Lesson summary
TeacherArkhipovaNS
Item Music
Class 5
Topic: Musical portrait. Can music express a person's character?
Lesson objectives: Be able to compare works of painting and music; respond emotionally to a piece of music and be able to access a person’s inner world through musical and visual images.
Lesson objectives:
Foster interest and love for musical and visual arts.
Introduce the genre of musical portraiture.
Compare works of music and painting.
Show how different types arts - literature, music and painting - in their own way and independently of each other embodied the same life content.
Planned results (URD)
subject
Development of inner hearing and inner vision as the basis for development creative imagination;
Deepening students' understanding of the visual properties of music with the help of comparative analysis works of music – “Song of Varlaam” by M. Mussorgsky and visual arts– Repin’s paintings “Prototyakon”;
Metasubject
Regulatory
. own the ability to set goals in setting educational tasks in the process of perceiving, performing and evaluating musical compositions.
.to plan own actions in the process of perception and performance of music.
Cognitive
. identify expressive possibilities of music.
. find
. assimilate dictionary musical terms and concepts in the process of musical
activities
communicative
transmit own impressions of music, other teachings of art in oral and writing
.perform songs with a group of classmates
Personal
. to express yours emotional attitude to musical images in singing, when listening to musical works.
. be able to comprehend the interactions of the arts as a means of expanding ideas about the content of musical images, their influence on the spiritual and moral development of the individual;
understand life content of a musical work.
Subject
Developing the ability to reveal the properties of “pictorial music” through the masterful use by composers and performers of the colors of musical speech(register, timbre, dynamic, tempo-rhythmic, modal)
Metasubject
. find community of music and other arts
Personal
.be able to comprehend interaction of arts as a means of expanding ideas about the content of musical images, their influence on the spiritual and moral development of the individual
Lesson type: combined - study new topic using ICT.
Lesson form: dialogue.
Musical material lesson:
M. Mussorgsky. Song of Varlaam. From the opera “Boris Godunov” (listening).
M. Mussorgsky. Dwarf. From the piano cycle “Pictures at an Exhibition” (listening).
G. Gladkov, poetry Yu. Entina. Song about paintings (singing).
Additional material: portraits of composers, reproductions of paintings, textbook 5th grade “Art.Music” T.I. Naumenko, V.V. Aleev
During the classes:
Organizing time.
The goal to be achieved by the student:
Prepare for productive work in class.
The goal that the teacher wants to achieve:
Help prepare students for productive work.
Tasks
Create a positive emotional mood;
Help you take the correct working posture;
Sit correctly. Well done! Let's start the lesson!
Entering into the topic of the lesson and creating conditions for conscious perception of new material
Communicative UUD:
Ability to listen and reflect.
Personal UUD:
Formation of interest in musical activities.
- Read the epigraph to the lesson. How do you understand it?
Write on the board:
“Let moods remain the main essence of musical impressions, but they are also full of thoughts and images.”
(N.A. Rimsky-Korsakov)
Determining the topic of the lesson and setting the learning task.
Goal: readiness and awareness of the need to build a new way of action
What do you think will be discussed in class today?
- What do you guys think, can music express a person’s character, is it capable of doing this? We will try to answer this question with you today.
– Today you will get acquainted with the genre of musical portrait (Slide).
Primary consolidation stage
Cognitive UUD:
Introducing a new piece of music:
Regular UUD:
Ability to listen and analyze the nature of a musical work;
The ability to compare, see commonalities and differences;
The ability to see a problem and the desire to find answers to the questions posed.
Communicative UUD:
The ability to listen to the opinions of comrades and express your own judgments.
Personal UUD:
Recognize and respond emotionally to the expressive features of music;
When looking at a picture, we include all our senses, not just vision. And we hear, but not only see, what is happening on the canvas.
Portrait in literature is one of the means artistic characteristics, which consists in the fact that the writer reveals the typical character of his heroes and expresses his ideological attitude towards them through the image of the heroes’ appearance: their figure, face, clothing, movements, gestures and manners.
In fine art, a portrait is a genre in which someone’s appearance is recreated. Along with external resemblance, the portrait captures spiritual world the person depicted.
Do you think music can paint a portrait and express a person’s character, his spiritual world, his experiences? (Composers creating musical portrait, convey the thoughts and feelings of their characters with the help of musical intonation, melody, and character of the music.).
Musical portrait - This is a portrait of the character of the hero. Expressiveness and figurative power of intonation are inextricably fused in it. musical language. (Slide).
Pushkin’s work was also liked by the 19th century Russian composer Modest Petrovich Mussorgsky
Composer biography
Modest Mussorgsky was born on March 21, 1839 in the village of Karevo, Toropetsk district, on the estate of his father, the poor landowner Pyotr Alekseevich. His mother, Yulia Ivanovna, was the first to teach him to play the piano. At the age of ten, he and his older brother came to St. Petersburg to enroll in the School of Guards Ensigns. After graduating from the School, Mussorgsky was assigned to the Preobrazhensky Guards Regiment. Modest was seventeen years old. One of the Preobrazhensky comrades, who knew Dargomyzhsky, brought Mussorgsky to him. The young man immediately captivated the musician not only with his piano playing, but also with his free improvisations, and there he met Balakirev and Cui. This is how it began for the young musician new life, in which Balakirev and the “Mighty Handful” circle took the main place. Soon the period of accumulation of knowledge gave way to a period of active creative activity. The composer decided to write an opera in which his passion for large folk scenes and for depicting a strong-willed personality would be embodied.
While visiting Lyudmila Ivanovna Shestakova, Glinka’s sister, Mussorgsky met Vladimir Vasilyevich Nikolsky. He was a philologist, literary critic, and specialist in the history of Russian literature. He drew Mussorgsky's attention to the tragedy "Boris Godunov". Nikolsky expressed the idea that this tragedy could become wonderful material for opera libretto. These words made Mussorgsky think deeply. He immersed himself in reading Boris Godunov. The composer felt: an opera based on “Boris Godunov” could become a surprisingly multifaceted work.
By the end of 1869 the opera was completed. Mussorgsky dedicated his brainchild to his circle comrades. In the dedication, he unusually clearly expressed the main idea of the opera: “I mean the people as great personality animated by a single idea. This is my task. I tried to resolve it in the opera."
Then there were many more works that are worthy of attention... On March 28, 1881, Mussorgsky passed away. He was barely 42 years old. World fame came to him posthumously.
The opera "Boris Godunov" turned out to be the first work in the history of world opera in which the fate of the people was shown with such depth, insight and truthfulness.
The opera tells about the reign of Boris Godunov, a boyar who was accused of murdering the legitimate heir to the throne, the little Tsarevich Dmitry.
Our attention in today's lesson will be focused on most interesting character operas - Varlaam.
Varlaam sings a song about the siege of Kazan by the troops of Ivan the Terrible.
Now let's see how the composer described this man in music. Listen to the hero's musical speech so as to imagine him appearance, and his character.
- Let's listen to Varlaam sing his famous song“As it was in the city in Kazan.”
Listening to Varlaam's song from the opera Boris Godunov by M. P. Mussorgsky. (Slide).
The sound of the Song of Varlaam as recorded by F.I. Chaliapin (at the same time we complete the task: listen to the musical speech of the hero so as to imagine both his appearance and his character, pay attention to the actor’s voice).
– How do you imagine Varlaam singing such a song?
How do the nature of the performance and the nature of the musical language reveal the character and even the appearance of this person? (violent, loud music…)
Now open the textbook, paragraph 23, p. 133 and look at Ilya Repin’s painting “Protodeacon”
Guys, take a close look at Ilya Repin’s painting “Protodeacon,” describe who you see in front of you. ( Before us is a portrait of an archdeacon - this is such a spiritual rank in Orthodox Church. We see an elderly man, with a long gray beard, overweight, he has an angry expression on his face / which is given to him by curved eyebrows. He has a large nose, large hands - in general, a gloomy portrait. He probably has a low voice, maybe even a bass.)
You saw everything correctly and even heard it low voice. So, guys, when this picture appeared at the exhibition of the Itinerant artists, the famous musical critic V. Stasov saw on it a character from Pushkin’s poem “Boris Godunov” - Varlaam. Modest Petrovich Mussorgsky reacted in exactly the same way, when he saw the “Protodeacon” he exclaimed: “So this is my Varlaamishche!”
What do Varlaam and Protodeacon have in common? (These are images of powerful, tough people, monks and priests, typical of Ancient Rus').
comparison table expressive means.
I. Repin painting “Protodeacon”
M. P. Mussorgsky “Song of Varlaam”
A huge figure, holding his hand on his stomach, gray beard, knitted eyebrows, red face. Gloomy colors. The character is arrogant and domineering.
Dynamics: loud music, melody – jumps up, timbre – brass. Singing voice – bass. The nature of the performance is shouting at the end, a rough manner of performance.
U-One important feature is inherent in painting and opera: it is the ability to show a person’s character in words, music, and images.
What do the picture and the song have in common?
D - What the picture and the song have in common is that they show unbridled character, rudeness, a tendency to gluttony and revelry.
You're right, it's collective image. This type of people was encountered in Rus' at that time. What is common is not only external similarity, but also certain character traits. The main thing between them is the unbridled nature, the rudeness of nature, the tendency to gluttony and revelry.
What helped the composer and the artist, independently of each other, create such similar images? (There were such people in Rus'.)
In the portrait of “Protodeacon” I. E. Repin immortalized the image of deacon Ivan Ulanov, from his native village of Chuguevo, about whom he wrote: “... nothing spiritual - he is all flesh and blood, pop-eyed eyes, gaping and roaring...”.
What colors did the artist use to paint this portrait? (The artist uses rich colors, where darker colors predominate.)
Despite the different means of expression, in fine art it is paint, in literature it is the word, in music it is sounds. They all told and showed about one person. But still, the music emphasized and suggested those aspects that would not have been immediately noticed.
Vocal choral work
Cognitive UUD
Getting to know the melody and words new song
Communicative UUD
Interaction with the teacher in the process of musical and creative activity;
Participation in a choral performance of a piece of music.
Personal UUD:
Formation of performing skills;
The embodiment of the character of the song in your performance through singing, words, intonation.
Chanting.
Learning phrases
Singing difficult melodic turns.
Working on the text.
A song that will help us remember the names of fine arts genres is called "Song about paintings""composer Gennady Gladkov.
Listening to a song.
What genres of painting are sung about in the song?
In music, what are the genres?
Singing in chorus.
Think and tell me, could each of you become the hero of a portrait?
Many of you acted as artists and painted portraits of your friends
In what form is the song written?
What's the mood?
What's the pace?
Give the name of this song. (children's answers)
Why does the song have this name?
3. Musical images
- We got acquainted with two completely different vocal portraits, and the next musical image will sound without words. This is the work “Gnome” from the piano cycle by M.P. Mussorgsky's "Pictures at an Exhibition" - a musical portrait of a little fairy-tale creature, executed with extraordinary artistic power. It was written under the impression of a painting by W. Hartmann, a close friend of the composer.
Mussorgsky remembered the sketch Christmas decorations- a gnome, a small, clumsy freak with crooked legs. This is how the artist depicted nutcrackers. ---Listen to this piece and think about what mood the gnome is in, what his character is, what do you imagine with this music?
The sound is “The Dwarf” by M.P. Mussorgsky. (Children's answers)
- Guys, how did you imagine the gnome? ( In the music you can hear a limping gait and some sharp, angular jumps. One feels that this dwarf is lonely, he is suffering.)
· The play by M.P. Mussorgsky is very picturesque. Listening to it, we clearly imagine how the little man waddled, ran a little and stopped - it’s difficult to run on such short and thin legs. Then he got tired, walked slower and still diligently and clumsily. It looks like he's even angry at himself for it. The music stopped. Probably fell.
Guys, if you were artists, after listening to this music, what colors would you use to paint this gnome?
That's right, he moves really angularly, in jumps. The funny gnome is turned by the composer into a deeply suffering person. You could hear him moaning, complaining about his fate. He is pulled out of his native fairy-tale element and given to people for amusement. The dwarf tries to protest, to fight, but a desperate cry is heard... Guys, how does the music end? ( It doesn't end as usual, it kind of breaks off.)
You see, guys, “Gnome” is not just an illustration of a picture, it is a deeper image created by the composer.
Cognitive UUD
Developing the ability to comprehend the information received.
Regular UUD:
Awareness of what has already been learned and what needs to be further learned
Assessing the quality of learning.
Communication Uud:
Interaction in the process of checking work results.
Personal UUD
Formation of a positive attitude and interest in musical activity
Now you have to take the test and then evaluate your work yourself
Who rates their work as “5” and “4”?
CognitiveUUD
Music search
Regulatory UUD
Goal setting.
Which musical genres most capable of conveying the portrait features of the hero?
Listen to homework.
“Diary of Musical Observations” - pp. 26-27.
LIST OF REFERENCES 1. Abyzova E.N. "Pictures from an Exhibition." Mussorgsky - M.: Music, 1987. 47s. 2. Abyzova E.N. “Modest Petrovich Mussorgsky” - 2nd edition M.: Music, 1986. 157 p. 3. Vershinina G.B. “...Free to speak about music” - M.: “New School” 1996 p. 192 4. Fried E.L. “Modest Petrovich Mussorgsky”: Popular monograph - 4th ed. - Leningrad: Music, 1987. p.110 5. Feinberg S.E. “Pianism as an art” - M.: Music, 1965 p. 185 6. Shlifshtein S.I. “Mussorgsky. Artist. Time. Fate". M.: Music. 1975
Municipal educational institution
Bolshevo Secondary School No. 6
with in-depth study of subjects
artistic and aesthetic cycle
__________________________________________________________
Moscow region, Korolev, Komitetsky Les street, 14, tel. 515-02-55"Musical Portrait"
Open lesson in 6th grade
During the seminar
“Creative development of personality in the lessons of HEC”
Music teacher
Shpineva V.I.,
Korolev
2007
Lesson TOPIC: Musical portrait (6th grade).
The purpose of the lesson : formation in students of the concept of a musical portrait and artistic means of creating a portrait in various types of art.
Tasks:
expanding the general cultural horizons of students;
formation of a culture of singing;
the formation of a deep, conscious perception of works of art;
development of artistic taste;
nurturing creative activity.
Lesson form : integrated lesson.
Equipment : piano, music Center, reproductions of paintings, projector, screen.
DURING THE CLASSES.
Organizing time. Musical greeting.
Teacher. Guys! You and I have already seen more than once how diverse the world of art is. Today we will talk about one of the genres of art - portraiture.
What are the features of this genre?
In what types of art can you create a portrait?
Give examples.
Students answer questions and give their own examples.
Teacher. The outstanding Italian painter, sculptor, architect, scientist, engineer Leonardo da Vinci said that “painting and music are like sisters, they are desired and understood by everyone.” After all, you may not know the language that Beethoven or Raphael spoke, you just need to watch, listen and think...
Continuing this thought, I would now like to invite you to consider a reproduction of the painting “The Swan Princess” by the Russian artist M.A. Vrubel.On the screen is a slide “The Swan Princess” by M. A. Vrubel.
Questions about the painting :
Describe the Swan Princess by Mikhail Vrubel.
What artistic means does the artist use?
What impression does this picture make on you?
Students answer questions emphasize the mystery, proud beauty of the fairy-tale bird girl, and celebrate the extraordinary gift of the painter who created the portrait of the fantastic creature. This is a fabulous bird girl, whose majestic beauty is characteristic folk tales. Her eyes are wide open, as if she sees everything today and tomorrow. Her lips are closed: it seems that she wants to say something, but is silent. The kokoshnik crown is strewn with emerald semi-precious stones. A white airy veil frames the delicate features of the face. Huge snow-white wings, with the sea rippling behind them. A fabulous atmosphere, everything seems to be enchanted, but we hear the beat of a living Russian fairy tale.
Teacher. In which literary work Are we meeting the Swan Princess? How does the author describe it?
Students answer questions by saying “The Tale of Tsar Saltan” by A.S. Pushkin. The teacher recalls lines from this work in which a portrait of the Swan Princess is given.
Teacher. We looked at a pictorial portrait and read a description of the character’s appearance in a literary work. But many composers have turned to this plot. I’ll now play you a fragment of a work by a Russian composer of the 19th century. What kind of work is this?
The teacher plays a fragment from N.A. Rimsky-Korsakov’s opera “The Tale of Tsar Saltan” on the piano.
Students recognize this work and say that it also contains a portrait of the Swan Princess.
Teacher. The French composer C. Saint-Saëns wrote “The Great Zoological Fantasy “Carnival of Animals”, which also features the Swan theme.
Listen to "The Swan" by Saint-Saëns and describe the character of the music.
The teacher plays the piano.
Student answers : Calm tempo, the accompaniment depicts a slight swaying of the waves, against which an unusually beautiful melody sounds. It is very expressive and therefore easy to remember. At first it sounds quiet, and then gradually the dynamics intensify, and the melody sounds like a hymn to beauty. It sounds broad, like a splash of a wave, and then it seems to gradually calm down and everything freezes.
Teacher. Pay attention to this point: in music, as in the visual arts, it is important not only to simply depict, convey the external appearance, but also to penetrate into the deep, spiritual essence of the character. This play is bright that example.
Students are shown a slide with two portraits: V.L. Borovikovsky “Portrait of M. Lopukhina” and A.P. Ryabushkin “Portrait of a Moscow girl XVII century."
Teacher. Now, guys, look at these two portraits, listen to the piece of music and think about which portrait this music is more suitable for and why.
F. Chopin's waltz in B minor sounds.Questions :
What is the nature of the music, its tempo, means of expression, what's your mood?
What are girls' characters depicted by artists?
Which portrait does this music best suit and why?
Answers: The music is romantic, “lacey”, conveys a feeling of calm and thoughtfulness. The portrait of Lopukhina evokes the same feelings.
Teacher. We looked at a picturesque portrait and listened to a musical portrait that was in tune with it. And now let’s sing in chorus the song that you and I learned: “Teacher’s Waltz” by A. Zaruba.
Students get up from their tables, form a choir and sing the song they learned in previous lessons.
Teacher. Think about what portrait this music paints for us?
Answers: Before us is a portrait of a teacher. The character of the music is smooth, measured, calm, like the character of a teacher.
Students take their seats.
Teacher. Listen to one piece now and try to answer the question: is it possible to see a portrait in this music?
If so, whose? .
Answers: The phonogram “Song of a Soldier” by A. Petrov sounds
The playful nature of the music paints an expressive portrait of a brave soldier who went through battles and remained alive. Homework
Teacher. : draw a portrait of this soldier.
In conclusion, you and I will use musical means to create the image of our homeland, performing the Russian Anthem.
Teacher. The guys get up. The anthem is a solemn song, majestic and proud. She is free, like the vast expanses of our Motherland; leisurely, like the flow of our deep rivers; sublime, like our hills and mountains; deep like ours. We sing the Russian Anthem and see Red Square, St. Basil's Cathedral, the Kremlin, our hometown, our street, our home...
Students sing the Russian Anthem.
The teacher offers to summarize the lesson.
What did you learn in this lesson?
What piece of music did you like best?
Which painting made the strongest impression on you?
In what form of art would you like to create a portrait and who and how would you portray?
At the end of the lesson, students are asked to mark the most interesting answers of their friends, grades are given taking into account the opinions of the students.
Date: 12/09/2017 Date: 12/13/2017 Date: 12/23/2017
Class: 6 "B" Class: 6 "A" Class: 6 "B"
Topic: “Musical portrait”
Lesson type: deepening the topic, developing, problematic
The purpose of the lesson: Expand and deepen students’ understanding of the multifaceted connections between music and painting.
Lesson objectives:
Educational:
To form an idea of the genre of musical portrait;
To introduce the creative community of composers " Mighty bunch»;
Teach children to feel poetry, musicality and picturesqueness artistic images.
Educational:
Development of research skills;
Development of inner hearing and inner vision as the basis for the development of creative imagination
Deepening students' understanding of the visual properties of music through a comparative analysis of music - “The Song of Varlaam” by M. Mussorgsky and fine art - I. Repin’s painting “Protodeacon”;
Developing the ability to reveal the properties of “pictorial music” through the masterful use by composers and performers of the colors of musical speech (register, timbre, dynamic, tempo-rhythmic).
Educators:
- nurturing a sense of beauty using the example of works of world music and artistic culture;
Formation aesthetic taste students;
Nurturing moral and patriotic qualities in students through history home country, musical heritage native people.
Educational technologies used in the lesson: technology problem-based learning, information and communication technologies, technology critical thinking, group technology
Knowledge, abilities, and skills that students will update, acquire, and consolidate during the lesson: During the lesson, students acquire knowledge about the genre of musical portraiture, the ability to analyze works of music and painting, skills in comparing works of musical and fine art, research activities, and working with modern by electronic means training.
Equipment: computer, speakers, screen, presentation about the composers of the “Mighty Handful”.
During the classes
I. Organizational moment.
Hello guys! I am glad to see you all healthy and beautiful. In what mood did you come to my lesson? (...) I hope that after the lesson it will become even better. So, we continue our journey through the musical art gallery.
II. Repeating what has been covered and posing a new problem.
Guys, before moving on to the new section, let's remember theme III quarters.
(Sl. 1. “Can we see the music?”)
What is the purpose of the lessons this quarter? What should we find out?
(The connection between music and fine arts)
Guys, in what ways, in what examples and themes have we already traced this connection?
(Music can depict movement, various life images)
That's right, guys. And in these lessons, we were convinced that music and fine art, using different means of expression, can depict movement, all kinds of images, complementing each other.
And the topic of our lesson today is “Musical Portrait”. (Sl.2)
Guys, tell me, what is the meaning of the concept of “portrait” in fine art?
(Display of the visual characteristics of the model; this is a repetition in the lines and colors of a living face, where through the visual image the artist reveals inner world person)
Based on the topic of our lesson, do you think that today we will find out what the purpose of this lesson is?
(How music can paint a musical portrait)
Yes, guys. Today we will try to answer the question: can a musical portrait exist? (problematic question) (Sl. 3)
And we will consider this concept using the example of the music of the Russian classical composer Modest Petrovich Mussorgsky.
IV. Bottom line.
Guys, can “The Song of Varlaam” be called a musical portrait?
What did the music portray to us?
(The character of a person, his inner world.)
So what is a musical portrait?
(A musical portrait is a portrait of the hero’s character.)
That's right, guys. In music, unlike painting, the image of the character and mood of the hero comes to the fore, and appearance can be imagined through imagination and fantasy. In a pictorial portrait the opposite is true. So, a musical portrait is a portrait of the character of the hero. (Sl. 26)
Are music and visual arts really so closely related to each other?
- Does music have imagery?
- Can we see the music?
V. Creative activity students.
Guys, now let's try to become creators ourselves. Try to understand your inner state, hear the music of your soul and write a syncwine on the topic of our lesson. In it, try to reflect your attitude to what you saw and heard in the lesson. Let's remember the syncwine scheme. (Sl. 27)
(They compose a syncwine to M. Mussorgsky’s “Walk.”)
Well, now read to us all what you came up with.
(Reading your syncwines.)
Now let’s try to paint with our performance a musical portrait of the hero of the song that we learned in the last lesson, “Song about the Little Trumpeter.”
(Performance of “Song about the Little Trumpeter” by S. Nikitin)
VI. Reflection.
Guys, did you feel like creators today?
So you were able to express your feelings, emotions, fantasies?
What did you like and remember most about the lesson?
Guys, you have emoticons on your desks. When leaving the classroom, display your mood on the board.
(Students leave the class, attaching emoticons to the board.)
Description of the presentation by individual slides:
1 slide
Slide description:
2 slide
Slide description:
Dream. In the magical canopy, show me my dear, My light, my kind genius, The object of my love... A.S. Pushkin Love painting, poets! Only she, the only one, is given the Soul of a changeable sign to transfer to the canvas. N. Zabolotsky. What genre of fine art do you think we will be talking about today? What other art can paint a portrait?
3 slide
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4 slide
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The colors make it noisy and light. I would introduce music here, the paintings would surround the air so that they would speak... S. Tyurin
5 slide
Slide description:
The paintings of Russian painters at the turn of the 17th – 19th centuries are consonant with poetry and music. The atmosphere of the portraits takes us into the world of Russia in the Pushkin era. It is believed that the portrait is the most indisputable achievement of our national school; it is thanks to it that Russian painting has reached the level of European art. The 18th century in Russia is called the century of portraiture. The best Russian artists painted in the portrait genre: F. Rokotov, D. Levitsky, O. Kiprensky, K. Bryullov, I. Repin, M. Vrubel and others. female portraits as pure and transparent as the music and poetry of romances. Smart and noble faces those to whom they dedicated their poetic and musical dedications were captured by artists.
6 slide
Slide description:
Thanks to the “portrait harmonies” of the Russian artist Fyodor Stepanovich Rokotov, a special emotional vocabulary was formed to express the viewer’s impressions: “half-flickering, half-burning colors”, “unsteadiness, airiness”, “mystery and mystery”, “vibration of light and color”, “poetic fragility of feelings” , “hiddenness of spiritual manifestations”, etc. In addition to technical pictorial innovations, the artist opens up new possibilities for a chamber, intimate portrait in expressing the spiritual world of a person, as the main criterion of his dignity. It is often believed that Rokotov endowed the models with his own spirituality. F.S. Rokotov (1735-1808)
Slide 7
Slide description:
F.S. Rokotov Portrait of Struyskaya Transparent, as if woven from air and light, the portrait of Struyskaya is the most famous work brushes by Fyodor Stepanovich Rokotov.
8 slide
Slide description:
A special place in the work of the artist F.S. Rokotov is occupied by a portrait of A. Struyskaya (1772). Exactly Perfect eyes the heroines of the portrait served as a source of inspiration for the creation famous poem Nikolai Zabolotsky: Do you remember how, from the darkness of the past, barely wrapped in satin, Struyskaya again looked at us from the portrait of Rokotov? Her eyes are like two fogs, Half smile, half cry, Her eyes are like two deceptions, Covered in the mist of failure. A combination of two riddles, Half-delight, half-fear, A fit of insane tenderness. Anticipation of mortal pain. When darkness comes and a thunderstorm approaches, Her beautiful eyes flicker from the bottom of my soul.
Slide 9
Slide description:
This verse is a shining example poeticization of the image through painting. The airy, transparent brushwork creates a feeling of lightness of the fabrics and bottomlessness of the background. With the help of light, Rokotov masterfully highlights the face and at the same time unites the entire composition of the portrait into a single whole. It is no coincidence that this portrait is often called the “Russian Gioconda”. Many researchers of Rokotov’s work note that Struyskaya’s gaze in the portrait seems to be directed inward, the young woman was thinking about something important to her, very significant. It is this look that spiritualizes Alexandra Petrovna’s entire face, makes it especially beautiful, reflects the rich spiritual world of this woman, her deep mind.
10 slide
Slide description:
Consider female portraits of Russian artists, contemporaries of A.S. Pushkin and M.I.Glinka. - What features of their heroines did the artists strive to emphasize? - Which one of female images, captured in portraits of Russian artists, in your opinion, is most in tune with M. I. Glinka’s romance? What about the waltz?
11 slide
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12 slide
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Slide 13
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Slide 14
Slide description:
This portrait depicts Maria Ivanovna Lopukhina, from the Tolstoy count family. This beautiful young woman died of consumption a year after her wedding. The artist used the principle of still life - the environment helps to reveal the image. Borovikovsky shows no social status Lopukhina, and her personal character traits: lively intelligence, irony, tenderness, awareness of her feminine attractiveness. The harmonious fusion of man and nature is characteristic of painting late XVIII V. Lopukhina is depicted against the background of a landscape, it echoes the appearance of a young woman: her slightly bent figure repeats the shape of bent ears of corn, birch trees are reflected in the dress, blue cornflowers echo the silk belt, and a soft lilac shawl echoes the drooping buds of roses. A hundred years later, the Russian poet Ya. Polonsky wrote about this portrait: She has long passed, and those eyes are no longer there And that smile is gone that silently expressed Suffering - the shadow of love, and thoughts - the shadow of sadness, But Borovikovsky saved her beauty. So part of her soul did not fly away from us, And this look and this beauty of the body will attract indifferent offspring to her, Teaching him to love, suffer, forgive, be silent.
Portrait in music and painting
Target: The children's awareness of the relationship between the two forms of art, music and painting, through portraiture.
Tasks:
- Introduce the “musical portraits” created by M.P. Mussorgsky and S.S. Prokofiev and portraits created by artists I.E. Repin and R.M. Volkov.
- Continue to work on developing the skill of analyzing a piece of music and a work of fine art.
- Contribute to the formation of interest in the history of your Fatherland.
Vocal and choral work:
- When learning musical fragments, try to portray the character of the hero in his voice.
- Work on clear pronunciation of the text.
Lesson equipment:
Computer (disk, presentation with reproductions of paintings).
Lesson structure
- Listening: Song of Varlaam from the opera by M.P. Mussorgsky “Boris Godunov”.
- Discussion of “musical portrait”.
- Learning an excerpt from “The Song of Varlaam.”
- Comparison of the “musical portrait” and the portrait of I. Repin “Protodeacon”.
- Learning an excerpt from “Kutuzov’s Aria”.
- Acquaintance with the portrait of R.M. Volkov “Kutuzov”.
- Comparison of two “portraits”.
- Learning a song
- Conclusion.
Form of work
- Frontal
- Group
During the classes
Teacher
Musical portrait. Mikhail Yavorsky.
There are a lot of strange things in our lives,
For example, I dreamed for many years
I even tried more than once,
Write a musical portrait.
For nature I found a man -
The standard of nobility and honor,
A contemporary from our century,
He lived his life without lies and without flattery.
And today, I “draw” a portrait,
It's not an easy job, believe me,
My music stand will replace my easel
Instead of paints and brushes - only notes.
The staff will be better than the canvas,
I’ll write everything on it and play it,
This drawing will not be simple,
But I don’t lose my hope.
To make the features look softer,
There will be more minor sounds,
And the opportunities here are great,
Not to the detriment of music science.
The score will not be simple,
But I won’t break the law of music,
And this portrait will be like this:
Everyone will hear his heart and soul.
It won't hang on the wall
He is not afraid of moisture and light,
And, of course, I would like
May he live for many years.
Continuing the topic “Can we see music,” today’s lesson will focus on, as you may have guessed from the poem, portraits in music and painting. What is a portrait?
Students.
A portrait is an image of a bottom person.
Teacher.
And so, let's listen to the first portrait.
Hearing: Varlaam's song from the opera by M.P. Mussorgsky “Boris Godunov”.
Teacher.
Based on the nature of the musical work, what can be said about this character? What qualities does he have?
Students.
This hero is cheerful, you can feel the strength in him.
Repeated listening.
Learning a fragment.
Teacher.
Is the force good or evil?
Students.
The force is, after all, evil. The music is powerful, which means the hero is very powerful, at the same time riotous, cruel, everyone is afraid of him.
Teacher.
What means musical expressiveness does the composer use when portraying this “hero”?
Students.
Teacher.
And what song's intonation is used by the composer to portray this character?
Students.
Russian folk dance
Teacher.
Based on the means of musical expression you listed, what do you think this person looks like externally?
Students.
This man is elderly, with a beard, an angry and domineering look.
The portrait of I. Repin “Protodeacon” is shown.
Teacher.
Let's think, is there any similarity between our “musical hero” and the person depicted in this picture? And if so, which one?
Students.
There are similarities. The man depicted in the picture is also elderly, with a beard.
Teacher.
Guys, pay attention to this man’s gaze. Try to portray this look. What is he like?
Students.
The look is sharp, predatory, evil. The eyebrows are thick, black, and splayed, which makes the look heavy and imperious. The picture, like in music, is in dark colors.
Teacher.
We compared two portraits - musical and artistic. The musical portrait was written by the Russian composer M.P. Mussorgsky (Varlaam’s song from the opera “Boris Godunov”), the second portrait belongs to the brilliant Russian portrait painter I. Repin (the portrait is called “Protodeacon”). Moreover, these portraits were created independently of each other.
View an excerpt from the opera “Boris Godunov” (“Song of Varlaam”).
Teacher.
Guys, why do you think such portraits as Varlaam, the archdeacon, appeared?
Students.
The composer and artist saw such people and depicted them.
Teacher.
Listening to the “song of Varlaam” and looking at the painting “Protodeacon,” how do you think the artist and composer treat such people, the same or differently. Justify your answer.
Students.
Both the composer and the artist do not like such people.
Teacher.
Indeed, when Mussorgsky saw “Protodeacon,” he exclaimed: “Yes, this is my Varlaamishche! This is a whole fire-breathing mountain!”
I.E. Repin in the portrait of “Protodeacon” immortalized the image of deacon Ivan Ulanov, from his native village of Chuguevo, about whom he wrote: “... nothing spiritual - he is all flesh and blood, pop-eyed eyes, gaping and roaring...”.
Teacher.
Tell me, did we get the attitude of the authors towards their characters?
Students.
Con
Teacher.
Have you come across such portraits in our time?
Students.
No.
Teacher.
Why don’t they create such portraits in our time?
Students.
Because in our time there are no such people. In past centuries there were many such “heroes”. Such priests were typical of that time. There are no such clergymen these days.
Teacher.
That is, art reflects the reality around us.
Now we will introduce you to another musical portrait.
Listening to Kutuzov's aria from the opera by S.S. Prokofiev “War and Peace”.
Learning an aria.
The class is divided into three groups and given the following tasks:
1st group – gives a verbal portrait of the character (external and “internal”);
2nd group – selects one portrait corresponding to the given piece of music from the proposed video sequence, substantiates the answer;
3rd group – compares the resulting portrait with a given piece of music.
Students justify their answers based on musical and artistic expression, used by the composer and artist.
Teacher.
We got acquainted with another portrait, directly opposite to Varlaam. Kutuzov's aria from the opera by S.S. was performed. Prokofiev’s “War and Peace” and before us is a painting by Roman Maksimovich Volkov “Kutuzov”.
Who is Kutuzov?
Students.
The commander who defeated Napoleon in the War of 1812.
Teacher.
Which character traits of the hero are emphasized by the composer, and which by the artist?
Students.
The composer emphasizes majesty, strength, nobility, and concern for the Motherland. The artist emphasizes his services to the Motherland, nobility, and intelligence.
Teacher.
How do both the composer and the artist feel about this hero?
Students.
They respect him and are proud that he is their compatriot.
Teacher.
Students.
Certainly
Teacher.
Which previously studied piece of music is this aria close in spirit to?
Listening to or performing an excerpt from an aria.
Students.
To “The Heroic Symphony” by A.P. Borodin.
Teacher.
Listening to the aria and looking at the picture, can Kutuzov be called a hero? Justify your answer.
Students.
Yes, because he combines all three qualities - Strength, Intelligence, Goodness.
Teacher.
Can Varlaam be called a hero?
Students.
No, he has Strength, Intelligence, but no Good.
(Both portraits are on the board)
Teacher.
And why were the portrait of Kutuzov created by Prokofiev and Volkov and Borodin’s “Heroes” symphony and Vasnetsov’s painting “Bogatyrs”?
Students.
Because such people, heroes, actually existed.
Teacher.
Today we will learn a song whose heroes have Strength, Intelligence, and Goodness. And their main strength is friendship. Song from the movie “Midshipmen, forward!” “Song of Friendship.”
Learning a song.
Conclusion:
- What portraits and their authors did we meet in class?
- How are the same characters portrayed in music and painting?
- What does this “kinship” between music and painting give us to understand?
