Creative work in fine arts. Methodological development in fine arts

Lecture 2.3.6 The content and forms of organization of extracurricular activities in fine arts

1. General characteristics of extracurricular work in fine arts.

Circle

Optional

4.Excursions, talks, lectures

5. Art studio

General characteristics of extracurricular work in fine arts.

Extracurricular work on fine arts pursues basically the same goals as the classroom. The types and forms of extracurricular activities can be very diverse: competitions, quizzes, creative workshops, circles, studios, etc. A feature of extracurricular activities is that there are ample opportunities to find effective methods and means of introducing students to artistic creativity.

Traditional art lessons can be supplemented by a system of in-depth classes in one of the art forms and various holidays, festivals, reviews, competitions, art olympiads, school exhibitions, concerts, performances, etc. Recently, electives and elective courses (elective) have been very popular. An important place in the system of forms of organization of extracurricular activities is occupied by collective visits by schoolchildren to museums and art exhibitions followed by their discussion.

The development of interest and love for the fine arts is facilitated by performance of artists invited to the school, visits to art exhibitions, workshops of artists.

As you know, for the normal work of the circle, you need an office or workshop of fine arts with sets of teaching aids, tables and natural fund.

2. Circle- the most common type of extracurricular activities.

Classes in fine arts in school circles are, as it were, a continuation of classroom activities.

But circle classes have their own characteristics:

1. These classes are for those who are seriously interested in fine arts and these classes are to some extent an aesthetic need for them.

2. The structure of the activities of the circle is different from the class lessons. In the classroom, the teacher is obliged to study with schoolchildren certain issues provided for by the school curriculum. The organization of the work of the circle includes drawing up a program of classes, taking into account the inclinations and interests of students of different ages. Of course, this does not mean that the teacher should give children only what they would like to receive. Here, the preparedness in the art of each student, and the possibilities of the circle (providing visual materials, visual aids, etc.) are taken into account. That is why several variants of programs are being drawn up, providing for different settings and the nature of the activity.

Iso circles can be very different: drawing and painting, modeling, arts and crafts, design, linocut, ceramics, young art historians, mosaics, etc.

The task of the teacher is to involve as many students as possible in the regular work of the circle. They apply the knowledge and skills acquired in the circle when designing a wall newspaper, making theatrical scenery for the school stage, in classes in geography, natural science, history, physics, etc., when organizing various design work in their class, detachment, link.

The forms and methods of work in the iso circles should be somewhat different than in the classroom, closer to the art school. For example, if in the classroom at the lessons of drawing from life the children worked at their desks, then in the circle it is necessary to introduce the schoolchildren to the methodology of working at the clapperboard easel or, in extreme cases, on the tablet installed on the chair. Therefore, the use of drawing materials and the method of work must be different.

Program creator:

Art teacher

Uskova E. B.

Vladimir, 2013

Explanatory note.

Program Focus "By the steps of creativity" is a program of artistic and creative orientation, involves a circle level of mastering knowledge and practical skills, according to the functional purpose - educational and cognitive, according to the time of implementation - 1 year of study.

Program novelty is that in the process of learning, students gain knowledge about the regularities of the structure of the form, about linear and aerial perspective, color science, composition, decorative stylization of forms, the rules of modeling, drawing, application, as well as about the most outstanding masters of fine arts, the beauty of nature and human feelings.

Relevance of the program due to the fact that there is a convergence of the content of the program with the requirements of life. At present, there is a need for new approaches to the teaching of aesthetic arts, capable of solving modern problems of creative perception and development of the individual as a whole.

In the system of aesthetic, creative education of the younger generation, a special role belongs to the fine arts. The ability to see and understand the beauty of the surrounding world, contributes to the education of a culture of feelings, the development of artistic and aesthetic taste, labor and creative activity, brings up purposefulness, perseverance, a sense of mutual assistance, and makes it possible for the creative self-realization of the individual.

Fine art classes are an effective means of introducing children to the study of folk traditions. Pupils demonstrate their knowledge, skills and abilities to their peers by exhibiting their work.

Pedagogical expediency The program is explained by the formation of a high intellect of spirituality through mastery. A whole series of special tasks for observation, comparison, conjecture, fantasizing serve to achieve this. The program is aimed at introducing children to creativity through work and art.

The main goal of the program:

Introduction to art through fine art, development of aesthetic responsiveness, formation of a creative and creative personality, social and professional self-determination.

The goal is revealed in the trinity of the following tasks:

• educational - the formation of an emotional and value attitude to the world around through artistic creativity, the perception of the spiritual experience of mankind - as the basis for acquiring personal experience and self-creation;
• artistic and creative – development of creative abilities, fantasy and imagination, figurative thinking, using the game of color and texture, non-standard techniques and solutions in the implementation of creative ideas;
• technical - mastering practical techniques and skills of fine arts (drawing, painting and composition).

In general, classes in the circle contribute to the versatile and harmonious development of the child's personality, the disclosure of creative abilities, and the solution of problems of labor, moral and aesthetic education.

The age of the students participating in the implementation of this educational program - students in grades 5-9.

The principle of building the program:

The classes provide for activities that create conditions for the creative development of pupils at various age stages and take into account a differentiated approach, depending on the degree of giftedness and age of pupils:

Group I - 5-7 cells,

II group - 8-9 cells.

The main didactic principles of the program are: accessibility and visibility, consistency and systematic training and education, taking into account the age and individual characteristics of children. For example, in the first group, children perform creative tasks, in the second group, too, but at a more complex creative and technical level, honing their skills, correcting mistakes. Studying according to the program, children go from simple to complex, taking into account the return to the material covered at a new, more complex creative level.

Distinctive features of this educational program from those already existing in this area lies in the fact that the program is focused on the use of a wide range of various additional material on fine arts.

The program provides that each lesson should be aimed at mastering the basics of fine arts, at introducing students to active cognitive and creative work. The process of teaching fine arts is based on the unity of active and exciting methods and techniques of educational work, in which, in the process of mastering the knowledge, laws and rules of fine arts, students develop creativity.

The educational process has a number of advantages:

• leisure activities;
• training is organized on a voluntary basis by all parties (students, parents, teachers);
• students are given the opportunity to meet their interests and combine various areas and forms of employment.

Forms of classes

One of the main conditions for the success of education and the development of students' creativity is an individual approach to each child. The principle of training and education in a team is also important. It involves a combination of collective, group, individual forms of organization in the classroom. Collective tasks are introduced into the program in order to form the experience of communication and a sense of collectivism. The results of the collective artistic work of students are used in the design of classrooms, events, corridors. In addition, the artworks made in the classroom are used as gifts for relatives, friends, war and labor veterans. The social status of the results of the artistic activity of schoolchildren is of great importance in the educational process.

Methods

For the qualitative development of the creative activity of young artists, the program provides for:

• Providing the student with freedom in choosing activities, in choosing ways of working, in choosing topics.
• · The system of ever-complicating tasks with different difficulty options allows all students to master the techniques of creative work.
• · Each task includes a performing and creative component.
• · Creating a fun, but not entertaining atmosphere for classes. Along with the elements of creativity, labor efforts are necessary.
• · Creating a situation of success, a sense of satisfaction from the process of activity.
• · The objects of students' creativity are significant for themselves and for society.

Students are given the opportunity to choose an art form, artistic means of expression. They gain experience in artistic activity in graphics, painting. In any case, you need a "golden mean". If you develop only imagination in a child or teach only to copy, without linking these tasks with the competent performance of work, then, in the end, drive the student into a dead end. Therefore, the rules of drawing are traditionally combined with fantasy elements.

Theoretical knowledge in all sections of the program is given in the very first lessons, and then consolidated in practical work.

Practical classes and the development of artistic perception are presented in the program in their meaningful unity. Methods such as reproductive(reproducing); illustrative(the explanation is accompanied by a demonstration of visual material); problem(the teacher poses a problem and, together with the children, looks for ways to solve it); heuristic(the problem is formulated by children, and they offer ways to solve it).

Among the methods are such as conversation, explanation, lecture, game, competitions, exhibitions, holidays, experiments, as well as group, combined, purely practical exercises. Some classes are held in the form of independent work (staging still lifes, plein air), where independent creativity is stimulated. The independent work also includes the final work based on the results of passing each block, half a year and a year. At the beginning of each lesson, a few minutes are allotted for a theoretical conversation, the lesson ends with a review of the works and their discussion.

During the training period, the material becomes progressively more difficult. Classes are widely used according to the methodology, master classes, when the teacher, together with the students, performs a painting work, consistently commenting on all stages of its implementation, asking leading and control questions in the course of the work, finding student errors and suggesting ways to correct them. Visualization is the most direct way of learning in any field, and especially in the visual arts.

Expected results of the program development:

The main result of the implementation of the program is the creation by each student of his own original product, and the main criterion for evaluating a student is not so much his talent as his ability to work, the ability to persevere to achieve the desired result, because every child can master all the secrets of fine art.

Thematic plan

"Fairytale Land of Drawing"

for grades 5-7

	Lesson topic		Number of hours
	Drawing an autumn landscape "Nature of the Native Land"	Consider reproductions of paintings by artists on the autumn theme. Pay attention to the composition of the landscape, to the autumn color. Learn to draw a different state of autumn nature; different species of trees and shrubs.
	Animal drawing (charcoal)	Consider illustrations of animals. Pay attention to their structure, proportions, characteristics, color. Learn to draw animals in different ways, convey the habitat; use different ways of working with coal. (strokes, shading)
	Animal drawing (gouache)
	Drawing the composition "Wintering Birds"	Consider illustrations of different breeds of birds. Pay attention to their structure, proportions, characteristics, color. Learn to draw different breeds of birds, convey their habitat; use different ways of working with paints.
	Drawing a winter landscape	Consider reproductions of works by artists of winter landscapes. Pay attention to the composition of the landscape, to the winter color. Learn to draw different types of trees in winter, convey winter flavor using cold colors; use different ways of working with paints.
		Consider reproductions of works by artists painting winter, a winter fairy tale, New Year's cards. Discuss the composition and plot of the theme. Learn to draw fairy-tale characters, convey the fabulous atmosphere of the composition. Use mixed media in your work (watercolor, gouache, felt-tip pens, pencils).
		Consider Christmas cards. Discuss the composition of the design and the plot of the poster, draw fairy-tale characters, make a festive inscription. Use mixed media in your work (watercolor, gouache, felt-tip pens, pencils).
	Decorative work from strips of paper	Consider patterns, make a pattern in any of the geometric shapes. Learn to do decorative work from narrow strips of paper; stick the strip on the rib.
	Making carnival masks from paper and painting them	To get acquainted with the origin and manufacture of masks, with the rules for decorating them. Learn to make New Year's paper masks and decorate them with feathers, beads, tinsel, etc.
	Drawing animals in graphics technique.	Consider illustrations of animals. Pay attention to their structure, proportions, characteristic features. Learn to draw animals in different ways, convey the habitat; use expressive means of graphics.
	drawing a portrait	Learn to draw a portrait from memory, observing the proportions of a human figure, conveying the characteristic features of the face, hair color, favorite outfit.
	flower drawing	Consider postcards and reproductions of works by artists who painted flowers. Pay attention to their structure, shape, color. Learn to draw and paint flowers in different ways.
	Drawing animals "Fauna of the Vladimir region"	Consider illustrations of animals. Pay attention to their structure, proportions, characteristics, color. Learn to draw animals in different ways, convey the habitat; use different ways of working with paints.
	Drawing a human figure	Consider reproductions of paintings by artists who paint portraits of a person in full growth; chart of the proportions of the human figure. Learn to draw a human figure in full growth in proportion
	Drawing "My friend".	Learn to draw people, observing the proportions of the human figure; convey a portrait likeness of your friend. Use expressive means of painting.
	Drawing the composition "Land of the Rising Sun - Japan"	Consider reproductions of Japanese art. Learn to draw the figure of a person in Japanese clothes, convey the environment of a person in the Japanese style
	Drawing the composition "China"	Consider reproductions of Chinese art. Learn to draw a figure of a person in Chinese clothes, convey the environment of a person in Chinese style
	Total hours

KNOWLEDGE AND SKILLS

Thematic plan

works of the circle on fine arts

"The world of drawings"

for grades 8 - 9

	Lesson topic	Number of hours
	Drawing an autumn landscape.
	Drawing an autumn still life
	Animal drawing (charcoal)
	Animal drawing (gouache)
	Drawing wintering birds
	Drawing a winter landscape
	Drawing the composition "Christmas fantasies"
	drawing new year poster
	Drawing a New Year's still life
	Animal drawing (gouache)
	Portrait
	flower drawing
	Drawing animals of hot countries
	Drawing a spring landscape
	Drawing a Victory Day poster
	Art of Japan
	Art of China
	Total hours

KNOWLEDGE AND SKILLS

By the end of the course, students should know:

- the main stages in the development of Russian and foreign fine arts, national traditions in the fine and decorative arts, art and cultural monuments of their region;

- a system of theoretical foundations of fine arts (laws and patterns of the constructive structure of form, perspective, chiaroscuro, color science, composition).

- the sequence of work on any type of artistic and creative activity - on drawing, painting, thematic or decorative composition;

- a system of leading theoretical concepts in visual literacy (perspective, constructive structure, chiaroscuro, color science, composition). Students should be able to:

- to independently analyze works of art, highlighting the ideological content and features of the pictorial language, the connection between the theme of the work of artists and musical and literary works;

- independently perform various educational creative drawings and art crafts, using the basics of visual literacy and achieving artistic and figurative expressiveness;
- when making drawings, use various means of artistic expression: original compositional and color solutions, contrasts, chiaroscuro, techniques of working with a pencil, watercolor, etc .;

- determine the degree of coldness and warmth of shades of various colors, color, convey in drawings different times of the year and day and express their impressions of watching the sunset, sunrise, bright spring greenery, a gust of wind and other states of nature;

- in the thematic composition, consciously apply the laws of observational perspective (choose a high and low horizon), the format and artistic materials that are most suitable for the realization of the idea.

- use visual knowledge, skills and abilities in other academic subjects.

TOPIC: “Introduction to the graphic technique “Silhouette”

In composition classes, children master the basics of artistic literacy, learn to skillfully use the means of artistic expression (shape and proportion, space, light tone, color, line, volume, material texture, rhythm, composition) in their creative activity.

Children are 11-15 years old.

Works are carried out both collectively (decorative and design developments or decorative panels) and individually.

At the end of the work on the topic, there is a discussion of the finished compositions. During these discussions, the experience of creative communication and a sense of collectivism are formed. The result is an exhibition of works in the classroom or the exhibition hall of the school.

At the lessons of composition, students' interest in art and the desire for independent study of it are formed.

Taking into account that work on each topic in composition takes from 9 to 18 hours of study time, the conditions for imagination are created in the classroom (viewing slides and videos, exhibitions of children's drawings on the topic, showing the works of artists, reading excerpts from literary works, role-playing games, listening to music on the topic).

The subject alternates with the aim of developing the visual activity of students (easel composition, decorative (collage, floristry, etc.) and design (paper plastic, origami, making scenery, fake practice).

A number of forms of extracurricular work are practiced, which provide additional knowledge and impressions, help the development of artistic and figurative thinking. Among them:

• visiting exhibitions;
• visiting the theater
• trips to the open air;
• watching movies and videos on the topic under study.

This methodological development on composition can be used in the lessons of fine arts in the 7th grade of a comprehensive school.

These lessons are an integral part of the composition program for 2nd year students of the theater and scenery department. Lessons are combined into a block consisting of 12 hours.

The main goals of the block are:

1. Educational.

The use by students in practice of the new graphic technique "Silhouette" in relation to Pushkin's themes, the use in their work of the basic rules for constructing a composition (the law of balance, the compositional center, the law of historical truthfulness).

2. Developing.

Acquaintance with the history of the emergence of the new technique “Silhouette”, acquaintance with the names of artists who worked and are working in this technique (F. Tolstoy, E. Kruglyakova, G. Narbut, N. Ilyin) and with their work, understanding the role of this graphic technique in fine art art, the formation of artistic literacy and taste in the work on the silhouette composition.

3. Educational.

Education of a respectful attitude to Russian culture on the example of the work of A. S. Pushkin, its brilliant representative; the formation of artistic and creative activity of students; moral and aesthetic responsiveness to the beautiful in life and art.

All work on the thematic composition is divided into 4 components:

1. An introductory lesson, which includes a conversation between the teacher and students on a given topic, explanation of new material, guessing crossword puzzles, solving problematic issues in composing compositions in a given silhouette technique. It uses a differentiated approach to the topic being studied: the students of the group (14 people) are divided into 2 groups by age (older and younger). Each subgroup has its own tasks to comprehend a new topic. - 1 hour.

2. Work on sketches.

• Individual work with each student individually.
• Discuss common mistakes, good practices and insights in sketching.
• The choice of the most successful sketches from 2-3 made, increasing it in size and transferring it to the final sheet.

Preparation of materials and accessories for working on a silhouette composition (preparation of a worksheet for working with brush and ink). The size of the works is 1/8, 1/4 whatman paper.

6 hours

3. Work on the final version (individual work with each student)

• filling in ink with large silhouette spots (squirrel brush No. 5,6,7), black ink;
• detailed study of “small things” (squirrel brush No. 1,2), black ink;
• generalization of work, elimination of dirty spots (gouache white, brush);

  Production of a passport for a silhouette (work registration)

4. Discussion of students' work, preparation for the exhibition in the exhibition hall of the art school. - 1 hour

The work of students on the thematic composition was preceded by a period of intensive immersion of students in the topic:

• the children were given homework to carefully re-read the works of A.S. Pushkin and select for yourself the most liked fragments for their illustration

Junior group (11-12 years old):

“The Tale of Tsar Saltan”, “The Song of the Prophetic Oleg”, biography of Pushkin;

Senior group (14-15 years old)

"Tales of Belkin", "Eugene Onegin", "The Bronze Horseman", biography of Pushkin

• watching a performance about Pushkin, prepared by students of the theater department of the art school. (Extracurricular work with students)
• Viewing in the cinema of the city of the new film "The Young Lady-Peasant Woman" in order to study the life, customs, costumes of the Pushkin era. After watching, students make small sketches of characters and costumes in their notebooks.

(Extracurricular work with students)

Note: Parents are invited to watch the play and film.

Lesson plan on the topic “But, loving my shadow, keep the manuscript, O friends, for yourself!”

The goals set for the entire block of lessons remain the same for this lesson.

Equipment:

• In the middle of the class there are two large tables, around which the guys are located. They are divided into two subgroups by age: younger and older. There are homemade blanks on the tables - sketches of fragments of Pushkin's works, blank sheets, pencils, erasers.
• tape recorder, cassettes with recordings of works: G. Sviridov “Snowstorm”,

P. Tchaikovsky “Autumn”, from the cycle “Seasons”, lyrics by A.S. Pushkin.

(Used throughout the lessons as background music)

During the classes

The music of P.I. Tchaikovsky ("Autumn" from the cycle "The Seasons")

Students sit at two tables (older and younger subgroups).

1. Words of the teacher about the influence of A.S. Pushkin on the development of Russian culture and fine arts (uses an exhibition of books on the stand).

Teacher's question: Why A.S. Pushkin in his poem "Andrey Chenier" writes:

“But, loving my shadow,
Keep the manuscript, O friends, for yourselves!”?

What did he want to say to his descendants?

Suggested answer: Pushkin's literary heritage will not die, since his works are a textbook of Russian poetry, history, and culture. In his short life, Pushkin managed to do so much and comprehend such a depth of the Russian soul that his work will delight, teach, understand himself, his feelings, and make him think about his place in the life of Russia.

Teacher's question: Guys, why is the poet's work especially necessary today?

Suggested answer: Now our Motherland is going through a difficult period in its history, when the so-called “revaluation of values” is taking place. This is a time when many young people are influenced by the easily accessible “pop culture”, live for today, without thinking about the future, without knowing the past. These are "Ivans who do not remember their relationship." In our time, it is important not to ruin our culture. This requires strong roots of knowledge, the roots are Pushkin, Lermontov, Tyutchev, Tolstoy .... We have to study them.

A recording of a poem by A.S. Pushkin “I erected a monument to myself not made by hands” performed by Kachalov.

Teacher: Guys, today we have to make a trip to the past, about 200 years ago. Imagine - 1833. A.S. Pushkin with his young beauty - his wife Natalya Nikolaevna arrived at their estate Boldino. (Suppose!) On the shoulders of Alexander Sergeevich - a raincoat, on his head - a top hat, on Natalya Nikolaevna a dress with lace. They are met by servants - peasant girls dressed in sundresses.

The class includes the guys of the theater department, dressed in costumes of heroes. Students carefully examine them and make sketches of one of the characters (the younger group - peasant women, the eldest - A.S. Pushkin and N.N. Goncharova).

Introduction to new words.

On the desk:

Almavina - men's raincoat - cape

Blondes - lace on the dresses of secular ladies

Cylinder - men's headdress

Sundress - women's peasant clothing

Kokoshnik - women's peasant headdress

(Actors leave)

A story about new technology.

The teacher writes the word “Silhouette” on the blackboard.

Teacher: Silhouette is a graphic technique, it is two-color (suits to the stand where the works are hung out - silhouettes)

Historical background (student's story)

The art of the silhouette has been known since ancient times. The Greek legend tells that it owes its appearance to the daughter of Dibatad, who circled the shadow of her lover on the wall of her house. Many Greek vases are decorated with black profile figures.

At the beginning of the 18th century, the fashion for silhouettes that arose in France quickly spread to all parts of Europe, including Russia.

The silhouette got its name in the 18th century from the name of Etienne Silhouette, the general controller of finances at the court of Louis XU.

E. Silhouette, trying to improve the financial affairs of France, which were upset at that time, carried out reforms and even suggested reducing the king's expenses. For which he was forced to retire. It was said that the only consolation for him was to cut out black figures from paper, which ironically began to be called silhouettes.

Teacher's message: in the 19th century, the silhouettes of F. Tolstoy were popular in Russia (at the stand "Street of a provincial town").

Black figurines also attracted Soviet artists. The excellent works of G.I. Narbuta (created the silhouette genre in illustration), E.S. Kruglikova (“Repin at the exhibition “World of Art”), and N.V. Ilyin ("Winter Evening") - about Pushkin).

Many graphic artists continue to successfully use the silhouette in the design of books.

Consolidation of the material covered.

1. After the story, the teacher distributes crossword puzzles to each student. The younger subgroup solves crossword No. 1, and the older crossword No. 2 (solving crossword puzzles is carried out collectively, in subgroups, the guys consult with each other). (Music sounds).
2. When the crosswords are guessed, students begin to develop sketches.

a) The teacher's explanation of the features of the silhouette technique:

• the important role of the contours of the objects depicted in the figure (i.e., all the details of the characters' costumes, landscape, and architecture must be carefully considered);

the internal space of objects is painted over;

• the image can be built along one line, for example, the silhouette of N. Ilyin “Winter Evening”, or multifaceted, as in the work of E. Kruglikova “Repin at the exhibition”.
• work can be done in the form of an application (paper); ink and brush, ballpoint pen.

b) working on sketches

(music plays)

Junior subgroup

Illustrates Pushkin's fairy tales using a light version of the silhouette - building a plot action along a horizontal line, using elements of a pattern (base: illustrations by I. Bilibin). Using sketches of costumes, a stylized landscape, ancient Russian architecture.

Senior subgroup

Illustrates "Tales of Belkin", "Eugene Onegin", biography of the poet. It is proposed to use the versatility in the construction of the composition (based on the work of E. Kruglikova). The use of sketches, books with illustrations to create images of the era (the beginning of the XIX check).

Works are done on sketch paper in pencil or immediately with a brush and ink.

Lesson summary

Review and discussion of completed sketches.

Homework: continuing to work on sketches, preparing materials and tools for working on the composition.

Note: all work in the lesson is carried out in the form conversations teacher with students (dialogue is important in work).

Crossword #1 ( fixing in the memory of students new terms, names, names related to the new visual technique)

7. G

5. AND

1. F

2. AND

3. WITH

4. B

Horizontally:

1. The name of the country in which, at the beginning of the 19th century, it became fashionable to cut figures of people out of paper.
2. In what area of ​​fine art has the new technique been used and is being used.
3. The surname of the general controller of finances at the court of Louis XU, who invented a new hobby.
4. The name of the material from which it has become fashionable to cut profiles.

Vertically:

5. The surname of the artist, the author of the painting “Winter Evening”.
6. The surname of the artist, the author of many works in the "silhouette" technique.
7. The type of art to which the “silhouette” can be attributed.
8. The name of the material that is used in the work on the silhouette composition.

Crossword No. 2 (fixing in the memory of students the names of new clothes that were worn in the time of Pushkin)

Horizontally:

1. The name of the sleeveless raincoat in which A.S. Pushkin often walked along the Neva embankment.
2. The name of the female headdress in the form of a crown (dressed by peasant women).
3. Women's peasant clothing (sleeveless dress).

Vertically:

4. The name of the men's headdress, in which A.S. Pushkin.
5. The name of the lace used by secular ladies of the time of N.N. Goncharova to decorate dresses and headdresses.

STUDY WORKBOOK

Workbook for works on fine arts grades 1-4 \ ed. E.V. Buyanov.

The notebook for independent work is compiled in accordance with the requirements of the program of special (correctional) educational institutions of the VIII type: 1-4 cells: V2sb. \ Ed. V.V. Voronkova.-M.: Humanitarian. Publishing Center VLADOS, 2013.-Sat.1,-304s.

The proposed tasks will help students in grades 1-4 to consolidate and test their knowledge of fine arts, and the teacher allows the teacher to develop the ability of students to independently navigate the task, draw conclusions,

It is intended for teachers of the course "IZO", teachers of special (correctional) educational institutions of all kinds.

INTRODUCTION

The proposed workbook is a practical guide for the teacher. Designed for individual work of students on the course "Fine Arts" accompanied and under the guidance of a teacher.

The workbook contains exercises, questions and assignments compiled according to the principle of accessibility and designed for students to independently search for answers by orienting them to specific educational material.

The proposed material will greatly facilitate the learning process, help to consolidate what has been learned, teach to consistently and systematically draw conclusions, generalize, socially adapt, and form a steady interest in the subject.

The teacher can use the workbook to test knowledge, skills and abilities.

1. Artistic and creative development of preschool children

(method of Kazakova T.G., Lykova I.A.)

Drawing by plot

"Let's look out the window"

Tasks. Teach children to draw simple plots according to plan. Create conditions for independent production of applicative frames. Cultivate curiosity, interest in knowing your immediate environment and its reflection in the drawing.
Preliminary work. A tour of the school with stops near all the windows and looking at the "views" through the viewfinder - cardboard or wooden frames (empty) of various shapes and magnitude. Examination of illustrations in children's books depicting different houses with windows, for example: "Kolobok", "Zayushkina's hut", "Kids and a wolf", "Three little pigs".
Reading the speech of G. Lagzdyn with the children agreeing lines from the same syllables:
Na-na-na-na-na-na-na!
Someone is watching from the window!
No-no-no-no-no-no-no!
Who's sticking out the window
No-no-no-no-no-no-no!
Hey, don't drop the flower!
But-but-but-but-but-but-but!
We went to the cinema!
Well, well, well, well, well, well, well!
The clouds hid the moon.
We-we-we-we-we-we-we!
How dark it is without the moon!
Na-na-na-na-na-na-na!
Mom is waving from the window!
Materials, tools, equipment. Sheets of white or light blue paper, colored pencils.

Lesson content.
The teacher reads the story "Window" to the children
- On this wall is a window, and on that wall is a frame with a picture. The window is also a frame with a picture.
The picture outside the window is larger, because there is a yard, behind the yard is a garden, behind it is a road, behind the road is a field with green grass, and above is a blue sky. People are walking along the road, and clouds are floating in the sky.
And the picture also has a sky and a cloud. All the time this cloud is in one place.
Through the window, I see how my father comes home from work at lunchtime and how he leaves again and waves his hand at me.
You can't see anything through the frame of the picture.
The best picture frame is our window. Everything in it is alive: chickens, and a hen with chickens, and a dog, and the guys who go to call me outside to play with them. Most of all I like to look out our window.
Fulfillment of practical tasks by children.

2. Talking colors.
Questions and tasks.
Remember what "talking" colors you already know? Show them on the palette and pick up the appropriate objects (pictures): lemon - lemon ... Now try to guess what other colors can be called. Find a carrot among the pictures and choose the right color on the palette. What is the name of this color? (Orange.) But you can say it differently - carrot. Show beet color on the palette. Lilac. Olive. If it is difficult, compare with images of fruits, flowers. What would you call the color of a plum. (Purple or otherwise - plum.) Do you think the word "raspberry" came from the word "raspberry" or vice versa? How better to say about a lemon - yellow or lemon? And how more precisely? How is yellow different from lemon? (Yellow is pure, without impurities, and lemon is obtained if yellow is slightly mixed with green; yellow is warm, and lemon is coldish.) What other “talking” colors do you know? And which of them can be called "delicious"? Draw tasty pictures.

3. Game-exercise "Colors of the rainbow"

Read carefully T. Belozerov's poem "On the Rainbow":

Not in a dream, but in reality - what's wrong with that?

I live on a rainbow, in a purple house.

I run out in the morning in beige boots,

I eat scarlet cloudberries in a lilac forest.

Dew falls from the leaves in a dark blue thicket,

Owl yellow eyes goggle at me.

Where the nightingales whistle in the back streets of the forest,

Streams make their way to pink lakes,

Waving a squirrel behind a bush with a purple tail,

White fish swim under the cherry bridge ...

I live on a rainbow, come visit!

What colors are mentioned in the poem? choose these colors.

4. Exercise "Guess and draw trees"

Try to guess riddles about trees and draw these trees:

In a white sundress, she stood in a clearing,

Tits flew, sat on pigtails.

What kind of girl is this: neither a seamstress nor a craftswoman,

She does not sew anything herself, but in needles all year round.

A relative of the Christmas tree has non-thorny needles,

But unlike the Christmas tree, those needles fall.

larch

5. "Aliens"

For the lesson, you will need a drawing that depicts 3 aliens, colored pencils, a sheet of paper.

You tell the child that 3 aliens have arrived in the city and you need to carefully study their portraits, remembering all the details of the appearance of the guests. After that, a drawing depicting aliens is shown. 30 seconds are given for memorization and the drawing is removed. You give the child a task: “The second alien is in a hurry to visit you. Close your eyes, imagine its appearance and accurately draw a portrait of the second alien in a row.

6. "Colorful ladder"

Option 1

For the lesson you will need 5 multi-colored cards.

The child must carefully look at and remember the sequence of colors within 10 seconds. After that, the cards are covered with a sheet of paper. You ask the child to close their eyes and mentally imagine how the cards were arranged. Then the child should list how the colors were arranged one after another. The answer is checked against the original sample.

7. Color the right half of the Christmas tree with toys in the same way as the left half is painted.

8. Find the maximum number of round fruits and berries in the picture.

9. Tasks - identification of images.

10. Draw lines and shapes so that you get a magical forest with its inhabitants.

11. Look carefully at each blot and think about what it looks like. Try to draw.

12. Try to draw something interesting using these shapes.

13. "Finish the picture". In this task, you need to figure out what the drawing looks like, finish it and color it in your own way.

14. Dictation

By the seasidegreen oak; Golden chain on the oak tree: And day and night the cat is a scientist. Everything goes around in circles

15. Color the drawings according to the season.

17. Exercise: "Listen and draw"

Exercise: Listen to the poem and draw from memory the objects that it says.

We will draw nesting dolls:

One two three four five.

Most of all the first matryoshka:

Green sundress, kokoshnik.

Behind her sister - the second,

Performs in a yellow dress.

The third is less than the second:

Blue sundress.

At the fourth matryoshka

A little less growth

Blue sarafan,

Bright and beautiful.

Fifth matryoshka -

In a red dress.

Try to remember everyone

Get on with the drawing!

18. Exercise: "Draw according to the story"

Exercise: Listen to the story and draw a picture that accurately reflects its content.

On Sunday I made three wonderful snowmen. Blinded them from lumps of snow. One turned out big, the other - smaller, and the third - very tiny. The hands of the first and second are snowballs, and the third is made of knots. Instead of a nose, carrots are inserted. Coal eyes.

19. Basic colors

Color characteristic

Municipal institution of additional education

"Center for Children's Creativity" KBR

conference of students "Roads of discovery" NOU "Origins"

MUDO CDT

Art materials

Design and research work

in fine arts

Head: Apukhtina N.R..- additional education teacher MUDO CDT

2018 Chill

Introduction... ……………………………………………………………………3

Chapter 1 Theory …………………………………………….

1.1 Relevance of research work.

Purpose, hypothesis, tasks …………………………………………………..4

1.2 Research methods…………………………………………………….4

Chapter 2 Practical part ……………………………………………

2.1 The purpose of the practical part and research methodology……………………5

2.2 Working with literature on this issue ……………………….. …...5

2.3 History of the drawing. Finding information about a drawing in ... . …………..

2.4 Materials for drawing. …………………………………..6

2.5 Selecting the type of work and presenting this work… …………………….8

2.6 My vernissage…………………………………………………………………8

2.7 Conclusion on the practical part …………………………………………….9

Conclusion ……………………………………………………………… ……9

List of used sites and literature ……………………………. ….9

Appendix………………………………………………………………..........10

INTRODUCTION

Adults often ask what children like to do. We, children, love to play, listen to fairy tales and, of course, draw. I like to draw. And even more I like to mix paints and experiment with color. Thus, the passion for drawing was born.

When I am busy with creativity, my mood improves, I forget about all the troubles, because drawing is an incredibly exciting activity. You can create an amazing world full of unusual images, characters, favorite heroes. Fine art develops intuition, imagination, arouses interest in life through a passion for art, helps to see and hear the world around. The world is beautiful and amazing for someone who knows how to look. See what a colorful world surrounds you! Color can even depict your mood, your dreams and fantasies. But not everyone who looks can see. And the artist knows how to see the world in a special way. The artist is a real magician. Only he knows how to depict the sky, earth, birds and animals. The most important thing for him is to see the beauty of nature, people, animals and be able to convey it in his works, to express his attitude towards it.

The road to art begins in your soul, in your heart. When

there is some kind of skill in drawing, I want to learn something new, in the classroom we tried to draw with different materials and in different techniques. After all, you can depict (draw) not only with pencils and paints. I was fascinated by non-traditional drawing techniques.

Getting acquainted with different materials in more detail, I wanted to know the history of the drawing. And then I decided to conduct an experiment - to try to create a drawing using different materials and drawing techniques.

Chapter 1 THEORETICAL PART

1. Relevance of research work. Purpose, hypothesis, tasks.

In primary school, children love to draw. Drawing helps in learning. Drawing develops intuition, thinking, imagination, arouses interest in life through art, helps to see and hear the world around. The world of a child is a complex complex of various visual, auditory, tactile sensations and emotions. The sensory perception of the world captures the child, completely owns him, pushes him to creation, search activity, reveals the creative abilities inherent in the child from birth.

How to help a child discover himself fully? How to create conditions for creative growth and support the child's desire to know the world in all its bright colors and manifestations? It is these questions that will help to solve the work with the drawing. Here the child is given the opportunity to really, independently discover the magical world of images. In the art classes, we made drawings with a brush, pencil, finger, used inkblotography, waxography. Naturally, the question arose, what else can be drawn. This is how the research project was born.

Target : Find out different ways to do a drawing.

Hypothesis: Why do people need drawings?

Tasks:

Get to know the history of drawing

Research

Read the literature on this issue

Organize an exhibition of your work

1.2 Research methods

Scientific Literature Analysis

Study different methods and techniques of drawing.

Making drawings in different ways.

Analysis of the obtained results.

Chapter 2 PRACTICAL PART

2.1 The purpose of the practical part and research methodology.

The purpose of the practical part: learn different techniques and drawing techniques.

For this, the following tasks were set:

learn about the history of drawing

research different techniques and drawing techniques

study the literature on the subject

To be effective, you need to:

choose any technique and make your own drawing

prepare a message about your drawing

draw a practical conclusion

make a conclusion on the work

organize an exhibition of your work

2.2 Work with the literature on this issue.

According to the encyclopedia, a “drawing” is an image made by hand using graphic means: a contour line, a stroke, a spot. How is it different from painting?

The brush and paints give the artist a rich choice of expressive means and techniques. You can, for example, apply several layers of paint to the canvas, giving the painting a certain texture.

The drawing is done on paper (in the ancient era on papyrus, in the Middle Ages - on parchment) with a pencil, pastel, charcoal or pen, and the volume is achieved by combinations of lines, strokes and spots. It can be multi-colored, but the main thing in it is the line, which, if desired, can be shaded. The artistic value of a drawing is determined by the manner in which the stroke is applied and the hardness of the artist's hand.

artistic drawingunderlies all types of artistic representation (painting, graphics, sculpture).

2.3 History of the drawing. Finding information about a drawing

It is known from history that drawing appears as a means of communication.

between people long before the creation of writing. In ancient times, many peoples conveyed any information with the help of drawings. The surviving rock paintings testify to this. As a rule, rock paintings were made in caves. Organic dyes (plants, coal, soot, blood) served as a material for paints.

Primitive artists became the founders of all types of fine arts: graphics, painting, sculpture, decorative art.

applied arts.

2.4 Materials for drawing

All visual materials are divided into graphic and pictorial.

Graphic - these are pencils, various crayons, charcoal, felt-tip pens, various pens, ink and a pen, instead of which a pointed stick or brush is sometimes used.

Pencil - the most common and common, familiar to everyone and necessary in the work of graphic material. Ordinary pencils differ in their hardness.

Crayons (wax ) designed for drawing on paper. They are made of natural beeswax with the addition of vegetable dyes with sparkles, leave a shiny mark, and are easily washed off with warm water and soap. I love working with this stuff.

ink - black paint. Serves for drawing, drawing. In ancient times, it was made from soot obtained by burning coniferous wood, vegetable oils and resins.

felt-tip pen - a tool for writing and drawing with paint flowing from a tank. Markers were invented in 1960.

Coal serves as drawing material. It is obtained from thin branches or pointed sticks, previously dried and peeled. It is important what kind of wood the material is made of. In Greece, walnut or willow is used for these purposes, and Italian charcoal is made from plum, rosemary, linden or birch.

Painting materials - These are paints consisting of finely ground colored powder mixed with glue or oil. Depending on this, they are called oil or glue. Adhesive paints are very different in terms of the composition of the glue and other substances that are added to them, but they are all diluted with water.

Watercolor prepared on the basis of vegetable glue extracted from the bark of cherry and other trees. Mandatory sign of watercolor - its transparency.

Pastel - rimless colored pencils molded from ink

pencil. Pastel pencils are made from ink,

ground into the finest powder, with an admixture of binders, to which a small amount of sugar or oatmeal and milk are added. It turns out very soft chalk.

Gouache - paints ground on water with glue and an admixture of white. Used for painting on paper, silk. Gouache gives an opaque layer.

Oil paints diluted not with water, but with a special liquid. They

thick and opaque. Mostly professional artists work with such paints.

At the classes in the children's association "Dreamers" we were told about what the drawing technique is.

drawing technique is a set of methods and means used

artist. Artists include in this concept the technique of line,

a certain manner of drawing and writing, a way of using certain

materials (paper, canvas, wood, pencils, charcoal, paints) in accordance with their properties and visual possibilities.

I learned that there are traditional and non-traditional techniques. Under traditional technique refers to the techniques used to develop imagination, creativity. This is the use of colored pencils, felt-tip pens, gouache, watercolors in the work without introducing various additional means and methods. Traditional techniques include pencil drawing.

Non-traditional drawing techniques is when, in addition to the usual

tools (brush, pencil), non-traditional ones are used: charcoal, candle, chalk, toothbrush, cereals, tree leaves, herbs, cellophane, porous sponges, sand, batter, plasticine. Non-traditional drawing techniques allow you to overcome the feeling of fear, self-doubt, in your abilities. Indeed, in such work the result is not important, experimentation is important.

2.5 Choice of the type of work and presentation of this work.

To present my work, I chose the most interesting drawing techniques.

Watercolor painting technique. There are many techniques in watercolor: working on wet paper, on dry paper, filling, washing off, multilayer painting, etc. The transparency of watercolor gives a special pleasant and characteristic look to colorful tones, and the imposition of transparent layers of paint on one another gives a way to compose new tones.

Gouache technique. It is better to paint with gouache on good quality cardboard, as ordinary paper is thin for this. To dilute gouache or mix paint colors, getting the right shades, you need a palette. If you plan to apply a layer of gouache on top of another - wait until the first layer dries, and then quickly apply a second layer, without pressing hard on the brush.

Plasticine remarkably plastic, it easily accepts any

shape, rolled out, kneaded and lays on the surface in any layer.

When creating a creative work, a drawing is first applied along the contour. Then the color of the plasticine is selected. Small pieces are plucked off with fingers and smeared with fingers on the surface of the pattern. Other colors of plasticine are smeared, an unusual pattern is obtained.

Drawings with a gel pen (felt-tip pen) are usually done on smooth paper. It is advisable to make as few corrections as possible in the drawing and carefully use an eraser so as not to leave stains, so the drawing will look fresh and neat. To apply the tone, hatching is used. Strokes can be different in direction, length, pencil pressure. Hand movements should be bold, energetic.

Waxography or scratching.

The unusual work is that the drawing is scratched on the sheet. Drawings in the technique of scratching are made with a sharp object (pointed stick.) On a prepared sheet. The sheet is rubbed with wax and covered with black paint.Works made using the scratching technique are distinguished by the contrast of the white lines of the drawing and the black background.

Monotype very unusual painting technique. Paints are applied to the surface (paper, glass, plastic). A blank sheet is superimposed on top and an imprint is made. Pictures are always different. Then you can draw something or leave it like that.

2.6 My vernissage. Organization of the exhibition.

Using the drawing techniques and materials I learned, I drew drawings and arranged an exhibition.

My watercolor work "By the river". I pictured a summer day. A bright sun shines in an emerald blue sky. A forest is visible in the distance. A river chimes across the clearing, from which it breathes coolness and freshness. The picture has an atmosphere of peace and quiet.

My next work "Underwater World" is made in gouache. First, I came up with a drawing. Then in color she depicted the sea, the seabed. Marine life is very bright. This work is colorful and bright, all colors are saturated. In my work I used the technique of spraying, I made the bushes using the fingerography technique, which gave the work originality.

"Merry family" is the name of the work done in plasticine.

I depicted a family of owls: mom, dad and son. I used a mixed technique: I smeared the sky with plasticine, depicted a tree with the help of plasticine flagella, sculpted the characters in parts and used a stack to apply patterns. I tried to convey the character of each character. Mom owl is kind, caring and a little strict, dad is serious and businesslike, and son is a little scared

Work made in this technique "Miracle - pineapple". I transformed the simple shape of a pineapple into unusual patterns.

Work "Goldfish" technique scratching. Colored cardboard was tinted with a candle and painted over with black paint. Then she made a line drawing and began to scratch. Using various strokes and lines, the drawing became expressive, contrasting.

This is the work I got in the monotype technique "Mysterious Landscape" and "Butterfly". In the work "Mysterious Landscape" I first made a print. Then she depicted bushes and trees with black paint blown from a tube. In the work "Butterfly" I drew the patterns with a felt-tip pen, emphasizing the original color spots obtained after the print.

2.7 Conclusion on the practical part.

I believe that the tasks set have been completed and the goal has been achieved.

I got acquainted with the history of drawing, explored different methods and techniques of drawing; reviewed the literature on this issue. I shared my discoveries with my friends. I found out that a person draws in order to convey information, to reveal the beauty of the world around him, to express his attitude towards it.

CONCLUSION

Through this research work,I learned a lot of interesting things about drawings: people draw in order to decorate their homes, clothes, convey information and the beauty of the world around them. I learned about different methods and techniques of drawing, about people involved in painting.

Made this conclusion:

research work helped me become hardworking, active, responsible; taught to love and see beauty. Drawing helps me learn, develops creativity. Drawing improves mood, helps to calm down.

BIBLIOGRAPHY

1.T. Emelyanov "The Big Book of Drawing" Polygraph Publishing House, Moscow 2010

2. E.I. Korotaeva "Art and you" Moscow "Enlightenment" 2004

3.B.M. Nemensky "Art around us" Moscow "Enlightenment" 2007

4.O.V. Ostrovskaya "Lessons of fine arts in elementary school" Moscow

5. Encyclopedia of painting. Editor Kondratiev; 2010

6. Internet resources.

Application

"By the River" "Underwater World"

"Gold fish"

"Butterfly"

« Merry family "" Mysterious landscape "

"Miracle Pineapple"