Cognition. Lesson summary on the topic "decorative landscape"

ART LESSON PLAN ON THE TOPIC

"DECORATIVE LANDSCAPE"

Performed:

Saitova Azalia Fanurovna

art teacher

MBOU Gymnasium No. 64, Ufa

Topic: “DECORATIVE LANDSCAPE”

Target:

Show directions for working on a decorative landscape.

Deepen your knowledge and skills in the art of painting.

Introduction to different styling techniques.

Independent drawing of a decorative landscape.

Tasks:

Educational: education of imaginative compositional thinking, aesthetic taste.

Developmental: development of students’ creative abilities, visual memory, imagination, color perception; mastering and consolidating skills in working with various artistic materials.

Educational: teach how to transform a realistic landscape into a decorative one.

Equipment for students: tone paper (A3 format), pencils, eraser, paints, palette, brushes, handouts, works from the methodological fund.

Equipment for the teacher: easel, paper, pencil, eraser, pointer, visual aids, reproductions, projector, laptop.

Lesson structure:

Organizational moment - 1 min

Introduction to the topic of the lesson - 3 min

Lecture of new material – 10 min

Independent work completion – 26 min.

Summarizing. Identifying errors and ways to correct them. Handing out homework - 5 min

During the classes.

Greetings

Hello guys! Today we have a lesson on the topic: Decorative landscape.

Explanation of new material

The purpose of our lesson. Convert a realistic landscape into a decorative one.

The teacher asks: - Guys, what do you think is the difference between a decorative landscape and a realistic one? (The slide shows examples of decorative and realistic landscapes)

Students answer and name different answer options.

Teacher: Correct. In a decorative landscape there is no light-air perspective and all objects, both front and rear, are depicted with equal clarity.

Also, the decorative landscape is characterized by generality, symbolism and conventionality.

In a decorative landscape, objects and objects are stylized. Stylization occurs by simplifying the outline of objects.

Stylization is a change in the visible properties and qualities of objects. implying their simplification in order to enhance the expressiveness of others.

In a Decorative composition, almost all basic visual means are used: point, line, chiaroscuro, shape, size, proporia, scale, color, texture, texture, format, etc.

The main visual means are: point, line, chiaroscuro. Because this triad is quite enough for a full-fledged artistic image and, accordingly, composition.

Please take a look at the interactive whiteboard. (pointing to reproductions of paintings by famous artists)

An example of painting A by Matisse: In his work we see a rejection of the cut-off modeling of a volumetric form for the sake of expressiveness of local color spots and their harmonious combinations.

I show the following picture, K. Monet: And in this work we see a desire to convey a light-air environment through the brightening of the color palette, the play of reflexes and optical mixing of colors to the detriment of the subject color, tone and clarity of the drawing.

In the work of G. Klimt, there is an ornamental-planar organization of the picture plane, strengthening of laconicism, plasticity of contour lines due to conditional lighting.

(The board displays works by Cezanne, Van Gogh, Saryan, Egon Schiele, Gilmanov, Japanese motifs and examples of oriental miniatures)

So. Now each of you must decide on the choice of technique, techniques, and colors in order to create a decorative landscape in A3 format. Material gouache or watercolor. Plain or toned paper. The choice is yours. I give free rein to your imagination.

Your task for today: Draw an interesting decorative landscape in color using any technique.

Get to work.

Independent completion of work by students.

Students move on to the practical implementation of a decorative landscape under the guidance of a teacher.

Summarizing.

General exhibition of works. Discussion of the main advantages, identification of errors and ways to correct them. Handing out homework.

Used Books:

1. G.M. Logvinenko “Decorative composition”

2. K.Dagldiyan “Decorative composition”

3. Ahadullin “Composition”

what is composition?

What's the main thing about it?

Right. When creating an artistic image, the artist uses colors, perspective, and conveys volume and texture. In a decorative composition, a theme can be expressed in ways that fundamentally distinguish it from the composition of a painting.

The image of the landscape can unfold not in depth, but upward, in which case distant plans are placed above the near ones. In a decorative landscape, the artist does not strive to convey the natural appearance of the object, but stylizes it. The very first masters of stylizing natural forms were folk craftsmen.

In what Russian handicraft products can we find compositional techniques for stylizing natural forms?

I will talk about folk crafts, and you will name them for me.

Under the brush of a magical craftswoman
Flocks of blue birds come to life.
Magic flowers wave their petals,
Frosty pictures of wonderful beauty!

Red - black on gold
A fire is burning
Everything is imperishable and young,
Everything in it is to amaze the world.

On the shortest summer night, during the holiday of Ivan Kupala, according to legend, special flowers and herbs bloom that have healing powers. Items are decorated with these flowers. Compositions of roses and baths can form a separate composition or complement the plot images.

On the black, blue, red or fawn surface of the tray, Moscow region landscapes and floral arrangements are clearly visible: wreaths of flowers, lush bouquets sometimes combined with fruits and birds, autumn motifs of berries and leaves.

A decorative composition can be compared not only with an ornament where there is a motif, but also with a pattern that freely fills the plane. Name them.

The techniques of folk craftsmen were picked up by professional decorative artists and applied them in their decorative works. Here are illustrations of various decorative images - arrange them by type.

Group 1 - monumental - decorative images.

Group 2 - decorative and applied products.

Group 3: decorative and design products.

YOUNG GUYS!

“Composition cannot be learned until the artist himself learns to observe and notice what is interesting and important. From this moment the possibility of self-expression begins for him and the composition “appears” by itself...” (I. Kramskoy)

Stylization techniques at the end of the 1st - 20th centuries. continued to evolve into geometric forms. They were simplified by artists abstractionists.

Abstract painting marked the rejection of natural images and proposed conventionality of color, geometrization of forms, decorativeness and non-objective compositions.

This direction includes the painting of Russian artists Wassily Kandinsky and Kazimir Malevich.

Kandinsky is characterized by a play of color, while composition is important for Malevich.

Let's now imagine ourselves as Kandinsky or Malevich.

Let's do the exercise: on a piece of paper

Using simple geometric shapes, stylize a plant motif and create an abstract composition.

We will leave the choice of motive for the future composition to fate. I invite you to the drum to draw your task number.

(exercise)

Well done! Each of you created your own unique, original motive. Now we can appreciate the play of color and composition in each work.

(view works on the board)

Shushkanova Natalya Sergeevna
Job title: additional education teacher
Educational institution: MBOU DO MDG "FOLK CRAFTS"
Locality: r.p. Chunsky, Irkutsk region
Name of material: Technological map of the lesson (lesson)
Subject:"Decorative landscape"
Publication date: 09.02.2016
Chapter: additional education

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION OF ADDITIONAL EDUCATION CENTER FOR THE DEVELOPMENT OF CREATIVITY CRAFTS R.P. CHUNSKY Technological map of a lesson (lesson) in painting in the 4th grade Topic: “Decorative landscape” Author: Shushkanova Natalya Sergeevna, teacher of additional education, first qualification category r.p. Chunsky 2016

Target:
independently decorate a blank “tree” product, applying in practice the studied decoration techniques, developing the ability to combine and creatively use various artistic materials, methods and techniques of decoration, creating a collective composition from ready-made trees, cultivating the aesthetic taste and beauty of decorative products.
Type of lesson:
mastering and consolidating new knowledge.
Planned

result:
performing a collective work - a panel “Decorative Landscape” from elements of independently decorated tree templates.
Formation of universal educational activities
: Personal: understand and accept the meaning of beauty in people’s lives, have positive motivation for educational and creative activities, show interest in working with painting materials. Cognitive: analyze what means, techniques and methods of decoration can be used in educational, creative and everyday life, summarize available information and apply it in practical activities, be able to formulate an educational problem, search for ways to solve a creative problem. Regulatory: determine the purpose of educational activities, organize your workplace in accordance with the purpose of completing tasks, draw up a plan with the help of a teacher, independently follow the drawn up plan. Communicative: answer the teacher’s questions, participate in the work of the class, argue your point of view, express your own opinion, be able to maintain a positive educational dialogue, adequately perceive the assessment of your work by the teacher and comrades. 4. Basic concepts: “Decor”, “Decorative landscape”, “Realistic landscape”, “Stylization”.

5. Resources: multimedia projector, gouache, contours for fabric and ceramics, brushes No. 1, 3, 5, a glass for water; glue stick. Presentation for the lesson. “Trees” are blank products made from fiberboard.
Routing
1

No. Stages of the lesson Teacher’s activities Student’s activities

Organization
onny
2

Motivation Greeting, checking readiness for the lesson. - Let’s remember what basic materials should be in a painting class? Organization of the workplace. Answer the teacher's questions. Ensuring children's motivation and acceptance of new educational and cognitive material. -We are all already real artists, and we know how to imagine. I suggest closing your eyes and imagining a wonderful fairyland where mysterious animals live, magical butterflies flutter, and extraordinary trees grow. (Poem) -Each of you has your own image. And having collected your ideas into a single whole, we will learn to depict them in one picture. Do you agree? Then we open our eyes and remember what we studied in the last lesson and what will be very useful to us in our work. Get ready to gain new knowledge.

Update

support
knowledge
is the painting done? -Who can define the word landscape? - How does this picture affect your mood? What does the artist use to convey the mood in the painting? I propose to consider another landscape and characterize it. - What do you see in the picture? - What does the artist use to convey the shape of objects? - And having compared two landscapes, what can you call this landscape (I point to the right one)? - What is a realistic landscape? I explain that artists have another technique that allows them to turn any real object into a fabulous one. - Which one, you tell yourself by looking at the board. - Who can define stylization? Is it possible to depict a realistic landscape using stylization? - Such a landscape is called decorative. Working with the presentation. Images are compared. Introduction to the topic of the lesson. - Guys, looking at the board, independently voice the topic of our lesson. The topic of our lesson: remember what “stylization”, “color” and the basic concepts in visual activity are. Compare images. They remember the definition - “realistic landscape”. They are trying to independently formulate the definition of “decorative landscape”, using the concept of “stylization”. .
"Decorative landscape"
3

Staging

goals
I propose to formulate the topic of the lesson. - If the topic of our lesson sounds like “Decorative Landscape”, then what goal will we set for the lesson? I bring you to the goal of the lesson - to create a decorative landscape. - But we will not just create a decorative landscape, but will create a collective panel of trees, using stylization and decoration techniques. Working with the presentation. Enter into dialogue with the teacher. Summarize the information received. Formulate the topic and purpose of the lesson.
4

Formed

no new ones

concepts
Explanation of new material. - Are you familiar with the word “Decor”? - “Decor” – decoration - Where do you think decor is used? - Look around, is there decor in the office? - Let's think, where, in addition to painting, are stylization and decoration techniques found? Working with the presentation. Enter into dialogue with the teacher. Summarize the information received. Demonstrate cognitive activity.
5

Practically

consolidation

basic

support
I propose to perform a creative exercise to reinforce the concept of “stylization” in groups of 3-4 people. 5 minutes are allotted for work. - Guys, I divided you into groups. When starting to complete the task, we remember the rules of working in groups and safety rules when working with glue. I propose to discuss the progress of the exercise: 1. The envelopes contain Perform a creative task. Select suitable geometric shapes to complete the intended composition. Discuss the progress and defense of practical work.
various geometric shapes. Your task: to create a stylized landscape from the figures and evaluate each other’s work. 2. We draw up a work plan: - discuss the idea of ​​the landscape; - decide which landscape you chose; - create your own landscape. - There are examples of stylized landscapes on the board, you can look and create your own. 3. Upon completion of the work, groups present their landscapes (according to the diagram), and others evaluate them. During the work, I monitor the students’ posture and the proper organization of the workplace. Individual work with weak students. They independently remember the rules of working in groups. Present the work, analyze their own results with the work of other groups.
Dynamic

th pause
Use of physical activity aids. Do your own warm-up
6

Formed

lack of skills and

skills.

Practically

that's the job
I suggest doing practical work to consolidate new material. I explain the process of work and the necessary materials. - We will need for work: gouache, brushes, volumetric contours, cotton swabs. I am identifying a learning problem that needs to be solved: stylizing real forms into decorative ones. - First, let’s remember the purpose of the lesson. - During practical work, you are faced with the following: Remember the purpose of the lesson. With the help of the teacher, they set an educational task and ways to achieve it. Creative activity. Conscious application of new educational material.
tasks: - learn how to stylize natural forms into decorative ones; - develop imagination and creative imagination. 15 minutes are allotted for work. We remember the safety rules when working with materials and tools. We draw up a work plan: - choosing an idea for a stylized image; - covering the main background; -decoration of the product using volumetric contours, cotton swabs (optional). I suggest you choose the level of difficulty in your work yourself. I monitor students’ posture and proper organization of the workplace. Individual work with underachieving and struggling students. Independently discuss safety precautions when working with materials.
7

Bottom line

classes
Upon completion of the work, together with the children, I summarize the lesson. - Who used a more complicated version of decor and other things in their work? Summarizing the material studied. - What technique did you use when decorating the tree? - What new concept have you learned? - Have you experienced any difficulties in practical work? Understanding the work done. Expressing a personal opinion on the achievement of the learning objective of the lesson.
- Have we achieved our goal? -What was she like? - What can the panel be used for?
8

Reflection
The decorative landscape completed at the final stage of practical work is used as criteria for assessing the lesson. - If you liked the lesson, you completed the task, and you were interested throughout the lesson - attach the butterfly to the sky. If there were difficulties in your work, something was not clear and your mood deteriorated because of this, attach a butterfly to your tree. If you didn’t like the lesson, the material was difficult, you didn’t complete the task and leave the lesson in a bad mood - attach a butterfly to the clearing. Self-assessment of work in class. Peer assessment of work in class. Assessing your psychological state.

Landscape, like still life, occupies one of the leading places in a decorative composition and carries with it certain difficulties in depiction. Along with generalizations and conventions, the landscape must convey the state of nature and be built according to the laws of composition. Only then will it be expressive and interesting to the viewer.

Unlike easel painting, in a decorative landscape there is primarily no light-air perspective and all objects, both foreground and background, are depicted with equal clarity.

Stylization, as a rule, occurs by simplifying the outlines of objects: the most decoratively expressive lines and moves are identified, on which the emphasis is placed. Quantitative changes in the image of objects are also possible if the artist’s plan requires it.

Decor in the landscape can be used to a greater or lesser extent. The composition can be completely filled with openwork, or an ornamental accent can be placed only in some areas of the forms that it is desirable to highlight.

Color can be used in relation to nature, or it can be decided conditionally. The Japanese landscape is very indicative in terms of stylization.

The flat-decorative nature of the style of Japanese masters is due to the predominance of line; color is introduced as a decorative spot.

The richness of tones is small, all landscapes represent a complete compositional whole, based on a careful study of nature, as evidenced by the mood inherent in each of the landscapes.

The use of volumes is skillfully linked to the general planar interpretation. The combination of all these techniques creates the stylized and decorative character of the Japanese landscape.

Snowy landscape