Goal: enrichment of the child’s emotional and sensory sphere by experiencing various images of the wind.
- Develop a sense of rhythm, coordination, balance;
- Form communication skills;
- Express and realize children’s creative ideas in creating an image of the wind.
In this lesson, during the game, children experience the “colors” of the wind, its breathing and music:
The image of the autumn wind with rain, thunderstorm, lightning, with a cloud and colorful leaves;
Creating an image of winter wind with snow, snowflakes;
Transformation of a fierce wind into a spring-summer breeze.
For a holistic perception by children of the image of the “multi-colored” wind, the content of the lesson includes:
- Breathing exercises;
- Rhythmic exercises;
- Perception of music;
- Listening to fairy tales, poetic texts;
- Speech declamation;
- Plastic intonation;
- Eurythmic gestures;
- Animation of images;
- Drawing shapes.
Lesson material:
- Chiffon scarves in different colors.
- Multi-colored leaves and white snowflakes made of paper.
- Basket with confetti.
- Fan-fan.
- Paints or wax crayons.
- Album sheets.
- Musical works that convey images and character.
During the classes
-
Entering the activity space
- Creating a “collective space” for the game
- "Breath of wind"
- “Colorful fireworks”
- Creating an image of winter wind
- Transformation of the wind. Immersion in the world of a fairy tale: “The Tale of the Wind”
- Artistic rendering of the element of wind
Children are sitting at their desks. The teacher recites K. Balmont’s poem “Wind” to calm music:
Wind, wind, wind, wind
Why are you making all the noise in the branches?
Free wind, wind, wind,
The reeds tremble before you.
Wind, wind, wind, wind,
Why are you tormenting my soul?You sigh, half asleep,
And you hurry to fall asleep quickly.
I fell asleep a little - and, awakened,
You're ready to fly again.
Stop! Where to, restless?
Eternally - straight, again - on the road.All the places are familiar to you,
You rustle in the air
You enter the reservoirs with ripples,
You shine with shaky grass.
You carry clouds, beckon thunder -
And again you go into silence.Oh, infidel! Wind, wind,
You don't remember anything.
Give me the wind of oblivion too,
Give me your aspirations.
Wind, wind, wind, wind,
You are the most beautiful!
He can be free, restless, mischievous, affectionate, and also northern, fierce. His character is constantly changing. Sometimes it is multi-colored, like autumn leaves, sometimes white like snow, sometimes purple like a cloud.
The teacher gathers the children in a circle with a round dance song.
Following summer, autumn comes
The wind sings yellow songs to her.
Lays red foliage under your feet
A white snowflake flies into the blue.
Plastic intonation of poetry
Children in plastic convey the image of the wind:
From the field, from the sea, from distant mountains - slowly wave their arms;
The winds are flying into our yard.- swinging arms at the top;
The first wind crushes the willow,- bending to the sides;
And the second one bends the birch tree,- rocking forward, backward;
The tritium wind breaks the oak tree,- vigorous bending and squats;
Raises a cloud of dust- stand up, arms up to the sides;
Don't clog your eyes- imitate rubbing the eyes;
Turn away and don't look- turn away;
Let's scatter like the winds- run around the class, pretending to be the wind;
One, two, three and into place- are returning.
Breathing exercise
Inhale - arms to the sides;
Exhale – fold your arms in front, taking two steps to the center of the circle;
Two steps back and breathe again.
Speech recitation “Music of the wind”
The teacher and children, with the help of rhythms and plasticity, convey the “musicality” of the wind:
Drop one, drop two- calmly, with spanks;
Drop slowly at first- fingers of one hand
Drip, drip, drip, drip the wrist of the other hand;
The drops began to keep pace
Drop drop customize- the same thing, but with quick spanks;
Drip, drip, drip, drip.
Creating the image of a shining, thundering wind
Game “lightning, thunder, rain”
Movements: lightning– cotton at the top; thunder– stamping feet; rain - slaps on the wrist.
The teacher unfolds a purple cloth (imitation of a cloud), on which multi-colored leaves lie. Everyone takes hold of the edge of the scarf and swings it with rhythmic movements, reciting poems:
The wind is blowing, blowing, - shake the fabric;
Blowing, howling - the same, but more energetic from side to side;
yellow leaves- raise their hands up, lower them;
Plucks from a tree - sharply throw the fabric up.
Children collect leaves, the exercise is repeated again with the poem “Windy”. The entire poem is built on the Eurythmic gesture corresponding to the sound [[B]].
Windy
Windy
The whole earth has been ventilated!
Wind leaves from branches
Spread around the world:
Lime,
Birch,
yellow leaf
And pink
Red,
Multicolored.
An old sheet of newspaper...
Sunny, sunny...
Windy, windy!
For the third time, the teacher takes the same scarf, but instead of leaves there are snowflakes in it. When the children, holding the edges, straightened the scarf, the teacher, swinging it, says:
“Winter has come unnoticed.” A cold wind blew from the north, snowflakes fell from the sky: they swirled in the air, fell to the ground - one more beautiful than the other. Let’s lift the scarf and look at this beauty.”
When children lift the scarf up, an amazing picture is visible through the transparent fabric.
Then slowly the children lower the fabric to the floor and sit around.
Exercise with fans
Snowflakes are laid out along the edges of the scarf. The teacher takes a basket containing white or multi-colored confetti. He puts it in his fist (in the center on the fabric) and blows confetti with a fan to the music. Then the children perform this exercise independently, “setting” the wind strength (one at a time).
After this, against the background of music, the teacher tells the children a fairy tale.
There lived in the world a cold north wind. Wherever he appeared, he brought grief and misfortune. His breath froze trees, flowers, animals and even people.
- Why are you so angry? - a small gray bird asked him one day.
- You don't love anyone. You probably don’t even know what love is?
- Love? - the cold north wind was surprised. This was the first time he had heard such a strange word.
-And what is it? - He shouted, but the little gray bird had already flown away.
- What is love? - the wind asked the gentle forest bell, opening its petals towards the morning sun rays.
“Ask the sun, it knows,” the bell laughed.
- What is love? - the wind asked the tallest pine tree, which stretched its branches towards the warmth of the sun.
“Ask the sun, it knows,” the pine tree smiled.
- What is love? - the wind asked the silent mountain, which was looking at the sky and thinking about something.
“Ask the sun, it knows,” the mountain answered quietly.
- What is love? - the wind finally asked the sun.
- Love is when you forget about yourself and give all the affection of your heart to others: a flower, a tree, a mountain. They are warm and happy, because I love them. - That’s what the sun said and fell silent. The cold north wind thought. For a long time he flew over the mountain, the pine tree, and the gentle gentle bell. And then he disappeared.
There was no more cold and misfortune on earth. The weather was warm, sunny and calm. No one knew what happened to the cold north wind. Only the sun knew that the wind had simply forgotten about itself.
A mysterious silence sets in. The teacher carefully removes the scarf with snow and snowflakes. Instead, on the carpet, as in a painting, she lays out chiffon scarves of different colors (to the accompaniment of spring music).
Drawing shapes of an image
The teacher invites the children to their desks. There are sheets of paper and wax crayons on the desks.
- What color was the wind?
- How does the wind change?
- What happened to him?
- Draw how you imagine the wind.
VIII. Protection of individual creative ideas
“Panorama of drawings”
The drawings are laid out on the carpet. Everyone sits around. Children express their feelings and wishes.
Literature
K. Slezak-Schindler. The art of speech at school age. Parsifal. M., 1996.
A textbook of goodness. Peace Banner. T., 1996.
Lopatina K., Skrebtsova M. Nature through the eyes of the soul. Sphere. M., 1999.
Creative work: Do an exercise to convey the dynamics of moving clouds. Create your own composition of the sky with rushing clouds.
Type of visual activity:
Drawing from observation, from memory, from idea (materials of your choice).
Main goals and objectives of the lesson
1.
To create conditions for students’ emotional and aesthetic perception of folk ideas about natural elements and representations in art of one of these elements - air.
2.
Expand children's understanding of landscape as a genre of art, and the techniques of conveying statics and dynamics by graphic means.
3.
To develop students’ associative thinking when perceiving natural phenomena and displaying them in sketches.
4.
To strengthen fourth-graders' graphic skills and abilities in depicting clouds moving across the sky.
Approximate course of the lesson
2. Identifying techniques for depicting moving clouds and comparing the means of painting and graphics.
3. Independent work on a creative task (T., pp. 23-25).
4. Summing up: we review and discuss the students’ work, note the drawings in which the movement and expressiveness of the clouds are conveyed more clearly.
This lesson begins a series of lessons on performing a composition on the theme “Autumn Metamorphoses.” Gradually, from lesson to lesson, students accumulate material for creative work.
You can start this lesson with observations of nature, special signs of autumn characteristic of November. Children will note that autumn at this time is not as friendly and gentle as in September, nature is not as elegant as in the golden time of October. Draw the children's attention to the general state of nature, the sky, trees, grass. It is appropriate to introduce children to folk ideas about natural elements. Born from the mythopoetic thinking of the ancients in very distant times, they continue to live in artistic images. Confirm this using the example of a poem about the wind by K. Balmont (U., p. 49), the poet’s judgment about the main natural elements ( cm. reference materials).
Review with students the works of famous painters and graphic artists who lived at different times (U., pp. 50-52). Note that, although the subjects of the paintings are different, they always contain one of the most necessary elements for a person - air, which we can observe and feel only thanks to movement, wind. And the wind drives waves, clouds, makes trees bend, bends grass, forces a person to bend...
When organizing a dialogue with students on the works of the “Bizarre Movement of Clouds” vernissage, first pay attention to the general state captured in the landscapes, set the children up to view them as if from the perspective of the artist himself. What prompted each of the painters to capture this particular moment in the life of nature, what became the main thing in it, and how did the artist convey this in his work? Why does each landscape convey a certain mood? Invite the children to name this main mood of the picture. Let them choose figurative expressions and words that correspond to it.
Ask fourth graders to name a common motif in different landscapes - the sky with clouds and clouds. The wind moves them in different ways, which is why they seem light, barely floating or, on the contrary, rushing, pressing, thunderous, etc. Invite the children to continue a series of definitions to indicate the state of the sky depicted in the paintings. Help students look at the tools and techniques artists use to show the slowness of clouds or their rapid movement. Under your guidance, they will identify them and name them as follows: alternation of sharp color spots, strokes; smooth and subtle color transitions; horizontal direction of the outlines of clouds and clouds; breaking up the space of the sky with unevenly spaced shapes; arrangement of similar cloud shapes at an angle towards the viewer. This is not a complete list of techniques that painters use to depict the sky.
Graphs use the same techniques, but their means of expression is not color, but dots, lines, strokes, light and shadow spots, etc. Invite children to consider (T., pp. 23-24) options for graphic solutions of cloud masses (using dots, small and large strokes, sometimes applied tightly to each other, sometimes very sparsely, using diagonally elongated lines, with unequal spaces between them). In independent work, students can use these techniques and supplement them with their own. It is important that the drawings convey the characteristic movement of clouds across the sky. The image of plants, trees, and birds will add completeness to the work.
To summarize, have a joint discussion of the drawings, try to set up the class so that in each work the children convey the state of the wind (strong and light, hurricane and subtle) in a completely different, interesting and expressive way, so that each author consciously uses techniques in creating artistic image of one of the main natural elements - air.
Quick reference material
Natural elements. From K.'s notebookBalmont. Fire, water, earth and air are the four royal elements with which my soul invariably lives in joyful and secret contact. I cannot separate any of the sensations from them and I always remember their quadruple voice.
Fire is the all-encompassing triple element, flame, light and warmth... the most beautiful of all. Water is the element of affection and love, its depth is enticing, its voice is a wet kiss. Air is an all-circular cradle-grave, a sarcophagus-alcove, the lightest breath of Eternity and an invisible chronicle that is open to the eyes of the soul. The earth is a heavenly emerald, a precious stone of life, a spring morning, a gentle dawn garden.
I love all the elements equally, albeit in different ways. And I know that every element can be caressing, like a lullaby, and terrible, like the noise of approaching enemy squads, like explosions and peals of devilish laughter.
Water is gentler than fire, because it contains the feminine principle, a tender, moist, all-perceiving nature. Fire is not so gentle at times, but it is stronger, more complex and more terrible, it is more intimate and penetrating. The eyes drown in the air, and the soul is carried away to the eternal, into the white kingdom of incorporeality. The earth is dearer to us than all other elements - heights and lowlands - and we joyfully cling to it with a trembling of happiness in the chest and with a dull, suppressed sob.
I love all the elements, and my creativity lives by them.<...>
I know that there are two gods: the god of rest and the god of movement. I love them both... I hear the wind whistling. I hear the singing of strings. Hammer near the forges. Sounds of world music. I surrender myself to the world. I'm scared. I'm sweet. The world came into me. Goodbye to my yesterday. Hurry to the unknown tomorrow! ( BalmontTO. Works (selected poems and prose) / K. Balmont. - Yaroslavl, 1990. - P. 262-263.)
TO. Balmont
* * *
I am the free wind, I blow forever,
I wave the waves, I caress the willows,
In the branches I sigh, sighing, I grow dumb,
I cherish the grass, I cherish the fields.
In spring bright, like the messenger of May,
I kiss the lily of the valley, in love with a dream,
And the silent azure listens to the wind, -
I am blown away, thrilled, airy, sleepy.
Unfaithful in love, growing like a cyclone,
I throw up the clouds, I blow up the sea,
I'll rush through the plains with a drawn-out groan -
And thunder will awaken in the silent space.
But, again, light, always happy,
More tenderly than a fairy caresses a fairy,
I cling to the trees, breathe over the fields
And, eternally free, I blow into oblivion.
va in folk painting(1 hour)
Perception works of folk and modern masters of Gorodets painting.
Ideas about the richness and diversity of artistic culture (using the example of the culture of the peoples of Russia). The origins of decorative and applied art and its role in human life. Familiarization with works of folk arts and crafts in Russia (taking into account local conditions). Art is around us today. Continued acquaintance with the basics of artistic literacy: composition, color, line, form, rhythm.
Dialogue about art. Images of blooming nature in the works of folk craftsmen and artists. General and different in identifying the techniques of Gorodets painting and other schools of folk art.
"Samples of decorative colors for flowers."
Creative task using the sequence and techniques of Gorodets brush painting.
Materials: brush, gouache, paper.
Expert advice.
Consider products by Gorodets craftsmen, reflecting the people's perception of the world, the connection between man and nature, his native land.
Compare decorative motifs in the products of Gorodets craftsmen, highlight of these are the most common motives.
Tell about the centers of folk crafts, in which flowers, flowering branches, bouquets are the main motifs.
Participate in a discussion of the means of creating images of blooming nature in Gorodets painting, its originality in contrast to other schools of folk art.
Work Distinguish Gorodets painting techniques - “underpainting”, “black painting”, “white painting”. Repeating the techniques of black and white “living” after the folk master, painting with a brush.
Fulfill painting a flowering branch using “black and white paint”.
Continuation
Summing up Discuss yes, yes
5. Bird - a symbol of light, happiness and happiness
Sconce. Decorative composition: equal-
These colorful spots, patterned decorative
New arrangements, symmetry, rhythm, unity
coloring(1 hour)
Perception the image of the bird-of-light in the works of Gorodets masters of the late 19th-20th centuries.
Main content lines. An idea of the role of fine (plastic) arts in the everyday life of a person, in the organization of his material environment. Familiarization with works of folk arts and crafts in Russia (taking into account local conditions). Continued acquaintance with the basics of artistic literacy: composition, color, line, shape, rhythm.
Dialogue about art. A variety of compositional motifs in Gorodets painting, dating back to the ancient tradition of painting spinning wheels. Paired figures in a single plot - two female figures, two birds, two riders on a horse “near the tree”.
Consider decorative composition with birds
"by the tree" Compare images of birds in different types
folk art. Tell, which means in na-
in native art the image of a bird of light. express narrowing
concept of filling space in decorative three-
private composition in Gorodets painting of a spinning wheel
Participate in a discussion of the symbolism of the bird motif in Gorodets painting and artistic expressive means of solving this decorative composition.
Work on artistic and didactic
tables"Samples of decorative dilutions"
bird wok."
Creative task using brush techniques (silhouette, spot, line, “whitewashing”, revealing the rhythm of plumage) in a decorative depiction of birds.
Materials: brush, gouache, paper.
Expert advice.
Work according to the artistic and didactic table. Repeat The rhythm and form of the “whitewashing” is up to the folk master.
Execute with a brush, your own version of painting birds near a flowering branch using Gorodets painting techniques. To express in creative work, one’s own attitude to nature, to the image of the bird of light.
Summing up Discuss creative works of classmates and yes, yes assessment of the results of one’s own and their creative and artistic activities.
6. The horse is a symbol of the sun, fertility and goodness. Decorative composition: line, silhouette with variations of Gorodets designs ( 1 hour)
Perception images of a black horse and rider in the products of Gorodets craftsmen and the works of graphic artist T. Mavrina. The traditional image-symbol of a horse in folk art. The inextricable connection between nature and images of folk art.
Main content lines. The origins of decorative and applied art and its role in human life. The concept of the synthetic nature of folk culture (decoration of the home, household items, tools, costume; music, songs, round dances; epics, legends, fairy tales). Familiarization with works of folk arts and crafts in Russia (taking into account
Distinguish, as an image-symbol of a horse, is presented in various types of oral folk art in decorative, applied and folk art.
Tell why in folk art masters constantly turn to the image of a horse, drive examples from different types of folk art.
Continuation
Thematic planning Characteristics of student activities
local conditions). Continued acquaintance with the basics of artistic literacy: composition, color, line, form, rhythm.
Dialogue about art. The depth of the poetic image of a horse and a rider on a horse, their synthetic nature in folklore (horse-time, horse-light, horse-bird, horse-heroic strength), associated with the revival of solar heat, light, life. Picturesque style of brush painting in the works of Gorodets masters.
Work on the artistic and didactic table"Samples of decorative dressings for a horse."
Creative task using the means of expressive language of folk arts and crafts.
Materials: brush, gouache, paper.
Expert advice.
Participate in the discussion of artistic means in creating an expressive image of a horse-symbol in folk art and call their.
Work according to the artistic and creative table. master pictorial techniques for depicting a horse. Master techniques for whitening preparations for horses.
Fulfill with a brush, his own version of painting a horse using Gorodets painting techniques and a decorative generalization of the horse’s figure without a pencil drawing.
Summing up Discuss creative works of classmates and yes, yes assessment of the results of one’s own and their creative and artistic activities
7. Connection of generations in the traditions of Gorodets. Decorative composition with variations of Gorodets motifs: rhythm, symmetry, dynamics, statics ( 1 hour)
Perception works of masters
new generations, modern masters,
continuing and developing traditions
the oldest masters of Gorodets painting
I. Mazina, F. Krasnoyarova, I. Lebedeva and
children's creative works.
Main content lines. Art-
existence around us today. Familiarization
with works of folk art
fisheries in Russia (including local
ny conditions). Continuation of acquaintance
with the basics of artistic literacy: com-
position, color, line, shape, rhythm.
Dialogue about art. Features of composition techniques in panels as a work of decorative purposes. The artistic value of ordinary wooden objects decorated with Gorodets painting.
Creative task using the expressive language of folk arts and crafts, using traditional techniques of decorative cutting to combine different color combinations.
Materials: brush, gouache, paper.
Expert advice.
Consider works of folk art,
to express their attitude to the development of urban traditions
children's painting in the works of modern masters.
Call traditional motifs of Gorodets painting
in modern products.
Participate in discussing the artistic and aesthetic value of products with Gorodets painting, the continuity of painting traditions in the work of masters of modern art craft “Gorodets painting”.
Fulfill a decorative composition based on Gorodets painting for decorating products of various shapes and purposes (decorative plates, panels, cutting boards, spice stands). To express in creative work, his attitude to the art of Gorodets painting.
Summing up Discuss creative works of classmates and yes, yes assessment of the results of one’s own and their creative and artistic activities
8. The Russian land is famous for its craftsmen and talents. Portrait: proportions of a person’s face(1 hour)
Continuation
Thematic planning Characteristics of student activities
Perception works of outstanding portrait painters of the 19th century. V. Tropinin, V. Makovsky, V. Vasnetsov, V. Surikov and contemporary artists G. Vasko, P. Pavlov, who captured the images of creative people in their works.
Main content lines. The image of a contemporary. The image of a person in traditional culture. People's ideas about human beauty (external and spiritual), reflected in art. Portrait genre. Continued acquaintance with the basics of artistic literacy: composition, color, line, shape, rhythm.
Dialogue about art. The art of portraiture. Identification of characteristic features of the image of the person being portrayed and his belonging to the creative profession.
Work on the artistic and didactic table“Compositional schemes for depicting a person’s face from different angles.” Creative task using
means of expressiveness in painting and graphics, observing the proportions of a person’s face.
Materials: watercolor, gouache, pastel, felt-tip pens.
Expert advice.
Consider portraits made by painters and graphic artists. Tell, by what signs can one determine that the portrait depicts an artist or folk craftsman?
Participate in discussing the images of artists and folk craftsmen in works of painting and graphics, the peculiarities of conveying the external appearance in the face, costume, and in the object environment; choose head position and transmit its turn, the movements of the figure.
Work according to the artistic and didactic table. Read proportions of a person’s face in a frontal position and half-turn.
Fulfill a portrait of a folk craftsman or artist at the moment of his creation of a work of art. To express in creative work, one’s attitude towards the portrayed character.
Summing up Discuss creative works of classmates and yes, yes assessment of the results of one’s own and their creative and artistic activities
9. Free wind - the breath of the earth. Landscape: lines, strokes, dots, spots, light(1 hour)
Perception landscapes by painters of the 19th and 20th centuries. A. Kuindzhi, N. Krymov, A. Tkachev, E. Bragovsky, E. Vinokurov and graphics by V. Favorsky, in which perhaps the main place is occupied by the image of the sky. Main content lines. Landscape genre. Landscapes of native nature. Continued acquaintance with the basics of artistic literacy: composition, color, line
nia, rhythm.
Dialogue about art. Techniques for conveying the infinity and depth of the heavenly expanses, the rapidity of clouds moving across the sky. Statics and dynamics in landscape composition.
Work on the artistic and didactic table“Options for graphical solutions of cloud masses.”
Creative task using expressive graphic language (dot, line, stroke, black and white spot). Materials: simple pencil, colored
pencils, gel pen, felt-tip pens.
Expert advice.
Consider picturesque and graphic landscapes of artists, which reflect ancient human ideas about natural elements. express, what feelings are evoked by poetic lines about the wind and various images of air space created by artists. Compare images of natural elements in art with one’s own impressions from observations of nature.
Participate in the discussion of expressive means of conveying the state of nature in the landscape (alternation of sharp color spots, strokes, smooth and subtle color transitions, breaking up the space of the sky with unevenly located cloud shapes in paintings).
Work according to the artistic and didactic table. Distinguish graphic expressive means for conveying plans in landscapes. Research the possibilities of graphics in conveying the windy state of nature.
Fulfill from memory or from imagination, an image of the sky with rushing clouds in the landscape and trees bending in the wind. To express in creative work one’s attitude to different states in nature.
Continuation
Thematic planning Characteristics of student activities
Summing up Discuss creative works of classmates and yes, yes assessment of the results of one’s own and their creative and artistic activities
10. Movement is the flow of life. Sketches from life, from memory and imagination: mobility of colorful spots, lines ( 1 hour)
Perception works of domestic masters of painting of the 20th century. A. Deineka, M. Saryan, I. Glazunov, B. Domashnikov, graphic artists A. Pakhomov, V. Kurchevsky, M. Akhunov, L. Kiseleva and folk artist I. Markichev from Palekh.
Main content lines. Images of nature and man in painting. The difference in the depiction of nature at different times of the year, day, and different weather. The choice of means of artistic expression to create a pictorial image in accordance with the assigned tasks. Continued acquaintance with the basics of artistic literacy: composition, color, line, shape, rhythm.
Dialogue about art. Art as a universal way of displaying variability in nature and human life. Pictorial means of artistic expression
Observe the mobility of the life of nature and man and its reflection in different types of art. Consider works of different types of art reflecting phenomena of the surrounding world. Tell which works convey a calm, sedentary state, and which depict the energetic flow of life and are imbued with a feeling of constant variability of nature, different rhythms, and movement.
Compare artistic techniques that allow you to expressively convey the state of calm in nature or its rhythms and changes.
Participate in the discussion of artistic techniques that allow one to convey the state of statics and dynamics.
expressiveness conveying static and di-
the namism of the composition of works of different
new types of art.
Work on the artistic and didactic table“Pictorial sketches to convey dynamics.”
Creative task using the expressive language of painting and graphics.
Materials: watercolor, gouache, felt-tip pens, colored pencils.
Expert advice.
Work according to the artistic and didactic table. Trace, how the mobility of color spots is conveyed in sketches of people and trees. Execute compositional schemes for the works you like, emphasizing the direction of movement of the main elements in their compositions.
Fulfill life sketches of trees, vehicles, wind-up toys and children in motion. To express in creative work, one’s attitude to different states in nature.
Summing up Discuss creative works of classmates and yes, yes assessment of the results of one’s own and their creative and artistic activities
11. Autumn metamorphoses. Landscape: color, composition(1 hour)
Perception works of painters S. Zhukovsky, A. and S. Tkachev, A. Tkachev, graphic artist I. Vorobyov, educational work and poetic works dedicated to different states of autumn.
Main content lines. Observation of nature and natural phenomena, distinguishing their character and emotional states. The use of various artistic materials and means to create expressive images of nature. Landscape genre. Continuation of acquaintance
Observe changeable states of autumn nature. Call special signs of autumn nature in different periods, drive examples. Consider works of fine art in which painters and graphic artists reflected the variability of nature, its different states in the autumn season.
Compare how differently artists and poets reflect the life of nature and man in autumn. Call techniques that artists use to convey movement, brightness and major character of landscapes in a painting.
Continuation
Thematic planning Characteristics of student activities
with the basics of artistic literacy: composition, color, line, form, rhythm.
Dialogue about art. Means of artistic expression in the presented works.
Work on the artistic and didactic table“Coloristic techniques for displaying changes in autumn nature.”
Creative task using the language of painting to convey movement in compositions.
Materials (optional): watercolor, gouache, torn paper mosaic, felt-tip pens.
Expert advice.
Participate in the discussion of color, the dynamics of a landscape painting, the location and nature of the elements of the composition, the harmonious alternation of color spots, diverse graphic and color moving elements.
Work according to the artistic and didactic table. Trace coloristic techniques for conveying the changing states of autumn nature. Realize searching for the right color shades to fulfill the motif of the autumn landscape.
Depict the same corner of nature in golden and late autumn. Add composition with images of houses, people, equipment. To express in creative work, one’s attitude to different states in autumn nature.
Summing up Discuss creative works of classmates and yes, yes assessment of the results of one’s own and their creative and artistic activities
Admire the rhythms in the life of nature and man(14 h)
12. Family tree - tree of life, historical memory, connection of generations. Group portrait: proportions of a person’s face, composition ( 1 hour)
Perception works of painters
XIX-XX centuries F. Tolstoy, D. Zhilinsky,
I. Simonov, Yu. Kugach, who displayed
in his work different moments from life
no family.
Main content lines. Image
contemporary. Portrait genre. Love theme
vi, friendship, family in art. Continued
introduction to the basics of artistic
certificates: composition, color, line.
Dialogue about art. Respect for one's ancestry. The beauty and harmony of communication with people of the older generation. Means of artistic expression in a group family portrait. Creative task taking into account the compositional features of a group portrait, the features of the proportions of a person’s face, using the means of watercolor painting
Materials: brush, watercolor, paper.
Expert advice.
Consider picturesque group portraits of
ny families. express your opinion about these products
deniyah and about the attitude to the means of artistic
Explain meaning of concepts individual portrait
And group portrait.
Introduce family tree of your family and city
share with your loved ones.
Participate in discussing the variety of themes and subjects in the depiction of a family by different artists, the features of drawing characteristic facial proportions.
Fulfill a group portrait of your loved ones, conveying your attitude towards the portrait being created on the theme “I am proud of my ancestry.” To express in creative work the attitude towards one’s family.
Summing up Discuss creative works of classmates and yes, yes assessment of the results of one’s own and their creative and artistic activities
13. Twelve brothers wander one after another... Decorative plot composition: device of likening, silhouette(1 hour)
Perception fairy tales by S. Marshak “The Twelve Months” and works by the painter K. Vasiliev and graphic artist V. Alfeevsky.
Participate in reading the roles of a fragment of a fairy tale and discussing the technique of assimilation when describing the images of the month brothers in the fairy tale by S. Marshak.
Consider poetic paintings
Continuation
Thematic planning Characteristics of student activities
Main content lines. Man, the natural world in real life: images of man and nature in art. The image of a person in traditional culture. Continued acquaintance with the basics of artistic literacy: composition, color, line, shape, rhythm.
Dialogue about art. Book graphics. Expressive means in creating an artistic image in an illustration for a fairy tale. The technique of likening is characteristic of the popular perception of the beauty of each season.
Work on artistic and didactic tables“Drawings of ancient Russian clothing”, “Harmonic color combinations”.
Creative task on the placement of figures using a conditional, generalized silhouette.
Materials: simple pencil, paper.
Expert advice.
and book graphics as bright images, choose different scenes for illustration. Introduce visually each of the natural cycles (winter, spring, summer, autumn) in the image of a person dressed in traditional Russian clothes. Compare their ideas about the images of fairy tale heroes with images in illustrations by illustrators.
Explain meaning of concepts book graphics, illustration, sketch.
Participate in discussing the role of the illustrator, developing and deepening the thought of the writer, bringing his creative thought into the illustration.
Work according to artistic and didactic tables. Meet with traditional Russian clothing (kaftan, dress, fur coat, ferezya and ferezey), trace harmonious combination of colors and select them on the palette.
Fulfill search sketches of the composition of the illustration for S. Marshak’s fairy tale “The Twelve Months”. To express in creative work, one’s own attitude to the content and characters of the fairy tale.
Summing up Discuss creative works of classmates and yes, yes assessment of the results of one’s own and their creative and artistic activities
14. A year is not a week - twelve months
