World Artistic Culture e. Lectures on the course "World Artistic Culture"
It is difficult to disagree with how big a role art plays in the history of any period. Judge for yourself: in history lessons at school, after each topic devoted to the study of the political and economic situation in the world in a given time period, students are invited to prepare reports on the art of this era.
Also in the school course since relatively recently there is such a subject as the MHC. This is absolutely not accidental, because any work of art is one of the brightest reflections of the time in which it was created, and allows you to look at world history through the eyes of the creator who gave life to this work.
Definition of culture
World art culture, or MHC for short, is a type of social culture based on the figurative and creative reproduction of society and people, as well as animate and inanimate nature through the means used by professional art and folk art culture. Also, these are phenomena and processes of spiritual practical activity that creates, distributes and masters material objects and works of art that have aesthetic value. World artistic culture includes picturesque, sculptural, architectural heritage and monuments, as well as all the variety of works created by the people and their individual representatives.
The role of the MHC as a subject
In the course of studying the course of world artistic culture, both broad integration and understanding of the relationship of culture, primarily with historical events of any time period, as well as with the social sciences, are provided.
As mentioned earlier, the world artistic culture covers all the artistic activities that a person has ever been engaged in. These are literature, theater, music, fine arts. All processes related to the creation and storage, as well as to the dissemination, creation and evaluation of cultural heritage are studied. The problems associated with ensuring the further cultural life of society and the training of specialists of appropriate qualifications in universities do not remain aloof.
As an academic subject, the Moscow Art Theater is an appeal to the entire artistic culture, and not to its individual types.
The concept of a cultural era
The cultural epoch, or cultural paradigm, is a complex multifactorial phenomenon that contains the image of both a specific person living at a specific time and carrying out his activities, and a community of people with the same way of life, life mood and thinking, value system.
Cultural paradigms replace each other as a result of a kind of natural-cultural selection through the interaction of traditional and innovative components that art carries. The MHC, as a training course, aims to study these processes as well.
What is the Renaissance
One of the most significant periods in the development of culture is the Renaissance, or Renaissance, the dominance of which fell on the XIII-XVI centuries. and marked the beginning of the New Age. The sphere of artistic creativity has undergone the greatest influence.
After an era of decline in the Middle Ages, art flourishes and ancient artistic wisdom is reborn. It was at this time and in the meaning of "revival" that the Italian word rinascita is used, later numerous analogues appear in European languages, including the French Renaissance. All artistic creativity, primarily fine arts, becomes a universal "language" that allows you to know the secrets of nature and get closer to it. The master reproduces nature not conditionally, but strives for maximum naturalness, trying to surpass the Almighty. The development of the sense of beauty familiar to us begins, the natural sciences and the knowledge of God all the time find common ground. In the Renaissance, art becomes both a laboratory and a temple.
periodization
The Renaissance is divided into several time periods. In Italy - the birthplace of the Renaissance - several periods were distinguished, which for a long time were used all over the world. This is the Proto-Renaissance (1260-1320), partly included in the Ducento period (XIII century). In addition, there were periods of Trecento (XIV century), Quattrocento (XV century), Cinquecento (XVI century).
A more general periodization divides the era into the Early Renaissance (XIV-XV centuries). At this time, there is an interaction of new trends with Gothic, which is creatively transformed. Next come the periods of the Middle, or High, and Late Renaissance, in which a special place is given to mannerism, characterized by a crisis in the humanistic culture of the Renaissance.
Also in countries such as France and Holland, the so-called where late Gothic plays a huge role is developing. As the history of the MHC says, the Renaissance was reflected in Eastern Europe: the Czech Republic, Poland, Hungary, as well as in the Scandinavian countries. Spain, Great Britain and Portugal became countries with an original Renaissance culture that had developed in them.
Philosophical and religious components of the Renaissance
Through the reflections of such representatives of the philosophy of this period as Giordano Bruno, Nicholas of Cusa, Giovanni and Paracelsus, the themes of spiritual creativity, as well as the struggle for the right to call an individual a “second god” and associate a person with him, become relevant in the Moscow Art Theater.
Relevant, as at all times, is the problem of consciousness and personality, faith in God and higher powers. There are both compromise-moderate and heretical views on this issue.
A person is faced with a choice, and the reform of the church of this time implies a Renaissance not only within the framework of the MHC. This is also a person propagated through the speeches of figures of all religious denominations: from the founders of the Reformation to the Jesuits.
The main task of the era. A few words about humanism
At the forefront during the Renaissance is the education of a new person. The Latin word humanitas, from which the word "humanism" is derived, is the equivalent of the Greek word for "education".
Within the framework of the Renaissance, humanism calls on a person to master the ancient wisdom important for that time and find a way to self-knowledge and self-improvement. Here there is a confluence of all the best that other periods could offer, leaving their mark on the MHC. The Renaissance took the ancient heritage of antiquity, religiosity and the secular code of honor of the Middle Ages, the creative energy and human mind of the New Age, creating a completely new and seemingly perfect type of worldview.
Renaissance in various fields of human artistic activity
During this period, illusory nature-like paintings replace icons, becoming the center of innovation. Landscapes, everyday painting, portrait are actively painted. Printed engraving on metal and wood is spreading. Working sketches of artists become an independent form of creativity. Picture illusoryness is also present in
In architecture, under the influence of architects' enthusiasm for the idea of the centric, proportional temples, palaces and architectural ensembles are becoming popular, emphasizing earthly, centric perspective-organized horizontal lines.
Renaissance literature is characterized by love for Latin as the language of educated people, adjacent to national and folk languages. Such genres as the picaresque novel and urban short story, heroic poems and novels of medieval adventurous and chivalrous themes, satire, pastoral and love lyrics are becoming popular. At the height of the popularity of drama, theaters put on performances with an abundance of city holidays and magnificent court extravaganzas, which become a product for colorful synthesis of various types of art.
Strict musical polyphony flourishes in music. The complication of compositional techniques, the appearance of the first forms of sonatas, operas, suites, oratorios and overtures. Secular music, close to folklore, becomes on a par with religious music. There is a separation of instrumental music into a separate form, and the pinnacle of the era is the creation of full-fledged solo songs, operas and oratorios. The temple was replaced by the opera house, which took the place of the center of musical culture.
In general, the main breakthrough is that the once medieval anonymity is replaced by individual, authorial creativity. In this regard, the world artistic culture is moving to a fundamentally new level.
Titans of the Renaissance
It is not surprising that such a fundamental revival of art, in fact, from the ashes could not take place without those people who created a new culture with their creations. They were later called "titans" for the contributions they made.
The proto-Renaissance was personified by Giotto, and during the Quattrocento period, the constructively strict Masaccio and the sincerely lyrical works of Botticelli and Angelico opposed each other.
The average, or represented by Raphael, Michelangelo and, of course, Leonardo da Vinci - artists who became iconic at the turn of the New Age.
The famous architects of the Renaissance were Bramante, Brunelleschi and Palladio. Brueghel the Elder, Bosch and Van Eyck are painters of the Dutch Renaissance. Holbein the Younger, Durer, Cranach the Elder became the founders of the German Renaissance.
The literature of this period remembers the names of such "titan" masters as Shakespeare, Petrarch, Cervantes, Rabelais, who gave the world lyrics, novel and drama, and also contributed to the formation of the literary languages of their countries.
Undoubtedly, the Renaissance contributed to the development of many trends in art and gave impetus to the creation of new ones. It is not known what the history of world artistic culture would be like if this period did not exist. Perhaps classical art today would not cause such admiration, most of the trends in literature, music and painting would not exist at all. Or maybe everything with which we are accustomed to associate classical art would have appeared, but many years or even centuries later. Whatever the course of events, And only one thing is obvious: even today we admire the works of this era, and this once again proves its importance in the cultural life of society.
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Culture (from Latin cultura - cultivation, upbringing, education, development, veneration) Culture - a set of material and spiritual values, life ideas, patterns of behavior, norms, methods and techniques of human activity: - reflecting a certain level of historical development of society and man; - embodied in subject, material carriers; and - transmitted to subsequent generations.
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Artistic culture (art) is a specific type of reflection and formation of reality by a person in the process of artistic creativity in accordance with certain aesthetic ideals. WORLD CULTURE - CREATED IN DIFFERENT COUNTRIES OF THE WORLD.
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Functions of art Narrative-cognitive - knowledge and enlightenment. Information and communication - communication between the viewer and the artist, communication between people with works of art, communication among themselves about works of art. Prognostic - anticipation and prediction. Socio-transformative and intellectual-moral - people and society are getting better, they are imbued with the ideals that art puts forward, they reject what criticism of art is aimed at.
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Aesthetic - the development of the abilities of artistic perception and creativity. On the examples of works of art, people develop their artistic taste, learn to see beauty in life. Hedonistic - pleasure. Psychological impact on a person - when, listening to music, we cry, looking at a painting, we feel joy and a surge of strength. Art as a keeper of the memory of generations.
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SPATIAL KINDS OF ART - types of art, works of which - exist in space, not changing and not developing in time; - have a substantive character; - are performed by processing material material; - perceived by the audience directly and visually. Spatial arts are subdivided: - into fine arts (painting, sculpture, graphics, photography); - non-fine arts (architecture, arts and crafts and artistic design (design)).
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Fine arts Fine art is a kind of art, the main feature of which is the reflection of reality in visual, visually perceived images. Fine arts include: painting graphics sculpture photography printing
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PAINTING - a kind of fine art, the works of which are created on a plane using colored materials. Painting is divided into: easel monumental decorative
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Special types of painting are: icon painting, miniature, fresco, theatrical and decorative painting, diorama and panorama.
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SCULPTURE is a type of fine art, the works of which have a material, objective volume and a three-dimensional form, placed in real space. The main objects of sculpture are man and images of the animal world. The main types of sculpture are round sculpture and relief. sculpture is subdivided: - into monumental; - monumental-decorative; - easel; and - sculpture of small forms.
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PHOTO ART - plastic art, the works of which are created by means of photography.
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Non-fine arts design (artistic design). architecture decorative and applied,
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ARCHITECTURE - the art of designing and constructing buildings and creating artistically expressive ensembles. The main goal of architecture is to create an environment for work, life and recreation of the population.
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DECORATIVE ARTS is the field of plastic arts, whose works, along with architecture, artistically form the material environment surrounding a person. Decorative art is divided into: - monumental and decorative art; - arts and crafts; and - decorative arts.
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DESIGN - artistic design of the objective world; development of samples of rational construction of the subject environment.
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TEMPORARY ARTS Temporary arts include: music; 2) fiction.
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Music is an art form that reflects reality in sound artistic images. Music can convey emotions, feelings of people, which is expressed in rhythm, intonation, melody. According to the method of performance, it is divided into instrumental and vocal.
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Fiction is a kind of art in which speech is the material carrier of imagery. It is sometimes called "fine literature" or "art of the word." There are artistic, scientific, journalistic, reference, critical, courtly, epistolary, and other literature.
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SPATIAL-TIME (spectacular) KINDS OF ART These types of art include: 1) dance; 2) theater; 3) cinematography; 4) variety and circus art.
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CINEMA ART is a kind of art, the works of which are created with the help of filming of real, or specially staged, or with the involvement of means of animation of events, facts, and phenomena of reality. It is a synthetic art form that combines literature, theatre, visual arts and music.
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DANCE is a kind of art in which artistic images are created by means of plastic movements and rhythmically clear and continuous changes in the expressive positions of the human body. Dance is inextricably linked with music, the emotional and figurative content of which is embodied in its choreographic composition, movements, and figures. .
Explanatory note
World Art Culture (MHK) is a relatively new subject in the Russian education system, which has no analogues in the world. The appearance of new programs, textbooks and manuals on the MCC, the increased interest of teachers and students of secondary schools, more than an interested discussion of the problems of his teaching in the media is indisputable evidence that he is firmly and for a long time gaining space in the general system of liberal education.
The documents of the Ministry of Education of the Russian Federation, in which the further prospects for studying the MHC in secondary school are considered, quite clearly define its place in the Basic Curriculum. They especially emphasize that introducing schoolchildren to the masterpieces of world artistic culture is a single and continuous process that allows you to establish successive links in all subjects of the humanitarian and artistic direction.
The system of studying the MHC at each stage and in each class has its own specifics, due to the psychological and pedagogical tasks of the course and the age-related characteristics of the perception of a work of art. The introduction of schoolchildren to the world of art is presented as a gradual process from a concrete-sensory perception of works of world artistic culture to understanding and understanding the basic laws of the development of art, to comprehending a holistic artistic picture of the world and one's own creativity (grades 10-11) .
Educational goals and objectives of the course:
- the study of masterpieces of world art created in various artistic and historical eras, the comprehension of the characteristic features of the worldview and style of outstanding creative artists;
- the formation and development of concepts about the artistic and historical era, style and direction, understanding the most important patterns of their change and development in the history of human civilization;
- awareness of the role and place of Man in artistic culture throughout its historical development, reflection of the eternal search for an aesthetic ideal in the best works of world art;
- comprehension of the system of knowledge about the unity, diversity and national identity of the cultures of various peoples of the world;
- mastering the main stages in the development of domestic (Russian and national) artistic culture as a unique and original phenomenon of enduring global significance;
- acquaintance with the classification of arts, comprehension of the general patterns of creating an artistic image in all its forms;
- interpretation of art forms, taking into account the peculiarities of their artistic language, the creation of a holistic picture of their interaction.
Educational goals and objectives of the course:
- to help the student develop a strong and stable need for communication with works of art;
values throughout life, to find in them moral support and spiritual and value orientations;
- contribute to the education of artistic taste, develop the ability to distinguish true values from fakes and surrogates of mass culture;
- to prepare a competent reader, viewer and listener, ready for an interested dialogue with a work of art;
- development of abilities for artistic creativity, independent practical activity in specific types of art;
- creation of optimal conditions for lively, emotional communication of schoolchildren with works of art in the classroom, extracurricular activities and local history work.
REQUIREMENTS FOR THE LEVEL OF GRADUATE TRAINING
As a result of studying world art culture, the student must:
Know/Understand:
- main types and genres of art;
- studied trends and styles of world artistic culture;
- masterpieces of world art culture;
- features of the language of various types of art.
- to recognize the studied works and correlate them with a certain era, style, direction.
- establish stylistic and plot connections between works of different types of art;
- use various sources of information about world art culture;
- perform educational and creative tasks (reports, messages).
Use the acquired knowledge in practical activities and everyday life to:
- choosing the paths of their cultural development;
- organization of personal and collective leisure;
- expressing one's own opinion about the works of classics and contemporary art;
- independent art work.
List of digital educational resources:
ESUN "History of Art" Grade 10-11
CER "Art Encyclopedia of Foreign Classical Art"
COR “Hermitage. Art of Western Europe»
COR Cyril and Methodius "Masterpieces of Russian Painting"
CER "World Artistic Culture"
Electronic manuals: “Learning to understand painting”,
"Art Encyclopedia of Foreign Classical Art"
"Masterpieces of Russian painting", "Learning to understand music"
"History of the Ancient World and the Middle Ages" electronic version
Lessons of the MHK "History of the development of architecture and sculpture"
"Architecture"
Tutorials:
Danilova G.I. World Art. From the beginnings to the 17th century Grade 10. Moscow, publishing house "Drofa", 2008;
Development of creative abilities of schoolchildren is implemented in project, search and research, individual, group and consultative types of educational activities. This work is carried out on the basis of a concrete sensory perception of a work of art, the development of abilities for the selection and analysis of information, the use of the latest computer technologies. The highest priority should include concert-performing, stage, exhibition, game and local history activities of students. Protection of creative projects, writing essays, participation in scientific and practical conferences, disputes, discussions, competitions and excursions are designed to provide an optimal solution to the problem of developing the creative abilities of students, as well as prepare them for a conscious choice of a future profession.
Basic didactic principles. The program provides for the study of the MHC on the basis of unified approaches that have historically developed and developed in the system of school education and upbringing.
The principle of continuity and succession involves the study of the MHC throughout all the years of schooling. Selected historical and thematic approaches to the study of the course provide
the existence of continuity at each of the stages. Material that is historically or thematically close is disclosed and generalized at a qualitatively new level, taking into account the previously studied. For example, if ancient mythology in the 5th grade is studied in a moral and aesthetic aspect, then in the 10th grade antiquity is recognized as a unique cultural and historical era, the cradle of human civilization.
The principle of integration. The MHC course is integrative in its essence, as it is considered in the general system of subjects of the humanitarian and aesthetic cycle: literature, music, fine arts, history, social science. Firstly, the program reveals the relationship of various types of art, united by the key concept of the artistic image. Secondly, it emphasizes the practical orientation of the subject of the MHC, its connection with real life is traced.
The principle of variability. The study of the MHC is an exclusively selective process. It provides for the possibility of implementation on the basis of various methodological approaches, taking into account specific tasks and the profile orientation of the class. That is why the program provides for the inalienable right of the teacher to make changes in the distribution of hours for the study of individual topics (reduce or increase their number), highlight large thematic blocks, and outline the sequence of their study. At the same time, any choice and methodological decision made by the teacher should be correlated with the educational effect, not destroy the logic and the general educational concept of the program. The maximum volume of thematic spreads (especially in high school) is due not only to an increase in the number of hours, but also to the possibility of choice.
The principle of differentiation and individualization. The process of comprehending art is a deeply personal and individual process. It allows you to direct and develop the creative abilities of the student throughout the entire study time in accordance with
the general and artistic level of its development, personal interests and tastes. The possibility of choosing in the main and specialized schools is the key to the successful development of the creative abilities of schoolchildren.
In the context of the multinational Russian education system, the teacher is given the opportunity to use the national-regional component more widely through the variable part of the Basic Curriculum. At the same time, the specifics of the development of regional cultures are taken into account, determined by the peculiarities of the national composition of the population, the established cultural traditions and religious ideas about the world. So, for example, when selecting material for studying about folk crafts, heroic epos, holidays and rituals, dances and music, the teacher has the right to turn to the best artistic achievements of his people, to let students feel their national identity, uniqueness and originality.
This peculiarity of the construction of the MHC course is dictated by the specifics of art, which has a universal language of communication between peoples. It allows you to see the private and individual in the general and the world, promotes understanding of each other through eternal, enduring values, fosters mutual respect for the cultures of other peoples.
The distribution of program hours takes into account the peculiarities of the curriculum in grades 10-11 of the school. In connection with the state final certification, the academic year in the 11th grade lasts 34 academic weeks, therefore, in the 10th grade, the academic year has been extended to 35 academic weeks.
Thematic planning
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Topics, sections |
Number of hours |
Of these, cont. R |
Of these, microthemes of the Republic of Kazakhstan |
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Grade 10, 1st year of study |
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Artistic culture of ancient civilizations |
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Artistic culture of Antiquity |
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Artistic culture of the Middle Ages |
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Medieval culture of the East |
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Artistic culture of the Renaissance |
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Artistic culture of the 17th - 18th centuries. |
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Grade 11, 2nd year of study |
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Artistic culture of the 17th - 18th centuries. |
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Artistic culture of the XIX century. |
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Artistic culture of the XX century. |
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Form of control:
Criteria for evaluating student work
The result of checking the level of assimilation of educational material is a mark. When evaluating students' knowledge, it is supposed to pay attention to the correctness, awareness, consistency and evidence in the presentation of the material, the accuracy of the use of geographical terminology, and the independence of the answer. Knowledge assessment involves taking into account the individual characteristics of students, a differentiated approach to organizing work in the classroom. Based on the goals set, it is taken into account.
Rated "5"
- the student fully copes with the goal of the lesson;
- correctly presents the studied material and is able to apply the acquired knowledge in practice;
- correctly composes the composition of the picture, i.e. harmoniously coordinates among themselves all components of the image;
- knows how to notice and convey the most characteristic in the image.
Rating "4"
- the student has fully mastered the program material, but when presenting it, he admits inaccuracies of a secondary nature;
- harmoniously coordinates among themselves all components of the image;
- knows how to notice, but does not quite accurately convey the most characteristic in the image.
Grade "3"
- the student does not cope well with the goal of the lesson;
- allows inaccuracies in the presentation of the studied material.
Grade "2"
- the student makes gross errors in the answer;
- does not cope with the goal of the lesson;
Rated "1"
The student reveals complete ignorance of the educational material.
Lectures on the course "World Artistic Culture". Leskova I.A.
Volgograd: VGPU; 2009 - 147 p.
A course of lectures is presented, in which, through world art, the fundamental principles of the development of the artistic culture of Europe, Russia and the countries of the East are revealed. For students, undergraduates, graduate students of art specialties.
Format: pdf
Size: 24.1 MB
Watch, download: drive.google
CONTENT
Lecture 1. World artistic culture as a subject of study 3
Lecture 2. Basic concepts of world artistic culture 7
Lecture 3. The archetypal basis of the artistic culture of the West 18
Lecture 4. Archetypal basis of the artistic culture of the East 30
Lecture 5. Categories of space and time in artistic culture 42
Lecture 6 Categories of space and time in the artistic culture of antiquity and the Middle Ages 47
Lecture 7. Categories of space and time in the artistic culture of the Renaissance 54
Lecture 8. Categories of space and time in the artistic culture of the New Age 64
Lecture 9. Categories of space and time in the artistic culture of modern times 88
Lecture 10. Artistic culture of Russia 108
The history of world artistic culture dates back millennia, but it becomes an independent object of scientific analysis only by the 18th century. The process of study was based on the idea that this area of the spiritual activity of society is a simple set of art forms. Philosophy, aesthetics, historical sciences, art criticism, and literary criticism studied artistic culture mainly from an intra-artistic perspective: the ideological aspects of art were analyzed, the artistic merits of works, the professional skills of their authors were revealed, and attention was paid to the psychology of creativity and perception. In this perspective, the world artistic culture was defined as a set of artistic cultures of the peoples of the world that have developed in various regions throughout the historical development of human civilization.
Many discoveries made along this path led to the formation of an idea of world artistic culture as an integral process with its own dynamics and patterns. This idea began to take shape already by the beginning of the 20th century. and fully manifested itself already in the first half of the last century in the studies of O. Benes, A. Hildebrand, G. Wölfflin, K. Voll, M. Dvorak and others. languages of various types of art, and the world artistic culture began to be considered as a way of intellectual and sensual reflection of being in artistic images.
PROGRAM
ON WORLD ART CULTURE
Mandatory minimum knowledge
on foreign art culture
SECTION I
Artistic culture of antiquity
1. Artistic culture of Ancient Egypt. Religious ideas and the cult of the dead among the ancient Egyptians as the basis of their architecture and art. Periodization of ancient Egyptian artistic culture - Predynastic period, Early Kingdom, Old Kingdom, Middle Kingdom, New Kingdom, Late Time. Burial structures - pyramids and temples. Pyramid complex at Giza. Temples at Karnak and Luxor, Temple of Ramesses II at Abu Simbel.
2. Artistic culture of Mesopotamia. Sumer and Akkad. The most important achievement of the temple architecture of Mesopotamia is the ziggurat. Ziggurat of the moon god Nanna in Ur (XXI century BC). Relief, small plastic, mosaic. Sculpture III millennium. Standard from Ur (2600 BC). Art of the Old Babylonian period (2000-1600 BC). Stele with laws of Hammurabi. Architectural monuments of Babylon in the Neo-Babylonian period (I millennium BC). Gates of the goddess Ishtar, the role of tiled bricks in the decoration of architectural structures. Art of Assyria. Artistic features of the Assyrian relief.
3. Aegean art. Knossos Palace and its frescoes. Lion Gate at Mycenae. Vase painting in Kamares style.
4. Artistic culture of ancient Greece. Periodization of Greek art - archaic, classical, Hellenistic.
Architecture
The main types of Greek orders and temples.
The architecture of the classical period - the Athenian Acropolis.
Sculpture
Archaic - types of kouros and kor. Classic. Sculptors Myron, Polikleitos, Phidias, Skopas, Praxiteles.
Hellenistic sculpture - the altar of Zeus in Pergamon, "Laocoön" by Agesander, Athenodorus, Polydorus.
5. Artistic culture of ancient Rome. Periodization of Roman art - Republican period, imperial Rome.
The main types of architectural structures- amphitheaters, stadiums, temples, triumphal arches, triumphal columns and their sculptural decor.
The embodiment of the imperial style in the monuments of the Augustan era. Monumental and easel sculpture of Ancient Rome and its connection with religious cults. Roman sculptural portrait and its typology.
SECTION II.
Artistic culture of the Middle Ages and Renaissance.
1. Artistic culture of Western Europe in the Middle Ages. Christianity is the spiritual basis of the culture of the European Middle Ages. Early Christian basilica structure and decoration system. The concept of iconography and its role in religious art. The origin and spread of the Romanesque style. Characteristic features of the structure and decoration of the Romanesque basilica. The role of sculpture in a Romanesque church. Sculpture of the Royal Portal of Notre Dame Cathedral in Chartres. The role of monumental painting in the Romanesque basilica. The origin and spread of the Gothic style. Notre Dame Cathedral in Paris. Cathedrals of Notre Dame in Chartres, Reims and Amiens. Gothic stained glass. Saint Chapelle in Paris.
2. Artistic culture of Byzantium. Cathedral of St. Sophia in Constantinople. Architecture and mosaic decoration of the Church of San Vitale in Ravenna. The role of icons and iconography in the history of Byzantine art. The formation and development of the type of cross-domed church. The system of picturesque monumental decoration of the Byzantine temple - mosaics, frescoes.
3. Artistic culture of the Italian Renaissance. Periodization - Proto-Renaissance, early Renaissance, High Renaissance, late Renaissance. Humanism is the ideological basis of the culture of the Renaissance. The value of the ancient heritage.
The work of Giotto di Bondone. The Art of Florence in the Early Renaissance - Brunelleschi, Alberti, Masaccio, Botticelli, Donatello. The art of the High Renaissance is the work of Leonardo da Vinci, Raphael, Michelangelo. Giorgione, Titian and the Venetian school of painting. Architectural structures of Bramante and Palladio.
4. Artistic features of the Northern Renaissance. The work of the van Eyck brothers, Albrecht Dürer, Hans Holbein, Hieronymus Bosch and Pieter Brueghel.
SECTION III
Artistic culture of the 17th–18th centuries.
1. European art and baroque style. Manifestation of the Baroque style in architecture and sculpture by Lorenzo Bernini. Creativity P.P. Rubens - the highest rise of the Flemish Baroque.
Portraits by A. van Dyck, genre paintings by J. Jordaens, still lifes by F. Snyders.
2. Realistic searches of the masters of Dutch and Spanish painting of the 17th century. The ratio of myth and reality in the work of D. Velasquez, H. Rembrandt. Rembrandt portraits.
The role of the "small Dutch" and the reasons for the development of genre painting, still life, landscape in Dutch painting of the 17th century.
3. Classicism in architecture and fine arts of France in the 17th century. Architectural and park ensemble of Versailles. Creativity N. Poussin - mythological and religious subjects, the formation of the classic principles of painting.
4. Architecture and fine arts of the XVIII century. Further development of classicism architecture in France (Peter Trianon in Versailles, Place de la Concorde in Paris).
5. Rococo style in the art and architecture of France in the 18th century.
6. Images of the theater and theatricality of images in the work of Zh.A. Watteau.
7. Realistic features in the painting of G. Courbet, J.B.S. Chardin.
8. Neoclassicism in the work of A. Canova.
SECTION IV
Artistic culture of the 19th–20th centuries.
1. Expression of the ideals of romanticism in the painting of Germany. The role of landscape in the work of Caspar David Friedrich.
2. Romanticism and creativity of F. Goya.
3. Features of romanticism in France.
Creativity T. Gericault and E. Delacroix.
4. Painting of French Impressionism - creativity in the open air, interest in the accurate transfer of the momentary state of the light-air environment, sunlight. The subordination of painting technique to the new goals and objectives of painting.
5. Post-impressionism. The search for a new artistic form in the work of P. Cezanne, humanism and the expression of color in the painting of W. Van Gogh, the acquisition of new spiritual values outside of European culture in the art of P. Gauguin.
6. Modern style in European art.
7. Fauvist art. The origins of the fauvist manner in non-classical art forms. Painting technique of Fauvism. Creativity A. Matisse.
8. Picasso and cubism.
9. Surrealism as a direction in art. Creativity S. Dali.
10. New directions in the architecture of the twentieth century. The work of Le Corbusier.
Mandatory minimum knowledge
on Russian artistic culture
SECTION V
Artistic culture of Ancient Rus'
1. Orthodoxy is the spiritual basis of ancient Russian art. The role of Byzantine traditions in Russian art. Art of Kievan Rus. Cathedral of St. Sophia of Kyiv - an architectural image, paintings, mosaics. The role of icons and iconostasis in the art of medieval Rus'.
2. The artistic culture of the ancient Russian principalities - Novgorod, the Vladimir-Suzdal principality. Processing of Byzantine features and the addition of local architectural and artistic traditions in the art of Veliky Novgorod. Church of St. Sophia of Novgorod, St. George's Cathedral of St. George's Monastery. Frescoes of the Church of the Savior on Nereditsa. Creativity of Theophan the Greek - frescoes of the Church of the Transfiguration of the Savior on Ilyina Street. Novgorod school of icon painting. The princely character of the culture and art of Vladimir-Suzdal Rus in the middle of the 12th - the first third of the 13th century. The concept of God's chosen princely power and the architecture of Vladimir. Artistic features of the architecture of the temples of the Vladimir-Suzdal Principality. Assumption Cathedral in Vladimir, Church of the Intercession of the Virgin on the Nerl, Demetrius Cathedral, St. George's Cathedral in Yuryev-Polsky.
3. The work of Andrei Rublev is an expression of the characteristic features of the religiosity and world outlook of Moscow Russia: the frescoes of the Assumption Cathedral in Vladimir, the icon "Trinity". The image of the new statehood in the architecture of the Moscow Kremlin is the Assumption, Annunciation, Archangel Cathedrals. The work of Dionisy is a vivid example of the "all-Russian style" in art: the frescoes of the Cathedral of the Nativity of the Virgin of the Ferapontov Monastery. Hip architecture - the Church of the Ascension in Kolomenskoye, St. Basil's Cathedral (Protection of the Virgin on the Moat).
4. The transitional nature of Russian artistic culture of the 17th century. The coexistence of two directions - the court tradition and urban urban culture. The penetration of secular traits into art. Intensive temple construction in Moscow and the provinces. The idea of building a New Jerusalem on the Istra River is the ensemble of the New Jerusalem Monastery. Temple painting of Yaroslavl. Art by Simon Ushakov.
SECTION VI
Russian artistic culture of the 18th–20th centuries.
1. Artistic culture of the Petrine era. The role of European traditions in the art and architecture of the XVIII century.
2. Construction of St. Petersburg, development of a new typology of public and residential buildings. The activities of the leading architects of the Petrine era - D. Trezzini, J.B. Leblon.
3. The heyday of the Baroque style in the works of F.B. Rastrelli. Palaces of St. Petersburg and its suburbs.
4. The architecture of classicism in Russia - the work of J. Quarenghi, C. Cameron, I.E. Starov. Continuation of the traditions of classicism in the work of the largest architects of the early 19th century. – A.N. Voronikhina (Kazan Cathedral in St. Petersburg), A.D. Zakharov (Admiralty building). Architectural ensembles of the capital - K.I. Rossi, V.P. Stasov.
5. Fine art of the first half of the 19th century. Reflection of romantic tendencies in artistic culture. Portrait painting of the era of romanticism - the work of O.A. Kiprensky, V.A. Tropinin. The contradiction between the academic form and the romantic content in the work of K.P. Bryullov. Creativity A.A. Ivanov and his painting "The Appearance of Christ to the People".
6. The birth of the everyday genre in the work of A.G. Venetsianov.
7. Fine art of the second half of the 19th century. Further development of the everyday genre and the growth of critical trends in the work of V.G. Perov. Creation of the Association of traveling art exhibitions and realistic art. Creativity N.I. Kramskoy ("Christ in the Desert"). N.N. Ge (“What is truth”) and the significance of religious and moral preaching in art. The emergence of a realistic landscape. Images of Russian nature in the landscapes of I. Shishkin, the poetics of everyday life in the landscapes of A.K. Savrasov. Landscape mood I.I. Levitan. The variety of genres and themes in the work of I.E. Repin. Images of Russian history in V.I. Surikov. Epic images of Russian legends in the work of V.M. Vasnetsov.
8. Russian art of the late XIX - early XX century. The main features of the Art Nouveau style in the work of the architect F.O. Shekhtel. Creativity V.A. Serov. M.A. Vrubel and painting of Russian symbolism. Fairy tale and myth in his work. The theme of the Demon by Vrubel. Association "World of Art" and appeal to the traditions of bygone eras. Creativity V.E. Borisov-Musatov and the combination of features of post-impressionism and symbolism in his style. Creativity of masters - participants of the exhibition "Blue Rose".
9. The art of the Russian avant-garde at the beginning of the 20th century. The development of avant-garde tendencies in the painting of the "Jack of Diamonds" artists. Abstract painting by V.V. Kandinsky. "Black Square" K.S. Malevich. "Analytical Art" P. Filonov.
10. Russian and Soviet art of the first half of the XX century. Preservation of the culture of easel painting and new imagery in the work of K.S. Petrov-Vodkin.
11. The concept of socialist realism and its role in the work of S.V. Gerasimova, A.A. Plastova, A.A. Deineka. Sculptural art of V.I. Mukhina.
SECTION VII
art theory
The necessary minimum knowledge in the field of art theory - applicants must understand and be able to apply the following terms when describing and analyzing works of art:
- style: romanesque, gothic, baroque, classicism, romanticism, realism, modern;
- composition, coloring, perspective, plot;
- means of artistic expression of the types of fine arts: architecture, sculpture, painting, graphics.
- genres of art: landscape, portrait, still life, battle genre, animalistic, historical, mythological.
EXAMPLES OF TESTS
a) M.O. Mikeshin
b) A.M. Opekushin
c) M.M. Antokolsky
2. "Mighty handful" is:
a) an association of Russian artists in the 19th century.
b) the association of Russian musicians in the 19th century.
c) an association of avant-garde artists
3. Which of the following arts are characterized as temporal-spatial:
a) theater and cinema
b) architecture and monumental painting
4. In the center of the composition of the painting by D. Velasquez "Las Meninas" is:
a) portrait of the King and Queen of Spain
b) Infanta Margherita
c) the artist Diego Velazquez himself, who looks at the viewer
5. The heroes of the painting "The Arcadian Shepherds" by N. Poussin consider:
a) inscribed sarcophagus
b) a sculpture depicting the goddess Aphrodite
c) an amphora depicting a scene from the Trojan War
6. What type of structure is St. Basil's Cathedral:
a) cross-domed
b) basilica
c) centric
7. Which of the following stylistic pairs coexisted in the 17th and 18th centuries:
a) Gothic and Baroque
b) baroque and classicism
c) baroque and rococo
d) classicism and neoclassicism
LIST OF WORK OF ART
1. Pyramid of Cheops, middle of the III millennium BC. e., Giza, Egypt.
2. Great Sphinx, middle of III millennium BC e., Giza, Egypt.
3. Sculptural portrait of Nefertiti, XIV century. BC e., State Museums, Berlin.
4. Standard from the royal tomb at Ur, c. 2600 BC e., London, British Museum.
5. Stele with a set of laws of Hammurabi from Susa, 18th century. BC e., Paris, Louvre.
6. Gate of the goddess Ishtar in Babylon, VI century. BC e. Berlin, State Museums.
7. Temple of the Parthenon on the Acropolis, 447-438 BC e., architects Iktin and Kallikrat, sculptural decor Phidias, Athens.
8. Temple Pantheon, II century, Rome.
9. Church of St. Sophia in Constantinople, 532-537, architects Isidore of Miletus and Anthimius of Tralles.
10. Church of San Vitale in Ravenna, VI century.
11. Notre Dame Cathedral in Paris.
12. Stained glass window of the cathedral in Chartres: Our Lady of the "beautiful window", 1194-1225.
13. Trinity, Masaccio, ca. 1427, fresco, Santa Maria Novella, Florence.
14. "Spring", S. Botticelli, ca. 1482, tempera/wood, 203x314, Uffizi Gallery, Florence.
15. "David", Michelangelo, 1504, marble, Accademia Gallery, Florence.
16. The Last Supper, Leonardo da Vinci, 1498, mixed. technique, refectory of the monastery of Santa Maria della Grazia, Milan.
17. "Mona Lisa", Leonardo da Vinci, 1503-1505, m / x, Louvre, Paris.
18. The Creation of Adam, Michelangelo, 1508-1512, fresco on the ceiling of the Sistine Chapel, Vatican, Rome.
19. "Sistine Madonna", Raphael, 1513-1514, m / x, 270 × 201, Art Gallery, Dresden.
20. School of Athens, Raphael, 1510-1511, fresco by Stanza della Senyatura, Vatican, Rome.
21. "Sleeping Venus", Giorgione, 1510, m / x, 108 × 175, Art Gallery, Dresden.
22. Meninas, D. Velasquez, 1656-1657, m / x, 318 × 276, Prado Museum, Madrid.
23. The Return of the Prodigal Son, Rembrandt, c. 1669, oil on canvas, 262×206, State Hermitage Museum, St. Petersburg.
24. “Self-portrait with Saskia on her knees”, Rembrandt, 1635, oil on canvas, 161 × 131, Art Gallery, Dresden.
25. “The Bean King (“The King Drinks!”)”, Jacob Jordaens, c. 1638, oil on canvas, 157×211, State Hermitage Museum, St. Petersburg.
26. "The Arcadian shepherds", N. Poussin, 1637-1639, m / x, 185 × 121, Louvre, Paris.
27. "Death of Germanicus", N. Poussin, 1627, oil painting, 148 × 198, Art Institute, Minneapolis.
28. Gilles, J.A. Watteau, 1718-1720, m / x, 184.5 × 149.5, Louvre, Paris.
29. “Liberty leading the people”, E. Delacroix, m / x, 1831, 260 × 325, Louvre, Paris.
30. "Funeral in Ornans", G. Courbet, 1849-1850, m / x, 315 × 668, Musee d'Orsay, Paris.
31. "Breakfast on the Grass", E. Manet, 1863, m / x, 208 × 264.5, Musée d'Orsay, Paris.
32. Starry Night, Vincent van Gogh, 1889, m / x, 73.7 × 92.1, Museum of Modern Art, New York.
33. "Dance", A. Matisse, 1909-1910, oil on canvas, 260 × 391, State Hermitage Museum, St. Petersburg.
34. "Boulevard des Capucines", C. Monet, 1873, m / x, 61 × 80, Pushkin Museum im. A.S. Pushkina, Moscow.
35. "Portrait of Ambroise Vollard", P. Picasso, 1909-1910, m / x, 93 × 65, Pushkin Museum im. A.S. Pushkin, Moscow.
36. "Barge haulers on the Volga", I.E. Repin, 1870–1873, oil on canvas, 131×281, State Russian Museum, St. Petersburg.
37. Boyar Morozova, V.I. Surikov, 1887, oil on canvas, 304×587.5, State Tretyakov Gallery, Moscow.
38. "The Last Day of Pompeii", K. Bryullov, 1833, oil on canvas, 456.5 × 651, State Russian Museum, St. Petersburg.
39. “The appearance of Christ to the people”, A.A. Ivanov, 1837–1857, oil on canvas, 540×750, State Tretyakov Gallery, Moscow.
40. "Seeing the dead", V.G. Perov, 1865, oil on canvas, 45×57, State Tretyakov Gallery, Moscow.
41. “On arable land. Spring”, A.G. Venetsianov, first half of the 1820s, m / x, 51.2 × 65.5, State Tretyakov Gallery, Moscow.
42. “The Rooks Have Arrived”, A.K. Savrasov, 1871, oil on canvas, 62×48.5, State Tretyakov Gallery, Moscow.
43. "Vladimirka", I.I. Levitan, 1892, oil on canvas, 79×123, State Tretyakov Gallery, Moscow.
44. “Girl with peaches. Portrait of V.S. Mamontova, V.A. Serov, 1887, oil on canvas, 91×85, State Tretyakov Gallery, Moscow.
45. "Demon (sitting)", M.A. Vrubel, 1890, oil on canvas, 116.5 × 213.8, State Tretyakov Gallery, Moscow.
46. Icon "Trinity", Andrei Rublev, 1425-1427, tempera / wood, 142 × 114, State Tretyakov Gallery, Moscow.
47. Portrait of A.S. Pushkin, O.A. Kiprensky, 1827, oil on canvas, 63×54, State Tretyakov Gallery, Moscow.
48. "What is truth?" Christ and Pilate”, N.N. Ge, 1890, oil on canvas, 233×171, State Tretyakov Gallery, Moscow.
49. Monument to A.S. Pushkin, A.M. Opekushin, 1880, bronze, granite, Moscow.
50. Assumption Cathedral of the Moscow Kremlin, arch. Aristotle Fioravanti, 1475-1479.
51. St. Basil's Cathedral (Cathedral of the Intercession of the Virgin on the Moat) in Moscow, 1555–1560.
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