Natalya Milko
Synopsis of GCD in fine arts in the senior group “Introduction to the art of portraiture”
Municipal budgetary preschool educational institution of kindergarten No. 3 of a general developmental type
SYNOPSIS of art classes:
Who is an artist? Introduction to the art of portraiture.
HELD: Milko N.V.
Program tasks:
1. Form an idea about portrait, about why artists create it, that artists depict not only the appearance of a particular person, but also his state of mind, mood, that in portrait nothing happens unnecessary: everything works to reveal the image of a person; teach children to recognize from the plot depicted in the picture what feelings the character experiences in a given situation (joy, sadness, surprise, anger, fear);
2. Arouse in children an emotional attitude towards the image, strengthen the ability to convey various facial expressions (happy, sad, scared, etc.); develop children's imagination and sense of humor; learn to position parts of the face correctly; consolidate drawing techniques with paints, the entire brush and its tip;
3. Cultivate a feeling of joy from the work done, a desire to complete the work started.
Materials for the lesson: various portraits, large diagrams of a person’s face with different expressions, flannelgraph, paints, brushes, blanks for drawing funny faces.
Progress of the lesson:
Fairy tale on flannelgraph:
There lived a brush. She was very sad because no one wanted to be friends with her. And one day, when she was walking down the street, she met a boy. He was also very sad, because he really wanted to learn how to draw. And they decided to be friends. The brush found a friend, and the boy learned to draw and became... Who did the boy become? (artist)
Today you and I will also become artists.
I will now tell you about the appearance of one person from our groups, and you try, according to my description, find out who I told about.
Description: (hair color, hairstyle, clothes,)
Now look carefully at each other.
Who wants to talk about the appearance of their friend?
Now we described each other’s appearance in our own words, but what is the name of the drawing that depicts a person? (portrait)
Who draws portraits of people? (artists- portrait painters)
Consideration portraits of different people
Is it possible to determine who these people are by their clothes, by their actions?
Is it possible to find out where these people work?
One day, Winnie the Pooh wanted to climb into a beehive to steal honey from the bees, but the bees noticed this and decided to protect their honey. And when Winnie the Pooh saw a swarm of bees flying at him, what feelings did he experience? (Anger, joy, fear)
Each face has its own expression. And artists, drawing portraits, convey people's feelings? (Yes).
How do we recognize a cheerful person? (He smiles)
What does a surprised face look like? (eyes wide open, eyebrows raised, mouth slightly open).
And what eyes, lips, eyebrows on an evil face (eyebrows knitted, frowned, eyes squinted, lower lip protruded).
Now, listen to another interesting story.
A fairy tale shown on flannelgraph.
Lived in one village old lady. Her name was Daria Ivanovna. And she had a cow, Zorka. Daria Ivanovna will milk her cow and pour delicious fresh milk into jars (showing the jug). In the summer, a grandson from the city, Alyosha, came to Daria Ivanovna. He was a cheerful, mischievous boy and loved to draw, especially something funny. Once the grandmother washed all her jars, put some on a bench to dry in the sun, and hung others on fence pegs so that the water would drain, and she went to milk her Zorka. Alyosha went out into the yard and saw a lot of jugs. Some stood on benches with their necks up, others hung on stakes with their necks down. Alyosha looked at the jars; they seemed to him very similar to people’s heads. Alyosha ran to get his paints and painted a funny face on each jar. On one jar he depicted a big-eyed cook in a cap. Like this! On the other - a crybaby. Like this! And on the third - a cheerful toothy boy and many, many other funny faces.
Do you want to draw funny faces on jars just like Alyosha?
Who do you want to portray?
Now let's become artists, sit down at the tables and draw funny faces on milk jugs.
Drawing.
Exhibition of works.
Summing up.
What are the names of drawings that depict a person? (portrait)
Who draws these portraits? (artists - portrait painters) .
Marina Borisovna Radionova – Teacher of Fine Arts, MADOU TsRR d/s “Zvezdochka”, Lensk, Republic of Sakha (Yakutia)
Date of submission of work to the competition: 04/23/2017.
Summary of a lesson in the senior group on familiarization with art
Target:Create conditions for preschoolers to become familiar with genres of art.
Tasks:
Educational. To consolidate the idea of painting as a form of fine art, about the features of each genre (portrait, landscape, still life) To introduce some reproductions of paintings of different genres.
Developmental. Expand your horizons and develop your children’s speech.
Activation of the dictionary (landscape, still life, portrait, painter, excursion, guide)
Educational. Introducing children to art, developing interest in it, caring for works of art, and developing artistic taste.
Preliminary work: Project “Creation of a mini-museum” preparatory group, invitation card.
Progress:
Teacher:
Guys, we have a surprise in store today! - Shows a colorfully designed invitation card and reads: “We invite the children of the senior group on an excursion to our mini-museum. Preparatory group."
What do you think can be seen in the museum?
Children:Paintings, clay toys, various antiques, sculptures.
Teacher:True, but before we go on a tour, let's remember the rules of conduct. How should you behave in a museum?
Children:Calm down, don’t shout, don’t disturb others from looking at everything.
Teacher:The museum has special servants - guides.
If you go to the museum,
It will be difficult for you to understand
Without the learned strict aunt,
Where should your inspection begin?
Auntie slowly follows
Leads the whole group.
They listen to her diligently,
After all, she is a tour guide.
The guides today will be the guys from the preparatory group. They will introduce us to the exhibits of their museum. Let's listen to them carefully and answer the questions. Let's go to the preparatory group.
Pictures are hung in the preparatory group.
Teacher:The first guide meets us.
Guide:Hello, my name is Sonya, in our museum you will see reproductions of paintings by famous artists. We are in the painting hall. This name means “to paint alive,” that is, to make everything in the picture look like it’s alive. They say about artists that they paint pictures. Do you know what you can paint on?
Children:On paper, fabric.
Guide:Yes, and on wood, on a whitewashed wall, such painting is called monumental. In their paintings, artists convey the beauty of the world. If an artist paints nature or a city or a village, what is the name of such a picture?
Children: Scenery
Guide:That's right, listen to the poem to better remember this genre of painting.
If you see in the picture
A river is drawn
Or spruce and white frost,
Or a garden and clouds,
Or a snowy plain
Or a field and a hut, -
Required picture
It's called a landscape.
Guide:Let's look at a reproduction of Ivan Shishkin's painting “Morning in a Pine Forest.” What is shown in the picture?
Children:Bear family in the forest.
Guide:When you look at the picture, it seems that it is alive. Bear cubs frolic in the morning forest. So they climbed onto a fallen tree, and the bear guards them. One bear cub stepped aside, he saw something.
Guide:But this picture will be familiar to you. What is it called?
Children:"Gold autumn"
Guide:Yes, this is a painting by the artist Isaac Levitan. On it we see an image of early autumn, when the trees are golden. On the canvas there is a Russian landscape - fields, groves, a river. The sun is shining dimly, the sky is blue with clouds.
Teacher:Let's say thank you to Sonya for the story, now another guide is waiting for us.
Children: Thank you, Sonya!
Teacher:Let's move on to other paintings.
Guide:Hello, my name is Pasha. Guess which paintings I will talk about:
If you see what's in the picture
Is one of us looking?
Or a prince in an old cloak,
Or a steeplejack in a robe,
Pilot or ballerina,
Or Kolka, your neighbor, -
Required picture
It's called...
Children: Portrait!
Guide:Portrait is a genre dedicated to the depiction of a person or group of people. Let's look at the painting by Ilya Kramskoy. Who do we see there?
Children:We see a girl in ancient clothes.
Guide:And the next picture depicts a group of people. Who is this?
Children: These are heroes!
Guide:How did you guess?
Children:They are on horses, armored and armed.
Guide:Does anyone know the names of the heroes?
Children:Ilya Muromets, Dobrynya Nikitich, Alyosha Popovich.
Guide:The heroes protected our land. They sit on powerful horses, they have strong armor, war clubs, and bows. The heroes are on patrol; they will not let the enemy pass.
Teacher:We thank Pasha for the story, let's move on.
Children: Thank you, Pasha!
Guide:Hello, my name is Ira. Try to guess which paintings I will tell you about:
If you see in the picture
Cup of coffee on the table
Or fruit drink in a large decanter,
Or a rose in crystal,
Or a bronze vase,
Or a pear or a cake,
Or all items at once -
Know that this...
Children: Still life!
Guide:A still life is an image of inanimate objects, for example, dishes, food, bouquets of flowers. Previously, wealthy citizens loved to decorate their homes with images of luxurious life: laid tables, expensive dishes, expensive jewelry. Let's look at Ilya Mashkov's still life "Two dark roses and a plate of strawberries." In the center of the picture is a transparent vase with scarlet roses, and next to it are red ripe berries. Each berry has a green tail. The still life is bright and elegant. And here is another still life by artist G. Konchalovsky, “Lilacs in a Basket.” The lilac in the picture is of different colors: pink, white, blue. The artist loved to paint lilacs; he has a lot of still lifes with lilacs. Painted flowers will live forever and bring joy to people at any time of the year.
Guide:We have prepared a gift for you. These are still life coloring pages. Next time you come to us, you can bring colored pictures.
Teacher:We will make an interesting album from these pictures and bring it to your museum.
Guide:We are waiting for you again! See you soon, thanks for your attention!
Teacher: Thanks for the story, goodbye, let's go to the group.
In the group, children share their impressions of the excursion - “which picture was remembered more than others and liked,” they paint still lifes and make an album together with the teacher.
Program content:, in which a person is part of the world around us - portraiture. To teach through the perception of a portrait to understand a person’s character, his condition, mood, reinforcing his conclusions with means of expressiveness. , find characteristic features and details that are part of the image and describe them verbally. To develop children's imagination and ability: to imagine themselves in various roles and situations, and the character of an imaginary character, to perform movements in harmony with the music.
Material: doll, pencil, reproductions of paintings, pictures of a playful character: a bully rooster, a timid rooster, an energetic rooster, music by L. Bocceria “Minuet”.
A teacher and children enter the art studio and greet each other.
Karandashkin. Hello friends!
I'm very glad to see all the guys again!
And so, into the beautiful forward,
Where does the miracle of beauty live?
We have a lot to learn
See and remember everything
I will help with this!
Educator: Guys, first I want to ask you a riddle:
Where you can see a meadow where flowers do not fade,
Autumn trees, from whose branches the leaves do not fall, the evening dawn that will not go out even after 100 years, where years and time do not change their faces? (In the paintings).
That's right guys, in the paintings that artists paint
Do you think it is difficult to be an artist? (Difficult).
An artist must not only be able to draw, but also be a very observant and attentive person. If an artist wants to paint a portrait, then it will be easier for him to work with a model that he knows about. It is important to feel the character of the model. What is character? This is what a person is like in life: kind, caring, affectionate, sympathetic, cheerful or shy, sad or rude, harsh, decisive, angry, capricious.
What can tell us about a person’s character?
Hairstyle, gait, hands, behavior, clothes, objects surrounding him, and the most important thing is his face, the expression of his eyes.
What helps the artist to determine character through the face and eyes (Color, it is a wonderful assistant to the artist. It conveys the sparkle and brightness of the eyes, blush and pallor. It speaks of mood, feelings and character).
Let's try to determine the character of the boy in the artist's portrait.
Who is shown in the portrait? (boy).
Tell me, what is he like? What do we know about him? (Smart, serious, thoughtful, neat).
Do you think this is a well-mannered boy? Could he offend someone? Why?
What kind of character do you think he has? Why?
Who can show this boy's gait?
Would you like to meet him?
What kind of music would this boy listen to? (fast, joyful, or calm, thoughtful)? Why?
What can such a serious boy write (Letter, compose a poem, story, complete a given lesson, etc.).
Educator: All people have different characters. Character is formed by the environment and hobbies: where a person lives, with whom he is friends,
Karandashkin: Guys, you answered so well, and I want to introduce you to the artist’s portrait. What can you tell us about him?
Educator: Carefully examine and describe in words the portrait of the girl.
What kind of girl is she (elegant, rich, beautiful).
Describe her outfit? Whose outfit does her dress remind you of? (Lush, wide dress of gray-blue color, decorated with bows: princess outfit).
Can our girls walk down the street in this dress? Why? (No, we don’t dress like that, girls who lived a long time ago in rich families dressed like that, and in such dresses they looked like adults).
Where can you appear in such a dress? Can I go to a ball in this dress? (Yes, you can).
What do they do at balls? (Dancing).
The teacher invites the children to listen to the music of L. Boccherini “Minuet”. (Minuet is an ancient dance that is performed at a ball). Determine her character, clarify whether this music is suitable for a girl’s dance, imagine that the girls are wearing beautiful ballroom dresses, imagine what movements can be performed to the music of a minuet in such a fluffy dress (slow important step, pointing your foot on the toe, slow twirling).
Is it possible to dance this dance in couples? (Yes).
Can the boy in the portrait dance at the ball with this girl? (Maybe).
Is your appearance and character suitable for performing a serious musical dance? Why?
How will a boy dance with a girl: look at her, lead her by the hand, respectfully support her, or not pay attention to her movements?
I suggest the boys invite the girls to dance and dance the minuet very respectfully and beautifully.
Imagine that you are at a ball in those distant times,
Children perform the dance in pairs, Karandashkin and the teacher encourage the children.
Karandashkin: Guys, tell me, is it possible to determine the character of an animal? (Children's answers).
Educator: Let’s listen to a nursery rhyme about a rooster and determine its character: “Here’s a fellow rooster walking around the yard.
At dawn in the courtyard he announces morning, sings a song - koo-ka-re-ku!” (I read loudly, expressively, conveying the character of a rooster).
Educator: What is the character of this cockerel? (firm, brave, cocky and important). How does this cockerel walk? Show with movements.
Educator: I will read this nursery rhyme again, determine the character of this cockerel by my intonation (I read timidly, fearfully, very carefully).
What is the character of this cockerel? Why can a cockerel become so shy?
Can people have such a character: some are cocky and important, others are timid and fearful? (Yes).
Educator: The artist can depict a person at water height or waist-length, or he can paint just one head. But the face will always be the most important thing in a portrait.”
Karandashkin: Yes, guys, an artist, like a writer, thinks through every smallest detail in order to tell as many interesting things about a person as possible. And for us, carefully examining a portrait is like reading a whole book. This image of a person, his appearance, a story about his character is called a portrait,
The teacher thanks Karandashkin for a wonderful journey into beauty.
The children say goodbye and leave the art studio to the music.
Introducing older preschoolers to painting
Introduction
Fine art is a world of beauty! To learn to understand fine art, you need to master the language of fine art, understand its types and genres.
Introduction to the world of art is the most important component of pedagogical activity.
I chose this topic for my thesis because it seems relevant to me in our time. There are people who don’t even know the names of artists, let alone their works and masterpieces.
Nowadays, it is important to introduce children to the world of fine arts at an early age, to instill in them a love of art.
In fine arts classes, widely use the means of expressiveness of poetic language: figurative comparisons, words denoting the moral qualities of people, introducing them into active and passive vocabulary, and also operate with figurative terms. Any work of art is built according to certain, logical ideas of the artist about the world around him, about the semantic connections between phenomena and objects, about their purpose. In this way, children are brought to an understanding of the artist’s intention, to an understanding of the connection between the content of the work and the means of expression. “With the help of painting, older preschoolers also develop their mental activity: the ability to make generalizations based on analysis, compare and explain, and develop inner speech.”
At the senior preschool age, he is already selective in choosing what is beautiful, has his own opinions on this matter and, based on his capabilities, “creates” beautiful things in order to surprise, delight, and amaze us, adults, with the ability to see the world around us.
An indispensable means of shaping the spiritual world of children is art: literature, music, sculpture, folk art, painting. Art speaks in figurative language, it is visual, which is close to a preschool child.
Museum of Russia - here begins an excursion into the world of beauty. Introducing children to museum culture, developing their aesthetic perception and artistic taste are the most important tasks facing preschool teachers in our time. This is also important for the moral education of children.
Target:identify opportunities for introducing preschool children to the form of fine art - painting.
Tasks:
Determine the possibilities of introducing painting to preschool children;
identify the level of knowledge, skills and abilities of children of senior preschool age in the field of fine arts and drawing pictures of nature;
plan work to familiarize preschoolers with one of the genres of painting - landscape.
Object of studyis to introduce preschool children to the visual arts.
Subject of studyis the forms and methods of introducing older preschoolers to works of art.
The main genre of study for my final qualifying work is landscape. The landscape expresses not only the endless diversity of nature at different times of the year, in different climatic conditions, under sunlight and moonlight, but also conveys feelings and moods. If we compare the landscapes of different artists, we will see that the basis of any of them is real nature, but at the same time, very different images arise, because the main thing is the individuality of the artist. He does not paint from nature, but conveys his inner state in painting, so each artist has his own favorite color combinations, techniques, and individual attitude to color.
1. Theoretical foundations of fine art and the possibility of introducing preschool children to painting
1.1 The concept of art. Types and genres of fine art
As you know, types of art can be combined into the following groups: plastic, temporary and synthetic. Plastic arts are spatial arts; works have an objective nature, are created by processing material and exist in real space.
The plastic arts include: fine arts (graphics, painting, sculpture), architecture, decorative and applied arts, design, as well as works of folk art of a fine and applied nature.
All types of art explore the world in figurative form. Works of plastic arts are perceived visually and sometimes tactilely (sculpture and decorative and applied arts). This is how they differ significantly from works of temporary art. Musical works are perceived by ear. It takes a certain amount of time to perform a symphony and read a book.
Ballet, in which music and the plasticity of the human body merge, should not be classified as a plastic art. Ballet is considered a synthetic art form.
In kindergarten, children are introduced to various types of visual arts available to their age. Using the best examples of folk art and works of masters, the teacher cultivates their interest and ability to aesthetically perceive paintings, sculptures, objects of folk art, illustrations in books, forms the basis of gay aesthetic taste, and the ability to independently evaluate works of art.
Being engaged in visual activities, children have the opportunity to express their impressions, their understanding and emotional attitude to the life around them in artistic creativity: drawing, modeling, appliqué.
Drawing is a graphically pictorial way of depicting objects and phenomena, the basis of which is color, form, composition. When observing an object, children should be able to convey its characteristic properties in a drawing; create an artistic image, display a plot; master some elements of a decorative drawing pattern, gradually acquiring primary drawing technique skills.
Modeling - by means of plastic representation, children should be able to convey the shape of objects, figures, animals, birds, people; use a material (clay, plasticine) that allows you to change the appearance of the characters, their movements, poses, achieving the desired expressiveness.
Applique is a decorative and silhouette method of artistic activity. Children should be able to cut out various silhouettes, patterns, and ornaments from paper and paste them onto a colored background, creating a certain harmony. At the same time: the child develops coordination of hand movements, self-control, and technical skills are acquired in working with paper, scissors, and glue.
The main task of education and training in the process of visual activity is the acquisition by children of the ability to convey impressions of objects and phenomena with the help of expressive images.
Involving; children to artistic creativity, the teacher must cultivate in them an aesthetic attitude towards the fine arts, towards the life around them, contribute to the accumulation of emotional impressions, and form individual interests, inclinations, and abilities.
Painting is the art of color.
Painting means “painting life,” “painting vividly,” that is, fully and convincingly conveying reality. Painting is a type of fine art, the works of which reflect reality and influence the thoughts and feelings of viewers.
The main distinctive feature of painting is that the image of form and space, images and actions is constructed exclusively with the help of color. Painting is divided into:
. Easel painting.
The artist paints on canvas stretched under a stretcher and mounted on an easel, which can also be called a machine. Hence the name easel painting.
2. Monumental painting- these are large paintings on the internal or external walls of buildings (frescoes, panels, mosaics, etc.).
Painting techniques have been constantly improved over the centuries. Painters were attracted to increasingly diverse subjects. This led to the emergence of genres in the 17th century.
1. Portrait- a genre of fine art characterized by the depiction of one person or group of people. In addition to external, individual resemblance, artists strive in a portrait to convey the character of a person, his spiritual world. There are many types of portrait. The portrait genre includes: half-length portrait, bust (in sculpture), full-length portrait, group portrait, interior portrait, portrait against a landscape background. Based on the nature of the image, there are two main groups: ceremonial and chamber portraits. As a rule, a ceremonial portrait involves a full-length image of a person (on a horse, standing or sitting). In a chamber portrait, a waist-length, chest-length, shoulder-length image is used. In a ceremonial portrait, the figure is usually shown against an architectural or landscape background, and in a chamber portrait, more often against a neutral background.
2. Still life- a genre of fine art. The setting itself, which is the object of the image, is also called a still life. It can consist not only of inanimate objects, but also include natural forms. The world of things in a still life always expresses the external signs of life in a certain historical era.
3. Animalistic genre. Many artists love to depict animals and birds. Some of them devoted their entire creativity to this. They create works of the animalistic genre. Painters rarely choose it, but graphic artists and sculptors love to draw and sculpt various animals and their cubs. An artist who specializes in this genre is called an animal painter. He focuses on the artistic and figurative characteristics of the animal, but at the same time conveys its anatomical structure with scientific accuracy. Images of the animal world can be found in works of painting, sculpture, graphics, decorative and applied arts, illustrations for scientific and children's books.
The main artist is E.I. Charushin believed in creating an image, “and if there is no image, there is nothing to depict, and another process of work remains - like needlework; this is a path that comes from mechanical skills.”
4. Historical genre. Events of the past, biblical stories and epic times inspire artists to create historical paintings. This is one of the genres of fine art, which is dedicated to significant historical events and phenomena. The historical genre is often intertwined with other genres: everyday life, portrait, landscape. The historical genre merges especially closely with the battle genre when depicting historical battles, major battles and military events. Dramatic clashes in the social struggle of the people often found artistic expression in the historical genre. An outstanding master of Russian historical painting was V. Surikov, who reflected in his canvases vivid historical events, heroic national characters, and the history of the people full of internal contradictions: “The Morning of the Streltsy Execution” (1881), “Boyaryna Morozova” (1887), “ Conquest of Siberia by Ermak" (1895), "Suvorov's Crossing of the Alps" (1899).
5. Battle genre. This genre of fine art is dedicated to themes of wars, battles, campaigns and episodes of military life. The battle genre is mainly characteristic of painting, and partly of graphics and painting. It can be an integral part of the historical and mythological genre, as well as depict the life of the army and navy contemporary to the artist. The battle genre may include elements of other genres - everyday life, portraiture, landscape, animalistic (when depicting cavalry), still life (when depicting weapons and attributes of military life). The formation of this genre begins in the Renaissance; its heyday occurs in the 17th-17th centuries. Battle painters, as a rule, strive to show heroic readiness for the liberation struggle, glorify military valor and the triumph of victory, but their works, as a rule, expose the anti-human essence of war and curse it.
6. Mythological genre. Paintings based on myths, fairy tales and epic themes belong to the mythological genre. Myths, legends, and traditions of the peoples of the world constitute the most important source of artistic creativity. The mythological genre originates in late antique and medieval art, when Greco-Roman myths ceased to be beliefs and became literary stories with moral and allegorical content. The mythological genre itself was formed during the Renaissance, when ancient legends provided rich subjects for the paintings of S. Botticelli, A. Mantegna, and Giorgione. In the XVII - early XIX centuries. The understanding of paintings of the mythological genre is significantly expanded. They serve to embody a high artistic ideal, bring people closer to life, and create a festive spectacle. In the 19th century The mythological genre is the norm of high, ideal art. Along with the themes of ancient mythology in the 19th-10th centuries. Themes of Indian myths became popular in art. In the development of Russian culture, the role of V.M. was very significant. Vasnetsova. He is called the singer of Russian fairy tales. He painted many paintings on fairy-tale and epic subjects. V.M. Vasnetsov proved that it is possible to contribute to the treasury of world art when all efforts are directed towards the development of one’s native Russian art, that is, when the beauty and power of our beautiful images - Russian nature and man, real life - are expressed with all possible perfection and completeness and the past, if the artist, in his truly national way, is able to reflect the eternal, imperishable.
7. Everyday genre. Not only significant heroic events, but also the everyday activities of people, ordinary life can be depicted on canvas. Such paintings are works of the everyday genre, sometimes called genre paintings. Everyday events, captured by artists from different eras, introduce us to the life of people of bygone times. This genre flourished in European national schools in the 16th-17th centuries. The scene of the national holiday in the painting by P. Bruegel the Elder “Peasant Estate” is imbued with bright, sparkling fun. Later, from simple recording of phenomena, artists move on to revealing the inner meaning and socio-historical content of everyday life. The boundaries between everyday, historical and battle genres gradually blurred. The everyday genre developed in complex and varied ways in the 20th century. he has access to changeable situations and psychological nuances, the symbolic meaning of existence, the glorification of simple life events and much more. In historical and everyday genres, the interrelation of characters is important, and the figurative solution is created largely with the help of color. The mood of the painting and its emotional impact depend on the color. The color of the canvas can be joyful and sad, calm and anxious, mysterious and clear. Using pictorial means, the artist creates a unique world that surprises and delights us, makes us worry and gives food to the mind, introduces us to the secrets and mysteries of mastery.
8. Scenery- a genre of fine art, the subject of which is the depiction of nature, type of terrain, landscape. A work of this genre is also called a landscape. Landscape is a traditional genre of easel painting and graphics. Depending on the nature of the landscape motif, one can distinguish rural, urban (including urban architectural - veduta), industrial landscape. A special area is the image of the sea element - the marina. The landscape can be historical, heroic, fantastic, lyrical, epic in nature. Because The main genre for studying the thesis is landscape, then I will dwell on this genre in more detail. Man began to depict nature in ancient times. Elements of landscape can be found back in the Neolithic era, in reliefs and paintings of the countries of the Ancient East, especially in the art of Ancient Egypt and Ancient Greece. In the Middle Ages, temples, palaces, and rich houses were decorated with landscape motifs. Landscapes often served to convey conventional spatial structures in icons and miniatures.
Often the landscape serves as a background in pictorial, graphic, sculptural (reliefs, medals) works of other genres. The artist not only strives to reproduce the chosen landscape motif, but also conveys his attitude towards nature, spiritualizes it, creates an artistic image that has emotional expressiveness and ideological content.
Landscape as an independent genre was finally formed in the 17th century. it was created by Dutch painters. A special flourishing of landscape painting was observed in the 17th-18th centuries. (P. Rubens in Flanders, Rembrandt and J. Ruisdael in Holland, N. Poussin, C. Lorrain in France). There was a system of values, a light-air perspective. In the 19th century creative discoveries of landscape masters, conquests of plein air painting (C. Corot in France, A.A. Ivanov, A. Savrasov, F. Vasiliev, I. Shishkin, I. Levitan, V. Serov in Russia) were continued by the impressionists (E. Manet, C. Monet, O. Renoir in France, K. Korovin, I. Grabar in Russia), who opened up possibilities in conveying the variability of the light-air environment, the elusive states of nature, and the richness of colorful shades.
Major masters of the late XIX-XX centuries. (P. Cezanne, P. Gauguin, Van Gogh, A. Matisse in France, A. Kuindzhi, N. Roerich, N. Krymov in Russia, M. Saryan in Armenia) expand the emotional, associative qualities of landscape painting. The traditions of Russian landscape were enriched by A. Rylov, K. Yuon, A. Ostroumova - Lebedeva, A. Kuprin, P. Konchalovsky.
Landscape received particular development in the art of the East. It appeared as an independent genre in China back in the 11th century. The landscapes of Chinese artists, executed in ink on silk scrolls, are very spiritual and poetic. They have a deep philosophical meaning, as if they show an ever-renewing nature, boundless space, which seems so due to the introduction of vast mountain panoramas, water surfaces and foggy haze into the composition. The landscape includes human figures and symbolic motifs (mountain pine, bamboo, wild plum), inspiring sublime spiritual qualities. Under the influence of Chinese painting, the Japanese landscape also developed, characterized by heightened graphics, decorative motifs, and a more active role of man in nature (K. Hokusai).
Familiarization of preschool children has an impact on the comprehensive development of the individual, and I revealed this problem in the next question.
1.2 Education of a child’s personality through the use of fine arts
The upbringing of a preschooler and the formation of his personality are impossible without solving the issues of aesthetic education.
The tasks of introducing preschoolers to the visual arts from a young age are defined in the created concepts of preschool education. In each age group, children are introduced to the content of the work and its means of expression; With the help of art, moral and aesthetic feelings and personality traits are formed.
Is it possible to introduce children to art? What psychological characteristics of a preschool child do adults use when including visual arts in the pedagogical process as a means of education? We find answers to these questions in the scientific works of teachers and psychologists of the past and present, who note the high emotionality and responsiveness of the child, the mental activity of the position of the surrounding world, and imaginative thinking.
What do our children gain from interacting with the fine arts, what changes in their personality as a result? First of all, the joy of recognizing the world around us, both familiar and unfamiliar. Perceiving works of art, the child becomes inquisitive, observant, and emotionally responsive. Art creates the joy of communicating with friends and develops the ability to empathize.
The works of artists teach children fantasize. Children begin to “see” and “hear” something of their own in a work, and they have a desire to create something beautiful themselves. This is how creativity begins.
Fine art, through visible colorful images, helps a child learn truth, goodness, and beauty. From generation to generation it glorifies these wonderful qualities of the human soul.
Constant communication with the fine arts teaches the child to navigate the spiritual values of society, he acquires independence in aesthetic judgments.
Perceiving the artist’s work, emotionally responding to it and thinking about it, the child makes mental and spiritual efforts on himself, he, as it were, transforms himself, and the inclusion of imagination and fantasy in the process of perceiving the picture speaks of the creative work of the preschooler.
Art encourages children to engage in their own artistic activities (visual and verbal), where their creative ideas, verbal and visual efforts are realized.
An indicator of the influence of fine art on a child’s development is the children themselves. (Using the example of children’s statements and their creative works in visual arts, the speaker confirms the expressed creative positions, accompanying his speech with a display of works of art.)
Primary education in the subject “Fine Arts” is part of the “Art” educational system and provides general art education, which is aimed at the spiritual, moral and aesthetic development of preschool children. Teaching fine arts occupies an important place in the system of aesthetic education and contributes to the development of the creative potential of the individual.
In conditions of variable training in various programs, it is important to note the commonality of the objectives purposes of studying fine arts. It is designed to provide:
- introducing preschool children to the world of plastic arts as an integral part of the spiritual (emotional - value) and material culture of society;
the formation of artistic and imaginative thinking as the basis for the development of a creative personality, its aesthetic tastes and needs, moral and ethical character;
development of creative abilities; expanding the range of feelings, imagination, fantasy, nurturing emotional responsiveness to phenomena of artistic culture;
teaching the basics of visual literacy, developing practical skills in various types of visual arts;
systematic development of visual perception, sense of color, compositional culture, spatial thinking, the ability to embody creative tasks (visual, decorative, design) in artistic images;
familiarization with the heritage of domestic and world art;
perception of an active aesthetic attitude towards reality, art, phenomena of artistic culture, folk artistic traditions.
The influence of art on the formation of a person’s personality and development is very great. Without educating aesthetically literate people, instilling respect for spiritual values from childhood, the ability to understand and appreciate art, without awakening children’s creative principles, it is impossible to have an integral, harmoniously developed and creatively active personality, and the child’s perception will also develop.
1.3 Objectives of introducing preschoolers to the visual arts
Let's see how the content of pedagogical work with children to introduce them to art becomes more complex from group to group.
Program objectives for introducing preschoolers to the visual artsThroughout the child’s entire stay in kindergarten, children can be divided into four groups.
First group- meaningful, unifying tasks aimed at teaching children the ability to understand what is depicted in the picture, what the artist said in his work, what he wanted to express.
Second group- figurative and expressive. By implementing the tasks of this group, the teacher teaches preschoolers to perceive and evaluate the artistic means used by the painter (how he depicted the characters, expressed the idea, revealed the content of the work).
Third group- emotional and personal. It includes tasks, by solving which the teacher develops in children the ability to give an aesthetic assessment of a work. The following questions can help him with this: “What is the attitude of the artist himself to the design? What did you like about the film? What interested her? What mood does it evoke?”
Fourth group- educational. The objectives are aimed at ensuring that the teacher can outline what moral and aesthetic qualities, cognitive interests to form, what feelings to cultivate in the process of teaching children to perceive art.
The unity of techniques and methods used in working with children in the classroom and in other forms and types of pedagogical activity ensures the formation in preschoolers of a sustainable interest in art, the depth, brightness of impressions, and the emotionality of their relationship to the content of painting.
Beginning with junior group, children are taught not only to understand the semantic side of the work, but also to respond emotionally to it, form an emotional attitude towards the picture, and the ability to relate their little experience with what they see on the canvas.
How complicated are the tasks of introducing preschoolers to the visual arts in different age groups?
Children fourth yearin life they begin to introduce book illustrations (a type of graphics), folk toys and visual didactic pictures. During this work, they develop an interest in looking at vivid images and are taught to see what and how the artist depicted in the drawing.
When looking at illustrations and toys, the teacher draws the children’s attention to familiar images of objects, people, and natural phenomena, thus teaching them to peer into the picture and feel the joy of recognizing familiar objects. Children are taught to notice images that are contrasting in color, and are also taught to respond emotionally to the beauty of the objects and phenomena depicted in works of art.
Children fifth yearin life they are taught to understand the content of a work, talk about it, compare the actions of the depicted characters with real ones, and notice details. Teaching preschoolers to understand the content of a painting means helping them not only to see what is depicted on the canvas, but also to establish the relationship between objects and images of the painting. At the same time, the teacher draws the children’s attention to the expressive means used by the artist - color, shape.
Children of the fifth year of life develop the ability to peer into a picture. What does “peer” mean? The teacher teaches children to listen carefully to the story of the picture, look and see details, correlate the depicted objects with real ones, highlight the main thing in the content of the work, establish connections between objects and phenomena depicted in the picture.
From the middle group onwards, children form an emotional and personal relationship to the work, encouraging them to explain what they liked about the picture.
IN senior groupPreschoolers are introduced to a new type of art - painting. Continuing to teach children to understand the content and expressive side of the work, they try to differentiate in their presentation such concepts as “content” and “expressive means” (what is depicted in the picture and how it is expressed), teach them to understand the relationship between the content, visual and expressive means (color, form, composition, movement, facial expressions, posture, gesture). Children try not only to name what and how is depicted in the picture, but also to determine what relationships are expressed in it, how people relate to each other, whether the objects depicted by the artist correlate with real ones, what is the artist’s attitude to the content of the work.
Children of the sixth year of life can already determine a personal selective attitude towards a work, motivate the choice of a favorite painting, illustration, toy, sculpture, and also talk about the emotional associations that arise from the perception of a work of art. At the same time, moral and aesthetic problems are also solved. This is how the concepts of “good” and “beautiful” are formed. The good deeds of the people depicted in the work appear at the same time to be beautiful, since the artist emphasizes this with color, location, and facial expressions.
In the older group, new tasks are also solved: children develop an interest in painting, sculpture, artistic taste, the ability to “read” a work, and the ability to aesthetically perceive reality.
IN preparatoryBy school, a group of children are encouraged to independently examine paintings, are taught to distinguish the specifics and originality of each genre and type of work of art, develop the ability to perceive the content of a painting, various means of expression (rhythm, color, shape), feel and understand the mood conveyed by the artist, character, relationship life phenomena and artistic images, develop aesthetic feelings, judgments, emotional responsiveness to the artistic image.
As you can see, preschoolers gradually improve their ability to analyze the content and expressive means of a picture, and also deepen and clarify the knowledge acquired in previous age groups. If in the younger age group children are taught to understand the content by answering the question of what (who) is depicted on the canvas, then in the middle group preschoolers are introduced to the characteristic features of the characters depicted by the artist and their relationships. In the senior and preparatory groups for school, the ability to perceive a picture based on the unity of content and expressive means is formed, and to understand the significance of the content of the work.
From group to group, the number of expressive means perceived by children and used by the artist increases. Kids highlight the following with unity of expressiveness: spot, line, notice contrasting color images. In the middle group, children perceive the shape of objects, notice the expressiveness of postures, gestures, facial expressions. Children in the older group understand such complex means of expression as rhythm, composition.
Changes also occur in the tasks of developing aesthetic feelings and an emotional attitude towards the artist’s painting. For example, in the younger group, children learn to respond emotionally to the phenomena and objects depicted in the picture. In the middle group, they show an emotional response to the picture they like. In the older group, preschoolers develop an emotionally positive attitude towards the content of the work. The solution to this problem is not simply connected with admiration for what one sees, defining an object or phenomenon with the word “beautiful,” as was done in the younger group. The formation of an emotionally positive attitude towards the content of the picture is based on an analysis of the logical connections of the work, on the ability to explain what the child saw. Thus, gradually, children develop an aesthetic perception of art based on its comprehension, which gives rise to aesthetic feelings and an emotionally positive attitude towards what is perceived.
Older preschoolers show a steady interest in works of art, they develop the ability to feel and understand the nature of the depicted phenomena and objects based on establishing the relationship between the content and means of expression. The emotional perception of the work and its analysis, comprehension of the idea of the picture create the conditions for cultivating an emotional-evaluative attitude towards its content.
Tasks for introducing preschool children to the fine arts, their implementation in kindergarten - a preparatory stage for mastering the program "Fine arts and artistic work"in primary school. Close continuity between kindergarten and school is the most effective way of artistic upbringing and education of the younger generation. We are making an attempt to establish continuity in the work of kindergarten and primary school in selecting the content of tasks for introducing children to the fine arts and methods of working with them, to trace the level of aesthetic development of children from kindergarten to preschool age in both rural and urban areas.
As a result of mastering the mandatory minimum in fine arts in kindergarten, children will have an understanding of:
about fine arts, folk and decorative arts, design as a form of art, about their role in human life;
about the basic concepts of visual literacy;
about the relationship between art forms;
about the most significant art museums in Russia.
Children will learn to distinguish (recognize) works of national art and other cultural regions, traditional artistic folk crafts of Russia; - convey the plot and semantic connection between objects in the composition.
When performing educational and creative work, preschoolers will be able to use:figurative language of plastic arts; knowledge of the basics of color science (three basic ones, black, white, color shades, dark and cool colors, color contrast and nuance); on the basics of depicting space (blocking, making objects smaller when moving away); on the basics of depicting the human face and figure (proportions of parts, conveying emotions, movements).
Preschoolers will master the basic means of artistic expression of an image: rhythm silhouette, color, composition.
In fine arts classes, children gain experience:
working with color, tone, line, space, form when performing graphic, painting, as well as modeling and design tasks; - work with such artistic materials as: gouache, watercolor with white, pastel (crayons), charcoal, pencil, brush, applique (cut-out and torn), plasticine (clay), paper (for modeling), cardboard (for engraving) and etc.;
collective creative work.
Fine arts training allows you to apply creative experience in practical work on the design of a group room, reception area, and when creating arts and crafts products from available materials.
By using all groups of tasks to familiarize preschoolers with the fine arts in the pedagogical process, we thereby, on the one hand, help children more easily and quickly learn everything that we teach them, and on the other hand, we help ourselves in organizing and planning the pedagogical process.
Let's consider the place of the problem of introducing children to art in preschool educational programs.
IN " Education and training program in kindergarten"(1985) this task is formulated specifically - to form in children the first ideas about art and the ability to perceive it.
The methodology for introducing children to fine art is based on the ideas and recommendations of Soviet scientists: V.V. Volkova, N.P. Sokulina, V.A. Ezikeeva, E.V. Lebedeva.
The “Program of Education and Training in Kindergarten” includes the task: to introduce children to the types of fine arts - painting, graphics, small sculpture, decorative and applied arts. Each of these types has its own means of expression, which comprehensively reveal the artistic content of the work, the values of which children will understand with systematic pedagogical guidance.
According to the development of children, they can be divided into three levels:
First level(junior preschool age). The motive for evaluating a work of art is of an objective or plot nature - children only list the images and find it difficult to give a detailed story about the picture. The evaluation of the work is limited to its practical orientation (“I liked the apple in the picture because it’s delicious”).
Second level(middle preschool age). Children understand the content of the work, see and name some expressive means (shape, color, combination of colors, some compositional techniques), but the assessment is superficial.
Third level(senior preschool age). Children already grasp not only the external characteristics of an artistic image, they simply understand the artist’s intention, experience aesthetically, and enjoy its beauty.
In accordance with this characteristic, program tasks are defined, which are implemented both in classes (with the older group, one lesson per month is devoted to getting acquainted with the fine arts), and in the process of independent activity of children and are carried out in conjunction with learning to draw, sculpt, and appliqué.
In a programme "Rainbow"The yellow color of the rainbow of preschool childhood is assigned to visual activities and artistic work. In preschool childhood, the process of development of artistic culture and the formation of the foundations of personality is associated with the influence of folk art. In the “Rainbow” program, the basis of the sections “Visual activity” and “Artistic work” is folk art. Much attention is paid to introducing children to authentic examples of folk and decorative arts. Children are taught to look at turned wooden and clay toys, painted ceramic dishes, patchwork blankets, woven towels, etc. The child is given a wide opportunity to discover the wonderful world of artistic materials, familiarize themselves with and create drawings and three-dimensional images using pencil, paints, clay and other materials .
In a programme "Childhood"the orientation towards the problem “Children in the Museum” is clearly stated. The goal of such work is to familiarize the child with folk arts and crafts, domestic and world classics of fine art. The perception of works of art in originals, a living story about them, the architectural and artistic interior of the museum, immersion in its special aura introduces the child to the unique values of art, and shapes his artistic culture.
The program recommends that from 3 to 5 years old children be introduced to the decorative images of Russian fairy tales, exhibits of toy and folklore museums. Older children (starting from 5 years old) are already able to feel the beauty and charm of the images of Russian and world classics of fine art - easel, monumental, decorative and applied arts.
Program "Origins"recommends introducing children to the world of high art, introducing them to exhibits of unique artistic value, starting from the age of six. As a justification, the following characteristics of age-related capabilities are given: older preschoolers are able to understand various types of museums; they become aware of their holdings through series of postcards, illustrated albums, museum booklets; They are especially clearly influenced by the architecture of the museum building, its appearance, the interiors of exhibition halls, reproductions and photographs of works of painting, graphics, and sculpture.
The program defines the main objectives of educating preschool children through the museum: familiarization with culture in the context of a sociocultural museum environment; introduction to the history of the world, the Fatherland, the native land; education of artistic taste and, especially, its selectivity, i.e. the ability to evaluate, compare, analyze classical examples of fine art; formation of personality's need for beauty.
The “Origins” program forms specific tasks for the development of children through museum pedagogy. The priority among them is the task of forming the “image of the museum” as a temple of art, as a unique collection of objects of beauty of cultural and historical significance. In addition, artistic perception, imaginative thinking, understanding of the language of art, interest in museums and exhibitions, an emotional response to their exhibitions, and a value-based attitude to their content develop.
1.4 Principles for selecting works of art for preschoolers
How to build a pedagogical process for introducing preschoolers to painting, and what works of art should be used to solve the problems of aesthetic education in kindergarten?
Practice shows that the success of children’s artistic education and their introduction to the world of great art depends on the selection of works. What the artist will tell about on the canvas and what the schoolchild will come into contact with for the first time, what will open before his eyes, what he will be surprised and admired - all this will become the basis for the formation of aesthetic taste, a sustainable interest in painting as a source of knowledge of the world. Thus, the correct selection of works of art is one of the conditions for the aesthetic education of preschoolers. But this is not the only significance. Correctly carried out selection of works of art for work with children also has a significant impact on the formation of the initial ideological orientation, civic feelings, love for the Motherland, native nature, interest in the peoples of other countries and continents. In addition, through the perception of painting (genre, portrait, still life, landscape) the child’s personality is humanized. For example, understanding humane relationships in genre painting, he tries to transfer the perceived relationships into his own with his peers and adults. When perceiving portraiture, a child acquires the ability to peer into people’s faces, understand their joys and sorrows, but most importantly, he learns empathy.
When selecting works of art for viewing with children, take into account the principle relevancea social phenomenon expressed in genre painting. Among genre paintings, children are interested in those paintings that reflect modern life in our country, as well as works dedicated to significant events and seasonal changes in nature.
The listed principles are the principles of selection of works By content. However, for a deeper understanding of the artistic value of a painting, unity in the perception of the content (what is depicted) and the means of expression (how the content is expressed) is necessary, i.e. forms of the work. In the selection of works by form, the principle of diversity in the means of expression and manner of execution used by the artist is taken into account.
According to color decisionpaintings made by the artist in warm and cold colors based on color contrast are selected - bright color spots or calm strokes, lively, bright, rich colors or blurry, separated ones.
It also matters compositionalsolution. For viewing with children, pictures are selected in which artistic images are arranged in a circle, triangle, asymmetrically, symmetrically, in the center, statically, dynamically, etc.
Paintings by different artists differ in the manner of execution: the rhythmic depiction of lines, strokes, stylization, generalization or detail of the depicted objects and images, their three-dimensional or planar image. The principle is also taken into account concentricity, the essence of which is to return to previously perceived pictures, but at a higher level of knowledge. The same picture is repeatedly offered for children to examine during the school year and in different age groups. But the children’s attention is directed to different goals: to highlight individual images, name colors, determine the mood, analyze the logical connections of the picture, establish the relationship between the content and means of expression. Compliance with the principle of concentricity allows the teacher to gradually deepen preschoolers’ understanding of works of art, reveal to them new things in the content and artistic means of the painting, cultivate a sustainable interest in painting, and develop more vivid associations and aesthetic feelings. For example, the painting “Guests” (artist O.B. Bogaevskaya) depicts a girl’s birthday. If, upon initial acquaintance with the picture, it became clear what (who) is depicted in it, what mood is expressed, what the picture tells about, i.e. Children learned to examine the details of the picture in detail, then later their attention was drawn to the relationship between the content of the work and the form of its expression. During the initial acquaintance, the external side of the picture was revealed, and upon repeated acquaintance, its aesthetic merits and inner essence were revealed; in other words, pedagogical guidance in viewing the work at this stage was aimed at a deeper understanding by the child of the artist’s intention.
So, to introduce preschoolers to art, it is important to correctly select works of art.
Works of painting should realistically reflect phenomena of social life and nature familiar to children. The painting must clearly express the artist's idea and intention. You can select paintings from other areas of painting.
When selecting works for viewing with preschoolers, it is necessary to clearly understand what the picture is about, what main idea the artist expressed, why he created this work, how he conveyed the content (what artistic means he used).
A work of art is distinguished not only by its idea, which is hidden in the painting, but also by its theme, i.e. what is depicted on it. The theme of the work should be close to the child’s social experience and life impressions. In genre painting, such topics as the life of adults and children, their humane relationships, the work of adults and children, and the heroism of people during the Great Patriotic War are important.
Children of senior preschool age can access themes reflected in genre painting: social activity of people at work, their love for their homeland, humane relations of people (care, attention, sensitivity, cordiality, devotion, kindness, responsiveness, mutual assistance, etc.). effective love and caring attitude of man towards the earth and nature.
And one more important principle that is taken into account when selecting works of art for familiarization with preschool children is an individual creative vision of reality in similar themes of the works.
Preschoolers are introduced to paintings created by different artists on the same theme (“Family” by G.P. Sorogin and “Family” by Y.P. Kugach). By perceiving these paintings, children acquire the ability to compare different manners of execution of the same phenomenon by different artists, to highlight their attitude to what is depicted.
Familiarizing children with paintings that are similar in content, but made by different artists, influences the development of a personal emotional-evaluative attitude towards the perceived work in preschoolers, and the formation of aesthetic taste.
Today, more than ever, one of the main tasks of the people is the task of developing social emotions and feelings in children. The “Concept of Preschool Education” also speaks about ways to expand the actual emotional experience of children: “When communicating with adults, a child discovers a range of new feelings, emotional shades... for the first time begins to experience the joy of learning... anxiety for others, pride in his success. Master the language of emotions."
An inexhaustible source of development of such feelings are works of portraiture. Getting to know this type of art helps to show children the best traits of a person, to develop in them sensitivity, a sense of empathy, and emotional and aesthetic responsiveness to the spiritual world of man.
But I will dwell in more detail on the landscape. The landscape genre not only expresses the endless diversity and beauty of nature at different times of the year, in different climatic conditions, under sunlight and moonlight, but also conveys feelings and moods.
What requirements must landscapes used in working with preschool children meet?
1. Accessibility of landscape content for perception.The theme of the paintings must be in tune with the interests of children and correspond to their experience. The experience of our work has shown that the most complete understanding of the content of portraiture occurs when perceiving a portrait-painting, since the world around us depicted by the artist helps children determine the mood and emotional state of the image.
. Vivid expression of emotional state. The more emotional, brighter, and more convincing the work is, the stronger its effect on the feelings and consciousness of the audience, the deeper the content of the image is revealed.
. The variety of means of expression used by the artist(color, composition, rhythm). According to our observations, children’s attention in a landscape is attracted by the dynamics (movement), colorfulness and saturation of the image.
Here are only the basic requirements for the selection of works of art that can be used in working with preschoolers. It is clear that the teacher, introducing children to painting, takes into account age-related psychophysiological and individual characteristics and the level of their intellectual, emotional, aesthetic development, the possibility of equipping the pedagogical process with visual aids and, finally, the peculiarities of the functioning of the children's institution, its location (city or village where the child grows, develops and is formed). Showing creativity, the teacher will improve the methodology for selecting works of art, with the help of which he can open the child’s door to the world of artistic vision.<An approximate scheme for long-term planning of work to familiarize preschoolers with the visual arts in Appendix 1>
That. There are three stages in introducing children to painting:
First stage.The main method for introducing children of senior preschool age to fine art at the first stage is an art history story. The choice of an art history story as a method of introducing preschoolers to painting is determined by the content and structure of the work, which reflects its elements in a logical relationship. The structure could be as follows: a message about the title of the painting and the artist’s surname; what the picture is about; what is most important in the picture is how it is depicted; what is depicted around the main thing and how the parts are connected to it; what beautiful things the artist showed with his work; what do you think about, what do you remember when you look at this picture. Using this story structure is possible until children begin to adequately answer questions posed after the story about the content of the picture and acquire the skill of monologue speech when answering the question of what the picture is about.
During the lesson, an art history story can be given after the children independently examine the work. Then the teacher asks them questions in order to consolidate their understanding of the content of the painting, develop the ability to isolate the means of expression used by the artist, as well as activate the creative imagination and emotions that arise when perceiving what is depicted on the canvas. Questions should be detailed and specific. Answering them, the child lists the details of the work, establishes and explains elementary logical connections between the content of the work and the means of its expression.
It is necessary to ask detailed questions after the story, since children do not yet have the skill of “reading” a picture and do not know how to independently analyze the work.
The perception of painting and its knowledge are impossible without emotions. Paintings by artists should evoke certain feelings in children, a desire to create beauty and goodness. Therefore, in the process of introducing children to painting, especially in the first stages, the technique of “entering” into the picture, recreating the events preceding and subsequent to the content of the picture justifies itself.
In the process of introducing children to painting, it is important to synthesize various types of art in the classroom, especially at the initial stage. The skillful use of music and expressive reading enhances interest in painting, sharpens children's aesthetic senses, and increases their emotional sensitivity.
Second phase.Children are taught the ability to analyze what is depicted on the canvas. Based on the analysis, the ability to perceive a holistic, generalized image of a picture is formed. Teaching preschoolers to perceive a picture holistically is a more complex process, so other methods and techniques are required for introducing children to the fine arts.
There are changes in the way we work. First of all, the art history of the teacher is excluded. The examination of the paintings now begins with questions of a more general nature. They are built taking into account the higher level of perception of the picture by children and their ability to analyze the work. However, sometimes it happens that some children, without a preliminary detailed analysis of the work out loud or without an art history story, find it difficult to immediately answer the question of what the picture is about. In this case, it is necessary to use the technique of precise instructions about the child performing mental actions in a certain order when answering the question: “Before answering the question what the picture is about, look carefully at what is depicted on it, what is most important, how the artist showed it, and then answer the question about what the picture is about.”
Third stage.As children acquire aesthetic experience in viewing paintings, the teacher introduces new methodological techniques with the help of which children’s creative perception of a work of painting is formed. Such techniques include comparison, classification of paintings, mental creation of one’s own painting based on the name of the artist’s painting, and various didactic games.
The basis of these techniques is the comparison of works by different artists, genres, comparison of what is depicted in the picture with one’s personal experience, reality; this comparison makes it possible to evoke in the child various associations, emotions, feelings, deepens his understanding and experiences.
The impressions received during the conversation by the children are reflected in the drawings. Children strive for the most accurate representation of a person’s mood and emotions through the use of facial movements and colors in their drawings.
In the work of a kindergarten, an entire lesson can be devoted to works of fine art - a conversation using the above methods, or they can be used in other types of classes or in everyday direct communication with children.
2. Possibilities of the Zavolzhsky microdistrict in introducing preschoolers to the fine arts
The international public organization “Center for Spiritual Culture” was registered by the Ministry of Justice of the Russian Federation in May 2001.
The history of its creation dates back to the 80s of the last century. Then the understanding in society has matured that world culture is inherently valuable in its own right; it is precisely this culture that significantly influences the spiritual nature of a person, forms a sense of harmony and beauty, and determines the humanistic orientation of community life. The emergence of the Samara Roerich Society dates back to this time, which set broad cultural education as the main goal of its activities.
The name of Nicholas Roerich - a wonderful Russian artist, tireless researcher and traveler, philosopher, historian, publicist - was not chosen by chance. N. Roerich expressed his worldview this way: “Awareness of beauty will save the world.” All his life he translated this idea into reality, invariably protecting the greatest achievements of culture from oblivion and irreparable loss.
The Roerich Society, over time expanding the range of work and increasing the potential for spiritual influence, transformed into the Interregional public organization “Center for Spiritual Culture”. At the beginning of the third millennium, the international public organization “Center for Spiritual Culture” carries out significant cultural and educational programs in Russia and abroad. They are aimed at promoting the priority of eternal universal human values, orienting modern society towards the development and raising the educational and cultural level, and making beautiful works of nature and art accessible to a variety of social groups and strata.
The center carries out its activities in various directions: holding exhibitions; publication of books, art albums, magazines, production of art products (copies of paintings, posters, postcards, calendars); making television films; conducting scientific and applied research.
On March 1999, the official opening of the Raduga Cultural and Exhibition Center took place in the city of Ulyanovsk.
The initiators of the creation of the exhibition center were the Roerich Center for Spiritual Culture and the Administration of the Zavolzhsky District. Dozens of enterprises and organizations in the city provided selfless assistance in the reconstruction of the former kindergarten into exhibition halls.
The main purpose of the Rainbow Exhibition and Convention Center is to exhibit exhibitions of unique copies of paintings by great masters of painting from different eras and movements. Copies are created using specially developed computer technology and reproduced on a special canvas or paper. This technology is widely used in world practice and allows not only to ensure the preservation of masterpieces for the future, but also to get acquainted with them to the widest modern audience. Non-commercial traveling exhibitions of masters of Russian and foreign painting are provided by the Interregional Center for Spiritual Culture of the city of Samara.
The main visitors to the Rainbow were children. They not only come many times themselves, but also bring their parents, friends, and teachers. Among the routine and dullness, children have the opportunity to touch the bright eternal world of Art that has passed the tests of time.
Multiple visits to the Raduga Convention and Exhibition Center by kindergarten children confirmed the need to optimize the educational process through museum pedagogy. The idea of cooperation between preschool educational institution No. 222 and the Raduga Convention and Exhibition Center arose. The work is based on the program for Maslova’s kindergarten “We are entering the world of beauty” (St. Petersburg; SpetsLit.; 2000).
The Rainbow Exhibition and Convention Center introduces children to the art of painting using museum pedagogy technology.
Museum pedagogy- this is a unified system of moral, aesthetic, historical and patriotic education, which ensures a close connection with educational institutions and other social institutions that are engaged in the training and education of the younger generation. N.V. Nagorsky.
Museum pedagogyas technology, is built on a number of principles. Their accounting helps us to work quite productively in this direction.
It is necessary to ensure live communication between the preschooler and authentic works of painting, sculpture, and graphics. Only such a circumstance will allow the baby to vividly experience the impressions received. This rule can be implemented in the Rainbow Exhibition and Convention Center.
It is important to organize children’s own creative activities according to the following scheme:
living impression of nature;
own artistic experience;
reproduction of works of art on similar themes;
reflection of personal feelings in drawings based on plots or motifs of the works in question.
It is advisable to use attributes that help students independently make “discoveries” of the secrets of art (real objects: “wonderful rope”, “magic bell”; imaginary images: “living water”, “muse of art”, etc.).
Be sure to use educational games with the participation of a variety of characters (puppet, fairy tale, theatrical) on the following topics:
“Know how to behave in a museum”;
“Find and show something beautiful”;
"We are wizards";
"Living Pictures";
"Live Sculptures"
The museum is a lifeless exhibition of the works of masters. It should be interactive: children move, embody images, communicate, play, improvise, share information and experiences, and draw.
A child’s successful comprehension of the content of a work and its artistic form is possible by implementing the following algorithm:
from the perception of a real object to the contemplation of a still life - a painting;
from admiring a natural object to admiring landscape painting;
from communicating with a person to understanding his character in an artistic portrait.
Implement an integrated approach to organizing museum activities in preschool educational institutions:
create mini-museums (paintings, folk crafts, sculpture, architecture);
collaborate with artists in your region to use their art collection for temporary exhibitions;
use aids (reproductions, slides, artistic photographs, models, layouts);
enrich children's vocabulary with terminology that allows them to vividly and beautifully characterize phenomena, events, images, feelings;
accompany the process of aesthetic contemplation with classical examples of musical culture;
to promote the child’s unique and original self-expression in a series of unique games (similarity game, empathy game, improvisation game, drawing game).
All work on museum pedagogy technology is based on integration, as the main principle of methodological work. Integration is understood (based on the definition of R.M. Chumicheva) as a deeper form of interconnection, interpenetration of different contents, forms of upbringing and education of children. It covers all types of their artistic and creative activities (didactic, active, role-playing games, visual, artistic, speech, musical activities).
What organizational forms should be used when integrating the pedagogical process? With the organizational integration of activities, the basic thing remains unclaimed, without which art cannot exist, namely, its playful character, “sensory reflection of the world”; creativity, fantasy transformation of life experiences; the uniqueness of the person creating artistic images, the individuality of her views.
The most effective forms of work are:
Through form.Its essence is that the child learns some value, for example, aesthetic value - “Beauty”. He embodies it in various works of art and independently (or together with a teacher) realizes it in his own artistic and creative activities (drawing, sculpting, etc.). basic principles for constructing this organizational form: psychological conditioning of the choice of activity(start with the one where this value is most clearly manifested); multidimensionality(diversity of content and genres of art); harmony(simultaneous impact on the intellectual, emotional and behavioral spheres of the child’s personality).
Spiral shape.Its peculiarity is that the knowledge of values (for example, moral - “Sensitivity”) occurs in different types of activities in two possible ways: from the particular to the general (the teacher talks about the actions of children and makes requests based on works of art, play activities, and his own life experience determine what this quality is called, how it manifests itself) or from general to specific (the teacher at the beginning of the day gives the children a certain attitude: for example, he asks what sensitivity is and who they say is a “sensitive person”, asks throughout the day, studying various activities, pay attention specifically to this quality of personality and how it manifests itself in life and art).
Contrasting shape.It differs in that the knowledge of any value is carried out “by contradiction” (awareness, for example, of “Love” as a value in life and art in comparison with “Hate”). With this form of organization of the pedagogical process, it is very important to remember the motivational principle: the child must feel and realize why the value he learns through contrast evokes respect from other people and his own positive self-esteem.
Interpenetrating form.It is characterized by the organization of an activity within one day, in which other activities interfere to a limited extent, if not the most important thing. For example, children are given complete freedom to organize independent games. Observing them, the teacher set the goal: “to form in children the concepts of masculinity and femininity”; as the game unfolded, they could introduce them to female and male portraits that most clearly reflect these particular personality traits, organize discussions of the portraits, connecting it with the game, the distribution of roles in them, etc.
Individually differentiated form.This is the most complex way of organizing the pedagogical process and requires high professionalism from the teacher, deep knowledge of the individual characteristics of children, and the ability to unite them into subgroups. Its essence lies in the fact that the teacher creates an educational environment that allows each child to independently choose the type of activity that best meets his internal needs.
General principles all forms organizing an integrated pedagogical processare the following:
the principle of simultaneous activation of all analyzers (visual, auditory, tactile, tactile-motor) in the process of learning any value; ensuring the strength of conditioned connections in the cerebral cortex and the activity of all mental processes;
the principle of projecting cognitive value onto one’s “I” (the child is constantly put by the teacher in the position: Do I look like this hero? Do I have this quality? Can I do this?);
the principle of effectiveness (developmental effect), which presupposes the obligation of the teacher to communicate with each child to find out what and how he understood, felt, and appreciated.
To develop the creativity of each child, a new method is used, such as aesthetic game.It is built according to the laws of art. Its structural components: composition, choice of characters, plot, development of events, change in the construction and plasticity of characters, contrast, metaphor, empathy, creativity, improvisation. When organizing such an aesthetic game, it is necessary to take into account the characteristics of each part:
· Creating an imaginary situation. This is “action in an imaginary field” (Vygotsky L.S.) or “action in assumed circumstances” (Stanislavsky K.D.). for example, dramatization of a figurative work.
· The fact of reincarnation. This is the process of taking on the role of another “I”.
· Correlating your own experiences and emotional sensations. This is a sensory reaction to a musical, pictorial or graphic work.
· Search for a “psychological gesture” (Chekhov’s term M.P.). This is expressed in the plasticity of the body of a generalized internal emotion.
· Playing with unformed material. This is provoking fantasy, original associations.
· The birth of an artistic image (image-making). This is, for example, the embodiment of the lines of the image of a character, endowing it with the signs of a living being, its character, plasticity, and emotions.
· Creating your own artistic work. These are masterpieces of children's painting, graphics, and sculpture.
When using an aesthetic game, you should follow the rules, without which its effectiveness is significantly reduced:
the rule of interaction between types of art and artistic activities of children;
the rule of comparing the content with the nature of emotions;
rule for analyzing educational material;
rule of following age characteristics;
the rule of “metaphor” (transferring the child’s sensory experience and knowledge into sound and color, line or shape);
the rule of animating inanimate things;
the rule of “return”, i.e. use of works of art of different styles and eras.
In addition to aesthetic play, a variety of integrated activities are used gaming techniques:
Creating game situations during preparation for a lesson or at its beginning, so that children independently set themselves a visual task;
explaining the requirements in a playful way;
showing ways of depicting in a game situation with the involvement of children;
stimulating children's creative activity through play techniques;
exercises in various ways of depicting through a playful mood, with the goal of “leading” children away from patterns, directing their search to new techniques;
training in game analysis of productive work (understanding that the success of game application depends on their quality, and the quality of the image depends on compliance with the requirements that were presented at the beginning of the lesson);
playing with your own artistic works (drawings, modeling, appliqué);
organization of independent artistic activities (design of role-playing games, preparation of theater posters, etc.).
To develop the creativity of each child, the following forms of play are used:
· Game of myths, legends, epics;
· Game of ethical fairy tales (with image elements);
· Game is communication. The game is empathy.
· Game - perception of personality;
· Game of masculinity (femininity);
· The game is a pantomime;
· Game of ideal relationships;
·Game - rhetoric;
· “Heart” games (according to the “perception of the heart” - based on literary works);
· Game psycho-gymnastics;
· Paradoxical games;
· A game with elements of creative activity;
· The game is a competition for the title of master of landscape (still life, portrait...);
· The game is of aesthetic contemplation;
· Playing with pictures (revival);
· Photography game;
· Game - club "Young Artists";
· Graphic games;
· Art history games;
· Games using objects - products of children's artistic activities.
The traditional form of organizing children is also used: classes - conversations.
Considering that the process of introducing art to children of senior preschool age can be divided into three stages (first- emotional holistic perception, detailed peering into the content of the picture; second- comprehension at the level of generalizations; third- creative holistic perception of a work), then familiarization with painting is based on the principle of complicating the content of perceived works, means of expression, as well as methods of working with children. Methods for introducing children to art become more complex step by step - from methods that allow them to teach how to isolate an individual in a picture (what is depicted and how), to methods that promote a holistic and creative perception of the work. The main method of introducing children of senior preschool age to the fine arts at the first stage is art history story of a teacher.This choice is determined by the content and construction of the work, which reflects its elements in a logical relationship.
The structure of an art history story:
message of the title of the painting and the name of the artist;
what the picture is about;
what is most important in the picture (highlight the compositional Center);
how it is depicted (color, construction, location);
what is depicted around the main thing in the work and how the details are connected (deepening in the content of the picture);
what beautiful things the artist showed with his work;
what do you think about, what do you remember when you look at this picture.
Then the children are asked questionsin order to consolidate an understanding of the content of the picture, develop the ability to isolate the means of expression used by the artist, as well as activate the creative imagination and emotions that arise when perceiving what is depicted on the canvas. The questions are detailed and specific.
In the process of introducing children to painting, especially in the first stages, the technique pays off. "entering" into the picture, reconstruction of events preceding and subsequent to the content of the picture. “Transfer” or “stand”, in the process of perceiving art in aesthetics, is considered as a means of educating people’s feelings and aesthetic qualities. The use of this technique is also advisable because it is closely connected with play, creative imagination, and with a certain kind of orientation towards detailed expressive storytelling.
Reception story - sampleThe teacher’s personal attitude towards the painting he likes is used at the first stage of familiarization with painting. The story has a certain structure, its content is emotionally colored, rich in intonations.
Sample story structure:
who painted the picture and what it is called;
what the work is about, what colors it is written in, what mood it conveys;
What did you particularly like, what feelings and thoughts arise when you look at this picture.
At the initial stage it is especially important analyzedifferent in class kinds of art.
At the second stage, viewing the paintings begins with asking questions of a more general nature. They are built taking into account the higher level of perception of the picture by children and their ability to analyze works. Questions direct children's attention to establishing and explaining the connection between content and means of expression. Contribute to the development of the ability to reason, prove, analyze, draw conclusions and conclusions at the level of generalization.
Used receiving precise settingsabout the child performing mental actions in a certain order when answering the question: “Before answering the question, what is the picture about, carefully look at what is depicted on it, what is most important, how the artist showed it, and then answer the question, what is the picture about?” "
The accuracy of understanding the aesthetic character of the image and the ideological orientation of the work largely depends on the perception of the unity of the content of the picture and the form of its expression. Solving this problem in preschool age is facilitated by the use of techniques of compositional and coloristic options.The essence of the techniques is that the teacher visually or verbally shows how the content of the picture, feelings, moods expressed in it changes depending on the change in composition (a certain order in the relationship of the elements of the work) or color (color combination) in the picture.
At the second stage of familiarizing children with painting, the and a method for forming children’s personal attitude towards painting.Instead of a sample story, dissected questions are used, specific questions that activate the child’s mental activity (what, with what, why).
At the third stage, in the process of perceiving painting, we gradually introduce method of comparison.Two paintings by different artists, of the same genre, but reflecting a contrasting mood are compared (for example, “Sons” by P.P. Ossovsky and “Fair” by A.A. Plastov); and then paintings by the same artist, but with different color schemes (“March” and “Golden Autumn” by I.I. Levitan).
At the third stage of working with children, the technique is used mentally creating your own painting based on the name given by the artist.This technique puts the child in a position of “co-creation” with the artist. The child learns to think independently creatively, to understand the relationship between the content and form of a work, to draw his own conclusions, and acquires the ability to conceive an idea and the need to express it in his own creative activity.
Also used receiving precise settings, but the questions become more complicated in order to develop in children the ability to mentally create a picture according to the laws of painting, to prepare them for independent creative visual and verbal activities, as well as to develop such mental actions as analysis, synthesis, comparisons and generalizations.
In the process of forming the personal attitude of preschool children to the content of the work, game elements, stimulating the child’s desire to talk about the picture he liked: “Who can tell you better, more interestingly, why you liked the work?”
When teaching children the ability to ask questions, the teacher uses the following technique: “Children, today we looked at the artist’s painting very carefully, you answered many questions. I would like to know what question to ask in order to find out how the artist managed to show the evening on the city street. What other questions can you ask to learn more about this work? Children can ask each other questions about the work they watched.
Can use these didactic games, like: “Art salon”, “Exhibition of paintings”, “Find the mistake”, “Genres of painting”.
During the conversation, explanations, comparisons, the method of emphasizing details, the method of evoking adequate emotions, the tactile-sensual method, the method of reviving children's emotions with the help of literary and song images, the method of “entering” into the picture, the method of musical accompaniment, and gaming techniques are widely used.
3. Introducing children aged 5-6 years to one of the genres of painting - landscape
fine preschool painting landscape
3.1 Diagnostics of older preschoolers’ ideas about fine arts and practical skills in drawing nature
The practice took place in the senior group No. 4 of preschool educational institution No. 110 in Ulyanovsk.
Work on the topic included two directions:
Diagnostics of knowledge, skills and abilities.
Planning work to familiarize older preschoolers with works of painting using the landscape genre as an example.
To identify children's ideas about the fine arts, diagnostics were carried out with a subgroup of six children of senior preschool age.
1.Albutov Zakhar 5 years 8 months.
2.Igonina Karina 5 years 6 months.
.Krasnova Polina 6 years 1 month.
.Melnikova Dana 5 years 11 months.
.Nesteryuk Natasha 6 years old.
.Petin Andrey 6 years 2 months.
The main indicators are the following:
desire to visit museums, adapt to their environment, understand their meaning and essence (1);
the child’s pronounced interest in the visual arts, one or different of its genres, and performance techniques (2);
a fairly complete understanding of the most significant, age-appropriate works of art and their authors (3);
the ability to express one’s attitude towards fine art, individual works, based on an assessment of the means of their expression and emotional impact on the child, to receive a feeling of pleasure from fine art (4);
manifestation of one’s creative abilities in creating original products of one’s own activities: original drawings, creative improvisations, interpretation of a given plot and one’s own plans (5).
Each indicator was assessed in points, the number of which depends on the strength of expression of the data in the children’s answers, the results of their activities, creativity, and relationships. Ratings:
very strong - 5;
quite strong - 4;
not enough (average) - 3;
very weak - 1.
Indicators and evaluation criteria are taken from Maslova’s program “We are entering the world of beauty,” 2000 edition.
During the conversation “What do you know about art?” The children were asked the following questions:
·What is a museum?
· What are museums for?
· How should you behave when visiting museums?
· What museums do you know?
· What types of fine arts do you know?
· What is painting?
· What does the artist depict in his paintings?
· What genres of painting do you know?
· What is landscape, portrait, still life?
· What are everyday, mythological genres?
· What is book graphics?
· Which picture did you like best? Why? What's her mood?
· What do you like to draw? Why?
· D/i "Genres of Painting".
Based on the answers, I made the following conclusion: Karina and Zakhar’s artistic and creative level is not sufficiently developed, Polina and Dana’s are poorly developed, and Andrei’s and Natasha’s are very poorly developed. If we summarize these indicators, then the level of knowledge among children is at a low level.
After an individual conversation, I conducted a drawing lesson on the topic: “Walk in nature.”
Goal: to identify children’s level of skills in drawing nature.
At the beginning of the lesson, she invited the children to remember how they walked in the park, the forest... and imagine nature as where they would like to walk and draw. After that, she suggested doing a drawing. Children had the opportunity to choose materials for drawing (watercolor, gouache, colored pencils).
I analyzed children’s work according to the following plan:
1.Does the content of the children's work correspond to the topic?
2.Does the level of developed skills correspond to a given age?
.Expressive means that the child uses in his work: color, ornament, use of symbols, exaggeration of qualities, etc.
.Child's attitude towards work.
The results were assessed according to the following criteria:
Short.Children show interest and desire to communicate with the beautiful in the world around them and in works of art. They see and understand the emotional states (the most pronounced) of those around them, as well as artistic images. They empathize with them. They distinguish between types, genres and some means of expressiveness of fine art. Children have knowledge about the professions of an artist, a book illustrator, their creative work, they know the names of some artists and their works.
They know the types of visual arts, their features, means of expression, materials and tools. They have technical and visual skills and abilities, but they do not yet use them consciously and independently. Creativity is performed with the active reminder of an adult.
Average.They show a strong interest and need to communicate with the beautiful things in the surrounding world and works of art, and experience joy when meeting them. They understand and empathize with the emotional state of others, see their external expression and understand their internal state.
They know the distinctive properties of types, genres of fine art, their means of expression. They know about the creative work of artists; graphic artists, masters of applied arts, architects, see the peculiarities of the creative style of some of them, express their attitude towards them. They remember certain names and specific works of art.
Children know the types of visual activities, understand their features, use means of expression, skills and abilities to create an expressive image. Show independence, initiative and creativity.
High.Children discover a constant and lasting interest, a need to communicate with the beautiful in surrounding activities and works of art, and experience pleasure and joy from meeting them.
They know various types and genres of fine art, their features, understand the unity of content, meaning and language of the artistic image. They notice works of art in everyday life, they know about the professions of artist, graphic artist, decorator, architect, and the peculiarities of their creative work. They remember the names of some of them, their specific works, their individual style of creativity, and express their attitude towards them, showing figurativeness.
They can correlate images of fine art with images of other arts, music, poetry, etc., find similarities and differences in them in terms of mood, state, etc.
Skillfully apply all the knowledge acquired in the fine arts in their own creative activities,
The evaluation criteria were developed based on the CHILDHOOD program.
Analysis of the drawing by Albutov Zakhar:
.There is an exaggeration of qualities in the work, too large trees in the foreground. Uses a small range of colors in her work. Does not draw branches near the tree trunk. I chose watercolor for the image.
Analysis of Karina Igonina’s drawing:
2.The level of skills and abilities does not correspond to the child’s age capabilities.
.There is an exaggeration of qualities in the work; the tree in the foreground is too large. I chose not bright, light colors. He uses signs and symbols in his work (he depicts birds in the form of checkmarks). I chose watercolor to work with.
.Has a positive attitude towards his work.
The level of practical skills is at an average level.
Analysis of Krasnova Polina's drawing:
2.The level of skills and abilities does not correspond to the child’s age capabilities.
.The work turned out to be very difficult, because... dark colors were used. The trees are not drawn correctly. I chose watercolor to work with.
.Has a positive attitude towards his work.
The level of practical skills is low.
Analysis of Dana Melnikova’s drawing:
2.The level of skills and abilities does not correspond to the child’s age capabilities.
.I used dull colors in my work. The composition in the drawing is not balanced. The trees are not drawn correctly. I chose watercolor for my work.
.Has a positive attitude towards his work.
The level of practical skills is low.
Analysis of Natasha Nesteryuk’s drawing:
2.The level of skills and abilities does not correspond to the child’s age capabilities.
.I used very dull colors in my work. The drawing turned out blurry. Does not draw the horizon line. The drawing contains exaggeration of qualities. The trees are not drawn correctly. I used watercolor for this work.
.Has a positive attitude towards his work.
The level of practical skills is low.
Analysis of Andrey Petin’s drawing:
2.The level of skills and abilities does not correspond to the child’s age capabilities.
.The drawing exaggerates qualities. Uses icons and symbols in work. The colors are not bright. The trees are not drawn correctly. I used watercolor for my work.
.Has a positive attitude towards his work.
The level of practical skills is low.
That. of six children:
On the Middle level;
At a low level.
As a result of the data obtained from the ascertaining experiment, I found out that children generally have a low level of knowledge about painting; children do not know the names of painting genres. Analyzing children's work, I found out that the level of practical skills is also low. Children use very few means of expression to convey images, mainly only color, exaggeration of qualities, and symbols. Children's visual and technical skills are not developed at a sufficient level: children do not convey a certain type of tree, the location of branches, do not draw leaves, do not draw with the tip of a brush, there are no thin, elegant lines. Most often, children's drawings use a frieze arrangement of objects; the composition is not balanced.
3.2 Planning work to familiarize children 5-6 years old with the genre of landscape
In accordance with the data obtained from the ascertaining experiment, I planned a long-term plan to familiarize myself with the genre of landscape.
Activities Joint activity Independent activity “Walk in nature” Purpose: to identify the level of skills in drawing nature in children. At the beginning of the lesson, I invited the children to remember how they walked in the park, forest... and imagine nature as where they would like to walk and draw. After that, she suggested doing a drawing. Children had the opportunity to choose materials for drawing (watercolor, gouache, colored pencils). “Acquaintance with the work of the artist I.I. Levitan (examination of the painting “March”)” Purpose: to introduce children to Levitan’s work, to teach children to understand the essence of the painting “March”, to develop children’s imagination, creativity, the ability to see means of expression in painting (color from bright to dark, shape from small to large), encourage children to create a spring landscape using watercolor techniques. Conversations “What do you know about art?” Goal: to identify children’s ideas about fine art (the concept of “museum”, the purpose of museums, types of painting). D/i “Genres of Painting” Purpose: to identify children’s ideas about genres of painting, to consolidate knowledge about the depiction of a landscape and its characteristics. Find it among other genres and justify your choice, compose a descriptive story characterizing the chosen landscape. D/i “Collect a landscape” Purpose: to consolidate knowledge about the constituent elements of the landscape, about the signs of the season. According to his own plan, he will compose a composition according to a given plot (spring, summer, winter, autumn). Creating a subject-developing environment for children's creativity: Album of reproductions “Seasons”. Artistic and visual materials for visual activities.
Conclusion
The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Solving it should begin in preschool age. The most effective means for this is the visual activity of children in a preschool institution.
In the process of drawing, a child experiences a variety of feelings: he is happy about the beautiful image that he created himself, and he is upset if something doesn’t work out. But most importantly, by creating an image, the child acquires various knowledge; his ideas about the environment are clarified and deepened; In the process of work, he begins to comprehend the qualities of objects, remember their characteristic features and details, master visual skills and abilities, and learn to use them consciously.
During my work, I noticed that children, while viewing the picture and subsequent discussion, perceive the picture as a whole. When we looked at the elements of the picture, the children did not see them separately; the children saw all the elements of the picture as connected into a single whole and they could not be separated. This indicates the development of children's perception and emerging associations when viewing the picture. This means that teachers work quite well with children on perception problems in kindergarten. And Khizhnyak Yu.N. in his works he highlighted the most important task facing the teacher.
That. The most effective forms of introducing children to art are:
visiting museums where a child can see original masterpieces of world painting;
specially organized classes to familiarize children with paintings;
gaming techniques;
looking at paintings;
“walking” into the picture;
musical accompaniment;
“A subtle, sympathetic person, capable of being happy and making others happy, rarely appears on his own. To educate a person like this, to develop a culture of feelings in him, to fill his life with joy is the most important task facing a teacher.”
In order to learn to understand the beauty in art and life, it is necessary to go a long way to accumulate elementary aesthetic impressions, visual and auditory sensations, and a certain development of emotional and cognitive processes is necessary.
Bibliography
1.Vanslov V.V. “What is art?”, M., 1988.
2.Vetlugina N.A. “Aesthetic education in kindergarten”, M., P., 1985.
.Zubarev “Children and Fine Arts”, M., 1969.
.Kompantseva V.V. “Poetic image of nature in children’s drawings”, M., 1985.
.Komarova T.S. “Methodology for teaching visual arts and design”, M., P., 1991.
.Koptseva T.A. “Nature and the Artist”, M., 2001.
.Kurchevsky V.V. “What’s there outside the window?”, M., 1985.
.Leibson V.I. “What poems teach”, M., 1964.
.Maslova “We are entering the world of beauty”, St. Petersburg, SpetsLit, 2000.
.Medorezova O.V. “Lesson notes for the preparatory group of kindergarten”, Voronezh, 2006.
.Mukhina V.S. “The visual activity of a child as a form of assimilation of social experience”, M., 1981.
.Odnoralov N.V. "Materials in Fine Arts", M., 1983.
.Sokolnikova N.V. “Fine art and methods of teaching it in elementary school,” M., 1999.
.Stasevich V.K. "Scenery. Picture and reality", M., P., 1978.
.Chumicheva R.M. “Preschoolers about painting”, M., 1992.
.Epstein M.N. “Nature, world, hiding place of the universe” system of landscape images in Russian poetry, M., 1990.
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Introducing senior children to portrait painting.
PLAN
1. Introducing children to portrait painting as a means of comprehensive education and development of preschool children.
2. The objectives of familiarizing preschoolers with works of portraiture.
3. Principles for selecting works of fine art for introducing portrait painting to preschool children.
4. Methods and techniques for introducing children to portraiture
5. Literature
6. Practical part Lesson on familiarization with portraits in the preparatory group “Excursion to the Museum of Russian Portraits”
1. Fine arts- this is a world of beauty! To learn to understand fine art, you need to master the language of fine art, understand its types and genres.
Introduction to the world of art is the most important component of pedagogical activity.
Portrait is a genre of fine art characterized by the depiction of one person or a group of people. In addition to external, individual resemblance, artists strive in a portrait to convey the character of a person, his spiritual world. There are many types of portrait. The portrait genre includes: half-length portrait, bust (in sculpture), full-length portrait, group portrait, interior portrait, portrait against a landscape background. Based on the nature of the image, there are two main groups: ceremonial and chamber portraits. As a rule, a ceremonial portrait involves a full-length image of a person (on a horse, standing or sitting). In a chamber portrait, a waist-length, chest-length, shoulder-length image is used. In a ceremonial portrait, the figure is usually shown against an architectural or landscape background, and in a chamber portrait, more often against a neutral background.
Portrait painting- one of the most difficult and significant genres in fine art. Portrait is a complex genre of painting. Understanding it requires children to have a certain social experience, knowledge both about the person himself, his emotional and moral manifestations, relationships with society and expressing this verbally (in speech) and non-verbally (facial expressions, pantomime), and about the visual arts, his language, ways of creating artistic images. Therefore, long-term work with children is required, the content of which will include two areas.
The first is the formation of ideas about a person, his feelings and emotions, moral attitude towards many phenomena of life, expressed internally and externally.
The second direction is the gradual formation in children of an understanding of the language of the pictorial image of a portrait. The first direction will be carried out in different classes, in games, everyday life, and everyday activities. The second is in classes on familiarization with portraits and in artistic activities.
It is recommended to begin acquaintance with the portrait genre after classes devoted to landscape and still life, and before classes devoted to genre and historical painting. Each lesson should be devoted to one portrait, but at the beginning of the lesson it is worth looking through in sequence those portraits that the children met in previous lessons.
When getting acquainted with the portrait, the child has the opportunity to feel like either a peasant boy falling asleep in nature, or a cheerful soldier, or a mischievous “Dragonfly”, or children rushing to a masquerade party. The ability to put yourself in the shoes of another, to feel their joy, surprise or grief, generates a sense of interest, ownership and responsibility. Living and experiencing many lives creates the possibility of empathy and understanding. By getting to know another, the child gets to know himself more deeply; Through the experience of feelings and relationships of other people, he learns to recognize, clarify and correct his emotions and feelings. Thus, children develop and strengthen the ability to understand the people around them, showing them kindness, a desire for communication, interaction, sensitivity and caring. Thanks to familiarity with the portrait, the child becomes familiar with the historical and cultural life of society, acquires knowledge about famous writers, artists, musicians, scientists, poets, public figures, his ancestors, class and national relations in society, the professions, life and appearance of people of different times , their relationships, moral norms and rules.
Research by psychologists allows us to establish that portraiture as a genre of painting is accessible to the aesthetic perception of children from the age of 4. At this age, they emotionally respond to the expressive image of the portrait (smile, laugh, stroke it, etc.), show positive interest in it, use personal experience, by association with which they come up with situations close to their personal life. Being carried away by the general content of the portrait, children at this age cannot yet fully explain the preference for choosing one or another portrait. However, some means of expression are already accessible to their understanding. Thus, in determining the emotional state of a person in a portrait, the main thing for them is the general facial expression, less often - the eyes. Children are able to perceive and name the emotions depicted in the portrait - “smiling”, “laughing”, “crying”. At a primitive level, children also have an aesthetic assessment of the portrait, but it is not reasoned. Children often call insignificant details such as clothes, hair, lace, etc. “beautiful.” They do not yet have knowledge about portraiture as a genre of painting and its means of expression. For preschool children, the most suitable for a harmonious perception of painting are female and male portraits, as well as portraits of different ages (children, youth, adults and elderly people).
In the middle group, children are first introduced to portraiture as a genre of painting. The main tasks of the teacher in this process are:
Arouse in children interest in the portrait, a desire to examine it carefully; emotional response to the mood of the depicted people; comprehend emotions and feelings, attitude towards what is perceived, feel the joy of the artist’s skill and talent; correlate what is perceived with one’s own feelings and experience, express one’s experiences and sensations.
Lead children to understand that in a pictorial portrait the artist depicts a real, specific person (or group of people), expressing his feelings and attitudes towards him; without destroying the integral artistic image, introduce children to some of the means of expressiveness of a pictorial portrait, thereby deepening their understanding of the meaning of the artistic image; teach children to peer into the face of the person depicted, to see his internal emotional state through the external expression of the eyes, eyebrows, lips, that is, to “read” the drawing, since it is the face that clearly expresses the person’s mental state, his individuality; draw children's attention to the expressive properties of gesture (movements of arms, legs) and posture, their unity with facial expression, as well as with the coloring of the portrait, which helps to understand the mood of the person depicted and the artist’s attitude towards him; lead children to see some elements of the portrait composition: canvas format, face portrait, under-chest portrait, portrait with a simple pose and hand gestures.
At a level accessible to children, form an idea of the portrait as a special genre of painting and some of its types: (female, male, different ages), the language of painting, the sequence of viewing a portrait; enrich children's vocabulary with emotional-aesthetic, art-historical terms, figurative figures of speech that children can use in their judgments; develop a sense of the relationship between pictorial images and images of other arts based on the emotional mood reflected in them.
Acquaintance with portrait painting in this group should begin when children already have some ideas about painting and its genres such as still life and landscape. Usually this is the second half of the year.
2. An important task of aesthetic education is to find effective methods of teaching children to understand the uniqueness of expressive means of different types of art.
Research by psychologists allows us to establish that portraiture as a genre of painting is accessible to the aesthetic perception of children from the age of 4. When discussing a portrait with children 4-5 years old, special attention should be paid to the holistic emotional perception of the portrait, the beauty of the picture in general and in detail, the child’s personal attitude towards the person being portrayed (does he like the portrait; would like to talk; if not, then why) With children 6-7 years, in addition to the above, you need to discuss the author’s attitude towards his model, the psychological and social characteristics of the model, compare this portrait with the previously discussed paintings (similarities and differences), including considering and comparing the artistic means used by the author.
Artists do not paint portraits specifically for children, so selecting them for use in the pedagogical process is quite difficult.
3 Selection principles:
Firstly, these must be highly artistic works both in content and in means of expression.
Secondly, the artistic image of the portrait in terms of content and form of the image should be understandable to children and close to the level of their emotional experiences. You should select portraits with a clearly presented expression of emotional states, shown through the relationship of facial expressions, gestures, and postures.
Thirdly, you should select portraits that are diverse in type, means and manner of depiction.
Stages of work:
At the first stage of working with preschool children, it is necessary to introduce them to portraiture as a genre of painting, showing its difference from other genres (still life, landscape). Children look at a portrait - a face with a pronounced expression (for example, laughs, rejoices, is surprised). Then a chest portrait can be offered for consideration, where, along with the emotional state expressed on the face (facial expressions), hands are presented in some movement or gesture.
At the next stage, portraits can be selected that show the relationship between facial expressions, hand gestures, postures, and where clothing emphasizes the person’s social role. A more difficult stage will be to familiarize children with a portrait, where the environment brings a certain addition to the image and contributes to a deeper understanding of its idea.
The peculiar distinctive features of portraits are that the portrait must convincingly and truthfully convey the external appearance of the person depicted, express the person’s character traits and his state of mind, determined by the artist’s plan; the portrait reflects the general typical features of an entire group of people of the era to which the person being portrayed belongs.
Despite the fact that the portrait genre is difficult for preschool children to perceive, work on introducing Russian genre painting in kindergarten has shown that preschoolers show interest in portraits of people and try to understand the mood conveyed by the artist by facial expressions and hands
Classes to familiarize preschoolers with portrait painting are structured somewhat differently than with genre and landscape painting, both in structure and in the methods of their implementation. This is due to the peculiarity of the portrait genre.
To teach to understand and feel works of portraiture, it is necessary to help children master the features of the visual language of this genre. ...subject to systematic meetings with works of portraiture and organized conversations.
Conversations about portraiture were based on three groups of questions:
Questions that encourage children to have a holistic perception, revealing the content side of the picture: “Who is depicted? What can you tell about him (her)? Who (what) was noticed first in the picture? What else is shown? What did these objects (background) tell us about the person?” When looking at a portrait, you can ask questions that go beyond its content: “What is the girl thinking about? Where was she? What will he do? Such questions complement the storyline, help to understand a person’s emotional state, and develop the child’s imagination.
Questions that allow you to understand the emotional state, mood, feelings of the person depicted: “What did the person’s face say? Why did the artist depict him like this? What do the eyes say? What “secret” did a hand, clothing, detail reveal in a person?”
Questions that help children identify means of expression (color, flavor, composition: movement, pose, location, background, detail, light and shade, etc.): “Why is the tone of the picture? Why is one part of the face light and the other dark? Why did the artist depict a person in such a pose?”
By asking questions, the teacher reveals to the children the close connection between content and means of expression: muted, dark tones - in paintings with sad content, bright, saturated - in joyful ones, color contrasts are used to highlight the main thing. During the conversation, explanations, comparisons, methods of emphasizing details, the method of adequate emotions, the method of reviving emotions with the help of literary and song images, the method of “entering” into the picture, the method of musical accompaniment, and gaming techniques were widely used.
Explanation is widely used during the first conversations to clarify children's ideas.
Comparison. This technique promotes the development of mental actions: analysis, synthesis, inference. Comparing works of different moods, we paid attention to the dependence of the means of expression on the content of the general mood of the picture.
Accentuation of details. The essence: when perceiving a portrait, the entire image is covered with a sheet of paper, leaving only the eyes...or some other detail. This helps to emphasize the expressiveness of an important part of the portrait, focus attention on it, and help children establish the relationship between the part and the whole. Questions asked of children help reveal the meaning of the paintings.
4. The method of adequate emotions is aimed at evoking in children feelings and moods that correspond to the state of the person depicted in the picture.
Using the technique of “entering” the picture, children are asked to imagine themselves in the place of the person depicted in the portrait. This enlivens perception, awakens the imagination, evokes feelings of empathy and involvement.
Musical accompaniment method. When viewing a portrait, music often sounds, the nature of which corresponds to the content and mood of the picture. This facilitates the process of perception and makes it deeper. Music can precede the perception of a portrait or be the background for a story between the teacher and children about the person depicted.
Game techniques help to arouse interest in the work, focus children’s attention on the part of the portrait that is necessary for perception (“Make a guess about your hand (eyes, clothes, etc.), and we will guess”; “Determine which portrait this music suits "; "Come up with your own name for the portrait"; "Convey in motion the position of the hand (head, etc.) of the person depicted in the picture.)
The final conversation on viewing the portrait is varied. It may include the teacher’s story about his attitude to the portrait, reading relevant poems, singing songs, and children expressing their opinion about the picture, about the thoughts and feelings that arose in connection with this.
Thanks to familiarity with the portrait, the child becomes familiar with the historical and cultural life of society, acquires knowledge about famous writers, artists, musicians, scientists, poets, public figures, his ancestors, class and national relations in society, the professions, life and appearance of people of different times , their relationships, moral norms and rules.
Thus, the portrait genre of painting reveals the world of feelings and people’s lives. This is extremely important for children to understand the emotional sphere of people and human relationships. In the process of familiarizing themselves with a portrait, children gradually develop an aesthetic appreciation of the person whose image is conveyed by the artist, graphic artist, or sculptor. Therefore, in preschool age it is necessary to make maximum use of the enormous possibilities of fine art, which affects the child’s inner world, expands his emotional experience, and teaches him to understand the aesthetic richness of life.
5. Literature
1 Volynkin V.I. Artistic and Aesthetic Education and Development of Preschool Children / V.I. Volynkin - Rostov n/D, 2007.-P.14-44.
2 Approximate general educational program for preschool education from birth to school, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva Publishing house MozaikaSintez Moscow, 2014
Program content:
To consolidate children's knowledge about painting genres. Clarify knowledge about portraiture. To consolidate and expand the concepts of portraiture: portrait of a man, woman, child, self-portrait, group portrait. Learn to see and convey the expressive possibilities of color when depicting a portrait: conveying the mood, character of the hero, the artist’s attitude towards him, which is the main thing in a portrait.
Material: Self-portrait of Vasily Tropinin, reproductions of his works (portrait of the artist’s son Arseny, “The Lacemaker”, “Gold Seamstress”, reproductions of works (portraits) by V. Serov “Mika Morozov”, B. Kustodiev “Portrait of the Artist’s Daughter”, reproductions of portraits painted by I. Repin, A Venetsianov, Orast Kiprensky, Leonardo da Vinci “Gioconda”, I. Kramskoy “Unknown”, P. Sokolov, V. Vasnetsov and reproductions of self-portraits of artists, a set of postcards with portraits by various artists.
Lesson plan.
1. Repeat the definition of genres of painting.
2. Meet the Moscow portrait painter Vasily Andreevich
Tropinin.
3. Compose a story based on the portrait of the artist’s son, Arseny.
4. Consider the portrait of V. Serov’s work “Mika Morozov” and compare 2
portrait: Arseny and Mickey Morozov.
5. Write a story based on the portrait of Mickey Morozov. (Fantasy).
6. Game “Magic Chest”
7. Examination of a graphic portrait of B. Kustodiev’s daughter.
8. Definition of a graphic portrait and an artist-painter and graphic artist.
9. Examination of different portraits: male, female, child, group, self-portrait.
10. Game “Determine which portrait
Q.-What is a landscape?
Scenery.
you see: in the picture
A river is drawn
Or spruce and white frost,
Or a garden and clouds,
Or a snowy plain
Or a field and a hut,
Required picture
It's called "landscape".
M. Yasnoe
P. - When trees, houses, rivers, nature are drawn in the picture.
V. - What is called a still life?
Still life.
If you see in the picture
Cup of coffee on the table
Or fruit drink in a large decanter,
Or a rose in crystal,
Or a bronze vase,
Or a pear, or a cake,
Or all items at once,
Know that this is a “still life”.
R. - If various objects, vegetables, fruits are drawn in the picture, the picture is called “still life”.
V. - And the third type of painting is called portraiture.
Portrait. M. Yasnov
If you see what's in the picture
Does anyone look at us?
Or a prince in an old cloak,
Or like a steeplejack.
Pilot or ballerina,
Or Kolka is your neighbor,
Required picture
It's called a "portrait".
V. - Now look at this picture and tell me what genre it is
applies?
R. - This painting belongs to the genre of painting - portrait.
Progress of the lesson:
V. - Today I will be a tour guide. I invite you to the museum. And before we start our excursion, I want to know: What genres of painting do you know? R. - Landscape, still life, portrait.
(I am exhibiting a self-portrait of Vasily Andreevich Tropinin)
R. - The painting depicts an artist.
V. - How did you guess?
R. - He has a palette in his hands.
V. - Is it possible to guess, looking at this picture, what city this guy lived in?
artist?
R. - He lived in Moscow, because the Kremlin towers are depicted in the picture.
and this picture says that the artist V. Tropinin depicted himself. So this is a self-portrait.
We see that this is an artist because he has a palette and brushes in his hands.
He lived in Moscow, as the high towers of the Kremlin and jagged
walls.
The artist V. Tropinin was a portrait painter. He painted many portraits.
On one of them he depicted his son Arseny. This is the portrait.
Q - What is Arseny’s face like?
R - Beautiful, correct, radiant
Q - What do his eyes say?
R - They say that Arseny is smart, cheerful, mischievous.
Q - Guys, did you notice that one part of the boy’s face in the portrait
light and the other dark. Why?
R- With this technique the artist wanted to emphasize the expressiveness of the face
Arsenia.
Q - Who wants to talk about the portrait of Arseny?
Guys, what portraits did we meet and who painted them, what is the artist’s name?
Then I exhibit V. Serov’s painting “Mika Morozov”.
- Guys, look at these 2 portraits and say: Which of these two
older boys?
- Arseny.
- How did you guess?
- By the face, by the look.
- Do you think Mika Morozov wants to sit in a chair?
- No, he wants to play, run.
- What do his face and hands that lie on the armrest of the chair say?
- He wants to run away.
- Let us imagine what Mika did before he sat on
armchair?
- (Fantasy of 2-3 children).
Q - Guys, since you are so good at imagining, let’s play the game “Magic Chest”.
B - “Here is a magic chest with a silver ball in it
We will go along the road of Beauty. Both me and you."
Everyone who gets a ball will say what beauty he saw at home, on the way to the kindergarten, in nature and would like to draw it like an artist. Maybe you will end up with a portrait, landscape or still life.
After everyone says:
Q - Now let’s take a ride on the beauty carousel:
Children: Barely-barely-barely
The carousels are spinning
And then, then, then
Everybody run, run, run, run.
Hush, hush, don't rush
Stop the carousel.
B - Let's continue our excursion.
We have now looked at portraits that are painted with paints. The artist tries to make everything on the canvas look alive. This is where the word “painting” comes from, and artists are called “painters”. Artists are different:
Some people like to draw with paints, others with pencils, and each of them sees the world in their own way and shows it to us. We look at the paintings, and it’s as if we are listening to the stories of different artists about the people whose portraits they painted. - Now I will show you a picture drawn in pencil. B - This is a portrait of the daughter of the artist B. Kustodiev. Q - Do you like the picture drawn in pencil? Children: - Like (Dislike). Q: - What kind of face does the girl have? Children: - Simple, beautiful, modest.
Q: -What are her eyes like?
Children: - The eyes are large and expressive.
Q: - Such a portrait is called “graphic” because it is drawn in pencil. And the artist is called a “graphic artist.”
Q - What is the name of such a portrait?
R - Graphic portrait.
Q - Today we learned that artists are divided into painters and graphic artists. |
Artists painted portraits of men, such portraits are called male.
B- and if the portrait depicts a woman, the portrait is of a woman, if a child is a portrait of a child.
A group portrait is when several people are depicted in a painting. This set of postcards should be sorted by type of portrait.
(Game “Define which portrait?”)
Today we learned:
1. What is a portrait?
2. What are portraits painted with?
3. What types of portraits are there?
4. What are portraits for?
Literature
Teacher's work program. Daily planning according to the program "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. Preparatory group. Federal State Educational Standard for Education, 2016
