Iso lesson presentation of the shape and structure of objects. Lesson from "Analysis of the geometric shape of an object

SHAPE AND COLOR OF OBJECTS Aims: to continue the formation of workplace organization skills; give primary ideas about the shape of objects, colors; teach technique watercolor painting; develop observation; cultivate accuracy. Equipment: watercolors, pencil, palette, water, brushes, napkins. P h i c a n t i o n s s r i n d : geometric figures(circle, oval, triangle, square); a sample of a pedagogical drawing, objects of various shapes or their drawings (ball, Christmas tree, etc.); a dark sheet of paper measuring 60 × 80 cm, sets of colored stars; colored paper flags of the primary colors of the spectrum and their shades. Literary series: Russians folk riddles, poems. H o d r o k a I. Organization of students. 1. Checking the readiness of students for the lesson. Teacher. I will give you riddles. I will ask you not to name the answers to them, but to show them. So we will check if you forgot to prepare these necessary supplies for the lesson. He confessed to the knife: “I am without a job. Shave me, my friend, so that I can work. (Pencil.) Multi-colored sisters Were bored without water. Aunt, long, thin, Carries water to them, sighing. (Paints and a brush.) Do you have a drawing master - Bright, cool? .. (Felt-tip pen.) 2. Wetting paints. II. The topic of the lesson. Teacher. Today in the lesson we will learn how to work with watercolor paint, learn that each object has some form, and draw the sun.

III. Introductory conversation. 1. Acquaintance with the form of objects. Teacher. Every item has a shape. According to their outlines or silhouette (“shadow image”), objects are similar to various geometric shapes. Do you know what geometric shapes are called? (Children's answers.) That's right, it's a circle, an oval, a triangle, a rectangle and a square. Can you tell what shape the ball is? (Student answers.) That's right, the ball has the shape of a circle, so they say: "The ball is round." What other objects are shaped like a circle? (Student answers.) Yes, and a striped watermelon, and a ruddy apple, and a bright, warm sun have the shape of a circle. What objects are oval shaped? (Student answers.) Listen to the hint: It may break, It may weld. If you want, it can turn into a bird. (Egg.) That's right, they have an oval shape balloon, egg, plum. What objects are shaped like a triangle? (Student answers.) Listen to the hint: What a beauty - Stands, shining brightly, How magnificently dressed ... Tell me, who is she? (Spruce.) Objects such as a book, a satchel, a wardrobe have a rectangular shape ... Why do you think you need to know what shape an object has? (Student answers.) Knowing the shape of an object is very important for an artist, as it allows you to most accurately and accurately draw. 2. Didactic game "Lay out the object." Description. Children must create dissected images of objects of complex shape according to the idea, using a combination of geometric elements. This game requires creative manipulation of ideas - the ability to compose objects from geometric shapes according to the plan. M a t e r i a l. Each student has two sets of six different figures: squares (5 × 5 cm and 2.5 × 2.5 cm); large and small triangles;

circle with a diameter of 1.25 cm; semicircle (a circle cut in half with a diameter of 1.25 cm) - a total of 12 figures. Management. The teacher gives an assessment, encourages students who have completed successful and original images. 3. Acquaintance with the color of objects. Teacher. All objects have not only some form, but also painted in different colors. The surrounding world is very multicolored and varied in colors. Everything around is some color - bright or faded, dark or light. What colors do you know? (Student answers.) YELLOW POEMS Canaries watered Yellow meadow from a yellow watering can. You do not believe? And don't believe! Run and check for yourself! - Show paints of this color. Name those objects of the world around us that are exclusively yellow. GREEN POEMS Poems are completely green, They are green ... Window and balcony door Open wide! Let the green fragrance burst into the room, And the forest, And the meadow, And the garden, dress in green. Everything, everything grows green In the green month of May, Open the balcony door And grow up too. - Show paints of this color. Name those objects of the world around us that we can only meet green. BLUE POEMS The sky fell into the river

And it faded a little. Shedding? Shedding! The river also turned blue, Like a flower Cornflower, Like a mother's handkerchief. - Show paints of this color. Name the objects of the world around us that we know only as blue. Red, yellow and blue colors called the main ones, since when they are mixed, you can get other colors and shades: orange, green, etc. comparison and generalization of objects by color). Description: Several students are given flags of different shades of the same color (from dark to light). The teacher names a color. A student with a flag of this color approaches him. This student chooses his comrades (in accordance with the color gradation of shades). All other students follow the actions of the playing children. If the color scheme is chosen by them correctly, they invite comrades to their place, if it is wrong, they explain in chorus: "Correct the mistake and then come." In case of difficulty, the teacher helps the children to make the correct color scheme, pick up comrades. M a t e r i a l. Colored paper flags of the main colors of the spectrum and their shades (one for all playing students). Yellow, red colors are perceived as warm, and green and especially blue give "coldness". warm colors as if they bring the object closer, and the cold ones remove it. All these and many other properties of color are used by painters. The picture has no real depth - it is located on a flat canvas or paper. But the art of the master is such that using various properties of color, he achieves the depth of space, airiness and even movement. 5. Didactic exercise "Fireworks". Teacher. IN holidays in the dark sky, multi-colored red, yellow, green, blue stars light up and fall down. This is fireworks. At first, the salute stars are bright, then they become paler and paler, until

do not fade at all. How are fireworks pictures born? You will now see and even participate in their creation. The teacher pins a row of colored stars on a dark sheet of paper, students mark the color of the stars, arrange the stars of color tones from bottom to top in descending order of brightness (from dark to light), name the color of each star in the row (for example, dark red, red, pink, light pink) . At the end of the painting, students admire the harmony of colors. There will be fireworks in the evening, Everyone will go to watch it. A bright festive bouquet In the sky, the stars will bloom. M. Ivensen 6. P riemy of work with watercolors. Teacher. When drawing with watercolor, the pencil should not show through the layer of paint, so the lines are usually made pale. We must not forget that corrections when working with watercolors are almost impossible. Yes, and the eraser with which you erase the pencil can break upper layer paper so that the ink will not lay flat. Therefore, learn to apply the drawing accurately. This will help you to visually study the shape of the object being drawn. Then it is important to determine the color scheme of the depicted nature as accurately as possible. But then you started to draw and suddenly you see that there is no paint of the desired shade in the box. What to do? It turns out that you need to learn how to mix different colors to get the desired shades. This is where we need a palette. Paint is applied to the palette and either diluted with water to obtain light colors, or mixed with some other paint. Let's try to learn this now. IV. Updating students' knowledge. Teacher. Today we will draw the sun. Look at the pictures of the sun. (The poster is hanging on the blackboard.) What can you say about each of these wonderful suns? Which one do you like the most? What would you like to draw? Why?

What do all these suns have in common? (Children's answers.) The golden air balloon stopped over the river, swayed on the water, and then disappeared behind the forest. V. Tolokonnikov Tell me what shape the sun has - square, oval or some other. (Student answers.) That's right, the sun is round. And what color is it? (Student answers.) Yes, the sun is yellow. But is it always? Why do they say about the morning sunrise: "Scarlet Dawn"? (Student answers.) In the morning the sun is big and scarlet, that is, with a red tint. Have you noticed that the higher the sun rises, the brighter it becomes, changing color from yellow to light yellow? So today we will draw three suns: scarlet, yellow and light yellow. Fizkul'tminutka Exercise "Mill" to develop smooth, plastic hand movements that help when drawing. Can be done without musical accompaniment, but better for any leisurely piece of music or a waltz piece. The exercise is performed as shown by the teacher.

The children are standing. The arms are slightly bent at the elbows and raised to the sides. Lightly swing their arms in front of them, crossing them in front of the chest, then waving them to the sides. They make circular movements with their hands, starting with a small amplitude and gradually increasing it. With small circular swings, children slightly spring their legs at the knees. With each new stroke, the movements are set energetic, at the same time the children rise on their toes. The swings gradually decrease and stop. V. Stages of drawing. 1. Composition of the drawing. Let's mark the location of objects on the plane of the paper so that they look beautiful. Conduct first horizontal lines, marking the position of objects in height, and then determining the position of the central object and, relative to it, the position of the other two. (Appendix, Fig. 1.) Control: objects do not touch each other; there is less space between them than around them. 2. Determination of the form of an object. We draw three identical circles along the marked lines. (Appendix, Fig. 2.) 3. Filling the outline with color. We paint the first circle with light yellow paint, to obtain which we dilute the yellow paint on the palette with water. The second circle is painted with yellow paint without dilution. To color the third sun on the palette, mix yellow paint with red to get an orange tint. The drawing is ready. (Appendix, Fig. 3.) VI. Practical work. Assignment: to draw the "Solar circle" with coloring it with different shades of yellow. VII. Summary of the lesson. 1. Exhibition of student works. For each completed work, the teacher selects the appropriate one. Shows a specific drawing of the sun, a quatrain. commenting on it with a poem.

1) The sun is shining brightly, Cheerfully in the world. Tweedledee, trawler, Fun in the world. A. Ganchev 2) It became clear the sun was baking, baking. The earth, like gold, pour, fill. O. Vysotskaya 3) Brighter, sunshine, shine, A merry May has come to us. Cloud, swim past. N. Naydenova 4) Oh, you, the sun is clear, shine, shine! Mother earth bread, freak, freak! O. Vysotskaya 5) The sun shines early in the morning, Sends a smile to the whole earth. We go out to the clearing, the brook sings in the forest. 6) In the morning the sun rises, Calls everyone to the street, I leave the house. Hello sun, it's me! K. Ibryaev 7) It is not easy for us to get to the sun, yes, it is not easy. The sun is shining, laughing High, yes, high. 8) Sunshine, come out from behind a cloud, Sit on a stump, take a walk all day. 9) Among the field of blue - The bright brilliance of a large fire. Slowly, that fire walks, Bypasses Mother Earth, Shines merrily in the window, Well, of course, this is ... (sun). 10) Nuka, which of you will answer: Not fire, but it burns painfully, Not a lantern, but shines brightly, And not a baker, but bakes? (Sun.)

2. Generalization of the studied material. Questions to the students: - What new did you learn at the lesson? How can you get the right shade of paint? Why do we study the shape of an object? How did you use what you learned today? - How did they help you? - What did you like about the lesson? Where will you apply the skills you have learned? Teacher. Everyone managed to draw amazingly beautiful, funny drawings. Look how many suns we have! Well done! 3. And gr and "Sun". That's how the sun rises - Higher, higher, higher! Children slowly rise on their toes, simultaneously raising both hands higher and higher; looking at hands. By the night the sun will set - Lower, lower, lower. Children slowly lower their arms along the body and stand on a full foot. Okay, okay Sunshine laughs. And we all have fun under the sun! Children smile, clap their hands, dance freely in place.

Lesson of fine arts according to GEF

GEF regulates the main educational processes and stages of education in general education school. Being an important element of the education system, the subject of fine arts is subject to the requirements of the federal educational standard.

The purpose of the lessons visual arts at school, one can name the formation of artistic, aesthetic, spiritual and moral culture, the development creativity schoolchildren as a factor necessary for the progressive development and formation of students as individuals.

Being endowed with a system of educational tasks that depend on age group students, there are four types of fine arts lessons at school: drawing from life, decorative drawing, drawing on topics, conversations, about art.

Figure 1. Tasks of art lessons

According to the norms of the Federal State Educational Standard, art lessons are held from the first to the sixth grade. The duration of the course is 213 teaching hours.

Figure 2. Distribution of teaching hours

If you look in the context of "by year of study", then the fine arts lessons are distributed in such a way that the largest number of hours is devoted to drawing from life.

The dominance of drawing from life in art lessons is due to the following factors:

1. Drawing from life is a method of visual learning and gives excellent results not only in teaching drawing, but also in general development child.
2. Drawing from life is a great tool aesthetic education children.

Drawing from nature in a general education school provides not only for the depiction of objects by means of black and white drawing, but also for teaching the elements of painting.

Since drawing from nature is an excellent means of aesthetic education of children, it becomes obvious that by drawing a landscape, a tree, a flower from nature, studying the nature of the form of these objects, the child shows interest in the beauties of nature, in the richness and variety of its forms and colors.

Having carefully studied the requirements for fine arts lessons at school, it was found that in addition to drawing from life in general school curriculum the following is included:

1. pattern making tasks
2. album design,
3. assignments for decorative design premises.

These assignments are designed to develop creativity students and involve them in socially useful work.

The task of decorative drawing is to enable students to become familiar with the key principles of arts and crafts.

At the lesson of fine arts (FINE) at school, while teaching the skills of decorative drawing, children learn the drawing up of patterns, the laws of composition, continue to master the skills of work watercolor paints, gouache, ink, study the ornamental creativity of the Russian people, the peoples of the fraternal republics and other peoples.

Figure 3. Rules for the design of decorative patterns

At the lessons of fine arts at school, as part of thematic drawing classes, children receive the following skills:

1. image of various scenes from the surrounding life,
2. illustration of literary works,
3. creative compositions of paintings on a variety of topics,
4. images on topics invented by the children themselves,

At the lesson of fine arts, through drawing-composition, children express their impressions, their way of perceiving the world around them. Separately, it is necessary to mention special talks about the fine arts. They are organized mainly during extra-curricular time. During conversations, the teacher introduces students to the life and work of outstanding painters, sculptors and architects. In addition, students will learn by what means the artists achieved the ideological depth, emotional expressiveness of their paintings.

Preparing a teacher for an art lesson

It is one of the important aspects reflected in the GEF. The readiness of the teacher for the lesson, along with special training expressed in the basics of drawing, painting, DPI, knowledge of the theory and history of fine arts, is determined by the following factors:

1. A clear orientation in the goals and objectives of teaching fine arts;
2. Possession of modern and relevant methods of compiling outlines of lessons in fine arts and arts;
3. Possession of the skills of teaching fine arts, contributing to the assimilation of culture, ensuring the acquisition of knowledge.

Preparing a teacher for an art lesson- a key element of teaching this discipline in conditions modern school. It must fully comply with the requirements for the quality of teaching fine arts.

Teacher preparation for the lesson includes the use of various programs, benefits, methodological literature, the study of innovative methods, thematic plan to the study of each topic in the subject, lesson planning, i.e. drawing up a plan or plan - a summary of the lesson.

In accordance with the second generation of the Federal State Educational Standard, in the process of preparing for an art lesson, a modern teacher must take into account a number of important aspects without which the lesson cannot be considered of high quality. The art teacher must understand that modern lesson differs from the traditional lesson and requires a different approach to the presentation of the material.

Figure 4. Lesson types

The modern lesson is a lesson aimed at the formation and development of universal educational activities.

Separate attention should be paid to the lesson planning procedure. This requires the following:

1. Determining the topic of the lesson.
2. Determination of the didactic purpose of the lesson on a particular topic.
3. Determining the type of lesson;
4. Thinking about the structure of the lesson.
5. Lesson security.
6. Content selection educational material.
7. Choice of teaching methods.
8. Choice of forms of organization pedagogical activity.
9. Assessment of knowledge, skills and abilities.
10. Lesson reflection.

Requirements for an art lesson

Currently, the Federal State Educational Standard voices a wide range of requirements for an art lesson. These include both the use of the latest achievements of science and the construction of a lesson based on the laws of the educational process. In addition, the teacher of fine arts is required to implement all didactic principles and provide conditions for productive cognitive activity of students, taking into account their interests. A huge role is played by interdisciplinary connections and connection with previously studied knowledge and skills, reliance on the achieved level of development of students. It is also important to motivate and activate all spheres of the personality of students in the learning process at the fine arts lesson.

Figure 5. Didactic principles

In the fine arts lesson, special emphasis should be placed on the development of emotional responsiveness, the development of students' artistic and creative abilities, so that later they are emotionally rich and open to the world of beauty.

Among the requirements for the lesson of fine arts according to the second generation of the Federal State Educational Standard is the presence.

Routing lesson is a new type of methodological product that provides effective and high-quality teaching training courses at school and the possibility of achieving the planned results of mastering the basic educational programs in accordance with the FGOS.

Figure 6. The structure of the technological map

One of the most important requirements for an art lesson is an adequately formulated goal of the lesson. The nature of the target is shown in the figure below. In addition, the goal of the lesson should be clear and concise.

Figure 7. Characteristics of the purpose of the lesson of fine arts

The solution of the problems of teaching and educating students almost completely depends on the organization and skillful conduct of lessons. Compliance with certain norms when conducting classes in fine arts is a necessary element of successful pedagogical activity at school. Requirements for an art lesson especially strict in relation to its structure. According to the Federal State Educational Standard, the structure of fine arts lessons in high school not much different from the structure of lessons in other subjects and includes the following:

1. Organizing time,
2. homework check,
3. explanation of new material
4. independent work of students,
5. consolidation of the material covered,
6. summarizing.

One of the key requirements for an art lesson is variety and regular change of activities. In other words, art classes don't have to be monotonous. Since the possible list of activities in the art lessons is quite wide, it is very easy to avoid monotony. So, in drawing lessons from nature, children are engaged in both drawing and painting, and in decorative drawing classes, they make patterns, study fonts, create decorative compositions, and get acquainted with the elements of artistic design. If we talk about lessons-conversations, then children will learn new things about art.

The organization of an art lesson requires strict attention to time. It is usually sorely lacking. The skill of the teacher is manifested in the fact that in the time allotted for the lesson, it is possible to do everything that was planned.

Each lesson is divided into strictly timed stages:

1. Organizational stage of the lesson. It includes the following:

1. establishing proper discipline in the classroom,
2. registration of absentees in the class register,
3. attitude towards learning.

An important requirement for an art lesson is high level preparation of the teacher's workplace. All necessary materials must be brought and installed in advance in the right order.

In addition, the teacher needs to teach children to prepare for the lesson in advance, lay out drawing supplies in certain order and after work, clean and store in a special place.

If in the previous lesson, students were given a homework assignment, they need to check it, point out the typical mistakes to the class and explain how to correct these mistakes.

2. Posting new material. The teacher explains the goals and objectives new topic, explains how the task should be done, illustrates his explanations visual aids- diagrams, drawings, methodical tables. To make sure the students understand it, the teacher asks the class questions as he explains.

3. Independent work students. After explaining the new material, the children proceed to the drawing. The teacher closely monitors the progress of the work. While the children are drawing, the teacher walks around the class, makes comments, gives additional explanations to some, and sometimes, if necessary, corrects the student's drawing himself.

Separately, it is necessary to pay attention to such aspects as the age characteristics of drawing students. For example, children younger age draw quickly. High speed creating a picture is due to the fact that children are not yet accustomed to analyzing the results of their actions. As a result, the work is done based on the first impression and completely unsystematic. In such cases, the teacher should pay special attention to the methodical sequence of image construction. students lower grades outline the image not with light, barely noticeable lines, but with clear thick lines that cannot be erased with an elastic band. To overcome this, the teacher must verbally and visually show and explain why it is necessary to draw thin, barely noticeable lines.

The methodology of working with high school students is becoming more flexible and individual, since it is difficult to predict in advance the results of the actions of individual students. To increase the interest of high school students, the use of ICT and other pedagogical innovations is recommended.

4. Summing up the work and completing the lesson. By the end of the work, the teacher chooses the most successful, as well as the weakest drawings and shows them to the whole class, explaining their advantages and disadvantages.

So, the main requirements for an art lesson are the following:

1. use of the latest achievements of science
2. building a lesson based on the laws of the educational process
3. implementation of all didactic principles
4. providing conditions for productive cognitive activity, taking into account their interests
5. intersubject communications
6. connection with previously studied knowledge and skills, reliance on the achieved level of development of students
7. motivation and activation of all spheres of personality
8. consistency and emotionality of all stages of educational activities, connection with life, personal experience students
9. formation of practically necessary knowledge, skills, methods of thinking and activity
10. the formation of the ability to learn, the need to constantly replenish the body of knowledge.

General requirements for a fine art lesson are specified in didactic, educational and developmental requirements.

Very well these types of requirements were described and presented by I.P. Vulnerable. In his opinion, didactic requirements include the following:

1. a clear definition of the educational objectives of each lesson;
2. rationalization of the information content of the lesson, optimization of the content, taking into account social and personal needs;
3. implementation the latest technologies cognitive activity;
4. rational combination of various types, forms and methods;
5. creative approaches to the formation of the structure of the lesson;
6. combination various forms collective activity with independent activity of students;
7. ensuring operational feedback, effective control and management;
8. scientific calculation and mastery of the lesson.

I.P. Podlasy outlined a system of educational requirements for the lesson, which include:

1. determination of the educational opportunities of educational material, activities in the lesson, the formation and setting of realistically achievable educational goals;
2. setting only those educational tasks that organically follow from the goals and content academic work;
3. education of students on universal human values, the formation of vital qualities;
4. attentive and sensitive attitude towards students, compliance with the requirements of pedagogical tact, cooperation with students and interest in their success.

The developmental requirements for the lesson are shown in Figure 8.

Figure 8. Developmental requirements for the lesson

An important element of the teacher's work on the preparation of a fine arts lesson at school is the preparation of an outline plan. The structure of the outline plan is regulated by the norms of the Federal State Educational Standard.

The structure of the outline of the ISO

When drawing up an outline plan for an art lesson, one should adhere to a certain form and structure. It should reflect everything that is shown in Figure 9.

Figure 9. The structure of the outline of the lesson of fine arts

Now let's turn to what should include art lesson plan.

1. First of all, you need to decide on the type of lesson. At the very beginning of drawing up a lesson plan, you need to indicate what type of lesson it will be devoted to:

1. drawing from nature (drawing or painting),
2. decorative drawing,
3. thematic drawing,
4. conversation about art.

2. Then we decide on the wording of the topic of the fine arts lesson. Here we indicate the content of the study work. For example, in drawing from nature - "Drawing of a plaster vase", in painting - "Still life from household items", in decorative drawing - "Composing a pattern in a circle", in thematic drawing - "Autumn in the Forest", in conversations about art - " Types and genres of fine arts.

3. After formulating the topic of the lesson, it is necessary to write concisely and clearly the purpose of the lesson and its objectives.

4. The next step in compiling an outline plan for an art lesson is a list of equipment. For example: two plaster vases, two natural tables, etc. In the abstract, you can also outline the layout of field productions in the classroom.

5. Using the blackboard. The blackboard is included in the equipment of the lesson, but the specifics of our work require a special method of using it. Therefore, we highlight this issue in particular. The teacher needs to think about how to use the blackboard more rationally, how to place didactic material compositionally on its plane.

6. Each teacher must first plan and systematize the course of the art lesson. The content of the lesson should be presented in the form of a methodological note including the following:

1. what material will be covered in the lesson,
2. in what sequence it will be presented and how the study time will be distributed.

Literature

1. Volyavko N.N. Technological map of the lesson modern form planning pedagogical interaction teachers and students // URL: http://festival.1september.ru/articles/630119/
2. Podlasy I.P. Pedagogy: 100 questions - 100 answers - M .: VLADOS, 2014

Visual arts grade 5

Subject: Drawing. Analysis of the shape of the object.

Type of lesson: combined (reasoning, practical work, game-exercise to reinforce the topic of the lesson)

Type of occupation: Study geometric bodies, figures. Analysis of the shape of objects. Structural building.

Purpose: To teach to analyze the shape of objects, and on the basis of the analysis to carry out a constructive construction.

Tasks: Learn to carefully consider nature, analyze the shape of the depicted object, move from a flat image to a three-dimensional one.

Develop spatial thinking, logic, the ability to compare, compare, think. Skills of building objects, graphic skills of working with a pencil.

To cultivate respect for the work of the artist, perseverance, attention and diligence, self-criticism.

Equipment: for students - an album, graphite pencil; for the teacher - a set of templates of geometric bodies, geometric shapes, a set of models of geometric bodies. Riddle drawing (poster).

Visual range: presentation of the topic, statements by artists of the importance of the topic, children's work.

During the classes

french artist Ingres often repeated to his students that if he intended to hang a sign on the door of his studio, he would write: "SCHOOL OF DRAWING".

Let's imagine that we are in a drawing school. Today in the lesson we will learn to carefully consider the shape of objects, analyze it. The theme of our lesson is "Analysis of the geometric shape of an object."

Let's look at the tables that are presented to you. In all the drawings, a careful construction and study of nature can be traced. Structural building. Therefore, without knowing the basics of drawing, we will not be able to perform any composition that would later attract the attention of the viewer.

(demonstration of work with errors)

a) Why do you think this work did not pass? qualifying round, and not exhibited? (the composition is not thought out, the elements of the picture are not built)

In whatever technique you do your work, the main thing is to create a sketch, sketch and constructive construction.

Drawing is the basis of everything

And now, let's remember what geometric shapes do you know? (circle, square, triangle, quadrangle, rectangle, oval, rhombus, trapezoid).

Name the geometric shapes presented in the table.

What do you know about geometric shapes? (ball, cube, cylinder, cone (full and truncated), pyramids, prisms)

Name the geometric bodies presented in the table.

There are geometric bodies on the table, geometric figures on the board. What is the difference between geometric solids and geometric shapes? (bodies are three-dimensional, figures are flat)

The next step in our lesson is problem solving. On one shelf were geometric bodies, and on the other were geometric figures. Now they are all mixed up. Let's put them on the shelves. On the first - bodies, on the second figures. Explain your answers.

Now we are moving to practical work. In the course of this work, one can see how important it is in the visual arts to be able to correctly consider and analyze the depicted objects. Let's analyze the shape of the vase. (on screen) Is it made up of geometric solids or shapes? (shapes) Name them. Does the vase look flat or voluminous? (flat) How to turn a flat vase into a three-dimensional one? (add ellipses)

I have a round dish in my hands. If we look at the dish directly, we see a circle, but if the dish is slowly lowered onto a plane, then the circle seems to narrow visually. Close one eye and with a pencil (sighting method), on an outstretched hand, circle the edges of the dish. What shape did the pencil circle? (oval). The same contraction of the circle occurs when building a vase. (on the screen)

What has changed in the image of the vase? (it got bigger)

What geometric bodies does it consist of?

After examining the geom.body, geom.figures, perspective contraction of the circle, analyzing the shape of the vase, answer the question. What does it mean to analyze the shape of an object?

(on the screen)

And now try to come up with and build a sketch of a vase yourself. First, compose it from geometric shapes, and then turn it into a three-dimensional one. Let it be some kind of magical, not the usual form of a vase.

8 . Summary of the lesson. The exhibition is a display of student work. Analysis.

D.z. Compose from geometric bodies, figures a sketch of an animal.

(on screen) Constantly draw from life - this is the highest and most faithful school. I. Repin

On next lesson we will draw from life a still life of geometric bodies. And the topic of today's lesson will be useful to you in the future in the lessons of fine arts, mathematics, in high school in the lessons of geometry and drawing.

"Drawing is a candle that is lit so as not to stumble in the dark"

Item Shape

Form(lat. form- form, appearance) - the relative position of the boundaries (contours) of the subject, object, as well as the relative position of the points of the line.

The shape of an object, along with color, size, lighting and other factors, affects the appearance of the object.

In geometry, two figures are considered to have the same shape if they can be transformed into each other using translations (parallel translation and rotation) and proportional increase (decrease). Such figures are called similar.

IN real world there is an endless variety of forms. Therefore, in everyday use, only an approximate correspondence of a particular object to some simple geometric figure is used (for example, “a cubic body”). Also in speech, an approximate similarity of the shape of a particular object to the shape of a well-known object is used (for example, “filamentous form”, “barrel-shaped form”).

Formless are either objects whose shape is unlike any of the simple geometric shapes, or objects of an aesthetically unattractive shape.

Wikimedia Foundation. 2010 .

See what the "Form of the object" is in other dictionaries:

This term has other meanings, see Form. Form (lat. forma form, appearance) the relative position of the boundaries (contours) of an object, object, as well as the relative position of the points of the line. The shape of the object, along with the color ... Wikipedia

Figure (lat. figura √ appearance, image), ═ 1) external outline, appearance, shape of an object. ═ 2) Outline human body, body type. ═ 3) Position, position taken by someone while performing something in motion (in dance, fencing, ... ...

Figure (lat. figura appearance, image) ambiguous term, is part of complex terms. The figure is the external outline, appearance, shape of an object. Figure outline of the human body, physique. The figure is sculptural, pictorial or graphic ... ... Wikipedia

- (lat. forma form, appearance): Wiktionary has an entry for "form" ... Wikipedia

- (lat. forma). 1) general form, the outline of the object. 2) established clothing for any position or department. 3) lyalo, a device in which figures are cast to give them a certain external shape. 4) a frame in which the font set is enclosed ... Dictionary of foreign words of the Russian language

- (lat. forma) external outline, figure, appearance, image, as well as plan, model, stamp. In philosophy this concept was used by Cicero and Augustine in the sense of species (a narrower class within a broader class of genus). The concept of "F." Plato... ... Philosophical Encyclopedia

form- uh. form f. , German Form lat. form. 1. The outlines, contours, external boundaries of an object that determine its appearance, appearance. ALS 1. Piles of cliffs, .. various forms of stones, especially in the moonlight; descents, ascents. Mushroom. Putev. zap… … Historical dictionary gallicisms of the Russian language

FORM, forms, wives. (Latin forma). 1. External view, external outlines of the object. The earth is spherical. Give it a curved shape. House in the shape of a cube. “White, bizarrely shaped clouds appeared on the horizon in the morning.” L. Tolstoy. || only many. Outline... ... Dictionary Ushakov

Form (lat. forma √ form, appearance, image), 1) outlines, appearance, contours of an object. 2) External expression of any content (see Content and Form). 3) A device for giving something a certain shape (for example, foundry F.). 4) … Big soviet encyclopedia

- (lat. forma) ..1) external outline, appearance, contours of an object 2)] External expression of any content (see Content and form) 3) An established sample of something (for example, write a report in a form) 4) Adaptation to give something... Big Encyclopedic Dictionary

§4 Elements of shaping. Simple and complex shapes

Objects of a simple form basically have one geometric figure, and objects complex shape- several geometric shapes.

More complex objects are usually called combined, meaning that this object basically represents the sum of geometric bodies. Such objects include, for example, a car of any kind, animals and many other objects of reality.

It is no coincidence that artists, emphasizing the geometric shape of objects, say so: “This object has a cubic shape, this one is cylindrical, and that one is spherical, etc.”

The geometric basis of the structure of the objects of the surrounding world does not mean at all that when drawing it is necessary to depict geometric shapes. The problem is as follows: behind the external outlines of the object, it is necessary to see its design, and then in the drawing to build the shape of the object in the form of simplified geometric bodies, figures or planes, complicating it to a complete realistic image.

Before proceeding to the depiction of a jug from nature, it is useful to analyze what geometric shapes it consists of. If you mentally dissect the shape of the jug, discarding the spout and handle, then you can imagine that the throat is a cylinder, and the main part of the vessel consists of a ball and two truncated cones (ill. 39).

39. Analysis of the structure of the shape of the jug

Let's make an analysis of the form of objects included in a simple still life (Fig. 40).

The arrows show the main directions of shaping. The green arrows show which directions external forces“make” the surface curve, and the red ones represent forces within the object itself, which seem to push the shape apart.

In order to most accurately convey the volume of objects in the drawing, such an analysis should be mentally carried out.

A complex subject for the image is a horse. It is possible to imagine the features of its structure with the help of geometrization and generalization of the form. Compare the geometric design of the horse's shape and its realistic depiction.

40. Still life

"Cutting off" the form helps to better present the three-dimensional image, the perspective reduction of surfaces. The horse's head is a truncated pyramid, the body is a cylinder.

41 a. Geometric generalization of the shape of a horse (A. Laptev) b. Realistic image of a horse

42. The sequence of movement of a running horse (according to A. Laptev)

The drawings of the outstanding Japanese artist K. Hokusai represent a significant phenomenon in the world graphics. Many of them are examples for textbooks. Hokusai's compositions and drawings are built on the basis of plastic analysis and constructive analysis of form. He shows that all living forms are based on geometric figures. However, the analysis does not obscure the sensations of nature, the poetic perception of nature. The clarity of the wizard's method is evident from the comparison of schematic drawings and completed works.

43. K. HOKUSAI. Animals. From the album Quick Drawing Guide. 1812-1814

In addition to the design and general shape of objects, we see and convey in the drawing a contour (outline), that is, an external outline.

44. Apple transformations

It is interesting to note that it is possible to form new form not only by adding volume, as in modeling, but also by subtracting volume, as in sculpture. In this case, the external outlines of the object may change beyond recognition. See what metamorphoses have taken place with the apple (ill. 44). How its round shape has changed!

Please note that the contour of objects in the drawing must correspond to their structure and general shape.

A complex object, from the point of view of shaping, is a person. One can imagine that the head is a ball, the neck is a cylinder, the chest is a barrel, arms and legs are also cylindrical, etc.

On the example of a generalized geometrized stump head (ill. 46), it can be seen that the head as a whole is built according to the principle of geometric volumes and its image consists of a combination of complicated geometric bodies. In such a geometrized-generalized form, the volumetric construction of the head and its details is very clearly and clearly deciphered.

In the future, when drawing a living head, it is necessary not to lose the feeling of those large planes that are so clearly visible in the “cutting”.

45. RUBENS. Schematic drawing of a human head

Geometric schemes also help in drawing a person. This funny drawing shows the transformation of a face into an ornament.

46. ​​A. DURER. Analytical drawing of the construction of a human head

47. Human skeleton

The shape and movement of the human body is largely determined by the skeleton. It also plays the role of a frame in the structure of the figure (ill. 47).

It is useful, when conveying the shape of a human body and any other object in a drawing, not only to take into account, but also to outline its frame, even in those cases when it is inside and can only be imagined.

With the help of such little men (ill. 48) it is easy to convey any movement. First, we draw, as it were, a wire skeleton, and then we turn it into a person, increasing the volume.

48. Wire men

49. Hockey players

50. Cheerful little men Such funny little men, drawn with the help of ovals, also help to convey a variety of movements.

From the book The Way of Song Poetry. Author's song and song poetry of ascent author Grachev Alexey Pavlovich

2. FORMS OF LIFE OF THE AUTHOR'S SONG Clubs of the author's song natural form the life of the art song movement, which grew out of constant meetings of authors, performers and lovers

From the book On Art [Volume 1. Art in the West] author Lunacharsky Anatoly Vasilievich

From the book Fundamentals of Drawing for students in grades 5-8 author Sokolnikova Natalya Mikhailovna

From the book Fundamentals of Composition. Tutorial author Golubeva Olga Leonidovna

From the book Articles from the magazine Art of Cinema author Bykov Dmitry Lvovich

§2 Perception of form. Variety of Forms Everything that surrounds us is striking in its variety of forms: the majestic outlines of mountains, the bulk of multi-storey buildings, the streamlined shapes of airplanes and cars, the graceful outlines of flowers, butterflies, birds, the plasticity of the human body and

From the book The Art of Fiction [A Guide for Writers and Readers.] by Rand Ayn

Form stylization Stylization means decorative generalization and emphasizing the features of the shape of objects with the help of a number of conditional techniques. You can simplify or complicate the shape, color, details of the object, and also refuse to transfer the volume. 60. Principles of styling: a -

From book digital photography without Photoshop author Gazarov Artur Yurievich

From the book The Secret Russian Calendar. Main dates author Bykov Dmitry Lvovich

Simple things Mikhailov stands near the subway and asks for alms. They serve him sparingly, because a young, healthy and still decently dressed man does not cause compassion. But after what happened, he cannot get any job - sometimes, however, they take him as a loader,

From the book Fundamentals of Graphic Design Based on Computer Technology author Yatsyuk Olga Grigorievna

From the book Wish for a Miracle author Bondarchuk Sergey Fyodorovich

From the book Aesthetics and Theory of Art of the 20th Century [Reader] author Migunov A. S.

From the book Architecture and Iconography. "The body of the symbol" in the mirror of classical methodology author Vaneyan Stepan S.

Chapter 1 Visual Perception of Form and Space The computer allows you to quickly transform the geometry of an object, select a color, perform complex graphic constructions, simulate various visual effects, and animate an image. Unfortunately, the apparent