts. The color scheme is in contrasting and complementary colors, correctly distribute color accents.

Independent work. 20 minutes.

Evaluative and reflective activity. 3 minutes.
Homework. 2 minutes. Do an exercise on color characteristics yourself.

Literature
1. N.P. Beschastnov, V.Ya. Kulakov and others. “Painting” - M: Vlados, 2003.
2. Alekseev S.O. “About color” - M, 1974.
3. Anufriev V.G., Anufrieva L.G., Kislyakovskaya T.N. and others. “Drawing, painting, easel composition, basics of graphic design.”
4. Beda G.V. “Painting” - M: Education, 1986.
5. Volkov N.N. “Composition in painting” - M: 1977.
6. Volkov N.N. “Color in painting” - M: Iskusstvo, 1985
7. Kuzin V.S. “Fine arts”, 2nd grade – M: Bustard
8. Manin V.S. “Masterpieces of Russian painting” - M: White City, 2003.
9. Yashukhin A.P. “Painting” - M: Enlightenment, 1985.

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Lesson plan Painting 1.docx

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materials

Academic subject: “Painting”

First year of study. Introductory lesson No. 1. 3h.

Subject: Painting Basics

Target:

Tasks : Teach the basics of painting. To introduce various painting materials and their expressive and visual capabilities, to teach the technique of drawing with gouache, watercolor, and painting techniques (wet, dry brush, etc.).Develop brush skills when performing a painting;

Equipment and materials

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson.

Setting the goals and objectives of the lesson. Introduction to the subject, purpose and objectives of the training course. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Analysis of paintings. Demonstration of demonstration and visual diagrams. Introduction to brushes, paints, paper, basic techniques. Introduction to paints (watercolor, gouache, pastel, oil paints, etc.) and their properties (tone, saturation). Achromatic and chromatic colors in painting.

3. Practical work. Apple in achromatic range. Drawing a sketch and in color. Independent activity: color science exercises to perform an ornament with achromatic and chromatic colors.

4. Lesson summary

Document selected for viewing Lesson plan Painting 10.docx

Library
materials

Academic subject: “Painting”

First year of study Lesson No. 10.3 hours.

Subject: Painting sketches of deciduous tree

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Painting sketches of a deciduous tree. Introduce the proportions and individual features of painting an autumn tree, the color palette when depicting autumn. Study of the basic characteristics of a color spot. Introduction to the concept of “natural color of an object.”

3. Practical work. Painting sketches of a deciduous tree. performing a sketch, color sketch Independent work: observation in nature and illustrations of trees, sketch of a tree

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan: Painting 11.docx

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Academic subject: “Painting”

First year of study Lesson No. 11.3 hours.

Subject: Painting sketches of autumn landscape

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of constructing a pictorial composition. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Painting sketches of autumn landscape. Introduction to aerial perspective. Construction of a scale of related colors. Using color stretch to convey aerial perspective. Making a scale of related colors with many shades, adding achromatic colors. Studying the properties of the yellow-red range. Contrasts of tone, color, color saturation.

3. Practical work. Painting sketches of the autumn landscape, completing a sketch, color sketch. Independent work: performing color stretches, compositional search

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan Painting 12.docx

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Academic subject: “Painting”

First year of study Lesson No. 12.3 hours.

Subject: Painting of a two-piece production on a neutral background.

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of constructing a pictorial composition. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Painting of a two-piece production on a neutral background. To teach the basics of pictorial literacy: the laws of tone and color relationships, the laws of subordination and contrast, the whole and the detail

3. Practical work. Painting of a two-piece production on a neutral background. Independent work: performing color stretches, compositional search

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan: Painting 13.docx

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Academic subject: “Painting”

First year of study Lesson No. 13, 3 hours.

Subject: Painting sketches of various animals.

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of constructing a pictorial composition. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Painting sketches of various animals. Introduce the proportions and features of images of animals and birds in color. Color spot and color silhouette.

3. Practical work. Painting sketches of various animals: performing color sketches, compositional search Independent work: observation in nature and in illustrations of animals, sketch

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan: Painting 14.docx

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Academic subject: “Painting”

First year of study Lesson No. 14, 3 hours.

Subject: Painting staged from three objects similar in color.

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of constructing a pictorial composition. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Painting staged from three objects similar in color. Introduce the proportions and features of the image of a set of three objects similar in color on a neutral background. Painting a still life using the fractional stroke technique.

3. Practical work. Painting staged from three objects similar in color: performing color sketches, compositional search Independent work: still life sketch

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan Painting 15.docx

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Academic subject: “Painting”

First year of study Lesson No. 15, 3 hours.

Subject: Self-portrait in color.

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of constructing a pictorial composition. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Self-portrait in color. Familiarity with the basic proportions of the human face. Strengthen the ability to mix

3. Practical work. Self-portrait in color: making color sketches, compositional search Independent work: mixing colors, color stretching to convey volume.

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan: Painting 16.docx

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Academic subject: “Painting”

First year of study Lesson No. 16, 3 hours.

Subject: Painting sketches of a coniferous tree.

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of constructing a pictorial composition. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Painting sketches of a coniferous tree. Strengthen the ability to use harmonious colors and shades in work.

3. Practical work. Painting sketches of coniferous trees: making color sketches, compositional search. Independent work: observation in nature and illustrations of trees, sketch of spruce.

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan Painting 17.docx

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Academic subject: “Painting”

First year of study Lesson No. 17, 3 hours.

Subject:

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of constructing a pictorial composition. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part.

3. Practical work.

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan: Painting 18.docx

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Academic subject: “Painting”

First year of study Lesson No. 18, 3 hours.

Subject: Still life painting from two objects in cold colors.

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of constructing a pictorial composition. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Still life painting from two objects in cold colors. Give the concept of “Cool colors”. Tonal contrast, enhancing the characteristic features of objects, revealing shape. Independent work: still life of household utensils

3. Practical work. Painting a still life of two objects in a cold color scheme: performing color sketches, compositional search. Independent work: still life of household utensils

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan: Painting 19.docx

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Academic subject: “Painting”

First year of study Lesson No. 19, 3 hours.

Subject: Painting from life bouquets of flowers in related colors.

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of constructing a pictorial composition. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Painting from life bouquets of flowers in related colors. Making a scale of related colors with many shades, adding achromatic colors. Studying the properties of the yellow-red range. Contrasts of tone, color, color saturation.3. Practical work. Painting from life bouquets of flowers in related colors: performing color sketches, compositional search. Independent work: still life of household utensils, color mixing exercises, color stretches, color sketches

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan Painting 2.docx

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Academic subject: “Painting”

First year of study Lesson No. 2.3 hours.

Subject: Basics of color science

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : To introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Analysis of paintings. Demonstration of demonstration and visual diagrams. Color composition of the pattern. Acquaintance with the basics of color science, the rules for constructing the color composition of a pattern.

3. Practical work. Image of the ornament in a stripe, square and circle. Independent activity: color science exercises to complete an ornament with primary and secondary colors. Drawing a sketch and in color

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan: Painting 20.docx

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Academic subject: “Painting”

First year of study Lesson No. 20, 3 hours.

Subject: Still life painting of two household items in warm colors.

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of constructing a pictorial composition. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Still life painting of two household items in warm colors. Introduce the subtlety of color transitions by lightening colors. Develop the ability to soften the sound of the palette, find different shades of the same color. Give the concept of “Warm colors”, color harmony.

3. Practical work. Still life painting from two household items in warm colors: performing color sketches, compositional search. Independent work: color stretching exercises, ornaments in warm colors

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan: Painting 21.docx

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Academic subject: “Painting”

First year of study Lesson No. 21, 3 hours.

Subject: Painting from life educational still lifes of two objects of contrasting color on a neutral background.

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of constructing a pictorial composition. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Painting from life educational still lifes of two objects of contrasting color on a neutral background. Give the concept of “color contrast”. Develop the ability to use contrasting colors in painting.

3. Practical work. Painting from life educational still lifes from two objects of contrasting color on a neutral background: performing color sketches, compositional search. Independent work: compositional search for the color scheme of a still life, sketches of objects

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan: Painting 22.docx

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Academic subject: “Painting”

First year of study Lesson No. 22, 3 hours.

Subject: Creative activity.

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of constructing a pictorial composition. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting.Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Creative activity. Independent work: preparation for competitions, exhibitions (materials and topic of students’ choice)

3. Practical work. Independent work: compositional search for color solutions for still life, sketches of objects, landscapes.

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan Painting 3.docx

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Academic subject: “Painting”

First year of study Lesson No. 3, 3 hours.

Subject: Basics of color science

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of color science, the rules for constructing the color composition of a pattern. Introduction to rhythm, depiction of symmetrical and asymmetrical patterns. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting. Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Definition of concepts: color, color properties, color wheel, warm and cold colors. Color composition of the pattern. Teaching the basics of color science, the rules for constructing the color composition of a pattern. Introduction to rhythm, depiction of symmetrical and asymmetrical patterns.3. Practical work. Drawing a sketch and in color. Execution of ornamental compositions in a range located in one of the quarters of the color wheel. Independent work: exercises in mixing paints.

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?

Document selected for viewing Lesson plan: Painting 4.docx

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Academic subject: “Painting”

First year of study Lesson No. 4, 3 hours.

Subject: Leaf painting

Target: Creating conditions for art education, students’ acquisition of knowledge, skills and abilities in the field of fine arts.

Tasks : Teaching the basics of color composition. Introduction to rhythm, depiction of symmetrical and asymmetrical patterns. Introduce the basics of color science in painting. Develop a sense of color and the ability to mix paints, obtain complex shades of primary colors.Develop brush skills when performing a painting. Develop the ability to plan activities, exercise independent control of one’s educational activities, and give an objective assessment of one’s work

Equipment and materials : sheets of paper, brushes, paints, water, natural object, color schemes, presentation with samples of artists’ paintings, reproductions.

During the classes

1. Organizational moment . Greeting, checking readiness for the lesson. Setting the goals and objectives of the lesson. Organization of the workplace.

2. Main part. Explanation of the topic of the lesson. Demonstration of demonstration and visual diagrams. Basics of color science. Introduction to the basics of color science. Means of pictorial representation on a plane. Paints. Color shift.

3. Practical work. Leaf painting. Drawing a sketch and in color. Performing exercises on creating colorful mixtures by mixing paints that have shades of yellow with the addition of achromatic colors. Performing a composition in a yellow color tone. Independent work: sketches of autumn leaves.

4. Lesson summary . Exhibition and discussion of works. answers to the questions: What did you study, what did you remember and like, what difficulties did you encounter?