Department of Fine Arts. Learning to draw: about drawing lessons at the Sunday school at the temple in Kostino Calendar - archive of records

Agreed I approve

_________________ ________________________

Rector of the temple Director of Sunday

Nativity of Christ educational group

Ilovay village - Nativity Church of the Nativity of Christ

Archpriest Sergiy Baev p. Ilovai - Rozhdestvenskoe

“__”__________2015 Meshcheryakova Ekaterina Yurievna

"__"__________2015

Working programm

additional education

"Art"

(the initial stage)

Pervomaisky village

Explanatory note

Art- God's gift to people.It connectsuswith Godthen whenwe are tryingperceive it with spiritual gaze:in Godtruthand beauty.beautyand harmonyworld, conveyed by the artistin the work,attracts people's attention and makes them thinkabout the Creatorof the universein hisintegrityand diversity.

The Fine Arts program has been compiledbasedsecondary school programs,taking into accountfeaturesand traditionsChristianOrthodox faith.

Art education– one of the most important ways to develop a child’s personality, his spirituality, and creative potential.

It is necessary at an early age to establish a harmonious understanding of the world and a correct attitude towards reality, which is possible only on the basis of moral values ​​and spiritual foundations. It is important to reveal to children the purpose of art, as serving a person to elevate his spirit, the original purpose of the artist is to create works that serve, first of all, as spiritual food, representing the totality of beauty and highly moral, good meaning.

The study of the fine arts program is aimed at mastering the basic skills of artistic writing, gaining knowledge about composition, color, drawing, techniques for decorative depiction of plant forms and forms of the animal world, which contributes not only to artistic and aesthetic education, but also to the spiritual and moral development of the child. I want to notespiritual and moral orientation , as it helps shape the child’s personality through the means of spiritual art.

The program is designed for one year of study in the amount of 28 hours.

The Fine Arts program is aimed at achieving the following goals and objectives.

Target : development of moral and aesthetic responsiveness to the beautiful in life and art, providing freedom for artistic and creative solutions to the general educational task.

To achieve this goal, it is necessary to solve the followingtasks:

Consolidation of material studied in religious subjects.

Development of associative thinking, fantasy, imagination.

Formation of knowledge about the names of primary and composite colors, their emotional characteristics.

Formation of an emotional atmosphere in the classroom, an atmosphere of love and camaraderie, gradually drawing children into awareness of the topic, joint dialogue, reasoning, etc.

Establishment strong ties with the surrounding world, with a person (with oneself), involving children’s personal experience (emotional, visual, everyday).

Using the method of decorating the classroom interior with children's works, designing exhibitions.

Using the method free choice in the system of restrictions (the content of the theme, color, shape, design, etc.).

Developing perseverance, patience, accuracy, and mutual assistance skills.

Fine arts classes help develop morality and knowledge of Christian culture, strengthen faith in God, the ability to see and experience the beauty of the surrounding world as God’s creation, introduce people to the world of art, introduce them to works of painting and icon painting, artists and icon painters.Classes are closely related to the lessons of the Law of God and the church calendar.

When organizing educational and cognitive activities in the fine arts, it is appropriate to use variousworking methods: verbal; visual; practical; problem-search.

Fine arts classes are accompanied by conversations about love, compassion, respect and mercy for people, helping the sick and weak, caring for one’s neighbor, good and evil.

Along with training sessions The program includes exhibitions, holidays (Christmas, Easter, etc.), competitions, during which children have the opportunity to gain additional knowledge about folk traditions.

At mastering the program "Fine Arts" must be achieved as followsresults of training and education.

Subject results.

Pupils mustknow:

basics of color science, composition;

leading elements of visual literacy: line, stroke, tone in drawing and painting;

concepts: linear perspective, main, secondary, compositional center;

distinctive features of the main types and genres visual arts.

Pupils mustbe able to:

convey the mood at work;

convey on paper the shape and volume of objects, correlate them in space and, in accordance with this, change sizes;

perform decorative and design work on given topics;

master gouache and watercolor paints, graphic materials, and use improvised materials.

Personal results:

show interest in first creative success comrades;

show an emotional and value-based attitude towards the world around you;

demonstrate the ability to aesthetically and morally evaluate works of art,

assessing one’s own and others’ actions and the phenomena of life around them;

respond creatively to the events of life around you;

the ability to apply acquired knowledge in one’s own artistic and creative activities.

Educational and thematic plan

No.

Topic name

Number of hours allocated to study the topic

Theoretical

Practical

Introduction. "Our amazing world»

The creation of man. Drawing "Butterfly".

Nativity of the Virgin Mary. Drawingautumn landscape in watercolor.

Cover Holy Mother of God. Decorative drawing. We decorate the scarf with patterns.

The law of God and the affairs of people. Drawing “Good deeds of people.”

Biblical characters.Drawingpositive characters.

The Word is God's gift to man.

The Virgin is introduced into the temple. Drawing winter landscape in watercolor.

Angel and angelic world. Manufacturing Christmas decorations"Angel".

. Still life drawing.

Nativity. Drawing- landscape “Christmas night”

From Christmas to Epiphany. Winter landscape "By the river".

Meeting of the Lord. Drawing of a little chick.

Forgiveness resurrection.

Gospel pRitchie. Drawing on the theme of one of the parables.

Annunciation of the Most Holy Lady. Drawing “First spring flowers”

Entry of the Lord into Jerusalem.Drawing a willow twig

Easter is a great holiday. Easter patterns. Painting eggs.

Temples. Frescoes.

"Day Slavic culture and writing." Letter drawing.

Main content of the program

“Our Wonderful World” (1 hour)

Theory. God is in nature. What did the incomprehensible God do to reveal Himself to people?.

Practical part. Drawing of the world by representation.

The Creation of Man (1 hour)

Theory. Man is the crown of creation. Soul of man. Life of the first people in Paradise.People care about wildlife and the whole world.

Practical part. Drawing "Butterfly". The Garden of Eden on the wings of a butterfly on one side, autumn on the other.

Nativity of the Virgin Mary (1 hour)

Theory. Tradition about the birth of the Virgin Mary. Mother of God icons.Variety of color shades.

Practical part. Drawing autumn landscape in watercolor.

Intercession of the Blessed Virgin Mary (1 hour)

Theory. History of the Feast of the Intercession of the Blessed Virgin Mary.

Practical part. Decorative drawing. We decorate the scarf with patterns.

The Law of God and the Works of Men (1 hour)

Theory. Giving of the Law. How to live according to God's commandments?

Practical part. Drawing “Good deeds of people”

Biblical characters (2 hours)

Theory. The life of people after the Fall. Positive and negative characters Bible.

Practical part. Drawingpositive characters.

The Word is God's gift to man (2 hours)

Theory.About prayer. The Word of God and the Word of Man.

Practical part. Decoration of a short prayer with an ornament based on ancient Russian motifs.

The Virgin is introduced into the temple (1 hour)

Theory. The Most Holy Theotokos as the forerunner of the New Testament. A story about the feast of the Entry into the Temple of the Blessed Virgin Mary.

Practical part. Drawing winter landscape in watercolor.

Angel and angelic world (2 hours)

Theory. Who are Guardian Angels?The meaning of color in Orthodoxy.

Practical part. Making a Christmas tree toy “Angel”.

(2 hours)

Theory. Fasting is work, but joyful work. Types of fasting.

Practical part. Still life drawing.

Nativity (2 hours)

Theory. Christmas as a picturesque subject. The Nativity of Christ in Russian painting.

Practical part. Drawing- landscape “Christmas night”

From Christmas to Epiphany (2 hours)

Theory. Christmas time. History of the celebration of Christmastide in Rus'.Baptism of the Lord in the Jordan. Epiphany water and its wonderful properties.

Practical part. Winter landscape “By the river”

Presentation of the Lord (1 hour)

Theory. History of the holiday.Folk customs and signs for Candlemas. Color spectrum.

Practical part. Drawing of a little chick.

Forgiveness Sunday (1 hour)

Theory. Forgiveness Resurrection is like a bridge leading to Lent. Maslenitsa.A series of objects in a still life as an expression of the semantic principle.

Practical part. Drawing a still life “Pancake meal”

Gospel p Ritchie (2 hours)

Theory. What is a parable? Compositional techniques in highlighting the main and secondary.

Practical part. Drawing on the theme of one of the parables.

Annunciation of the Blessed Virgin Mary (1 hour)

Theory. The Annunciation is one of the most common subjects in Russian icon painting.

Practical part. Drawing “First spring flowers”

Entry of the Lord into Jerusalem (1 hour)

Theory. Palm Sunday. The meaning of the holiday. A variety of shades in the surrounding reality.

Practical part . Drawing a willow twig

Easter is a great holiday (2 hours)

Theory. Holidays celebration and celebration of celebrations. History of the holiday. A variety of forms of objects in the surrounding reality. The dependence of the placement of the pattern on the shape of the object.

Practical part . Easter patterns. Painting eggs.

Temples. Frescoes (1 hour)

Theory. Temple concept. The meaning of the temple in Orthodoxy. Architecture and symbolism of the temple.

Practical part. Graphic design of the architectural appearance of the temple.

Day of Slavic Culture and Literature (1 hour)

Theory. Slovenian teachers Cyril and Methodius. Slavic language- the liturgical language of the Church.Decorative color scheme in the composition.

Practical part. Letter drawing.

The work uses various unconventional techniques drawing.

Poking with a hard semi-dry brush

Means of expression: texture of color, color.

Materials: hard brush, gouache, paper of any color and format, or a cut out silhouette of a furry or prickly animal.

the child dips the brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. Thus, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.

Finger painting

Means of expression: spot, dot, short line, color.

Materials: bowls with gouache, thick paper of any color, small sheets, napkins.

Image acquisition method: The child dips his finger into the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off.

Palm drawing

Means of expression: spot, color, fantastic silhouette.

Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins.

Image acquisition method: the child dips his palm (the entire brush) into the gouache or paints it with a brush (from the age of 5) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.

Rolling paper

Means of expression: texture, volume.

Materials: napkins or colored double-sided paper, PVA glue poured into a saucer, thick paper or colored cardboard for the base.

Image acquisition method: The child crumples the paper in his hands until it becomes soft. Then he rolls it into a ball. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After this, the paper ball is dipped in glue and glued to the base.

Foam rubber impression

Means of expression: stain, texture, color.

Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber, soaked in gouache, thick paper of any color and size, pieces of foam rubber.

Image acquisition method: the child presses the foam rubber onto a stamp pad with paint and makes an imprint on the paper. To change the color, use another bowl and foam rubber.

Foam impression

Means of expression: stain, texture, color.

Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber, impregnated with gouache, thick paper of any color and size, pieces of foam plastic.

Image acquisition method: the child presses the foam onto a stamp pad with paint and makes an imprint on the paper. To get a different color, change both the bowl and the foam.

Imprint with crumpled paper

Means of expression: stain, texture, color.

Materials: a saucer or plastic box containing a stamp pad made of thin foam rubber, impregnated with gouache, thick paper of any color and size, crumpled paper.

Image acquisition method: the child presses the crumpled paper onto a stamp pad with paint and makes an imprint on the paper. To get a different color, both the saucer and the crumpled paper are changed.

Wax crayons + watercolor

Means of expression:

Materials: wax crayons, thick white paper, watercolors, brushes.

Image acquisition method: child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted.

Candle + watercolor

Means of expression: color, line, spot, texture.

Materials: candle, thick paper, watercolor, brushes.

Image acquisition method: child draws with a candle on paper. Then he paints the sheet with watercolors in one or more colors. The candle pattern remains white.

Information and logistics

ensuring the educational process

Successful teaching requires certain conditions:

availability of a study room, blackboard;

availability of necessary technical means: computer, media projector;

Availability teaching aids: illustrated material, reproductions of icons and paintings by artists;

videos, disks;

tools and materials:colored and simple pencils, brushes, scissors, glue, watercolor paints, pastel, gouache paints, wax crayons, watercolor paper, colored paper, cardboard.

Educational literature for teachers

Abramova M. A. Conversations and didactic games in fine arts lessons: 1st – 4th grade. / Skrebtsova M. A.. – M.: Humanit. Ed. VLADOS Center, 2003.

Shalina L. S. Lessons for the little ones / L. S. Shalina // Young artist. – 1991. - No. 6. – p. 45.

Vinogradova G. Drawing lessons from life: A manual for teachers. -M.: Education, 1980.

Educational literature for students and parents

Alekseev S.V. Encyclopedia Orthodox icon. – St. Petersburg, 2005.

Dreznina M.G. "Every child is an artist." M., 2002

Barilo O.S. Orthodoxy for children. – Kostroma, 2002.

Kameneva E. What color is the rainbow. – M.: Children's literature, 1977.

Form for monitoring and assessing the achievements of students

A priority role in assessing results in the Fine Arts program is played by such forms of control and evaluation as presentation creative works at exhibitions for the holidays, as well as participation in various competitions.

Drawing.

Maria Masunova-Korotkina says:
artist, art teacher at our Sunday school:

Our Sunday school offers art classes every week for children ages 4 and older. Class time is approximately one hour. Just as much as moms and dads need to take part in the parish meal and conversation.

Drawing classes solve three problems at once.

About the first task writes Metropolitan Anthony (Sourozhsky): We created a parish school here 38 years ago, and it has been growing since then. Twice a month after the Liturgy there is a lesson; then the children are taken to play in a nearby park so that they can get to know each other better. It is very important that they form a family, which in the future will be a parish community... There are classes on subjects of faith in groups, handicraft classes, sports, hikes. And this creates relationships between children that allow them, when they grow up and reach the age at which teenagers rebel against their parents, to share their impressions or seek advice and help not at school or on the street, but to go to their camp comrades, on Sundays. school, that is, in the Church, ultimately - and receive, of course, completely different kinds of answers.

Second task- free parents so that they can also take part in parish life, and not just “shepherd” their children.

And the third, probably the most important task- develop in children creative thinking, the ability to see and observe.

Why is drawing, and not other subjects, most often taught to children in Sunday schools? The fact is that this is the simplest and affordable way develop imaginative thinking in children. After all, one of the tasks of drawing (regardless of who you are, an adult artist or a child) is to depict three-dimensional (volumetric) space on a plane. This is difficult for a child, so when he draws, he usually does not know what the output will be.
But children who draw differ in their development from their peers. They are better at analyzing and focusing. They learn to observe and see objects and people not by themselves, but by the relationship of these objects in space.
Naturally, children who draw have to pay attention to the beauty of God’s world around them. After all, no matter how much man has tried over many centuries (especially the 20th century) to destroy this beauty, it still exists. I don't know any other such pleasant and easy ways to explain little man that in life it is very important to be able to see and observe. This does not mean that you don’t need to be able to listen and communicate, sing or read... But all these skills together, probably, give a person a correct picture of the world, in which there are not only our small and large troubles, but there are also things that are above us who are higher than us. And awareness of this can be one of the ways that leads a person to God.
Drawing differs from all other subjects in that it always works for results. This is very important for young children, because they do not yet understand how it is possible to work and not see the fruits of their labor. And here everything is at once: I worked for 3-4 sessions - and there is success. And they didn’t just tell you that you were great, but this success can be seen and shown to others.
This is probably why practical psychology loves to use drawing as a cure for many troubles.
That’s why all Sunday schools teach children how to draw. This is a joy for children, they don’t get bored with it, they don’t get tired, but I’ve already talked about the benefits of such activities.

Is there a relationship between what and how a child draws and the characteristics of his personality and mood? Parents of different children asked me questions like this. For example, one psychologist scared a mother that if the drawing was in black and brown tones (gloomy), then something was wrong either with the child or in the family. Dear moms and dads, don’t believe it! First, check how your baby's colors are. Watch: maybe he just can't reach bright colors Or is he too lazy to do it? Maybe there is not enough light, and when you draw in the dark, everything becomes blacker and gloomier? You can name many other very different household items, but not psychological reasons. Therefore, please do not analyze your children's drawings from a psychological point of view. This is obviously an incorrect assessment. Psychologists themselves say that their criteria do not apply to artists. But all our children are artists. Therefore, psychoanalysis is simply not applicable here.
Let me explain this with one more example. If you compare the color schemes of Rembrandt and Picasso, it turns out that Picasso is bright, joyful and kindest soul a man, and Rembrandt is a gloomy and gloomy misanthrope. But in fact, the opposite is true. In painting black and brown You can express kindness and joy, but red and yellow can ruin your mood.

Let the children draw as they draw.

This is their perception of the world, their personal relationship with it. And it is very important to remember that we, with our adult perceptions, can hinder the child if we start telling him that he draws incorrectly and differently. He just doesn’t seem to know how to draw (it takes a long time to learn), and sometimes we ourselves don’t know how to draw. Therefore, as long as children have a desire to draw, we must provide them with this opportunity. Now they do this with joy, but some time will pass, they will become more mature and will begin to pay more and more attention to the reactions of the people around them and adapt to “what others will say.” And then the child stops drawing, he says that he doesn’t know how, he’s afraid, he becomes uninterested. This happens to all children, and there is nothing you can do about it. Begins adolescence with other interests and problems. Growing up begins. And there's no room anymore children's drawing with the eternal "princesses, tank cars" and fairy-tale characters. This means childhood is over.

Learning to draw: about drawing lessons in Sunday school at the temple in Kostino
Author: teacher of the Law of God Ekaterina Bocharova, hramvkostino.ru

A significant factor in a successful creative process is the psychological environment in which Sunday school students express themselves and improve. During the classes, little artists are allowed to freely communicate with each other, consult, share their impressions - all this creates a friendly atmosphere in which the children look for answers to their questions, learn to be attentive, and notice the beauty of God's world and man. In the process of drawing, the young man develops the necessary skills. later life skills and abilities: see, observe, concentrate, analyze, and ultimately feel. Children who draw develop imaginative thinking, they begin to see the whole picture “as a whole”, not individual items or a person, but in the environment, in the environment.

Of particular interest is the variety of types and forms of classes conducted. Each lesson is not similar to the previous one, each has its own unique twist:

Teamwork. On a large paper format, children develop a composition based on a given or chosen topic, make a drawing and begin to work with paints. Often they disagree with each other, then teachers and “apprentices” all learn together to resolve misunderstandings, listen to each other, give in and come to a common decision. Often these collaborations subsequently they are decorations for performances, fragments of scenery at Sunday school holidays.

Drawings on a separate sheet. This type of creativity is characterized by the artist’s greater concentration on his emotions, feelings and desires. Here the individuality of each child, his personal preferences, views on individual things and the world as a whole is more clearly visible. The smaller the canvas format, the more attention is required from the young painter to small details and subtle nuances of the future masterpiece.

Works on the poem. The guys try to reproduce on paper their associations from what they heard poetic work. This could be a poem associated with the time of year or with the state of nature, with a holiday or, for example, with shades of the same color:

S. Cherny
Green verses (fragment)

All the edges are turning green,
The pond is turning green.
And the green frogs
They sing a song.

Christmas tree - a sheaf of green candles,
Moss is a green floor.
And a green grasshopper
I started a song...

Poetry makes a child think and gives rise to his creative thoughts, which will be reflected in a future drawing. It is interesting that the final result may have nothing to do with the poem; it becomes a colorful expression of the child’s emotional mood, formed under the influence of the rhymes he heard.

Illustration of poems. In this form artistic work The guys make sketches on the topic they heard. It is especially good to reproduce in color those poems in which the beauty of nature is vividly and in detail described, for example:

I. Bunin
Leaf fall (fragment)

The forest is like a painted tower,
Lilac, gold, crimson,
A cheerful, motley wall
Standing above a bright clearing.
Birch trees with yellow carving
Glisten in the blue azure,
Like towers, the fir trees are darkening,
And between the maples they turn blue
Here and there through the foliage
Clearances in the sky, like a window.

Drawing from life. Most often this thematic still lifes. By completing such tasks, children learn to compare shades and shapes, try to correctly convey the proportions of objects and their color, and become familiar with the basics of perspective.

Carrying out imagination work on the topics: “kindness”, “what I would like to see from the window in spring”, “the world illuminated by God’s light”. In such works, teachers set students various artistic tasks, for example, working with a limited amount of paints, using shades of the same color, etc.

Portraits. Probably one of the most difficult and interesting visual genres. Sometimes the children are given the task of drawing a portrait in an image. For example, a portrait of a desk neighbor in the image of a season or a fairy-tale hero. This is done so that it is more interesting to draw and the little artist learns to compare shapes, sizes, and moods.

Paper crafts, appliques, works in mixed media using interesting materials and tools. Thanks to the creative approach of teachers, children have the opportunity to gain painting skills not only with pencils and paints, but also with crayons, pastels, and graphite. Work is carried out using corrugated and compressed paper, a variety of fabrics.

In the classroom there is always an atmosphere of creativity and mutual interest between the children and each other. The foundation of the classes is self-expression and the child’s free will. Nobody forces or forces anyone. From teachers individual approach to each of the children, based on respect for the child as a unique individual. Often work takes place under classical music. Works by famous composers promote concentration and a more sensitive perception of the world around us. Music usually sets the mood to match the theme of the lesson and allows children to come up with more interesting solutions.

Tamara Yuryevna: We try to conduct classes in such a way that the children, in the process of drawing, learn not only the skills of working with shape, color, perspective, but also develop good qualities in themselves: hard work, attention to each other, the ability to complete the work they have begun. logical conclusion, perceive the authority of elders, feel harmony and beauty. After all, drawing is a wonderful way that allows you to look at God’s world with different eyes and try to change yourself for the better.

Nina Yurievna: The main goal Our lessons are about meeting children with God. We strive to ensure that children, through the perception of beauty, learn to notice manifestations of Divine love, care and mercy for people. We hope that our classes will help students and their parents become kind, sympathetic, sensitive people, members of the Church, and true Christians.

Topic: “The Cross of the Lord.”

Lesson 1–2.

Goals: Formation of the idea of ​​the Cross of the Lord as an instrument of salvation.

Theoretical part.

Acquaintance with the shape of the Orthodox cross, crosses of other shapes.

An image of an Orthodox cross as the center of a decorative composition for the Feast of the Exaltation of the Holy Cross.

Analysis of decorative elements that can be used to complete the composition.

Practical part.

1st lesson: Preparatory drawing of the composition “The Cross of the Lord”

2nd lesson: Finishing the work in color.

Materials: Paper, pencil, felt-tip pen, watercolors (optional).

Topic: “Holiday card.”

Goals: Development of horizons, formation of ideas about the origins of Slavic culture (writing, printing, type).

Introduction to poster graphics, type posters.

Development creativity.

Strengthening skills in working with pencil and paints.

Lesson 3–4. "Initial" (initial).

Theoretical part.

1) From the history of the development of writing:

History of the font;

The creators of the Slavic alphabet of St. brothers Cyril and Methodius.

2) From the history of printing:

The first handwritten books in Rus';

Printing house of Fedorov, the first book printer in Rus'.

Analysis of the shape, ornamentation and color scheme of the initial in handwritten books.

Practical part.

Lesson 3: Drawing a “letter letter” (initial) in pencil.

4th lesson: Ornamental design of the initial letter, work in color.

Materials: Paper, pencil, ruler, felt-tip pen, watercolor or gouache paints (optional).

Lesson 5. Monogram.

Theoretical part.

From the history of the development of writing.

Types of fonts. Old Slavonic ligature.

Analysis of variants of a composition of several letters.

Practical work.

Drawing a monogram from the first letters of your first and last name in color.

Material: Paper, pencil, felt-tip pen, watercolor.

Lesson 6. Font poster.

Theoretical part.

From the history of poster graphics.

About the composition of a type poster.

Practical part.

Making the inscription “Merry Christmas!” Church Slavonic or block font in color.

Materials: Landscape sheet, pencil, ruler, felt-tip pens, gouache.

Topic: “Orthodox Church.”

Goals: Formation of ideas about architecture, its types, temple architecture.

Consolidation of knowledge on perspective.

Development of creative abilities, spatial concepts, visual memory.

Strengthening skills in working with pencil and paints.

Lesson 7–8. Introduction to temple architecture.

Theoretical part.

From the history of temple architecture:

Analysis of the design and proportions of various temple structures.

From the history of our Church of the Nativity of Christ.

Analysis of the design and proportions of our temple.

Frontal and angular perspective of a cube.

Analysis of drawing composition options.

Practical part.

Drawing of the Church of the Nativity in pencil (from the side, three-quarter view or from the front).

Materials:

Paper, pencil, ruler.

Topic: “The Beauty of God’s World.”

Goals: Formation of an aesthetic sense when perceiving living nature and paintings landscape genre.

Development of reproductive skills and creative abilities, development of the eye, compositional sense.

Strengthening skills in working with paints.

Lesson 9. Winter landscape.

Theoretical part.

Analysis of paintings with winter theme.

Comparison color range in paintings and nature.

Practical part.

Performance painting work“Winter in the Forest” without pencil drawing.

(Dictation from the teacher).

Materials: Paper, gouache paints, palette, brushes.

Topic: “Your heavenly patron.”

Goals: Formation of ideas about heavenly patron.

Knowledge about portrait genre, types of portrait, proportions of the angel’s figure and details of his clothing.

Development of creative abilities.

Strengthening skills in working with pencil and paints.

Lesson 10–11. Day Angel.

Theoretical part.

Analysis of the proportions of the figure, face, wings, hairstyle, details of the angel's costume.

Analysis artistic portraits: shoulder, chest, waist and full height.

Analysis of composition options for the Angel drawing (optional).

Practical part.

Lesson 9: Drawing an Angel in pencil.

Lesson 10: Color scheme of the drawing.

Materials: Paper, pencil, felt-tip pen, colored pencils, watercolor or gouache of your choice.

Topic: “The Feast of the Nativity of Christ.”

Goals: Formation of skills in compositional solutions greeting card.

Development of creative abilities.

Strengthening skills in working with pencil and paints.

Lesson 11–12. Festive Christmas card.

Theoretical part.

Using knowledge and skills in developing a postcard composition depicting a winter background, a temple, trumpeting angels, and a holiday inscription.

Analysis of options for placing composition elements on a sheet of paper.

Analysis of the color scheme of the composition.

Practical part.

Drawing a postcard in pencil and color.

Use of decorating elements (sparkles).

Materials: Paper, pencil, watercolor or gouache of your choice, glitter, tinsel.

Topic: “Man is the pinnacle of God’s creation.”

Goals: Formation of ideas about man as the pinnacle of God's creation.

Development of creative abilities.

Consolidating skills in working with a pencil.

Lesson 13. Human's figure.

Theoretical part.

Fixing the proportions of the human figure, the human figure in motion.

Practical part.

Sketches and sketches of a human figure in motion.

Materials: Paper, simple pencil.

Topic: “Defenders of the Russian Land.”

Goals: Formation of ideas about man as the pinnacle of God’s creation, about heroism as a manifestation of the spiritual power of man, the formation of patriotic feelings.

Fixing the proportions of the human figure, the human figure in motion.

Knowledge from the history of the Fatherland, symbols, details of clothing and equipment of the Russian warrior.

Development of creative abilities.

Strengthening skills in working with pencil and paints.

Lesson 14. Holiday "Defender of the Fatherland Day".

Theoretical part.

Facts from the history of our Motherland about the holy heroes: Ilya Muromets, Alexander Nevsky, Dmitry Donskoy, militia heroes Minin and Pozharsky and others, heroes of the Great Patriotic War.

Analysis of the clothing and weapons of a Russian warrior, the uniform of modern soldiers various kinds troops, some types of guns, vehicles (horse, tank, armored personnel carrier).

Analysis of works of fine art depicting heroes, and on themes of the Civil and Great Patriotic War.

Analysis of variants of the composition “Defender of the Fatherland” or “My dad (brother) in the army.”

Practical part:

Draw in color the figure of a Russian hero or a modern warrior with elements of weapons.

Materials:

Topic: “Home. Family".

Goals: Formation of concepts about family, how small church.

Knowledge of the peculiarities of Russian wooden architecture, interior of a Russian hut, palace.

Knowledge of the laws of frontal perspective, the ability to draw an interior in frontal perspective.

Development of spatial concepts.

Development of creative abilities.

Strengthening skills in working with pencil and paints.

Lesson 15. Interior – the inside of a building.

Theoretical part.

Interior of a Russian hut, palace. Modern interiors. Features of filling and interior design.

Frontal perspective of the interior.

Color in the interior.

Practical part.

Drawing of the interior of your own room (plot) in frontal perspective.

Materials: Paper, pencil, ruler

Topic: “Easter Holiday”.

Goals: Formation of a reverent “Easter” feeling when remembering the Resurrection of Christ.

Formation of an aesthetic sense in choosing the composition of a greeting card, its elements, and color scheme.

Development of creative abilities.

Strengthening skills in working with pencil and paints.

Lesson 16–18. Easter card.

Theoretical part.

About celebrating Easter in church and at home.

Analysis of Easter paraphernalia (temple, eggs, Easter cake, Easter, willows).

Analysis of postcard composition options including the interior of the room, holiday attributes, angels and holiday inscription.

Practical part.

Lesson 16: Making a drawing of an egg with a decorative ornament and the letters H.V. in color.

Lesson 17: Drawing composition in pencil holiday card with the inclusion of a front interior with a window.

Lesson 18: Making a postcard in color.

Materials: Paper, pencil, watercolor or gouache of your choice.

(The program was compiled by an art teacher

Minenko Irina Anatolyevna)

Explanatory note

The teaching of drawing in our school is somewhat contrary to the currently generally accepted methodology. The school has three main goals:

Do not ruin the natural gift of a student capable of drawing;
- teach how to draw and develop the artistic taste of children who do not have any innate inclination to draw;
- prepare students for further professional training without causing harm.

At our school, children learn artistic perception of the world in literature lessons, folklore games, labor training, calligraphy. In art classes he is taught to draw and love this activity. From 6 to 12 years of age, children are offered a simplified (non-professional) method of detailed sketching in a specifically developed sequence. various items living and inanimate nature. The child completes the drawing with his own frame. In addition to this work, children learn to draw from memory, but only those objects that have been drawn in detail.

The need for independent creativity is satisfied in reading and history lessons, when children are asked to illustrate various stories (6 hours a week).

Older children spend most of their art lessons copying artists' works.

The works to be copied have been carefully selected. They should show the author's personal kindness and love for the world around them. By “pulling” himself up to the author’s vision of the world, the child sometimes overcomes his own negative inclinations.

By the age of 12, many children acquire a strong interest in artistic creativity, the desire to capture what you see yourself, delicate taste, a sense of composition, color.
At the age of 13, with this baggage you can already move on to vocational training.

The school may have an icon-painting class, a class of masters decorative creativity, painting and graphics.

But if the school’s capabilities do not allow further additional training, then we can be satisfied that the children at least have developed the skills and desire to draw.

Thus, the goal of active education has been achieved: love and ability for the subject have been cultivated.

I year of study
Explanatory note

In the first year of study, drawing lessons are closely intertwined with other academic subjects.

During reading lessons, children color drawings made by the artist in an alphabet coloring book. During history lessons, children illustrate the teacher's story ( homework); illustrate learned poems; a lot of drawings are done in science lessons; in Church Slavonic, the Cyrillic alphabet (alphabet) is drawn rather than written.

Thus, children's desire for independent creativity is satisfied.
Therefore, in drawing lessons, children are taught how to draw a specific object. At the same time, taking into account the young age of students, it is not used professional approach(it can only cause boredom and despair), but an easier way. Children perform a step-by-step contour drawing of, for example, a ladybug.

While drawing, you need to use riddles, songs, and fairy tales about the creature being depicted. If you tell something good about the object being captured while working, then it will be much better. The child must love what he depicts. You should get maximum effort from your child, especially when coloring. Children, at their own discretion, add whatever their heart desires to the drawn object. The drawing is “taken” into a frame, which the child can come up with himself if he is first shown 5-6 possible options framing of works.

It has been noticed that children open to the world, fill the space around the depicted object big amount bugs, flowers, etc. Their frames are intricate, everything is painted brightly, colorfully and carefully. In other words, there is a desire to involve other creatures in the work of creative Love (and in the Christian understanding, the act of Creation).

Indifferent to life, lethargic or very selfish children leave the space around a poorly drawn object deserted. Certain mental anomalies are also visible in sharp angular lines; the desire to make depicted objects smaller indicates not only visual defects. The choice of color is also characteristic. Craving for dark colors(purple, blue, black) is always alarming: expect an inadequate reaction from a child in an ordinary everyday situation. Pale, fawn shades do not always indicate spiritual sophistication, but more often that the baby has the soul of an old man. He is lethargic, apathetic, and does not like fun children's games.
Copying drawings devoid of these shortcomings forces the child to strain his mental strength as much as possible, introducing himself to the generosity of the artist’s soul, to his spiritual health.

And vice versa, forcing only the child to express himself with moral problems, you once again record and aggravate the illness of his soul.
Drawing lessons in our school, to one degree or another, heal the child's soul.

1.Performing contour drawings of objects flora. (Mushroom, acorn, cherries, apple, bunch of rowan, pine cone, spruce twig, leaves).
2. Making frames with floral patterns.
3. Making frames with geometric patterns.
4. Making contour drawings of various insects. ( Ladybug, fly, ant, beetle, butterfly, bee).
5.Performing contour drawings of pets. (Cat, pig, dog, cow, lamb).
6.Performing contour drawings of animals. (Bunny, bear, fox, hedgehog, mouse).
7. Making contour drawings of birds. (Chicken, cockerel, hen, gosling, duckling, sparrow, owl, swan).
8.Performing contour drawings of fish. (Whale, crucian carp, ruff, pike).
9. Performing contour drawings of inanimate objects. (Sun, bagel, cup, samovar, stove, dress, mittens, fur coat, boots).
10.Coloring with colored pencils.
11.Drawing from memory of previously depicted objects of living and inanimate nature.
12.Performing drawings with a complex composition consisting of several previously drawn objects.
All contour drawings are done from the board, in detail, behind the teacher.

Methodical features

All types of work are not performed in strict sequence, but interspersed with each other. Drawings are made in one plane. For a six-year-old child, contour and color similarity are important. To prevent drawing objects of living and inanimate nature from becoming a boring activity for a child, these objects are given some anthropomorphism, for example: a bear has pants on, a cockerel has boots, a chicken has a bow on its head, the rays of the sun are braided, mushrooms and acorns have braids. , apples have eyes, mouths, arms and legs, etc. As already mentioned, you need to tell a fairy tale, or ask a riddle, or sing a song about the object being drawn.
If the material is not selected, then in your own words talk about the benefits that the depicted animals, plants, etc. bring to people and nature. When drawing a lamb, you can ask children a number of questions and tell them the answers. For example: What do we make from lamb wool? What could be better than felt boots in our walking winter? What are mittens made of? Who knows how feta cheese melts in your mouth?

When drawing a birch leaf, remember how much good a birch tree gives people: firewood, birch bark, tar, bathhouse brooms, etc.

Let me remind you once again: love begins everything. The child must love what
what he depicts.

Riddles offered to children should be figurative, and several riddles can be asked about one subject.

By the end of the first year, children should be able to:

1. Draw in detail, following the teacher, a number of objects of living and inanimate nature, make a contour drawing.
2. Carefully color your outline drawing with colored pencils.
3.Draw a frame with a floral or geometric pattern for your drawing.
4. Draw individual objects of living and inanimate nature from memory (about 10 pieces).
5. Draw a picture with a complex composition, where there are several objects that the child can draw from memory.
6. Use colored pencils to trace contour lines bright felt-tip pen. Coloring with a felt-tip pen is prohibited.

II year of study
Explanatory note

The second year of study duplicates the classes of the first year. As before, children learn contour drawing and coloring with colored pencils. The composition of the drawing becomes more complex, the poses of the depicted birds and insects change, i.e. a different contour drawing is done.

Ill year of study (8-9 years).
Explanatory note.

In the third year of study, the work of years I and II continues. The scope of drawn objects expands, the composition becomes more complex, and the variability of frames increases.

Lessons are accompanied by reading works of art(teacher reads).

By the end of the third year, children should be able to:

1.Draw a rather complex composition from the board after the teacher
drawings.
2.Draw about 30-40 objects from memory different positions
(pose).
3.Create an intricate pattern for the frame.

IV year of study (9-10 years)
Explanatory note

In the fourth year of study, detailed sketches from the board are supplemented by drawings of postcards and various pictures. At this stage, an individual approach is important. It is necessary to take into account the innate drawing abilities of individual students and give them more complex pictures to draw. Since the teacher knows his students well (the children have another teacher in almost all subjects), he should feel what he wants to draw in this moment for a child: a plant or home interior, or an illustration for a fairy tale.

In the fourth year, work begins on three-dimensional image. The first three-dimensional drawings are flowers and the temple of God.

The teacher shows how to convey volume using color on the board with colored chalks (you can also use white ones) using the example of a rose.

In the fourth year of study, children are offered a detailed drawing of initial letters from ancient Russian handwritten books. (“Gospel”, “Apostle”), screensavers and frames are copied from the same books.

By this time, in Church Slavonic lessons, the children had learned to write small texts, so you can take this skill to a fundamentally new level in drawing lessons. After all, writing Cyrillic letters is an art.

Also in the fourth year of study, the first design work is done. Children make their own little illustrated books of proverbs or ABC pages.

1. Work on a three-dimensional drawing. Conveying volume using color.
Image of flowers (poppy, rose, rose hip, peony, pansy). Detailed drawing by the teacher.
2. Image of the temple. Three-dimensional drawing (Church of the Intercession on the Nerl, Novgorod St. Sophia Cathedral). Detailed drawing by the teacher.
3. Drawing three-dimensional pictures.
4. Drawing photographs.
5. Drawing from memory.
6. Work on the Cyrillic alphabet.
7. Work on the design of your books or just pages.
8. Copying initial letters, frames, headpieces from Old Russian manuscripts.
9. Drawing contour drawings (in detail).

Methodical features

Starting this year, an individual approach is possible. All children should begin to learn how to convey volume using color. But those students who, after repeated attempts, cannot do it beautifully, can continue to draw pictures with a flat image. This remark applies to both design work and the drawing of complex capital letters and sketches.

Children who have innate drawing abilities are the first to master these types of work. Others can try again in the middle or at the end of the year, or postpone these activities until the next class.

All students periodically draw from memory, come up with Cyrillic letters, come up with their own frames for drawings, and copy individual objects of living and inanimate nature after the teacher.

By the end of the fourth year, children should be able to:

1. Make contour drawings from memory of about 30 living and nonliving objects
nature (in different positions).
2. Color carefully with colored pencils.
3. Choose your own colors when coloring with a pencil.
4. Execute volumetric drawing roses, poppies, peony, pansies.
5. Draw some initials after the teacher, copying from the board
letters from old handwritten books, copy frames, screensavers.

V year of study (10-11 years old)
Explanatory note

In the fifth year of study, the work of the fourth year continues.
Working with a pen is fundamentally new. Students complete some pen and ink drawings using shading.
Drawing lessons are supported by calligraphy lessons, during which children write Cyrillic letters and sayings from the Holy Scriptures with a pen.

The fifth year of study completely coincides with the content of the fourth year. The only difference is that new postcards with three-dimensional images are used for sketching; as before, preference is given to images of beautiful flowers and temples. Last year's postcards are distributed to students who were unable to cope with a three-dimensional drawing before.
By the end of the 5th year, children should learn to perform the same work as by the end of the 4th grade, but at a higher level.
Individual students must make little books. (“ABC”, “Proverbs”, “Studies from the Holy Scriptures”, books with folklore texts).

VI year of study (11-12 years old)

In the sixth year of study, the most capable children begin to work in watercolors. Coloring with colored pencils for 5 years and working with pen and ink prepared the children to quickly master the watercolor technique.
In the sixth year, work continues on drawing pictures (postcards), which are replaced by photographs for some children. Copying photographs prepares children for sketch work in the open air. Drawings are made from memory, and the ability to work with ink and pen is improved. Children learn to illustrate books.

By the end of the sixth year of study, students should be able to:

1. Make sketches from memory of about 40 objects of living and inanimate nature.
2. Use color to convey volume.
3. Draw in pen and ink using shading. Make your own handwritten book and decorate it artistically.
4. Some students should be able to draw photographic images.
5. Some students should be able to use watercolors.

VII year of study (12-13 years old)

Begins in the seventh year of study professional education drawing. If the school’s capabilities do not allow it to have an icon-painting class, a class of decorative painting, graphics, etc., the work that was carried out in the 6th grade can continue for up to 15 years.