Work program "fine arts and artistic work". Work program on the subject "Fine arts and artistic work Specialized secondary education

Analysis of the program "Fine Arts and Artistic Labor", ed. B.M. Nemensky (grades 1-9)

Crib

Pedagogy and didactics

Plan: 1 Concept The program and its features 2 objectives 3 the basis of the program principle 4 main activities 5 educational method. The program introduces students to three main types of artistic activities: constructive visual decorative activities. 4 The main types of activity are images on a plane and in volume from nature from memory and from representation; decorative and constructive work; modeling; application; volumetric modeling; design and construction activities; artistic ...

Examination ticket number 3
1. Analysis of the program "Fine Arts and Artistic Labor", ed. B.M. Nemensky (grades 1-9).
Plan: 1) Concept, Program and its features 2) tasks 3) the basis of the program-principle 4) the main types of activities 5) educational-methodical. security.

1) Developed in 1970-1975 by a group of scientists: Scientific adviser - Nemensky B.M.
Concept: "Formation of students' artistic culture as an integral part of spiritual culture."

2) Purpose of the program:the formation of artistic culture as part of the spiritual culture. ...

Tasks: One of the main tasks of the program is to develop students' ability to empathize, understand, be aware of their experiences in the context of cultural history (others: artistic development, shaping artistic thinking, assimilation of emotional-feeling experience)

3) The program is a holistic, integrated course that includes different types of art: painting, graphics, sculpture, architecture and design, folk decorative arts, contemporary forms of entertainment and screen arts.

The program introduces students to three main artistic activities:constructive, visual, decorative activities.

Basic principles of the program:1. The principle of "art as a spiritual culture", the relationship in the unity of thought and feeling to all phenomena of life (nature, man and society). 2. The principle of dialogue of cultures (national and historical forms). 3. The principle of compulsory familiarization with three groups of art: visual, decorative and constructive, i.e. to all the wealth of plastic arts that really surround the child every day in life. 4. The principle of connection with life, a system of tasks for the awareness of the surrounding reality with a dialogue of the lesson with life). 5. Block-thematic principle of building a program, when: a) a block of topics for each academic year is a step-by-step disclosure of the topic of a given stage of education (primary, secondary and high school); b) thematic blocks of quarters are a step-by-step disclosure of the topic of the year; c) the topics of each lesson "brick by brick" build the knowledge of the topic of the quarter, and the “bricks”, again, are not repeated, but develop, step by step, a single thought of the quarter. 6. The principle of the unity of form and content for the program is also fundamental. No assignment should be given without emotional content.

4) Main activitiesan image on a plane and in volume (from nature, from memory and from representation); decorative and constructive work; modeling; application; volumetric-spatial modeling; design and constructive activity; artistic photography and video filming; perception of phenomena of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in the classroom; study of artistic heritage; listening to musical and literary works

5) Teaching kitsaccording to the program, including textbooks, workbooks for schoolchildren and teaching aids for teachers. All publications are edited by B.M. Nemensky.

Conclusion: a holistic teaching concept, in contrast to a scattered curriculum-thematic plan, ensures the consistency of mastering the content of the subject.

2. Activation of educational and cognitive activity of students. Ways and means of activation

Student activity management is traditionally called activation. The main goal of revitalization- shaping the activity of students, improving the quality of the educational process.

Activation of educational and learning activities of students- a set of measures taken by the teacher, the cat is aimed at the formation and use of methods and teaching aids in the teaching process. Purpose - an increase in sustainable interest in knowledge, creative activity and self-study, the implementation of acquired skills and abilities in a changed and new situation. Methods Act teaching methods that maximally increase the level of cognition activity of students, encourage them to try to learn.

Verbal methods.one. Discussion method, used on issues requiring reflection; students should be free to reason. 2. The method of self-work with students. 3. The method of self-work with didactic mothers. 4) The method of problems is presented. Creation of situation problems in the classroom Students do not have the knowledge or methods of action to explain facts and phenomena, put forward their hypotheses, and solve the given problem of the situation. Formation of learning techniques of mental activity, analysis, synthesis, comparison, generalization, establishment of cause-and-effect relationships. Methods. one. Partial search. Organize the work of learning in such a way that they get some of the new tasks themselves. Only the goal is communicated. And by studying, through observation and discussion, they solve the problem.Practical methods. 1.Partial-laboratory search method. Students solve the problem and gain some of the new knowledge through self-implementation and discussion of the student experiment. Before the lab work, the student knows only the goal, but does not expect the results.

In ped. practice uses variousways to enhance cognitive activity, the main ones among them are a variety of forms, methods, teaching aids, the choice of their combinations.

Factors driving students to be active: -vorch character educational-learning activities-powerful stimulus to knowledge. The research character awakens the creative interest of the student -> encourages them to be active in the self and collective search for new knowledge. -competitiveness - a stimulus to the active activity of learning. (competition for the best grades, striving to show oneself from the best side before one class) It manifests itself in classes conducted in form games. -game character includes both the factor of professional interest and the factor of competition. It is an effective motivational process of the mental activity of learning. Any game encourages its participant to take action.

The main ways to activate learning activities: - to rely on the interests of the student and at the same time form the motives of learning, among the cat in the first place are cognition of interests, professional inclinations; problems; -use didactic games and discussions; -use teaching methods such as conversation, example, visual demonstration; -stimulate the collective form of work, student interaction in learning.
3. Draw a picture of the dog with chalk on the blackboard with the appropriate verbal explanation.

Visual Arts Thematic Planning

and artistic work(1-4kl)

Explanatory note.

Document status

The work program for the subject "Fine Arts and Artistic Work" Grade 1 was created on the basis of the federal component of the State Standard of Primary General Education. It was developed in order to concretize the content of the educational standard, taking into account intersubject and intrasubject connections, the logic of the educational process and the age characteristics of younger students.

General characteristics of the subject

Such patterns of fine art are studied, without which orientation in the flow of artistic information is impossible. Students get an idea of ​​the visual arts as a holistic phenomenon. This makes it possible to preserve the value aspects of art and not reduce its study to the narrowly technological side.

The content of art education provides for two types of student activities: the perception of works of art (student - viewer) and their own artistic and creative activity (student - artist). This makes it possible to show the unity and interaction of the two sides of human life in art, to reveal the nature of the dialogue between the artist and the viewer, to avoid a predominantly informational approach to the presentation of the material. At the same time, the child's own emotional experience of communication with works of art is taken into account, which makes it possible to bring to the fore the active development of the visual arts.

The purpose of art education and training in grade 1 is to form an idea of ​​the three types of artistic activities that determine the whole variety of visual spatial arts.

A playful, figurative form of familiarization with art comes to the aid of the students: three Brothers of the Master: the Master of the Image, the Master of Decoration and the Master of Construction. To see the work of this or that Master Brother in the life around us is an interesting game. From her begins the knowledge of the links between art and life.

The task of 1 year of study includes the realization that the Masters work with certain materials, as well as the initial mastering of these materials. Through the work of each Master, children's art work is connected with adult art. Here the foundations for understanding the enormous role of visual activity in people's lives are laid. In art, there is not only the Artist, but also the Spectator. The task of the Master is to teach children the primary experience of mastering the materials available to elementary school.

The work program is structured in such a way as to give students a clear idea of ​​the system of interaction between art and life. It is envisaged to widely involve the life experience of children, examples from the surrounding reality. Work based on observation and aesthetic experience of the surrounding reality is an important condition for the development of program material by children.

The artistic activity of schoolchildren in the classroom finds various forms of expression:

• image on a plane and in volume;
• decorative and constructive work;
• perception of phenomena of reality and works of art;
• discussion of the work of comrades, the results of collective creativity and individual work in the classroom;
• study of artistic heritage;
• selection of illustrative material for the topics studied;
• listening to musical and literary works (folk, classical, modern).

Along with the main form of organizing the educational process - a lesson - excursions to local history museums are conducted; video materials about art museums and art galleries are used.

The main interdisciplinary connections are carried out with music lessons and literary reading. When passing certain topics, interdisciplinary connections with the outside world, mathematics (geometric shapes and volumes), labor training (natural and artificial materials, finishing of finished products).

Main content lines

In the work program for the fine arts of grade 1, 3 main content lines are identified that implement the concentric principle of presenting the content of training, which makes it possible to gradually expand and complicate it, taking into account a specific stage of training: "The world of fine (plastic) arts"; "The artistic language of the visual arts"; "Artistic creation and its connection with the surrounding life."

The systematizing method is the identification of three main types of artistic activity: constructive, graphic, decorative.

These three types of artistic activity are the basis for dividing visual-spatial arts into types: visual - painting, graphics, sculpture; constructive - architecture, design; various arts and crafts. But at the same time, each of these forms of activity is inherent in the creation of any work of art and therefore is a necessary basis for integrating the entire variety of types of art into a single system, not according to the principle of enumerating types of art, but according to the principle of the type of artistic activity.

Three ways of mastering artistic reality are presented in elementary school in a playful way, like Brothers - Masters of Image, Decorations, Buildings, these three types of artistic activities accompany students throughout the year of study. They help at first to structurally divide, and therefore to understand the activities of the arts in the surrounding life, and then to become more deeply aware of art.

Learning objectives

The study of fine arts and artistic work in grade 1 is aimed at achieving the following goals:

development the ability for emotional and value perception of a work of fine art, expression in creative works of their attitude to the world around them;

mastering primary knowledge about the world of plastic arts: fine arts, arts and crafts, architecture, design; about the forms of their existence in the everyday environment of the child;

mastery elementary skills, skills, methods of artistic activity;

upbringing emotional responsiveness and culture of perception of works of professional and folk art; moral and aesthetic feelings: love for their native nature, their people, homeland, respect for its traditions, heroic past, multinational culture.

Place of the subject in the basic curriculum

In the federal basic curriculum, 1 hour per week is allocated for the study of the subject "Fine Arts and Artistic Work". Totalto study softwarematerial is diverted 33 hours a year. Work program on the subject

"Fine arts and artistic work"Grade 1 was developed on the basis of the educational-methodical set "School of Russia", namely the author's program of B. M. Nemensky, V. G. Gurov, L. A. Nemenskaya.

For the implementation of the work program, various types of educational and cognitive activities of students are provided, such as: frontal conversation, oral discussion, collective and independent work, practical and thematic work. In training sessions, collective methods of teaching are used in pairs of a permanent composition (PPP), in small groups. During training sessions, students discuss the work of comrades, the results of collective creativity and individual work in the classroom.

Literary and musical works play a significant role, allowing to create a holistic view of the culture of the people.

Much attention is paid to the development of students' speech, as the basic terms and concepts are revealed, such as: gouache, reproduction, panels.

General educational skills, skills and methods of activity

Skills are formed in fine arts lessons:

♦ perceive the surrounding world and works of art;

♦ analyze the comparison results;

♦ work with the simplest symbolic and graphic models to identify the characteristic features of the artistic image;

♦ develop observation skills;

♦ create creative works based on your own idea;

♦ to form the skills of educational cooperation in collective art works (the ability to negotiate, distribute work, evaluate one's contribution to the activity and its overall result);

♦ work with plasticine, paper, gouache, felt-tip pens, pencils;

♦ participate in the creation of "projects" of images, decorations, buildings for the house;

♦ understand the expressiveness of proportions and the construction of the form.

Learning outcomes

At the end of grade 1, students must know:

• three ways of artistic activity: visual, decorative and constructive.
• the names of the main colors (red, yellow, blue, green, purple, orange, blue);
• work correctly with watercolors, evenly cover the desired surface with them;
• basic rules for mixing colors (red + blue = purple;
• blue + yellow = green), etc.
• the simplest sculpting techniques.

At the end of grade 1, students should be able to:

• hold a sheet of paper, pencil correctly;
• correctly use the tools and materials of the fine art;
• perform the simplest patterns in a strip, a circle from decorative forms of the plant world;
• to convey in the drawing the simplest form, general spatial position, the main color of objects;
• apply elements of decorative painting with a brush;
• apply the simplest sculpting techniques.

Software and educational - methodical support of the state educational institution.

Calendar-thematic plan

Fine arts and artistic work.

Control parameters for assessing the achievements of the SES in the visual arts and artistic labor

Completion of the program in fine arts and artistic work

List of literature on the implementation of the program.

I. For the teacher:

1.L.A. Nemenskaya Fine Arts

2. BM Nemensky "A guide to the fine arts."

II. For the student:

1. L. A. Nemenskaya Fine art "You depict, decorate and build" Moscow "Enlightenment" - 2012
2. Workbook "Your workshop".

CALENDAR-THEME PLANNING

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Target: Formation of the artistic culture of students as an integral part of the spiritual culture, created by many generations.

Content and means. It represents a holistic system of introduction to artistic culture, including the study of all the main types of plastic arts: visual (painting, graphics, sculpture), constructive (architecture, design), decorative and applied (traditional folk art, folk arts and crafts, modern decorative arts and synthetic ( cinema, theater, etc.) In the classroom, play dramaturgy is introduced on the topic under study, connections with music, literature, history, labor are traced.

Peculiarities: Art is not just studied, but is experienced by children in the classroom. The content of each art form is personally appropriated by each child as his own sensory experience. The program assumes a high level of theoretical training of the teacher.

"Fine Art", T.Ya. Shpikalova and others.

Target: Personal development based on the highest humanistic values ​​by means of domestic and world art.

It is an integrated approach to the development of artistic information based on the knowledge of students in the field of humanitarian and natural sciences. They are structured into blocks, sections and thematic planning of the course content, designed to ensure the development of students in grades 5-9. fundamentals of artistic image (artistic image and visual creativity of students), as well as the basics of folk and decorative-applied arts and artistic project activities.

Peculiarities. All sections of the program include an approximate list of artistic and didactic games, exercises and creative works. For the implementation of this program, it is desirable for a teacher to have a specialization in arts and crafts.

6. The structure and content of programs of subjects of the art cycle for institutions of additional art education.

Characteristics of the programs "Keyboard synthesizer" (I. M. Krasilnikov), "Ensemble of keyboard synthesizers" (I. M. Krasilnikov), "Computer music studio" (I. M. Krasilnikov), "Artistic font" (T. A. Koptseva ), "Studio of Fine Arts" (NV Grosul).

Characteristics of the program "Keyboard synthesizer" (IM Krasilnikov). All programs of I.M. Krasilnikov are designed for 5 years of study - for children 7-12 years old or 12-17 years old. Their mastering is possible without prior musical training.

Keyboard synthesizer Is an extremely valuable tool for musical education. The wide front of musical and creative activity allows one to overcome the one-sided performing orientation of traditional musical education, contributes to the activation of the child's musical thinking and the development of his musical abilities. Simplicity and accessibility make it possible to significantly expand the circle of children and adolescents involved in it. It is important to overcome the one-sided perception of the synthesizer as an instrument associated exclusively with youth entertainment music, to make this instrument a means of forming good musical taste.

Target: introducing children to playing music on keyboard synthesizers in a wide variety of forms of manifestation of this creative activity (electronic arrangement and performance, playing by ear and in an ensemble, sound engineering, creating original electronic timbres, improvisation and composition). The program involves teaching music-making within the framework of not only a specialized educational course (musical instrument), but also an additional one (an optional subject).

Estimated learning outcome: formation of the graduate's ability to make an electronic arrangement and perform (or record using a sequencer) on a synthesizer a piece of music related to classical, folk or modern music, as well as the development of the ability to play by ear and in an ensemble, the formation of improvisation and composition skills, familiarization with the elements sound engineering activities.

"Ensemble of keyboard synthesizers" (IM Krasilnikov).

Ensemble playing music develops in children the ability for interested, productive communication, a sense of mutual support, collectivism. The program involves ensemble performance, improvisation, arrangement, sound engineering and other forms of musical creativity.

Tasks:

· Study of the artistic possibilities of keyboard synthesizers;

· Acquiring basic knowledge of musical theory;

· Mastering the performing technique and skills of playing in an ensemble;

· Improvement in practical musical and creative activities.

Minimum equipment required: 2 or more keyboard synthesizers. For live performances amplifier and speakers. To balance the sound of a keyboard synthesizer ensemble, add a mixing console. A sound processor that enhances electronic sound and greatly expands its expressive capabilities. For recording and playback - a tape recorder.

"Computer Music Studio" (I. M. Krasilnikov),

Target: familiarizing children with playing music on the basis of computer studio instruments in the most diverse forms of manifestation of this creative activity; (electronic arrangement and performance, playing by ear and in an ensemble, sound engineering, creating original electronic timbres, improvisation and composition) and the formation of musical abilities and interests, musical taste. Classes in a computer music studio involve obtaining more complex creative skills, focused not only on amateur music activities, but also on professional ones.

Study process the artistic possibilities of digital tools go from simple to complex. Acquaintance with one of the "Musical constructors". In these editors, music, like a figurine from a children's construction set, is composed of ready-made fragments, which does not require any musical training for its creator and is available to the smallest students. Then the editors are mastered - auto-arrangers. Further, MIDI-setters, assuming the use of ready-made sets of timbres in the musical-creative process, and, finally, more difficult-to-use programs - audio file editors, virtual synthesizers, which give the user the opportunity to work more finely with sound.

Learning Outcome- the ability of the graduate to make an electronic arrangement of a piece of music related to classical, folk or modern music, the ability to play by ear and; in the ensemble, skills in improvisation and composition, familiarity with the elements of sound engineering.

"Artistic Font" (T.A. Koptseva).

Relevance of the program due to its practical importance. Children can apply the knowledge and experience gained in the design of school holidays, wall newspapers, class corners, diagrams, stands and take part in the design of a fine art studio.

· "Drop letter" - 1st year of study (children age 6-10 years). Children 6-10 years old, after looking at the images of drop caps created by artists in different historical eras, compose their original image of the letter.

· "Artistic script in the history of fine arts" - 2nd year of study (children age 11-13). The content of the program: expands the students' ideas about artistic styles and trends in art, introduces the expressive stylistic features of different fonts, with the names of prominent artists.

· "The Art of Font" - 3rd year of study (children age 14-15) The program offers the art of design, decoration activities. Objective: development of adolescents' interest in high spiritual samples, which they can perceive through communication with the art of books and, more broadly , with world fine arts represented in graphics, poster art, design.

"Studio of Fine Arts" (NV Grosul).

The purpose of the studio- this is, first of all, the possibility of intensive spiritual growth, expansion of the child's artistic experience, the identification and development of his creative abilities and inclinations in the field of painting, graphics, sculpture. The tasks in each of the programs are adapted to the age of the children and are built taking into account their interests, capabilities and preferences.

· "Images and symbols of time" (1st year of study) children perform various tasks - they stage a puppet show on their own, work on the graphic series "Fantastic city", "Image of the Antiquity", "Culture of the Middle Ages", "Images of culture peoples of the East ", etc.

· "Artistic image and laws of creativity" (2nd year of study) tasks have an individual character, which is due to the age characteristics of a 13-15 year old teenager. At this age, children work with interest in graphic techniques, both in unique (ink, stick, pen, charcoal) and in production (engraving, scratchboard, monotype).

· “Fine art in synthesis with other arts” (3rd year of study), children aged 16-17 create individual works in the field of painting, graphics, sculpture, and applied art. Sketches of costumes for the performance, modeling of costume attributes, design elements, development of sketches of invitation cards and their replication in engraving technique, creation of a playbill, painting of scenery.

7. Characteristics of the main elements of the content of art education.

The experience of students' emotional-value attitude to art as the basis of art education. The role of aesthetic experience in the perception of a work of art. Artistic knowledge as knowledge of any kind of art and as knowledge about any kind of art. Artistic theoretical and artistic historical knowledge. Artistic skills and abilities. Organization of artistic and creative educational activities of schoolchildren.

Emotional relationship experience students to art is the basis of art education, since without it further education in the subjects of the art cycle is impossible. The emotional component is present in any kind of art and without it it is impossible to fully perceive any work of art.

Aesthetic experiences add up in our minds like a mosaic. This is a complex combination and interweaving of various, usually oppositely directed, more elementary emotional reactions, images, ideas, which are naturally built in our consciousness. Therefore, they cannot be characterized by any one simple emotion. Laughter and tears, love and hatred, sympathy and disgust, happiness and grief, sadness and joy - all these emotions in each individual aesthetic experience in a person are combined in a peculiar way, complementing, balancing, moderating and ennobling each other.

We experience a similar variety and complex interweaving of emotional reactions when we perceive tragedies. Fear and compassion, heavy grief at the realization of the death of people close to us and the collapse of ideals along with pleasure - this is not a complete picture of the emotional reactions that make up the tragic aesthetic feeling. This complex interaction of simultaneously experienced and replacing each other, mutually reinforcing and inhibiting emotions, determines the incomparable beauty of aesthetic feelings.

Artistic knowledge as knowledge of any kind of art is the totality of all knowledge about the classification, techniques of this type of art. Knowledge about an art form implies the level of a person's actual knowledge of the subject.

Artistic and theoretical knowledge- knowledge about the structure, language, techniques of this type of art.

Artistic and historical knowledge- knowledge about the history of the development of the art form, key historical figures.

Skill- the ability to perform actions, acquired as a result of training or life practice. With further exercise, the skill can turn into a skill.

Skill- an action formed by repetition and bringing to automatism.

The organization of artistic and creative activities of schoolchildren is the order of interaction between a teacher and schoolchildren in accordance with the goals of lifelong education:

· The educational process is based on humanization;

· An artistically enriched pedagogical environment is created, involving co-creation and a creative atmosphere;

· Mastering the content of education of subjects of the artistic and aesthetic cycle is based on the artistic and creative activities of children;

· Artistic and creative activity is organized as the interaction of children and teachers in the educational process and after school hours;

· The process of teaching children artistic and creative activities is based on their subjective experience.

8. Types and types of lessons in the disciplines of the art cycle.

Types of lessons in the disciplines of the art cycle. In water-information lessons: lesson-conversation, lesson-lecture (research, travel, reportage, description), problem lesson. Lessons in the development of artistic knowledge and skills: creativity lesson, research lesson, discussion lesson (regulated), “mnemonic tournament” lesson, conversation lesson, role-playing lesson (investigation, trial, travel, essay, compilation of a thesaurus or basic logical synopsis etc.), lesson-concert, lesson-analysis, lesson "open opinions", lesson "quasi-dialogue". Control lessons.

Lesson- the period of time of the educational process, where the teacher communicates knowledge, skills, skills to students interacting; in which educational work is carried out with a permanent composition of students of approximately the same age and level of training.

The teacher in the classroom pursues goals: education, upbringing and development.

Disciplines of the art cycle at school: Music, theater, fine arts and artistic work, rhythm, MHC, literature.

Lesson types disciplines of the art cycle:

· Combined;

· Monothematic.

Introductory lessons:

Lesson-conversation–Dialogical teaching method, in which the teacher passes on new material or checks the studied material, the teacher encourages students to talk with words: tell, describe, explain, prove, help, and what do you think.

Types of conversation:

· Heuristic - the teacher relies on the experience of students leads to the understanding and assimilation of new knowledge;

· Communicating - the teacher transfers new knowledge;

· Fastening - applied after the studied material;

· Individual (with 1 person) and frontal (with an audience, class);

· Interview - discussion of students' problems.

Lesson-lecture- systematic, consistent monologue presentation by the teacher of educational, theoretical material, mainly for senior classes

· Research-form in which activity, independence develops; excursion trip where the teacher turns into a guide, commenting on the history or events of the places; reporting - material from the scene, impartial (no assessments)

· Coverage of events and it is assumed that the reporter is an eyewitness or participant in what is described;

Description-teacher describes a work of art,

Problem lesson- a teacher-organized way of active interaction, during which students become familiar with the objective contradictions of scientific knowledge and the way to resolve them. Learn to think creatively, assimilate knowledge.

Lessons in the development of artistic knowledge and skills:

Research lesson,

Creativity lesson,

A lesson of invention,

· Lesson-exhibition,

Essay lesson,

· Lesson-creative report, etc.

Discussion lesson- spontaneous consideration and research of controversial issues, problems, various approaches in argumentation, judgment, solving tasks, etc. Rules: entering into a discussion, it is necessary to present the subject of the dispute; not to admit a tone of superiority in a dispute; ask questions competently and clearly; formulate the main conclusions.

Dispute lesson- unlike a lesson-discussion - it is always carried out with preliminary preparation of evidence for a certain point of view.

Lesson- "mnemonic tournament»- groups are formed, questions are asked (in writing, orally), everyone answers the question and enters into the table, then all together answer and enter into the table and compare with the standard. The type of test allows you to control your knowledge, forms cooperation skills, develops the ability to defend your own point of view, allows you to check the level of mastering of the passed material in a short time;

Role-playing game- modeling a life situation in accordance with the plot and distributed roles. Conventionality and seriousness are important. It is subdivided into: imitation, aimed at imitating a certain professional action; situational, associated with the solution of a narrow specific problem - a game situation; conditional, dedicated to the resolution, for example: educational or industrial conflicts, etc. Stages: preparatory; game; final; analysis of results.

Concert lesson it is an indissoluble unity of three components: word, sound and visual image. Takes place in a separate class or in parallels. Guests present: teachers, parents of students, students of other classes.

Lesson analysis Students make observations. They draw certain conclusions based only on the material of observations (the secret of the word). Then they compare their studies.

The lesson of "open opinions"- everyone expresses their opinion

Lesson - "quasi-dialogue"(quasi-something, sort of, as if, as it were, as if imaginary false) (dialogue with oneself). - the teacher asks questions, but he composes the answers and reactions for the students.

Control lessons- operational control in the classroom is carried out constantly, but special lessons are designed for detailed control.

Lesson forms:

· Test lesson;

· Quiz;

· Contests;

· Review of knowledge;

· Protection of creative works, projects;

Creative report,

· test;

· interview.

The purpose of the lesson in control of knowledge and skills- to control the training, continue to systematize knowledge, to identify the level of assimilation of the material, the formation of skills and abilities. There is an oral written, and complex (first, a frontal survey, then a mutual survey in pairs).

9. Teaching methods, their classification and specificity of application in the disciplines of the artistic cycle.

Differentiated approaches in art education. Variety of methods of teaching art disciplines. Methodology for organizing the creative activity of students. Mastering the figurative language of art. Formation of associative-figurative thinking. Artistic awareness of the world. Classification of teaching methods. General pedagogical information-receptive, reproductive, productive methods and methods of control. Problem learning methods. Game teaching methods. Complex methods for the formation of creative activity. Methods for analyzing works of art. The unity of perception and imagination. Experience and empathy. Formation of students' attitude to works of art. Communication about a work of art and reflection.

The basis differentiated learning is a good knowledge of the level of preparation and development of each student, the study of his individual characteristics. Differentiated approach allows you to correct the most disturbed processes of artistic and visual activity, which means that a differentiated approach is one of the forms of corrective work. As a result of teaching, students' shortcomings (mistakes in drawings) are overcome, thanks to which children move faster in their creative development. Formation and development is a single, interconnected process. Thus, individual and differentiated approaches help to solve the problems of developmental education. Differentiated approach- this is a teacher's account of the individual characteristics of a group of students in the learning process. The purpose of the differentiated tasks is to, knowing and taking into account the individual differences in the learning capabilities of students, provide each of them with optimal conditions for the formation of cognitive activity in the process of drawing.

B.M. Nemensky, I.B. Polyakova, T.B. Sapozhnikova

Features of teaching schoolchildren according to the program B. M. Nemensky "Fine arts

and artistic work "

Lectures 5-8

Pedagogical University "September First"

Boris Mikhailovich Nemensky, Irina Borisovna Polyakova, Tatiana Borisovna Sapozhnikova

Course materials "Features of teaching schoolchildren according to the program of B.M.

“Fine arts and artistic work” ”: lectures 5–8. - M .:

Pedagogical University "September First", 2007. - 136 p.

Study guide

Proofreader G.M. Levin

Computer layout: D.V. Kardanovskaya

Signed for printing 25.09.2007

Format 60 × 90/16. Headset "Peterburg". Offset printing. Pecs l. 8.5

Circulation 150 copies. Order ¹ Pedagogical University "September First",

Original Russian Text © B.M. Nemensky, 2007 © I.B. Polyakova, 2007 © T.B. Sapozhnikov, 2007

© Pedagogical University "September First", 2007

Syllabus

Lecture 1. Features of the program B.М. Nemensky "Illustrator-

1 new art and artistic work "... Goals, objectives, principles, structure and content of the program. Connection of general didactic principles and methods with the principles and methods of artistic pedagogy. Forms of teaching art. Workshop: lessons

Lecture 2. Structural principles for constructing the content of

grams. The principle of creating an atmosphere of passion for art. Prin-

1 tsip of allocation of three types of artistic activity (graphic, decorative, constructive). Comparison of element-wise and block-thematic principles of building programs. Workshop: didactic games

Lecture 3. Methodological principles of building the content of the program. Principles: Establishing and Realizing the Links between Art and Life

1 a person, integrity and slowness of emotional development, reliance on the apogee of phenomena in art, unity of perception and creation. The importance of principles in practical matters of planning art lessons. Workshop: lessons.

Test work ¹ 1

Lecture 4. Features of learning the language of art .Image system

1 expressive means (line, spot, shape, etc.). The unity of the artistic image and language of art. Teaching methods: educational and introductory exercises, skill training, storytelling, conversation, game. Workshop: lessons

Lecture 5. Modern lesson in the art system

2 B.M. Nemensky. Lesson types: problem lesson, lesson lesson

walking, lesson-image, lesson-vernissage, lesson-travel, lesson-excursion, lesson-holiday of arts. Algorithm for system analysis of the lesson. Workshop: lessons

Lecture 6. The relationship of the curriculum with the system of additional education. Additional education

2 as part of the system of continuous art education. Goals, objectives and forms of introducing children to art. Ways to enhance the creative knowledge of students. Workshop: collective work.

Test work ¹ 2 Lecture 7. Pedagogical skills and the specifics of the activities

2 art teacher... Professional requirements for teachers

body of art. The main components of pedagogical technology. Styles of the teacher. Workshop: lessons

Lecture 8. Education of the child's personality in the artistic system of B.М. Nemensky. Formation by means of artificial

2 the state of the aesthetic position in any area of ​​life (everyday life, work, sports). The principle "From the native threshold into the world of universal human culture." Goals, objectives, approaches to tolerance education in fine arts lessons. Workshop: lessons.

Final work

Modern lesson in the art system

B.M. Nemensky

Theoretical part

Modern art lesson. The triune goal of the lesson. Material feeding methods

The fine arts lesson is part of the general learning process, and it fully meets the general didactic laws, principles and methods, but it also has its own characteristic features. The peculiarity of an art lesson is that its content is aesthetic reality, expressed in the language of art.

In the system of artistic pedagogy B.M. Nemensky, the main thing in the lesson is the moment of communication between the student and art as a living phenomenon, as an organic part of the surrounding life. The teacher must convey to the students the idea that art is a special, unique language of communication between generations, eras, peoples.

The results of training are the acquisition of experience in creative activity (in solving creative problems) and experience of emotional-value relationships (i.e. experience of feelings, experiences, interests, needs; social, moral, spiritual relationships expressed in artistic images). The general function of a modern lesson is the holistic formation and development of the student's personality on the basis of developing and educational training.

The purpose of a modern lesson is triune and consists of three interrelated aspects: cognitive, associated with the expansion of the volume of knowledge, developing - with the complication of the assimilated content, educational- with the formation of relationships. The goal is achieved by solving a whole series of teaching and educational tasks into which it disintegrates. These tasks are posed and solved at every moment of the lesson according to a specific pedagogical setting. The lesson can be viewed as a system of teaching and educational tasks that reflect the logic of achieving the triune goal of the lesson, as well as the logic and patterns of sequential, step-by-step study of educational material.

Fine art, like any other subject, should include in its content all three components of education, but in reverse order of importance.

The educational aspect of the triune goal of the lesson ... Not a single school subject can replace the great power of art in the formation of the spiritual, moral qualities of a person, in self-knowledge, self-esteem, self-education and self-development. In an art lesson, we are primarily interested in the activity of the student as a subject, a person who perceives art, information, reflects and participates in active comprehension, creative implementation of what has been received. Outside of art, neither the intellect of generations, nor associative thinking, nor beneficial self-irony, nor courageous intuition, nor inner freedom, outside of which there is no creativity, grows. Only in the artistic environment do people appear and form who are able to think broadly and freely, capable of creating cultural values ​​that remain for centuries. Upbringing does not take place at one moment, in one lesson, and it takes time to form it, therefore, the teacher's attention to the educational goal and its tasks should be active and constant.

Developmental aspect of the triune goal of the lesson associated with the structure of the child's personality, those areas that need to be developed. The development of a child is much slower than the process of his upbringing and education and is carried out to a large extent as a result of properly organized education and upbringing. To an indicative listeducationaltasks that can be carried out in fine arts lessons in the aspect of the development of the child's personality can be included: the development of speech, thinking, the sphere of feelings, the motor sphere, etc.

WITH the purpose of the development of the child's speech is carried out: enrichment and complication of the vocabulary; complication of the semantic function (new knowledge brings new aspects of understanding); strengthening the communicative properties of speech (expressiveness, expressiveness); mastering the expressive means of the language.

WITH the purpose of developing thinking skills are formed: to analyze; highlight the main thing; compare, build analogies; generalize and systematize; prove and disprove; define and explain concepts; pose and solve problems. Classes promote the development of imagination and fantasy.

WITH the purpose of developing the sensory sphere is improving: the eye, the ability to navigate in space and in time; accuracy and subtlety of distinguishing color, light and shadow, shape, sounds, intonations.

WITH the purpose of the development of the motor sphere is mastering the motor skills of small muscles; the ability to control their motor actions.

Cognitive aspect of a fine arts lesson consists of the following requirements: to teach and teach each student to independently acquire knowledge, to form skills and abilities that ensure the successful implementation of activities.

By the nature of the presentation of the material in the classroom, two types of methods are distinguished: a) traditional - explanatory and illustrative and b) reproductive. Reproductive methods include the following:

Problem statement method. It is transitional from performing to creative activity. At a certain stage of training, students are not yet able to independently solve problem problems, and therefore the teacher shows the way to study the problem, setting out its solution from beginning to end. And although students with this method of teaching are not participants, but only observers of the course of thought, they receive a good lesson in resolving cognitive difficulties.

Partial search (heuristic) method, the essence of which is expressed in the following characteristic features:

1) the teacher organizes not a message or presentation of knowledge, but the search for new knowledge using a variety of means;

2) students, under the guidance of a teacher, independently reason, solve emerging cognitive tasks, create and resolve problem situations, analyze, compare, generalize, draw conclusions, etc.,

in as a result of which they form conscious solid knowledge. The method was named partly searchable because students

cannot always independently solve a complex educational problem from beginning to end. Therefore, educational activity develops according to the scheme: teacher - students - teacher - students, etc. Part of the knowledge is communicated by the teacher, part of the students are obtained on their own, answering the questions posed or solving problematic tasks. One of the modifications of this method is a heuristic (opening) conversation.

The essence research method learning comes down to the fact that:

1) The teacher, together with the students, formulates a problem, the solution of which is devoted to a segment of study time. The teacher's activity is reduced

To operational management of the problem solving process.

2) Students independently acquire knowledge in the process of solving (researching) a problem, comparing various options for the answers received. The means to achieve the result are also determined by the students themselves.

3) The educational process is characterized by high intensity, learning is accompanied by increased interest, the knowledge gained is distinguished by depth, strength, and effectiveness.

The research method of teaching involves the creative assimilation of knowledge. Its disadvantages are the significant investment of time and energy of teachers and students. The use of the research method requires a high level of pedagogical qualifications.

Structure, stages and types of lessons

The goals and objectives of the lesson, the methods used determine its structure. The structure of the lesson also depends on the type of teaching: traditional, developmental, problem-solving, programmed, etc. The structure of a lesson is its composition, a certain sequence of stages and the relationship between them. Let's recall the stages familiar to all - organizational, checking homework, preparing for the assimilation of new material, explaining new material, consolidating new knowledge, the result of the lesson.

Different types of lessons have a different sequence of steps.

A modern art lesson is in many ways the creativity of not only the teacher, but also the student. Trends in the development of a fine arts lesson at school, built on the basis of developmental education technologies that activate creative initiative, artistic perception and freedom of personal expression, have significantly expanded the understanding of the forms of classroom teaching.

The practice included various types of lessons: a lesson-game, problem lesson,climbing lesson, lesson-image, lesson-vernissage, lesson-festival of arts, travel lesson, lesson-excursion, lesson-dispute, lesson-excursion, lesson-conference and etc.

The teacher's definition of the type of lesson or a combination of several types is a matter of pedagogical technique.

Problem lesson

In pedagogical practice, a problem-search situation is most often understood as a statement (usually by the teacher himself) for discussing two or several different, including opposite, points of view, among which, as a result, one should choose the most “correct” one (as a rule, from the point of view teacher).

In fact, already from the very definition of the concept of "problem" (Greek - a problem, a theoretical or practical issue that needs to be solved; a task to be investigated) it follows that the problem is not always something that needs to be solved. Sometimes a problem means something that needs to be discussed (emotional and aesthetic assessment) - this is its main meaning (for example, the so-called “eternal” problems).

It is important to understand that the source, the internal motor mechanism of the problem is a contradiction (as the basis of action), that is, a conflict that arises, as a rule, precisely at the essential level of penetration into the problem. The specificity of problem thinking is similar to the specificity of artistic and creative thinking, therefore, modeling the emergence, formation and resolution of any educational problem in the classroom, the teacher models the way of thinking characteristic of artistic creativity and perception. In one case, the problem is most tangibly defined in the area of ​​content, and in other cases - in form. It is important to keep in mind that the problem formulated in connection with the content should, when resolved, have an exit to the area of ​​form (means of expression), and vice versa. For example, in elementary school, one might suggest the following problems: "What if everything in the world were the same color?" (Poem by E. Ruzhentseva "A Tale of Colors"), "What to do if an artist came to paint a meadow of flowers, and he had only three colors?", "The sun got angry and went beyond the horizon. How will we see the whole world? "," If there were no artists in the world? And if there were no masters? " “How to convey the fluffy fur of a kitten, delicate chicken feathers, hard hedgehog needles? How to depict “fluffy”, “gentle”, “funny”, etc.? ”,“ And if you build a school like a fairy-tale castle? ”. In high school, it is easiest to start with "intellectual" conflicts, translating them into the realm of the formal language of art.

The problem lesson includes:

1. organization of students, their psychological preparation;

2. creating a problem situation;

3. problem formulation;

4. putting forward a hypothesis;

5. search for a solution to the problem;

6. the discussion of the results;

B.M. NEMENSKY Program "Fine Arts and Artistic Work" 1-4 grades. Explanatory note
The Visual Arts and Artistic Work program is a holistic, integrated course that includes all major types: painting, graphics, sculpture, folk decorative arts, architecture, design, spectacle and screen arts. They are studied in the context of interactions with other arts and their specific links to society and human life.

The systematizing method is to distinguish three main types of artistic activity for visual spatial arts: constructive, visual, decorative.

These three artistic activities are the basis for dividing visual-spatial arts into types: visual - painting, graphics, sculpture; constructive - architecture, design; various arts and crafts. But at the same time, each of this form of activity is inherent in the creation of any work of art and therefore is a necessary basis for integrating the entire variety of types of art into a single system, not according to the principle of enumerating types, but according to the principle of the type of artistic activity. The allocation of the principle of artistic activity focuses the transfer of attention not only to works of art, but also to human activities, to identifying his connections with art in the process of daily life.

The links between art and human life, the role of art in his everyday life, the role of art in the life of society, the importance of art in the development of every child are the main semantic core of the program. Therefore, when highlighting the types of artistic activity, it is very important to show the difference in their social functions.

The program is designed to give students a clear idea of ​​the system of interaction between art and life. It is envisaged to widely involve the life experience of children, examples from the surrounding reality. Work based on observation and aesthetic experience of the surrounding reality is an important condition for the development of program material by children. The desire to express one's attitude to reality should serve as a source for the development of figurative thinking.

One of the main goals of teaching art becomes the task of developing a child's interest in the inner world of a person, the ability to "deepen into oneself", to become aware of his inner experiences. This is the key to developing the ability to empathize.

The artistic activity of schoolchildren in the classroom finds various forms of expression: the image on a plane and in volume (nature, from memory, according to representation); decorative and constructive work; perception of phenomena of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in the classroom; study of artistic heritage; selection of illustrative material for the topics studied; listening to musical and literary works (folk, classical, modern).

In the classroom, play dramaturgy is introduced on the topic under study, connections with music, literature, history, and labor are traced. In order to experience creative communication, collective tasks are introduced into the program. It is very important that the collective artistic creativity of students finds application in the design of school interiors.

The systematic development of the artistic heritage helps to understand art as a spiritual chronicle of mankind, as a person's cognition of the relationship to nature, society, and the search for truth. Throughout the entire course of study, schoolchildren get acquainted with outstanding works of architecture, sculpture, painting, graphics, arts and crafts, study classical and folk art of different countries and eras. Knowledge of the artistic culture of one's own people is of great importance.

The thematic integrity and consistency of the development of the program helps to ensure strong emotional contacts with art at every stage of learning, avoiding mechanical repetitions, rising year after year, from lesson to lesson, along the steps of the child's knowledge of personal human ties with the whole world of artistic and emotional culture.

Artistic knowledge, skills and abilities are the main means of introducing art culture. Form, proportions, space, light-tonality, color, line, volume, texture of material, rhythm, composition are grouped around the general patterns of art-figurative languages ​​of visual, decorative, constructive arts. Students master these means of artistic expression throughout the entire course of study.

Three ways of artistic assimilation of reality - pictorial, decorative and constructive - in elementary school act for children as clearly understandable, interesting and accessible types of artistic activity: images, decorations, buildings. The constant practical participation of schoolchildren in these three activities allows them to systematically introduce them to the world of art. It should be borne in mind that, being presented in elementary school in a playful way as "Brothers-masters" of images, decorations, buildings, these three types of artistic activity should accompany students during all years of study. They help first structurally, and therefore understand the activities of the arts in the surrounding life, and then help in a more complex understanding of art.

With all the supposed freedom of pedagogical creativity, it is necessary to constantly keep in mind the clear structural integrity of this program, the main goals and objectives of each year and quarter, ensuring the continuity of the progressive development of students.
^ BASICS OF ART PERFORMANCE (ELEMENTARY SCHOOL PROGRAM) ^ 1st grade (30-60 hrs) You paint, decorate and build
Three types of artistic activities that define the whole variety of visual spatial arts form the basis of the first, introductory class.

A playful, figurative form of familiarization comes to the aid of children (and the teacher): "Three brothers-masters - the Master of the Image, the Master of Decoration and the Master of Construction". It should be a discovery for children that many of their everyday household games are artistic activities - the same thing that adult artists do (not yet art). To see the work of this or that master brother in the surrounding life is an interesting game. It is with her that the cognition of the links between art and life begins. Here the teacher lays the foundation in the knowledge of the vast, complex world of the plastic arts. The task of this year also includes the realization that the "Masters" work with certain materials, and also includes the primary mastering of these materials.

But the "Masters" do not appear before children all at once. First, they are under the "invisible hat". In the first quarter, he takes off his "hat" and begins to play openly with the children, the "Master of the Image". In the second quarter he will help to remove the "invisibility cap" from the "Master of Decoration", in the third - from the "Master of Construction". And in the fourth, they show the children that they cannot live without each other and always work together. It is necessary to bear in mind the special meaning of the generalizing lessons: in them, through the work of each "Master", children's art work is connected with adult art, with the surrounding reality.
^ Topic 1. You portray.
Introducing the Image Wizard (8-16 hours)
The "Image Wizard" teaches to see and portray.
And all subsequent years of study will help children in this - help to see, to consider the world. To see, one must not only look, but also draw oneself. This must be learned. Here, only the foundations for understanding the huge role of image activity in people's lives are laid; in future years, the teacher will develop this understanding. The opening of the quarter also includes the fact that in art there is not only the Artist, but also the Spectator. Being a good viewer is also a learning curve, and the Image Master teaches us this.

The task of the "Master" is also to teach children the primary experience of mastering the materials available to elementary school. This experience will deepen and expand in all further work.

"Image Wizard" helps to see, teaches to consider

Development of observation and analytical capabilities of the eye. Fragments of nature. Animals - how they are similar and how they differ from each other.

Materials: paper, felt-tip pens or colored pencils, or crayons.

^ Visuals: slides with pictures of animals or live animals.

Literary series: poems about animals, about noses and tails.

Musical row: C. Saint-Saens, suite "Carnival of Animals".

You can portray as a stain

Take a closer look at different spots - moss on a stone, scree on the wall, patterns on marble in the subway and try to see any images in them. Turn the spot into an image of an animal. The spot, pasted or painted, is prepared by the teacher.

Materials: pencil, crayons, black ink, black felt-tip pen.

^ Visuals: illustrations for books about animals by E. Charushin, V. Lebedev, T. Mavrina, M. Miturich and other artists working with the spot.

You can portray in volume

Let's turn a lump of plasticine into a bird. Modeling. See and think about what voluminous objects look like something, for example, potatoes and other vegetables, driftwood in a forest or park.

Visuals: slides of natural volumes of expressive forms or real stones, the shape of which resembles something.

Can be drawn with a line

You can tell with a line. "Tell us about yourself" is a drawing or a series of consecutive drawings.

Materials: paper, black felt-tip pen or pencil.

Visuals: linear illustrations of children's books, drawings on the themes of poems by S. Marshak, A. Barto, D. Harms with a cheerful, mischievous plot development.

^ Literary row: funny poems about life at home.

Musical range: children's songs about family life.

You can also depict what is invisible (mood)

To portray joy and portray sadness. We draw music - the task is to express in the image the images of musical pieces that are contrasting in mood.

Materials: white paper, colored markers, colored pencils or crayons.

^ Musical range: melodies, joyful and sad.

Our paints

Test of paints. The joy of communicating with paints. Mastering the skills of organizing a workplace and using paints. Color name. What every color resembles in life. Game image of a colorful multicolor rug.

Materials: paints, gouache, large and thin brushes, white paper.

Artists and viewers (generalization of the topic)

Being a spectator is interesting and not easy. This must be learned. Acquaintance with the concept of "work of art". Painting. Sculpture. Color and paints in the paintings of artists. Development of perception skills. Conversation.

Visuals: V. Van Gogh "Sunflowers", N. Roerich "Overseas Guests", V. Vasnetsov "Three Heroes", S. Konchalovsky "Lilac", M. Vrubel "The Swan Princess".
^ Topic 2. You decorate.
Acquaintance with the "Master of Decoration" (7-14 hours)
The "Master of the Image", whom the children met in the first quarter, is the "Master of Knowledge", the attentive peering into life. The "Master of Decoration" does something completely different in life - this is the "Master of Communication" He organizes communication between people, helping them to openly identify their roles. Today we go on a hike, tomorrow to work, then to the ball - and with clothes we talk about our roles, about who we are today, what we will do. More clearly, of course, this work of the "Master of Decoration" appears at balls, carnivals, in theatrical performances.

And in nature, we distinguish some birds or butterflies from others by their decorations.

The natural world is full of decorations

Development of observation. Experience of aesthetic impressions. Butterfly wings decoration. The butterfly is decorated according to the blank cut out by the teacher or can be drawn (large, on the whole sheet) by children in the lesson. The variety and beauty of patterns in nature.

Materials: gouache, large and thin brushes, colored or white paper.

^ Visual range: slides "Butterflies", collections of butterflies, books with their image.

The image of an elegant bird in the technique of volumetric applique, collage. The development of a decorative sense of the combination of materials, their color and texture.

Materials: multi-colored and multi-textured paper, scissors, glue.

^ Visuals: slides and books depicting various birds.

Musical range: children's or folk songs with a pronounced playful, decorative moment (ringing of a bell, imitation of bird singing).

Beauty must be able to notice

Discreet and "unexpected" beauty in nature. Examination of various surfaces: tree bark, foam waves, drops on branches, etc. The development of a decorative sense of texture. Experience of visual poetic impressions.

An image of the back of a lizard or tree bark. The beauty of texture and pattern. Acquaintance with the technique of one-color monotype.

Materials: for the teacher - a knurling roller, water-diluted gouache or printing ink; for children - a plank made of plastic, linoleum or tiles, sheets of paper, a pencil.

^ Visuals: slides of various surfaces: bark, moss, ripples in the water, as well as slides showing lizards, snakes, frogs. If possible - genuine bark, wood cuts, stones.

How, when, why does a person adorn himself

All ornaments of a person tell something about their owner. What jewelry can tell. Consider the characters of fairy tales - what kind of decorations they have. How they help us recognize heroes. Images of selected fairy-tale characters and their decorations.

Materials: colored paper, gouache, brush.

Visuals: slides or illustrations with characters from famous fairy tales.

^ Literary series: fragments of fairy tales describing the appearance of the hero.

Musical row: songs of fairy-tale heroes.

"Master of Decoration" helps to make a holiday

Room decoration. Making festive Christmas garlands and stars. Decorating the classroom and your home for the New Year holidays. Collective panel "New Year tree".

Materials: colored paper, scissors, glue, foil, serpentine.

^ Visual range: children's work, completed in a quarter.

Literary row: poems about the New Year's holiday.

Musical row: Christmas and New Year's festive songs, P. Tchaikovsky fragments of the ballet "The Nutcracker".
^ Topic 3. You build.
Acquaintance with the "Master of Building" (10–20 h)
"Master of the Image" - "Master of Knowledge", "Master of Decoration" - "Master of Communication", "Master of Construction" is the "Master of Creation" of the objective environment of life.

In this quarter, his brothers take off his "invisibility cap" and hand over the reins to him. People can learn about the world and communicate only if they have a humanly organized environment. Every nation has been building since primitive times. Children also build in their games from sand, blocks, chairs - any available material. Before the beginning of the quarter, the teacher (with the help of the children) must collect as much "building material" as possible: milk cartons, yoghurts, shoes, etc.

Home for yourself

An image of your own home. Development of imagination. Come up with a home. Different houses for different fairy tale characters. How can you guess who lives in the house. Different houses for different things.

Materials: colored paper, gouache, brushes; or felt-tip pens, or colored pencils.

^ Visuals: illustrations of children's books depicting dwellings.

Musical row: children's songs about builders-dreamers.

What can you think of at home

Modeling of fairy-tale houses in the form of vegetables and fruits. A construction of boxes and paper of comfortable houses for an elephant, giraffe and crocodile. The elephant is large and almost square, the giraffe has a long neck, and the crocodile is very long. Children learn to understand the expressiveness of proportions and the construction of form.

Materials: plasticine, stacks, cloth, board.

^ Visuals: illustrations to the tales of A. Milne "Winnie the Pooh", N. Nosov "Dunno in the Flower City", J. Rodari "Cipollino", A. Volkova "The Wizard of the Emerald City".

^ Literary series: descriptions of fairy-tale towns.

Musical range: music to the cartoon and ballet "Cipollino".

"Builder" helps you to come up with a city

"Fairy town". The image of the image of the city for a specific fairy tale. Construction of a game city. A game of architects.

Materials: gouache, colored or white paper, wide and thin brushes, boxes of different shapes, thick paper, scissors, glue.

Literary row: descriptions of a fairytale city from a literary work.

Everything we see has a design

Make images of different animals - a zoo-construction of boxes. Make funny dogs of different breeds out of boxes. The material can be replaced with an applique: various images of dogs are made by gluing pre-prepared one-color paper scraps of different geometric shapes to a sheet.

Materials: various boxes, colored and white thick paper, glue, scissors.

^ Visuals: photographs of animals or reproductions of paintings depicting animals.

All items can be built

Construction from paper, packaging, coasters, flowers and toys.

Materials: colored or white paper, scissors, glue.

Visuals: slides from various objects corresponding to the task.

^ Literary row: poems about cheerful, hardworking masters.

House outside and inside

The house "looks" to the street, but they live inside the house. "Inside" and "outside" are very interconnected. The image of the house in the form of letters of the alphabet as if they have transparent walls. How could little alphabetical men live in letter houses, how the rooms, stairs, windows are located there.

Materials: paper (white or colored), pencils or crayons.

^ Visuals: illustrations for children's books.

The city where we live

Assignment: "I paint my favorite city." Impression image after the excursion.

Materials: paper, gouache, brushes or crayons (at the teacher's choice).

^ Literary row: poems about your city.

Musical row: songs about your city.

Summarizing the theme of the quarter

Assignment: exhibition of works done in a quarter. Children learn to watch and discuss each other's work. Playing with artists and spectators. You can make a generalizing panel "Our city" or "Moscow".
^ Topic 4. "Masters of Images, Decorations, Buildings" always work together (5-10 hours)
We will learn about the joint work of the "Masters" in their works of the last quarters and in works of art.

Lesson 1 is a generalization here. Its purpose is to show children that our three "Masters" are in fact inseparable. They are constantly helping each other. But each "Master" has its own work, its own purpose. And in a particular work, one of the "Masters" is always the main one. For example, here are our drawings-images: where is the work of the "Master of Building"? And now these works are decorating the class. And in works where the "Master of Decoration" was the main thing, how did "Master of the Image", "Master of Construction" help him? The main thing is to remember with the guys what exactly is the role of each "Master" and what he helped to learn. The best works of children for the whole year should be exhibited in the class. A kind of reporting exhibition. It is advisable that each child has some kind of exhibited work. Children learn to talk about their works and about the drawings of their comrades. At the end of the lesson, slides of works of adult art are shown, and the children should highlight the "participation" of each "Master" in these works: a figurative vase; a vase, the shape of which represents something; a picture of an architectural building; fountain with sculpture; palace interior with bright decor, sculptures and paintings; interior of a modern building with monumental painting.

"Masters" will help us see the world of a fairy tale and draw it

Collective panels and individual images based on a fairy tale.

Materials: paper, gouache, brushes, scissors, glue, colored paper, foil.

^ Audience: music from cartoons, film or ballet based on this fairy tale.

Literary row: a fairy tale chosen by the teacher.

A lesson in admiration. Ability to see

Observation of living nature from the point of view of the "Three Masters". Composition "Hello Summer!" on impressions from nature.
^ 2nd grade (34–68 h) You and art
The theme "You and Art" is the most important for this concept, it contains the fundamental sub-themes necessary for the initial introduction to art as a culture. Here are the primary elements of the language (figurative structure) of the plastic arts and the basis for understanding their connections with the life of the child around them. Understanding of language and connections with life are built in a clear methodological sequence. Its violation is undesirable.

The task of all these topics is to introduce children to the world of art, emotionally connected with the world of their personal observations, experiences, and thoughts.
^ Topic 1. What and how do artists work (8-16 hours)
Here the main task is to get acquainted with the expressive possibilities of artistic materials. Discovery of their originality, beauty and nature of the material.

Three main colors that build the multicolor of the world

Primary and composite colors. The ability to mix paints right away at work is a living connection of paints. To depict flowers, filling the entire sheet with large images (without a preliminary drawing) from memory and impression.

Materials: gouache (three colors), large brushes, large sheets of white paper.

^ Visual range: fresh flowers, slides of flowers, blooming meadows; visual aids showing the three basic colors and their mixing (composite colors); practical demonstration of mixing gouache paints.

Five colors - all the richness of color and tone

Dark and light. Shades of color. Ability to mix color paints with white and black. The image of natural elements on large sheets of paper with large brushes without a preliminary drawing: thunderstorm, storm, volcanic eruption, rain, fog, sunny day.

Materials: gouache (five colors), large brush, large sheets of any paper.

^ Visuals: slides of nature in pronounced states: thunderstorm, storm, etc. in the works of artists (N. Roerich, I. Levitan, A. Kuindzhi, etc.); a hands-on demonstration of color mixing.

Pastels and crayons, watercolors - expressive possibilities

Soft velvety pastels, fluidity of transparent watercolors - we learn to understand the beauty and expressiveness of these materials.

An image of an autumn forest (from memory and impression) with pastels or watercolors.

Materials: pastel or crayons, watercolors, white paper (wrapping).

^ Visuals: observation of nature, slides of the autumn forest and works of artists on this topic.

Literary series: A. Pushkin poems, S. Yesenin poems.

^ Musical series: P. Tchaikovsky "Autumn" (from the cycle "Seasons").

Expressive application possibilities

An idea of ​​the rhythm of the spots A rug on the theme of autumn earth with fallen leaves. Group work (1-3 panels), from memory and impression.

Materials: colored paper, pieces of fabric, thread, scissors, glue, paper or canvas.

^ Visual range: live leaves, slides of an autumn forest, earth, asphalt with fallen leaves.

Literary series: F. Tyutchev "Leaves".

Musical series: F. Chopin nocturnes, P. Tchaikovsky "September" (from the cycle "Seasons").

Expressive capabilities of graphic materials

The beauty and expressiveness of the line. Thin and thick, flexible and stringy lines. Image of a winter forest on white sheets of paper (from impression and from memory).

Materials: ink (black gouache, ink), pen, stick, thin brush or charcoal.

^ Visuals: Observations of nature or slides of trees in the winter forest.

Literary series: M. Prishvin "Stories about nature".

Musical series: P. Tchaikovsky "December" (from the cycle "Seasons").

Expressiveness of materials for work in volume

The image of the animals of the native land from the impression and from memory.

Materials: plasticine, stacks, plank.

Visuals: observation of expressive volumes in nature: roots, stones, animal slides and sculptures, slides and small plastic from different materials in the original; reproductions of works by sculptor V. Vatagin.

^ Literary series: V. Bianchi "Stories about animals".

The expressive power of paper

Mastering the work with folding, cutting, gluing paper. Converting a flat sheet into a variety of volumetric forms. Bonding of simple volumetric forms (cone, cylinder, "ladder", "accordion"). Construction of a playground for sculpted animals (individually, in groups, collectively). Imagination work; if you have an additional lesson, you can give an assignment in origami.

Visuals: slides of works of architecture, layouts of past years, made by students, showing techniques for working with paper.

For an artist, any material can become expressive (generalization of the theme of the quarter)

Understanding the beauty of art materials and their differences: gouache, watercolors, crayons, pastels, graphic materials, plasticine and paper, "unexpected" materials.

Image of a festive city at night using "unexpected" materials: streamer, confetti, seeds, threads, grass, etc. against the background of dark paper.
^ Topic 2. Reality and fantasy (7-14 hours) Image and reality
Ability to peer, see, be observant. The "Image Master" teaches us to see the world around us. Images of animals or animals seen in the zoo, in the village.

Materials: gouache (one or two paints), colored paper, brush.

^ Visual range: works of art, photographs depicting animals.

Image and fantasy

Ability to fantasize. Fantasy in people's lives. The image of fabulous, non-existent animals and birds, combining elements of different animals and even plants. Fantasy characters: dragons, centaurs, etc.

Materials: gouache, brushes, a large sheet of paper, preferably colored, tinted.

^ Visuals: slides of real and fantastic animals in Russian wood and stone carvings, in European and Oriental art.

Musical series: fantastic images from musical compositions.

Decoration and reality

Development of observation. Ability to see beauty in nature. The "Master of Decoration" learns from nature. The image of cobwebs with dew and branches of trees, snowflakes and other prototypes of decorations using lines (individually, from memory).

Materials: charcoal, chalk, thin brush, ink or gouache (one color), paper.

^ Visuals: slides of fragments of nature seen through the eyes of an artist.

Decoration and fantasy

It is impossible to create a single piece of jewelry without imagination. Decoration of a given shape (collar, valance, kokoshnik, bookmark).

Materials: any graphic material (one or two colors).

Visuals: slides of lace, jewelry, beading, embroidery, etc.

^ Musical row: rhythmic combinations with a predominance of a repetitive rhythm.

Construction and reality

The "Master of Construction" learns from nature. The beauty and meaning of natural structures - honeycombs of bees, poppy heads and forms of the underwater world - jellyfish, algae. Individual and collective work. Underwater World paper construction.

Materials: paper, scissors, glue.

Visual range: slides of a wide variety of buildings (houses, things), natural structures and shapes.

Building and fantasy

"Master of Construction" shows the possibilities of a person's imagination in creating objects.

Creation of models of fantastic buildings, structures: a fantastic city. Individual, group imagination work.

Materials: paper, scissors, glue.

Visuals: slides of buildings capable of awakening children's imagination, works and projects of architects (L. Corbusier, A. Gaudi), student works of past years.

"Brothers-Masters of Pictures, Decorations and Buildings" always work together (generalization of the topic)

Interaction of three types of artistic activities. Designing (modeling) in decorating Christmas tree decorations depicting people, animals, plants. Collective panel.

Materials: paper, scissors, glue, gouache, thin brushes.

Visuals: children's works for a quarter, slides and original works.
^ Topic 3. What art talks about (11-22 hours)
This is the central and most important theme of the year. The previous two lead to her. The main task is to master the fact that nothing in art is ever depicted, decorated, built just like that, just for the sake of skill. "Brothers - Masters", that is, art, expresses human feelings and thoughts, understanding, that is, attitude towards what people depict, towards whomever or what they are decorating, with a building they express their attitude towards whoever they are building for and for what. Before that, the issue of expression had to be felt by children in works only on an emotional level. Now for children, all this should move to the level of awareness, become the next and most important discovery. All subsequent quarters and years of study under the program, this topic constantly, in every quarter, every task, should be emphasized, consolidated through the process of perception and the process of creation. Each task should have an emotional focus, develop the ability to perceive shades of feelings and express them in practical work.

Expression of the character of the depicted animals

The image of animals are cheerful, impetuous, threatening. The ability to feel and express the character of the animal in the image.

Materials: gouache (two to three colors or one color).

Literary series: R. Kipling's tale "Mowgli".

^ Visual range: V. Vatagin's illustrations for "Mowgli" and other books.

Musical series: C. Saint-Saens "Carnival of Animals".

Expression of a person's character in the image; male image

At the request of the teacher, for all further tasks, you can use the plot of the fairy tale. For example, "The Tale of Tsar Saltan" by A. Pushkin provides rich opportunities for communication of imaginative solutions for all subsequent topics.

The image of a good and evil warrior.

Materials: gouache (limited palette), wallpaper, wrapping paper (rough), colored paper.

^ Visual range: slides of works by V. Vasnetsov, M. Vrubel, I. Bilibin and others.

Literary series: "The Tale of Tsar Saltan" by A. Pushkin, excerpts from epics.

^ Musical series: music by N. Rimsky-Korsakov for the opera "The Tale of Tsar Saltan".

Expression of a person's character in the image; female image

The depiction of opposite in character fairy-tale images (Princess Swan and Baba Babarikha, Cinderella and Stepmother, etc.). The class is divided into two parts: some represent the good, others - the evil.

Materials: gouache or pastel (crayons) on a colored paper background.

^ Visual range: slides of works by V. Vasnetsov, M. Vrubel, I. Bilibin.

Literary series: "The Tale of Tsar Saltan" by A. Pushkin.

The image of a person and his character, expressed in volume

Creation of images with a pronounced character in the volume: Princess Swan, Baba Babarikha, Baba Yaga, Bogatyr, Koschey the Immortal, etc.

Materials: plasticine, stacks, boards.

Visuals: slides of sculptural images of works by S. Konenkov, A. Golubkina, ceramics by M. Vrubel, medieval European sculpture.

Image of nature in different states

The image of contrasting states of nature (the sea is gentle, affectionate, stormy, alarming, joyful, etc.); individually.

Visuals: slides depicting the contrasting moods of nature, or slides of paintings by artists depicting different states of the sea.

^ Literary series: A. Pushkin's tales "About Tsar Saltan", "About the fisherman and the fish".

Musical range: opera "Sadko", "Scheherazade" by N. Rimsky-Korsakov or "Sea" by M. Churlionis.

Expression of a person's character through decoration

Decorating himself, any person thereby tells about himself: who he is, what he or she is: a brave warrior - a defender or he threatens. The decorations for the Swan Princess and Baba Babarikha will be different. Decoration of heroic armor cut out of paper, kokoshniks of a given shape, collars (individually).

Materials: gouache, brushes (large and thin), blanks from large sheets of paper.

^ Visual range: slides of old Russian weapons, lace, women's costumes.

Expressing intentions through decoration

Decoration of two opposite in intentions fairytale fleets (good, festive and evil, pirate). The work is collective and individual. Application.

Materials: gouache, large and thin brushes, glue, pins, glued sheets or wallpaper.

^ Visual range: slides of works by artists (N. Roerich), illustrations for children's books (I. Bilibin), works of folk art.

Together, "Masters of Images, Decorations, Buildings" create houses for fairy-tale heroes (generalization of the topic)

Three "Brother-Masters" together with children (groups) perform several panels, where, with the help of application and painting, they create the world of several fairy-tale heroes - good and evil (for example: the tower of the Swan Princess, a house for Baba Yaga, the Bogatyr's hut, etc.) ).

On the panel, a house is created (with stickers), the background is the landscape as a figurative environment of this house and the figure is the image of the owner of the house, expressing these images by the nature of the building, clothing, the shape of the figure, the nature of the trees against which the house stands.

The generalization can be completed with an exhibition of works based on the results of a quarter, its discussion together with parents. Groups of "guides" should be prepared for the discussion. Additional hours can be used by the teacher for this. An exhibition prepared by a teacher and its presentation to parents (viewers) should become an event for students and their relatives and contribute to the consolidation of the critical importance of this topic in the minds of children.
^ Topic 4. How art speaks (8-16 hours)
From this quarter on, the expressiveness of the means must be constantly paid attention to. Do you want to express it? And how, what?

Color as a medium of expression: warm and cold colors. The fight between the warm and the cold

The image of a dying fire is a "struggle" between heat and cold. Filling the entire sheet, freely mix the paints with each other. The bonfire is depicted as if from above, extinguishing (work from memory and impression). "Feather of the Firebird". The paints are mixed directly on the sheet. Black and white paints are not used.

Materials: gouache without black and white paints, large brushes, large sheets of paper.

^ Visual range: slides of a dying fire; methodical manual on color science.

Musical series: N. Rimsky-Korsakov fragments from the opera "Snow Maiden".

Color as a means of expression: quiet (dull) and sonorous colors. Mixing with black, gray, white paints (dark, delicate shades of color)

Ability to observe the struggle of colors in life. Image of the spring land (individually from memory and impression). If there are additional lessons, they can be given on the plots of the creation of a "warm kingdom" (Solar city), "cold kingdom" (Snow Queen), achieving coloristic richness within one color scale.

Materials: gouache, large brushes, large sheets of paper.

Visuals: slides of the spring earth, stormy sky, fog, methodological manuals for color science.

^ Musical row: E. Grieg. "Morning" (fragment from the suite "Peer Gynt").

Literary series: M. Prishvin stories, S. Yesenin poems about spring.

Line as a medium of expression: the rhythm of lines

Image of spring streams.

Materials: pastels or crayons.

^ Musical series: A. Arsensky "Forest stream", "Prelude"; E. Grieg "Spring".

Literary series: M. Prishvin "Forest Stream".

Line as a means of expression: the nature of lines

The image of a branch with a certain character and mood (individually or by two people, according to the impression and from memory): gentle and powerful branches, while it is necessary to emphasize the ability to create different textures with charcoal, sanguine.

Materials: gouache, brush, stick, charcoal, sanguine and large sheets of paper.

^ Visual range: large, large spring branches (birch, oak, pine), slides from the image