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Program * "Fine Arts and Artistic Work". Fine arts and artistic work Program of fine arts and artistic work Nemensky

Program analysis " art And artistic work» ed. B.M. Nemensky (grades 1-9)

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Pedagogy and didactics

Plan: 1 Concept The program and its features 2 tasks 3 the basis of the program principles 4 main types of activities 5 educational methods. The program introduces students to the three main types artistic activity: constructive pictorial decorative activity. 4 The main activities of the image on the plane and in volume from nature from memory and representation; decorative and constructive work; modeling; application; volumetric modeling; design and construction activities; artistic...

Examination ticket No. 3
1. Analysis of the program "Fine Arts and Artistic Work", ed. B.M. Nemensky (grades 1-9).
Plan: 1) Concept, Program and its features 2) tasks 3) the basis of the program-principle 4) main types of activities 5) educational and methodical. security.

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

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

Tasks: One of the main objectives of the program is to develop students' ability to empathize, understand, and realize their experiences in the context of the history of culture (others: artistic development, formation of artistic thinking, assimilation of emotional-sensual experience)

3) The program is a holistic integrated course that includes various types of art: painting, graphics, sculpture, architecture and design, folk decorative arts, modern types of spectacular and screen arts.

The program introduces students to three main types of artistic activity:constructive, pictorial, decorative activity.

The main principles of the program:1. The principle of "art as spiritual culture", the relationship in the unity of thought and feeling to all phenomena of life (nature, man and society). 2. The principle of dialogue of cultures (national and historical forms). 3. The principle of mandatory inclusion in the three groups of art: fine, decorative and constructive, i.e. to all the richness of the plastic arts, really, daily surrounding the child in life. 4. The principle of connection with life and the system of tasks for understanding the surrounding reality with the dialogue of the lesson with life). 5. Block-thematic principle of constructing a program, when: a) a block of topics for each academic year is a phased disclosure of the topic of a given stage of education (primary, secondary and high school); b) thematic blocks of quarters are a phased disclosure of the theme of the year; c) the topics of each lesson "brick by brick" build knowledge of the topic of the quarter, and the "bricks" again do not repeat, but develop step by step single thought quarters. 6. The principle of unity of form and content for the program is also fundamental. No task should be given without emotional content.

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

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

Conclusion: a holistic concept of teaching, in contrast to a disparate educational and thematic plan, provides a systematic mastering of the content in the subject.

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

Managing student activity is traditionally referred to as activation. The main goal of activation- the formation of students' activity, improving the quality of the educational process.

Activation of educational and learning activities of students- a set of measures taken by the teacher, the cat is aimed at the formation and use of methods and teaching aids in the teaching process. Goal increasing sustainable interest in knowledge, creative activity and self-learning, the implementation of acquired skills and habits in changed and new situations. Act Methods teach methods that maximize the level of cognitive activity of schools, encourage them to start learning.

verbal methods.1. The method of discussion is applied on issues requiring reflection; students should be free to reason.2. The method of self-work with uch-Xia. 3. The method of self-work with didactic mothers. 4) The method of presentation problems. Creating situations in the classroom. Students do not have the knowledge or methods of action to explain facts and phenomena, put forward their own hypotheses, solutions to this problem situation. Formation of methods of mental activity, analysis, synthesis, comparison, generalization, establishment of cause-and-effect relationships among students. Visual methods. 1. Partial-search. The work of the students is organized in such a way that they get some of the new tasks themselves. Only the target is reported. And the students, by means of observation and discussion, solve the prob issue.Practical methods.1.Partial-search laboratory method. Students solve problems and gain some new knowledge by self-fulfillment and discussion of the student experiment. Before the laboratory work, only the goal is known, but the results are not expected.

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

Factors that encourage students to be active: -creative nature of learning-learning activities-ti-powerful incentive to knowledge. The research character awakens students' creative interest-> encourages them to the active self and the collective to search for new knowledge. -competitiveness - an incentive to the active activity of the student. (competition for the best grades, the desire to show oneself with better side in front of the one-room). Manifested in the classroom, held in the form of games. - the game character includes both the professional interest factor and the competition factor. It is an effective motivating process of the student's mental activity. Any game encourages its participant to action.

The main ways to activate by knowing activities: - rely on the interests of the student and at the same time form the motives of the teaching, among the cat in the 1st place are cognizing interests, profession inclinations; - include students in solving problems of situations, and learning problems, in the process of searching and solving scientific and practical problems; - use didactic games and discussions; - use teaching methods, such as conversation, example, visual demonstration; - stimulate the team of the form of work, the interaction of students in learning.
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Sections: MHK and IZO

Since tasks additional education are different from the tasks of general education, then the use of the program edited by B.M. Nemensky “Fine Arts and Artistic Work” in the context of additional school education becomes inappropriate. But the principle of constructing the content of this program, which is a mutually developing fusion of two lines: the line of understanding the connection between art and life and the line of accumulating language knowledge and skills, is universal for any program of teaching plastic arts, including in additional education.

“It is impossible to truly captivate and interest children, to encourage them to seek their own creative way, without asking yourself the questions “Why?”, “Why?”, “For what?”, not understanding the fundamental meaning of “learning art”. The principles of the program "Fine Arts and Artistic Work" are built on these pillars, so only based on them you can be able to competently and professionally determine the goals and objectives of your studies. Let's consider these principles and methods in more detail.<Annex 1>

1. The law of assimilation is one of central issues art pedagogy. In whatever form we introduce children to art - be it a lesson, a class, a studio, we must be aware of assimilation as the main one, perhaps the only real way to live the content, and not just understand.”

For the author, the topic of assimilation was an important discovery, Starting point in working with children. “It is easier for a child,” writes B.M. Nemensky, “he always plays a role, portraying himself as a train, even drawing this train.” Given this childish feature, you can very easily get away from the “carrot trees”, you just need to invite everyone to feel like an old, creaky or slender, light tree.<Рисунок 1>

Rice. 1

When creating the work “Bears in the rain”, all the difficulties in depicting animals disappeared as soon as the boy imagined himself in their place, he himself briefly became a bear.<Рисунок 2>

Rice. 2

A very strong impression on the children was made by stories from the life of the peoples of the North, a story about the nature of this region, so unusual, even, at first glance, unfriendly. This is a completely different way of life, different relations of people with animals, with nature. It was as if every child had been there, felt how cold air can burn, how unusual and beautiful are the brilliant snowy plains and mountains, how interestingly everything is arranged in these northern regions Even the bears are white there. There, snowmen do not stay bored alone at night - they have a good company.<Рисунок 3>

Rice. 3

To activate creative activity children, their passion for art, the development of interest in the subject and the revitalization of classes, various artistic and pedagogical games are indispensable. The nature of these games may be different.

The Magic Brush Studio is visited by elementary school students. For children of this age, emotional and artistic content in the process of playing is in the first place. Therefore, role-playing and simulation games are selected, aimed at experiencing the figurative content - the game activates the imagination, interest in the upcoming activity. Often such a game in our classes becomes a “fairy tale”. As it turned out, children are familiar with a very small number of works from those on which we grew up. Therefore, such games for them are also an opportunity to touch the treasury of world literature. It is especially useful to play fairy tales of the peoples of the world with children in such classes, accompanying or preceding the game with acquaintance with the customs and traditions of the people living there. And then for our children, the Chukchi will never become “mother-in-law in the family of peoples” - in the apt expression of T. Tolstoy - so ridiculous, so funny. If today we do not take every opportunity to instill tolerance in children, will there be a place for us tomorrow in the world that they will build?

2. One of the most important principles of the program is the principle of integrity and unhurried emotional development of the material. The principle of learning through immersion. So, at one of the very first classes in our studio, the children were given the task to portray their mood during the day. First, it was necessary to remember what happened that day, then listen to yourself, correlate the received emotions with different colors. The children expressed their thoughts about the consonance of the mood with a certain color, explained their choice, prompted each other. From a point in the middle of the sheet in a spiral, the children told in color what happened to them on some day. We got some very interesting work. One was made up of warm, delicate flowers - it was made by the most friendly and non-confrontational girl of the group. Yellow was replaced by another black color, then red and purple, then a light green lull and a new explosion of emotions for a short time. It worked as a troublemaker living in a very fast pace and requiring a special approach. The third work struck with the most diverse shades of gray. It turned out that the boy’s mood was “so-so” all day long.

Such an exercise helped to learn a lot about the guys who came to classes for the first time. The temperament of everyone, their passions, features became clear. Starting from this task, it was easy to help them in the future to draw an analogy with the depiction of the moods of nature. And already, for example, the sadness of nature was not something abstract for them, this emotion was experienced as one's own and depicted without difficulty.

The method of unity of perception and creation at every lesson has become indispensable. Only the unity of all types of activity - viewing the visual range, listening to poetry, prose, music, doing practical work - is a means to achieve unity of awareness and emotional experience. This is the gradual development figurative thinking child. Thought, feelings, hands of the child in unity create any creative work. And only in the process of this creativity of the child is the real product of creativity inseparable from the process of its conception.

At one of the lessons, the children were asked to illustrate Bazhov's tale "Silver Hoof". For the musical series, among other musical fragments, the music of P.I. Tchaikovsky was chosen - the cycle “The Seasons”, “April” precious stones, which are the same crystals. As a result, many works shimmered with gems, children imagined the Silver Hoof in different ways - in the forest, on the lawn, on the roof of the house, only one boy depicted a small, lost house surrounded by trees with a lighted window. The child described his work as follows: “The goat has not yet come here.” This is a personal emotional experience by the boy of this tale - the ending of the tale seemed uninteresting to him, and he illustrated the passage of the work that struck him the most - the isolation of the characters from the world.<Рисунок 4, 5>

Rice. 4

Rice. 5

3. The principle of constancy of connection with life.

Connection with life is the most important aspect of the content of art education. Therefore, a formula-slogan "from life - through art - to life" has been developed. The phenomena of art should gradually help the child to feel and understand his own life deeper, his connections with the outside world, family, friends, society, humanity as a whole.

The emotional and figurative development of a child is impossible without immersion in the activities of all the arts, “realization personal connections, personal feelings and their expression in art” . The child must be gradually led to the idea that art does not simply depict or decorate the world, but expresses “and therefore builds relationships with this world. The attitude to nature and to human society is realized as well. In the soul of the child, this process should gradually grow into the construction of a personal relationship - through the connection of the living of images of art with own life. And this getting used to should imperceptibly build his relation to the world step by step.

To build connections between art and life, the teacher must form in children the ability to “competently communicate with various arts that constantly surround them”, children need to be explained that different types of arts have different spiritual and social functions and, therefore, different figurative languages. Here the three Brother-Masters come to the aid of the teacher and the children, who, in a playful way, help to realize the specifics of the connections with the life of each artistic activity.

Speaking with children about nature, as about a wise builder, we touched on the following question: is it possible to say that there is a mess in the forest? Or order? A random question brought the children to the realization of very important things: only at first glance it seems that the anthill is a pile of garbage, and the cobwebs are sticky untidy threads. It is worth taking a closer look at them, and we see how everything is reasonably thought out in the anthill, and the cobweb that the spider weaves, hanging in the air, is just a work of art and a sample of order. And since everything that we see in the forest is so wonderfully built, then, turning to the Masters of Image and Construction, we can invite others to admire what has been revealed to us. And no one will raise a hand to destroy an anthill, such a complex natural house.<Рисунок 6>

Rice. 6

One of the most important methodological ways in the implementation of this principle is the method of decorating the interior of the school with the work of students. In the studio "Magic Brush" the children also make special works for the interior design of the school, both collective and individual, and at the same time, the children's works are presented in a permanent changing exhibition. Such expositions change every quarter, including one work from each child. At the end of each quarter there is a review of all works, collective discussion and selection of the most interesting for the exhibition.

One of the exhibitions is called "City". All the children who presented their works for the exhibition live in one of the “dormitory” districts of Moscow, and the works turned out to be very different. Before embarking on such big topic in practice, the guys observed, purposefully “accumulated” impressions. Then everyone answered the question: “How did you see your city?” The variety of childhood experiences is amazing. The work “Clouds over the city” is very interesting.<Рисунок 7>

Rice. 7

Against the backdrop of the sunset sky, clouds swirl over the red-violet city, but they are not at all menacing, not disturbing, not terrible. Not even clouds, but so, clouds, one might say, very cheerful - and all because the mood is good. And if it is good, everything attracts, pleases, amuses, wherever you look. And everyone in the world wants to say: “Do not worry, guys, in fact, everything is fine with us, look around with different eyes!”

Rice. 8

Taken into the granite shores, fenced off from people with twisted bars, it sadly rolls its waters. dirty sky, dirty water, faceless silhouettes of houses emphasize the bleak atmosphere of an autumn day. What month is in the yard? November? Brr, I'll stay at home, look out the window at the street. And so is my city.

But before us are completely different autumn days. Look, what a beauty! Open your eyes, admire the corner of your native land, your city. Hurry up on paper to capture what you feel, share with others!<Рисунок 9>

Rice. 9

There are also winter sketches. The soft light of lanterns, an alley in the park, shadows in the snow - everyone saw it on a walk in winter, everyone keeps their memories. How well the author conveyed his mood, that everyone seemed to inhale the frosty air, tried how a wet mitten was glued to a cold cast-iron fence, ran through the virgin snow and still walked and walked, but it’s getting dark, it’s time to go home, tomorrow will be a new day.<Рисунок 10>

Rice. 10

There are among the works, for example, “City of Machines”.<Рисунок 11>

Rice. eleven

Dark, unkind sky, asphalt and a lot of cars scurrying in different directions. Where are the people in this city? Probably, everyone who does not drive a car sits at home, and maybe no one sits - everyone has their own shell on wheels - their own little world ... It would seem that houses painted in bright colors should bring a joyful note, but it turns out , however, not a very cheerful picture. Most likely, the original intention of the author of the work was not quite like this - above I quoted the result of the discussion of the group, but the children were so convincing that there were no objections. Unfortunately, it is not always possible to implement the plan. Sometimes a child puts up with what he has done, sometimes he experiences real torments of creativity - he wants to say a lot, but he doesn’t know the language ... Here the following principle comes into play.

4. The principle of creating a need for the acquisition of knowledge and skills.

A number of methods developed to implement this principle helps the teacher to activate the consciousness of students, their interest in the tasks. These methods help to master the available skills of image, design and decoration.

Forming creative potential student, it is necessary to teach the child to gradually and consciously direct any of his work, gradually master skills and knowledge. It is also a matter of self-discipline - to train yourself, moving from one limitation to another, in order to be able to clearly solve any task set before him. And at the same time, the range of possibilities for solving the problem can be very wide. The method of freedom in the system of restrictions is one of the most important in any training. You cannot deviate from this path. Otherwise, you will have to follow the lead of each child, from lesson to lesson, answer in detail the questions “why can’t I draw a little dog that sleeps on a pink pillow today?”

The Lord of the Rings is very popular today. When the children wanted to illustrate it, they were given the task of depicting either Farnhorn, a forest inhabited by live oaks and elms, or Quentlorien, inhabited by elves, i.e. certain restrictions were set. The children understood well how to convey the difference through color, images of trees, the very atmosphere. Before you - no doubt, Quenthlorien.<Рисунок 12>

Rice. 12

If the teacher manages to create a special atmosphere of enthusiasm in the classroom, then the child during work is covered by bright and joyful energy, which is transmitted to everyone who meets the drawing.

dialogue method. Entering into a dialogue with children that awakens in them the need for independent reflection, the need to express thoughts both in practical work and in words, the teacher receives invaluable material for his use - naive verbal images and associations of children. At such moments, each child reveals himself in a new way, and at the same time, you can determine for yourself the characteristics of perceived phenomena and objects that are common to all children, in order, in turn, to come up with new techniques and approaches in working with children. The following images are presented in the treasury of our studio today:

- snowfall is like a construction site, where snowflakes, like small bricks, pile on top of each other and create something new;
- wrinkles and folds on old shoes look like different facial expressions.
- when the wind collects and circles the garbage, it seems that someone is dancing;
- the foliage on the tree looks like a raincoat and hair at the same time;
- flowers look like lips;
- a jellyfish looks like a web;
- the tree resembles bread when it begins to stale;
- ripples on the water like goosebumps;
- the snow writhes in the spring, because it does not want to melt.

Method of comparison as a way to activate the need for independent thinking.

For the author of this work, this method involves creative and search activities for the selection of visual material to demonstrate the multivariate possibilities for solving the same problem. When working with children, comparison helps external form reveal the content, promotes creative thinking. Consider the work "Sad Clown". What can help a child to portray the sadness of a person on whose face a painted mouth smiles, clothes are full of bright colors? Only comparison. The child recalls how he was once struck by the eyes of people in the Faiyum portraits. And there is such anguish in the eyes of the clown that no one will be mistaken in assessing his emotional state.<Рисунок 13>

Rice. 13

Application of the principle of relying on the apogee of a phenomenon in art. From the very first classes, this principle is included in the work, gradually there is an acquaintance with both the language and the content of art. As part of the study of various means of artistic expression, we choose from all the objects and phenomena that surround us only those that amaze us the most.

In order for children to wean themselves from the image of a blue sky, covering half of the sheet in a single tone, the task is to show such a sky that fascinates, makes you worry, from which you just can’t take your eyes off. It is very difficult in this case to break the prevailing stereotype, only some of the children enter this game with pleasure. The next step is the image of a tree against the background of this sky, and the child draws this tree no longer as usual, he tries to work in a new way with a brush.<Рисунок 14, 15>

Rice. 14

Rice. 15

In the works “Heat” and “Frozen Tree”, children depicted not ordinary trees that surround them in everyday life. Using the possibilities of warm and cold colors, they sharpened the problem: how to depict a tree in such a way that it becomes clear that it is so hot that the air melts, the outlines of the plant are distorted and “float”. Or convey the feeling of cold when the branches are covered with ice crystals and ring in the wind, and the icy air froze everything around and froze itself. Everyone felt like such a tree, so he was able to convey to the audience all the sharpness of sensations.<Рисунок 16, 17>

Rice. 16

Rice. 17

5. The principle of the unity of form and content in the learning process, the constant connection of content with form both in perception and in practical activities. Emotional and relational tasks that are set at each lesson are the main method in this principle. Simultaneously with the formulation of these tasks, there is a conversation about plastic means of expressing content.

Particular attention at the beginning of training should be paid to the rhythm of spots, volumes and lines, as the basis for the expressiveness of the composition.

In such classes, motor games are widely used to immerse yourself in the topic. The guys rush in all directions, walk in single file, try to portray a school of birds, a herd of elephants, the movements of any animals of their choice, randomly move around the office in a different rhythm. Children reincarnated easily and with pleasure. Practical work turned out to be very different. Most of them were landscapes with flying birds, but there were also unexpected ones. A shoal of fish of bright colors, as if obeying some kind of signal, moves rapidly, and it becomes clear to the viewer in what a fast rhythm these fish live. Brush little artist he barely has time to throw paint spots on the sheet - after all, you still need to have time to fold the sheet diagonally before the work has dried - we got acquainted with monotype.<Рисунок 18>

Rice. 18

The life of jellyfish is completely different. These amazing creatures are measuredly moving somewhere without haste and fuss, their legs are moving sluggishly, their bodies are swaying - their life rhythm evokes a dream. The child draws jellyfish after jellyfish, his movements are smooth, measured. Graphic materials came to the rescue, the child saw this image in such a way.<Рисунок 19>

Rice. 19

Bringing children to an understanding of the imagery of the artistic materials themselves occurs simultaneously with the study of rhythm as a means of expression. Then each child will depict, for example, an autumn forest in a different way - after all, the possibilities of materials are so great. The expressiveness of each line, the role of lines of different nature in their own works invariably delights children. If you bring a tree to life and assume, for example, that it can get excited, say hello, bow, then you get works of very different emotional sounding.<Рисунок 20, 21, 22>

Rice. 20	Rice. 21
Rice. 22

6. The principle of unity of reality and fantasy.

The formation of creative activity is impossible without the formation of such important artistic skills as observation and fantasy. The amazing ability of a child to see the unusual in the ordinary, to be surprised where for many adults there is nothing special, is known to every parent and teacher. Adults need to carefully develop and train these skills, draw the attention of the child to the fact that it is not evil and hatred that rule the world, but goodness, love and humanity. Then he can small man“to separate the beautiful from the ugly, a personality with a broken moral sight will not hatch out of it.”

You can see how correctly children notice positive features the nature of their characters. How they convey love in their works, how they sneer at the weaknesses of their heroes, how they hate evil. In the presented drawing, with the playful name “Sea lads”, the child depicted three fish, as if declaring: “Who is on us?”. When this work was discussed, the children said that they know such characters personally, they are brave only when together and against the weak, and one by one they are rare cowards, especially if they meet someone stronger. Such conversations at the end of the lesson gradually lead the children to an awareness of a life position that they will never take.<Рисунок 23>

Rice. 23

It is possible to form and develop fantasy and imagination only together with observation. If you observe natural phenomena together with children, an immense scope for imagination will open up. Who do the clouds floating in the evening sky above the roofs of houses look like? And outlandish animals and easily recognizable animals appear) And if you first read to the children a poem written by a little girl,

White feather beds, white sofas -
You are flying in the sky – it is very strange.
White puppies, white kittens
They played enough in the sky and fly somewhere ...
The clouds were flying, the clouds were silent,
They seemed sad
It looks like you're bored...

then there will be works that are consonant with it.<Рисунок 24>

Rice. 24

Children were brought to the Magic Brush studio for various reasons - someone wants to learn how to draw, someone's parents want their child to draw, someone just came and stayed - children try themselves in different types activities. It is important for me that all the children who come to me are not afraid that something may not work out for them, but boldly embody any of their ideas, and most importantly, they want to draw.

The situation in society today is such that most children cannot imagine their lives without TV, computer, Internet. All this deprives the child of the need to think independently. There is a risk of getting a generation of emotionally undeveloped people with whom you can’t cook porridge. The famous American writer Kurt Vonnegut wrote in his novel “Timequake” about people who, with the development of technological progress, have forgotten how to read interesting life stories from each other’s faces, have lost this ability.

To prevent this from happening, you need to talk a lot with children - why are we all different, why is the same person in different circumstances different. We need to teach children to recognize emotions, to read them, so as not to be callous and deaf to each other, to the feelings of other people. Children should know that every grandmother's wrinkle can tell a lot about her life.<Рисунок 25>

Rice. 25

Then everyone will draw a very emotional portrait, and not “dot, dot, two hooks”. If these portraits are put together, you will get a collective work “I, you, he, she – together the whole country”, which, of course, is a friendly family.<Рисунок 26>

Rice. 26

In order for the child to not just “bake” beautiful pictures, it is necessary to set relational tasks, and in their work, children will talk about what worries them.

A few years ago, when I was offered to work with children in the studio, I got acquainted with many exemplary programs for the block of additional education. I liked some classes in one program, some in the second, but in general there was a feeling that there were dozens of doors in front of me and not a single key.

It was the program "Fine Arts and Artistic Work" that became the key - the principles and methods of this program simultaneously reveal the features of the transfer of artistic knowledge and help to form in children the ability to acquire this knowledge. This is a completely different touch to the soul of a child.

Having worked out on his own experience the basic principles and methods of the program “Fine Arts and Artistic Work” under the guidance of B.M. Nemensky in the conditions of additional school education, the author comes to the following conclusions:

- the principles that are the basis of the program "Fine Arts and Artistic Work" work perfectly in school additional education;
- these principles are fundamental for the development of the creative potential of the child;
- it is impossible to fully convey any topic to the child without using these principles, which enrich not only the child, but also the teacher.

It is through these principles that all the tasks that are set for the child in any field of art education, including in additional school education, are carried out.

When implementing the principles and methods of this program, the problems of creative development are solved, children consciously use the expressive features of artistic materials and techniques to translate their ideas. Life, the world around the child gives an infinite number of themes, plots. They depict the people they love, nature. which surrounds them, the city in which they live, the fairy tale they are immersed in, children learn life through art, feel and understand their connections with the outside world, family, friends, society, humanity as a whole. The principles of the program "Fine Arts and Artistic Work" make it possible not only to develop creative potential, they also contribute to the development of a caring attitude towards the world around us, people and animals; help the child's socialization, his adaptation to a difficult life in modern society.

Literature

1. Nemensky B. M. Pedagogy of art. M. “Enlightenment”, 2007.

Thematic planning for fine arts

and artistic work(1-4kl)

Explanatory note.

Document status

Working programm in the subject "Fine Arts and Artistic Work" Grade 1 was created on the basis of the federal component of the State Standard of Primary General Education. It was developed in order to specify the content of the educational standard, taking into account inter-subject and intra-subject relations, the logic of the educational process and the age characteristics of younger students.

General characteristics of the subject

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

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

aim artistic education and teaching in grade 1 is the formation of ideas about the three types of artistic activity that determine the whole variety of visual spatial arts.

A playful, figurative form of introduction to art comes to the aid of the students: the three Brothers of the Master: the Master of the Image, the Master of Decoration and the Master of Construction. See in surrounding life the work of this or that Brother Master is an interesting game. It begins with the knowledge of the links between art and life.

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

The work program is structured in such a way as 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 artistic activity of schoolchildren in the classroom finds various forms of expression:

image on a plane and in volume;
decorative and constructive work;
perception of 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).

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

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

Main content lines

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

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

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

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

Learning objectives

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

development ability to emotional and value perception of a work of fine art, expression in creative works ah his attitude to the world around him;

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

mastery elementary skills, skills, ways of artistic activity;

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

The place of the subject in the basic curriculum

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

"Fine Arts and Artistic Work"Grade 1 was developed on the basis of the educational and methodological set "School of Russia", namely the author's program of B. M. Nemensky, V. G. Gurov, L. A. Nemenskaya.

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

A significant role is played by literary and musical works, which make it possible to create a holistic view of the culture of the people.

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

General educational skills, skills and methods of activity

At the lessons of fine arts skills are formed:

♦ perceive the world and works of art;

♦ analyze the comparison results;

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

♦ develop observation skills;

♦ create creative works based on your own idea;

♦ to form the skills of educational cooperation in collective artwork(the ability to negotiate, distribute work, evaluate your contribution to the activity and its overall result);

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

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

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

Learning Outcomes

At the end of grade 1, students must know:

three ways of artistic activity: pictorial, decorative and constructive.
the names of the main colors (red, yellow, blue, green, purple, orange, cyan);
work properly watercolor paints, evenly cover the desired surface with them;
elementary rules for mixing colors (red + blue = purple;
blue + yellow = green), etc.
simple sculpting techniques.

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

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

Software and educational - methodological support of the State Educational Standard.

Educational

discipline

lina, class

Program,

who reco-

mendowana

and when

Type

Programs (state

Qty

hours in

a week

general

quantity

Base

textbook

methodical

something

security

Didactic

something

security

"ISO

artistic

venous

work"

1 class

B. M. Nemensky

"Art

van MOiN RF.

State.

1 hour in

week

33 hours

In year.

L.A. Nemenskaya Fine Arts "You depict, decorate and build"; Workbook "Your

Workshop".

B. M. Nemensky

"Lessons in fine arts" Moscow "Prosvesh" -2012

Album, watercolor,

brushes, gouache,

pencils, color paper, plasticine,

Calendar-thematic plan

Fine arts and artistic work.

n\n	Name sections topics.	Total hours	Their them:		Dates	Prime Chanie
n\n	Name sections topics.	Total hours	Timing study Topics.	Control and diagnostic work.	Dates	Prime Chanie
	Do you study portray.	9 o'clock	September October	Exhibition of works
	You decorate.	8 o'clock	November December	Exhibition of works
	You are building.	8 o'clock	January March	Exhibition of works
	Image, decoration, building always help- yut each other.	8 o'clock	April May	Exhibition of works
		33h.

Control parameters for assessing the achievements of the SES in fine arts and artistic work

Periods	1 period	2 period	3 period	4 period	5 period	6 period
Forms control	1 period	2 period	3 period	4 period	5 period	6 period
Practical Job
Excursions

Passage of the program in fine arts and artistic work

Periods

1 period.

2 period.

3 period.

4 period.

5 period.

In a year

1 class.

Plan

Fact

Plan

Fact

Plan

Fact

Plan

Fact

Plan

Fact

Plan

Fact

List of literature on the implementation of the program.

I. For the teacher:

1. L. A. Nemenskaya Visual arts

2. B. M. Nemensky " Toolkit in fine arts."

II. For a student:

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

CALENDAR AND THEME PLANNING

No. p / p	Topic number	Subject and type lesson (textbook pages)	Teacher activity	Planned results (in accordance with GEF)
No. p / p	Topic number	Subject and type lesson (textbook pages)	Teacher activity	concepts		Student activities	universal learning activities (UUD)	date

You portray. Introduction to Image Wizard
		Images all around us(setting and solving a learning problem; excursion). pp. 8–11	How do I see the world? Where do we meet with images? Target: identify the level and nature of preschool education of students		Image Master. Subject "Fine Arts". Art workshop	Will learn: write a descriptive story; find in the surrounding reality images made by artists	Regulatory: Cognitive: reason about the content of drawings made by children. Communicative:ask questions, listen to the interlocutor, conduct an oral dialogue	benevolence and emotional and moral responsiveness
		Image Master teaches to see(solving a learning problem; excursion). pp. 14–17	What helps to see the Image Wizard? Goals: develop observation and analytical capabilities of the eye; form a poetic vision of the world		The shape of the subject. Herbarium	Will learn: see differences in the structure of trees, leaf shape, color; collect material for the herbarium	Regulatory: choose actions in accordance with the task and the conditions for its implementation. Cognitive: compare different leaves based on identifying them geometric shapes. Communicative:articulate your concerns	value attitude to the natural world
		Observation for nature	What are the objects of the surrounding reality? Goals: encourage observation of natural objects; show love for nature in art		Skyline	Will learn: determine the horizon line; identify the color ratio of the sky, earth; ob-	Regulatory: Cognitive: recognize, name and define objects and phenomena of the surrounding reality.	Holistic view of the world in unity and diversity of nature

Continuation of the table.


			give for objects of animate and inanimate nature	Communicative:
Visiting Golden Autumn. V. Polenov "Autumn in Abramtsevo"(solving a learning problem; excursion)	What is the role of observations behind temporary changes in nature? Target: develop an emotional attitude to nature, an aesthetic perception of the world around	Proportion	Will learn: determine the main proportions, characteristic forms of trees, residential buildings; generalize observations	Regulatory: Cognitive: bring under the concept on the basis of object recognition, highlight essential features. Communicative:construct a monologue	Willingness to follow the norms of environmental behavior
You can depict a spot. pp. 18–23	What is the role of the spot in the image? Goals: to teach possession of the primary skills of the image on the plane; promote the development of imagination and analytical capabilities of the eye	Blot, illustration. Illustrations E. Charushina, V. Lebedeva, T. Mavrina, M. Miturich and etc.	will learn turn a spot randomly made with paint and brush into an image of an animal	Regulatory: make the necessary adjustments based on the assessment of the mistakes made. Cognitive: to search and highlight the necessary information; define a common goal and ways to achieve it. Communicative:be active in solving cognitive problems	value attitude to the natural world
Can be depicted in volume(solution of educational tasks). pp. 24–27	How to depict in volume? Goals: to teach to see the integrity of the form; develop imagination and analytical capabilities of the eye	Volume. Volumetric images. Form Integrity	will learn turn a lump of plasticine into a bird or animal by pulling and pressing (work with plasticine)	Regulatory: respond adequately to teachers' suggestions, comrades to correct the mistakes made. Cognitive: Communicative:provide mutual assistance in cooperation	Self-esteem based on success criteria

Continuation of the table.


Can be shown as a line(solution of a learning problem). pp. 28–31	How to draw with a line? Goals: to teach the image of lines on a plane; introduce the narrative possibilities of the line (narrator line)	Line. Linear illustrations. Graphic arts. Photo	will learn make a line drawing on the topic “Tell us About Me"	Regulatory: to make plan and sequence of actions. Cognitive: compose and tell a story from your life using linear images. Communicative:to ask questions; ask for help to classmates, teacher	Understanding other people's feelings and empathy for them
multicolored paints(solution of a learning problem). pp. 32–33	What are the multi-colored paints? Goals: learn to work with paints; master the skills of organizing a workplace	Paints. Gouache. Color	Will learn: draw what each paint resembles; enjoy the company with paints	Regulatory: anticipate the result. Cognitive: control and evaluate the process and results of activities. Communicative:formulate own opinion and position
Artist and audience(setting and solving a learning problem). pp. 34–41	How to develop the skill of perception? Target: to form the skill of perception and evaluation of their own artistic activity, as well as the activities of classmates	Piece of art. Painting. Sculpture. Color and paints in the works of artists	Will learn: perceive works of art; evaluate the work of comrades	Regulatory: use language appropriately. Cognitive: exercise search and selection of the necessary information from various sources. Communicative:discuss and analyze the work of classmates from the standpoint of the creative tasks of this topic, in terms of content and means of its expression	Respect for other opinions, history and culture different peoples

Continuation of the table.


You decorate. Acquaintance with the Master of Decoration
	The world is full of decorations(setting and solving a learning problem). pp. 44–45	How does the Master of Decoration help us? Goals: develop creative imagination, observation; learn to create a painting of flowers - blanks cut out of colored paper	Master of Decoration. Photographs of flowers. Variety of shapes, colors, patterned details of flowers	Will learn: see decorations in surrounding objects; decorate - paint blank flowers	Regulatory: respond appropriately to the teacher's suggestions. Cognitive: identify and generally fix groups of essential features of objects. Communicative:formulate their difficulties in solving a learning problem	aesthetic needs
	Beauty must be seen (solution of particular problems). pp. 46–47	What is the variety of patterns in nature? Goals: develop observation; contribute to the accumulation of experience of aesthetic impressions	Art materials: gouache, ink, watercolor, etc.	Will learn: to see the beauty of nature, the variety of patterns in nature; use new art techniques and materials	Regulatory: transform the cognitive task into a practical one. Cognitive: to search and highlight the necessary information from various sources. Communicative:be active in group activities	Oriented view of the world in the diversity of nature
	pattern on the wings (solution of particular problems). pp. 50–53	How is the pattern on the wings of a butterfly? Goals: develop a vision of the beauty of the surrounding nature; learn to make a fantasy graphic pattern	Symmetric pattern, collection	Will learn: draw a butterfly large, on the whole sheet; make a symmetrical pattern on the wings, conveying patterned beauty	Regulatory: apply the established rules in solving the problem. Cognitive: use general methods of problem solving. Communicative:address for help to classmates, teacher	value attitude to the natural world

Continuation of the table.


beautiful fish (solution of particular problems). pp. 54–55	How the work is done in the monotype technique? Goals: to acquaint with the expressive possibilities of texture; develop the analytical capabilities of the eye	Texture. Monotype	Will learn: see the beauty of various surfaces; decorate fish with scale patterns using the monotype technique	Regulatory: correlate the correctness of the action with the requirements of a specific task. Cognitive: bring under the concept based on object recognition. Communicative:offer help and cooperation	aesthetic feelings
bird decoration (setting a learning problem, searching for its solution). pp. 56–57	How to make volumetric work from paper of different textures? Target: develop a decorative sense when considering color and texture and when matching materials	Material of different texture. Collage	Will learn: examine birds, paying attention not only to color, but also to shape; make a beautiful bird in the technique of volumetric application, collage	Regulatory: make the necessary additions and changes into action. Cognitive: create models to solve problems. Communicative:ask questions necessary to organize your own activities, follow the rules of communication	Emotional and moral responsiveness
Patterns that people have created(search and discovery of a new mode of action). pp. 58–61	Where do we meet ornaments? What do they decorate? Target: contribute to the accumulation of figurative and emotional impressions from ornaments	Ornament. Natural and pictorial motifs in the ornament	Will learn: invent your own ornament; figuratively, freely write with paints and a brush a sketch on a sheet of paper	Regulatory: make a plan, carry out a sequence of actions. Cognitive: navigate a variety of ways to solve problems. Communicative:form one's own position	Respect for other opinions

Continuation of the table.


	How does a person decorate himself?(control and correction of knowledge)	What can jewelry say? When and why do people decorate themselves? Goals: develop visual memory, creative imagination; learn to portray fairy-tale characters, based on images characteristic of them	Human connection with jewelry. Illustrations with characters from famous fairy tales	will learn recognize and portray fairy-tale characters by their characteristic decorations	Regulatory: make any necessary adjustments after completion of the work. Cognitive: bring under the concept on the basis of highlighting essential features. Communicative:build clear statements for the partner	Emotional responsiveness
	Master of Decoration helps to make a holiday (reflection and evaluation mode of action). pp. 62–65	What is the role of jewelry on New Year's Eve? Goals: to acquaint with the work of various art materials; develop creative imagination	Artistic materials. New Year	will learn create festive decorations from colored paper for the Christmas tree	Regulatory: anticipate the possibility of obtaining a specific result. Cognitive: Communicative:render mutual assistance in cooperation	Ethical feelings - benevolence
You are building. Getting to know the Builder
	Buildings in our life(statement of the educational problem, search for its solution). pp. 67–69	What buildings surround us? Target: form ideas about different types buildings, main parts of the house	Building Master. Architecture and design	will learn invent and portray a fabulous house for yourself and your friends or the fabulous houses of children's book characters	Regulatory: use speech to regulate their actions. Cognitive: exercise comparison, classification according to specified criteria. Communicative:listen to the interlocutor	Respect for other opinions

Continuation of the table.


	Houses built by nature(solution of particular problems). pp. 76–77	What are natural houses? Goals: develop thinking abilities, observation; learn to draw fairy houses in the form of vegetables, fruits and so on.	The buildings in nature: bird nests, shells, etc.	Will learn: see houses in any object; depict fairy tale houses in the form of various objects	Regulatory: Cognitive: exercise collection of information. Communicative:formulate your difficulties; seek help from classmates
	house outside and inside(solution of particular problems). pp. 78–79	What is the purpose of the house? Goals: analyze the device at home from the outside and inside; develop creative imagination; learn to draw fantasy houses	Concepts: "inside" and "outside". Appearance Houses	will learn depict fantasy houses (in the form of letters of the alphabet, household items, etc.), their appearance outside and inside	Regulatory: adequately perceive the proposals of teachers, comrades. Cognitive: evaluate the performance. Communicative:be active in solving cognitive problems	Self-assessment of work
	Building a city (solution of particular problems). pp. 80–83	What is the role of architects? Goals: develop fantasy and observation; learn to consider real buildings of different shapes	Architecture. Architect. Artist-architect	will learn build a house by folding a paper cylinder, bending it and adding the necessary parts	Regulatory: stabilize the emotional state. Cognitive: recognize, name objects of the surrounding reality. Communicative:exercise mutual control	Cooperation Skills
	Everything has its structure(solution of particular problems). pp. 84–85	What is the meaning of structures? Goals: to form the ability to see the structure; develop observation	Design (construction) of the subject	will learn create images of animals from simple geometric shapes	Regulatory: determine the sequence of actions. Cognitive: use sign-symbolic means to solve the problem.	Respect for other opinions
	Building Items(solution of particular problems). pp. 86–87	How do our things become beautiful and comfortable? Goals: develop constructive image and paper building skills; get to know the designer	Designer. Design items	will learn design from packaging paper and decorate them by performing the correct order of training actions	Regulatory: concentrate the will. Cognitive: use common problem solving techniques. Communicative:ask questions necessary to organize their own activities	aesthetic needs
24–	The city where we live (excursion; control and assessment of knowledge). pp. 88–89	What is the architecture of your hometown like? Target: develop interest to seeing real buildings, considering the streets from the perspective of the creativity of the Master of Construction	Architectural monuments. The image of the city	Will learn: create work according to the impression after the tour; describe architectural impressions	Regulatory: choose actions in accordance with the task and the conditions for its implementation; use speech to regulate their actions. Cognitive: Communicative:form one's own opinion	Respectful attitude to culture, benevolence
Image, Decoration and Building always help each other
	Joint work of three Brothers-Masters(setting and solving a learning problem). pp. 91–93	How do artists and viewers see the world? Goals: show the work of the three Master Brothers; nurture interest in works of art	Image. Decoration. building	will learn watch and discuss drawings, sculptures, highlighting in them the work of each of the Masters	Regulatory: use language appropriately. Cognitive: distinguish three types of artistic activity. Communicative:build a monologue	Respect for other opinions

Continuation of the table.


27–	Dreamland. Creating a panel(solution of particular problems). pp. 98–99	How do the Masters help to see the world of a fairy tale and recreate it? Goals: cultivate positive emotions from the meeting with the heroes of fairy tales; develop fantasy	Illustration. panel	Will learn: create an image on a given topic; choose your own material for work	Regulatory: anticipate the result. Cognitive: choose the most effective ways to solve problems. Communicative:offer help	Willingness to follow the norms of environmental behavior
	colorful beetles(solution of particular problems). pp. 96–97	How big is the world? Goals: cultivate emotional responsiveness; develop observation in the study of natural forms	Teamwork	Will learn: create teamwork; determine what in the work was a building, decoration, image	Regulatory: determine the sequence of intermediate goals. Cognitive: navigate a variety of ways to solve problems. Communicative:agree on the distribution of functions in joint activities	Self-assessment of work
	Spring day (solution of particular problems)	What are the changes in nature in different time of the year? Goals: bring up love to nature; form a poetic vision of the world	Scenery. Mood in the picture	Will learn: detect changes in nature with the advent of spring; depict a landscape on a given theme	Regulatory: make the necessary additions and changes. Cognitive:name the phenomena of the surrounding reality. Communicative:ask questions about the issue	Cooperation Skills
31	A lesson in love. The ability to see (solution of private problems; excursion)	What do Masters of Decoration, Images and Buildings help to see in nature? Target:develop observation, respect for nature	Concepts: " Live nature”, “inanimate nature”	will learnobserve wildlife from the point of view of the three Master Brothers	Regulatory:to transform a practical task into a cognitive one. Cognitive:to analyze information.	Respect for other opinions

The end of the table.

1	2	3	4	5	6	7	8
						evaluate your own behavior and the behavior of others
32		Seasons (solution of particular problems). pp. 100–101	What do the "beauties" look like - autumn, winter, spring, summer? Target:develop fantasy, creative imagination	Panel. Volume	Will learn:independently allocate stages of work; define artistic tasks and artistic means	Regulatory:choose an action in accordance with the task. Cognitive:control the process. Communicative:argue your position	aesthetic needs
33		Fairytale bird on a branch with golden apples (control and correction of knowledge). pp. 94–95	What types of artistic activity are used in the work? Goals:to cultivate interest in the image of fairy-tale characters; develop the ability to work with gouache	Concepts: "warm colors" and cool colors	Will learn:do the work using paints of warm shades; define pictorial and decorative activities	Regulatory:establish the correspondence of the obtained result to the set goal. Cognitive:identify groups of essential features of objects. Communicative:address for help from classmates in progress	Respect for culture
34		Hello summer!(Reflection and evaluation of the mode of action in the form of game tasks.) pp. 102–106	How to build a composition? Goals:develop visual skills; to bring up positive emotions from meeting with the beautiful; learn to characterize their impressions of viewing works of art	Composition. The image of summer	Will learn:to consider the works of famous artists: paintings and sculptures; create a composition based on the impressions of summer nature	Regulatory:correlate the correctness of the choice and the result of the action with the requirements of specific tasks. Cognitive:to search and highlight the necessary information. Communicative:be active in interaction	Respect for other opinions

Explanatory note

Document status

The work program on the subject "Fine Arts and Artistic Work" Grade 4 was created on the basis of the federal component of the state standard of primary general education. It was developed in order to specify the content of the educational standard, taking into account inter-subject and intra-subject relations, the logic of the educational process and the age characteristics of younger students.

General characteristics of the subject

The purpose of artistic education and training in grade 4 is to form an idea of the diversity of cultures of the peoples of the Earth and the unity of ideas of peoples about the spiritual beauty of man.

Joining through the assimilation of co-creation and perception to the origins of the culture of their people or other peoples of the Earth, students begin to feel like participants in the development of mankind, open the way for further expansion of the susceptibility of the richness of human culture.

The diversity of ideas of different peoples about beauty is revealed in the process of comparing native nature, labor, architecture, human beauty with the culture of other peoples.

The themes reveal the richness and diversity of peoples' ideas about the beauty of the phenomena of life. Everything here - the understanding of nature, and the connection of buildings with it, and clothes, and holidays - is different. Students should realize that it is wonderful that humanity is so rich in diverse artistic cultures and that they are not randomly different.

The artistic activity of schoolchildren in the classroom finds various forms of expression: the image on the plane and in volume; 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).

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

The main interdisciplinary connections are carried out with the lessons of music and literary reading. When passing certain topics, interdisciplinary connections with the outside world are used ("Nature of Russia", "Native land - part of big country”, “Pages of world history”, “Pages of the history of the Fatherland”), mathematics (geometric figures and volumes), labor training (natural and artificial materials, finishing of finished products).

Main content lines

In the work program for fine arts grade 4, 3 main content lines are identified that implement the concentric principle of presenting the content of education, which makes it possible to gradually expand and complicate it, taking into account a specific stage of education: "The world of fine (plastic) arts"; "Artistic language of fine arts"; Artistic creativity and its connection with the surrounding life.

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

Learning objectives

The study of fine arts and artistic work in the 4th grade is aimed at achieving the following goals:

development ability to emotional and value perception of a work of fine art, expression in creative works of one's attitude to the world around;

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

mastery elementary skills, skills, ways of artistic activity;

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

The place of the subject in the basic curriculum

To form the representations and activities of the artist in synthetic and spectacular arts (in theater and cinema);

Learn to analyze works of art, gain knowledge of specific works of outstanding artists in various types arts; learn to actively use artistic terms and concepts;

To master the experience of independent creative activity, as well as to acquire the skills of collective creativity, the ability to interact in the process of joint artistic activity.

General theme: "Every nation is an artist (image, decoration, construction in the work of the peoples of the whole earth)" - 34 hours:

The origins of the art of your people - 8 hours

Ancient cities of our land - 7 hours

Every nation-artist - 11 hours

Art unites nations - 8 hours

THE ORIGINS OF THE ART OF YOUR PEOPLE (8 hours)

Landscape of native land. Characteristic features, originality of the native landscape. Image of the landscape of our middle zone, revealing its special beauty.

Materials: gouache, crayons, paper.

Visual range: slides of nature, reproductions of paintings by Russian landscape painters.

Music line: Russian folk songs.

The image of a traditional Russian house (hut). Acquaintance with the design of the hut, the meaning of its parts. Task: paper modeling (or modeling) of the hut. Individual-collective work.

Materials: paper, cardboard, scissors; plasticine, stacks.

Visual range: slides of wooden ensembles from ethnographic museums.

Homework: find images of the Russian village, its buildings.

Ornaments of wooden buildings and their meaning. Unity in the work of the three Masters. Magical representations as poetic images of the world. Hut - the image of a person's face; the window, the eyes of the house, were decorated with platbands; facade - a frontal board, prichelinami. Decorating the "wooden" buildings created in the last lesson (individually or collectively). Additionally - the image of the hut (gouache, brushes).

Materials: white tinted or wrapping paper, scissors, glue or plasticine for bulky buildings.

Visual range: slides from the series "Ethnographic Museums", "Russian Folk Art", "Wooden Architecture of Rus'".

Literary series: V. Belov. Lad.
The village is a wooden world. Acquaintance with Russian wooden architecture: huts, gates, barns, wells... Wooden church architecture. The image of the village - a collective panel or individual work.

Materials: gouache, paper, glue, scissors.

The image of human beauty. Each nation has its own image of female and male beauty. This is expressed by traditional folk clothes. The image of a man is inseparable from his work. It combines ideas of mighty strength and kindness - "good fellow." In the image female beauty the ability of people to dream, the desire to overcome everyday life is always expressed. Beauty is also a talisman. Female images are deeply connected with the image of the bird of happiness ("swan").

The image of female and male folk images individually or for panels. The figures are pasted into the panel by the group of the “chief artist”. Please note that the figures in children's works should be in motion, should not resemble an exhibition of clothes. In the presence of additional lessons- making dolls according to the type of folk rag or stucco figures for an already created "village".

Materials: paper, gouache, glue, scissors.

Visual range: slides of materials from ethnographic museums, books about folk art, works by artists I. Bilibin, I. Argunov, A. Venetsianov, M. Vrubel and others.

Literary series: fragments of epics, Russian fairy tales, excerpts from the poems of N. Nekrasov.

Music line: folk songs.

Folk holidays. The role of holidays in people's lives. Calendar holidays: autumn holiday harvest, fairs, etc. A holiday is an image of an ideal, happy life. Creation of works on the theme national holiday with a generalization of the material of the topic.

Materials: glued wallpaper panel for panels and sheets of paper, gouache, brushes, scissors, glue.

Visual range: works by B. Kustodiev, K. Yuon, F. Malyavin; works of folk decorative art.

Literary series: I. Tokmakova. "Fair". Music line: R. Shchedrin. "Naughty ditties"; N. Rimsky-Korsakov. "Snow Maiden".

ANCIENT CITIES OF YOUR LAND (7 hours)

Every city is special. He has his own unique face, his own character. Each city has its own special destiny. Its buildings in their appearance captured the historical path of the people, the events of their lives. The word "city" comes from "to fence", "enclose" with a fortress wall. On the high hills, reflected in the rivers and lakes, cities grew with white walls, domed temples, and the chiming of bells. There are no other cities like this. It is necessary to reveal the beauty of the cities of the native land, the wisdom of their architectural organization.

Ancient Russian city-fortress. The study of the structures and proportions of the fortress towers of cities. Construction of fortress walls and towers from paper or plasticine. A pictorial version of the task is possible. Material: according to the chosen option.

Ancient cathedrals. Cathedrals embodied the beauty, power and strength of the state. They were the architectural and semantic center of the city. These were the shrines of the city. Acquaintance with the architecture of the ancient Russian stone church. Construction, symbolism of the temple. Building an ancient cathedral out of paper. Collective work.

Materials: paper, scissors, glue or plasticine, stacks. Visual range: reproductions of works by A. Vasnetsov, I. Bilibin, N. Roerich; slides on the topics “Walking around the Kremlin”, “Cathedrals of the Moscow Kremlin”.

The ancient city and its inhabitants. Modeling of the entire residential content of the city. Completion of the "build" ancient city. Possible variant: image of an ancient Russian city.

Materials: ink, pen (pastel), paper. Visual range: works by A. Vasnetsov; books, slides with views of ancient Russian cities.

Ancient Russian warriors-defenders. Image ancient Russian warriors, princely squad. Clothing and weapons of warriors. Materials: gouache, paper.

Visual range: reproductions of works by I. Bilibin, V. Vasnetsov; illustrations of children's books.

Ancient cities of the Russian land. Acquaintance with the originality of different cities - Moscow, Novgorod, Pskov, Vladimir, Suzdal and others. They are similar and unlike each other. Image different characters Russian cities. Practical work or conversation.

Materials: graphic technique (crayons, monotype) or painting (gouache, brushes), paper.

Pattern of towers. Terem architecture images. Painted interiors, tiles. Image of the interior of the ward - preparing the background for the next "task.

Materials: paper (tinted or colored), gouache, brushes.

Visual range: slides "Ancient chambers of the Moscow Kremlin"; V. Vasnetsov. "Chambers of Tsar Berendey"; works by I. Bilibin, A. Ryabushkin.

Festive feast in the chambers. Collective applicative panel or individual images of the feast.

Materials: glued wallpaper for panels and sheets of paper, gouache, brushes, glue, scissors.

Visual range: slides of the chambers of the Moscow Kremlin, illustrations for Russian fairy tales by V. Vasnetsov.

Literary series: A. Pushkin. "Ruslan and Ludmila".

Music line: works by F. Glinka, N. Rimsky-Korsakov.

EVERY PEOPLE IS AN ARTIST (10 hours)

Brothers-Masters lead the children from the meeting with the roots native culture to awareness of the diversity of artistic cultures of the world.

The teacher can choose three cultures in order to have time to “live” them in an interesting way with the children. We offer three cultures in the context of their links with culture modern world: it's a culture Ancient Greece, medieval (Gothic) Europe and Japan as an example of the culture of the East. But the teacher can take for study / for example, Egypt, China, India, etc. It is important for children to realize that the world artistic life on Earth is extremely diverse, and through art we join the worldview, the soul of different peoples, we empathize with them. That is what needs to be done in these lessons.

The artistic cultures of the world are not the history of the arts of these peoples. These are the spatial and objective worlds of culture, in which the soul of the people is expressed.

There is a convenient methodical game technique to see the whole image of culture: the journey of a fairy-tale hero through different countries (Sadko, Sinbad the Sailor, Odysseus, the Argonauts, etc.).

Each culture is viewed according to four parameters: nature, the nature of buildings, people in this environment and the holidays of peoples as an expression of ideas about the happiness and beauty of life.

The image of the artistic culture of Ancient Greece. The ancient Greek understanding of the beauty of a person - male and female - on the example of the sculptural works of Myron, Polykleitos, Phidias (man is the "measure of all things"). The sizes, proportions, designs of the temples were in harmony with the person. Admiration for a harmonious, athletically developed person is a feature of Ancient Greece. Image of figures of Olympic athletes (figures in motion) and procession participants (figures in clothes).

Human harmony with surrounding nature and architecture. The idea of the Doric ("masculine") and Ionic ("feminine") order systems as a character of proportions in the construction of a Greek temple. Creation of images of Greek temples (semi-volumetric or flat applications) for panels or volume modeling from paper.

Creation of the panel "Ancient Greek holidays". It can be Olympic Games or the Feast of the Great Panatheneas (a solemn procession in honor of the beauty of a person, his physical perfection and strength, which the Greeks worshiped).

Materials: gouache, scissors, glue, paper.

Visual range: slides of the modern image of Greece, works of ancient Greek sculptors.

Literary series: myths of ancient Greece.

The image of the artistic culture of Japan. Characteristic for Japanese artists depiction of nature through details: a tree branch with a bird; flower with a butterfly; grass with grasshoppers, dragonflies; cherry blossom branch.

Image of Japanese women in national dress (kimono) with transmission characteristic features faces, hairstyles, movements, figures.

Collective panel "Cherry Blossom Festival" or "Chrysanthemum Festival". Individual figures are made individually and then glued into a common panel. The group of the "chief artist" is working on the background of the panel.

Materials: large sheets of paper for teamwork, gouache, pastel, pencils, scissors, glue.

Visual range: engravings by Japanese artists Utamaro, Ho-kusai - female images, landscapes; slides of modern cities in Japan.

Literary series: traditional Japanese poetry.

The image of the artistic culture of medieval Western Europe. Craft workshops were a distinctive feature of these cities. Each workshop had its own clothes, its own insignia, coats of arms, and its members were proud of their craftsmanship, their community.

Work on the panel "Holiday of craftsmen's workshops in the city square" with preparatory stages the study of architecture, clothing of a person and his environment (objective world).

Materials: large sheets of paper, gouache, pastel, brushes, scissors, glue.

Visual range: slides of Western European cities, medieval sculpture and clothes.

ART UNITES PEOPLES (8 hours)

The last topic completes the elementary school program, the first stage of education ends. The teacher needs to complete the main lines of awareness of art by the child. The themes of the year revealed the richness and diversity of peoples' ideas about the beauty of the phenomena of life. Everything here - the understanding of nature, and the connection of buildings with it, and clothing, and holidays - is different. Children should have realized: it is wonderful that humanity is so rich in different artistic cultures and that they are not randomly different.

Now the tasks are fundamentally changing, they are, as it were, opposite-from ideas about the great diversity of notions of unity for all peoples to understand the beauty (or ugliness) of the fundamental phenomena of life. Children should see that with any differences, people remain people and there is something perceived by all the peoples of the Earth as equally beautiful. We are a single tribe of the Earth, despite all the dissimilarity, we are brothers. Common to all peoples are ideas not about external manifestations, but about the deepest, not subject to the external conditions of nature and history.

All peoples sing of motherhood. For every person in the world, the relationship to the mother is special. In the art of different peoples there is a theme of chanting motherhood, a mother who gives life. There are great works of art on this subject that all people can understand. According to the presentation, children portray mother and child, trying to express their unity, affection, their attitude towards each other.

Materials:

Visual range: icon "Vladimir Mother of God"; Raphael. "Sistine Madonna"; M. Savitsky. "Partisan Madonna"; B. Nemensky. "Silence", etc.

Music line: Lullaby.

All peoples sing the wisdom of old age. There is external and internal beauty - the beauty of spiritual life, the beauty in which life experience is expressed, the beauty of the connection between generations. Task for the image of a beloved elderly person. The main thing is the desire to express his inner world.

Materials: gouache or pastel, paper, brushes.

Visual range: portraits by Rembrandt, self-portrait by V. Tropinin, self-portrait by Leonardo da Vinci, self-portrait by El Greco.

Empathy is a great theme of art. Since ancient times, art has sought to evoke the empathy of the viewer. Art affects our feelings. Depiction of suffering in art. Through art, the artist expresses his sympathy for the suffering, teaches to empathize with someone else's grief, someone else's suffering. Creation of a drawing with a dramatic plot invented by the author (a sick animal, a dead tree, etc.).

Materials: gouache (black or white), paper, brushes.

Visual range: S. Botticelli. "Abandoned"; P. Picasso. "Beggars"; Rembrandt. "The Return of the Prodigal Son"

Literary series: N. Nekrasov. "Crying Children"

Heroes, fighters and defenders. In the struggle for freedom and justice, all peoples see the manifestation of spiritual beauty. All peoples sing of their heroes. In every nation, many works of fine art, sculpture, music, and literature are devoted to this topic. The heroic theme in the art of different peoples.

Visual range: monuments to the heroes of different nations, monuments of the Renaissance, sculptural works of XIX and XX centuries.

Youth and hope. The theme of childhood, youth in art. An image of the joy of childhood, a child's dreams of happiness, exploits, travel, discoveries.

Materials: gouache or pastel, paper. \

Visual range: V. Tropinin. "Portrait of a son"; 3. Serebryakova. "Girls at the piano", etc.

Art of the peoples of the world(generalization of the topic). Final exhibition of works. Discussion of students' creative work.

Materials: paper for paperwork, glue, scissors, etc.

Visual range: the best works for the year or for the entire primary 1 school, collective panels, art history material collected by children on topics.

Literary and musical series: at the discretion of the teacher as an illustration to the messages of the guides.

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

Features of teaching schoolchildren according to the program of B.M. Nemensky “Fine Arts

and artistic work

Lectures 5–8

Pedagogical University « September first»

Boris Mikhailovich Nemensky, Irina Borisovna Polyakova, Tatyana Borisovna Sapozhnikova

Materials of the course "Peculiarities of teaching schoolchildren according to the program of B.M. Nemensky

“Fine Arts and Artistic Work””: Lectures 5–8. – M.:

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

Teaching aid

Proofreader G.M. Levina

Computer layout: D.V. Kardanovsky

Signed for printing 25.09.2007

Format 60 Ch90/16. Headset "Petersburg". Offset printing. Pech. l. 8.5

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

Syllabus

Lecture 1. Features of the B.M. Nemensky "Image-

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

Lecture 2

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

1 the principle of distinguishing three types of artistic activity (fine, decorative, constructive). Comparison of element-by-element and block-thematic principles of building programs. Workshop: didactic games

Lecture 3. Methodological principles for constructing the content of the program. Principles: establishing and realizing links art with life

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

Test No. 1

Lecture 4. Features of teaching the language of art .Display system

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

Lecture 5 art system

2 B.M. Nemensky. Types of lessons: problem lesson, lesson-recreation

walking, lesson-image, lesson-opening day, lesson-journey, lesson-excursion, lesson-celebration of arts. Algorithm for system analysis of the lesson. Workshop: lessons

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

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

Test ¹ 2 Lecture 7. Pedagogical skill and specific activity

2 ness of an art teacher. Professional requirements for students

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

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

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

Final work

Modern lesson in the art system

B.M. Nemensky

Theoretical part

Modern art lesson. The triune purpose of the lesson. Material Feeding Methods

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

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

The learning outcomes are the acquisition of experience in creative activity (in solving creative problems) and experience in emotional and value relations (i.e., experience of feelings, experiences, interests, needs; socio-moral, spiritual relations expressed in artistic images). General function modern lesson- holistic formation and development of the student's personality on the basis of developing and educating education.

The purpose of the modern lesson is triune in nature and consists of three interrelated aspects: cognitive associated with the expansion of the volume of knowledge, developing - with the complication of digestible content, educational- with the formation of relationships. The goal is achieved by solving a number of educational tasks into which it breaks down. These tasks are set and solved at every moment of the lesson according to the specific pedagogical situation. The lesson can be viewed as a system of educational tasks that reflect the logic of achieving the triune goal of the lesson, as well as the logic and patterns of a consistent, phased study of educational material.

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

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

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

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

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

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

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

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

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

Problem presentation method. It is transitional from performing to creative activity. At a certain stage of learning, students are not yet able to solve problematic problems on their own, and therefore the teacher shows the way to study the problem, setting out its solution from beginning to end. And although students with this method of teaching are not participants, but only observers of the course of reflection, they receive good lesson resolution of cognitive difficulties.

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

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

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

V as a result, they form conscious solid knowledge. The method is called partially exploratory because students

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

Essence research method learning comes down to:

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

To operational management of the problem solving process.

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

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

The modern lesson in the artistic system of B.M. Nemensky

The research method of teaching provides for the creative assimilation of knowledge. Its shortcomings are a significant waste of time and energy of teachers and students. The application of the research method requires high level pedagogical qualifications.

Structure, stages and types of lessons

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

Different types of lessons require a different sequence of steps.

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

The practice included various types of lessons: lesson-game, problem lesson,climbing lesson, lesson-image, lesson-opening day, lesson-celebration of arts, travel lesson, lesson-excursion, lesson-disputation, lesson-excursion, lesson-conference and etc.

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

Problem lesson

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

In fact, already from the very definition of the concept of “problem” (Greek - a task, a theoretical or practical issue that needs to be resolved; a task to be researched) it follows that the problem is not always something that needs to be solved. Sometimes a problem denotes something that needs to be discussed (emotionally-aesthetically assessed) - this is precisely its main meaning (for example, the so-called "eternal" problems).

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

Problem lesson includes:

1. organization of students, their psychological preparation;

2. creating a problem situation;

3. problem statement;

4. putting forward a hypothesis;

5. search for a solution to the problem;

6. the discussion of the results;

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