Lesson on blended learning technology
Module “Changing work areas”
Subject - World artistic culture Grade 11
Teacher of MHC and music, highest qualification category - Ochirova Z.M., “Honorary Worker of General Education”
Lesson topic“Diversity of styles in the culture of the 17th-18th centuries”
So much news in 20 years
and in the realm of the stars,
and in the area of planets,
The Universe crumbles into atoms,
All connections are broken, everything is crushed into pieces.
The foundations have been shaken, and now
everything has become relative for us.
John Donne (1572-1631) poet
The purpose of the lesson
Identify the characteristic features of the diversity of cultural styles of the 17th and 18th centuries.
Tasks
Determine the pattern of changes in artistic styles.
Develop students' ability to select and analyze information. The ability to verbalize your feelings and feelings
Cultivating in students a more conscious perception of works of art.
Lesson type – generalizing lesson on the integrated application of knowledge/lesson on developmental control/.
Form of study: frontal, group
Formed UUD
Communication– acquiring the skills to take into account the position of the interlocutor (partner), organize and carry out cooperation and cooperation with the teacher and peers, adequately perceive and transmit information.
Cognitive
the ability to express the main idea and isolate the main meaning.
the ability to analyze a task from different points of view and based on different parameters.
Personal
the ability to listen and hear the interlocutor.
the ability to formulate one’s position in a correct and convincing form, showing respect for the position and opinions of other people.
Regulatory (reflexive)
The ability to control your speech, taking into account the communicative situation, ethical and sociocultural norms.
The ability to predict the perception of the interlocutor.
Lesson equipment: personal computer (4 pcs.), interactive whiteboard, multimedia video projector, audio recordings, tape recorder, presentation for the lesson in Microsoft Office PowerPoint format, handouts (reproductions of works, cards with texts, test tasks).
Lesson Plan
1.Organizational moment 1-2 min.
2. Introduction to the topic 2-3 min.
3. Frontal survey 3-5 min.
4.Main stage of the lesson 25 -30 min.
5.Summing up the lesson 3-5 min.
6.Reflection 1-2 min.
7. Conclusion 1-2 min.
During the classes
Organizing time- greetings.
/On the slide is the name of the lesson topic, epigraph. The teacher begins the lesson with the sound in the backgroundIVpart of the cycle “The Seasons” by A. Vivaldi - “Winter” /
2.Introduction to the topic
The 17th-18th centuries are one of the brightest and most brilliant eras in the history of world artistic culture. This was a time when the familiar, seemingly unshakable picture of the world was rapidly changing, and the ideals of the Renaissance were collapsing in the public consciousness. This is the time when the ideology of humanism and faith in the limitless possibilities of man was replaced by a different sense of life.
Each time carries within itself its inherent laws and expediencies. It is known that works of architecture, sculpture, music, decorative and applied arts, painting, etc. are a kind of means of encoding “cultural messages”. We communicate with past eras using our ability to abstract perception. Knowing the “codes,” and in our case these are the features and characteristics of the art styles of the 17th and 18th centuries, we will be able to more consciously perceive works of art.
So, today our task is to try to identify the pattern of changing styles and learn to see the “code” of a particular style (slide concept “style”). Style is a stable unity of expressive means that characterizes the artistic originality of a work or a set of works.
3 .Frontal survey- Guys, who can name the main styles in the art of the 17th and 18th centuries? Students name the main styles of this period (mannerism, baroque, rococo, classicism, romanticism, realism).
Over the course of a series of lessons you have become familiar with each of them. We, of course, agree with the statement of the modern Russian art critic Viktor Vlasov: “Style is the artistic experience of time”
Let's briefly describe each of them. A verbal definition of each style is given.
4.Main stage of the lesson. So, today we are working on the module “Changing work areas”. The class is divided into 4 groups, each of which performs its own task. Your ability to work together, consult with each other and come to a common opinion is very important.
Group “A” (weak students) works with handouts, which must be distributed according to the 6 named styles. Here you have a definition of style, and the features of each of them, reproductions of paintings, statements and poetic lines of famous people.
Group “B” (intermediate students) works with test tasks on our topic.
You need to correlate the name of the paintings with the name of the author, the style with the name of the painting, the features of the style with its name, etc.
And group - “D” (excellent students), she works with the presentation “Styles in Art of the 17th-18th centuries...” on laptops with Internet access. This is practical work, it contains difficult tasks that require deep knowledge in the subject “MHC”.
Guys, you complete the tasks for 10-12 minutes, and then change your work areas: group “A” moves to the place of group “B” and vice versa; group “C” changes with the working area of group “D”. I am a teacher, I work closely with group “A”, and my assistants, winners of MHC Olympiads, work with the other three, let’s call them tutors. On the slide- « Tutor - from the English “tutor” - curator, mentor, educator. A tutor can help solve organizational issues, support the desire to complete tasks and independence, solve organizational problems, establish contact between students, psychologically prepare the mentee for productive work, and is a link between students and the teacher.”
During the lesson, you are asked to find out the reason for the change in styles and try to identify the patterns of this process. This will be the result of our work today.
Students work in groups. The teacher unobtrusively monitors the process of completing assignments and, if possible, corrects answers within the group. Tutors coordinate the work in each group.
Group “A” requires more painstaking and carefully controlled work. For higher motivation, it is necessary to create problematic situations and set individual tasks. For example, when determining the style of a painting, pay students special attention to the details in the reproduction, which will help them cope with the task more accurately. And when working with a poetic text, find key words or phrases that help determine the style and direction in art.
5. Summing up the lesson.
Well, let's find out how you completed the task and what conclusions you drew? Representatives of each group express their point of view…. The teacher indirectly leads students to the correct formulation of answers: creative people have always strived for something new, unknown, which made it possible to create new masterpieces; The 17th-18th centuries were a time of scientific discoveries, which led to changes in all spheres of life, including art; changing styles is a natural process of mastering the world according to the laws of beauty, a natural reflection of human life...
Final word from the teacher- Thus, we have come to the conclusion that the environment, surroundings and reflection of the world in movement become the main thing for the art of the 17th – 18th centuries. However, art is by no means limited to the aesthetic sphere. Historically, works of art performed not only aesthetic (artistic) functions in culture, although the aesthetic has always been the essence of art. Since ancient times, society has learned to use the powerful, effective power of art for a variety of social and utilitarian purposes - religious, political, therapeutic, epistemological, ethical.
Art is a settled, crystallized and fixed form of exploration of the world according to the laws of beauty. It is aesthetically meaningful and carries an artistic concept of the world and personality.
6.Reflection
Now try to evaluate today’s lesson and your attitude towards it. The questionnaire is anonymous.
/ against the background of the sound of L. Beethoven’s play “Fur Elise” /
7. Conclusion
Now all we have to do is evaluate your work. Participants in each group receive the same grades. So the ratings are…. ( Group “A” receives a well-deserved “B”, and the rest of the students, I think you will agree with this, receive a grade of “Five”).
Thanks everyone for the lesson!
Vanyushkina L.M., Modern lesson: World artistic culture, St. Petersburg, KARO, 2009.
Dmitrieva N.A., A Brief History of Art, Moscow, “Iskusstvo”, 1990.
Danilova G.I., World artistic culture: programs for educational institutions. 5-11 grades, Moscow, Bustard, 2010.
Danilova G.I., World artistic culture. 11th grade, Moscow, Interbook 2002.
Polevaya V.M., Popular art encyclopedia: Architecture. Painting. Sculpture. Graphic arts. Decorative art, Moscow, “Soviet Encyclopedia”, 1986.
Slide 1
Slide 2
Art critic A.A. Anikst noted: “confidence in the imminent and inevitable triumph of the positive principles of life disappears. The feeling of its tragic contradictions becomes more acute. The old faith gives way to skepticism. Humanists themselves no longer trust reason as a good force. Capable of renewing life. They also have doubts about human nature—whether good principles really dominate it.”
Slide 3
The stylistic diversity of art of the 17th-18th centuries. Mannerism Baroque Classicism Rococo Realism
Slide 4
Mannerism (Italian manierismo, from maniera - manner, style) is a movement in European art of the 16th century, reflecting the crisis of the humanistic culture of the High Renaissance. The main aesthetic criterion is not following nature. The mannerists distorted the harmonious principle inherent in them, cultivating ideas about the precariousness of human destiny, which is at the mercy of irrational forces. The works of these masters are distinguished by sharp coloristic and light-and-shadow dissonances, complexity and exaggerated expressiveness of poses and movement motifs, elongated proportions of figures, and virtuoso drawing, where the line outlining the volume acquires independent meaning. G. Arcimboldo El Greco El Greco “Christ Carrying the Cross”
Slide 5
P. Rubens. Marchioness Brigitte Spinola Doria Renbrant. “Christ during a storm on the Sea of Galilee” V.V. Rastrelli. Ambassadorial Staircase Baroque (Italian barocco, literally - bizarre, strange), one of the dominant styles in the architecture and art of Europe and Latin America of the late 16th - mid-18th centuries. Baroque embodied new ideas about the unity, boundlessness and diversity of the world, about its dramatic complexity and eternal variability; his aesthetics was built on the collision of man and the world, ideal and sensual principles, reason and irrationalism. Baroque art is characterized by grandeur, splendor and dynamics, intensity of feelings, a passion for spectacular spectacle, a combination of the illusory and the real, strong contrasts of scale and rhythm, materials and textures, light and shadow.
Slide 6
Bryullov Karl. Last day of Pompeii Bryullov Karl. Narcissus looking into the water Nicolas Poussin. The Triumph of Neptune Poussin Nicolas Classicism, an artistic style in European art of the 17th–early 19th centuries, one of the most important features of which was the appeal to the forms of ancient art as an ideal aesthetic and ethical standard. The principles of rationalistic philosophy underlying classicism determined the view of theorists and practitioners of the classical style on a work of art as the fruit of reason and logic, triumphing over the chaos and fluidity of sensory life. In the painting of classicism, line and chiaroscuro became the main elements of form modeling; local color clearly reveals the plasticity of figures and objects, and separates the spatial plans of the painting.
Slide 7
Pompeo Batoni Diana and Cupid Watteau Antoine Dance SebastianoRicci Abraham and the Three Angels Rococo (French rococo, from rocaille, rocaille - a decorative motif in the shape of a shell), a style movement in European art of the 1st half of the 18th century. A predilection for refined and complex shapes, fancy lines, much like the silhouette of a shell. Subtle shifts of color and at the same time somewhat faded in color are Rococo paintings. Complex love affairs, fleeting hobbies, daring, risky human actions that challenge society, adventures, fantasies. Rococo artists were characterized by a subtle culture of color, the ability to build a composition with continuous decorative spots, achieving overall lightness, emphasized by a light palette, and a preference for faded, silvery-bluish, golden and pink shades.
Slide 8
Realism (from the French realisme, from the Latin realis - material) - in art in a broad sense, a truthful, objective, comprehensive reflection of reality using specific means inherent in the types of artistic creativity. The general features of the realism method are reliability in the reproduction of reality. Accuracy, specificity, impartiality of perception of life, attention to common folk types, heartfelt perception of life and nature, simplicity and naturalness of human feelings. Ilya Repin Barge Haulers on the Volga
Slide 9
In the art of the 17th-18th centuries. There were different artistic styles. Heterogeneous in their manifestations, they had deep internal unity and community. Sometimes completely opposite artistic decisions and images were only original answers to the most important questions of life and society
teacher of MHC MBOU gymnasium
Safonov, Smolensk region
Slide 2
Artistic culture of the 17th – 18th centuries.
Slide 3
Style (Latin) - 2 meanings:
1) the constructive principle of the structure of objects and phenomena of the cultural world (lifestyle, clothing, speech, communication, architecture, painting, etc.),
2) features of artistic creativity, art schools and movements (Hellenistic style, classicism, romanticism, modernism, etc.)
Slide 4
The emergence of new styles and the Renaissance
Renaissance (Renaissance) is an era in the cultural and ideological development of a number of European countries (XIV – XVI centuries)
Dogmatic art was replaced by the desire for a realistic knowledge of the world, faith in the creative possibilities and power of the mind of the individual.
Slide 5
Distinctive features of Renaissance culture:
- secular character,
- humanistic worldview,
- appeal to the ancient heritage.
Slide 6
S. Botticelli. Birth of Venus
Slide 7
S. Rafael. Galatea
Slide 8
From Renaissance humanism to mannerism and baroque
Mannerism (from Italian - “technique”, “manner”) is the dominant artistic movement in European art of the late 16th century.
Representatives of mannerism in their work did not follow nature, but tried to express the subjective idea of an image born in the artist’s soul.
Slide 9
Titian. Bacchus and Ariadne
Slide 10
Baroque
Baroque (“bizarre”, “strange”) is one of the dominant styles in European architecture and art of the late 16th - mid-18th centuries.
Man in Baroque art appears to be involved in the cycle and conflict of the environment, a multifaceted personality with a complex inner world.
Slide 11
Baroque art is characterized by
- gracefulness,
- splendor and dynamics,
- combination of illusory and real,
- passion for spectacular spectacles,
- contrasts of scales and rhythms, materials and textures, light and shadow.
Slide 12
GuidoReni. Aurora
Aurora, 1614, fresco, Palazzo Pallavicini Rospigliosi, Rome
Slide 13
Peter Paul Rubens. Judgment of Paris
Slide 14
P.P.Rubens.Perseus and Andromeda
Slide 15
The Age of Enlightenment in the history of art development
- Classicism as an artistic embodiment of the ideas of the Enlightenment.
- Classicism is an artistic style in European art of the 17th – early 19th centuries.
- Appeal to the ancient heritage and humanistic ideals of the Renaissance.
- The subordination of personal interests to public interests, feelings to duty, and the idealization of heroic images are the main themes of the art of classicism.
Slide 16
F. Boucher. Diana bathing
Slide 17
Rococo
- Rococo is a style that was developed in European plastic arts of the first half of the 18th century.
- A passion for refined and complex shapes and fancy lines.
- The goal of Rococo art is to please, touch and entertain.
- Complex love affairs, fleeting hobbies, daring and risky actions of heroes, adventures and fantasies. Gallant entertainment and celebrations are the main subjects of Rococo works.
Slide 18
Realistic trends in the development of art of the 17th – 18th centuries.
- Objectivity, accuracy and specificity in the transmission of events in the surrounding world
- Lack of idealization
- Attention to common people
- Deep perception of life and nature
- Simplicity and naturalness in conveying the world of human feelings
New concepts: Style Historical era Ancient world Antiquity Middle Ages Renaissance Enlightenment Style is a stable unity of artistic principles, techniques and means used in creating works of art. Style is a historically determined aesthetic unity of content and form, revealing the content of a work. Mannerism - mid-16th century. Baroque – period 16 – mid 18th century. Classicism - 17th century. Rococo - 18th century Realism - 18-19th century. Mannerism is a movement in Western European art of the 2nd half of the 16th century. The art of mannerism reflected the crisis of Renaissance culture; Mannerism was a kind of transitional style between the art of the Renaissance and Baroque - a tendency towards exotic costumes of characters, - elongated figures, - affective gestures, - bright, contrasting tones One of the artistic styles of the late 16th century, mid-18th century, gravitating towards ceremonial solemnity, decorativeness , tension and dynamism of images. Baroque is characterized by a tendency towards ensemble and synthesis of arts. Already one of his first statues, “David” (1623, Borghese Museum and Gallery, Rome), clearly shows the difference between new art and the art of the Renaissance. Michelangelo's "David" was powerful, simple and majestic in his quiet strength. Bernini's "David", created a little over 100 years later, is depicted in dynamics - at the moment of throwing a stone from a sling: he is all in motion, tense, angry, even biting his lip. All these features are characteristic of the Baroque style, which replaced the simple and strict style of the Renaissance (see article “The Art of the Italian Renaissance”). For the Baroque, the outward expression of passion and excitement became more important than human feelings themselves. Classicism - An artistic style in Western European art in the 17th century Viewed antiquity as an ethical and artistic form It is characterized by heroic pathos, plastic harmony and clarity St. Peter's Basilica in Rome by Michelangelo Rococo is a stylistic movement in European art in the first half of the 18th century , which is characterized by a graceful, whimsical ornamental rhythm. The task of Rococo art is to please, touch, entertain. Main plots: complex love affairs, fleeting hobbies, risky actions of the heroes. Realism is an objective reflection of reality - the truth of life, embodied by specific means of various styles and types of art His works constitute one of the pinnacles of European and world art, one of the highest achievements in the development of realism. In Rembrandt’s painting “The Holy Family” (1645), in the images of the heroes of the gospel legend - Mary, the infant Christ and Joseph - the most ordinary and beautiful human feelings in their sincerity and purity are embodied - the tenderness and caring of a mother, the feeling of home peace - that which understandable and dear to people at all times. The furnishings of the room are extremely simple, this is the home of a poor carpenter, who is immediately busy with his craft. Rembrandt always portrayed people from among the people with great sympathy, and always sympathized with old age and loneliness.
