va in folk painting(1 hour)
Perception works of folk and modern masters of Gorodets painting.
Ideas about the richness and diversity of artistic culture (on the example of the culture of the peoples of Russia). The origins of decorative and applied art and its role in human life. Familiarization with the works of folk art crafts in Russia (taking into account local conditions). Art is all around us today. Continuation of acquaintance with the basics of artistic literacy: composition, color, line, form, rhythm.
Dialog about art. Images of blooming nature in the work of the folk master and artist. Common and different in identifying the techniques of Gorodets painting and other schools of folk art.
"Samples of ornamental flourishes for flowers".
Creative task using the sequence and techniques of Gorodets painting with a brush.
Materials: brush, gouache, paper.
Master's advice.
To consider products of Gorodets craftsmen, reflecting the people's perception of the world, the connection of man with nature, native land.
compare decorative motifs in the products of Gorodets craftsmen, allocate of these, the most common motives.
Tell about the centers of folk crafts, in which flowers, flowering branches, bouquets are the main motifs.
Participate in discussing the means of creating images of blooming nature in Gorodets painting, its originality in contrast to other schools of folk art.
Work Making a difference techniques of Gorodets painting - “underpainting”, “lightening in black”, “whitewashing”. Repeating after the folk master the techniques of black and white “spray”, painting with a brush.
Fulfill painting of a blossoming branch with the help of “lightening in black and white”.
Continuation
Summing up Discuss yes- vat
5. Bird - a symbol of light, happiness and do-
Bra. Decorative composition: equal-
These colorful spots, patterned decorative
New threads, symmetry, rhythm, unity
color(1 hour)
Perception the image of the bird-light in the works of Gorodets masters of the late 19th-20th centuries.
Main content lines. The idea of the role of fine (plastic) arts in the daily life of a person, in the organization of his material environment. Familiarization with the works of folk art crafts in Russia (taking into account local conditions). Continued acquaintance with the basics of artistic literacy: composition, color, line, form, rhythm.
Dialog about art. A variety of compositional motifs in Gorodets painting, dating back to the ancient tradition of painting spinning wheels. Paired figures in a single plot - two female figures, two birds, two riders on a horse “near the tree”.
To consider decorative composition with birds
"by the tree". compare images of birds in different forms
folk art. Tell, which means in on-
native art the image of a bird-light. speak out narrow-
the notion of filling space in a decorative three-
private composition in the Gorodets painting of a spinning wheel
Participate in the discussion of the symbolism of the bird motif in Gorodets painting and the artistic expressive means of solving this decorative composition.
Work on artistic and didactic
tables“Samples of decorative liquefaction
wok for birds.
Creative task with the use of brushwork techniques (silhouette, spot, line, whitewashing, revealing the plumage rhythm) in the decorative image of birds.
Materials: brush, gouache, paper.
Master's advice.
Work according to the artistic and didactic table. Repeat for the folk master the rhythm and the form of “lightening with whitewash”.
Run with a brush his own version of painting birds near a flowering branch using the techniques of Gorodets painting. To express in his creative work his attitude to nature, to the image of the bird-light.
Summing up Discuss creative work of classmates and yes- vat assessment of the results of their own and their creative and artistic activities.
6. The horse is a symbol of the sun, fertility and goodness. Decorative composition: line, silhouette with variations of Gorodets frills ( 1 hour)
Perception images of a black horse and a rider in the products of Gorodets craftsmen and in the works of the graphic artist T. Mavrina. The traditional image-symbol of a horse in folk art. The inseparable connection between nature and images of folk art.
Main content lines. The origins of arts and crafts and its role in human life. The concept of the synthetic nature of folk culture (decoration of dwellings, household items, tools, costumes; music, songs, round dances; epics, legends, fairy tales). Familiarization with the works of folk arts and crafts in Russia (taking into account
Making a difference, as an image-symbol of a horse is presented in various types of oral folk art in decorative, applied and folk art.
Tell why in folk art masters constantly turn to the image of a horse, drive examples from different types of folk art.
Continuation
Thematic planning Characteristics of students' activities
local conditions). Continued acquaintance with the basics of artistic literacy: composition, color, line, form, rhythm.
Dialog about art. The depth of the poetic depiction of a horse and a rider on a horse, their synthetic nature in folklore (horse-time, horse-light, horse-bird, horse-heroic strength), associated with the revival of solar heat, light, life. The picturesque manner of brush painting in the work of Gorodets masters.
Work on the artistic and didactic table"Samples of decorative harnesses for a horse."
Creative task using the expressive language of folk arts and crafts.
Materials: brush, gouache, paper.
Master's advice.
Participate in the discussion of artistic means in creating an expressive image of a horse-symbol in folk art and call them.
Work according to the artistic and creative table. Ow- hold pictorial techniques of depicting a horse. master methods of bleaching for a horse.
Fulfill with a brush his own version of painting a horse using the techniques of Gorodets painting and decorative generalization of the figure of a horse without a pencil drawing.
Summing up Discuss creative work of classmates and yes- vat assessment of the results of their own and their creative and artistic activities
7. Connection of generations in the traditions of Gorodets. Decorative composition with variations of Gorodets motifs: rhythm, symmetry, dynamics, statics ( 1 hour)
Perception works of masters
new generations, modern masters,
continuing and developing traditions
the oldest masters of Gorodets painting
I. Mazin, F. Krasnoyarova, I. Lebedeva and
children's creative work.
Main content lines. Art-
the world around us today. Familiarization
with works of folk art
fisheries in Russia (taking into account local
conditions). Continuation of acquaintance
with the basics of artistic literacy: com-
position, color, line, shape, rhythm.
Dialog about art. Peculiarities of Composition Techniques in Panels as a Decorative Work. The artistic value of everyday objects made of wood, decorated with Gorodets painting.
Creative task using the means of expressive language of folk arts and crafts, using traditional methods of decorative cutting to combine different color combinations.
Materials: brush, gouache, paper.
Master's advice.
To consider works of folk art,
to express their attitude to the development of city traditions
children's painting in the work of modern masters.
Call traditional motifs of Gorodets painting
in modern products.
Participate in the discussion of the artistic and aesthetic value of products with Gorodets painting, the continuity of painting traditions in the work of masters of the modern art craft “Gorodets painting”.
Fulfill a decorative composition based on Gorodets painting to decorate items of various shapes and purposes (decorative plates, panels, cutting boards, spice stands). To express in his creative work his attitude to the art of Gorodets painting.
Summing up Discuss creative work of classmates and yes- vat assessment of the results of their own and their creative and artistic activities
8. The Russian land is famous for its craftsmen and talents. Portrait: proportions of a person's face(1 hour)
Continuation
Thematic planning Characteristics of students' activities
Perception works of outstanding portrait painters of the 19th century. V. Tropinin, V. Makovsky, V. Vasnetsov, V. Surikov and contemporary artists G. Vasko, P. Pavlov, who captured images of creative people in their works.
Main content lines. contemporary image. The image of a person in traditional culture. The ideas of the people about the beauty of a person (external and spiritual), reflected in art. Portrait genre. Continued acquaintance with the basics of artistic literacy: composition, color, line, form, rhythm.
Dialog about art. The Art of the Portrait. Identification of the characteristic features of the image of the person being portrayed and his belonging to the creative profession.
Work on the artistic and didactic table"Compositional schemes of the image of a person's face in different angles". Creative task using
means of expressiveness of painting and graphics, observance of the proportion of a person's face.
Materials: watercolor, gouache, pastel, markers.
Master's advice.
To consider portraits made by painters and graphic artists. Tell by what signs it is possible to determine that the portrait depicts an artist or a folk craftsman.
Participate in discussing the images of artists and folk craftsmen in paintings and graphics, the features of the transfer of external appearance in the face, costume, in the subject environment; to choose head position and transfer her turn, the movement of the figure.
Work according to the artistic and didactic table. To read proportions of a person's face in a frontal position and half a turn.
Fulfill a portrait of a folk craftsman or artist at the time he created a work of art. To express in creative work, one's attitude to the depicted hero.
Summing up Discuss creative work of classmates and yes- vat assessment of the results of their own and their creative and artistic activities
9. Free wind - the breath of the earth. Landscape: lines, strokes, dots, spot, light(1 hour)
Perception landscapes of painters of the XIX-XX centuries. A. Kuindzhi, N. Krymov, A. Tkachev, E. Bragovsky, E. Vinokurov and graphics by V. Favorsky, in which the image of the sky occupies almost the main place. Main content lines. landscape genre. Landscapes of native nature. Continuation of acquaintance with the basics of artistic literacy: composition, color,
niya, rhythm.
Dialog about art. Techniques for conveying infinity and the depth of the heavenly expanses, the swiftness of the movement of clouds across the sky. Statics and dynamics in landscape composition.
Work on the artistic and didactic table"Variants of the graphical solution of cloud masses".
Creative task using the means of the expressive language of graphics (point, line, stroke, black and white spot). Materials: simple pencil, colored
pencils, helium pen, markers.
Master's advice.
To consider picturesque and graphic landscapes of artists, which reflect the ancient ideas of man about the natural elements. speak out what feelings are evoked by poetic lines about the wind and various images of airspace created by artists. Compare images of natural elements in art with their own impressions from observations of nature.
Participate in the discussion of expressive means of conveying the state of nature in a landscape (alternating sharp color spots, strokes, smooth and subtle color transitions, breaking up the sky with unevenly spaced cloud forms in paintings).
Work according to the artistic and didactic table. Making a difference graphic expressive means for transferring plans in landscapes. Research the possibilities of graphics in the transfer of the windy state of nature.
Fulfill from memory or imagination an image of the sky with rushing clouds in the landscape and trees bending in the wind. To express in creative work their attitude to different states in nature.
Continuation
Thematic planning Characteristics of students' activities
Summing up Discuss creative work of classmates and yes- vat assessment of the results of their own and their creative and artistic activities
10. Movement - life flow. Sketches from nature, from memory and imagination: the mobility of colorful spots, lines ( 1 hour)
Perception works of domestic masters of painting of the XX century. A. Deineka, M. Saryan, I. Glazunov, B. Domashnikov, graphic artists A. Pakhomov, V. Kurchevsky, M. Akhunov, L. Kiseleva and folk craftsman I. Markichev from Palekh.
Main content lines. Images of nature and man in painting. The difference in the image of nature at different times of the year, days, different weather. The choice of means of artistic expression to create a picturesque image in accordance with the tasks set. Continued acquaintance with the basics of artistic literacy: composition, color, line, form, rhythm.
Dialog about art. Art as a universal way of displaying variability in nature and human life. Picturesque means of artistic expression
Observe the mobility of the life of nature and man and its reflection in various types of art. To consider works of different types of art, reflecting the phenomena of the surrounding world. Tell which works convey a calm, sedentary state, and which depict the energetic flow of life and are imbued with a sense of the constant variability of nature, various rhythms, and movement.
compare artistic techniques that allow expressively conveying the state of calm in nature or its rhythms and changes.
Participate in the discussion of artistic techniques that make it possible to convey the state of statics and dynamics.
positiveness, conveying static and di-
namic character of the composition of the works
ny types of art.
Work on the artistic and didactic table“Picturesque sketches for the transmission of dynamics”.
Creative task using the means of expressiveness of the language of painting and graphics.
Materials: watercolor, gouache, markers, colored pencils.
Master's advice.
Work according to the artistic and didactic table. Trace how the mobility of color spots is conveyed in sketches of people and trees. Run compositional schemes for favorite works, emphasizing the direction of movement of the main elements in their compositions.
Fulfill life sketches of trees, vehicles, clockwork toys, and children in motion. To express in creative work their attitude to different states in nature.
Summing up Discuss creative work of classmates and yes- vat assessment of the results of their own and their creative and artistic activities
11. Autumn metamorphoses. Landscape: color, composition(1 hour)
Perception works of painters S. Zhukovsky, A. and S. Tkachev, A. Tkachev, graphic artist I. Vorobyov, educational work and poetic work dedicated to different states of autumn.
Main content lines. Observation of nature and natural phenomena, distinguishing their nature and emotional states. The use of various artistic materials and means to create expressive images of nature. landscape genre. Continuation of acquaintance
Observe changeable states of autumn nature. Call special signs of autumn nature in different periods, drive examples. To consider works of fine art, in which painters and graphic artists reflected the variability of nature, its various states in the autumn season.
compare how differently artists and poets reflect the life of nature and man in autumn. Call techniques that artists use to convey movement, brightness and majority of landscapes in a picture.
Continuation
Thematic planning Characteristics of students' activities
with the basics of artistic literacy: composition, color, line, form, rhythm.
Dialog about art. Means of artistic expression in the presented works.
Work on the artistic and didactic table"Coloristic techniques for displaying changes in autumn nature."
Creative task using the language of painting to convey movement in compositions.
Materials (optional): watercolor, gouache, torn paper mosaic, felt-tip pens.
Master's advice.
Participate in the discussion of color, the dynamics of the landscape picture, the location and nature of the elements of the composition, the harmonious alternation of color spots, the diverse graphic and color moving elements.
Work according to the artistic and didactic table. Trace coloristic methods of conveying the changeable states of autumn nature. Realize search for the right color shades to fulfill the motif of the autumn landscape.
portray the same corner of nature at the time of golden and late autumn. Supplement composition with images of houses, people, technology. To express in creative work their attitude to different states in autumn nature.
Summing up Discuss creative work of classmates and yes- vat assessment of the results of their own and their creative and artistic activities
Admire the rhythms in the life of nature and man(14 h)
12. Genealogical tree - the tree of life, historical memory, connection of generations. Group portrait: proportions of a person's face, composition ( 1 hour)
Perception works of painters
XIX-XX centuries F. Tolstoy, D. Zhilinsky,
I. Simonov, Yu. Kugach, who displayed
in his work different moments from life
no family.
Main content lines. Image
contemporary. Portrait genre. The theme of love
vee, friendship, family in art. Continued-
acquaintance with the basics of artistic
diplomas: composition, color, line.
Dialog about art. Respectful attitude to one's family tree. Beauty and harmony of communication with people of the older generation. Means of artistic expression in a group family portrait. Creative task taking into account the compositional features of a group portrait, the features of the proportions of a person’s face, using the means of watercolor painting
Materials: brush, watercolor, paper.
Master's advice.
To consider picturesque group portraits
nyh families. speak out your opinion about these products
deniya and about the attitude to the means of artistic
Explain meaning of concepts individual portrait
And group portrait.
Submit genealogical tree of his family and mountains
feed on your loved ones.
Participate in the discussion of the variety of themes and plots in the depiction of the family by different artists, the features of drawing the characteristic proportions of the face.
Fulfill a group portrait of their loved ones with the transfer of their attitude to the created portrait on the theme “I am proud of my ancestry”. To express in creative work the attitude towards one's family.
Summing up Discuss creative work of classmates and yes- vat assessment of the results of their own and their creative and artistic activities
13. Twelve brothers wander one after another... Decorative plot composition: assimilation technique, silhouette(1 hour)
Perception fairy tales by S. Marshak “Twelve Months” and works by painter K. Vasiliev and graphic artist V. Alfeevsky.
Participate in reading the roles of a fragment of a fairy tale and discussing the method of assimilation when describing the images of the brothers-months in the fairy tale by S. Marshak.
To consider poetic works of art
Continuation
Thematic planning Characteristics of students' activities
Main content lines. Man, the world of nature in real life: images of man, nature in art. The image of a person in traditional culture. Continued acquaintance with the basics of artistic literacy: composition, color, line, form, rhythm.
Dialog about art. Book graphics. Expressive means in creating an artistic image in an illustration for a fairy tale. A method of likening that is characteristic of the people's perception of the beauty of each season.
Work on artistic and didactic tables“Drawings of old Russian clothes”, “Harmonic color combinations”.
Creative task on the placement of figures using a conditional, generalized silhouette.
Materials: simple pencil, paper.
Master's advice.
and book graphics as vivid images, to choose different subjects for illustration. Submit visually each of the natural cycles (winter, spring, summer, autumn) in the form of a person dressed in traditional Russian clothes. compare their ideas about the images of the heroes of a fairy tale with images in the illustrations of illustrators.
Explain meaning of concepts book graphics, illustration, sketch.
Participate in discussing the role of the illustrator, who develops and deepens the thought of the writer, bringing his own creative thought into the illustration.
Work according to artistic and didactic tables. Meet with traditional Russian clothes (caftan, dress, fur coat, ferezya and ferezya), trace harmonious combination of colors and pick them up on the palette.
Fulfill search sketches for the composition of illustrations for the fairy tale by S. Marshak “Twelve Months”. To express in creative work, their attitude to the content and characters of the fairy tale.
Summing up Discuss creative work of classmates and yes- vat assessment of the results of their own and their creative and artistic activities
14. A year is not a week - twelve months
Purpose: enrichment of the emotional-sensual sphere of the child in the experience of various images of the wind.
- Develop a sense of rhythm, coordination, balance;
- Build communication skills;
- Express and realize the creative ideas of children in creating the image of the wind.
In this lesson, during the game, children experience the “colorfulness” of the wind, its breathing and music:
The image of the autumn wind with rain, thunder, lightning, with a cloud and colorful leaves;
Creating an image of a winter wind with snow, snowflakes;
The transformation of a fierce wind into a spring-summer breeze.
For a holistic perception of children living the image of a “multi-colored” wind, the content of the lesson includes:
- Breathing exercises;
- Rhythmic exercises;
- Perception of music;
- Listening to fairy tales, poetic texts;
- speech declamation;
- plastic intonation;
- Eurythmic gestures;
- Animation of images;
- Form drawing.
Lesson material:
- Chiffon scarves in different colors.
- Multi-colored leaves and white paper snowflakes.
- Basket with confetti.
- Fan-fan.
- Paints or wax crayons.
- Album sheets.
- Musical works that convey images and character.
During the classes
-
Entry into the classroom space
- Creating a "collective space" game
- "Breath of wind"
- “Colorful fireworks”
- Creating the image of a winter wind
- Wind transformation. Immersion in the world of a fairy tale: “The Tale of the Wind”
- Artistic rendering of the element of wind
The children are sitting at their desks. The teacher recites a poem by K. Balmont “Wind” to calm music:
Wind, wind, wind, wind
What are you making noise in the branches?
Free wind, wind, wind,
The reeds tremble before you.
Wind, wind, wind, wind
Why are you tormenting my soul?You sigh, half asleep
And hurry to fall asleep.
I fell asleep a little - and, awakened,
You are ready to fly again.
Stop! Where, restless?
Forever - straight, again - on the road.All the places you know
You rustle in the air
Ripples enter the reservoirs,
You shine with shaky grass.
You wear clouds, you beckon thunders -
And again you go into silence.Oh, infidel! Wind, wind
You don't remember anything.
Give me oblivion wind
Give me your aspirations.
Wind, wind, wind, wind
You are the most beautiful!
He can be free, restless, mischievous, affectionate, and also northern, fierce. His character is constantly changing. Now it is multi-colored, like autumn leaves, then white as snow, then purple as a cloud.
The teacher in a round dance gathers the children in a circle.
After summer comes autumn
The wind sings yellow songs to her.
Leaves spread red underfoot
A white snowflake flies into the blue.
Plastic intonation of verses
Children in plastic convey the image of the wind:
From the field, from the sea, from the distant mountains - slowly wave their hands;
Winds fly to us in the yard.- shaking hands at the top;
The first wind crushes the willow,- tilts to the sides;
And the second birch oppression,- rocking forward, backward;
The tritium wind breaks the oak,- energetic bends and squats;
Raises a cloud of dust- stand up, arms to the sides up;
Don't clog your eyes- imitate eye rubbing;
Turn around and don't look- turn away;
Let's scatter like the wind- scatter around the class, depicting the wind;
One, two, three and in place- are returning.
Breathing exercise
Inhale - arms to the sides;
Exhale - hands are folded in front, taking two steps to the center of the circle;
Take two steps back and inhale again.
Speech recitation “Music of the wind”
The teacher and children, with the help of rhythms and plasticity, convey the “musicality” of the wind:
Drop one, drop two- calmly, with flip flops;
Drop slow at first- fingers of one hand
Cap, cap, cap, cap the wrist of the other hand;
The drops began to ripen
drop drop customized- the same thing, but with quick slaps;
Cap, cap, cap, cap.
Creating the image of a shining, roaring wind
Lightning Thunder Rain Game
Movements: lightning- cotton top; thunder- stomping feet; rain - slaps on the wrist.
The teacher unrolls a purple fabric (imitation of a cloud), on which there are multi-colored leaves. Everyone takes the edge of the scarf and swings it with rhythmic movements, reciting poems:
The wind is blowing, blowing - shake the fabric;
Blowing, howling - the same, but more energetic from side to side;
yellow leaves- raise hands up, lower;
Breaks from the tree - throw the fabric up sharply.
Children collect leaflets, the exercise is repeated again with the poem “Windy”. The whole poem is built on the Eurythmic gesture, corresponding to the sound [[B]].
Windy
Windy
The whole earth is ventilated!
Wind leaves from twigs
Dispersed around the world:
Lime,
Birch,
yellow leaf
And pink
Red,
Multicolored.
Old newspaper sheet...
Sunny, windy...
Windy, windy!
For the third time, the teacher takes the same scarf, but instead of leaves there are snowflakes in it. When the children, holding the edges, straightened the scarf, the teacher, swinging it, says:
“Winter has come unnoticed.” A cold wind blew from the north, snowflakes fell from the sky: spinning in the air, falling to the ground - one more beautiful than the other. Let's lift the handkerchief and look at this beauty."
When the children lift the handkerchief up, an amazing picture is visible through the transparent fabric.
Then, slowly, the children lower the fabric to the floor, and they themselves sit around.
Fan exercise
Snowflakes are laid out along the edges of the scarf. The teacher takes a basket with white or multi-colored confetti. He picks up in a fist (in the center on the fabric) and blows confetti with a fan-fan to the music. Then this exercise is performed by the children independently “setting” the strength of the wind (in turn).
After that, against the background of music, the teacher tells the children a fairy tale.
There was a cold north wind in the world. Wherever he appeared, everywhere he brought grief and misfortune. Trees, flowers, animals and even people froze from his breath.
- Why are you so mad? a little gray bird asked him one day.
- You don't love anyone. You probably don't know what love is?
- Love? - the cold north wind was surprised. It was the first time he heard such a strange word.
-And what is it? he shouted, but the little gray bird had already flown away.
- What is love? - the wind asked the gentle forest bell, opening its petals towards the morning sun.
“Ask the sun, it knows,” the bell laughed.
- What is love? the wind asked the tallest pine tree, which stretched its branches towards the warmth of the sun.
“Ask the sun, it knows,” smiled the pine tree.
- What is love? - the wind asked the silent mountain, which looked into the sky and thought about something.
“Ask the sun, it knows,” the mountain answered quietly.
- What is love? the wind finally asked the sun.
- Love is when you forget about yourself and give all the caress of your heart to others: a flower, a tree, grief. They are warm and joyful, because I love them .- so the sun said and fell silent. The cold north wind thought. For a long time he flew over the mountain, the pine tree, and the tender gentle bell. And then he disappeared.
There was no more cold and misfortune on earth. The weather was warm, sunny and windless. No one knew what happened to the cold north wind. One sun knew that the wind simply forgot about itself.
There is a mysterious silence. The teacher carefully removes the scarf with snow and snowflakes. And instead, on the carpet, as in a picture, he lays out (to the spring music) chiffon scarves of different colors.
Drawing shape shapes
The teacher invites the children to the desks. On the desks are sheets of paper, wax crayons.
- What color was the wind?
- How does the wind change?
- What happened to him?
- Draw how you imagine the wind.
VIII. Protection of individual creative ideas
“Panorama of drawings”
The drawings are laid out on the carpet. Everyone sits around. Children express their feelings, wishes.
Literature
K. Slezak-Schindler. The art of speech at school age. Parsifal. M., 1996.
Good textbook. Peace banner. T., 1996.
Lopatina K., Skrebtsova M. Nature through the eyes of the soul. Sphere. M., 1999.
creative work: Do an exercise to convey the dynamics of moving clouds. Create your own composition of the state of the sky with rushing clouds.
Type of visual activity:
Drawing by observation, by memory, by representation (materials of choice).
The main goals and objectives of the lesson
1.
To create conditions for the emotional and aesthetic perception by students of folk ideas about natural elements and reflections in art of one of these elements - air.
2.
To expand children's understanding of the landscape as a genre of art, about the methods of transmitting statics and dynamics by graphic means.
3.
To develop associative thinking of students in the perception of natural phenomena and display them in sketches.
4.
To consolidate fourth-graders' graphic skills and abilities in the transfer of clouds moving across the sky.
Approximate course of the lesson
2. Identification of techniques for depicting moving clouds and comparing the means of painting and graphics.
3. Independent work on a creative task (T., pp. 23-25).
4. Summing up: we consider and discuss the work of students, note the drawings in which the movement and expressiveness of the clouds are conveyed brighter.
This lesson begins a cycle of lessons on performing a composition on the theme "Autumn Metamorphoses". Gradually, from lesson to lesson, students accumulate material for creative work.
You can start this lesson with observations of nature, special signs of autumn, characteristic of November. Children will note that autumn at this time is not as friendly and affectionate as in September, nature is not as elegant as in the golden October time. Draw the children's attention to the general condition in nature, the sky, trees, grass. It is appropriate to introduce children to folk ideas about natural elements. Born by the mythopoetic thinking of the ancients in very distant times, they continue to live in artistic images. Confirm this on the example of a poem about the wind by K. Balmont (U., p. 49), the poet's judgment about the main natural elements ( cm. reference materials).
Consider with students the works of famous painters, graphic artists who lived at different times (U., pp. 50-52). Note that, although the plots of the paintings are different, they always contain one of the elements most necessary for a person - air, which we can observe and feel only thanks to movement, the wind. And the wind drives waves, clouds, makes trees bend, bends grass, makes a person bend...
When organizing a dialogue with students on the works of the vernissage “The whimsical course of clouds”, first pay attention to the general state captured in the landscapes, set the children up to look at them as if from the standpoint of the artist himself. What prompted each of the painters to capture this particular moment of the life of nature, what became the main thing in it and how did the artist convey it in his work? Why does each landscape convey a certain mood? Invite the children to name this main mood of the picture. Let them pick up figurative expressions, words corresponding to it.
Ask fourth-graders to name a common motif in different landscapes - the sky with clouds and clouds. The wind moves them in different ways, which is why they seem light, barely floating, or, on the contrary, rushing, crushing, thunderstorms, etc. Invite the children to continue a series of definitions to indicate the state of the sky depicted in the pictures. Help students look at the tools and techniques artists use to show the slowness of clouds or their rapid movement. Under your guidance, they will identify them and name them as follows: alternation of sharp color spots, strokes; smooth and subtle color transitions; the horizontal direction of the outlines of clouds and clouds; breakdown of the space of the sky by unevenly spaced forms; arrangement of similar cloud shapes at an angle to the viewer. Here is a far from complete list of techniques used by painters in depicting the sky.
Graphs use the same techniques, but their means of expression is not color, but points, lines, strokes, a black and white spot, etc. Invite the children to consider (T., pp. 23-24) options for graphical solution of cloud masses (using dots, small and large strokes, applied either tightly to each other, or very sparsely, with the help of lines elongated diagonally, with unequal gaps between them). In independent work, students can use these techniques, supplement them with their own. It is important that the characteristic movement of clouds across the sky is conveyed in the drawings. Completeness of the work will give the image of plants, trees, birds.
Summing up, have a joint discussion of the drawings, try to set up the class so that in each work the children convey the state of the wind in their own way, interestingly and expressively (strong and light, hurricane and barely perceptible), so that each author consciously uses techniques in creating artistic image of one of the main natural elements - air.
Brief reference material
Natural elements. From the notebook of K.Balmont. Fire, water, earth and air are the four royal elements with which my soul lives in joyful and secret contact. I cannot separate any of the sensations from them, and I always remember their quadruple.
Fire is the all-encompassing triple element, flame, light and warmth... the most beautiful of all. Water is the element of affection and love, the depth is enticing, her voice is a wet kiss. Air is an all-round cradle-grave, a sarcophagus-alcove, the lightest breath of Eternity and an invisible chronicle that is open to the eyes of the soul. Earth is a heavenly emerald, a precious stone of life, a spring morning, a gentle dawn garden.
I love all the elements equally, at least in different ways. And I know that every element is caressing, like a lullaby, and terrible, like the noise of approaching enemy squads, like explosions and peals of devilish laughter.
Water is more tender than fire, because it has a feminine element, a tender, moist all-perception. Fire is not so gentle at times, but it is stronger, more complex and scarier, it is more intimate and penetrating. Eyes drown in the air, and the soul is carried away to the eternal, to the white realm of incorporeality. The earth is dearer to us than all other elements - heights and lowlands - and it is joyful to cling to it with a trembling of happiness in the chest and with a muffled stifled sob.
I love all the elements, and my creativity lives on them.<...>
I know that there are two gods: the god of rest and the god of movement. I love them both... I hear the whistle of the wind. I hear the singing of the strings. Hammer near the forges. Rumbles of world music. I surrender to the world. I'm scared. I'm sweet. The world has entered me. Goodbye my yesterday. Hurry to the unknown tomorrow! ( BalmontTO. Compositions (selected poems and prose) / K. Balmont. - Yaroslavl, 1990. - S. 262-263.)
TO. Balmont
* * *
I am a free wind, I always blow
I wave the waves, I caress the willows,
In the branches I sigh, sighing, dumb,
I cherish the grass, I cherish the fields.
In the spring of light, like the herald of May,
I kiss the lily of the valley, in love with a dream,
And the silent azure listens to the wind, -
I am winding, melting, airy, sleepy.
Unfaithful in love, growing like a cyclone,
I lift clouds, I blow up the sea,
I will rush in the plains with a long groan -
And the thunder will wake up in the silent space.
But, light again, always happy,
More tender than a fairy caresses a fairy,
I cling to the trees, I breathe over the cornfield
And, forever free, let's forget the wind.
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