UMK “Fine Arts. The work program "fine arts" UMK "school of Russia" Educational methodological complex of art
ART
textbooks "Art" published under the editorship of A.A. Melik-Pashaeva, Doctor of Psychology, member of the Union of Artists of Russia, laureate of the RF Government Prize in the field of education, editor-in-chief of the magazine Art at School, and S.G. Yakovleva, Ph.D., director of the Federal Scientific and Methodological Center. L.V. Zankov.
One of the advantages of S.G. Ashikova, which can be noted with confidence even now, before the widespread introduction of the textbook, is the attention and scrupulous work with specific artistic materials: not only the technique, methods of working with them, but also the education of what can be called a "sense of material", understanding it special properties, the fact that this or that matserial can and wants to embody feelings organic connection artistic idea and means of its implementation. After all, without this it does not happen artwork. Not in fine arts, not in any other art.
A.A. Melik-Pashayev
All children love to draw. Sometimes they take up a pencil or a brush before they start talking ... And then suddenly there comes a moment when they say: "I can't draw." This usually happens when the child goes to school. And this is due to the fact that they begin to teach him to draw. Often at the same time fantasy, freedom of creativity go into the background. And the child does not want to draw. And the phrase about inability is a defense against the “correct” attitudes and requirements.
It is necessary to give the child new knowledge, new impressions, and even new materials and tools so that his vision of the world can be more accurately and more expressively embodied in artistic images. It is necessary to show him the ways in which he will move, expressing himself, his feelings and impressions.
AND modern world, and the near future needs people who can think and work at the intersection of art and technology. Such people are distinguished by special observation and attentiveness, imagination and fantasy, the ability to express their thoughts in words, images or diagrams.
S.G. Ashikova
Well "Art" developed in accordance with the requirements of the Federal State Educational Standard based on the methodological approaches of the system of developmental education L.V. Zankov.
The course is based on the idea of realizing the unity of two forms of art: artistic perception And artistic expression, which allows the teacher to contribute to the formation of the emotional and value attitude of a growing person towards himself, the people around him, nature, science, art and culture in general.
UMK "Fine Arts" includes textbooks"Fine Arts" for grades 1, 2, 3, 4 (ed. S.G. Ashikova) with electronic applications, albums in fine arts for grades 1, 2, 3, 4, teaching aids for the teacher.
COURSE TEXTBOOKS
The content of the textbooks is aimed at developing the imagination, observation, creativity of the child, the formation of his artistic view of the world. Students get acquainted with the initial concepts of fine art, the work of the best Russian and foreign artists.
Much attention in the textbooks is given to the acquisition by schoolchildren of the initial skills of working in various types of artistic and creative activity awakening interest in drawing.
Structure of textbooks
The educational material in all books is represented by the following thematic sections, repeated in each class:
. "Nature - main artist»;
. "World of Color";
. "Art in Man";
. "Man in Art".
At each new stage of education for four years, students gradually master elementary artistic literacy on the material of cross-cutting topics. This approach allows the teacher to lead the children at the end of each section to a generalization of subject and meta-subject results in the form of their collective or project work.
A distinctive feature of the presentation of material in textbooks is the functional distribution of pages. Each spread is devoted to one lesson.
Left facing page - "Impression"
. Here are selected photographs, reproductions of paintings, corresponding to a specific topic. They serve as a basis for observation and discussion. Visual material is accompanied by explanatory text. Working with this part of the spread helps the teacher to set up the students emotionally, aesthetically and morally, and prepares the child to create his own artistic image.
Right facing page- "Expression" . This is a page of practical creativity. It shows artistic techniques, the order and stages of work - everything that will help express what you see in the drawings. On the same page, a drawing in a round frame will tell the child what tools and materials he will need for work. Usually the last drawing or two on this page is by children; it is important that the teacher and children understand that this is just one of many possible ways to implement the idea. Therefore, you can and should find your own solution, your own version - in art you can not repeat anything, even yourself.
Rubric "ABC of drawing"
a wide range of art materials is presented, the main techniques for working with them are shown.
Visual information about the ways of depiction in drawing, painting and composition helps students to realize their own ideas.
Such structuring of the content and the visual-practical nature of the illustrative material allow the textbook to perform the function of a kind of self-instruction manual.
Heading"In the artist's studio" complements the meaningful and illustrative material about the work of artists, helps children to expand their knowledge about the genres that this or that painter preferred, the features of his work, and get acquainted with the style of the artist. Here students will see a portrait of the artist, reproductions of his paintings, will be able to read short biography masters, to form an opinion about his work.
The problem of distance from cultural centers can be partly overcome by rubric"Introduction to the Museum". Informative, but compact text and rich illustrations convey the atmosphere of museums in Russian cities. Links to official sites expand the space and provide an opportunity to get a more complete picture of the exhibits of the museum of interest.
Each section ends with a short task block "Check yourself". The proposed tasks and questions can be performed both individually and in pairs, groups, in one or more lessons or at home. This will lead each child to achieve the planned results in this subject area.
At the end of each textbook there are reference pages: a dictionary and a reference book for a young artist. This material allows the child not only to learn to work with information, but also to replenish his conceptual apparatus.
Sign system
Fine art lessons can be built not only on works of fine art, but also referring directly to music, poetry, artistic prose (signs "Painting and Music" 
, "Recommended to read" 
). Attraction of historical and scientific material (sign "Experiment, Experience") will strengthen intersubject communications; appeal to additional information help the child learn to navigate in the information space (sign "Search for information" 
). The textbooks offer lessons that are conducted at the computer in a simple graphics editor PAINT (sign "Drawing in Paint" 
). Tasks aimed at the socialization of schoolchildren, the development of their ability to cooperate with peers, are marked with signs Pair work, Group work 
, "Assignments for girls", "Assignments for boys". Album work .
The textbooks are included in the Federal List of Textbooks Recommended for Use in the Educational Process in General Educational Institutions. The content of the textbooks corresponds to the Federal State Educational Standard of Primary General Education.
ART ALBUMS
Album of assignments and exercises in fine arts, contains assignments of varying complexity: The child first practices on the basic task (left side of the page) and then completes the more difficult task on the right side of the page. When performing basic exercises, the child will learn to control the fingers of the hand that holds the pencil, control the quality of the drawing with his eyes and compare his work with the sample in the album; thanks to the task of increased complexity will get the opportunity to acquire additional skills and knowledge in this topic.
The content of the album of tasks and exercises is aimed at developing the imagination, observation, creativity of the child, shaping his artistic view of the world around him and expanding his horizons in the field of fine arts. Students acquire basic drawing skills, work in different graphic techniques and with different materials.
Album of artistic tasks, expands and deepens the material of the textbook. Students continue to study the graphic language and the basics of painting, work in different techniques and with various materials.
The main task of the album of artistic tasks is to help children see and love the world around them and its colors. The album is unusual in that it contains another book, a unique visual aid in the visual arts - Color Atlas. The atlas tab can be taken out and used separately as an illustrative study guide.
Albums on fine arts will allow children to get acquainted with a wide range of artistic materials, their features, properties and methods of application in fine arts; help to better understand works of art and perceive their expressiveness; they will teach you how to draw on tinted paper in order to diversify artistic approaches and bring them closer to the professional, competent work of the artist; will introduce you closer to the concept of "colored circle" ( different types color circles given on the album covers), which contains the laws of color combinations and harmonies.
ARTISTIC RECIPES
Training exercises of artistic copybooks will help children to work out various drawing techniques, to master the initial artistic literacy. They are aimed at consolidating the skills of using a graphite pencil when drawing dots, lines, strokes, tinting the background, creating sketches, they develop not only fine motor skills hands, but also an eye, form the skill of sequential actions, coordinate the actions of the hand and eye. Thinking hand - this is how you can briefly summarize the goals and objectives of this publication.
Methodical recommendations are intended for teachers primary school working on S.G. Ashikova. They characterize the course "Fine Arts", developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education, disclose the concept of the program, outline the content lines of the course, and explain the structure of the textbook. The manuals also offer options for lesson-thematic planning, consider techniques and methods for organizing productive creative activity of students in fine arts lessons to form universal educational activities and achieve planned subject results. Fragments of lessons are offered with a commentary by the author of the textbook. Work with album materials is considered in detail in fine arts.
The work program is based on the exemplary program Visual Arts in grades 5–9, ed. B. M. Nemensky in accordance with the main provisions of the federal state educational standard of basic general education, the Concept of spiritual and moral development and education of the personality of a citizen of Russia and is focused on work on the educational and methodological set:
Goryaeva N.A. Art. Decorative and applied art in human life - Grade 5.
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Fine Arts Work Program for Grade 5
Explanatory note
The fine arts program for the 5th grade was compiled in accordance with the Federal Law “On Education in the Russian Federation” No. 279 - FZ of December 29, 2012, on the basis of the Charter of the MBOU “Domozhakovskaya Secondary School named after. N.G. Domozhakova, PEP MBOU "Domozhakovskaya secondary school named after. N.G. Domozhakov, the curriculum of MBOU "Domozhakovskaya secondary school named after. N.G. Domozhakov.
The work program is based on the exemplary program Visual Arts in grades 5–9, ed. B. M. Nemensky in accordance with the main provisions of the federal state educational standard of basic general education, the Concept of spiritual and moral development and education of the personality of a citizen of Russia and is focused on work on the educational and methodological set:
- Goryaeva N.A. Art. Decorative and applied art in human life. Grade 5: textbook. for general education organizations / N.A. Goryaeva, O.V. Ostrovskaya; ed. B.M. Nemensky. - 4th ed. - M.: Education, 2014. - 191 p.
Thematic planning in grade 5 is designed for 1 hour per week during the school year, that is, 35 hours per year.
primary goal subject "Fine Arts" - the development of visual-spatial thinking of students as a form of emotional-value, aesthetic development of the world, as a form of self-expression and orientation in the artistic and moral space of culture.
The artistic development of students is carried out in the process of practical, activity-based form in the process of personal artistic creativity.
Main goals subject "Fine Arts":
Formation of the experience of semantic and emotional-value perception of the visual image of reality and works of art;
Development of artistic culture as a form of material expression in the spatial forms of spiritual values;
Formation of understanding of the emotional and value meaning of the visual-spatial form;
The development of creative experience as the formation of the ability to act independently in a situation of uncertainty;
Formation of an active interested attitude towards the traditions of culture as a semantic, aesthetic and personally significant value;
Raising respect for the history of the culture of their Fatherland, expressed in its architecture, fine arts, national images of the material and spatial environment and understanding of human beauty;
Development of the ability to navigate in the world of modern artistic culture;
Mastering the means of artistic representation as a way of developing the ability to see the real world, as the ability to analyze and structure a visual image based on its emotional and moral assessment;
Mastering the basics of culture practical work various art materials and tools for the aesthetic organization and design of the school, household and industrial environment.
general characteristics subject
The subject "Fine Arts" unites the practical artistic and aesthetic perception of works of art and the surrounding reality into a single educational structure. Fine art as a school discipline has an integrative character, which includes the foundations of different types of visual-spatial arts - painting, graphics, sculpture, design, architecture, folk and decorative arts, images in spectacular and screen arts. The program takes into account the traditions of Russian art education, modern innovative methods, analysis of foreign artistic and pedagogical practices. The semantic and logical sequence of the program ensures the integrity of the educational process and the continuity of the stages of training.
Description of value orientations
The educational tasks of the year provide for the further development of skills in working with gouache, pastel, plasticine, paper. In the process of mastering the skills of working with a variety of materials, children come to understand the beauty of creativity.
The work program defines a system of lessons, a didactic model of teaching, pedagogical means, with the help of which it is planned to form and master knowledge and relevant skills.
IN thematic plan the types and methods of artistic activity of schoolchildren in the lessons of fine arts are determined using various forms of expression:
- the image on the plane and in volume (from nature, from memory, from representation);
- decorative and constructive work;
- perception of the phenomena of reality and works of art;
- discussion of the work of comrades, the results of collective creativity, during which the skills of educational cooperation are formed (the ability to negotiate, distribute work, evaluate one's contribution to the activity and its overall result) And individual work on lessons;
- studying artistic heritage;
- selection of illustrative material for the topics studied;
- listening to musical and literary works (folk, classical, modern).
The topics and tasks of the lessons require the ability to organize lessons-disputes, lessons - creative reports, lessons-excursions. From lesson to lesson there is a constant change of artistic materials, mastering their expressive capabilities.
The variety of activities and forms of work with students stimulates their interest in the subject, the study of art and is a necessary condition for the formation of the child's personality.
The thematic plan provides for the widespread use visual aids, materials and tools for information technology and methodological support from the textbook and collections of classical works.
Personal, meta-subject and subject results
learning a subject
In accordance with the requirements for the results of mastering the main arr basic program of general educationformation of the federal stateof the natural educational standard, teaching in the visual arts classes is aimed atachievement by students of personal, meta-subject and subject results.
Personal Outcomesare reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the subject "Fine Arts":
- education of Russian civil identity: patriotism, love and respect for the Fatherland, a sense of pride in their homeland, the past and present of the multinational people of Russia; awareness of one's ethnic background, knowledge of the culture of their people, their region, the foundations of the cultural heritage of the peoples of Russia and mankind; assimilation of humanistic, traditional values of the multinational Russian society;
- form responsible attitude towardsteaching, readiness and ability of students for self-development and self-education based on motivation for learning and cognition;
- the formation of a holistic worldview that takes into account the cultural, linguistic, spiritual diversity of the modern world;
- the formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture; readiness and ability to conduct a dialogue with other people and achieve mutual understanding in it;
- development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior, a conscious and responsible attitude to one's own actions;
- communication formationactive competence in communicationand cooperation with peers, adults in the process of educational, creative activities;
- awareness of the importance of the family in the life of a person and society, acceptance of the value of family life, respectful and caring attitude towards members of one's family;
- development of aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world, creative activity of an aesthetic nature.
Metasubject Resultscharacterize the level of formation of the universal abilities of students, manifested in cognitive and practical creative activity:
- the ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity;
- the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems;
- the ability to correlate their actions with the planned results, to control their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation;
- the ability to assess the correctness of the implementation of the educational task, their own ability to solve it;
- possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities;
- the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and consideration of interests; formulate, argue and defend your opinion.
Subject Resultscharacterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the subject:
- formation of the foundations of the artistic culture of students as part of their general spiritual culture, as a special way of learning life and environments organization of communication; development of the aesthetic emotionally -value vision of the world around; developmentobservation,empathy, visual memoryty, associativethinking, artistic taste and creative th imagination;
- visa development spatial thinking as a form of emo rationally - value development of the world, self-expression and orientation tion in art natural and moral space of culture;
- mastering thin artistic culture in all its diversity, genres and styles as a material expression of spiritual prices news, in embodied in spacesforms (folklore artcreative work different peoples, classical products niya ote domestic and foreignart, contemporary art);
- wake up respect for the history of the culture of their Fatherland, expressing female in architecture, fine artart, in nationaltimes of the subject-material and spatial environment, inunderstanding of human beauty;
- prio shaving the experience of creating thinozhestvennogo image in different forms andgenres of visual-spatial arts: painter nyh ( painting, graphics, sculpturesa), decorative and applied, in architexture and design; acquisitionexperience in visualatom in syntheticsome arts (theater and cinema);
- development of the need to communicate with works of fine art, the development of practical skills in the perception, interpretation and evaluation of works of art; formation of an active attitude to the traditions of artistic culture as a semantic, aesthetic and personally significant value;
- awareness of the importance of art and creativity in the personal and cultural self-identification of the individual;
- development of individual creative abilities of students, the formation of a sustainable interest in creative activity.
Grade 5 is devoted to the study of a group of decorative arts, in which their practical meaning is preserved for children, their connection with folklore, with national and folk art roots. Here, to the greatest extent, the naive-decorative language of the image inherent in childhood and the direct imagery, the playful atmosphere inherent in both folk forms and the decorative functions of art in modern life are revealed to the greatest extent. Implementation of this year's program will focus on local artistic traditions and specific industries.
For the formation of the worldview of adolescents, it is especially important to get acquainted with folk, peasant decorative art, which most fully preserves and transmits to new generations national traditions, forms of aesthetic attitude to the world developed by the people.
Figurative language decorative arts has its own characteristics. Color and form in the decorative arts often have a symbolic meaning. A sense of harmony and a sense of material can be especially successfully developed in students in the process of studying color and linear rhythms, compositional harmony is gradually mastered by students from lesson to lesson.
That is why the development of the students' ability to feel and understand the aesthetic principles of decorative art, to realize the unity of the functional and aesthetic value things are important for the formation of the culture of life of our people, the culture of their work, the culture of human relations.
Section title and content | Qty. hours |
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ancient roots folk art They get acquainted with traditional images in folk art (mother earth, tree of life, horse-elk-deer, bird, solar signs), a peasant house, is considered as an artistic image that reflects the relationship of the large cosmos (macrocosm) and the human world, vital areas of the peasant interior, mastering the language of ornament on the material of Russian folk embroidery, familiarity with the costume and folk-holiday rituals | 9 h |
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Connection of times in folk art Inclusion of children in search groups for the study of traditional folk art crafts of Russia (Zhostovo, Khokhloma, Gzhel). When students get acquainted with Filimonovo, Dymkovo, Kargopol folk clay toys, one should pay attention to the vitality of the most ancient images in them: a horse, a bird, a woman. To direct the efforts of students to the perception and creation of an artistic image of a toy in the traditions of the Stary Oskol craft. When studying Borisov ceramics, pay attention to the variety of sculptural forms of dishes, small plastics; on the organic unity of form and decor; on ornamental and decorative plot compositions of painting; to the main distinguishing elements | 7 h |
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The manifestation of an emotional response, interest in the variety of forms and decor in the classical arts and crafts of different peoples, countries, times. Focusing on the social function of this art, presenting its role in organizing the life of society, in the formation and regulation of human relations, in distinguishing people by social and professional affiliation. The conversation about the social role of decorative art should be closed to the present, in order to show the students that the costume, its decor still conveys information, enshrined in the form of insignia. These signs have social and symbolic meaning. When getting acquainted with the image of the artistic culture of the ancient Egyptians, ancient Greeks, the East on the example of Japan, Western Europe During the Middle Ages, the main emphasis is shifted to the decorative, symbolic, social role of the costume and, in addition, the emotional interest of students in the figurative, stylistic unity of the decor of clothing, household items, and interior belonging to a certain era is fixed. Familiarization with the coats of arms and emblems of the Kemerovo region occurs when determining the symbolic nature of the language of the coat of arms as a distinctive sign, its components, the symbolic meaning of pictorial elements and colors in the art of heraldry | 10 h |
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Decorative arts in the modern world Acquaintance in the lessons with the richness of varieties of ceramics, art glass, metal, etc., definition figurative system works, their perception from the point of view of the unity of form, helps to identify the means used by the artist in the process of translating the idea | 9 h |
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Total | 35 h |
Quality control of knowledge, skills and abilitiesis carried out in the form of oral surveys, creative works and test tasks. The final control at the end of the year is carried out in the form control work, which includes test tasks and practical work.
Requirements for the level of training of students
As a result of the development of the program,learners should know:
The meaning of the ancient roots of folk art;
Connection of times in folk art;
The place and role of decorative art in the life of man and society at different times;
Know several different crafts, the history of their origin and development (Gzhel, Zhostovo, Khokhloma);
To be able to distinguish the decorative art of different times by stylistic features: Egypt, Ancient Greece, medieval Europe, baroque, classicism;
Represent the development trends of contemporary everyday and exhibition art.
Learners should be able to:
Reflect in drawings and projects the unity of form and decor (at an accessible level);
Create your own improvisation projects in line with the figurative language of folk art, modern folk crafts (limitation of the color palette, variations of ornamental motifs)
Create projects of various environmental objects united by a single style (clothes, furniture, interior details of a certain era);
Combine creative efforts in individual-collective work to create projects for decorating the school interior, or other decorative works made in the material.
List of main literature
1. Visual arts. Work programs. Subject line of textbooks, ed. B. M. Nemensky. Grades 5–9: a guide for general education teachers. institutions / B.M. Nemensky, L.A. Nemenskaya, N.A. Goryaeva, A.S. Petersburg. – M.: Enlightenment, 2011. – 129 p.
2. Exemplary programs for academic subjects. Visual arts, grades 5-7. Art, grades 8-9: project. - M .: Education, 2010. - 176 p.
3. Goryaeva N.A. Art. Decorative and applied art in human life. Grade 5: textbook. for general education organizations / N.A. Goryaeva, O.V. Ostrovskaya; ed. B.M. Nemensky. - 4th ed. - M.: Education, 2014. - 191 p.
4. Visual arts. Grade 5: lesson plans according to the B.M. Nemensky / ed. - comp. O.V. Sviridov. - Volgograd: Teacher, 2012. - 170 p.
5. Visual arts. Grade 5: Technological maps of lessons according to the textbook N.A. Goryaeva / ed. - comp. I.N. Klochkov. - Volgograd: Teacher, 2015. - 122 p.
Internet resources
1. Federal state educational standard: http://www.standart.edu.ru
2. Network association of methodologists "SOM" (one of the projects of the Federation of Internet Education): http://som.fio.ru
3. Portal "All education": http://catalog.alledu.ru
4.Federal Center for Information and Educational Resources: http://fcior.edu.ru
5. http://www.orientmuseum.ru/art/roerich
6. http://www.artsait.ru
Calendar-thematic planning (IZO - grade 5)
Lesson topic | Date | Note |
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Plan. | Fact. |
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I quarter | ||||||||||||||||||||||||||||
Ancient images in folk art | 03.09 | |||||||||||||||||||||||||||
The decoration of the Russian hut. platbands | 10.09 | |||||||||||||||||||||||||||
Facade of a Russian hut | 17.09 | |||||||||||||||||||||||||||
Design and decoration of folk items | 24.09 | |||||||||||||||||||||||||||
Carved and painted spinning wheels | 01.10 | |||||||||||||||||||||||||||
The inner world of the Russian hut | 08.10 | |||||||||||||||||||||||||||
Russian folk embroidery | 15.10 | |||||||||||||||||||||||||||
Folk festive costume | 22.10 | |||||||||||||||||||||||||||
Folk holiday rituals | 29.10 | |||||||||||||||||||||||||||
II quarter |
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Ancient images in modern folk toys | 12.11 | |||||||||||||||||||||||||||
Dymkovo toys | 19.11 | |||||||||||||||||||||||||||
Gzhel art | 26.11 | |||||||||||||||||||||||||||
Gorodets painting | 03.12 | |||||||||||||||||||||||||||
Golden Khokhloma | 10.12 | |||||||||||||||||||||||||||
Zhostovo. Painting on metal | 17.12 | |||||||||||||||||||||||||||
Chips. Painting on bast and wood | 24.12 | |||||||||||||||||||||||||||
3rd quarter |
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Why do people need jewelry | 14.01 | |||||||||||||||||||||||||||
The role of decorative art in the life of ancient society | 21.01 | |||||||||||||||||||||||||||
Costume in the era of ancient Egypt | 28.01 | |||||||||||||||||||||||||||
Greek pottery | 04.02 | |||||||||||||||||||||||||||
Land of the Rising Sun. Japanese costume | 11.02 | |||||||||||||||||||||||||||
The meaning of color in the costume of ancient China | 18.02 | |||||||||||||||||||||||||||
Society life in Western Europe | 25.02 | |||||||||||||||||||||||||||
Costumes of the peoples of Russia | 03.03 | |||||||||||||||||||||||||||
What emblems and emblems tell us | 10.03 | |||||||||||||||||||||||||||
Decor - man, society, time | 17.03 | |||||||||||||||||||||||||||
IV quarter |
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Contemporary exhibition art. Ceramics | 31.03 | |||||||||||||||||||||||||||
Art glass. Artistic forging | 07.04 | |||||||||||||||||||||||||||
Salt dough decorative panel | 14.04 | |||||||||||||||||||||||||||
stained glass | 21.04 | |||||||||||||||||||||||||||
Batik is the art of painting fabric. Tapestry (weaving carpets) | 28.04 | |||||||||||||||||||||||||||
Patchwork application, or collage | 05.05 | |||||||||||||||||||||||||||
Bast decorative toys. Decorative dolls | 12.05 |
APPLICATION to the main educational program primary general education, approved by order No. 360-p of 09/04/2013 WORKING PROGRAMM ART 1 class /School of Russia/ 1. EXPLANATORY NOTE The program was developed on the basis of the Federal State Educational Standard of Primary General Education, the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen, the planned results of primary general education. Exemplary program in fine arts. Grades 1-4 (second generation standards) - M .: Education, 2011; General characteristics of the subject Target the subject "Fine Arts" - the formation of the artistic culture of students as an integral part of the spiritual culture, that is, the culture of world relations developed by generations. These values, as the highest values of human civilization, accumulated by art, should be a means of humanization, the formation of moral and aesthetic responsiveness to the beautiful and the ugly in life and art, that is, the vigilance of the child's soul. The course is designed as complete system of introduction to artistic culture and includes on a single basis the study of all the main types of spatial (plastic) arts. They are studied in the context of interaction with other arts, as well as in the context of specific connections with the life of society and the individual. The systematizing method is identification of three main types of artistic activity for visual spatial arts: - visual art activity; - decorative art activity; - constructive artistic activity. Three ways of artistic assimilation of reality in elementary school act as accessible types of artistic activity for children: image, decoration, construction. The constant practical participation of schoolchildren in these three activities allows them to systematically introduce them to the world of art. The subject "Fine Arts" involves the co-creation of a teacher and a student; dialogue; clarity of tasks and variability of their solution; mastering the traditions of artistic culture and improvisational search for personally significant meanings. Main kinds learning activities - practical artistic and creative activity of the student and the perception of the beauty of the world and works of art. Practical artistic and creative activity(the child acts as an artist) and art perception activity(the child acts as a spectator, mastering the experience of artistic culture) are creative in nature. Students master various art materials, as well as artistic techniques (application, collage, monotype, modeling, paper plastic, etc.). One of the tasks is constant change of art materials, mastering their expressive abilities. Variety of activities stimulates the interest of students in the subject and is a necessary condition for the formation of the personality of each. Perception of works of art involves the development of special skills, the development of feelings, as well as mastering the figurative language of art. Only in the unity of the perception of works of art and their own creative practical work does the formation of figurative artistic thinking of children take place. A special activity of students is the implementation of creative projects and presentations. The development of artistic figurative thinking students is built on the unity of its two foundations: development of observation, i.e. the ability to peer into the phenomena of life, and fantasy development, i.e., the ability to build an artistic image on the basis of developed observation, expressing one's attitude to reality. The program "Fine Arts" provides for the alternation of lessons individual practical creativitystudents and lessons collective creative activity. Collective forms of work: work in groups; individual-collective work (each performs his part for a common panel or building). Artistic activity: image on a plane and in volume (from life, from memory, from imagination); decorative and constructive work; perception of the phenomena of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in the classroom; study of artistic heritage; selection of illustrative material for the topics studied; listening to musical and literary works (folk, classical, modern). Discussion of children's work in terms of their content, expressiveness, originality, it activates the attention of children, forms the experience of creative communication. periodic organization of exhibitions gives children the opportunity to see and evaluate their work again, to feel the joy of success. The work of students completed in the classroom can be used as gifts for relatives and friends, can be used in the design of the school. The place of the subject in the curriculum The study of the subject is given 1 hour per week - 33 hours per year. Value orientations of the content of the subject The priority goal of art education at school is spiritual and moral development child. The culture-creating role of the program is to educate citizenship and patriotism: the child comprehends the art of his homeland, and then gets acquainted with the art of other peoples. The program is based on the principle “from the native threshold to the world of universal culture”. Nature and life are the basis of the formed world relation. Links between art and human life, the role of art in its daily existence, in the life of society, the importance of art in the development of each child - the main semantic core of the course . The program is designed to give students a clear understanding of the system of interaction between art and life. A wide involvement of children's life experience, examples from the surrounding reality is envisaged. Work based on observation and aesthetic experience of the surrounding reality is an important condition for children to master the program material. The desire to express one's attitude to reality should serve as a source of development of figurative thinking. One of the main objectives of the course is the development of the child interest in the inner world of man, the ability to deepen oneself, to realize one's inner experiences. This is the key to development empathy abilities I. Any topic on art should not just be studied, but lived in an activity form, in the form of a personal creative experience. For this, it is necessary to master the artistic-figurative language, the means of artistic expression. Developed ability to emotional assimilation is the basis of aesthetic responsiveness. On this basis, the development of feelings, the development of the artistic experience of generations and the emotional and value criteria of life take place. 2. MAIN CONTENT OF THE SUBJECT "YOU DRAW, DECORATE AND BUILD" Chapter Working programm Section 1: You portray. Acquaintance with Image Master – 9 o'clock Images are all around us. The Image Master teaches you to see. You can depict a spot. You can depict in volume. It can be shown as a line. Multicolored paints. You can depict what is invisible. Artists and viewers (generalization of the topic). Unit 2: You decorate. Acquaintance with the Master of Decoration – 8 hours The world is full of decorations. Beauty must be seen. Patterns created by people. How a person decorates himself. Master of Decoration helps to make a holiday (generalization of the theme). Unit 3: You build. Getting to know the Builder– 11 a.m. buildings in our lives. Houses are different. Houses built by nature. House outside and inside. We are building a city. Everything has its own structure. We build things. The city in which we live (generalization of the topic). Section 4: Image, decoration, building always help each other– 6h. The Three Master Brothers always work together. « Dreamland". Creation of a panel. "Spring Festival". Paper construction. A lesson in love. The ability to see. Hello summer! (generalization of the topic). Total: 3. REQUIREMENTS FOR THE LEVEL OF TRAINING OF STUDENTS Personal, meta-subject and subject results of mastering a subject As a result of studying the course "Fine Arts" in elementary school, certain results should be achieved. Personal Outcomes are reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the subject under the program "Fine Arts": a sense of pride in the culture and art of the Motherland, its people; respect for the culture and art of other peoples of our country and the world as a whole; understanding of the special role of culture and art in the life of society and each individual; the formation of aesthetic feelings, artistic and creative thinking, observation and fantasy; the formation of aesthetic needs - the needs for communication with art, nature, the needs for a creative attitude to the world, the needs for independent practical creative activity; mastering the skills of collective activity in the process of joint creative work in a team of classmates under the guidance of a teacher; the ability to cooperate with colleagues in the process joint activities, correlate your part of the work with the general idea; the ability to discuss and analyze one's own artistic activity and the work of classmates from the standpoint of the creative tasks of this topic, from the point of view of the content and means of its expression. Metasubject Results characterize the level of formation of the universal abilities of students, manifested in cognitive and practical creative activity: mastering the skill of creative vision from the standpoint of the artist, i.e. the ability to compare, analyze, highlight the main thing, generalize; mastering the ability to conduct a dialogue, distribute functions and roles in the process of performing collective creative work; the use of information technology tools to solve various educational and creative tasks in the process of searching for additional visual material, the implementation of creative projects of individual exercises in painting, drawing, modeling, etc.; ability to plan and execute learning activities in accordance with the task, to find options for solving various artistic and creative tasks; the ability to rationally build independent creative activity, the ability to organize a place of employment; a conscious desire to master new knowledge and skills, to achieve higher and more original creative results. Subject Results characterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the subject: knowledge of the types of artistic activity: visual (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts); knowledge of the main types and genres of spatial visual arts; understanding the figurative nature of art; aesthetic assessment of natural phenomena, events of the surrounding world; application of artistic skills, knowledge and ideas in the process of performing artistic and creative work; the ability to recognize, perceive, describe and emotionally evaluate several great works of Russian and world art; the ability to discuss and analyze works of art, expressing judgments about the content, plots and means of expression Oh; assimilation of the names of the leading art museums in Russia and art museums in their region; the ability to see manifestations of visual-spatial arts in the surrounding life: in the house, on the street, in the theater, at a holiday; the ability to use various artistic materials and artistic techniques in artistic and creative activities; the ability to convey character, emotional states and one's attitude to nature, man, society in artistic and creative activity; the ability to arrange on the plane of the sheet and in volume the conceived artistic image; mastering the skills to apply in artistic and creative activities the basics of color science, the basics of graphic literacy; mastering the skills of modeling from paper, modeling from plasticine, image skills by means of appliqué and collage; the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country; the ability to reason about the diversity of ideas about beauty among the peoples of the world, the ability of a person in a variety of natural conditions create their own original artistic culture; depiction in creative works of the features of the artistic culture of different (familiar from the lessons) peoples, the transfer of features of their understanding of the beauty of nature, man, folk traditions; the ability to recognize and name which artistic cultures the proposed (familiar from the lessons) works of fine art and traditional culture belong to; the ability to aesthetically, emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history; the ability to explain the meaning of monuments and the architectural environment of ancient architecture for modern society; expression in visual activity its attitude to the architectural and historical ensembles of ancient Russian cities; the ability to give examples of works of art that express the beauty of wisdom and a rich spiritual life, the beauty inner world person. personal results is the formation of the following skills: Educational and cognitive interest in new educational material and ways to solve a new problem; Basics ecological culture: acceptance of the value of the natural world. Focus on understanding the reasons for success in educational activities, including self-analysis and self-control of the result, on the analysis of the compliance of the results with the requirements of a specific task. The ability to self-assessment based on the criteria for the success of educational activities; Metasubject results: Regulatory UUD: Take into account the action points highlighted by the teacher in the new educational material in cooperation with the teacher; Plan your actions in accordance with the task and the conditions for its implementation, including in the internal plan; Adequately perceive the proposals and assessment of teachers, comrades, parents and other people; Cognitive UUD: Build messages in oral and written form; Focus on a variety of ways to solve problems; Build reasoning in the form of a connection of simple judgments about an object, its structure, properties and relationships; Communicative UUD : Allow for the possibility of people having different points of view, including those that do not coincide with his own, and focus on the position of a partner in communication and interaction; Formulate your own opinion and position; ·to ask questions; use speech to regulate their actions. Substantive results study fine arts are the formation of the following skills: The student will learn : Distinguish the main types of artistic activity (drawing, painting, sculpture, artistic design and design, arts and crafts) and participate in artistic and creative activities, using various artistic materials and methods of working with them to convey their own ideas; - learns the meaning of words: artist, palette, composition, illustration, appliqué, collage, floristry, potter; Learn individual works outstanding artists and craftsmen; -distinguish between primary and secondary, warm and cold colors; change their emotional intensity by mixing with white and black paint; use them to convey artistic intent in their own educational and creative activities; basic and mixed colors, elementary rules for mixing them; Emotional meaning of warm and cold tones; Features of the construction of the ornament and its significance in the image of an artistic thing; Know the safety rules when working with cutting and stabbing tools; Methods and techniques for processing various materials; organize your workplace, use a brush, paints, palette; scissors; To convey in the drawing the simplest form, the main color of objects; Compose compositions taking into account the plan; Design from paper based on the origami technique, corrugation, creasing, bending; Construct from fabric based on twisting and binding; Design from natural materials; Use simple sculpting techniques. The student will have the opportunity to learn: - learn the basics of three types of artistic activity: the image on the plane and in volume; construction or artistic design on a plane, in volume and space; decoration or decorative activity using various art materials; -participate in artistic and creative activities, using various artistic materials and methods of working with them to convey their own ideas; - acquire primary artistic skills in the following arts: painting, graphics, sculpture, design, arts and crafts and folk art forms; - develop fantasy, imagination; -acquire the skills of artistic perception of various types of art; - learn to analyze works of art; - acquire primary skills in depicting the objective world, depicting plants and animals; - acquire communication skills through expression artistic sense, an expression of the emotional state, one's attitude in creative artistic activity and in the perception of works of art and creativity of one's comrades. 4. TRAINING AND THEMATIC PLANNING № n\n date Lesson topic Number of hours List of used equipment Adjustment 1st quarter (9h) You portray. Introduction to the Image Master (9 hours) Images are all around us. Images in human life. Subject "Fine Arts". What will we learn in art classes? The art room is an art workshop. Task option - draw the sun The Image Master teaches you to see. The beauty and diversity of the natural world. Introduction to the concept of form. Presentation on the topic of the lesson. You can depict a spot. A spot as a way of depicting on a plane. The image on the plane. The role of imagination and fantasy in the image based on the spot. A shadow is an example of a spot that helps to see a generalized image of a form. A metaphorical image of a spot in real life (moss on a stone, scree on a wall, patterns on marble in the subway, etc.). An image based on a spot in the artists' illustrations for children's books about animals. You can depict in volume. Volumetric images. The difference between an image in space and an image on a plane. Volume, image in three-dimensional space. Expressive, voluminous objects in nature. Form integrity. album paper, colored paper. It can be shown as a line. Familiarization with the concepts of "line" and "plane". Lines in nature. Linear images on a plane. Narrative possibilities of the line (the line is the narrator). Paint program for teacher with screen projection Multicolored paints. Introduction to color. Gouache paints. Color. Emotional and associative sounding of color (what does the color of each paint resemble?). Color charts. You can depict what is invisible (mood) Expression of mood in the image. Emotional and associative sounding of color. Artists and viewers (generalization of the topic). The initial experience of artistic creativity and the experience of perceiving art. Perception of children's visual activity. Color and paint in the paintings of artists. Art Museum. Multimedia presentation about the types of fine arts 2 quarter (7h) You decorate. Acquaintance with the Master of Decoration(8 h) The world is full of decorations. Decorations in the surrounding reality. Variety of decorations (decor). The Master of Jewelry teaches to admire beauty, to develop observation skills; it helps to make life more beautiful; he learns from nature. Flowers are the decoration of the Earth. A variety of colors, their shapes, coloring, patterned details. Multimedia presentation "Flowers" Beauty must be seen. The Master of Decoration learns from nature and helps us to see its beauty. Bright and discreet, quiet and unexpected beauty in nature. The variety and beauty of shapes, patterns, colors and textures in nature. Symmetry, repetition, rhythm, free fantasy pattern. Patterns on the wings Graphic materials, fantasy graphic pattern (on butterfly wings, fish scales, etc.). The expressiveness of the texture. Spot to line ratio. Beautiful fish. Decoration of a fish made with a colored spot using the monotopy technique. Bird decoration. The image of an elegant bird in the technique voluminous applications, collage. Patterns that people have created The beauty of patterns (ornaments) created by man. A variety of ornaments and their application in the subject environment of a person. The Master of Decoration is the master of communication. Natural and pictorial motifs in the ornament. Figurative and emotional impressions from ornaments. How does a person decorate himself?. A person's jewelry tells about their owner. Jewelry can tell others who you are, what your intentions are. 3rd quarter (9h) Master of Decoration helps to make a holiday (generalization of the topic) Without holiday decorations, there is no holiday. Preparing for the New Year. New paper skills and generalization of the material of the whole topic. You are building. Introduction to the Builder (11 hours) Buildings in our life An introduction to architecture and design. Buildings in the life around us. Buildings made by man. They build not only houses, but also things, creating for them desired shape- comfortable and beautiful. Natural buildings and structures. The variety of natural buildings, their shapes and designs. The Master of Construction learns from nature, comprehending the forms and constructions of natural houses. The ratio of forms and their proportions. Multimedia presentation "Flower City" Houses built by nature. Houses are different Variety of architectural structures and their purpose. Ratio appearance building and its purpose. Components of the house and the variety of their forms. House outside and inside. The relationship and relationship between the appearance and internal structure of the house. Purpose of the house and its appearance. The internal structure of the house, its content. Beauty and comfort at home. Multimedia presentation “T. Mavrina. Illustrations» Building a city Construction of a game city. The Build Master helps to design the city. Architect. The role of constructive fantasy and observation in the work of an architect. Fragments of cartoons Everything has its own structure. The structure of the object. Any image is an interaction of several simple geometric shapes. Paint program for teacher with screen projection 4th quarter (8h) We build things. Construction of household items. How do our things become beautiful and comfortable? Multimedia presentation "Designer of household items" The city we live in (generalization of the topic) Creation of the image of the city. Variety of city buildings. Small architectural forms, trees in the city. Initial skills of collective work on panels. Image, decoration, building always help each other (5 hours) Three Master Brothers always work together The interaction of three types of artistic activity: participate in the process of creating practical work and in the analysis of works of art; as stages, the sequence of creating a work; each has its own social function. In a specific work, one of the Masters is always the main one, he determines the purpose of the work. Multimedia presentation "Works of art in human life" "Dreamland". Creation of a panel. Image of a fairy world. Masters help to see the world of a fairy tale and recreate it. The expressiveness of the placement of elements of the collective panel. Presentation "Spring Festival". Paper construction. Paper construction of objects of nature. multimedia presentation. A lesson in love. The ability to see. Perception of the beauty of nature. Brothers-Masters help to consider the objects of nature: construction (how it is built), decor (how it is decorated). multimedia presentation. Hello summer! (generalization of the topic) The beauty of nature delights people, artists sing about it in their works. The image of summer in the work of Russian artists. Painting and sculpture. Reproduction. Multimedia presentation "Summer in the work of Russian artists" 5. MATERIAL AND TECHNICAL SUPPORT Name of objects and means of material and technical support: Library fund; printed manuals; Technical means; Screen and sound aids; Class equipment Name The year of publishing publishing house A.A. Pleshakov School of Russia. Concept and programs for elementary school. At 2h, Ch.2 Moscow "Enlightenment" L.V. Shamparova Art. Grades 1-4: work programs based on textbooks edited by B.M. Nemensky Moscow "Enlightenment" Nemenskaya L.A. Art. You depict, decorate and build. Grade 1: textbook for educational institutions Moscow "Enlightenment" Nemensky B.M. "Your workshop" workbook. 1 class Moscow "Enlightenment" The use of teaching materials for fine arts in accordance with the Federal State Educational Standard. An overview of textbooks on the Federal State Educational Standard for primary and secondary schools from various publishing houses "Prosveshchenie", "Drofa", and other additional literature that will help teachers in their work and easily navigate the educational lines "School of Russia", "Perspective", "Rhythm" is given. Download:Preview:The use of teaching materials for fine arts in accordance with the Federal State Educational Standard. I would like to present the fine art textbooks approved by the Federal List of Textbooks for the 2014-2015 academic year. The Prosveshchenie Publishing House has released two lines of teaching materials on fine arts: 1. The line of the UMC "Perspektiva" was developed by a team of authors, consisting of teachers and professional artists different regions of Russia, under the guidance of Doctor of Pedagogical Sciences, Professor T.Ya. Shpikalova. The main task of the educational and methodological set "Fine Arts" is the knowledge of the common sources of national culture and art, the formation of moral and aesthetic ideals among schoolchildren and the development of skills for independent artistic and creative activity. The educational and methodical set "Fine Arts" for elementary school complies with the requirements of the Federal State Educational Standard. The WMC consists of:
For the study of fine arts in the main school, there is a continuation of the line of primary classes, also edited by T.Ya. Shpikalova. UMK line maintains continuity with elementary school and considers art as a whole of two types of cultures - folk and professional in their interaction with each other. The line is focused on tight integration with other basic courses humanitarian disciplines. It aims primary school students to master the figurative language of plastic arts in various types of artistic and creative activities aimed at creating an artistic image in various materials and techniques. Educational and methodical set "Fine Arts" for the main school complies with the requirements of the Federal State Educational Standard and consists of:
The main features of the line:
2. Line UMK edited by B.M. Nemensky program line "School of Russia". Distinctive feature textbooks for grades 1-4 of this line is the formation of a versatile artistic culture of students and the disclosure of a full-fledged creative personality in each child. For all topics, a system of creative tasks and questions is given for the development of artistic and figurative thinking, observation and imagination. The educational and methodical set "Fine Arts" for elementary school complies with the requirements of the Federal State Educational Standard, TMC includes:
The program is based on the ideas and provisions of the Federal State Educational Standard of Primary General Education and the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen. The artistic and aesthetic development of students is considered as an important condition for the socialization of the individual, as a way of his entry into the world of human culture and at the same time as a way of self-knowledge and self-identification. Artistic development is carried out in a practical, active form in the process of artistic creativity of each child. The main goal of the program is aimed at developing the emotional and moral potential of the child, his familiarization with the artistic culture. The child, step by step, discovers the diversity of cultures of different peoples and the value ties that unite all the people of the planet. The connections of art with human life, the role of art in its daily existence, in the life of society, the importance of art in the development of each child is the main semantic core of the program.
The line of teaching materials for the basic school was created under the guidance of folk artist Russian B.M. Nemensky on the course "Fine Arts" grades 5-8 and finalized in accordance with the requirements of the Federal State Educational Standard.The main idea of the kit- the formation of the artistic culture of students as an integral part of the spiritual culture, i.e. culture of world relations of the selected generations.
The main features of the line:educational publications of this line not only provide versatile knowledge and skills of working in art, but also help to reveal creative personality in every child, they form a versatile artistic culture, the ability to see beauty in life and in art; textbooks offer materials for a deeper study of certain types of fine arts. There are still other lines of fine arts produced by other publishing houses and corresponding to the Federal List for the 2014-2015 academic year: Line "Primary school of the XXI century" publishing house "VENTANA - GRAF". Savenkova L.G., Ermolinskaya E.A. Art. 1 class Savenkova L.G., Ermolinskaya E.A. Art. 2 class Savenkova L.G., Ermolinskaya E.A. Art. 3 cells Savenkova L.G., Ermolinskaya E.A. Art. 4th grade Ermolinskaya E.A., Medkova E.S., Savenkova L.G. Fine arts.5cl Ermolinskaya E.A., Medkova E.S., Savenkova L.G. Art. 6 cells Ermolinskaya E.A., Medkova E.S., Savenkova L.G. Fine arts. 7 class. Ermolinskaya E.A., Medkova E.S., Savenkova L.G. Art. 8 cells Line UMK "Harmony" publishing house "Association of the XXI century". Koptseva T.A., Koptsev V.P., Koptsev E.V. Fine arts.1 class. Koptseva T.A., Koptsev V.P., Koptsev E.V. Art. 2 class Koptseva T.A., Koptsev V.P., Koptsev E.V. Art. 3 cells Koptseva T.A., Koptsev V.P., Koptsev E.V. Art. 4th grade Line UMC "RITM" (Development. Individuality. Creativity. Thinking.) Publishing House "Business Bustard". Kuzin V.S., Kubyshkina E.I. Art. 1 class Kuzin V.S., Kubyshkina E.I. Art. 2cl Kuzin V.S., Kubyshkina E.I. Fine arts.3cl Kuzin V.S. Fine arts.4cl Lomov S.P., Ignatiev S.E., Karmazina M.V. Art. Fine arts.5cl Lomov S.P., Ignatiev S.E., Karmazina M.V. Art. Art. 6kl Lomov S.P., Ignatiev S.E., Karmazina M.V. Art. Art. 7th grade Lomov S.P., Ignatiev S.E., Karmazina M.V. Art. Art. 8kl Lomov S.P., Ignatiev S.E., Karmazina M.V. Art. Fine Arts 9th grade Line "School 2100" publishing house "Balass". Kurevina O.A., Kovalevskaya E.D. Art. 1 class Kurevina O.A., Kovalevskaya E.D. Art. 2 class Kurevina O.A., Kovalevskaya E.D. Art. 3 cells Kurevina O.A., Kovalevskaya E.D. Art. 4 cells Kashekova I.E., Kashekov A.L. Art. 5 cells Kashekova I.E., Kashekov A.L. Art. 6 cells Kashekova I.E., Kashekov A.L. Art. 7th grade Kashekova I.E., Kashekov A.L. Art. 8 cells To help the teacher came out additional manuals:
Sample programs for academic subjects. Art. 5-7 classes. Music. 5-7 classes. Art. 8-9 grades. - M .: Education, 2012. - 176 p.
/ the manual presents tasks as basic level and higher level of complexity. They are focused on testing the development of individual knowledge in the subject. There are such manuals for music and art./
/the collection contains an exemplary program for artistic creativity in extracurricular activities/
/Children get acquainted with folk craftsmen from different regions of Russia, the material is divided into classes with creative exercises and assignments./
/the book is addressed to teachers working on any school programs, methods and all who are not indifferent to the fate of art and artistic pedagogy./
/The book introduces the main categories of art pedagogy and psychology, features artistic development students different ages, and also offers modern methods for conducting a lesson in fine arts /
/ The author considers art as an indispensable way of learning and mastering activities, the development of the human personality and the formation of modern society, and also reveals the modern foundations of artistic pedagogy, the most effective ways for the development of artistic thinking and creative abilities in a child, the requirements for a modern teacher of fine arts./
/The program is designed to work with children aged 6-17 for institutions additional education on visual arts, music, theatre, cinema, art movement./
/The program of additional education for classes with children during the holidays in health camps and holiday camps in the same areas as in the previous book./
/the manual contains pedagogical technologies and recommendations for the development of artistic and creative abilities of children in the field of fine arts, music, theater, cinema./ Preview:To use the preview of presentations, create a Google account (account) and sign in: https://accounts.google.com Slides captions:Teacher of fine art Penkova S.V. MBOU secondary school No. 18 Use of teaching materials in fine arts in accordance with the Federal State Educational Standard Publishing House "Prosveshchenie" / art/ UMK "Perspektiva" was developed by a team of authors, consisting of teachers and professional artists from different regions of Russia, under the guidance of Doctor of Pedagogical Sciences, Professor T.Ya. Shpikalova. The main task of the educational and methodological set "Fine Arts" is the knowledge of the common sources of national culture and art, the formation of moral and aesthetic ideals in schoolchildren, the development of skills for independent artistic and creative activity. "Art" Primary School edited by T.Ya. Shpikalova Working Program. Art. The subject line of textbooks T.Ya. Shpikalova, L.V. Ershova. 1-4 grades / under. ed. T.Ya. Shpikalova. Textbooks. Shpikalova T.Ya., Ershova L.V. Art. 1 - 4 classes. "Fine Arts" elementary school, edited by T.Ya. Shpikalova Workbooks. Shpikalova T.Ya., Ershova L.V. Art. Creative notebook. 1 - 4 classes. Guidelines. Shpikalova T.Ya., Ershova L.V. Fine art lessons. Lesson developments. 1-4 classes. "Fine Arts" basic school, edited by T.Ya. Shpikalova Working Program. Art. The subject line of textbooks T.Ya. Shpikalova, L.V. Ershova. 5-8 grades / under. ed. T.Ya. Shpikalova. Textbooks. Shpikalova T.Ya., Ershova L.V. Art. 5-8 grades. "Fine Arts" basic school, edited by T.Ya. Shpikalova Methodical recommendations. Shpikalova T.Ya., Ershova L.V. Fine art lessons. Lesson developments. 5-8 grades The main features of the line "Perspective" in the integrated model involve different types of plastic arts, a high level of interdisciplinary connections, game forms of tasks are used; updated attention to the national characteristics of the art of the peoples of Russia and Western Europe; technological maps, visual tables, compositional diagrams are widely used; successive connections are manifested in the figurative specifics of contemporary art and works of the distant past; the emotional-psychological and communicative culture of adolescents and their spiritual-aesthetic value orientations in art and life are developing. Publishing house "Enlightenment" / fine arts / UMK edited by B.M. Nemensky program line "School of Russia" A distinctive feature of the textbooks of this line is the formation of a versatile artistic culture of students and the disclosure of a full-fledged creative personality in every child. "Fine Arts" elementary school, edited by B.M. Nemensky Work programs. Art. Subject line of textbooks, ed. B.M. Nemenskogo.1-4 classes. The connections of art with human life, the role of art in its daily existence, in the life of society, the importance of art in the development of each child is the main semantic core of the program. "Fine Arts" elementary school, edited by B.M. Nemensky Textbooks. Nemenskaya L.A. Art. You depict, decorate and build. Grade 1. Koroteeva E.N. Art. Art and you. Grade 2 Goryaeva N.A. Art. Art is around us. Grade 3 Nemenskaya L.A. Art. Every nation is an artist. 4th grade "Fine Arts" elementary school, edited by B.M. Nemensky Workbooks. Nemenskaya L.A. Art. Your workshop. Workbook. 1 - 4 classes. Fine art lessons. Lesson developments. Grades 1-4./ed. B.M. Nemensky "Fine Arts" basic school, edited by B.M. Nemensky Textbooks. Goryaeva N.A. Art. Decorative and applied art in human life \ 5th grade. Nemenskaya L.A. Fine art. Art in human life. 6th grade. Piterskikh A.S. Art. Design and architecture in human life. 7th grade. Piterskikh A.S. Art. Visual arts in the theater, cinema, television. 8th grade. "Fine Arts" basic school, edited by B.M. Nemensky Workbooks. Nemenskaya L.A. Art. Your workshop. Workbook. 5-8 grades. Fine art lessons. Lesson developments. 5-9 grades./ed. B.M. Nemensky The main features of the line: "School of Russia" in the educational editions of this line not only provide versatile knowledge and skills in art, but also help to reveal the creative personality in each child, form a versatile artistic culture, the ability to see beauty in life and in art; textbooks offer materials for a deeper study of certain types of fine arts. "Primary school of the XXI century" publishing house "VENTANA - GRAF" "Harmony" publishing house "Association of the XXI century". Sample programs for academic subjects. Art. 5-7 classes. Music. 5-7 classes. Art. 8-9 grades. - M .: Education, 2012. - 176 p. Series "Standards of the second generation" Kashekova I.E., Olesina E.P. Visual arts. Planned results. Job system. 5-8 grades / ed. G.S. Kovaleva, O.B. Loginova. – M.: Enlightenment. - 128s:ill. Grigoriev D.V., Kupriyanov B.V. Programs of extracurricular activities. Artistic creativity. Social creativity. – M.: Enlightenment. - 80s. Series "We work according to new standards" Shpikalova T.Ya., Ershova L.V. etc. Artistic creativity. Folk calendar. 1st class / ed. T.Ya. Shpikalova. – M.: Enlightenment. - 96s. (forthcoming) Shpikalova T.Ya., Ershova L.V. etc. Artistic creativity. Extracurricular activities. Artistic work. Guidelines. Grades 1-4 / ed. T.Ya. Shpikalova. – M.: Enlightenment. - 240s. (forthcoming) Series "We work according to new standards" Series "Teacher's Library" Nemensky B.M. Pedagogy of art. – M.: Enlightenment. - 255s. Pyankova N.I. Visual arts in the modern school. – M.: Enlightenment. - 176s. Nemensky B.M. Pedagogy of art. See, know and create. – M.: Enlightenment. - 240s. Series "Teacher's Library" Program of additional art education for children / ed. N.I. Kucher, E.P. Kabkova - M.: Enlightenment. - 240s. The program of additional art education for children during the holidays / ed. E.P. Kabkova - M.: Enlightenment. - 208s. Ermolinskaya E.A. , Koroteeva E.I. Program of additional art education for children. Toolkit. / ed. E.P. Kabkova - M.: Enlightenment. - 176s. The artist is only a part of the artistic culture of the people. The second, no less significant, is the spectator... Only one out of a thousand will become an artist, a poet. Everyone should be a spectator. B.M. Nemenskiy Thank you for your attention / A line of educational and methodological complexes (UMC) edited by B. M. Nemensky. 5-8 grades
The UMK line is intended for the study of fine arts at the general educational level in grades 5–8. The composition of the UMC:
Textbooks in the basic school are devoted to a deeper study of individual types of art. The main idea of the complex is the formation of the artistic culture of students as an integral part of the spiritual culture, i.e. culture of world relations developed by generations. Textbooks will help maintain integrity and consistency in familiarizing children with the spiritual content of art. Education takes place in the unity of the perception of the beauty of the world and works of art, as well as the practical artistic and creative activities of children. Each textbook includes four sections in accordance with the quarters of the academic year. Inside the sections there are chapters (lesson topics). The main structural unit of the textbook is a spread, which includes a figurative text and an expressive visual range, built taking into account the peculiarities of the child's perception. Each textbook contains a system of developing creative tasks that will help you master the figurative language of fine arts, a variety of art materials and techniques. The main features of the line:
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