Types of activities in the lessons of fine arts in various concepts of learning. Comparative analysis

Annotation to the material

Art presentations- the best demonstration material, which, thanks to the use of information technology in the school, will allow the teacher not only to teach children how to draw, but also provide an opportunity to introduce works of fine art, the work of artists in drawing lessons at school. Conducting a lesson in fine arts without the presence of visual images is impossible today. Drawing presentations make a lesson on any topic easy to understand and understand for children. Only these electronic manuals will help students immerse themselves in the world of art, see the work of world artists, feel like a novice designer and discover new techniques for depicting objects using paints and brushes, plasticine or non-traditional materials used today in creativity.

New approaches to modern education require the teacher to use multimedia presentations on the topic of drawing in art lessons as:

• The main source of information on the topic of the lesson
• A reliable assistant to the teacher when demonstrating work processes or step-by-step drawing
• Sample for student projects
• A tool that allows you to demonstrate the process of artistic activity using graphic programs

As soon as the teacher downloads presentations on art for free, the lesson takes on completely different colors:

• He becomes attractive
• His material is informative and persuasive.
• His slides motivate students to get a decent result.

In a visual arts class, a presentation can be used as a guide to explain a topic or as a means to test knowledge. The teacher can free download drawing presentations for primary and secondary schools about the life and work of artists (artists, architects), about museums and types of fine arts to explain new material using the best visualization taken from virtual museums and art galleries on the Internet. When summarizing knowledge on a topic, you can download presentations for art lessons with tests, the implementation of which does not take much time in the lesson, but allows the teacher to quickly check the studied material, causing a keen interest in the child to further study the subject.

In order for children to learn to draw beautifully, this desire and possibilities must be awakened in them. The wonderful presentations on drawing (iso, fine arts) that we offer for free from the sections by class will help in this. Each work was created by a professional, so the children will appreciate the material that will be presented in the lesson. Along with presentations on fine arts for many classes, you can also download the outlines of a drawing lesson at a school, both primary and secondary.

Teach kids to draw. Perhaps it is some kind of presentation on fine arts that will allow a spark of creativity to ignite in a child and pictures of another talented artist who has not lost his gift will appear on Earth.

IZO (fine arts) - 1st grade

All small children love to draw, but after going to school, many lose interest in art lessons. The whole trouble is that the teacher cannot competently build a lesson and kills the interest of first-graders in this activity, demanding the impossible from young students. In an art lesson, a presentation in grade 1 allows the teacher to be ...

IZO (drawing) - Grade 2

Fine arts in grade 2 with a presentation is a favorite lesson of many schoolchildren. Modern electronic manuals have completely changed the usual classes, when the teacher needed to spend most of the lesson explaining the lesson material. And how much joy gives children virtual travel to museums and art galleries, acquaintance with the work of artists and contemplation of amazing works...

IZO (fine arts) - Grade 3

An art lesson in grade 3 with a presentation is a favorite and long-awaited subject in the school schedule of every junior student. It is in these classes that children have the opportunity to show creativity, show their abilities, reveal their character, put their soul into the proposed work. Even those guys who will not become artists in the future, in the primary ...

Fine Arts (fine arts) - Grade 4

The presentation on art in grade 4 is a reliable visual aid for the teacher, which is able to interest every elementary school student in drawing or fine arts. In this regard, every modern teacher should be able not only to use a computer that is in his classroom, but also to be able to compose multimedia developments, masterfully ...

IZO (fine arts) - Grade 5

Presentations on art for grade 5 will help the teacher maintain students' interest in fine arts and drawing when the children move to the middle level. Illustrative material in these lessons should be present in large quantities. After all, students not only learn to draw, they first get acquainted with the history of the creation of things, with the biographies of artists, with ...

IZO (fine arts) - Grade 6

Art presentations in grade 6 are an indispensable material for conducting a modern fine arts lesson. Acquaintance with various types of art, teaching drawing should be carried out using a huge amount of high-quality visualization. In the age of development of computer technology, there is no need to deprive the student of the opportunity to contemplate, while in the classroom, beautiful pictures, known to everyone ...

The activities in the art lessons include what the child does (draws, designs, sculpts). The difference in activities can be traced by comparing different training programs.

Let's take 4 programs Nemensky, Cousin, Yusova And Shpikalova.

Kuzin "School of drawing - graphic literacy": teaches professionals. This is an academic school. She teaches schoolchildren graphic literacy (the basis of realistic drawing, drawing skills from nature, from memory, from imagination, decorative drawing, conversation.).

Activities: conversation, drawing from life, drawing from imagination and imagination, drawing on themes, DPI. The activity is directed to the objects of the surrounding reality.

Nemensky's program "Introduction to the world artistic culture as a part of spiritual culture" educates literate viewers. Graphic literacy is only a means. There is a mixture of all types of activity (their unity): children draw, make, sculpt, design. Three Masters help in this - Master Image (from art with all types and genres), Master Decoration (DPI), Master of Construction (constructive arts - architecture). This is the principle of organizing art itself.

Activities: image on a plane, in volume, from life, from memory, imagination; decorative and constructive work, molding, appliqué, volume-spatial modeling; design and constructive activity, art. photography and video filming; perception of the phenomena of reality and works of art; discussions of the work of comrades and the results of collective creativity; discussion thin. heritage, selection of illustrations, listening to literary and musical works, folk, classical and modern.

Organization principle Shpikalova's programs through folklore (connection with crafts). Traditional art turns into a professional one. Children study folk costumes, ornaments, plants used in ornaments.

Activities: drawing from nature, from memory and from imagination; execution of thematic compositions on the plane and in volume from real and abstract forms; performance of decorative compositions: plot-thematic, still life, ornament, improvisation; modeling and art. design of paper products; modeling, thin painting, appliqué, work with fabric, work with natural materials; value-oriented (dialogues about art)

Yusov program"Interaction of the integration of arts in the field of artistic development of schoolchildren" teaches the attitude to the subject through an artistic image.

Activities: practical artistic activity in the fine arts, modeling, DPI, drawing on themes, conversations on art. With the help of aesthetic perception of reality.

decorative arts connected with everyday life and everyday life of a person, therefore it most fully conveys life and preserves national traditions. It is important for students to distinguish between folk art and professional folk art.

Folk art - created by the people on the basis of collective creative experience, national traditions.

Decorative and applied - embodies products with practical use in public and private life, and are distinguished by decorative imagery.

It is convenient to combine the study of folk and local history with local history and history. Folk art, as part of spiritual culture, is a source of ideas for professional artists. The works of dpi convey to children the idea of ​​the people about beauty, goodness.

Kuzin introduces DPI little by little throughout the years of study. It is carried out in the process in the process of students performing decorative compositions. The content of "Decorative work" reveals the importance of folk art as a powerful means of educating aesthetic, labor, patriotic. Also love for the native land, the traditions of the native land, the work of adults.

Nemenskiy actively uses dpi in his program, devoting a year (grade 7). Students must understand the features of art, its place in human life, note the meaningful meaning of the artistic and figurative language, know the roots of this art, crafts, and create their own projects.

Shpikalova considers folk art as part of material and spiritual culture. He believes that the perception of the world by a child occurs through dpi, where the primary basis is the image of the product. Shpikalova's program is aimed at preserving the heritage of the people and DPI is considered as part of modern life.

The structure of the fine arts training program of B.M. Nemensky

From the Nemensky program

The program "Fine Arts and Artistic Work" is a holistic integrated course that includes all the main types of art: painting, graphics, folk and art, sculpture, architecture, design, spectacular and screen arts.

The systematizing method is the allocation of three main types of artistic activity - constructive, pictorial and decorative.

These 3 types are the basis for dividing visual-spatial arts into types (for example, art - painting, graphics, sculpture), also each of them is present when creating any work of art and therefore is the basis for integrating all types of art into a single system, divisible according to the principle of the type of thin deyat-ti.

The priority goal of poor education at school is the spiritual and moral development of the child, the formation of qualities in him that meet the ideas of true humanity, kindness and cultural usefulness in the perception of the world.

The main semantic core of the program is the connection of art with human life, the role of art in its daily existence, in the life of society

Purpose: the formation of the artistic culture of students as an integral part of the spiritual culture.

Basic principles:

1. A holistic system of introduction to art culture (the study of all major types of spatial arts on a single basis)

2. "From life through art to life" (the connection of art with life, attracting the life experience of children)

Drawing from life, from memory and from imagination in the lessons of fine arts in a secondary school - all these 3 types of activities are in all programs in different proportions.

The first 2 are most clearly represented in the program Cousin:

Drawing from life - the study and display of nature on a flat sheet

Drawing from memory using nature - shown → closed → the child draws from memory

Draw by View recommended in programs Nemensky And Shpikalova, it is part of a consistent study of nature.

Drawing from life → drawing according to the idea (fantasy) based on the acquired knowledge

At Shpikalova there is a stylization for an ornament

Drawing from nature at Cousin And Nemensky: for example, still life - compositional solution, light, color, proportions, shape

By submission - come up with a still life that would tell about a person (often in decorative technique)

The same with the portrait:

Portrait of a neighbor (nature)

Portrait of mother (from memory)

Fruit portrait (imagination)

Principles and methods of teaching fine arts regarding the concept of "initiation to the world artistic culture" ( Nemenskiy).

Principles

Formation of artistic culture as an integral part of spiritual culture.

Formation of understanding of the role of art in life: the role of art in organizing the forms of the environment in which we live, the surrounding objective world, about ideas about the beautiful and the ugly.

The formation of the child's ability to independently see the world as a means of thinking about it, as a form of expressing one's attitude, based on mastering the experience of artistic culture.

Ensuring the progressive artistic development of the child.

Developing the skills of perceiving works of art and mastering the figurative language of art.

Assimilation of the emotional-value, sensual experience of generations, expressed in art, and the formation of emotional-value criteria of life.

The development of artistic and figurative thinking on the basis of observation and fantasy, children's own creative activity.

The principle of constancy of the connection between art and life.

The principle of integrity and unhurriedness, feeling the development of the material of each topic.

The principle of unity of education and creation;

The principle of living as a form of learning and a form of mastering artistic experience

Methods

Explanatory-illustrative (informational-receptive).

Reproductive.

Problem presentation.

Partially search (heuristic).

Research.

The study of artistic heritage.

Selection of illustrative material for the topics studied.

Listening to musical and literary works (folk, classical, modern).

Discussion of works.

Perception of phenomena of reality and works of art.

Photographing, video filming.

Design and constructive activity.

Volumetric-spatial modeling.

Application.

Decorative and constructive work.

Fig. on the plane and in volume (from life, from memory, from imagination).

At present, many aspects of the development of folk and decorative and applied arts at school have been studied quite fully and deeply.

Aspects of the development of folk art in schoolchildren occur at the lessons of decorative drawing

The artistic image in folk, decorative and applied art does not express the singular, inherent in a particular object (leaf, flower, tree, bird, etc.), but the general - "species", "generic", reflecting the features characteristic of the species, for example, plants at all. Thus, a tree in decorative painting is usually depicted as a tree of life, and not a specific image of an oak or a birch.

A decorative image is created using special communication techniques (stylization). As a rule, this image embodies the mythopoetic attitude to reality.

Starting from the first grade, students gradually get acquainted with the traditional compositional layouts of the ornament (linear - a strip, in a square, in a circle, mesh ornaments), as well as with the main types of ornament by the nature of the images (geometric, floral, zoomorphic - the image of animals and birds, anthropomorphic picture of a person).

These qualities of the ornamental system are considered as an integral part of the image of an artistic thing. Students learn to understand the "language" of the ornament of various centers of folk art (schools of folk art).

Teaching folk and decorative and applied arts provides for a change in different types of artistic activities of students in the first - fourth grades in order to acquaint them with the aesthetic qualities of the available materials. At present, in school practice, the problem of increasing the effectiveness of art education by means of folk and decorative arts is hailed. A new program of the integrated course "Art" has been published.

Fundamentals of Folk and Decorative and Applied Arts" for the first - fourth grades and for the fifth and eighth grades, which meets the current level of scientific knowledge about national cultural traditions. It was created by a creative team led by T.Ya. Shpikailova. For the first time, folk art becomes the subject of special study at school.

One of the main objectives of this program is the development in children of figurative vision, aesthetic perception and exploration of the world, the education of artistic taste, the need to focus on the enduring spiritual values ​​of folk art. Therefore, the program provides different systems, different types of creativity: both professional art and folk art. The fundamental principle of this course is the image of an artistic thing created by the hands of folk craftsmen.

One of the most effective ways to develop the creative beginning of a person is to master the techniques of artistic activity based on the principles of folk art: repetition, variation, improvisation. Therefore, the program includes a system of tasks related to the peculiarities of folk collective creativity. Rotation and variations are considered as a necessary condition for the aesthetic education and development of students' creativity.

The content of the new educational integrated course will help bring children closer to the traditional culture of their people, give them an idea of ​​the beauty and role of ornament, the strength and significance of folk culture as a whole. This content, which is introduced into the framework of the permanent sections of the "basics of the artistic image", at the same time is constantly changing and enriching: the materials with which the children work are changing, the types of activities that are studied in the lesson are changing. All this activates the interest of younger students in the figurative system of cognition of the world, encoded in the sign system of folk art.

Another program of the integrated decorative drawing course led by N.M. Solkonikova considers knowledge and skills as a means of achieving the expressiveness of educational and creative work of ideas.

It is a system of teaching aids, organically interconnected, which allows you to successfully solve the educational and educational tasks of modern art pedagogy.

The complex includes tables and guidelines for them on various types of Russian folk art.

Folk art should know a worthy place in the pedagogical process. It should be considered, according to M.A. Nekrasova, "as a special type of artistic creativity."

The idea of ​​developing schoolchildren in historical memory and creative activity by means of folk and decorative and applied arts is held as a fundamental one in a number of experimental programs for teaching fine arts, for general education for schools with an in-depth study of subjects of the artistic and aesthetic cycle.

The development of labor skills in the process of mastering folk art traditions is a necessary condition for the creativity of students, since the creation of products is possible only with a deep study of folk art.

Mastering the art of artistic processing of fabric, natural and other materials involves the use of the traditions of ethnopedagogics in the learning process. Mastering the techniques of processing various materials, students master the means of expression and the figurative and plot content of the products of folk craftsmen. The development of the entire body of knowledge about folk art, skills and abilities occurs from early childhood, surrounded by household items of folk art.

Enriching the emotional and aesthetic experience of students in the process of studying folk and decorative and applied art also contributes to the development of their artistic creativity, forms an interest in folk art.

The method of forming artistic experience is based on the creative principles of folk art itself.

Educational tasks at the lessons of decorative drawing include artworks for modeling, painting, drawings on folk themes based on stylistic features in the works of artists of decorative and applied arts.

Acquaintance with the work of folk masters and the work of artists in the field of art industry opens up a huge world of material and spiritual culture of mankind for students.

The influence of Russian folk toys on the formation of a child's personality

The traditional toy at all times has had an important and, in many ways, decisive influence on the formation of the personality, the soul of a Russian child. In this context, it is worth recalling one historical example, and I will say a few words about the "game of spillikins", the true meaning of which is known today only by a few medieval historians. This game was quite popular in Russian traditional families back in the 30s and 40s of our century. Having its own "practical task" - teaching children to be patient, to be able to concentrate, the game at the same time broadcast a complex system of metaphysical guidelines, gave an idea of ​​the complexity and deep interconnection of all processes occurring in the universe.

A handful of evenly trimmed straws with a straw hook was called "spillikins"; the idea of ​​the game was that the players gradually pulled out the straws, trying not to touch the whole pile with which the straws were poured. If the heap still crumbled, then the next attempt was made by another player. Thus, the child got an idea of ​​how difficult it is to change something in each individual case without destroying the entire complex system of world relationships.

As for the system of influence of a traditional toy on the mind of a child, it was just as thoughtful and multifaceted as the toy just described, influencing all levels of sensations - tactile, visual, sound. Of particular importance was the material from which the toys were made. For example, it is known that a rag doll, unlike a plastic one, removes the psychological barrier between the child and the "world of big things", fosters an affectionate, fearless attitude towards the world. On the other hand, toy "whistles", also designed to drive away evil spirits and demons from the child, were also the first "musical instruments" that the child encountered.

And considering the figurative and symbolic system of the ancient Slavs, in relation to toys, we can recall that many clay figurines depicting animals are literally strewn with clay or made images of birds. For example, a dog, a deer or a lynx, strewn with "bird" signs, meant that the subject of the image, "copying" in the toy was not some "random animal", but its original image, the image of the Primal Animal. All of them were rooted in the magical world of fairy tales, which for centuries served as a kind of "schoolmaster to Christ" for the Russian child. It is no coincidence that St. Sergius of Radonezh often made "consolation" clay toys for children who, along with adults, came to the monastery he founded. And until now, at the heart of traditional toys, which are made by craftsmen from the villages located near Sergiev Posad, you can see the outline of the Cross.

Post-war hungry provincial childhood was warmed by the warmth of market days and fairs. People flocked from the surrounding villages and villages: to buy and sell a horse, agricultural implements, calico, living creatures or food. Horse harness, satin ribbons in tails, the smell of horses and hay; sparkling, crisp snow; a riot of colors; a cheerful hubbub of people, birds, animals, and toys, toys ... Wooden and clay, straw and rag, birch bark and vines - they whistled, crackled, rustled and thumped. A real sunny holiday of folk ingenuity, folk art.

Made of natural materials, the toy from the first days of life introduces the child to nature and educates

creative attitude to the world. But this is not only an object for admiration, admiration and fun. The toy introduces the kid to the world of abstract mathematical images, representations.

The basis of the system of mathematical knowledge and the prelude of arithmetic are the concepts: set, element of the set, union of sets, addition. The child is attracted not only by many objects proper, but also by many sounds, movements, shapes, shades of color, rhythms of patterns, etc.

The first age toys that introduce the baby to the world of sounds and forms are rattles: a mature poppy head or a pod of peas are the patriarchs of rattles. Fabulous clay hollow rattle dolls are made simply: ceramic balls or pebbles are placed inside the two halves, and the seam is smoothed. When listening to a rattle, the baby makes one movement and many intense noises.

Graceful, proportional and harmonious, the Dymkovo toy made it possible to form the concept of a multitude. Ladies, water carriers, hussars, ducks, skates were placed in front of the child on a table, board, tray, bench or chest of drawers according to a certain principle: these are ducks, these are birds, these are fishes, these are pots, and these are dishes. The Dymkovo toy was echoed by: clay horses, deer, ibexes, magic birds, the shores of Kostroma; jugs, pots, washstands, cups made of black-polished Pokrovsk clay; whistles from Kozhli, Filionovo, Ukhta; Kargopol clay cats, dogs, bears, ladies, pots, bowls; Kargopol roes made from salty dough, Primorye roes made from rye; Arkhangelsk gingerbread in the form of figurines of fish and animals; Ryazan "larks" and Kursk "waders", etc.

Fine arts as one of the subjects of the general education school occupies an important place in the education of students. A careful analysis and generalization of the best pedagogical experience indicates that the fine arts are an important means of developing the student's personality. Fine arts, which are especially close to younger schoolchildren with their visibility, occupies one of the leading places in the process of developing children's creative abilities, creative thinking, familiarizing them with the beauty of their native nature, the surrounding reality, and the spiritual values ​​of art. In addition, visual art classes help children master a range of skills in the field of visual, constructive and decorative activities.

aim writing this term paper is to consider the features of the methodology of teaching fine arts in elementary school, namely in grades I-IV.

The work put the following tasks:

The study of the methodology of teaching fine arts in elementary school, to consider its features,

To identify the pedagogical conditions for the successful teaching of fine arts to children of primary school age, as well as the preparation of a thematic annual plan and a lesson plan for elementary school students

Chapter 1. Features of the methodology of teaching fine arts in elementary school

1.1. Pedagogical conditions for teaching fine arts in elementary school

In the development of children's artistic creativity, including fine art, it is necessary to observe the principle of freedom, which is generally an indispensable condition for any creativity. This means that the creative pursuits of children can be neither obligatory nor compulsory, and can arise only from children's interests. Therefore, drawing cannot be a mass and universal phenomenon, but for gifted children, and even for children who are not going to later become professional artists, drawing has a huge cultivating value; when paint and drawing begin to speak to a child, he masters a new language that expands his horizons, deepens his feelings and conveys to him in the language of images that which cannot be brought to his consciousness in any other way.

One of the problems in drawing is that for elementary school children, one activity of creative imagination is no longer enough, he is not satisfied with a drawing made somehow, in order to embody his creative imagination, he needs to acquire special professional, artistic skills and abilities.

The success of training depends on the correct definition of its goals and content, as well as on the ways to achieve the goals, that is, teaching methods. There has been controversy among scholars about this since the very beginning of the school. We adhere to the classification of teaching methods developed by I.Ya. Lerner, M.N. Skatkin, Yu.K. Babansky and M.I. Pakhmutov. According to the studies of these authors, the following general didactic methods can be distinguished: explanatory-illustrative, reproductive and research.

1.2. Methods of teaching fine arts in I- IVclasses

Education, as a rule, begins with an explanatory-illustrative method, which consists in presenting information to children in various ways - visual, auditory, speech, etc. Possible forms of this method are communication of information (story, lectures), demonstration of a variety of visual material, including with the help of technical means. The teacher organizes perception, children try to comprehend new content, build accessible connections between concepts, remember information for further operation with it.

The explanatory and illustrative method is aimed at the assimilation of knowledge, and for the formation of skills and abilities, it is necessary to use the reproductive method, that is, repeatedly reproduce (reproduce) actions. Its forms are diverse: exercises, solving stereotyped problems, conversation, repetition of the description of a visual image of an object, repeated reading and memorization of texts, re-telling of an event according to a predetermined scheme, etc. Both independent work of preschoolers and joint activities with a teacher are expected. The reproductive method allows the use of the same means as the explanatory and illustrative method: the word, visual aids, practical work.

Explanatory-illustrative and reproductive methods do not provide the necessary level of development of children's creative abilities and abilities. The method of teaching, aimed at the independent solution of creative problems by preschoolers, is called research. In the course of solving each problem, it involves the manifestation of one or more aspects of creative activity. At the same time, it is necessary to ensure the availability of creative tasks, their differentiation depending on the preparedness of a particular child.

The research method has certain forms: text problem tasks, experiments, etc. Tasks can be inductive or deductive, depending on the nature of the activity. The essence of this method is the creative acquisition of knowledge and the search for ways of activity. Once again, I would like to emphasize that this method is entirely based on independent work.

Particular attention should be paid to the importance of problem-based learning for the development of children. It is organized with the help of methods: research, heuristic, problem presentation. We have already considered the research.

Another method that helps creative development is the heuristic method: children solve a problematic problem with the help of a teacher, his question contains a partial solution to the problem or its stages. He can tell you how to take the first step. This method is best implemented through heuristic conversation, which, unfortunately, is rarely used in teaching. When using this method, the word, text, practice, visual aids, etc. are also important.

At present, the method of problem presentation has become widespread, the educator poses problems, revealing all the inconsistency of the solution, its logic and the available system of evidence. Children follow the logic of the presentation, control it, participating in the decision process. In the course of the problem statement, both the image and the practical demonstration of the action are used.

Methods of research, heuristic and problem presentation - methods of problem-based learning. Their implementation in the educational process stimulates preschoolers to creative acquisition and application of knowledge and skills, helps to master the methods of scientific knowledge. Modern education must necessarily include the considered general didactic methods. Their use in the classroom of fine arts is carried out taking into account its specifics, tasks, content. The effectiveness of the methods depends on the pedagogical conditions of their application.

As the experience of practical work shows, for the successful organization of fine arts lessons, it is necessary to create a special system of pedagogical conditions. In line with different conceptual approaches, they are defined differently. We have developed a system of conditions that directly affect the development of the artistic creativity of preschoolers, and we propose to consider it. We believe that this group of conditions consists of:

An important condition for the development of artistic creativity of preschoolers in the visual arts is the use by teachers of technical teaching aids, especially video and audio equipment, and special visual aids. The role of visualization in teaching was theoretically substantiated as early as the 17th century. Ya.A. Comenius, later the ideas of its use as the most important didactic tool were developed in the works of many outstanding teachers - I.G. Pestalozzi, K.D. Ushinsky and others. The importance of visualization in teaching was emphasized by the great Leonardo da Vinci, artists A.P. Sapozhnikov, P.P. Chistyakov and others.

Successful implementation of the principle of visualization in teaching is possible with the active mental activity of children, especially when there is a "movement" of thought from the concrete to the abstract or, conversely, from the abstract to the concrete.

At all stages of the lesson, if possible, creative, improvised and problematic tasks should be introduced. One of the main requirements in this case is to provide children with the greatest possible pedagogically expedient independence, which does not exclude the provision of pedagogical assistance to them, as necessary. So, for example, in the primary grades, especially in the first, the teacher, offering this or that plot, in many cases can draw the attention of preschoolers to the main thing that must be depicted first and foremost, can show on the sheet the approximate location of the objects of the composition. This help is natural and necessary and does not lead to the passivity of kids in fine art. From restrictions in the choice of theme and plot, the child is gradually brought to their independent choice.

Chapter 2

Here is the world - and in this world I am.

Here is the world - and in this world we are.

Each of us has our own path.

But according to the same laws we create.

May the path be long and the creator's bread difficult.

And sometimes I want to give slack.

But keep your hands off your face.

And again you give a heart. And again.

Love and knowledge are like good friends.

We are welcome to come to class.

And the light illuminates the children.

All of us until the bell rings.

We create. We are not doing in vain.

We give a piece of knowledge to those

Who acts as a "consumer" so far,

To grow as a "creator" then.

The program "Fine Arts and Artistic Work" is a holistic integrated course that includes all the main types: painting, graphics, sculpture, folk decorative arts, architecture, design, spectacular and screen arts. They are studied in the context of interaction with other types of arts and their specific connections with the life of society and the individual.

The systematizing method is the allocation of three main types of artistic activity for visual spatial arts: constructive, pictorial, decorative.

These three artistic activities are the basis for the division of visual-spatial arts into types: fine - painting, graphics, sculpture; constructive - architecture, design; various arts and crafts. But at the same time, each of these forms of activity is inherent in the creation of any work of art and therefore is a necessary basis for integrating the entire diversity of art forms into a single system, not according to the principle of listing types, but according to the principle of the type of artistic activity. Identification of the principle of artistic activity focuses on the transfer of attention not only to works of art, but also to human activity, to identifying its links with art in the process of daily life.

The connections of art with human life, the role of art in its daily existence, the role of art in the life of society, the importance of art in the development of each child is the main semantic core of the program. Therefore, when highlighting the types of artistic activity, it is very important to show the difference in their social functions.

The program is designed to give students a clear understanding of the system of interaction between art and life. A wide involvement of children's life experience, examples from the surrounding reality is envisaged. Work based on observation and aesthetic experience of the surrounding reality is an important condition for children to master the program material. The desire to express one's attitude to reality should serve as a source of development of figurative thinking.

One of the main goals of teaching art is the task of developing a child's interest in the inner world of a person, the ability to "deep into oneself", awareness of one's inner experiences. This is the key to developing empathy.

The artistic activity of schoolchildren in the classroom finds various forms of expression: the image on the plane and in volume (nature, from memory, from representation); decorative and constructive work; perception of the phenomena of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in the classroom; study of artistic heritage; selection of illustrative material for the topics studied; listening to musical and literary works (folk, classical, modern).

The lessons introduce game dramaturgy on the topic being studied, links with music, literature, history, and labor are traced. In order to experience creative communication, collective tasks are introduced into the program. It is very important that the collective artistic creativity of students find application in the design of school interiors.

The systematic development of the artistic heritage helps to realize art as a spiritual chronicle of mankind, as a person's knowledge of the relationship to nature, society, the search for truth. Throughout the course of study, students get acquainted with outstanding works of architecture, sculpture, painting, graphics, arts and crafts, study classical and folk art from different countries and eras. Knowledge of the artistic culture of one's people is of great importance.

The thematic integrity and consistency of the development of the program helps to ensure strong emotional contacts with art at each stage of education, avoiding mechanical repetitions, rising year after year, from lesson to lesson, along the steps of the child's knowledge of personal human connections with the whole world of artistic and emotional culture.

Artistic knowledge, skills and abilities are the main means of introduction to artistic culture. Form, proportions, space, tonality, color, line, volume, texture of material, rhythm, composition are grouped around the general patterns of artistic figurative languages ​​of fine, decorative, and constructive arts. Students master these means of artistic expression throughout the course of their studies.

Three ways of artistic development of reality - pictorial, decorative and constructive - in elementary school act for children as well-understood, interesting and accessible types of artistic activity: images, decorations, buildings. The constant practical participation of schoolchildren in these three activities allows them to systematically introduce them to the world of art. It must be borne in mind that, being presented in elementary school in a playful way as "Brothers-masters" of images, decorations, buildings, these three types of artistic activity should accompany students throughout the years of study. They first help to structurally divide, and therefore understand the activity of arts in the surrounding life, and then help in a more complex understanding of art.

With all the assumed freedom of pedagogical creativity, it is necessary to constantly keep in mind the clear structural integrity of this program, the main goals and objectives of each year and quarter, which ensure the continuity of the progressive development of students.

2.1. Fundamentals of artistic representations (elementary school curriculum)

1st class (30-60 hours)

You depict, decorate and build

Three types of artistic activity, which determine the whole variety of visual spatial arts, form the basis of the first, introductory class.

To help the children (and the teacher) comes a playful, figurative form of initiation: "Three brothers-masters - the Master of the Image, the Master of Decoration and the Master of Construction." The discovery for children should be that many of their everyday everyday games are artistic activities - the same as adult artists do (not yet art). To see the work of one or another master brother in the surrounding life is an interesting game. This is where the knowledge of the links between art and life begins. Here the teacher lays the foundation in the knowledge of the vast, complex world of plastic arts. The task of this year also includes the realization that the "Masters" work with certain materials, and also includes the initial development of these materials.

But the "Masters" do not appear before the children all at once. At first they are under the "cap of invisibility". In the first quarter, he takes off his “hat” and begins to openly play with the children “Master of the Image”. In the second quarter, he will help remove the "invisibility cap" from the "Master of Decoration", in the third - from the "Master of Construction". And in the fourth, they show the children that they cannot live without each other and always work together. It is also necessary to keep in mind the special meaning of generalizing lessons: in them, through the work of each "Master", children's art work is connected with adult art, with the surrounding reality.

Topic 1. You portray.
Acquaintance with the "Image Master" (8-16 hours)

"Image Master" teaches to see and depict.
And all subsequent years of study will help children in this - help them see, consider the world. To see, one must not only look, but also draw oneself. This must be learned. Here, only the foundations of understanding the enormous role of the activity of the image in people's lives are laid, in the coming years the teacher will develop this understanding. The discovery of the quarter also includes the fact that in art there is not only an Artist, but also a Spectator. Being a good viewer also needs to be learned, and Image Master teaches us that.

The task of the "Master" is also to teach children the primary experience of owning materials available to elementary school. This experience will be deepened and expanded in all further work.

"Image Master" helps to see, teaches to consider

Development of observation and analytical capabilities of the eye. Fragments of nature. Animals - how they are similar and how they differ from each other.

materials: paper, felt-tip pens or colored pencils, or crayons.

visual range: slides depicting drawings of animals or live animals.

Literary series: poems about animals, about noses and tails.

musical series: C.Saint-Saens, suite "Carnival of the Animals".

You can depict a spot

Take a closer look at different spots - moss on a stone, scree on a wall, patterns on marble in the subway and try to see any images in them. Turn the spot into an image of an animal. The spot, pasted or painted, is prepared by the teacher.

materials: pencil, crayons, black ink, black felt-tip pen.

visual range: illustrations for books about animals by E. Charushin, V. Lebedev, T. Mavrina, M. Miturich and other artists working as a stain.

Can be depicted in volume

Let's turn a lump of plasticine into a bird. Modeling. Look and think about what voluminous objects are similar to something, for example, potatoes and other vegetables, driftwood in a forest or park.

materials: plasticine, stacks, plank.

visual range: slides of natural volumes of expressive forms or real stones, the shape of which resembles something.

Can be shown as a line

The line can tell. "Tell us about yourself" - a drawing or series of consecutive drawings.

materials: paper, black felt-tip pen or pencil.

visual range: linear illustrations of children's books, drawings on the themes of poems by S. Marshak, A. Barto, D. Kharms with a cheerful, mischievous development of the plot.

Literary series: funny poems about life at home.

musical series: children's songs about life in the family.

You can depict what is invisible (mood)

Show joy and show sadness. We draw music - the task is to express in the image images of musical pieces that are contrasting in mood.

materials: white paper, colored markers, colored pencils or crayons.

musical series: happy and sad melodies.

Our paints

Color test. Joy of communication with paints. Mastering the skills of organizing a workplace and using paints. Color name. That in life resembles every color. A playful image of a colorful multicolor rug.

materials: paints, gouache, large and thin brushes, white paper.

Artists and audience (generalization of the topic)

Being a spectator is interesting and not easy. This must be learned. Introduction to the concept of "work of art". Painting. Sculpture. Color and paint in the paintings of artists. Development of perception skills. Conversation.

visual range: V. Van Gogh "Sunflowers", N. Roerich "Overseas guests", V. Vasnetsov "Three heroes", S. Konchalovsky "Lilac", M. Vrubel "The Swan Princess".

Theme 2. You decorate.
Acquaintance with the "Master of Decoration" (7-14 hours)

The "Master of Image", whom the children met in the first quarter, is the "Master of Knowledge", a careful look into life. The "Master of Decoration" does something completely different in life - this is the "Master of Communication". It organizes the communication of people, helping them to openly identify their roles. Today we go on a hike, tomorrow we go to work, then to a ball - and with our clothes we talk about these roles of ours, about who we are today, what we will do. More clearly, of course, this work of the "Master of Decoration" is manifested at balls, carnivals, in theatrical performances.

Yes, and in nature, we distinguish some birds or butterflies from others by their decorations.

The natural world is full of decorations

The development of observation. Aesthetic experience. Butterfly wings decoration. The butterfly is decorated according to the blank cut out by the teacher or can be drawn (large, on the whole sheet) by the children in the lesson. The variety and beauty of patterns in nature.

materials: gouache, large and thin brushes, colored or white paper.

visual range: slides "Butterflies", collections of butterflies, books with their image.

The image of an elegant bird in the technique of volume application, collage. Development of a decorative sense of combining materials, their colors and textures.

materials: multi-colored and diversified paper, scissors, glue.

visual range: slides and books depicting various birds.

musical series: children's or folk songs with a pronounced playful, decorative moment (bell ringing, imitation of bird singing).

Beauty must be seen

Discreet and "unexpected" beauty in nature. Examination of various surfaces: tree bark, wave foam, drops on branches, etc. Development of a decorative sense of texture. Experience of visual poetic impressions.

Image of the back of a lizard or tree bark. The beauty of texture and pattern. Acquaintance with the technique of one-color monotype.

materials: for the teacher - a knurling roller, gouache diluted with water or printing ink; for children - a board made of plastic, linoleum or tiles, pieces of paper, a pencil.

visual range: slides of various surfaces: bark, moss, ripples on the water, as well as slides showing lizards, snakes, frogs. If possible - genuine bark, saw cuts of wood, stones.

How, when, why does a person adorn himself

All human jewelry tells something about its owner. What jewelry can tell. We consider the characters of fairy tales - what kind of decorations they have. How do they help us recognize the characters. Images of selected fairy tale characters and their decorations.

materials: colored paper, gouache, brush.

visual range: slides or illustrations with characters from famous fairy tales.

Literary series: fragments of fairy tales with a description of the appearance of the hero.

musical series: songs of fairy-tale heroes.

"Master of Decoration" helps to make a holiday

Room decoration. Making festive New Year's garlands and stars. Decoration of the classroom and your home for the New Year holidays. Collective panel "Christmas tree".

materials: colored paper, scissors, glue, foil, serpentine.

visual range: children's work completed in a quarter.

Literary series: poems about the holiday of the New Year.

musical series: Christmas and New Year holiday songs, P. Tchaikovsky fragments of the ballet "The Nutcracker".

Topic 3. You build.
Acquaintance with the "Master of Construction" (10-20 hours)

"Master of Image" - "Master of Knowledge", "Master of Decoration" - "Master of Communication", "Master of Construction" - this is the "Master of Creation" of the objective environment of life.

In this quarter, his brothers take off his "cap of invisibility" and hand over the reins of government to him. People can learn about the world and communicate only if they have a humanly organized environment. Every nation has been building since primitive times. Children also build in their games from sand, cubes, chairs - any material at hand. Before the beginning of the term, the teacher (with the help of the children) must collect as much "building material" as possible: milk cartons, yoghurts, shoes, etc.

home for yourself

An image of a home made for myself. The development of the imagination. Think of a home. Different houses for different fairy-tale characters. How can you guess who lives in the house. Different houses for different things.

materials: colored paper, gouache, brushes; or felt-tip pens, or colored pencils.

visual range: illustrations of children's books depicting dwellings.

musical series: children's songs about builders-dreamers.

What can you think of at home

Modeling fabulous houses in the form of vegetables and fruits. Construction of boxes and paper comfortable houses for elephant, giraffe and crocodile. The elephant is large and almost square, the giraffe has a long neck, and the crocodile is very long. Children learn to understand the expressiveness of proportions and the construction of form.

materials: plasticine, stacks, rag, plank.

visual range: illustrations for the fairy tales of A. Milne "Winnie the Pooh", N. Nosov "Dunno in the Flower City", J. Rodari "Cipollino", A. Volkov "The Wizard of the Emerald City".

Literary series: descriptions of fabulous towns.

musical series: music for the cartoon and the ballet "Cipollino".

"Master of Building" helps to create a city

"Fairytale City". An image of an image of a city for a particular fairy tale. Construction of a game city. Game of architects.

materials: gouache, colored or white paper, wide and thin brushes, boxes of various shapes, thick paper, scissors, glue.

visual range: illustrations of children's books.

Literary series: descriptions of a fabulous city from a literary work.

Everything we see has a structure

Make images of different animals - a zoo-design from boxes. Make boxes of funny dogs of different breeds. The material can be replaced with an application: various images of dogs are made by gluing pre-prepared single-color paper scraps of various geometric shapes onto a sheet.

materials: various boxes, colored and white thick paper, glue, scissors.

visual range: photographs of animals or reproductions of paintings depicting animals.

All items can be built

Construction from paper, packaging, coasters, flowers and toys.

materials: colored or white paper, scissors, glue.

visual range: slides from various subjects relevant to the task.

Literary series: poems about cheerful hardworking masters.

House outside and inside

The house "looks" at the street, but they live inside the house. "Inside" and "outside" are very interconnected. The image of the house in the form of letters of the alphabet as if they have transparent walls. How could little alphabetic people live in houses-letters, how rooms, stairs, windows are located there.

materials: paper (white or colored), pencils or crayons.

visual range: illustrations of children's books.

City where we live

Assignment: "I draw my favorite city." Image "by impression" after the tour.

materials: paper, gouache, brushes or crayons (at the choice of the teacher).

Literary series: Poems about your city.

musical series: songs about your city.

Generalization of the topic of the quarter

Exercise: exhibition of works made in a quarter. Children learn to look at and discuss each other's work. Playing artists and spectators. You can make a generalizing panel "Our city" or "Moscow".

Topic 4. "Masters of the Image, decorations, buildings" always work together (5-10 hours)

We recognize the joint work of the "Masters" in our works of the past quarters and in works of art.

The generalization here is the 1st lesson. Its purpose is to show children that our three "Masters" are in fact inseparable. They constantly help each other. But each "Master" has its own work, its own purpose. And in a specific work, one of the "Masters" is always the main one. Here, for example, are our drawings-images: where is the work of the "Master of Construction" here? And now these works adorn the classroom. And in the works where the “Master of Decoration” was the main thing, how did the “Master of the Image”, the “Master of Construction” help him? The main thing is to remember with the guys what exactly the role of each "Master" is and what he helped to learn. The best work of children for the whole year should be exhibited in the classroom. A kind of reporting exhibition. It is desirable that each child has some exhibited work. Children learn to talk about their works and about the drawings of their comrades. At the end of the lesson, slides of works of adult art are shown, and the children should highlight the "participation" of each "Master" in these works: a vase with a figurative drawing; a vase whose shape depicts something; a picture with an architectural building; fountain with sculpture; palace interior with bright decor, sculpture and paintings; interior of a modern building with monumental painting.

"Masters" will help us see the world of a fairy tale and draw it

Collective panel and individual images of the fairy tale.

materials: paper, gouache, brushes, scissors, glue, colored paper, foil.

visual range: music from cartoons, film or ballet based on this fairy tale.

Literary series: a fairy tale chosen by the teacher.

A lesson in love. The ability to see

Observation of wildlife from the point of view of the "Three Masters". Composition "Hello, summer!" by impressions of nature.

2nd class (34-68 hours)

you and art

The theme "You and Art" is the most important for this concept, it contains the fundamental sub-themes necessary for the initial familiarization with art as a culture. Here are the primary elements of the language (figurative structure) of the plastic arts and the basis for understanding their connections with the surrounding life of the child. Understanding the language and connections with life are built in a clear methodological sequence. Violation of it is undesirable.

The task of all these topics is to introduce children to the world of art, emotionally connected with the world of their personal observations, experiences, and thoughts.

Topic 1. What and how artists work (8-16 hours)

Here the main task is to get acquainted with the expressive possibilities of artistic materials. Discovery of their originality, beauty and character of the material.

Three basic colors that build the multicolor of the world

Primary and secondary colors. The ability to mix paints right at work is a living connection of colors. Depict flowers, filling in large images the entire sheet (without a preliminary drawing) from memory and impression.

materials: gouache (three colors), large brushes, large sheets of white paper.

visual range: fresh flowers, slides of flowers, flowering meadow; visual aids showing the three primary colors and their mixing (composite colors); practical demonstration of mixing gouache paints.

Five colors - all the richness of color and tone

Dark and light. Shades of color. The ability to mix colored paints with white and black. The image of natural elements on large sheets of paper with large brushes without a preliminary drawing: thunderstorm, storm, volcanic eruption, rain, fog, sunny day.

materials: gouache (five colors), large brush, large sheets of any paper.

visual range: slides of nature in pronounced states: thunderstorm, storm, etc. in the works of artists (N. Roerich, I. Levitan, A. Kuindzhi, etc.); practical demonstration of color mixing.

Pastel and crayons, watercolor - expressive possibilities

Soft velvety pastels, fluidity of transparent watercolors - we learn to understand the beauty and expressiveness of these materials.

The image of the autumn forest (from memory and impression) in pastel or watercolor.

materials: pastel or crayons, watercolor, white paper, harsh (wrapping).

visual range: observation of nature, slides of the autumn forest and works of artists on this topic.

Literary series: A. Pushkin poems, S. Yesenin poems.

musical series: P. Tchaikovsky "Autumn" (from the cycle "The Seasons").

Expressive application possibilities

An idea of ​​the rhythm of spots A rug on the theme of autumn earth with fallen leaves. Group work (1-3 panels), according to memory and impression.

materials: colored paper, pieces of fabric, thread, scissors, glue, paper or canvas.

visual range: living leaves, slides of autumn forest, ground, asphalt with fallen leaves.

Literary series: F. Tyutchev "Leaves".

musical series: F. Chopin nocturnes, P. Tchaikovsky "September" (from the cycle "The Seasons").

Expressive possibilities of graphic materials

The beauty and expressiveness of the line. Thin and thick, moving and viscous lines. Image of a winter forest on white sheets of paper (from impression and from memory).

materials: ink (black gouache, ink), pen, wand, fine brush or charcoal.

visual range: nature observations or winter forest tree slides.

Literary series: M. Prishvin "Stories about nature".

musical series: P. Tchaikovsky "December" (from the cycle "The Seasons").

Expressiveness of materials for work in volume

The image of the animals of the native land by impression and from memory.

materials: plasticine, stacks, plank.

visual range: observation of expressive volumes in nature: roots, stones, slides of animals and sculptures, slides and small plastic from different materials in the original; reproductions of works by sculptor V. Vatagin.

Literary series: V.Bianki "Stories about animals".

The expressive power of paper

Mastering the work with bending, cutting, gluing paper. Translation of a flat sheet into a variety of three-dimensional forms. Gluing simple three-dimensional forms (cone, cylinder, "ladder", "accordion"). Construction of a playground for sculpted animals (individually, in groups, collectively). Imagination work; if there is an additional lesson, you can give an origami task.

materials: paper, scissors, glue.

visual range: slides of works of architecture, layouts of past years made by students, showing techniques for working with paper.

For an artist, any material can become expressive. (generalization of the topic of the quarter)

Understanding the beauty of art materials and their differences: gouache, watercolor, crayons, pastels, graphic materials, plasticine and paper, "unexpected" materials.

Image of a festive city at night using "unexpected" materials: serpentine, confetti, seeds, threads, grass, etc. against the background of dark paper.

Topic 2. Reality and fantasy (7-14 hours)

Image and reality

The ability to peer, to see, to be observant. Image Master teaches us to see the world around us. Images of animals or animals seen in the zoo, in the village.

materials: gouache (one or two colors), colored paper, brush.

visual range: works of art, photographs depicting animals.

Image and fantasy

The ability to fantasize. Fantasy in people's lives. The image of fabulous, non-existent animals and birds, combining elements of different animals and even plants. Fairy-tale characters: dragons, centaurs, etc.

materials: gouache, brushes, a large sheet of paper, preferably colored, tinted.

visual range: slides of real and fantastic animals in Russian wood and stone carvings, in European and Oriental art.

musical series: fantastic images from musical works.

Decoration and reality

The development of observation. The ability to see beauty in nature. "Master of Decoration" learns from nature. Image of cobwebs with dew and branches of trees, snowflakes and other prototypes of decorations using lines (individually, from memory).

materials: charcoal, chalk, fine brush, ink or gouache (one color), paper.

visual range: slides of fragments of nature, seen through the eyes of the artist.

Decoration and fantasy

Without imagination, it is impossible to create a single piece of jewelry. Decoration of a given form (collar, valance, kokoshnik, bookmark).

materials: any graphic material (one or two colors).

visual range: slides of lace, bijouterie, beadwork, embroidery, etc.

musical series: rhythmic combinations with a predominance of a repeating rhythm.

Construction and reality

"Master of Construction" learns from nature. The beauty and meaning of natural structures - honeycombs of bees, poppy heads and forms of the underwater world - jellyfish, algae. Individual-collective work. Paper construction "Underwater world".

materials: paper, scissors, glue.

visual range: slides of a wide variety of buildings (houses, things), natural structures and forms.

Construction and fantasy

"Master of Construction" shows the possibilities of a person's imagination in creating objects.

Creation of models of fantastic buildings, structures: a fantastic city. Individual, group work on the imagination.

materials: paper, scissors, glue.

visual range: slides of buildings that can awaken children's imagination, works and projects of architects (L. Corbusier, A. Gaudi), student work of past years.

"Brothers-Masters of Images, Decorations and Buildings" always work together (generalization of the topic)

Interaction of three types of artistic activity. Design (modeling) in the decoration of Christmas toys depicting people, animals, plants. Collective panel.

materials: paper, scissors, glue, gouache, thin brushes.

visual range: children's work for the quarter, slides and original works.

Topic 3. What art says (11-22 hours)

This is the central and most important theme of the year. The previous two lead to her. The main task is to master the fact that nothing in art is ever depicted, decorated, built just like that, just for the sake of skill. "Brothers - Masters", that is, art, expresses human feelings and thoughts, understanding, that is, attitude to what people depict, to who or what they decorate, by construction they express attitude to who and for what they build. Prior to this, the issue of expression had to be felt by children in their works only on an emotional level. Now for the children all this should move to the level of awareness, become the next and most important discovery. All subsequent quarters and years of study under the program, this topic should be constantly accentuated, fixed through the process of perception and the process of creation, in each quarter, each assignment. Each task should have an emotional focus, develop the ability to perceive shades of feelings and express them in practical work.

Expression of the nature of the depicted animals

The image of animals is cheerful, swift, threatening. The ability to feel and express the character of the animal in the image.

materials: gouache (two or three colors or one color).

Literary series: R. Kipling fairy tale "Mowgli".

visual range: V.Vatagin's illustrations for "Mowgli" and other books.

musical series: C. Saint-Saens "Carnival of the Animals".

Expression of a person's character in the image; male image

At the request of the teacher, for all further tasks, you can use the plot of a fairy tale. For example, "The Tale of Tsar Saltan" by A. Pushkin provides rich opportunities for connecting figurative solutions for all subsequent topics.

Image of a good and evil warrior.

materials: gouache (limited palette), wallpaper, wrapping paper (rough), colored paper.

visual range: slides of works by V. Vasnetsov, M. Vrubel, I. Bilibin and others.

Literary series: "The Tale of Tsar Saltan" by A. Pushkin, excerpts from epics.

musical series: music by N. Rimsky-Korsakov for the opera "The Tale of Tsar Saltan".

Expression of a person's character in the image; female image

Depiction of fairy-tale images opposite in character (the Swan Princess and Baba Babarikha, Cinderella and the Stepmother, etc.). The class is divided into two parts: one depicts the good, the other - the evil.

materials: gouache or pastel (crayons) on a colored paper background.

visual range: slides of works by V. Vasnetsov, M. Vrubel, I. Bilibin.

Literary series: "The Tale of Tsar Saltan" by A. Pushkin.

The image of a person and his character, expressed in volume

Creation in volume of images with a pronounced character: the Swan Princess, Baba Babarikha, Baba Yaga, Bogatyr, Koschey the Immortal, etc.

materials: plasticine, stacks, boards.

visual range: slides of sculptural images of works by S. Konenkov, A. Golubkina, ceramics by M. Vrubel, medieval European sculpture.

Image of nature in different states

Image of contrasting states of nature (the sea is gentle, affectionate, stormy, disturbing, joyful, etc.); individually.

materials

visual range: slides depicting the contrasting moods of nature, or slides of paintings by artists depicting different states of the sea.

Literary series: fairy tales by A. Pushkin "About Tsar Saltan", "About the fisherman and the fish".

musical series: opera "Sadko", "Scheherazade" by N. Rimsky-Korsakov or "The Sea" by M. Churlionis.

Expression of a person's character through decoration

Decorating himself, any person thereby tells about himself: who he is, what he or she is: a brave warrior - a protector or he threatens. The decorations of the Princess Swan and Baba Babarikha will be different. Decoration of heroic armor cut out of paper, kokoshniks of a given shape, collars (individually).

materials: gouache, brushes (large and thin), blanks from large sheets of paper.

visual range: slides of ancient Russian weapons, lace, women's costumes.

Expression of intent through decoration

Decoration of two fabulous fleets opposite in intentions (good, festive and evil, pirate). The work is collective-individual. Application.

materials: gouache, large and thin brushes, glue, pins, glued sheets or wallpaper.

visual range: slides of works by artists (N. Roerich), illustrations of children's books (I. Bilibin), works of folk art.

Together "Masters of Images, Decorations, Buildings" create houses for fairy-tale characters (generalization of the topic)

Three "Brothers-Masters" together with children (groups) perform several panels, where, with the help of appliqué and painting, they create the world of several fairy-tale characters - good and evil (for example: the tower of the Swan Princess, the house for Baba Yaga, the Bogatyr's hut, etc. ).

A house is created on the panel (with stickers), the background is a landscape as a figurative environment of this house and a figure is an image of the owner of the house, expressing these images by the nature of the building, clothing, shape of the figure, the nature of the trees against which the house stands.

Generalization can be completed with an exhibition of works based on the results of the quarter, its discussion with parents. Groups of "tour guides" should be prepared for the discussion. The teacher can use additional hours for this. An exhibition prepared by a teacher and presented to parents (viewers) should become an event for students and their loved ones and help to consolidate the critical importance of this topic in the minds of children.

Topic 4. As art says (8-16 hours)

Starting from this quarter, you need to pay attention to the expressiveness of the means constantly. Do you want to express it? But how, what?

Color as a means of expression: warm and cold colors. The fight between warm and cold

The image of a fading fire is a "struggle" of heat and cold. Filling the entire sheet, freely mix paints with each other. The fire is depicted as if from above, dying out (work from memory and impression). "Feather of the Firebird". Paints are mixed right on the sheet. Black and white paints are not used.

materials: gouache without black and white paints, large brushes, large sheets of paper.

visual range: slides of a fading fire; methodical manual on color science.

musical series: N. Rimsky-Korsakov fragments from the opera "The Snow Maiden".

Color as a means of expression: quiet (deaf)and vibrant colors. Mixing with black, gray, white paints(dark, delicate shades of color)

The ability to observe the struggle of color in life. Image of the spring earth (individually from memory and impression). If there are additional lessons, they can be given on the plots of creating a "warm kingdom" (Sunny City), a "cold kingdom" (Snow Queen), achieving color richness within one color scheme.

materials: gouache, large brushes, large sheets of paper.

visual range: slides of the spring earth, stormy sky, fog, teaching aids on color science.

musical series: E. Grieg. "Morning" (fragment from the suite "Peer Gynt").

Literary series: M. Prishvin stories, S. Yesenin poems about spring.

Line as a means of expression: the rhythm of lines

Image of spring streams.

materials: pastel or colored crayons.

musical series: A. Arsensky "Forest Stream", "Prelude"; E. Grieg "Spring".

Literary series: M. Prishvin "Forest Stream".

Line as a means of expression: the nature of lines

An image of a branch with a certain character and mood (individually or by two people, according to impression and memory): gentle and powerful branches, while it is necessary to emphasize the ability to create different textures with charcoal, sanguine.

materials: gouache, brush, stick, charcoal, sanguine and large sheets of paper.

visual range: large, large spring branches (birch, oak, pine), slides depicting branches.

Literary series: Japanese verses (tanks).

The rhythm of spots as a means of expression

Basic knowledge of composition. From a change in the position on the sheet, even identical spots, the content of the composition also changes. The rhythmic arrangement of flying birds (individual or collective work).

materials

visual range: visual aids.

musical series: fragments with a pronounced rhythmic organization.

Proportions express character

Designing or sculpting birds with different character proportions - a large tail - a small head - a large beak.

materials: white paper, colored paper, scissors, glue or plasticine, stacks, cardboard.

visual range: real and fabulous birds (slides of book illustrations, toy).

Rhythm of lines and spots, color, proportions - means of expression (generalization of the topic)

Creation of a collective panel on the theme "Spring. Noise of birds".

materials: large sheets for panels, gouache, paper, scissors, glue.

visual range: children's works made on the theme "Spring", slides of branches, spring motives.

General lesson of the year

The class is made up of children's work completed during the year. The opening of the exhibition should be a joyful holiday, an event in school life. The lessons are held in the form of a conversation, consistently reminding the children of all the topics of the training quarters. Three "Brother-Masters" help the teacher in the game-conversation. Parents and other teachers are invited to the lessons (if possible).

visual range: children's work expressing the tasks of each quarter, slides, reproductions of works by artists and folk art, helping to reveal the topics.

3rd class (34-68 hours)

Art around us

One of the main ideas of the program: "From the native threshold - to the world of the culture of the Earth", that is, from familiarization with the culture of one's people, even from the culture of one's "small motherland" - without this there is no way to a universal culture.

Education in this class is based on introducing children to the world of art through the knowledge of the surrounding objective world, its artistic meaning. Children are brought to the understanding that objects have not only a utilitarian purpose, but are also carriers of spiritual culture, and this has always been the case - from ancient times to the present day. It is necessary to help the child to see the beauty of the things around him, objects, objects, works of art, paying special attention to the role of artists - "Masters of Images, Decorations, Buildings" - in creating the environment for human life.

At the end of the year, children should feel that their life, the life of every person, is daily connected with the activities of the arts. The final lessons of each quarter should contain the question: "What would happen if the "Brothers-Masters" did not participate in the creation of the world around you - at home, on the street, etc.?" Understanding the huge role of the arts in real everyday life should be a discovery for children and their parents.

Topic 1. Art in your home (8-16 hours)

Here, the "Masters" take the child to his apartment and find out what each of them "did" in the immediate environment of the child, and in the end it turns out that without their participation not a single object of the house was created, there would not be a house itself.

your toys

Toys - what they should be - the artist came up with. Children's toys, folk toys, homemade toys. Modeling toys from plasticine or clay.

materials: plasticine or clay, straw, wood blanks, paper, gouache, water-based paint for soil; small brushes, swabs.

visual range: folk toy (slides): haze, gorodets, filimonovo, carved toy from Bogorodsk, toys from improvised material: packaging, fabric, fur.

Literary series: proverbs, sayings, folklore, Russian folk tales.

musical series: Russian folk music, P. Tchaikovsky "Children's Album".

Dishes at home

Everyday and holiday utensils. Design, shape of objects and painting and decoration of dishes. The work of "Masters of Construction, Decoration and Imagery" in the manufacture of utensils. Image on paper. Modeling of dishes from plasticine with painting on a white primer.

At the same time, the purpose of the dishes is necessarily emphasized: for whom it is, for what occasion.

materials: tinted paper, gouache, plasticine, clay, water-based paint.

visual range: samples of utensils from natural fund, slides of folk utensils, utensils from different materials (metal, wood, plastic).

Mom's handkerchief

A sketch of a scarf: for a girl, for a grandmother, that is, different in content, pattern rhythm, color, as a means of expression.

materials: gouache, brushes, white and colored paper.

visual range: slides of natural motifs for scarves, scarves and fabrics, samples of children's work on this topic.

musical series: Russian folk music (as a background).

Wallpaper and curtains in your house

Sketches of wallpaper or curtains for a room with a clear purpose: bedroom, living room, nursery. It can also be done in the technique of heeling.

materials: gouache, brushes, cliches, paper or fabric.

visual range: excerpts from some fairy tale, which provides a verbal description of the rooms of a fairy-tale palace.

musical series: musical excerpts characterizing different states: stormy (F. Chopin "Polonaise" in A flat major, op. 53), calm, lyrically tender (F. Chopin "Mazurka" in A minor, op. 17).

your books

The artist and the book. Illustrations. book form. Font. Initial letter. Illustrating the chosen fairy tale or designing a toy book.

materials: gouache, brushes, white or colored paper, crayons.

visual range: covers and illustrations for well-known fairy tales (illustrations by different authors for the same fairy tale), slides, toy books, children's books.

Literary series: The text of the selected story.

greeting card

Sketch for a postcard or decorative bookmark (based on plant motifs). Execution in the technique of scratching, engraving with stickers or graphic monotype is possible.

materials: small paper, ink, pen, wand.

visual range: slides from woodcuts, linoleum, etchings, lithographs, samples of children's work in various techniques.

What did the artist do in our house (generalization of the topic). The artist took part in the creation of all the items in the house. He was assisted by our "Masters of Image, Decoration and Construction". Understanding the role of each. The shape of the object and its decoration. At a generalizing lesson, you can organize a game of artists and spectators or a game of guides at an exhibition of works completed during the quarter. Three "Masters" are talking. They tell and show what objects surround people at home in everyday life. Are there any objects at home that the artists did not work on? Understanding that everything related to our life would not exist without the work of artists, without the fine, decorative and applied arts, architecture, design, this should be the result and at the same time a discovery.

Topic 2. Art on the streets of your city (7-14 hours)

It all starts at the doorstep of your own home. This quarter is devoted to this "threshold". And there is no Motherland without him. Not just Moscow or Tula - but exactly the native street that runs "near the face" of your house, well-trodden by feet.

Monuments of architecture - heritage of centuries

The study and image of an architectural monument, their native places.

materials: tinted paper, wax crayons or gouache, white paper.

Literary series: Content related to the selected architectural monument.

Parks, squares, boulevards

Architecture, construction of parks. The image of the park. Leisure parks, museum parks, children's parks. Image of a park, square, a collage is possible.

materials: colored, white paper, gouache or wax crayons, scissors, glue.

visual range: view slides, reproductions of paintings.

Openwork fences

Cast-iron fences in St. Petersburg and in Moscow, in his native city, wooden architraves openwork. The project of an openwork lattice or gate, cutting out of folded colored paper and gluing them into a composition on the theme "Parks, squares, boulevards".

materials: colored paper, scissors, glue.

visual range: slides of ancient fences in Moscow and St. Petersburg. Modern decorative lattices and fences in our cities.

Lanterns in the streets and parks

What are lanterns? The shape of the lanterns is also created by the artist: a festive, solemn lantern, a lyrical lantern. Lanterns on city streets. Lanterns are the decoration of the city. The image or design of the shape of a paper lantern.

materials

Shop windows

If you have extra time, you can make group volumetric layouts.

materials: white and colored paper, scissors, glue.

visual range: slides with decorated showcases. Children's work of previous years.

Transport in the city

The artist also participates in creating the shape of the machines. Machines of different times. The ability to see the image in the form of machines. Invent, draw or build images of fantastic machines (land, water, air) from paper.

materials: white and colored paper, scissors, glue, graphic materials.

visual range: photos of transport. Slides of old vehicles. Reproductions from magazines.

What did the artist do on the streets of my city (in my village)

Again, the question should arise: what would happen if our "Brothers-Masters" did not touch anything on the streets of our city? In this lesson, one or more collective panels are created from individual works. This may be a panorama of the street of the district from several drawings glued into a strip in the form of a diorama. Here you can place fences and lights, vehicles. The diorama is complemented by figures of people, flat cuttings of trees and bushes. You can play "tour guides" and "journalists". Tour guides talk about their city, about the role of artists who create the artistic image of the city.

Topic 3. The artist and the spectacle (10-20 hours)

The "Brothers-Masters" have been involved in the performing arts since ancient times. But even today their role is irreplaceable. At the discretion of the teacher, it is possible to combine most of the lessons of the topic with the idea of ​​​​creating a puppet show, for which a curtain, scenery, costumes, puppets, and a poster are sequentially performed. At the end of the generalizing lesson, you can arrange a theatrical performance.

Theatrical masks

Masks of different times and peoples. Masks in ancient images, in the theater, at the festival. Designing expressive sharp-character masks.

materials: colored paper, scissors, glue.

visual range: photographs of masks of different nations and theatrical masks.

Theater artist

Fiction and truth of the theater. Theater holiday. The scenery and costumes of the characters. Theater on the table. Creation of the layout of the scenery of the performance.

materials: cardboard box, multi-colored paper, paints, brushes, glue, scissors.

visual range: slides from sketches of theater artists.

Literary series: selected tale.

Puppet Theatre

Theatrical puppets. Petrushka Theatre. Glove puppets, stick puppets, puppets. The work of the artist on the doll. Characters. The image of the doll, its design and decoration. Making a puppet in class.

materials: plasticine, paper, scissors, glue, fabric, thread, small buttons.

visual range: slides depicting theater puppets, reproductions from books about puppet theater, filmstrip.

theater curtain

The role of the curtain in the theatre. The curtain and the image of the play. Curtain sketch for the performance (teamwork, 2-4 people).

materials: gouache, brushes, large paper (can be from wallpaper).

visual range: slides of theatrical curtains, reproductions from books about puppet theater.

Poster, poster

The meaning of the poster. The image of the performance, its expression in the poster. Font. Image.

Poster design for the performance.

materials: large format colored paper, gouache, brushes, glue.

visual range: theater and circus posters.

Artist and circus

The role of the artist in the circus. The image of a joyful and mysterious spectacle. Image of a circus performance and its characters.

materials: colored paper, crayons, gouache, brushes.

How artists help make a holiday. The artist and the spectacle (summary lesson)

Holiday in the city. "Masters of Image, Decoration and Buildings" help create the Holiday. Sketch of the decoration of the city for the holiday. Organization of an exhibition of all works on the topic in the class. It’s great if you manage to make a performance and invite guests and parents.

Topic 4. The artist and the museum (8-16 hours)

Having become acquainted with the role of the artist in our daily life, with various applied forms of art, we conclude the year with the theme of the art that is kept in museums. Every city can be proud of its museums. Museums of Moscow, St. Petersburg and other cities of Russia are the keepers of the greatest works of world and Russian art. And every child should touch these masterpieces and learn to be proud of the fact that it is his hometown that keeps such great works. They are kept in museums. In Moscow there is a museum - a shrine for Russian culture - the Tretyakov Gallery. She needs to be told first. Today the Hermitage and the Russian Museum play a huge role - centers of international artistic relations, there are many small, also interesting museums and exhibition halls.

However, the topic "Museums" is wider. Museums are not only art, but all aspects of human culture. There are also "home museums" in the form of family albums that tell about the history of the family, interesting stages of life. Maybe a home museum of toys, stamps, archaeological finds, just personal memorabilia. All this is part of our culture. "Brothers-Masters" help in the competent organization of such museums.

Museums in the life of the city

Various museums. The role of the artist in the organization of the exhibition. The largest art museums: the Tretyakov Gallery, the Museum of Fine Arts. A.S. Pushkin, the Hermitage, the Russian Museum, museums of the native city.

The art that is kept in these museums

What is a "picture". Still life painting. still life genre. Still life as a story about a person. The image of a still life on representation, expression of mood.

materials: gouache, paper, brushes.

visual range: slides of still lifes with a pronounced mood (J. B. Chardin, K. Petrov-Vodkin, P. Konchalovsky, M. Saryan, P. Kuznetsov, V. Stozharov, V. Van Gogh, etc.).

Homework: to look at the museum or at the exhibition still lifes of different authors.

landscape painting

We are watching famous landscapes: I. Levitan, A. Savrasov, N. Roerich, A. Kuindzhi, V. Van Gogh, K. Koro. The image of the landscape according to the presentation with a pronounced mood: a joyful and festive landscape; gloomy and dreary landscape; gentle and melodious landscape.

Children in this lesson will remember what mood can be expressed with cold and warm colors, deaf and sonorous, and what can happen when they are mixed.

materials: white paper, gouache, brushes.

visual range: slides with examples of a picturesque landscape with a pronounced mood (V. Van Gogh, N. Roerich, I. Levitan, A. Rylov, A. Kuindzhi, V. Byalynitsky-Birulya).

musical series: The music in this lesson can be used to create a specific mood.

Portrait painting

Introduction to the genre of portraiture. A portrait from memory or from an idea (portrait of a girlfriend, friend).

materials: paper, gouache, brushes (or pastel).

visual range: slides of picturesque portraits of F. Rokotov, V. Serov, V. Van Gogh, I. Repin.

The museums keep sculptures by famous masters

Learning to look at sculpture. Sculpture in the museum and on the street. Monuments. park sculpture. Sculpting a human or animal figure (in motion) for park sculpture.

materials: plasticine, stacks, cardboard stand.

visual range: slides from the sets "Tretyakov Gallery", "Russian Museum", "Hermitage" (works by A.L. Bari, P. Trubetskoy, E. Lansere).

Historical paintings and paintings of everyday genre

Acquaintance with works of historical and everyday genre. An image based on the presentation of a historical event (on the theme of Russian epic history or the history of the Middle Ages, or an image of one's daily life: breakfast in the family, we play, etc.).

materials: a large sheet of colored paper, crayons.

Museums preserve the history of artistic culture, the creations of great artists (generalization of the topic)

"Tour" of the exhibition of the best works of the year, a celebration of the arts with its own scenario. To summarize: what is the role of the artist in the life of every person.

4th grade (34-68 hours)

Every nation is an artist (image, decoration, building
in the work of the peoples of the whole earth)

The purpose of the artistic education and training of a child in the 4th grade is to form an idea of ​​the diversity of artistic cultures of the peoples of the Earth and the unity of peoples' ideas about the spiritual beauty of man.

The diversity of cultures is not accidental - it always expresses the deep relationship of each people with the life of nature, in the environment of which its history develops. These relationships are not immovable - they live and develop in time, are associated with the influence of one culture on another. This is the basis of the originality of national cultures and their relationship. The diversity of these cultures is the wealth of human culture.

The integrity of each culture is also an essential element of the content that children need to experience. The child today is surrounded by a multifaceted disorder of cultural phenomena that come to him through the media. A healthy artistic sense is looking for order in this chaos of images, so each culture must be conveyed as a "holistic artistic personality."

Artistic representations should be given as visible tales of cultures. Children by age are not yet ready for historical thinking. But they are characterized by a desire, sensitivity to a figurative understanding of the world, correlated with the consciousness expressed in folk arts. Here "should" dominate the truth of the artistic image.

By joining through co-creation and perception to the origins of the culture of their people or other peoples of the Earth, children begin to feel like participants in the development of mankind, open the way for further expansion of susceptibility to the riches of human culture.

The diversity of ideas of different peoples about beauty is revealed in the process of comparing native nature, labor, architecture, human beauty with the culture of other peoples.

The educational tasks of the year provide for the further development of skills in working with gouache, pastel, plasticine, paper. The tasks of labor education are organically linked with artistic ones. In the process of mastering the skills of working with a variety of materials, children come to understand the beauty of creativity.

In the 4th grade, the importance of collective work in the educational process increases. A significant role in the program of the 4th grade is played by musical and literary works, which make it possible to create a holistic view of the culture of the people.

Topic 1. The origins of the arts of your people (8-16 hours)

Practical work in the classroom should combine individual and collective forms.

Landscape of native land

Characteristic features, originality of the native landscape. Image of the landscape of his native side. Bringing out its special beauty.

materials: gouache, brushes, crayons.

visual range: slides of nature, reproductions of paintings by Russian artists.

musical series: Russian folk songs.

The image of a traditional Russian house (huts)

Acquaintance with the design of the hut, the meaning of its parts.

Exercise: paper modeling (or modeling) of the hut. Individual-collective work.

Material: paper, cardboard, plasticine, scissors, stacks.

visual range: slides of wooden ensembles of ethnographic museums.

Homework: find images of the Russian village, its buildings.

Decorations of wooden buildings and their meaning

Unity in the work of the Three Masters. Magical representations as poetic images of the world. Hut - the image of a person's face; windows - the eyes of the house - were decorated with platbands; facade - "brow" - frontal board, prichelinami. Decoration of "wooden" buildings created in the last lesson (individually-collectively). Additionally - the image of the hut (gouache, brushes).

materials: white, tinted or wrapping paper, scissors, glue or plasticine for bulky buildings.

visual range: slides from the series "Ethnographic Museums", "Russian Folk Art", "Wooden Architecture of Rus'".

musical series: V.Belov "Lud".

Village - wooden world

Acquaintance with Russian wooden architecture: huts, gates, barns, wells... Wooden church architecture. Image of a village. Collective panel or individual work.

materials: gouache, paper, glue, scissors.

image of human beauty

Each nation has its own image of female and male beauty. Traditional clothing expresses this. The image of a man is inseparable from his work. It combines ideas about the unity of mighty strength and kindness - a good fellow. In the image of a woman, the understanding of her beauty always expresses the ability of people to dream, the desire to overcome everyday life. Beauty is also a talisman. Female images are deeply connected with the image of the bird - happiness (swan).

The image of female and male folk images individually or for a panel (pasted in a panel by the group of the main artist). Pay attention that the figures in children's works should be in motion, not resemble an exhibition of clothes. With additional lessons - making dolls according to the type of folk rag or stucco figures for an already created "village".

materials: paper, gouache, glue, scissors.

visual range: slides of materials from ethnographic museums, books about folk art, reproductions of works by artists: I. Bilibin, I. Argunov, A. Venetsianov, M. Vrubel, etc.

Literary series: fragments from epics, Russian fairy tales, excerpts from Nekrasov's poems.

musical series: folk songs.

Homework: find the image of male and female images of labor and holiday.

Folk holidays

The role of holidays in people's lives. Calendar holidays: autumn harvest festival, fair. A holiday is an image of an ideal, happy life.

Creation of works on the theme of a national holiday with a generalization of the material of the theme.

materials: glued wallpaper panel for panels or sheets of paper, gouache, brushes.

visual range: B. Kustodiev, K. Yuon, F. Malyavin, works of folk decorative art.

Literary series: I. Tokmakova "Fair".

musical series: R. Shchedrin "Naughty ditties", N. Rimsky-Korsakov "Snow Maiden".

Topic 2. Ancient cities of your land (7-14 hours)

Every city is special. It has its own unique face, its own character, each city has its own special destiny. Its buildings in their appearance captured the historical path of the people, the events of their lives. The word "city" comes from "to fence", "to fence off" with a fortress wall - to fortify. On the high hills, reflected in the rivers and lakes, cities grew with white walls, domed temples, and the chiming of bells. There are no other cities like this. Reveal their beauty, the wisdom of their architectural organization.

Old Russian city - fortress

Task: study of the structures and proportions of fortress towers. Construction of fortress walls and towers from paper or plasticine. An illustrative version is possible.

materials: according to the selected job option.

ancient cathedrals

Cathedrals embodied the beauty, power and strength of the state. They were the architectural and semantic center of the city. These were the shrines of the city.

Acquaintance with the architecture of the ancient Russian stone church. Construction, symbolism. Paper building. Collective work.

materials: paper, scissors, glue, plasticine, stacks.

visual range: V. Vasnetsov, I. Bilibin, N. Roerich, slides "Walking around the Kremlin", "Cathedrals of the Moscow Kremlin".

Ancient city and its inhabitants

Modeling of the entire residential content of the city. Completion of the "construction" of the ancient city. Possible option: image of an ancient Russian city.

Old Russian warriors - defenders

Image of ancient Russian warriors of the princely squad. Clothing and weapons.

materials: gouache, paper, brushes.

visual range: I. Bilibin, V. Vasnetsov, illustrations for children's books.

Ancient cities of the Russian land

Moscow, Novgorod, Pskov, Vladimir, Suzdal and others.

Acquaintance with the originality of different ancient cities. They are similar and unlike each other. Image of different characters of Russian cities. Practical work or conversation.

materials: for graphic technique - crayons, for monotype or painting - gouache, brushes.

Pattern of towers

Terem architecture images. Painted interiors. Tiles. Image of the interior of the ward - preparation of the background for the next task.

materials: paper (tinted or colored), gouache, brushes.

visual range: slides "Ancient chambers of the Moscow Kremlin", V. Vasnetsov "Chambers of Tsar Berendey", I. Bilibin, A. Ryabushkin, reproductions of paintings.

Festive feast in the chambers

Collective applicative panel or individual images of the feast.

materials: glued wallpaper for panels and sheets of paper, gouache, brushes, glue, scissors.

visual range: slides of the Kremlin and chambers, V.Vasnetsov illustrations for Russian fairy tales.

Literary series: A. Pushkin "Ruslan and Lyudmila".

musical series: F. Glinka, N. Rimsky-Korsakov.

Topic 3. Every nation is an artist (11-22 hours)

"Brothers-Masters" lead children from meeting with the roots of their native culture to understanding the diversity of artistic cultures of the world. The teacher can choose the optimal cultures in order to have time to live them interestingly with the children. We offer three in the context of their links to the culture of the modern world. This is the culture of Ancient Greece, medieval (Gothic) Europe and Japan as an example of the culture of the East, but the teacher can take Egypt, China, India, the cultures of Central Asia, etc. for study. It is important for children to realize that the world of artistic life on Earth is extremely diverse - and this is very interesting, joyful. Through art, we join the worldview, the soul of different peoples, empathize with them, become spiritually richer. That is what needs to be done in these lessons.

The artistic cultures of the world are not the history of the arts of these peoples. This is the spatial and objective world of culture, in which the soul of the people is expressed.

There is a convenient methodological and playful way, so as not to deal with history, but to see a holistic image of culture: the journey of a fairy-tale hero through these countries (Sadko, Sinbad the Sailor, Odysseus, the Argonauts, etc.).

Each culture is viewed in four ways: the nature and character of buildings, the people in this environment, and the holidays of peoples as an expression of ideas about the happiness and beauty of life.

The image of the artistic culture of ancient Greece

Lesson 1 - the ancient Greek understanding of human beauty - male and female - on the example of the sculptural works of Myron, Polykleitos, Phidias (man is the "measure of all things"). The sizes, proportions, designs of the temples were in harmony with the person. Admiration for a harmonious, athletically developed person is a feature of the worldview of the people of Ancient Greece. Image of figures of Olympic athletes (a figure in motion) and procession participants (figures in clothes).

Lesson 2 - the harmony of man with the surrounding nature and architecture. The idea of ​​Doric ("masculine") and Ionic ("feminine") order systems as a character of proportions in the construction of a Greek temple. Image of images of Greek temples (semi-volumetric or flat applications) for panels or volume modeling from paper.

Lesson 3 - ancient Greek holidays (panel). It can be the Olympic Games or the Great Panathenaic Festival (a solemn procession in honor of the beauty of a person, his physical perfection and strength, which the Greeks worshiped).

materials: gouache, brushes, scissors, glue, paper.

visual range: slides of the modern image of Greece, slides of the works of ancient Greek sculptors.

Literary series In: Myths of Ancient Greece.

The image of the artistic culture of Japan

Depiction of nature through details typical of Japanese artists: a tree branch with a bird, a flower with a butterfly, grass with grasshoppers, dragonflies, a branch of cherry blossoms against the backdrop of fog, distant mountains...

An image of Japanese women in national dress (kimono) with the transfer of characteristic facial features, hairstyles, wave-like movements, figures.

Collective panel "Cherry Blossom Festival" or "Chrysanthemum Festival". Individual figures are made individually and then glued into a common panel. The group of the "lead artist" is working on the background.

materials: large sheets of paper for collective work, gouache, pastel, pencils, scissors, glue.

visual range: engravings by Utamaro, Hokusai - female images, landscapes; slides of modern cities.

Literary series: Japanese poetry.

The Image of the Artistic Culture of Medieval Western Europe

Craft workshops were the main strength of these cities. Each workshop had its own clothes, its own insignia, and its members were proud of their craftsmanship, their community.

Work on the panel "Holiday of craftsmen's workshops on the city square" with the preparatory stages of studying architecture, clothing of a person and his environment (objective world).

materials: large sheets of paper, gouache, pastel, brushes, scissors, glue.

visual range: slides of Western European cities, medieval sculpture and clothing.

Diversity of artistic cultures in the world (generalization of the topic)

Exhibition, conversation - fixing in the minds of children the theme of the quarter "Every nation is an artist" as the leading theme of all three quarters of this year. The result is not the memorization of names, but the joy of sharing the discoveries of other cultural worlds already lived by children. Our three "Brothers-Masters" in this lesson should help the teacher and children not to study, memorize monuments, but to understand the difference in their work in different cultures - to help them understand why buildings, clothes, decorations are so different.

Theme 4. Art unites peoples (8-16 hours)

The last quarter of this class completes the elementary school program. The first stage of training ends. The teacher needs to complete the main lines of awareness of art by the child.

The themes of the year introduced children to the richness and diversity of peoples' ideas about the beauty of the phenomena of life. Everything is here: the understanding of nature, and the connection of buildings with it, and clothes and holidays - everything is different. We should have realized that it is wonderful that humanity is so rich in different artistic cultures and that they are not randomly different. In the fourth quarter, the tasks fundamentally change - they seem to be opposite - from ideas about great diversity to ideas about unity for all peoples to understand the beauty and ugliness of the fundamental phenomena of life. Children must see that no matter what the difference, people remain people, and there is something that is perceived by all the peoples of the Earth as equally beautiful. We are a single tribe of the Earth, despite all the dissimilarity, we are brothers. Common to all peoples are ideas not about external manifestations, but about the deepest, not subject to external conditions of nature and history.

All nations sing of motherhood

Every person in the world has a special relationship with his mother. In the art of all peoples there is a theme of chanting motherhood, the mother who gives life. There are great works of art on this subject, understandable and common to all people. According to the presentation, children portray mother and child, trying to express their unity, their affection, their attitude towards each other.

materials

visual range: "Vladimir Mother of God", Raphael "Sistine Madonna", M. Savitsky "Partisan Madonna", B. Nemensky "Silence", etc.

musical series: lullaby.

All nations sing the wisdom of old age

There is beauty external and internal. The beauty of spiritual life. Beauty in which life experience is expressed. The beauty of the connection between generations.

Task for the image of a beloved elderly person. The desire to express his inner world.

materials: gouache (pastel), paper, brushes.

visual range: portraits of Rembrandt, self-portraits of V. Tropinin, Leonardo da Vinci, El Greco.

Empathy is a great art theme

Since ancient times, art has sought to evoke the empathy of the viewer. Art affects our feelings. Depiction of suffering in art. Through art, the artist expresses his sympathy for the suffering, teaches to empathize with someone else's grief, someone else's suffering.

Exercise: a drawing with a dramatic plot invented by the author (a sick animal, a dead tree).

materials: gouache (black or white), paper, brushes.

visual range: S. Botticelli "Abandoned", Picasso "Beggars", Rembrandt "The Return of the Prodigal Son".

Literary series: N. Nekrasov "Crying children".

Heroes, fighters and defenders

In the struggle for freedom and justice, all peoples see the manifestation of spiritual beauty. All peoples sing of their heroes. In every nation, many works of art - painting, sculpture, music, literature - are devoted to this topic. The heroic theme in the art of different peoples. Sketch of a monument to the hero at the choice of the author (child).

materials: plasticine, stacks, plank.

visual range: monuments to the heroes of different nations, monuments of the Renaissance, sculptural works of the 19th and 20th centuries.

Youth and hope

The theme of childhood, youth in art. An image of the joy of childhood, dreams of happiness, exploits, travels, discoveries.

Art of the peoples of the world (generalization of the topic)

Final exhibition of works. Open lesson for parents, teachers. Discussion.

materials: paper for paperwork, glue, scissors, etc.

visual range: the best works for the year or for the entire elementary school, collective panels, art history material collected by children on topics.

Literary and musical series: at the discretion of the teacher as an illustration to the messages of the guides.

As a result of studying the program, students:

• master the basics of primary ideas about three types of artistic activity: an image on a plane and in volume; construction or artistic design on a plane, in volume and space; decoration or decorative art activity using various art materials;
• acquire primary skills in artistic work in the following arts: painting, graphics, sculpture, design, the beginnings of architecture, arts and crafts and folk art forms;
• develop their observational and cognitive abilities, emotional responsiveness to aesthetic phenomena in nature and human activity;
• develop fantasy, imagination, manifested in specific forms of creative artistic activity;
• master the expressive possibilities of artistic materials: paints, gouache, watercolor, pastel and crayons, charcoal, pencil, plasticine, design paper;
• acquire primary skills of artistic perception of various types of art; an initial understanding of the features of the figurative language of different types of art and their social role - significance in human life and society;
• learn to analyze works of art; acquire knowledge of specific works of outstanding artists in various art forms; learn to actively use artistic terms and concepts;
• master the initial experience of independent creative activity, as well as acquire the skills of collective creativity, the ability to interact in the process of joint artistic activity;
• acquire primary skills in depicting the objective world, depicting plants and animals, initial skills in depicting space on a plane and spatial constructions, primary ideas about depicting a person on a plane and in volume;
• acquire communication skills through the expression of artistic meanings, expression of the emotional state, their attitude to creative artistic activity, as well as in the perception of works of art and creativity of their comrades;
• acquire knowledge about the role of the artist in various spheres of human life, about the role of the artist in organizing the forms of communication between people, creating a living environment and the objective world;
• acquire ideas about the artist's activity in synthetic and spectacular art forms (in theater and cinema);
• acquire primary ideas about the richness and diversity of the artistic cultures of the peoples of the Earth and the foundations of this diversity, about the unity of emotional and value relations to the phenomena of life.

2.2. The design of the school program of art education.

This scheme reveals the content of the program - its "three stages".

The first stage - elementary school - as if the pedestal of the whole building - is composed of four steps and is of fundamental importance. Without having received the development laid down here, it is (almost) useless to gain knowledge of the next stages. They may turn out to be external, not included in the construction of the personality. We constantly repeat to teachers: from whatever class you start working with unprepared, "raw" children, you need to start from this stage.

And here the content of the first two classes is especially significant - they cannot be bypassed, they lay the foundations of the entire course, all stages of the formation of artistic thinking.

Missing the basics laid down here is like missing an elementary introduction to the existence of numbers in mathematics, with the ability to add and subtract them. Although more complex foundations of the arts are also laid here.

As the diagram suggests, the first stage, the primary classes, are aimed at an emotional familiarization with the links between art and life. In general, this problem is the basis of the essence of the program. Art is cognized precisely in this connection: its role in the life of each of us is cognized and the means are realized - the language through which art performs this function.

At the first stage, the arts are not divided into types and genres - their life roles are learned, as it were, from the personality of the child into the breadth of the cultures of the peoples of the Earth.

The second stage is completely different. Here, links with life are traced precisely to the types and genres of art. A large, at least a year, integral block is dedicated to each. Immersion in feelings and thoughts and awareness of the peculiarities of the language of each type of art and the reasons for this particularity, the uniqueness of the spiritual, social function, role in the life of a person and society. Year - decorative and applied arts. Two years - fine. Year - constructive. Ninth grade - synthetic arts.

And the third stage is the final secondary education. Here everyone needs to be given a fairly serious level of knowledge of art history either in the course of "World Artistic Culture", or in the courses of parallel programs of plastic arts, music, literature, cinema. Each option has its own advantages and disadvantages.

But in parallel with this theoretical course, it would be necessary to give, at the choice of the student, but precisely to everyone, one of the practical courses: “graphic literacy”, “decorative literacy”, “design literacy”, “fundamentals of spectacular culture”. Only by creating such a dual unity of the theoretical and practical at the stage of completion of general education, we will be able to compete in the economy (and in culture) with economically developed countries. This way of completing secondary education, for example, has been operating in Japan for more than fifty years.

Today we are raising the problem of the connection between the arts and the attitude of the world. But no less significant are its links with the economy. It is this side that experts from different countries emphasize, where art is given space (up to six hours a week).

This program is designed for 1-2 teaching hours per topic. Ideally, the implementation of all topics should take at least two hours (double lesson).

However, with a clear use of the developed methodology, it is realistic (albeit weakened) to conduct classes on the topic in one lesson. Everything depends on the school's understanding of the role of art education.

Conclusion

In shaping the personality of a child, various types of artistic and creative activities are invaluable: drawing, modeling, cutting figures out of paper and gluing them, creating various designs from natural materials, etc.

Such activities give children the joy of learning, creativity. Having experienced this feeling once, the kid will strive in his drawings, applications, crafts to tell about what he learned, saw, experienced.

The visual activity of the child, which he is just beginning to master, needs qualified guidance from an adult.

But in order to develop the creative abilities inherent in nature in each pupil, the teacher himself must understand the fine arts, children's creativity, and master the necessary methods of artistic activity. The teacher must manage all the processes associated with the creation of an expressive image: with the aesthetic perception of the object itself, the formation of an idea of ​​​​the properties and general appearance of the object, the development of the ability to imagine based on existing ideas, mastery of the expressive properties of colors, lines, shapes, the embodiment by children of their plan in the drawing , modeling, applications, etc.

Thus, in the process of visual activity, various aspects of education are carried out: sensory, mental, aesthetic, moral and labor. This activity is of primary importance for aesthetic education; It is also important for preparing children for school.

It should be emphasized that it is possible to ensure the comprehensive development of the student only if the attention of the teacher is directed to solving this problem, if the program for teaching visual activity is carried out, and the correct and varied methodology is used.

Bibliography

1. Alekseeva O., Yudina N. Integration in fine arts. // Elementary School. - 2006. - No. 14.
2. Arnheim R. Art and visual perception. - M.: Architecture-S, 2007. - 392 p.
3. Bazhov Encyclopedia. Edited by Blazhes V.V. - Yekaterinburg: Socrates, 2007. - 639 p.
4. Bashaeva T.V. The development of perception in children. Shape, color, sound. - Yaroslavl: Academy of Development, 1998. - 239 p.
5. Blonsky P.P. Psychology of the junior school student. - M.: Academy of Psychological and Social Sciences, 2006. - 631s.
6. Bogoyavlenskaya D.B. Psychology of creative abilities. - M.: Academy, 2002. - 320 p.
7. Grigorovich L.A. Development of creative potential as an actual pedagogical problem. - Chelyabinsk, 2006.
8. Gin S.I. World of fantasy (a manual for primary school teachers). - Gomel, 2003.
9. Musiychuk M.V. Workshop on the development of personality creativity. - MGPI, 2002. S. 45
10. Sokolnikova N.M. Visual arts and methods of its teaching in elementary school. - M., 2007.

Currently, modern educational institutions are at the stage of modernization and updating the content of education. Today, the main strategic goal of education is to create the basis for sustainable socio-economic and spiritual development of Russia. The spiritual development of a person, the formation of his culture is significantly influenced by art, which can serve as a mechanism for the development of the cultural potential of society, its artistic and creative elite. However, the implementation of the main strategic goal of education through art is associated with the need to solve modern problems in the field of culture, which include:

• - underestimation in social practice of the role of aesthetic consciousness, artistic culture as influential factors in the dynamic development of society;
• - cultural nihilism of a significant part of the youth, when the values ​​of high art and their reference role in culture are questioned or even denied;
• - a growing gap between the mass school and high culture, which is becoming more and more elitist;
• - the secondary role that is assigned to the subjects of the artistic and aesthetic cycle in general education at all its levels;
• - the spread of paid forms of education, against the backdrop of a low standard of living for the main part of the population, the impossibility of acquiring special tools, modern technical means and materials, which becomes an obstacle to education in the field of art for a part of gifted youth;
• - extremely weak material, technical and staffing of art education, especially within the framework of the general educational process.

In accordance with the emerging problems of modernizing education, including art education, there is a need for new approaches to teaching in general education institutions. The implementation of the principles and tasks of the modern school presupposes not only a change in views on the content, forms and methods of educational activity of schoolchildren, but also a radical transformation of the teacher's activity. The personality of the teacher and his professional training occupy a central place in the system of general and teacher education. The relevance of the problem is determined by the fact that without significant changes in the attitude of the teacher to pedagogical activity and its components, to himself and to other subjects of this activity, there will be no qualitative renewal of the school education system.

The purpose of this study is to determine the role of fine arts in the process of spiritual and moral education of the personality of a junior schoolchild. In our opinion, the role of fine arts in the modern understanding of the content of education should be determined through the solution of the following tasks:

• - identification of the main goal of teaching fine arts at school;
• - analysis of modern concepts of teaching fine arts in elementary school;
• - determination of the conditions for the successful formation of the spiritual world of a younger student and the tactics of the activity of a teacher of fine arts.

As you know, the content of education is social experience, that is, the experience of human activity throughout the history of its development. AND I. Lerner names four main elements of the content of education: knowledge, methods of activity, experience of creative activity, experience of emotional and value relations.

In the modern concept of art education, these four components act as an inseparable unity, but in the reverse order of their significance in the artistic development of the student's personality. Thus, for younger students, the most relevant in the process of teaching fine arts is the experience of feelings, experiences, interests, needs; socio-moral and spiritual relations.

Artistic development in the concept is seen as a way to humanize the school. Therefore, the main goal of the art education of children is to educate them in an aesthetic attitude to life.

An aesthetic attitude to life is a special quality of a person, which is necessary for the responsible existence of a person in the world. It is expressed in the following abilities:

• - to directly feel oneself an integral part of the infinite surrounding world;
• - see your continuation in the world around you;
• - to feel belonging to another person and to human history and culture in general;
• - realize the non-utilitarian value of everything in the world;
• - be aware of your responsibility for everything in life, starting with your immediate environment.

The development of this particular quality creates a solid foundation for moral, environmental, patriotic and other traditionally distinguished types of education.

The aesthetic attitude to the world underlies art, the artistic development of the world by man and can be developed in children in the process of teaching art disciplines. The teaching of art should begin in kindergarten, continuing uninterruptedly in secondary schools and universities. At all stages of art education, the pedagogical process should be based on the psychological characteristics of the age of schoolchildren and a differentiated approach to the content of art education. It is important to distinguish between what is necessary for everyone as a factor in the formation of personality and worldview, and what is necessary for future professionals.

Primary education in the subject "Fine Arts" is part of the educational system "Art" and provides a general art education, which is aimed at the spiritual, moral and aesthetic development of schoolchildren.

During the period of primary art education in the process of realizing the main goal, that is, the education of an aesthetic attitude to life, the emphasis in teaching is on the development of:

• - emotional responsiveness in the perception of the surrounding world;
• - primary forms of artistic imagination;
• - the ability to express the emotional assessment of the phenomenon in sensually perceived images.

The actual creative practice of younger schoolchildren should prevail over the work on the perception of art, which is gradually and steadily expanding. What is common to all types of art should prevail over the specific features of its individual types.

In the context of variable learning, it is important to note some commonality of the tasks set for studying fine arts. Fine arts in elementary school are designed to provide schoolchildren with an introduction to the world of plastic, the formation of artistic and imaginative thinking, the development of creative abilities, teaching the basics of fine literacy, the formation of practical skills in various types of fine arts, familiarization with the heritage of domestic and world art and others.

Each current program shows what tasks can be used to achieve the above-mentioned main goal of teaching fine arts, educating an aesthetic attitude to life. It should be noted that, despite the commonality of the goals of the educational system "Art", different authors do not have a common opinion in the conceptual justifications of their programs. Therefore, the choice of the only program necessary in these specific conditions among the existing areas of teaching fine arts at school is a significant problem for an elementary school teacher.

To date, several main areas of teaching fine arts have developed and are operating in practice. Each of them has its own goals, its own content, its own structure and is implemented through its own program.

The first concept of universal graphic literacy is the traditional program that operates in many schools in the country. This direction was founded during the formation of the Russian Academy of Arts (early 18th century), when the methods and principles of training professional artists in an extremely simplified form were “lowered” to general education schools for drawing lessons. What was professionally necessary and significant for the training of professional artists was artificially transferred to general education. The modern author of this concept is Doctor of Pedagogical Sciences, Professor V.S. Kuzin.

The main objectives of the program in fine arts: mastering by students the knowledge of the elementary foundations of realistic drawing, the formation of drawing skills from nature, from memory, from imagination, familiarization with the peculiarities of work in the field of decorative, applied and folk art, modeling and appliqué; development in children of visual abilities, artistic taste, creative imagination, spatial thinking, aesthetic sense and understanding of beauty, education of interest and love for art.

The content of the subject includes the aesthetic perception of reality and art, the practical artistic activity of students. These components of the content of fine arts are divided into the main types of occupations: drawing from life (drawing, painting), drawing on themes and illustration (composition), decorative work, modeling; application with design elements, conversations about the fine arts and beauty around us.

The second concept of a holistic approach to education and upbringing, based on the category of "artistic image", was developed in the late 60s - early 70s of the XX century. head of the laboratory of the Research Institute of Artistic Education, Professor B.P. Yusov. Its main idea is "understanding, experiencing and feasible creation of an artistic image by students." Fundamentally different from the previous ones, this concept considers the artistic image as the main method and as the result of the process of perception and creation of a work of art.

The main objective of the fine arts program is to create an artistic image in various types and genres of fine arts by means of graphic literacy.

Visual literacy was filled with new content, coming from the specifics of the artistic language, from the ways of creating an artistic image. The ways of creating an artistic image involve various types of educational activities: images on a plane, in volume (modeling), in the process of working from nature, from memory, from imagination, based on fantasy and imagination, as well as aesthetic perception of the surrounding reality and art. And the specificity of the artistic and visual language is studied in the process of solving the following educational problems: form, proportions, construction; color and lighting; space and volume; compositional organization of the image; work with art materials; development of artistic perception and aesthetic responsiveness.

This concept has become a real pioneering discovery. For the first time in many years, art at school began to be understood as an artistically developing and artistically educating subject. B.P. theory Yusova served as the basis for the creation of subsequent concepts.

The third concept of familiarization with the world artistic culture was developed in the early 70s of the XX century by the problem group of the Research Institute of Artistic Education and the Aesthetic Council of the Union of Artists of the USSR under the leadership of People's Artist of the RSFSR B.M. Nemensky. Its main idea is the formation of artistic culture as a part of spiritual culture. It absorbed the rich theoretical and practical experience of previous concepts, including the theories of artistic education, developed in the 20-30s. (theoretical heritage of L.P. Blonsky, A.V. Bakushinsky, S. Shatsky, P.I. Vygotsky and others), as well as the experience of art education in other countries. The artistic image here is a means of forming the artistic culture of students, and the personality of the child is brought to the fore.

The main objectives of the program: the formation of students' moral and aesthetic responsiveness to the beautiful and the ugly in life and in art; formation of artistic and creative activity; mastering the figurative language of fine arts through the formation of artistic knowledge, skills and abilities.

Communication with art through comprehension of the specifics of its language occurs in various types of artistic activity - fine, decorative, constructive.

The fourth concept of familiarization with folk art as a special type of artistic creativity. The founder of this concept is Doctor of Pedagogical Sciences, Professor T.Ya. Shpikalov. Folk art is studied here in the interaction of all types of artistic creativity in the system of national and world culture. The artistic image in this concept is considered in a complex way in connection with nature, life, work, history, artistic national traditions of the people. This concept allows for a regional approach in teaching fine arts at school.

The main objectives of the program: the formation of a worldview and moral position through the development of historical memory, which will allow the student to feel his belonging to the centuries-old human experience, the experience of his ancestors; the creation of an artistic image of a thing through mastering the necessary skills, the study of things-types of different schools of folk art and the development of a creatively active personality.

Each section includes the following types of educational and creative activities: experimentation (exercises-experiments), educational practice (repetition exercises, learning tasks), creative work (compositions, variations, improvisations), talks on art.

The fifth concept is being implemented as part of the School 2100 educational program. This is one of the programs for the development of general secondary education, aimed primarily at developing and improving the content of education and providing it with program, methodological and educational materials. The scientific supervisor of the program is Academician of the Russian Academy of Education Aleksey Alekseevich Leontiev.

• - firstly, it would be a system of developing education, preparing a new type of student - internally free, loving and able to relate creatively to reality, to other people, able not only to solve the old, but also to pose a new problem, able to make a conscious choice and accept independent solutions;
• - secondly, it would be accessible to a mass school, would not require teachers to retrain anew;
• - thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to a system for advanced training of teachers, a system for monitoring and monitoring learning outcomes, a system for implementing it in specific schools;
• - fourthly, it would be a system of holistic and continuous education.

According to the aesthetic cycle, teams work in this direction under the leadership of B.M. Nemensky and O.A. Kurevina. The authors of the program on fine arts are O.A. Kurevina, E.D. Kovalevskaya. It is aimed at the formation of spiritual culture by means of artistic and creative visual activity, which makes it possible not only to perceive spiritual culture from a distance, but also to directly participate in its creation on the basis of emotional and intellectual involvement in the creation of a visual image of the world.

The program is built on content blocks, covering both the general cognitive component and the directly artistic and activity component. In the process of mastering program didactic units, students acquire not only the skills of mastering certain visual operations and manipulations, not only the methods of creating a concrete visual image, but also comprehend the context of an artistic phenomenon as a result of the transformation of reality in the process of self-expression. Artistic and creative visual activity is inextricably intertwined with aesthetic ideas about reality, about activity, about a person and about oneself. Therefore, as a necessary condition, it is preceded by a general aesthetic context (interaction, environment), expressed in the program through concepts, the assimilation of which will help students get involved in the creative process through participation and empathy.

The objectives of the course are: the expansion of artistic and aesthetic horizons; familiarization with the achievements of world artistic culture in the context of various types of art; mastering visual operations and manipulations using various materials and tools; creation of the simplest artistic images by means of painting, drawing, graphics, plastics; mastering the simplest technologies of design and decoration; education of the audience culture.

The practical implementation of the program involves the presence of tasks for reflection, for the assimilation of color science and a sense of form, a search and experimental orientation, which results in collective work that completes each problematic content block.

The sixth concept was built by Yu.A. Poluyanov. within the framework of the system of developing education D.B. Elkonin and V.V. Davydov. This system has been developed since 1958 on the basis of the experimental school No. 91 of the Russian Academy of Education. A feature of this psychological and pedagogical concept is a variety of group discussion forms of work, during which children discover the main content of educational subjects. Knowledge is not given to children in the form of ready-made rules, axioms, schemes. Unlike the traditional, empirical system, the courses studied are based on a system of scientific concepts. Children are not graded in elementary school, the teacher, together with the students, evaluates the learning outcomes at a qualitative level, which creates an atmosphere of psychological comfort. Homework is reduced to a minimum, learning and consolidation of educational material takes place in the classroom.

Children do not overwork, their memory is not overloaded with numerous, but unimportant information. As a result of learning according to the Elkonin-Davydov system, children are able to reasonably defend their point of view, take into account the position of another, do not accept information on faith, but require proof and explanation. They form a conscious approach to the study of various disciplines. Education is carried out within the framework of regular school programs, but at a different quality level.

The integrated course "Fine Arts and Artistic Work" within the framework of the Elkonin-Davydov system presupposes the solution of the main educational tasks in accordance with the age of the students.

In the first year of study, children get acquainted with those types of visual and labor activities that are available to them according to technology. The 1st grade course is introductory and transitional from preschool classes to school classes, built on the principles of a developmental education system. The content of classes by types of educational and creative work is represented by the following sections: lines - spots - silhouettes, commonality and differences, measure of size and shape, connection by design; sculptural modeling; paints and color; decorative painting; artistic design; architecture and monumental painting; artistic sewing.

The content of the second year of study in fine arts and artistic work includes five sections: harmony of color combinations, harmony and expressiveness of color, rhythm in life and in art, symmetry in life and in art, outlines of objects and images. All these sections are interconnected and directed towards a single task: the formation in children of the ability to see not only individual images and parts of products, but the relationship between them, which is impossible without the development of the ability to generalize the perception of color, space, form of what they depict.

The main task of the third year of study is to create conditions for the formation and successful implementation of new creative interesting ideas by students. Such a task is realized through the study of the following sections of the course: compositional and constructive balance, dynamic and static balance of composition and construction, contrasts - analogies, proportions of images and compositions, pen drawing, outlines - shape - proportions of images.

At the fourth stage, the main task of teaching lies in such a restructuring of the already established ideas of children, in which they turn on their spatial imagination about the world around them and how to depict it. Therefore, the content of training includes such sections as: spatial plans of the composition; volumetric images; observation and image of trees; watercolor art; construction of three-dimensional forms from flat sheet material; rhythm in painting, graphics, sculpture; construction of volumetric art products, our city (village, village) at different times of the year.

Analysis of tasks and content of the program Yu.A. Poluyanova shows that each method of artistic representation, being introduced (not passed, not memorized, namely introduced into the visual activity of children) at some stage of education, then is constantly included in all subsequent classes, unfolding in front of students with newer and richer opportunities. At the same time, when getting acquainted with each of these methods and practical tests of each of them, children should develop a new and very important ability to look and see.

So, the concepts and programs of teaching fine arts at school presented here are diverse and do not equally offer to realize the main goal of forming an aesthetic attitude to life. Guided by the main provisions of lifelong art education in a general education school, a primary school teacher teaching fine arts should focus on the fine arts curriculum that is implemented in the main element of a general education school.

conclusions.

The development of the modern system of general education is determined by such a conceptual position as the inseparability of school and society. Society lives and develops as it learns. However, today more and more often politicians, scientists, educators, students and their parents note that the interests of the child and the needs of society are beyond the threshold of the school. Many researchers see the only way out of this situation - cardinal changes in school policy towards its democratization and humanization. In this regard, work is underway to restructure and update the entire education system, searches are being made for ways to develop the school, concepts, projects, programs, and non-traditional forms of education are being developed.

The diversity of art education concepts is a vivid example of modern trends in the development of the education system and complicates the tasks of a teacher teaching fine arts in elementary school when choosing the leading principles and methods of education and training. Nevertheless, any school program in the visual arts is focused on the formation of the spiritual world of the child, on the development of his aesthetic perception of the world, creative self-expression, and the formation of interest in life through art.

The role of fine arts in solving the general problems of education is clearly defined by the concept of modernization of Russian education for the period up to 2010: “The formation of schoolchildren's civic responsibility and legal self-awareness, spirituality and culture, initiative, independence, tolerance, the ability to successfully socialize in society and actively adapt to labor market".

When solving the main tasks of spiritual enrichment of younger schoolchildren through familiarization with the fine arts, it is important for the teacher how the artistic and pedagogical process will be organized, through what content and forms it will influence the formation of a creative personality. The main principle that determines the success of the pedagogical activity of a teacher of fine arts should be a careful attitude to children's creativity and, at the same time, tactful management of this process.

The primary conditions for the successful formation of not only the spiritual world of the child, but also his practical skills and skills in visual activity are:

• - a variable approach to the formulation and solution of artistic and creative tasks,
• - nationally oriented training in fine arts,
• - stimulating the independence of younger students in the choice of artistic materials and means of expression in the process of creating visual images,
• - the teacher's desire for pedagogical creativity and improvement of the educational process, etc.

A teacher of fine arts in elementary school should always remember that changing social values, more and more saturated information flows are always reflected in fine arts. Only truly spiritual works of art become immortal. Therefore, classical examples of painting, graphics, decorative and folk art should form the basis of the content of the subject area "Art", since time is not subject to them. Similar processes can be traced in the development of teaching methods. While the most modern teaching methods may gradually become obsolete, the methods that the novice teacher himself has tested in practice, and which have proved successful more than once, will form the basis of his pedagogical activity in the future.

Literature

artistic fine art general education

• 1. The living world of art: (a program for the polyartistic development of schoolchildren in grades 1 - 4): For a general image. and special schools, lyceums, gymnasiums and out-of-schools. det. institutions / Nauch. hands B.P. Yusov. - M.: RAO, 2000. - 40 p. - (Library of programs on art and aesthetic education; Issue 3)
• 2. Fine arts and artistic work: Program and thematic planning / Shpikalova T.Ya., Ershova L.V., Makarova N.R. - M.: Enlightenment, 2008. - 92 p.
• 3. A set of integrated polyartistic programs / Nauch. hands B.P. Yusov. - M.: Publishing House Master-Press, 2000. - 148 p.
• 4. The concept of art education as the foundation of the system of aesthetic development of students at school / otv. ed. B.M. Nemensky. - M., 1992. - 123 p.
• 5. Educational system "School 2100". Collection of programs. Preschool education. Elementary School. / Under scientific. ed. DI. Feldstein. - M.: Balass, 2008. - 336 p.
• 6. Poluyanov Yu.A. Visual arts and artistic work. 1 class. (System D.B. Elkonin - V.V. Davydov): A guide for the teacher. - M.: Vita-Press, 2003. - 224 p.
• 7. Poluyanov Yu.A. Visual arts and artistic work. Grade 2 (System D.B. Elkonin - V.V. Davydov): A guide for the teacher. - M.: Vita-Press, 2004. - 256 p.
• 8. Poluyanov Yu.A. Visual arts and artistic work. Grade 3 (System D.B. Elkonin - V.V. Davydov): A guide for the teacher. - M.: Vita-Press, 2005. - 224 p.
• 9. Poluyanov Yu.A. Visual arts and artistic work. 4th grade. (System D.B. Elkonin - V.V. Davydov): A guide for the teacher. - M.: Vita-Press, 2007. - 208 p.
• 10. Order of the Ministry of Culture of the Russian Federation dated December 28, 2001 No. 1403 "On the concept of art education in the Russian Federation" - http: //www.gnesin.ru
• 11. Programs of educational institutions. Visual arts and artistic work. 1-9 cells / Nauch. hands B.M. Nemensky. - M.: Enlightenment, 2009. - 141 p.
• 12. Programs of educational institutions. Art. 1-9 cells / Nauch. hands V.S. Kuzin. - M.: Enlightenment, 1994. - 160 p.
• 13. Programs of the secondary school. Fundamentals of folk and arts and crafts. I-IV class. / Nauch. hands T.Ya. Shpikalov. - M.: Enlightenment, 1992. - 78 p.
• 14. Rylova L.B. Fine arts at school. Didactics and methodology: Textbook. - Izhevsk, Udm. un-ta, 1992. - 310 p.
• 15. Sokolnikova N.M. Visual arts and methods of its teaching in elementary school. - M.: Academy, 2002. - 368 p.
• 16. Collection of normative documents. Primary school / comp.
• 17. A.G. Arkadiev, E.D. Dneprov and others - M.: Drofa, 2004. - 64 p.