UMK “Fine Arts. Umk school of Russia iz Line umk po iz nemenskiy
ART
textbooks « art» published under the editorship of A.A. Melik-Pashaeva, Doctor of Psychology, member of the Union of Artists of Russia, laureate of the RF Government Prize in the field of education, editor-in-chief of the magazine Art at School, and S.G. Yakovleva, Ph.D., director of the Federal Scientific and Methodological Center. L.V. Zankov.
One of the advantages of S.G. Ashikova, which can be noted with confidence even now, before the widespread introduction of the textbook, is the attention and scrupulous work with specific artistic materials: not only the technique, methods of working with them, but also the education of what can be called a "sense of material", understanding it special properties, the fact that this or that matserial can and wants to embody feelings organic connection artistic idea and means of its implementation. After all, without this it does not happen artwork. Not in fine arts, not in any other art.
A.A. Melik-Pashayev
All children love to draw. Sometimes they take up a pencil or a brush before they start talking ... And then suddenly there comes a moment when they say: "I can't draw." This usually happens when the child goes to school. And this is due to the fact that they begin to teach him to draw. Often at the same time fantasy, freedom of creativity go into the background. And the child does not want to draw. And the phrase about inability is a defense against the “correct” attitudes and requirements.
It is necessary to give the child new knowledge, new impressions, and even new materials and tools so that his vision of the world can be more accurately and more expressively embodied in artistic images. It is necessary to show him the ways in which he will move, expressing himself, his feelings and impressions.
Both the modern world and the near future need people who can think and work at the intersection of art and technology. Such people are distinguished by special observation and attentiveness, imagination and fantasy, the ability to express their thoughts in words, images or diagrams.
S.G. Ashikova
Well "Art" developed in accordance with the requirements of the Federal State Educational Standard based on the methodological approaches of the system of developmental education L.V. Zankov.
The course is based on the idea of realizing the unity of two forms of art: artistic perception And artistic expression, which allows the teacher to contribute to the formation of the emotional and value attitude of a growing person towards himself, the people around him, nature, science, art and culture in general.
UMK "Fine Arts" includes textbooks"Fine Arts" for grades 1, 2, 3, 4 (ed. S.G. Ashikova) with electronic applications, albums in fine arts for grades 1, 2, 3, 4, teaching aids for the teacher.
COURSE TEXTBOOKS
The content of textbooks is aimed at developing imagination, observation, creativity child, the formation of artistic look on the world. Students get acquainted with the initial concepts of fine art, the work of the best Russian and foreign artists.
Much attention in the textbooks is given to the acquisition by schoolchildren of the initial skills of working in various types of artistic and creative activity awakening interest in drawing.
Structure of textbooks
The educational material in all books is represented by the following thematic sections, repeated in each class:
. "Nature - main artist»;
. "World of Color";
. "Art in Man";
. "Man in Art".
At each new stage of education for four years, students gradually master elementary artistic literacy on the material of cross-cutting topics. This approach allows the teacher to lead the children at the end of each section to a generalization of subject and meta-subject results in the form of their collective or project work.
A distinctive feature of the presentation of material in textbooks is the functional distribution of pages. Each spread is devoted to one lesson.
Left facing page - "Impression"
. Here are selected photographs, reproductions of paintings, corresponding to a specific topic. They serve as a basis for observation and discussion. Visual material is accompanied by explanatory text. Working with this part of the spread helps the teacher set up students emotionally, aesthetically and morally, prepares the child to create his own artistic image.
Right facing page- "Expression" . This is a page of practical creativity. It shows artistic techniques, the order and stages of work - everything that will help express what you see in the drawings. On the same page, a drawing in a round frame will tell the child what tools and materials he will need for work. Usually the last drawing or two on this page is by children; it is important that the teacher and children understand that this is just one of many possible ways to implement the idea. Therefore, you can and should find your own solution, your own version - in art you can not repeat anything, even yourself.
Rubric "ABC of drawing"
a wide range of art materials is presented, the main techniques for working with them are shown.
Visual information about the ways of depiction in drawing, painting and composition helps students to realize their own ideas.
Such structuring of the content and the visual-practical nature of the illustrative material allow the textbook to perform the function of a kind of self-instruction manual.
Heading"In the artist's studio" complements the meaningful and illustrative material about the work of artists, helps children to expand their knowledge about the genres that this or that painter preferred, the features of his work, and get acquainted with the style of the artist. Here students will see a portrait of the artist, reproductions of his paintings, will be able to read short biography masters, to form an opinion about his work.
The problem of remoteness from cultural centers can be partly overcome thanks to rubric"Introduction to the Museum". Informative, but compact text and rich illustrations convey the atmosphere of museums in Russian cities. Links to official sites expand the space and provide an opportunity to get a more complete picture of the exhibits of the museum of interest.
Each section ends with a short task block "Check yourself". The proposed tasks and questions can be performed both individually and in pairs, groups, in one or more lessons or at home. This will lead each child to achieve the planned results in this subject area.
At the end of each textbook there are reference pages: a dictionary and a reference book for a young artist. This material allows the child not only to learn to work with information, but also to replenish his conceptual apparatus.
Sign system
Fine art lessons can be built not only on works of fine art, but also referring directly to music, poetry, artistic prose (signs "Painting and Music" 
, "Recommended to read" 
). Attraction of historical and scientific material (sign "Experiment, Experience") will strengthen interdisciplinary connections; access to additional information will help the child learn to navigate in the information space (sign "Search for information" 
). The textbooks offer lessons that are conducted at the computer in a simple graphic editor PAINT (sign "Drawing in Paint" 
). Tasks aimed at the socialization of schoolchildren, the development of their ability to cooperate with peers, are marked with signs Pair work, Group work 
, "Assignments for girls", "Assignments for boys". Album work .
The textbooks are included in the Federal List of Textbooks Recommended for Use in the Educational Process in General Educational Institutions. The content of the textbooks corresponds to the Federal State Educational Standard of Primary General Education.
ART ALBUMS
Album of tasks and exercises in fine arts, contains tasks of varying complexity: the child first trains on the basic task (left side of the page), and then performs more difficult task on the right side of the page. When performing basic exercises, the child will learn to control the fingers of the hand that holds the pencil, control the quality of the drawing with his eyes and compare his work with the sample in the album; thanks to the task of increased complexity will get the opportunity to acquire additional skills and knowledge in this topic.
The content of the album of tasks and exercises is aimed at developing the imagination, observation, creativity of the child, shaping his artistic view of the world around him and expanding his horizons in the field of fine arts. Students acquire basic drawing skills, work in different graphic techniques and with different materials.
Album of artistic tasks, expands and deepens the material of the textbook. Students continue to study the graphic language and the basics of painting, work in different techniques and with various materials.
The main task of the album of artistic tasks is to help children see and love the world around them and its colors. The album is unusual in that it contains another book, a unique visual aid in the visual arts - Color Atlas. The atlas tab can be taken out and used separately as an illustrative study guide.
Albums on fine arts will allow children to get acquainted with a wide range of artistic materials, their features, properties and methods of application in fine arts; help to better understand works of art and perceive their expressiveness; they will teach you how to draw on tinted paper in order to diversify artistic approaches and bring them closer to the professional, competent work of the artist; they will introduce you closer to the concept of “color circle” (different types of color circles are given on album covers), which contains the laws of color combinations and harmonies.
ARTISTIC RECIPES
Training exercises of artistic copybooks will help children to work out various drawing techniques, to master the initial artistic literacy. They are aimed at consolidating the skills of using a graphite pencil when drawing dots, lines, strokes, tinting the background, creating sketches, develop not only fine motor skills of the hands, but also the eye, form the skill of sequential actions, coordinate the actions of the hand and eye. Thinking hand - this is how you can briefly summarize the goals and objectives of this publication.
Methodological recommendations are intended for primary school teachers working according to S.G. Ashikova. They characterize the course "Fine Arts", developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education, disclose the concept of the program, outline the content lines of the course, and explain the structure of the textbook. The manuals also offer options for lesson-thematic planning, consider techniques and methods for organizing productive creative activity of students in fine arts lessons to form universal educational activities and achieve planned subject results. Fragments of lessons are offered with a commentary by the author of the textbook. Work with album materials is considered in detail in fine arts.
EXPLANATORY NOTE
The working curriculum in fine arts for grade 1 is compiled in accordance with:
Federal Law No. 273-FZ of December 29, 2012 (as amended on July 23, 2013) "On Education in Russian Federation";
GEF of primary general education (approved by order of the Ministry of Education of the Russian Federation of October 6, 2009 No. 373);
Order of the Ministry of Education of the Russian Federation of November 26, 2010 No. 1241 “On Amendments to the Federal State Educational Standard of Primary General Education, approved by order of the Ministry of Education and Science of the Russian Federation of October 6, 2009. No. 373",
The curriculum of GBOU "Secondary School No. 297" for the 2016-2017 academic year;
Exemplary programs for educational subjects of educational institutions. Art. ;
The program "Fine Arts" by B.M. Nemensky, which is part of the EMC "School of Russia";
Federal list of textbooks recommended (approved) for use in the educational process in educational institutions that implement educational programs of general education and have state accreditation for the 2016/2017 academic year (Order of the Ministry of Education and Science of the Russian Federation of December 24, 2010 No. 2080);
Charter of GBOU "Secondary School No. 297";
Visual arts in elementary school is a basic subject. Compared to other academic subjects that develop a rational-logical type of thinking, fine arts are mainly aimed at the formation of emotional-figurative, artistic thinking, which is a condition for the formation of intellectual and spiritual activity of a growing personality.
The study of fine arts in elementary school, in accordance with the Federal State Educational Standard of the IEO and the EMC "School of Russia", is aimed at achieving goals:
education of aesthetic feelings, interest in fine arts; enrichment of moral experience, ideas about good and evil; education of feelings, respect for the culture of the peoples of multinational Russia and other countries;
development of imagination, desire and ability to approach any activity creatively, the ability to perceive art and the surrounding world, the skills and abilities of cooperation in artistic activity;
mastering the initial knowledge about the plastic arts: fine, decorative and applied arts, architecture and design - their role in human life and society;
mastering elementary artistic literacy; the formation of artistic horizons and the acquisition of experience in various types of artistic and creative activities, various art materials; improvement of aesthetic taste.
and tasks:
improvement of the emotional-figurative perception of works of art and the surrounding world;
development of the ability to see manifestation artistic culture in real life;
the formation of skills in working with various artistic materials.
In the process of teaching fine arts, general and specific methods are used in parallel, including those related to the use of ICT tools:
verbal teaching methods (storytelling, explanation, conversation, work with a textbook);
visual methods (observation, illustration, demonstration visual aids, presentations, work with an interactive whiteboard);
practical methods;
problem learning;
gaming technologies;
role method,
system-activity approach to learning.
The thematic and final control of students' knowledge is applied at the end of a topic or academic quarter. Forms of control: tests, creative tasks, independent work, tests, diagnostics. The use of various artistic techniques and materials in individual and collective activities: collage, scribble , applications, computer animation, full-scale animation, photography, video filming, paper plastics, gouache, watercolors, pastels, wax crayons, ink , pencil, felt-tip pens, plasticine, clay , henchmen and natural materials.
Description of the place of the subject in the curriculum
In accordance with the curriculum of MBOU "Secondary School No. 9", 135 hours are allocated for the study of fine arts in elementary school, of which 33 hours in grade 1 (1 hour per week, 33 academic weeks), in grades 2-4 for 34 hours (1 hours per week, 34 weeks in each class).
Description of the value orientations of the content of the subject
Visual arts in elementary school is a basic subject, its uniqueness and significance is determined by the focus on the development of the child's abilities and creativity, the formation of associative-figurative spatial thinking, intuition.
As a result of studying the fine arts course, students at the stage of primary general education will form the foundations of artistic culture, begin to develop figurative thinking, observation and imagination, educational and creative abilities, aesthetic feelings, the foundations of spiritual and moral values will be formed, there will be a readiness and ability to realize their own ideas. creative potential, a conscious respect and acceptance of traditions, original cultural property.
PLANNED RESULTS OF MASTERING BY STUDENTS
SUBJECT "FINE ARTS" IN 1 CLASS
in the cognitive sphere - understanding the meaning of art in human life and society; perception and characterization of artistic images presented in works of art; the ability to distinguish between the main types and genres of plastic arts, to characterize their specificity; the formation of ideas about the leading museums of Russia and art museums in their region;
in the value-aesthetic sphere - the ability to distinguish and convey in artistic and creative activity character, emotional state and one's attitude to nature, man, society; awareness of universal human values expressed in the main themes of art, and their reflection in one's own artistic activity; the ability to emotionally evaluate the masterpieces of Russian and world art (within the limits of the studied); manifestation of a steady interest in the artistic traditions of their people and other peoples;
in the communicative sphere - the ability to express judgments about the artistic features of works depicting nature and man in various emotional states; the ability to discuss the collective results of artistic and creative activity;
in the labor sphere - the ability to use various materials and means artistic expressiveness to convey the idea in their own artistic activity; modeling new images by transforming known ones.
Know:
The main genres and types of works of fine art;
Well-known centers of folk art crafts in Russia;
Leading art museums in Russia;
initial information about the means of expression and the emotional impact of the drawing (line, composition, contrast of light and shadow, combination of shades of color, color, etc.);
the main means of composition: the height of the horizon, point of view, contrasts of light and shadow, color relationships, highlighting the main center;
the simplest information about visual perspective, horizon line, vanishing point, etc.;
initial information about chiaroscuro (light, shadow, penumbra, glare, reflex, falling shadow), about the dependence of the illumination of an object on the strength and distance of the light source;
division of the color wheel into a group of warm colors (yellow, orange, red) and a group of cool colors
blue, green, purple);
color change depending on the location of the object in space (for individual objects - softening the outlines, weakening the brightness and lightness of the color).
Be able to:
Distinguish between primary and secondary, warm and cold colors;
Learn individual works outstanding domestic and foreign artists, name their authors;
Compare different types of fine arts (graphics, painting, arts and crafts);
Use art materials (gouache, colored pencils, watercolor, paper);
Apply the main means of artistic expression in drawing, painting and sculpture (from life, from memory and imagination); in decorative and constructive works: illustrations for works of literature and music;
consider and conduct a simple analysis of a work of art, determine its belonging to a particular type or genre of art;
feel and determine the beauty of lines, shapes, color shades of objects in reality and in the image;
perform images of individual objects (ball, cube, box, etc.);
convey light, shadow, penumbra, glare, falling shadow in drawings;
use different shading to identify the volume, shape of the depicted object;
analyze the depicted objects, highlighting the features of the design, shape, spatial position, color features, distribution of light and shade on the surface of the object;
use color contrast and harmony of color shades;
convey in stucco products the volumetric form, the constructive anatomical structure of animals, human figures;
make applique compositions from different materials.
Use acquired knowledge and skills V practical activities And Everyday life For:
Independent creative activity;
Enriching the experience of perception of works of fine art;
Evaluation of works of art (expression of one's own opinion) when visiting exhibitions, museums of fine arts, folk art and etc.
Formation of universal learning activities
(personal and metasubject results)
action
Graduate will learn
(the student will have formed)
Graduate will have the opportunity to learn
(opportunity to form)
Personal universal learning activities
in the value-aesthetic sphere- emotional and value attitude to the world around; tolerant acceptance of a variety of cultural phenomena, national values and spiritual traditions; artistic taste and the ability for an aesthetic assessment of works of art, a moral assessment of one's own and other people's actions, phenomena of the surrounding life;
in the cognitive (cognitive) sphere - ability to artistic knowledge of the world; the ability to apply the acquired knowledge in their own artistic and creative activities;
in the labor field skills in using various artistic materials to work in various techniques; the desire to use artistic skills to create beautiful things or decorate them.
In the situations of communication and cooperation proposed by the teacher, based on the simple rules of behavior common to all, make a choice, with the support of other group members and the teacher, how to proceed.
Regulatory universal learning activities
Define And formulate the purpose of the activity in the lesson with the help of the teacher.
pronounce sequence of actions in the lesson.
Study express
Study work according to the teacher's plan.
Study differ a correctly completed task from an incorrect one.
Learn with the teacher and other students give emotional assessment class activities in the classroom.
- express own assumption (version) based on work with the illustration of the textbook.
Learn with the teacher and other students give emotional assessment class activities in the classroom.
Cognitive universal learning activities
Navigate your system of knowledge: differ new from already known with the help of a teacher.
Make a preliminary selection of information sources: navigate in the textbook (on the spread, in the table of contents, in the dictionary).
Get new knowledge: find answers answer questions using the textbook, your life experience and the information received in the lesson.
draw conclusions as a result of the joint work of the whole class.
Process the received information: compare And group objects and their images.
Convert information from one form to another: details retell small texts, name their topic.
To see and perceive the manifestations of artistic culture in the surrounding life;
Actively use the language of fine art and various art materials;
Make a preliminary selection of sources of information.
Process the received information: draw conclusions as a result of the joint work of the whole class.
Convert information from one form to another.
Communicative universal learning activities
formalize his thought in oral and written speech (at the level of a sentence or a short text).
Listen And understand the speech of others.
Jointly agree on the rules of communication and behavior at school and follow them.
Enrich key competencies;
Be able to organize independent artistic and creative activities
Learn to play different roles in the group (leader, performer, critic).
Communicate your position to others: formalize his thought in oral and written speech (at the level of one sentence or a small text).
Planned meta-subject results when working with text
Work with text
The graduate will learn
The graduate will receive
opportunity to learn
Search for information and reading comprehension
Find in the text specific information, facts given explicitly;
Determine the topic and main idea of the text;
Compare the objects described in the text with each other, highlighting two or three essential features;
Understand the information provided different ways: verbally, in the form of a diagram;
Use different types of reading: introductory, studying, search, choose the right type of reading in accordance with the goal
Orientation in age-appropriate dictionaries and reference books.
Use formal text elements (eg subheadings, footnotes) to find the information you need;
Transformation and interpretation of information
Retell the text;
Formulate simple conclusions based on the text;
Based on the text, compose a small monologue statement, answering the question posed.
Working with text: information evaluation
Participate in a learning dialogue when discussing a read or listened text
In the process of working with one or more sources, identify reliable (contradictory) information.
Formation of ICT competence of students
(metasubject results)
Content line name
The graduate will learn
The graduate will receive
opportunity to learn
Acquaintance with ICT tools, computer hygiene
Use safe for the organs of vision, nervous system, musculoskeletal system, ergonomic methods of working with a computer and other ICT tools; perform compensatory physical exercise(mini charger);
Computer input technology: text input, sound, image, digital data recording
Information processing and retrieval
Search for information in age-appropriate digital dictionaries and reference books, databases controlled by the Internet,
Competently formulate queries when searching on the Internet; be critical of information and the choice of source of information.
Create, present and send messages
Prepare and deliver a presentation to a small audience
Activity planning, management and organization
Determine the sequence of actions, draw up instructions (simple algorithms) in several actions,
CRITERIA AND NORMS FOR ASSESSING THE KNOWLEDGE AND SKILLS OF STUDENTS WITH RESPECT TO VARIOUS FORMS OF KNOWLEDGE CONTROL
Tools
to assess the planned personal, meta-subject and subject results of mastering the primary education program:
Toolkit of planned personal results of mastering the primary education program:
1. Typical tasks for assessing personal results (How to design universal learning activities in elementary school. From action to thought: a guide for the teacher / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]); under the editorship of A.G. Asmolov .- M .: Education, 2011.)
2. Methods for studying the process and results of the development of the student's personality (Educational process of studying effectiveness / edited by E.N. Stepanov.- M .: Creative Center, 2003 .)
3. Methods for studying the level of adaptation for grades 1 and 4 (Projective test of personal relationships, social emotions and value orientations"House" - O.A. Orekhova, pictographic test "School" - Barkan A.I., Poluyanov Yu.A., psychological and pedagogical prognostic screening by E. Egzhakova (in the 1st grade),
4. Methodology for the study of the emotional and psychological climate Karpova G.N. (1 class)
5. Sociometry J. Morena.
6. Color relationship test. (Study of the emotional and psychological climate in the team) Etkind
Assessment Methods: frontal written, individual conversation, questioning, age-psychological counseling.
Toolkit of the planned meta-subject results of mastering the primary education program:
1. Diagnosis of meta-subject and personal results in grades 1-2, grades 3-4 (according to A.G. Asmolov)
2. Final verification work on the subjects of UUD as an instrumental basis (according to the method of G.S. Kovaleva, O.B. Loginova )
3. Complex work on an interdisciplinary basis and work with information (according to G.S. Kovaleva, O.B. Loginova).
4. Olympiad and creative tasks, projects ( extracurricular activities).
Assessment Methods: frontal written, individual conversation, questioning, observation.
Toolkit of the planned subject results of mastering the primary education program:
As part of the intermediate and final certification and current control:
level final examinations
complex work on an interdisciplinary basis and work with information.
Assessment Methods: standardized written and oral work, projects, practical work, creative work, (introspection and self-assessment, observations, etc.).
Forms and criteria for assessing the planned personal, meta-subject and subject results of students in the process of mastering the primary education program
Assessment of personal results can be described as an assessment of the planned results presented in the "Personal learning activities" section of the interdisciplinary program for the formation of universal learning activities.
The main object of evaluation of personal results is the formation of universal actions included in the following three main blocks:
self-determination - the formation of the internal position of the student;
sense formation;
moral and ethical orientation.
Personal Outcomes 1st grade students in full compliance with the GEF IEO are not subject to final assessment.
Features of evaluation of metasubject results are connected with the nature of universal actions. By virtue of their nature, being essentially functionally orienting actions, meta-objective actions form the psychological basis and are a decisive condition for the success of students in solving objective problems.
Thus the action takes in the structure learning activities the student's place of operation, acting as a means, not the goal of the child's activity.
Thus, the evaluation of meta-subject results can be carried out in the course of various procedures. For example, in the final test work on subjects or in complex work on an interdisciplinary basis, it is advisable to make an assessment of the formation of most cognitive learning activities and skills in working with information, as well as an indirect assessment of the formation of a number of communicative and regulatory actions.
In the course of internal assessment, recorded in the portfolio in the form of assessment sheets and observation sheets of a teacher or school psychologist, the achievement of such communicative and regulatory actions can be assessed.
It is most expedient to assess the level of formation of a number of universal educational activities in the form of non-personalized procedures.
Grade 1 students are not graded on five-point system.
The object of evaluation of subject results becomes, in full accordance with the requirements of the standard, the ability of students to solve educational-cognitive and educational-practical tasks.
Evaluation of subject results can be carried out both in the course of non-personalized procedures in order to assess the effectiveness of the education system and educational institution, and in the course of personalized procedures, with the aim of the final assessment of the results of the educational activities of graduates.
At the same time, the final assessment is limited to monitoring the success of mastering the actions performed by students with subject content that reflects the basic knowledge system of a given training course.
The achievement of these substantive results is assessed, as a rule, in the course of the final verification work. In some cases, their achievement can also be checked during the current and intermediate assessment, and the results obtained are recorded in the cumulative assessment system (for example, in the form of a portfolio) and taken into account when determining the final grade.
Examples of this kind of work can be:
On the subjects of the aesthetic cycle - audio recordings, photo and video images of examples of performing activities, illustrations for musical works, illustrations on a given topic, products of one's own creativity, audio recordings of monologue statements of descriptions, materials of introspection and reflection, etc.
Therefore, in the current assessment activities and in the assessment of individual components of the portfolio, it is advisable to correlate the results demonstrated by the student with assessments of the type:
“pass / fail” (“satisfactory / unsatisfactory”) - i.e., an assessment indicating the mastery of the basic knowledge system and the correct performance of educational actions within the range (range) of specified tasks built on the supporting educational material;
“good”, “excellent” - marks indicating the assimilation of the basic knowledge system at the level of conscious voluntary mastery of educational actions, as well as the outlook, breadth (or selectivity) of interests.
This does not exclude the possibility of using the traditional system of marks on a 5-point scale, however, it requires clarification and rethinking of their content. In particular, the achievement of the reference level in this assessment system is interpreted as the unconditional educational success of the child, as the fulfillment of the requirements of the standard, and is correlated with the grade "satisfactory" ("pass").
Conversation, practical work, creative work, experiments and observations, excursion is evaluated by the teacher.
Classification of errors and shortcomings that affect the reduction of the assessment.
Errors:
violation of the sequence of work;
improper performance of work;
errors in the performance of work;
ignorance of the material, inability to perform independent work;
lack of ability to draw;
errors leading to incorrect results;
inability to navigate the sequence of work.
Drawbacks:
inaccuracies in the execution of drawings, sketches, sketches;
individual violations of the sequence of operations;
inaccuracies in determining the purpose of tools and materials;
inaccuracies in the performance of work.
Topic name,
Number of hours
Federal component
Regional component
Practical part
You are portraying. Acquaintance with the Image Master.
"Image Master" teaches to see and depict.
And all subsequent years of study will help children in this - help them see, consider the world. To see, one must not only look, but also draw oneself. This must be learned. Here, only the foundations of understanding the enormous role of the activity of the image in people's lives are laid, in the coming years the teacher will develop this understanding. The discovery of the quarter also includes the fact that in art there is not only an Artist, but also a Spectator. Being a good viewer also needs to be learned, and Image Master teaches us that.
You decorate. Acquaintance with the Master of Decoration.
The Master of Image, whom the children met earlier, is the Master of Cognition, which helps them look closely into life. The Master of Decoration does something completely different in life - he is the Master of Communication, as he organizes the communication of people, helping them to openly reveal their roles.
Today we go on a hike, tomorrow we go to work, then we go to a ball and with clothes we talk about these roles of ours, about who we are today, what we will do. More clearly, of course, this work of the Master of Decoration is manifested at balls, carnivals, in theatrical performances. Yes, and in nature we distinguish, for example, some birds or butterflies from others by their decorations.
You are building. Introduction to the Builder.
The Master of Image is the Master of Knowledge, the Master of Decoration is the Master of Communication, and the Master of Construction is the Master of Creation of the objective environment of life.
In this quarter, his brothers take off his invisibility cap and hand over the reins of government to him. People can learn about the world and communicate only if they have a humanly organized environment. Every nation has been building since primitive times. Children also build in their games from sand, cubes, chairs - any material at hand. Before starting the study, the teacher (with the help of the children) should collect as much “building material” as possible (for example, milk cartons, yoghurts, shoes, etc.).
Image, decoration, construction always help each other.
The purpose of the theme is to show the children that in fact our three Masters are inseparable. They constantly help each other. But each Master has his own work, his own purpose. And in a particular work, one of the Masters is always in charge. Here, for example, are our drawings-images: where is the work of the Master of Construction here? Now these works adorn the classroom. And in the works where the Master of Decoration was the main one, how did the Master of the Image and the Master of Construction help him? The main thing is to remember with the guys what exactly the role of each Master is and what he helped to learn.
Total:
DESCRIPTION OF THE LOGISTIC AND TECHNICAL SUPPORT OF THE EDUCATIONAL PROCESS
Educational kit
Nemensky B.M. and other fine arts. Work programs. 1-4 classes.
Nemenskaya L.A. Visual arts: You depict, decorate and build. Textbook. 1 class.
Nemensky B. M., Nemenskaya L. A., Koroteeva E. I. and others. Fine art. Toolkit. 1-4 classes.
Logistics of the educational process
Methodical magazines on art
Educational visual aids
Readers literary works for art lessons
Reference manuals, encyclopedias
Art albums
Books about artists and art museums
Non-fiction literature on art
Portraits of Russian and foreign artists
Tables, diagrams, didactic handouts
Multimedia programs, electronic textbooks
Digital Libraries for Art
Technical means
TV
record player
video recorder
slide projector
camera
audio recordings
videos
slides
screen
magnetic board
Educational and practical class equipment
easels
Constructors
brushes
Paper
Scissors
Models, herbariums, models, draperies
Dolls, masks
Sample programs for academic subjects. Elementary School. At 2 p.m. Part 2. - 3rd ed. – M.: Enlightenment. 2011. - (Standards of the second generation).
APPLICATION
to the main educational program
primary general education,
approved by order No. 360-p of 09/04/2013
WORKING PROGRAMM
ART
1 class
/School of Russia/
1. EXPLANATORY NOTE
The program was developed on the basis of the Federal State Educational Standard of Primary General Education, the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen, the planned results of primary general education.
Exemplary program in fine arts. Grades 1-4 (second generation standards) - M .: Education, 2011;
General characteristics of the subject
Target the subject "Fine Arts" - the formation of the artistic culture of students as an integral part of the spiritual culture, that is, the culture of world relations developed by generations. These values, as the highest values of human civilization, accumulated by art, should be a means of humanization, the formation of moral and aesthetic responsiveness to the beautiful and the ugly in life and art, that is, the vigilance of the child's soul.
The course is designed as an integral system of introduction to artistic culture and includes on a single basis the study of all the main types of spatial (plastic) arts. They are studied in the context of interaction with other arts, as well as in the context of specific connections with the life of society and the individual.
The systematizing method is identification of three main types of artistic activity for visual spatial arts:
- visual art activity;
- decorative art activity;
- constructive artistic activity.
Three ways of artistic assimilation of reality in elementary school act as accessible types of artistic activity for children: image, decoration, construction. The constant practical participation of schoolchildren in these three activities allows them to systematically introduce them to the world of art.
The subject "Fine Arts" involves the co-creation of a teacher and a student; dialogue; clarity of tasks and variability of their solution; mastering the traditions of artistic culture and improvisational search for personal meaningful meanings.
Main types of learning activities- practical artistic and creative activity of the student and the perception of the beauty of the world and works of art.
Practical artistic and creative activity(the child acts as an artist) and art perception activity(the child acts as a spectator, mastering the experience of artistic culture) are creative in nature. Students master various art materials, as well as artistic techniques (application, collage, monotype, modeling, paper plastic, etc.).
One of the tasks is constant change of art materials, mastering their expressive abilities. Variety of activities stimulates the interest of students in the subject and is a necessary condition for the formation of the personality of each.
Perception of works of art involves the development of special skills, the development of feelings, as well as mastering the figurative language of art. Only in the unity of the perception of works of art and their own creative practical work does the formation of figurative artistic thinking of children take place.
A special type of activity of students is the implementation creative projects and presentations.
The development of artistic figurative thinking students is built on the unity of its two foundations: development of observation, i.e. the ability to peer into the phenomena of life, and fantasy development, i.e., the ability to build an artistic image on the basis of developed observation, expressing one's attitude to reality.
The program "Fine Arts" provides for the alternation of lessons individual practical creativitystudents and lessons collective creative activity.
Collective forms of work: work in groups; individual-collective work (each performs his part for a common panel or building).
Artistic activity: image on a plane and in volume (from life, from memory, from imagination); decorative and constructive work; perception of the phenomena of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work on lessons; study of artistic heritage; selection of illustrative material for the topics studied; listening to musical and literary works (folk, classical, modern).
Discussion of children's work in terms of their content, expressiveness, originality, it activates the attention of children, forms the experience of creative communication.
periodic organization of exhibitions gives children the opportunity to see and evaluate their work again, to feel the joy of success. The work of students completed in the classroom can be used as gifts for relatives and friends, can be used in the design of the school.
The place of the subject in the curriculum
The study of the subject is given 1 hour per week - 33 hours per year.
Value orientations of the content of the subject
The priority goal of art education at school is spiritual and moral development child.
The culture-creating role of the program is to educate citizenship and patriotism: the child comprehends the art of his homeland, and then gets acquainted with the art of other peoples.
The program is based on the principle “from the native threshold to the world of universal culture”. Nature and life are the basis of the formed world relation.
Links between art and human life, the role of art in its daily existence, in the life of society, the importance of art in the development of each child - the main semantic core of the course .
The program is designed to give students a clear understanding of the system of interaction between art and life. There is a wide involvement life experience children, examples from the surrounding reality. Work based on observation and aesthetic experience of the surrounding reality is an important condition for children to master program material. The desire to express one's attitude to reality should serve as a source of development of figurative thinking.
One of the main objectives of the course is the development of the child interest in the inner world of man, the ability to deepen oneself, to realize one's inner experiences. This is the key to development empathy abilities I.
Any topic on art should not just be studied, but lived in an activity form, in the form of a personal creative experience. For this, it is necessary to master the artistic-figurative language, the means of artistic expression. A developed ability for emotional assimilation is the basis of aesthetic responsiveness. On this basis, the development of feelings, the development of the artistic experience of generations and the emotional and value criteria of life take place.
2. MAIN CONTENT OF THE SUBJECT "YOU DRAW, DECORATE AND BUILD"
Chapter
Working programm
Section 1: You portray. Acquaintance with Image Master – 9 o'clock
Images are all around us.
The Image Master teaches you to see.
You can depict a spot.
You can depict in volume.
It can be shown as a line.
Multicolored paints.
You can depict what is invisible.
Artists and viewers (generalization of the topic).
Unit 2: You decorate. Acquaintance with the Master of Decoration – 8 hours
The world is full of decorations.
Beauty must be seen.
Patterns created by people.
How a person decorates himself.
Master of Decoration helps to make a holiday (generalization of the theme).
Unit 3: You build. Getting to know the Builder– 11 a.m.
buildings in our lives.
Houses are different.
Houses built by nature.
House outside and inside.
We are building a city.
Everything has its own structure.
We build things.
The city in which we live (generalization of the topic).
Section 4: Image, decoration, building always help each other– 6h.
The Three Master Brothers always work together.
"Dreamland". Creation of a panel.
"Spring Festival". Paper construction.
A lesson in love. The ability to see.
Hello summer! (generalization of the topic).
Total:
3. REQUIREMENTS FOR THE LEVEL OF TRAINING OF STUDENTS
Personal, meta-subject and subject results of mastering a subject
As a result of studying the course "Fine Arts" in elementary school, certain results should be achieved.
Personal Outcomes are reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the subject under the program "Fine Arts":
a sense of pride in the culture and art of the Motherland, its people;
respect for the culture and art of other peoples of our country and the world as a whole;
understanding of the special role of culture and art in the life of society and each individual;
the formation of aesthetic feelings, artistic and creative thinking, observation and fantasy;
the formation of aesthetic needs - the needs for communication with art, nature, the needs for a creative attitude to the world, the needs for independent practical creative activity;
mastering the skills of collective activity in the process of joint creative work in a team of classmates under the guidance of a teacher;
the ability to cooperate with comrades in the process of joint activities, to correlate their part of the work with a common idea;
the ability to discuss and analyze one's own artistic activity and the work of classmates from the standpoint of the creative tasks of this topic, from the point of view of the content and means of its expression.
Metasubject Results characterize the level of formation of the universal abilities of students, manifested in cognitive and practical creative activity:
mastering the skill of creative vision from the standpoint of the artist, i.e. the ability to compare, analyze, highlight the main thing, generalize;
mastering the ability to conduct a dialogue, distribute functions and roles in the process of performing collective creative work;
the use of information technology tools to solve various educational and creative tasks in the process of searching for additional visual material, the implementation of creative projects of individual exercises in painting, drawing, modeling, etc.;
the ability to plan and competently carry out educational activities in accordance with the task, to find options for solving various artistic and creative tasks;
the ability to rationally build independent creative activity, the ability to organize a place of employment;
a conscious desire to master new knowledge and skills, to achieve higher and more original creative results.
Subject Results characterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the subject:
knowledge of the types of artistic activity: visual (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);
knowledge of the main types and genres of spatial visual arts;
understanding the figurative nature of art;
aesthetic assessment of natural phenomena, events of the surrounding world;
application of artistic skills, knowledge and ideas in the process of performing artistic and creative work;
the ability to recognize, perceive, describe and emotionally evaluate several great works of Russian and world art;
the ability to discuss and analyze works of art, expressing judgments about the content, plots and means of expression;
assimilation of the names of the leading art museums in Russia and art museums in their region;
the ability to see manifestations of visual-spatial arts in the surrounding life: in the house, on the street, in the theater, at a holiday;
the ability to use various artistic materials and artistic techniques in artistic and creative activities;
the ability to convey character, emotional states and one's attitude to nature, man, society in artistic and creative activity;
the ability to arrange on the plane of the sheet and in volume the conceived artistic image;
mastering the skills to apply in artistic and creative activities the basics of color science, the basics of graphic literacy;
mastering the skills of modeling from paper, modeling from plasticine, image skills by means of appliqué and collage;
the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country;
the ability to reason about the diversity of ideas about beauty among the peoples of the world, the ability of a person in a variety of natural conditions to create their own original artistic culture;
depiction in creative works of the features of the artistic culture of different (familiar from the lessons) peoples, the transfer of features of their understanding of the beauty of nature, man, folk traditions;
the ability to recognize and name which artistic cultures the proposed (familiar from the lessons) works of fine art and traditional culture belong to;
the ability to aesthetically, emotionally perceive the beauty of cities that have preserved historical appearance, - witnesses of our history;
the ability to explain the significance of monuments and the architectural environment of ancient architecture for modern society;
expression in the visual activity of one's attitude to the architectural and historical ensembles of ancient Russian cities;
the ability to give examples of works of art that express the beauty of wisdom and a rich spiritual life, the beauty inner peace person.
personal results is the formation of the following skills:
Educational and cognitive interest in new educational material and ways to solve a new problem;
Fundamentals of ecological culture: acceptance of the value of the natural world.
Focus on understanding the reasons for success in educational activities, including self-analysis and self-control of the result, on the analysis of the compliance of the results with the requirements of a specific task.
The ability to self-assessment based on the criteria for the success of educational activities;
Metasubject results:
Regulatory UUD:
Take into account the guidelines for action identified by the teacher in the new educational material in cooperation with the teacher;
Plan your actions in accordance with the task and the conditions for its implementation, including in the internal plan;
Adequately perceive the proposals and assessment of teachers, comrades, parents and other people;
Cognitive UUD:
Build messages verbally and writing;
Focus on a variety of ways to solve problems;
Build reasoning in the form of a connection of simple judgments about an object, its structure, properties and relationships;
Communicative UUD :
Allow for the possibility of people having different points of view, including those that do not coincide with his own, and focus on the position of a partner in communication and interaction;
Formulate your own opinion and position; ·to ask questions;
use speech to regulate their actions.
Substantive results study fine arts are the formation of the following skills:
The student will learn :
Distinguish the main types of artistic activity (drawing, painting, sculpture, artistic design and design, arts and crafts) and participate in artistic and creative activities, using various artistic materials and methods of working with them to convey their own ideas;
- learns the meaning of words: artist, palette, composition, illustration, appliqué, collage, floristry, potter;
Recognize individual works outstanding artists And folk craftsmen;
-distinguish between primary and secondary, warm and cold colors; change their emotional intensity by mixing with white and black paint; use them to convey artistic intent in their own educational and creative activities;
basic and mixed colors, elementary rules for their mixing;
Emotional meaning of warm and cold tones;
Features of the construction of the ornament and its significance in the image of an artistic thing;
Know the safety rules when working with cutting and stabbing tools;
Processing methods and techniques various materials;
Organize your workplace, use a brush, paints, palette; scissors;
To convey in the drawing the simplest form, the main color of objects;
Compose compositions taking into account the plan;
Design from paper based on the origami technique, corrugation, creasing, bending;
Construct from fabric based on twisting and binding;
Design from natural materials;
Use simple sculpting techniques.
The student will have the opportunity to learn:
- learn the basics of three types of artistic activity: the image on the plane and in volume; construction or artistic design on a plane, in volume and space; decoration or decorative activity using various art materials;
-participate in artistic and creative activities, using various artistic materials and methods of working with them to convey their own ideas;
- acquire basic skills artistic work in the following arts: painting, graphics, sculpture, design, arts and crafts and folk art forms;
- develop fantasy, imagination;
-acquire the skills of artistic perception of various types of art;
- learn to analyze works of art;
- acquire primary skills in depicting the objective world, depicting plants and animals;
- acquire communication skills through the expression of artistic meaning, expression of the emotional state, one's attitude in creative artistic activity and in the perception of works of art and creativity of one's comrades.
4. TRAINING AND THEMATIC PLANNING
№ n\n
date
Lesson topic
Number of hours
List of used equipment
Homework
Adjustment
1st quarter (9h)
You are portraying. Introduction to the Image Master (9 hours)
Images are all around us.
Images in human life. Subject "Fine Arts".
What will we learn in art classes?
The art room is an art workshop.
Task option - draw the sun
The Image Master teaches you to see. The beauty and diversity of the natural world.
Introduction to the concept of form.
Presentation on the topic of the lesson.
You can depict a spot.
A spot as a way of depicting on a plane. The image on the plane.
The role of imagination and fantasy in the image based on the spot.
A shadow is an example of a spot that helps to see a generalized image of a form.
A metaphorical image of a spot in real life (moss on a stone, scree on a wall, patterns on marble in the subway, etc.).
An image based on a spot in the artists' illustrations for children's books about animals.
You can depict in volume.
Volumetric images.
The difference between an image in space and an image on a plane. Volume, image in three-dimensional space.
Expressive, voluminous objects in nature.
Form integrity.
Album paper, colored paper.
It can be shown as a line. Familiarization with the concepts of "line" and "plane". Lines in nature. Linear images on a plane. Narrative possibilities of the line (the line is the narrator).
Paint program for teacher with screen projection
Multicolored paints.
Introduction to color. Gouache paints.
Color. Emotional and associative sounding of color (what does the color of each paint resemble?).
Color charts.
You can depict what is invisible (mood) Expression of mood in the image.
Emotional and associative sounding of color.
Artists and viewers (generalization of the topic). Initial experience artistic creativity and art experience. Perception of children's visual activity.
Color and paint in the paintings of artists.
Art Museum.
Multimedia presentation about the types of fine arts
2 quarter (7h)
You decorate. Acquaintance with the Master of Decoration(8 h)
The world is full of decorations. Decorations in the surrounding reality. Variety of decorations (decor). The Master of Jewelry teaches to admire beauty, to develop observation skills; it helps to make life more beautiful; he learns from nature.
Flowers are the decoration of the Earth. A variety of colors, their shapes, coloring, patterned details.
Multimedia presentation "Flowers"
Beauty must be seen.
The Master of Decoration learns from nature and helps us to see its beauty. Bright and discreet, quiet and unexpected beauty in nature.
The variety and beauty of shapes, patterns, colors and textures in nature.
Symmetry, repetition, rhythm, free fantasy pattern.
Patterns on the wings Graphic materials, fantasy graphic pattern (on butterfly wings, fish scales, etc.).
The expressiveness of the texture.
Spot to line ratio.
Beautiful fish. Decoration of a fish made with a colored spot using the monotopy technique.
Bird decoration. The image of an elegant bird in the technique of volume application, collage.
Patterns that people have created The beauty of patterns (ornaments) created by man. A variety of ornaments and their application in the subject environment of a person.
The Master of Decoration is the master of communication.
Natural and pictorial motifs in the ornament.
Figurative and emotional impressions from ornaments.
How does a person decorate himself?.
A person's jewelry tells about their owner.
Jewelry can tell others who you are, what your intentions are.
3rd quarter (9h)
Master of Decoration helps to make a holiday (generalization of the topic) Without holiday decorations, there is no holiday. Preparing for the New Year.
New paper skills and generalization of the material of the whole topic.
You are building. Introduction to the Builder (11 hours)
Buildings in our life
An introduction to architecture and design. Buildings in the life around us.
Buildings made by man. They build not only houses, but also things, creating the necessary shape for them - comfortable and beautiful.
Natural buildings and structures.
The variety of natural buildings, their shapes and designs.
The Master of Construction learns from nature, comprehending the forms and constructions of natural houses.
The ratio of forms and their proportions.
Multimedia presentation "Flower City"
Houses built by nature.
Houses are different
Variety of architectural structures and their purpose.
The ratio of the appearance of the building and its purpose. Components of the house and the variety of their forms.
House outside and inside.
The relationship and relationship between the appearance and internal structure of the house.
Purpose of the house and its appearance.
The internal structure of the house, its content. Beauty and comfort at home.
Multimedia presentation “T. Mavrina. Illustrations»
Building a city
Construction of a game city.
The Build Master helps to design the city. Architect.
The role of constructive fantasy and observation in the work of an architect.
Fragments of cartoons
Everything has its own structure.
The structure of the object.
Any image is an interaction of several simple geometric shapes.
Paint program for teacher with screen projection
4th quarter (8h)
We build things.
Construction of household items.
How do our things become beautiful and comfortable?
Multimedia presentation "Designer of household items"
The city we live in (generalization of the topic)
Creation of the image of the city.
Variety of city buildings. Small architectural forms, trees in the city.
Initial skills of collective work on panels.
Image, decoration, building always help each other (5 hours)
Three Master Brothers always work together
The interaction of three types of artistic activity: participate in the process of creating practical work and in the analysis of works of art; as stages, the sequence of creating a work; each has its own social function.
In a specific work, one of the Masters is always the main one, he determines the purpose of the work.
Multimedia presentation "Works of art in human life"
"Dreamland". Creation of a panel.
Image of a fairy world. Masters help to see the world of a fairy tale and recreate it.
The expressiveness of the placement of elements of the collective panel.
Presentation
"Spring Festival". Paper construction.
Paper construction of objects of nature.
multimedia presentation.
A lesson in love. The ability to see. Perception of the beauty of nature.
Brothers-Masters help to consider the objects of nature: construction (how it is built), decor (how it is decorated).
multimedia presentation.
Hello summer! (generalization of the topic)
The beauty of nature delights people, artists sing about it in their works.
The image of summer in creativity Russian artists.
Painting and sculpture. Reproduction.
Multimedia presentation "Summer in the work of Russian artists"
5. MATERIAL AND TECHNICAL SUPPORT
Name of objects and means of material and technical support:
Library Fund;
printed manuals;
Technical means;
Screen and sound aids;
Class equipment
Name
The year of publishing
publishing house
A.A. Pleshakov
School of Russia. Concept and programs for elementary school. At 2h, Ch.2
Moscow "Enlightenment"
L.V. Shamparova
Art. Grades 1-4: work programs based on textbooks edited by B.M. Nemensky
Moscow "Enlightenment"
Nemenskaya L.A.
Art. You depict, decorate and build. Grade 1: textbook for educational institutions
Moscow "Enlightenment"
Nemensky B.M.
"Your workshop" workbook. 1 class
Moscow "Enlightenment"
The work program is based on the exemplary program Visual Arts in grades 5–9, ed. B. M. Nemensky in accordance with the main provisions of the federal state educational standard of basic general education, the Concept of spiritual and moral development and education of the personality of a citizen of Russia and is focused on work on the educational and methodological set:
Goryaeva N.A. Art. Decorative and applied art in human life - Grade 5.
Download:
Preview:
Fine Arts Work Program for Grade 5
Explanatory note
The fine arts program for the 5th grade was compiled in accordance with the Federal Law “On Education in the Russian Federation” No. 279 - FZ of December 29, 2012, on the basis of the Charter of the MBOU “Domozhakovskaya Secondary School named after. N.G. Domozhakova, PEP MBOU "Domozhakovskaya secondary school named after. N.G. Domozhakov, the curriculum of MBOU "Domozhakovskaya secondary school named after. N.G. Domozhakov.
The work program is based on the exemplary program Visual Arts in grades 5–9, ed. B. M. Nemensky in accordance with the main provisions of the federal state educational standard of basic general education, the Concept of spiritual and moral development and education of the personality of a citizen of Russia and is focused on work on the educational and methodological set:
- Goryaeva N.A. Art. Decorative and applied art in human life. Grade 5: textbook. for general education organizations / N.A. Goryaeva, O.V. Ostrovskaya; ed. B.M. Nemensky. - 4th ed. - M.: Education, 2014. - 191 p.
Thematic planning in grade 5 is designed for 1 hour per week during the school year, that is, 35 hours per year.
primary goal subject "Fine Arts" - the development of visual-spatial thinking of students as a form of emotional-value, aesthetic development of the world, as a form of self-expression and orientation in the artistic and moral space of culture.
The artistic development of students is carried out in the process of practical, activity-based form in the process of personal artistic creativity.
Main goals subject "Fine Arts":
Formation of the experience of semantic and emotional-value perception of the visual image of reality and works of art;
Development of artistic culture as a form of material expression in the spatial forms of spiritual values;
Formation of understanding of the emotional and value meaning of the visual-spatial form;
The development of creative experience as the formation of the ability to act independently in a situation of uncertainty;
Formation of an active interested attitude towards the traditions of culture as a semantic, aesthetic and personally significant value;
Raising respect for the history of the culture of their Fatherland, expressed in its architecture, fine arts, national images of the material and spatial environment and understanding of human beauty;
Development of the ability to navigate in the world of modern artistic culture;
Mastering the means of artistic representation as a way to develop the ability to see real world as the ability to analyze and structure a visual image based on its emotional and moral assessment;
Mastering the basics of the culture of practical work with various artistic materials and tools for the aesthetic organization and design of the school, household and industrial environment.
General characteristics of the subject
The subject "Fine Arts" unites the practical artistic and aesthetic perception of works of art and the surrounding reality into a single educational structure. Visual arts as a school discipline has an integrative character, which includes the foundations of various types of visual-spatial arts - painting, graphics, sculpture, design, architecture, folk and decorative arts, images in spectacular and screen arts. The program takes into account the traditions of Russian art education, modern innovative methods, analysis of foreign artistic and pedagogical practices. The semantic and logical sequence of the program ensures the integrity of the educational process and the continuity of the stages of training.
Description of value orientations
The academic tasks of the year include further development skills in working with gouache, pastel, plasticine, paper. In the process of mastering the skills of working with a variety of materials, children come to understand the beauty of creativity.
The work program defines a system of lessons, a didactic model of teaching, pedagogical means, with the help of which it is planned to form and master knowledge and relevant skills.
In the thematic plan, the types and methods of artistic activity of schoolchildren in the lessons of fine arts are defined using various forms of expression:
- the image on the plane and in volume (from nature, from memory, from representation);
- decorative and constructive work;
- perception of the phenomena of reality and works of art;
- discussion of the work of comrades, the results of collective creativity, during which the skills of educational cooperation are formed (the ability to negotiate, distribute work, evaluate one's contribution to the activity and its overall result) and individual work in the classroom;
– study of artistic heritage;
- selection of illustrative material for the topics studied;
- listening to musical and literary works (folk, classical, modern).
The topics and tasks of the lessons require the ability to organize lessons-disputes, lessons - creative reports, lessons-excursions. From lesson to lesson there is a constant change of artistic materials, mastering their expressive capabilities.
The variety of activities and forms of work with students stimulates their interest in the subject, the study of art and is a necessary condition for the formation of the child's personality.
The thematic plan provides for the widespread use of visual aids, materials and tools for information technology and methodological support from the textbook and collections of classical works.
Personal, meta-subject and subject results
learning a subject
In accordance with the requirements for the results of mastering the main arr basic program of general educationformation of the federal stateof the natural educational standard, teaching in the visual arts classes is aimed atachievement by students of personal, meta-subject and subject results.
Personal Outcomesare reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the subject "Fine Arts":
- education of Russian civil identity: patriotism, love and respect for the Fatherland, a sense of pride in their homeland, the past and present of the multinational people of Russia; awareness of one's ethnicity, knowledge of the culture of one's people, one's region, the foundations cultural heritage the peoples of Russia and humanity; assimilation of humanistic, traditional values of the multinational Russian society;
- form responsible attitude towardsteaching, readiness and ability of students for self-development and self-education based on motivation for learning and cognition;
- the formation of a holistic worldview that takes into account the cultural, linguistic, spiritual diversity of the modern world;
- the formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture; readiness and ability to conduct a dialogue with other people and achieve mutual understanding in it;
- development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior, conscious and responsible attitude to their own actions;
- communication formationactive competence in communicationand cooperation with peers, adults in the process of educational, creative activities;
- awareness of the importance of the family in the life of a person and society, acceptance of the value family life respectful and caring attitude towards family members;
- development of aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world, creative activity of an aesthetic nature.
Metasubject Resultscharacterize the level of formation of the universal abilities of students, manifested in cognitive and practical creative activity:
- the ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity;
- the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways solving educational and cognitive problems;
- the ability to correlate their actions with the planned results, to control their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation;
- the ability to assess the correctness of the educational task, own possibilities her decisions;
- possession of the basics of self-control, self-assessment, decision-making and implementation conscious choice in educational and cognitive activities;
- ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and consideration of interests; formulate, argue and defend your opinion.
Subject Resultscharacterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the subject:
- formation of the foundations of the artistic culture of students as part of their general spiritual culture, as a special way of learning life and environments organization of communication; development of the aesthetic emotionally -value vision of the world around; developmentobservation,empathy, visual memoryty, associativethinking, artistic taste and creative th imagination;
- visa development spatial thinking as a form of emo rationally - value development of the world, self-expression and orientation tion in art natural and moral space of culture;
- mastering thin artistic culture in all its diversity, genres and styles as a material expression of spiritual prices news, in embodied in spacesforms (folklore artcreative work different peoples, classical products niya ote domestic and foreignart, contemporary art);
- wake up respect for the history of the culture of their Fatherland, expressing female in architecture, fine artart, in nationaltimes of the subject-material and spatial environment, inunderstanding of human beauty;
- prio shaving the experience of creating thina feminine image in different types Andgenres of visual-spatial arts: illustrator nyh ( painting, graphics, sculpturesa), decorative and applied, in architexture and design; acquisitionexperience in visualatom in syntheticsome arts (theater and cinema);
- development of the need to communicate with works of fine art, the development of practical skills in the perception, interpretation and evaluation of works of art; formation of an active attitude to the traditions of artistic culture as a semantic, aesthetic and personally significant value;
- awareness of the importance of art and creativity in the personal and cultural self-identification of the individual;
- development of individual creative abilities of students, the formation of a sustainable interest in creative activity.
Grade 5 is devoted to the study of a group of decorative arts, in which their practical meaning is preserved for children, their connection with folklore, with national and folk art roots. Here, to the greatest extent, the naive-decorative language of the image inherent in childhood and the direct imagery, the playful atmosphere inherent in both folk forms and the decorative functions of art in modern life. The implementation of the program of this year of study involves an emphasis on local artistic traditions and specific crafts.
For the formation of the worldview of adolescents, it is especially important to get acquainted with folk, peasant decorative art, which most fully preserves and transmits to new generations national traditions, forms of aesthetic attitude to the world developed by the people.
The figurative language of decorative art has its own characteristics. Color and form in the decorative arts often have a symbolic meaning. A sense of harmony and a sense of material can be especially successfully developed in students in the process of studying color and linear rhythms, compositional harmony is gradually mastered by students from lesson to lesson.
That is why the development of the ability of students to feel and understand the aesthetic principles of decorative art, to realize the unity of the functional and aesthetic meaning of things is important for the formation of the culture of life of our people, the culture of their work, the culture of human relations.
Section title and content | Qty. hours |
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ancient roots folk art They get acquainted with traditional images in folk art (mother earth, tree of life, horse-elk-deer, bird, solar signs), a peasant house, is considered as an artistic image that reflects the relationship of the large cosmos (macrocosm) and the human world, vital areas of the peasant interior, mastering the language of ornament on the material of Russian folk embroidery, familiarity with the costume and folk-holiday rituals | 9 h |
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Connection of times in folk art Inclusion of children in search groups for the study of traditional folk art crafts of Russia (Zhostovo, Khokhloma, Gzhel). When students get acquainted with Filimonovo, Dymkovo, Kargopol folk clay toys, one should pay attention to the vitality of the most ancient images in them: a horse, a bird, a woman. To direct the efforts of students to the perception and creation of an artistic image of a toy in the traditions of the Stary Oskol craft. When studying Borisov ceramics, pay attention to the variety of sculptural forms of dishes, small plastics; on the organic unity of form and decor; on ornamental and decorative plot compositions of painting; to the main distinguishing elements | 7 h |
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The manifestation of an emotional response, interest in the variety of forms and decor in the classical arts and crafts of different peoples, countries, times. Focusing on the social function of this art, presenting its role in organizing the life of society, in the formation and regulation of human relations, in distinguishing people by social and professional affiliation. The conversation about the social role of decorative art should be closed to the present, in order to show the students that the costume, its decor still conveys information, enshrined in the form of insignia. These signs have social and symbolic meaning. When getting acquainted with the image of the artistic culture of the ancient Egyptians, ancient Greeks, the East on the example of Japan, Western Europe of the Middle Ages, the main emphasis is shifted to the decorative sign, social role costume and, in addition, the emotional interest of students in the figurative, stylistic unity of the decor of clothing, household items, and interior belonging to a certain era is fixed. Familiarization with the coats of arms and emblems of the Kemerovo region occurs when determining the symbolic nature of the language of the coat of arms as a distinctive sign, its constituent parts, symbolic meaning figurative elements and colors in the art of heraldry | 10 h |
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Decorative arts in the modern world Acquaintance in the lessons with the richness of varieties of ceramics, art glass, metal, etc., definition figurative system works, their perception from the point of view of the unity of form, helps to identify the means used by the artist in the process of translating the idea | 9 h |
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Total | 35 h |
Quality control of knowledge, skills and abilitiesis carried out in the form of oral surveys, creative works and test tasks. The final control at the end of the year is carried out in the form control work, which includes test tasks and practical work.
Requirements for the level of training of students
As a result of the development of the program,learners should know:
The meaning of the ancient roots of folk art;
Connection of times in folk art;
The place and role of decorative art in the life of man and society at different times;
Know several different crafts, the history of their origin and development (Gzhel, Zhostovo, Khokhloma);
To be able to distinguish the decorative art of different times by stylistic features: Egypt, Ancient Greece, medieval Europe, baroque, classicism;
Represent the development trends of contemporary everyday and exhibition art.
Learners should be able to:
Reflect in drawings and projects the unity of form and decor (at an accessible level);
Create your own improvisation projects in line with the figurative language of folk art, modern folk crafts (limitation of the color palette, variations of ornamental motifs)
Create projects of various environmental objects united by a single style (clothes, furniture, interior details of a certain era);
Combine creative efforts in individual-collective work to create projects for decorating the school interior, or other decorative works made in the material.
List of main literature
1. Visual arts. Work programs. Subject line of textbooks, ed. B. M. Nemensky. Grades 5–9: a guide for general education teachers. institutions / B.M. Nemensky, L.A. Nemenskaya, N.A. Goryaeva, A.S. Petersburg. – M.: Enlightenment, 2011. – 129 p.
2. Exemplary programs for academic subjects. Visual arts, grades 5-7. Art, grades 8-9: project. - M .: Education, 2010. - 176 p.
3. Goryaeva N.A. Art. Decorative and applied art in human life. Grade 5: textbook. for general education organizations / N.A. Goryaeva, O.V. Ostrovskaya; ed. B.M. Nemensky. - 4th ed. - M.: Education, 2014. - 191 p.
4. Visual arts. Grade 5: lesson plans according to the B.M. Nemensky / ed. - comp. O.V. Sviridov. - Volgograd: Teacher, 2012. - 170 p.
5. Visual arts. 5th grade: Technological cards lessons according to the textbook N.A. Goryaeva / ed. - comp. I.N. Klochkov. - Volgograd: Teacher, 2015. - 122 p.
Internet resources
1. Federal state educational standard: http://www.standart.edu.ru
2. Network association of methodologists "SOM" (one of the projects of the Federation of Internet Education): http://som.fio.ru
3. Portal "All education": http://catalog.alledu.ru
4.Federal Center for Information and Educational Resources: http://fcior.edu.ru
5. http://www.orientmuseum.ru/art/roerich
6. http://www.artsait.ru
Calendar-thematic planning (IZO - grade 5)
Lesson topic | Date | Note |
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Plan. | Fact. |
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I quarter | ||||
Ancient images in folk art | 03.09 | |||
The decoration of the Russian hut. platbands | 10.09 | |||
Facade of a Russian hut | 17.09 | |||
Design and decoration of folk items | 24.09 | |||
Carved and painted spinning wheels | 01.10 | |||
The inner world of the Russian hut | 08.10 | |||
Russian folk embroidery | 15.10 | |||
Folk festive costume | 22.10 | |||
Folk holiday rituals | 29.10 | |||
II quarter |
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Ancient images in modern folk toys | 12.11 | |||
Dymkovo toys | 19.11 | |||
Gzhel art | 26.11 | |||
Gorodets painting | 03.12 | |||
Golden Khokhloma | 10.12 | |||
Zhostovo. Painting on metal | 17.12 | |||
Chips. Painting on bast and wood | 24.12 | |||
3rd quarter |
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Why do people need jewelry | 14.01 | |||
The role of decorative art in the life of ancient society | 21.01 | |||
Costume in the era of ancient Egypt | 28.01 | |||
Greek pottery | 04.02 | |||
Land of the Rising Sun. Japanese costume | 11.02 | |||
The meaning of color in the costume of ancient China | 18.02 | |||
Society life in Western Europe | 25.02 | |||
Costumes of the peoples of Russia | 03.03 | |||
What emblems and emblems tell us | 10.03 | |||
Decor - man, society, time | 17.03 | |||
IV quarter |
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Contemporary exhibition art. Ceramics | 31.03 | |||
Art glass. Artistic forging | 07.04 | |||
Salt dough decorative panel | 14.04 | |||
stained glass | 21.04 | |||
Batik is the art of painting fabric. Tapestry (weaving carpets) | 28.04 | |||
Patchwork application, or collage | 05.05 | |||
Bast decorative toys. Decorative dolls | 12.05 |
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