Anastasia Sharonova
Creative project in visual arts "Seasons"

Creative project

« Seasons»

Prepared: Sharonova Anastasia Gennadievna – teacher of the preparatory school group of the MDOU “Kindergarten” "Morozko" p. Priozerny"

Target: to promote the development of artistic creative abilities of older children preschool age through familiarization with the features of a picturesque landscape and the use of non-traditional techniques Images.

Tasks:

Continue to introduce features landscape painting;

To teach children to carefully look at the surrounding nature, to see and understand its beauty, to feel pride in the land on which they live, which is glorified by artists, poets and composers in their works;

To learn to understand the intent of the artist’s work and develop the ability to see the means of expression used by him to convey feelings and moods (variety of colors, composition features);

Expand and activate children’s vocabulary, the presence in it of evaluative emotional and aesthetic words, art historical terms;

To promote the polyartistic development of children, leading them to establish relationships between artistic images visual arts, music, poetry;

Learn to use the acquired knowledge in your own creativity;

Improve children's use of non-traditional drawing methods;

Expand children's understanding of periodic rotation seasons and months;

Ensure family participation in the educational development of children’s interest in the arts.

Regulatory security:

the federal law "On education in Russian Federation» (from December 29, 2012 No. 273-FZ);

Federal state educational standards (FSES) to the creation of a subject-development environment that ensures the implementation of the basic general education program of preschool education (OOPDO);

Model regulations on a preschool educational institution;

SanPin 2.4.1.2660-10;

Law "On the formation of the Yamal-Nenets Autonomous Okrug";

Charter of the MDOU.

Participants project:

Children of the preparatory group for school;

Musical director;

Parents of pupils.

Implementation period project:

Stage 1: organizational (September 2015)

Stage 3: generalizing (May 2015)

Hypothesis: If educational process By visual arts in the preschool educational institution will be organized taking into account the use of not only the standard set visual materials, but also the most unusual ways and means Images, then higher results will be achieved in the development of artistic creative abilities of children. Familiarizing children with the features of landscape painting will help children use the information received in their fine arts . And expanding the idea of ​​landscape not only with pronounced seasonal changes in nature, but also in its intermediate, interseasonal states (for example, the beginning of autumn, golden autumn, late fall) will help consolidate children's knowledge about periodic rotation seasons and months.

Relevance: visual activity brings a lot of joy. But, given the huge potential of the new generation, this is not enough for development creativity.

In order not to limit the possibilities of children in expressing impressions of the world around them, in the last time V preschool institutions This form is actively developing additional education, How "Unconventional drawing techniques". Here the most are included in the educational process unusual ways and means Images: stamps from various materials, cotton swab, thread, toothbrush, sponge and much more.

The more diverse the conditions in which it occurs visual activity, content, forms, methods and techniques of working with children, as well as the materials with which they work, the more intensively children’s Creative skills. Non-traditional drawing techniques are an impetus for the development of imagination, creativity, manifestation of independence, initiative, expression of individuality.

Unconventional drawing allows a child to create many images, change them at will, look for new associative connections between objects and their images. You don't have to have artistic skills to depict a masterpiece using non-standard drawing materials (for example, painting a landscape by imprinting tree leaves or using the technique of wet paper, watercolor and salt). As a result, practicing non-traditional drawing techniques contributes to the development of a well-rounded, self-confident creative personality.

Novelty:

Synthesis Images landscapes with non-traditional painting techniques;

Experimenting with different materials in visual arts, in the process of which children come to understand that non-traditional performance techniques can be used to create certain figuratively-expressive image-types (lush foliage of trees, using a sponge and watercolor; winding trees, using the technique of blowing paint with a tube, etc.).

Active use "Openness to the outside" kindergarten (organization of interaction with such social institutions, as - Children's art school, cultural and leisure center) and "Openness inwards"(organization of interaction with parents in the form of master classes, preparation of a corner "Library for Parents", design of exhibitions of drawings in kindergarten and on the official website, consultations).

View project: creative.

Expected results:

Positive dynamics of artistic creative development of group students;

Children are able to see the means of expression used by artists in landscape painting when painting a picture;

Use the acquired knowledge about non-traditional drawing techniques in their own creativity;

High results in children's knowledge of periodic turnover seasons and months;

Activity and interest of parents in organizing joint activities with teachers and children of preschool educational institutions.

Expected product:

Game index (sensory, didactic, artistic and developmental) and game development in the SMART Notebook program;

Exhibition creative works;

Corner "Library for Parents" and consultations;

Collection poems by Russian poets« Seasons» .

Implementation stages project.

Three main directions:

Working with children Working with parents Working with teachers

Educational activity in regime moments and in the process of organizing various types of children's activities;

Joint activity with an adult;

Independent activity.

The work takes place in the form:

Specially organized classes, games, observations, excursions, viewing reproductions, reading fiction, artistic creativity using non-traditional techniques. Pedagogical education and involvement in joint creative activities with children in uniform:

Consultations;

Master class;

Organizing a corner "Library for Parents";

Collection designs poems by Russian poets« Seasons» . Increasing pedagogical competence in this area and organizing interaction with the music director in form:

Speeches at teacher councils and at the regional methodological association;

Consultations with a music director;

Selection musical works on the topic « Seasons» with the musical director.

Educational activity was carried out during regime moments and in the process of organizing various types of children's activities.

This stage project was built on the basis of integration of educational areas in accordance with the Federal State Educational Standard for Education.

For example, within the framework of artistic creativity children got acquainted with the features of the landscape genre in fine art art and painted it using unconventional techniques. A joint activity, both teachers and students, and parents and children at home in reading fiction, namely poems Russian poets on the topic « Seasons» . Expanding and activating children's vocabulary, the presence in it of evaluative emotional and aesthetic words, art historical terms that children can use in their judgments about artistic paintings, contributes to the development of children's knowledge and skills in educational field– communication. Within the educational field "Music" audition organized musical compositions, which help to perceive images of nature.

Literature:

Introducing landscape painting (Great art– small): Educational visual aid /Auth. -composition N. A. Kurochkina. – St. Petersburg: DETSTVO-PRESS, 2001.

Kurevina O. A. Synthesis of arts in the aesthetic education of preschool and school children. – M.: LINKA-PRESS, 2003.

Petukhova O. A. Experimenting with visual materials

Remezova L. A. Playing with color. Formation of ideas about color in preschoolers 6-7 years: Methodology. – M.: SCHOOL PRESS, 2006.

Sofronova T. I. Educational games visual abilities creative imagination. // Preschool teacher educational institution. 2008, No. 12.

Fateeva A. A. Drawing without a brush. – Yaroslavl: Academy of Development, 2006. (Children's garden: day after day. Practical application).

Svetlana Belyakova
Project “Colored Landscapes”

Passport project.

View project: practice-oriented

Implementation time: September-May

Duration: long term

By number of participants: subgroup

Children's age: 5-7 years

Participants: children in the art studio "Academy of Creativity", parents, additional education teacher.

Supervisor project: teacher of additional education Belyakova S. A.

Relevance: Landscape painting is one of the most lyrical and emotional genres of fine art; it is the highest level of artistic exploration of nature, recreating its beauty with inspiration and imagery. Introducing children to this genre contributes to their emotional and aesthetic development, fosters a kind and caring attitude towards its beauty, encourages a sincere, ardent feeling of love for its land, native land. Art scenery helps develop aesthetic taste, imaginative and associative thinking, imagination, introspection. Landscape painting can not only bring joy, but also inspire creativity.

Children and artists know that the best portrait of nature can only be created in co-creation with it. A child artist observes nature and expresses his vision of what happens in it through creativity. The teacher helps the child "open eyes" to the world they see. In the conditions of the educational process in preschool educational institutions, we strengthen and expand the connection with nature, cultivate a caring attitude towards living and inanimate nature, and introduce joint activities children and parents, both in the garden and at home.

Target: Introduce children to landscape painting, promote their emotional and aesthetic development, cultivate a kind and caring attitude towards nature, its beauty, and encourage a warm feeling of love for their land. Bring children joy and inspiration for creativity.

Tasks:

Summarize and systematize children’s ideas about temporary changes in nature, about characteristic seasonal phenomena;

To form in children ideas about landscape painting;

Learn to use the acquired knowledge in your own creativity, creating expressive scenery using a variety of visual materials;

Develop creativity and aesthetic taste;

Ensure family participation in the educational development of interest in the arts;

Develop fine motor skills of hands and fingers;

To educate children to respect nature.

Expected result:

Consolidating children's knowledge and ideas about seasonal changes in nature;

Application of developed skills and abilities in productive activities;

Reflection of knowledge accumulated during the implementation process project, in various types of activities (visual, mental, playful);

Interest and Active participation parents in the educational process of kindergarten.

Product project activities:

Album ;

Presentations on seasons;

Dolls - Barbie according to the seasons;

Exhibition of drawings.

Presentation project:

Presentation PHOTO REPORT about project;

Participation in competitions different levels;

Final event: exhibition of drawings «» .

(terms). Main directions of implementation project(Events).

Materials and means of implementation project.

Notes

Stage 1 Work with parents (participation in the exhibition, individual conversations, consultations).

Selection of illustrations for presentation, materials for making dolls according to the seasons. Exhibition « Colored landscapes through the eyes of children» .

Consultation for parents:

- “How to organize a home drawing lesson”.

- "Children love to draw"

Conducted by an additional education teacher. Show imagination and individuality in joint creativity with children.

Stage 2 Working with children:

Looking at illustrations and paintings based on the seasons.

Reading proverbs, sayings, riddles, nursery rhymes.

Learning games and composing exercises landscape, mixing colors.

Execution and learning finger games and development exercises fine motor skills on the topic "Seasons".

Observations with children.

Levitan « Golden autumn» , Savrasov "The Rooks Have Arrived", Grabar « February blue» . Album "Autumn Sketches", "Winter Palette", "Nature in Spring", "Summer Joy".

Di "Make up scenery» , "Magic Meadow", "Rainbow", "Magic Belt", « Colored palms» .

P/n "Leaf Fall", "Rain", "Snow - snow",

On a walk following the wind, following the sky, following the seasonal changes in nature; behind the leaf fall; behind the falling snow, the appearance of green grass, behind the birds; behind the wind and rain.

About seasonal changes in nature, about colors in nature, conversations on viewing paintings, presentations.

- Productive activity:

Drawing.

Application.

"Autumn Palette"

“The forest is like a painted tower”

"Autumn Leaves"

"Winter Colors"

"White snow fluffy"

"Spring overflows"

"Awakening of Nature"

"Summer Colors"

"Autumn Trees"

"Leaves Are Falling"

"In the winter forest"

« Primroses»

« Colorful colors»

"Butterflies in the Meadow"

Additional education teacher

Joint activities between children and adults

Computer presentation.

Final event album "Seasons in children's drawings"

Barbie dolls according to the seasons

Participation in competitions

Photo report

Demonstration of activities to parents.

Exhibition of drawings « Colored landscapes through the eyes of children» .

Unconventional drawing techniques

additional education teacher, parents

All participants project

Literature

1. Lykova I. A. Program of artistic education, training and development of children 2 – 7 years old « Colored palms» , M.: "Karapuz - didactics", 2007

2. "Nature" Thematic classes on the formation of visual skills in children 2-7 years old N. V. Dubrovskaya St. Petersburg "Childhood-press" 2005

3."Seasons" comprehensive classes for children 4-7 years old L. B. Fesyukova Kharkov 2008

4. “Fine art classes in kindergarten” T. S. Komarova Moscow "Education" 1991

5. "Anthology for children of senior preschool age" R. I. Zhukovskaya Moscow "Education" 1981

Publications on the topic:

Abstract of GCD on artistic creativity (drawing) in the senior group “Winter Landscapes” Abstract of GCD on artistic creativity (drawing) in senior group on the topic: “Winter landscapes” Objectives: Learn to draw a winter landscape.

The game is intended for children 5 – 7 years old. In artistic and aesthetic activities, a child can most fully reveal himself and his capabilities.

Dear friends, it’s finally spring. The sun came out and warmed us with warm spring rays. This time is wonderful for preparing gifts.

I]Dear colleagues, good day everyone. Just recently I got acquainted with the “Master class for educators, teachers of Children’s Art School.

Objective of the project . To introduce children to landscape painting, to promote their emotional and aesthetic development, to cultivate a kind and caring attitude towards nature and its beauty, and to encourage a warm feeling of love for their land. Bring children joy and inspiration for creativity.

Integration: music, reading fiction, cognition.

One of the directions for creating conditions for personal development is artistic education and development. This is carried out through the following tasks:

1. To form children’s ideas about landscape painting.

2. Learn to use the acquired knowledge in your own creativity, creating an expressive landscape using appropriate visual materials.

3. Develop creativity and aesthetic taste.

4. Ensure family participation in the educational development of interest in the arts.

Project participants: Children of senior preschool age; Head of the art studio; Musical director; Educators; Parents.

Implementation deadlines: September-August.

“Looking at the beautiful and listening about the beautiful, a person improves,” - this is what the ancient Greeks said. Therefore, we must surround the child with beauty - with everything beautiful we can! Nature can give us everything we need to raise children. How many wonderful sensations and impressions you can get from communicating with nature! How many colors, shapes, sounds, transformations you can see and hear in it!

The leading role in the development of the child’s personality, the formation of his spiritual world belongs to the emotional sphere. It is with this feature of the psyche little man associated with the high power of influence on him by art, an inherently emotional and figurative phenomenon. The specificity of fine art, the peculiarities of the language of its various types make artistic activity a unique means of education, teaching a different kind of education and development of the younger generation. In fine arts classes, the natural world acts as a subject of close study and as a means of emotional and figurative influence on creative activity pupils. The proposed system of artistic and creative tasks directs pedagogical work towards the formation in children of holistic ideas about nature as a living organism, which is the essence of environmental and artistic education.

A child artist observes nature and expresses his vision of what happens in it through creativity. The teacher helps the child “open his eyes” to the world he sees.

Nature can act as an Artist or a beautiful Sorceress who creates visible world according to the laws of beauty and harmony. Involving artistic and figurative means of other arts: music, painting and literature will help create an atmosphere of the lesson that corresponds to the plan.

An artistic landscape reveals the poetry of nature, teaches us to see its beauty, and enriches our ideas.

The art of landscape has never been divorced from life, its social laws from man. The richness of content, beauty and diversity of the landscape of our Motherland makes it an important means aesthetic education the younger generation. Children are able to perceive the figurative language of art and feel the beauty of nature. But much of the formation and identification of experiences depends on how their aesthetic development is directed and carried out.

Landscape painting is one of the most lyrical and emotional genres of fine art; it is the highest level of artistic exploration of nature, inspired and imaginatively recreating its beauty. Introducing children to this genre contributes to their emotional and aesthetic development, fosters a kind and caring attitude towards its beauty, and encourages a sincere, ardent feeling of love for their land, their native land. An artistic landscape helps develop aesthetic taste, imaginative and associative thinking, imagination, and self-contemplation. Landscape painting can not only bring joy, but also inspire creativity.

Children and artists know that the best portrait of nature can only be created in co-creation with it.

Distribution of activities for the “Colored Landscapes” project

The topic of the developed project was chosen taking into account the age characteristics of children of senior preschool age and the amount of information that can be perceived by them.

The “Colored Landscapes” project consists of mini-projects dedicated to the seasons: “Autumn Melodies”, “Winter Tunes”, “Spring Trill”, “Music of Summer”.

During the year, we examined all the seasons: characteristic features, features. Children observed nature and embodied their knowledge gained from this in projects.

In the process of working on this project, children were engaged in productive activities aimed at developing coherent speech, based on means of developing fine motor skills: modeling, appliqué, drawing. And the children experienced a variety of feelings: they were happy about the beautiful image that they themselves created, they were upset if something didn’t work out. But most importantly; By creating a collective project, children acquired various knowledge; clarified and deepened ideas about the world around us. In the process of work, they began to understand the properties of objects and remember them characteristics and details.

In the course of work, children acquired knowledge and skills that facilitate children’s assimilation of specific information about plants, animals, and natural phenomena, allowing them to instill in them environmental skills and respect for the environment and the natural world. Children developed skills research activities, cognitive activity, independence, creativity, and communication developed.

All this contributes not only to the knowledge of beauty in nature, but also in oneself, the affirmation of human dignity, kindness, empathy for all living things, interest in the world around us, natural phenomena; understanding of the uniqueness of living things, practical skills in humane treatment of them.

Using the project method in working with preschoolers helps to increase the child’s self-esteem. By participating in the project, the child feels significant in a group of peers, sees his contribution to the common cause, and rejoices in his successes.

The project was implemented in a playful way with the inclusion of children in different kinds creative and practically significant activities, in direct contact with various objects surrounding society (excursions, games at social objects, practically useful activities). In the future, work on this project will be complicated and continued.

During this time, we all learned about the world, made discoveries, were surprised, disappointed, made mistakes, corrected them, and gained communication experience. But each of us walked the path of discovering the unfamiliar, previously unknown, and together we did one thing: we studied and taught each other. Despite my teaching experience, I am convinced every time that repetition is impossible. Each child is unique, unique, and what we do as teachers, we cannot and will not be able to do what we have already done with previous children. All that remains is experience and knowledge. Why repeat? will come new fairy tale, a new game, new discovery wonderful world in bright, vibrant colors to open the way to the heart of a little inquisitive, tireless researcher.

Photographic material in the APPENDIX to the project “Colored Landscapes”

Fedorova Anastasia

Project work is used when studying the topic "Landscape"

Download:

Preview:

To use presentation previews, create a Google account and log in to it: https://accounts.google.com

Slide captions:

Project work on the theme “Landscape” Completed by a 6th grade student Anastasia Fedorova Project leader: Svetlana Kuangalievna Maskarbaeva

Landscape Landscape (French Paysage, from pays - country, area) is a genre of fine art (as well as individual works this genre), in which the main subject of the image is pristine nature, or nature transformed to one degree or another by man. Modern ideas about landscape have been formed over the centuries with the development artistic techniques for his image. In a landscape work, special importance is attached to the construction of perspective and composition of the view, conveying the state of the atmosphere, air and light environment, and their variability.

Elements, Views and Character of a Landscape Landscape usually depicts open space. It usually contains an image of water and/or earth's surface. Depending on the direction - vegetation, buildings, technology, meteorological (clouds, rain) and astronomical (stars, sun, moon) formations. Sometimes the artist also uses figurative inclusions (people, animals), mainly in the form of relatively fleeting plot situations. In a landscape composition, however, they are given a clearly secondary importance, often the role of staffage. Depending on the type of motif depicted, rural, urban (including architectural - veduta and industrial) landscapes can be distinguished. A special area is the image of the sea element - a seascape or marina. At the same time, landscapes can be either intimate or panoramic. In addition, the landscape can be epic, historical, heroic, lyrical, romantic, fantastic and even abstract.

Isaac Levitan was born on August 18 (30), 1860 in the town of Kibartai, Suwalki province in Lithuania, into an educated, impoverished Jewish family. Father Ilya (Elyashiv Leib) Levitan (1827-1877) is from a rabbinical family from Kėdainiai, a place notable for the coexistence of Jewish and Scottish communities in Lithuania. Elyashiv studied at the yeshiva in Vilna. While self-educating, he independently mastered the French and German languages. In Kovno, he taught these languages, and then worked as a translator during the construction of a railway bridge, which was carried out by a French company. In November 2010, interesting archival records about the family of Isaac Levitan were discovered. In addition to Isaac, three more children grew up in the family: brother Abel-Leib (Adolf) and sisters Teresa (married Teresa Ilinichna Berchanskaya, b. 1856) and Michle (Emma Ilinichna, b. 07/18/1859 according to the old style). The nephews of Isaac Levitan, the sons of his sister Teresa Bertchansky, are the artists Leo (English: Leo Birchansky, 1887-1949) and Raphael (French: Raphaël Birtchansky, 1883-1953) Bertchansky.

Jules Dupre J. Dupre was born into the family of a manufacturer of porcelain products. As a landscape artist, he made his debut in 1831 at the Paris Salon with five of his works. He painted almost exclusively French landscapes (except for some works of 1835-1839 created in England). In 1867, 12 paintings by J. Dupre were shown at the World Exhibition. After this the artist long time does not exhibit his works - until the National Exhibition of 1883, where eight new works of his could be seen. J. Dupre was awarded the rank of officer of the Legion of Honor. J. Dupre is a representative of the so-called “intimate landscape”, which reflected not so much the beauty of the depicted nature, but rather its correspondence to the artist’s mood and experiences, presented through paint, line and light.

Camille Pissarro Camille Pissarro was born on July 10, 1830 on the island of St. Thomas (West Indies), into a bourgeois family of Sephardic Jews Abram Pissarro and Rachelle Manzano-Pomier, a native of the Dominican Republic. Until the age of 12, Camille lived in the West Indies, then, at the age of 25, he and his entire family moved to Paris. After graduating from school, he again traveled to Saint-Thomas, as well as to Venezuela, where, together with his friend, the Danish artist Melbu, he mastered the art of painting in Caracas. In 1855 he finally returned to France. From 1855 to 1861 he studied at the Ecole des Beaux-Arts and the Académie Suisse in Paris. His teachers were Camille Corot, Gustave Courbet and Charles-François Daubigny. Took private lessons from I. Danyan. The main subjects of his works during this period are: rural landscapes, as well as views of Paris. During the Franco-Prussian War of 1870-1871, Pissarro moved to London. During this time, many of his works, left in Paris, were destroyed German soldiers who lived in his house. Only forty paintings have survived.

Sicel Alfren Sisley was born on October 30, 1839 in Paris, his father was the British merchant William Sisley (Sisley). In 1857 Alfred's parents sent him to London to study commerce, but the young man preferred to paint and returned to Paris in 1862. Upon his return, he entered the studio of Charles Gleyre, where he became close to Claude Monet, Camille Pissarro, Auguste Renoir and Frédéric Bazille, with whom he soon formed an Impressionist partnership. Greatest influence Sisley's influence as an artist was influenced by the British masters William Turner, John Constable and Richard Parkes Bonington, as well as the French Camille Corot, Gustave Courbet and Eugene Boudin. In 1866, Sisley married Marie Eugenie Lecuezec - from this marriage two children were born. A family portrait of the Sisleys was painted in 1868 by a family friend, Auguste Renoir.

Vancent Van Gogh Vincent Van Gogh was born on March 30, 1853 in the village of Groot Zundert in the province of North Brabant in the south of the Netherlands, near the Belgian border. Vincent's father was Theodore Van Gogh Protestant pastor, and her mother was Anna Cornelia Carbentus, the daughter of a venerable bookbinder and bookseller from The Hague. Vincent was the second of seven children of Theodore and Anna Cornelia. He received his name in honor of his paternal grandfather, who also devoted his entire life to the Protestant church. This name was intended for Theodore and Anna's first child, who was born a year earlier than Vincent and died on the first day. So Vincent, although born second, became the eldest of the children.

Pierre Auguste Renoir Pierre Auguste Renoir (French Pierre-Auguste Renoir; February 25, 1841, Limoges - December 2, 1919, Cagnes-sur-Mer) - French painter, graphic artist and sculptor, one of the main representatives of impressionism. Renoir is known primarily as a master of secular portraiture, not devoid of sentimentality; he was the first of the impressionists to gain success among wealthy Parisians. In the mid-1880s. actually broke with impressionism, returning to the linearity of classicism, to Engrism. Father of the famous director

Course work

By discipline

"IZO Methodology"

Methodology for working on paintings

image of a landscape.

Third year students, group 35g.

Specialty 070901

Specialization - Easel painting

Vydrina Elena Andreevna

Grade: _______ / ________________

Supervisor _____/_______________
(signature) (full name)
« ______»__________ 20___ G.

Bendery, 2015

Introduction.

1. Landscape as a genre of fine art.

2. Methodology for working on a landscape.

2.1 Work on a landscape in various materials (gouache, watercolor).

Conclusion.

Bibliography.

Application.

Plan - lesson summary.

Introduction.

Nature is infinitely diverse and beautiful. sunlight and the environment create an inexhaustible harmony of colors. Everything in nature is natural, purposeful, beautiful. The impact of nature on a person, the deep experiences and thoughts that it evokes, contributed to the emergence of a genre in the fine arts - landscape.
I believe that picturesque landscape– one of the necessary stages of training. Painting practice helps to feel the color features of a certain state of nature, its plastic characteristics and convey this in the coloristic unity of a landscape sketch. Drawing from life teaches students to work consciously in class, instills organization and attention in students, develops spatial thinking and imagination, and allows them to better understand the beauty and patterns of the structure of the surrounding nature. Students also depict landscapes in most cases when performing thematic drawings.
In order to achieve positive work results, it is necessary to lead in this way. visual activities schoolchildren so that he can see his successes at every stage. This can be achieved by dividing a complex visual task into a number of simple small tasks that are quite accessible to the child.

Thus, the depiction of nature in fine arts lessons at school contributes to the development personal qualities schoolchild, aesthetic and moral development, love for the world around us.
Target course work: study the features of teaching the topic “Landscape”.

Object of study: educational process in art lessons.

Subject of research: methods and techniques for teaching schoolchildren to depict landscapes.
The teaching method refers to the way the teacher works with students, with the help of which better learning is achieved. educational material and academic performance improves. The choice of teaching methods depends on the learning goals as well as the age of the students. The term “reception” is also found in pedagogical literature. A teaching method is the individual moments that make up a teaching method. A training system is formed from a set of teaching techniques and methods, united by a common direction.
The ultimate goal my work will be to develop a lesson plan on the topic “ Autumn landscape native land."

Landscape as a genre of fine art.

Landscape is a genre of fine art, the subject of which is the depiction of nature, type of terrain, landscape. Landscape is a traditional genre of easel painting and graphics. Depending on the nature of the landscape motif, one can distinguish rural, urban (including urban architectural - veduta), and industrial landscape. A special area is the image of the sea element - the marina.
The landscape can be historical, geographical, fantastic, lyrical, epic in nature. For example, I. Levitan’s landscapes are often called “mood landscapes.” His paintings embody changing moods, states of anxiety, grief, foreboding, peace, joy, etc. Therefore, the artist conveys the three-dimensional shape of objects in a generalized way, without careful elaboration of details, using vibrant painterly spots. This is how he painted the paintings “March” and “Golden Autumn” in 1895, marking highest point in the development of the Russian world landscape.
Thanks to I. Shishkin, who managed to create a generalized epic image of Russian nature on his canvases, the Russian landscape rose to the level of deeply meaningful and democratic art (“Rye”, “Ship Grove”). The endless expanses of fields, the sea of ​​ears swaying under the fresh wind, the forest distances in the paintings of I. Shishkin give rise to thoughts about the greatness and power of Russian nature.
Often the landscape serves as a background in pictorial, graphic, sculptural (reliefs, medals) works of other genres. The artist not only strives to accurately reproduce the chosen landscape motif, but also conveys his attitude towards nature, spiritualizes it, creates an artistic image that has emotional expressiveness and ideological content.
Man began to depict nature in ancient times. Landscape elements can be found back in the Neolithic era in reliefs and paintings of countries Ancient East And Ancient Greece, mainly in scenes of wars, hunting and fishing, contain individual elements of the landscape, especially multiplied and concretized in the ancient Egyptian art of the New Kingdom. Landscape motifs became widespread in the art of Crete in the 16th-15th centuries. BC. (see Aegean art), where for the first time the impression of an emotionally convincing unity of fauna, flora and natural elements was achieved. Landscape elements of ancient Greek art are usually inseparable from the image of man; The Hellenistic and ancient Roman landscapes, which included elements of perspective (illusionistic paintings, mosaics, so-called pictorial reliefs), had somewhat greater independence. This era is characterized by the image of nature, perceived as the sphere of idyllic existence of man and the gods. In medieval European art, landscape elements (especially views of cities and individual buildings) often served as a means of conventional spaces and structures (for example, “hills” or “chambers” in Russian icons), in most cases turning into laconic indications of the scene of action. In a number of compositions, landscape details formed speculative and theological schemes that reflected medieval ideas about the Universe.
In the medieval art of the countries of the Muslim East, landscape elements were initially represented very sparingly, with the exception of rare examples based on Hellenistic traditions. From the XIII-XIV centuries. they occupy an increasingly significant place in book miniatures, where in the 15th-16th centuries. in the works of the Tabriz school and the Herat school, landscape backgrounds, distinguished by the radiant purity of colors, evoke the idea of ​​nature as a closed magic garden. Landscape details achieve great emotional power in the medieval art of India (especially in miniatures starting from the Mughal school), Indochina and Indonesia (for example, images of tropical forests in mythological and epic themes). Landscape occupied an extremely important position as an independent genre in the painting of medieval China, where ever-renewing nature was considered the most visual embodiment of the world law (Tao); this concept finds direct expression in the Shan Shui type of landscape (“gur-woods”). Japanese landscape, formed by the 12th-13th centuries. and was greatly influenced chinese art, is distinguished by its sharpened graphic nature, its tendency to highlight individual, most decoratively advantageous motifs, and finally, a more active role.
Landscape as an independent genre was finally formed in the 17th century. It was created by Dutch painters. Back in the 16th century, artists turned to nature (P. Bruegel in the Netherlands). A special flourishing of landscape painting was observed in the 17th – 18th centuries (Rubens in Flanders, Rembrandt and Ruisdael in Holland, Poussin, C. Lorrain in France). Valer systems and light-air perspective were created. In the 19th century, the creative discoveries of landscape masters, the conquest of plein air painting (C. Corot in France, A.A. Ivanov, A. Savrasov, F. Vasiliev, I. Shishkin, I. Levitan, V. Serov in Russia) were continued by the impressionists (E . Manet, C. Monet, O. Renoir in France, K. Korovin, I. Grabar in Russia) who opened up new possibilities in conveying the variability of the light-air environment, the elusive states of nature, and the richness of colorful shades.
The landscape genre not only expresses the endless diversity and beauty of nature at different times of the year, in different climatic conditions, under sunlight and moonlight, but also conveys feelings and moods. Any of the artists who painted landscapes is based on real nature, but at the same time, very different images arise, because the main thing is the individuality of the artist. He does not draw from nature, but conveys his internal state in painting, therefore each artist has his own favorite color combinations, techniques, and individual attitude to color.