Slide 3

Style (Latin) - 2 meanings:

1) the constructive principle of the structure of objects and phenomena of the cultural world (lifestyle, clothing, speech, communication, architecture, painting, etc.),

2) features artistic creativity, art schools and directions (Hellenistic style, classicism, romanticism, modernism, etc.)

Slide 4

The emergence of new styles and the Renaissance

Renaissance (Renaissance) is an era in cultural and ideological development a number of European countries (XIV – XVI centuries)

Dogmatic art was replaced by the desire for a realistic knowledge of the world, faith in the creative possibilities and power of the mind of the individual.

Slide 5

Distinctive features of Renaissance culture:

• secular character,
• humanistic worldview,
• appeal to the ancient heritage.

Slide 6

S. Botticelli. Birth of Venus

Slide 7

S. Rafael. Galatea

Slide 8

From Renaissance humanism to mannerism and baroque

Mannerism (from Italian - “technique”, “manner”) - dominant artistic direction in European art late XVI V.

Representatives of mannerism in their work did not follow nature, but tried to express the subjective idea of ​​​​an image born in the artist’s soul.

Slide 9

Titian. Bacchus and Ariadne

Slide 10

Baroque

Baroque (“bizarre”, “strange” - one of the dominant styles in European architecture and art of the late XVI - mid-XVIII centuries.

A person in Baroque art appears to be involved in the cycle and conflict of the environment, a multifaceted personality with a complex inner world.

Slide 11

Baroque art is characterized by

• gracefulness,
• splendor and dynamics,
• combination of illusory and real,
• passion for spectacular spectacles,
• contrasts of scales and rhythms, materials and textures, light and shadow.

Slide 12

GuidoReni. Aurora

Aurora, 1614, fresco, Palazzo Pallavicini Rospigliosi, Rome

Slide 13

Peter Paul Rubens. Judgment of Paris

Slide 14

P.P.Rubens.Perseus and Andromeda

Slide 15

The Age of Enlightenment in the history of art development

• Classicism as an artistic embodiment of the ideas of the Enlightenment.
• Classicism is an artistic style in European art of the 17th century. early XIX V.
• Appeal to the ancient heritage and humanistic ideals of the Renaissance.
• Subordination of personal interests to public interests, feelings to duty, idealization heroic images- the main themes of the art of classicism.

Slide 16

F. Boucher. Diana's bath

Slide 17

Rococo

• Rococo is a style that was developed in European plastic arts of the first half of the 18th century.
• Passion for refined and complex forms, fancy lines.
• The goal of Rococo art is to please, touch and entertain.
• Complex love affairs, fleeting hobbies, daring and risky actions of heroes, adventures and fantasies. Gallant entertainment and celebrations are the main subjects of Rococo works.

Slide 18

Realistic trends in the development of art of the 17th – 18th centuries.

• Objectivity, accuracy and specificity in conveying events in the surrounding world
• Lack of idealization
• Attention to common people
• Deep perception of life and nature
• Simplicity and naturalness in conveying the world human feelings

Lesson on blended learning technology

Module “Changing work areas”

Subject - World art culture Grade 11

MHC and music teacher, highest qualification category - Ochirova Z.M., “Honorary Worker” general education»

Lesson topic“Diversity of styles in the culture of the 17th-18th centuries”

So much news in 20 years

and in the realm of the stars,

and in the area of ​​planets,

The Universe crumbles into atoms,

All connections are broken, everything is crushed into pieces.

The foundations have been shaken, and now

everything has become relative for us.

John Donne (1572-1631) poet

The purpose of the lesson

Reveal characteristics variety of cultural styles of the 17th and 18th centuries.

Tasks

Determine the pattern of changing artistic styles.

Develop students' ability to select and analyze information. The ability to verbalize your feelings and feelings

Cultivating in students a more conscious perception of works of art.

Lesson type – generalizing lesson on the integrated application of knowledge/lesson on developmental control/.

Form of study: frontal, group

Formed UUD

Communication– acquiring the skills to take into account the position of the interlocutor (partner), organize and carry out cooperation and cooperation with the teacher and peers, adequately perceive and transmit information.

Cognitive

the ability to express the main idea and isolate the main meaning.

the ability to analyze a task from different points of view and based on different parameters.

Personal

the ability to listen and hear the interlocutor.

the ability to formulate one’s position in a correct and convincing form, showing respect for the position and opinions of other people.

Regulatory (reflexive)

The ability to control your speech, taking into account the communicative situation, ethical and sociocultural norms.

The ability to predict the perception of the interlocutor.

Lesson equipment: personal computer (4 pcs.), interactive whiteboard, multimedia video projector, audio recordings, tape recorder, presentation for the lesson in Microsoft Office PowerPoint format, handouts (reproductions of works, cards with texts, test tasks).

Lesson Plan

1.Organizing time 1-2 min.

2. Introduction to the topic 2-3 min.

3. Frontal survey 3-5 min.

4.Main stage of the lesson 25 -30 min.

5.Summing up the lesson 3-5 min.

6.Reflection 1-2 min.

7. Conclusion 1-2 min.

During the classes

Organizing time- greetings.

/On the slide is the name of the lesson topic, epigraph. The teacher begins the lesson with the sound in the backgroundIVpart of the cycle “The Seasons” by A. Vivaldi - “Winter” /

2.Introduction to the topic

The 17th-18th centuries are one of the brightest and most brilliant eras in the history of world artistic culture. This is a time when the familiar, seemingly unshakable picture of the world was rapidly changing, public consciousness the ideals of the Renaissance were collapsing. This is the time when the ideology of humanism and faith in the limitless possibilities of man was replaced by a different sense of life.

Each time carries within itself its inherent laws and expediencies. It is known that works of architecture, sculpture, music, decorative and applied arts, painting, etc. are a kind of means of encoding “cultural messages”. We communicate with past eras using our ability to abstract perception. Knowing the “codes,” and in our case these are the features and characteristics of the art styles of the 17th and 18th centuries, we will be able to more consciously perceive works of art.

So, today our task is to try to identify the pattern of changing styles and learn to see the “code” of a particular style (slide concept “style”). Style is a sustainable unity expressive means, characterizing artistic originality a work or a set of works.

3 .Frontal survey- Guys, who can name the main styles in the art of the 17th and 18th centuries? Students name the main styles of this period (mannerism, baroque, rococo, classicism, romanticism, realism).

Over the course of a series of lessons you have become familiar with each of them. We, of course, agree with the statement of the modern Russian art critic Viktor Vlasov: “Style is the artistic experience of time”

Let's briefly describe each of them. A verbal definition of each style is given.

4.Main stage of the lesson. So, today we are working on the module “Changing work areas”. The class is divided into 4 groups, each of which performs its own task. Your ability to work together, consult with each other and come to a common opinion is very important.

Group “A” (weak students) works with handouts, which must be distributed according to the 6 named styles. Here you have a definition of style, and the features of each of them, reproductions of paintings, sayings and poetic lines famous people.

Group “B” (intermediate students) works with test tasks on our topic.

You need to correlate the name of the paintings with the name of the author, the style with the name of the painting, the features of the style with its name, etc.

And group - “D” (excellent students), she works with the presentation “Styles in Art of the 17th-18th centuries...” on laptops with Internet access. This is practical work, it contains difficult tasks that require deep knowledge in the subject “MHC”.

Guys, you complete the tasks for 10-12 minutes, and then change your work areas: group “A” moves to the place of group “B” and vice versa; group “C” changes with the working area of ​​group “D”. I am a teacher, I work closely with group “A”, and my assistants, winners of MHC Olympiads, work with the other three, let’s call them tutors. On the slide- « Tutor - from the English “tutor” - curator, mentor, educator. A tutor can help solve organizational issues, support the desire to complete tasks and independence, solve organizational problems, establish contact between students, psychologically prepare the mentee for productive work, and is a link between students and the teacher.”

During the lesson, you are asked to find out the reason for the change in styles and try to identify the patterns of this process. This will be the result of our work today.

Students work in groups. The teacher unobtrusively monitors the process of completing assignments and, if possible, corrects answers within the group. Tutors coordinate the work in each group.

Group “A” requires more painstaking and carefully controlled work. For higher motivation it is necessary to create problem situations and setting individual tasks. For example, when determining the style of a painting, pay Special attention students for details in the reproduction that will help them complete the task more accurately. And in working with poetic text find key words or phrases that help determine style and direction in art.

5. Summing up the lesson.

Well, let's find out how you completed the task and what conclusions you drew? Representatives of each group express their point of view…. The teacher indirectly guides students to the correct formulation of answers: creative people always strived for something new, unknown, which made it possible to create new masterpieces; The 17th-18th centuries were a time of scientific discoveries, which led to changes in all spheres of life, including art; changing styles is a natural process of mastering the world according to the laws of beauty, a natural reflection of human life...

Final word from the teacher- Thus, we have come to the conclusion that the environment, surroundings and reflection of the world in movement become the main thing for the art of the 17th – 18th centuries. However, art is by no means limited to the aesthetic sphere. Historically, works of art performed not only aesthetic (artistic) functions in culture, although the aesthetic has always been the essence of art. Since ancient times, society has learned to use the powerful effective power of art for a variety of social and utilitarian purposes - religious, political, therapeutic, epistemological, ethical.

Art is a settled, crystallized and fixed form of exploration of the world according to the laws of beauty. It is aesthetically meaningful and carries an artistic concept of the world and personality.

6.Reflection

Now try to evaluate today’s lesson and your attitude towards it. The questionnaire is anonymous.

/ against the background of the sound of L. Beethoven’s play “Fur Elise” /

7. Conclusion

Now all we have to do is evaluate your work. Participants in each group receive the same grades. So, the ratings are…. ( Group “A” receives a well-deserved “B”, and the rest of the students, I think you will agree with this, receive a grade of “Five”).

Thanks everyone for the lesson!

Vanyushkina L.M., Modern lesson: World artistic culture, St. Petersburg, KARO, 2009.

Dmitrieva N.A., Short story Arts, Moscow, “Iskusstvo”, 1990.

Danilova G.I., World artistic culture: programs for educational institutions. 5-11 grades, Moscow, Bustard, 2010.

Danilova G.I., World artistic culture. 11th grade, Moscow, “Interbook” 2002.

Polevaya V.M., Popular art encyclopedia: Architecture. Painting. Sculpture. Graphic arts. decorative arts, Moscow, " Soviet Encyclopedia", 1986.

Description of the presentation Style diversity of art of the 17th-18th centuries B on slides

In Europe, the process of dividing countries and peoples has ended. Science has expanded knowledge about the world. The foundations of all modern natural sciences were laid: chemistry, physics, mathematics, biology, astronomy. Scientific discoveries of the early 17th century completely shattered the image of the universe, at the center of which was man himself. If used to be art affirmed the harmony of the Universe, now man was afraid of the threat of chaos, the collapse of the Cosmic world order. These changes also affected the development of art. The 17th – 18th centuries are one of the brightest pages in the history of world artistic culture. This is the time when the Renaissance was replaced art styles Baroque, Rococo, Classicism and Realism, which saw the world in a new way.

ART STYLES Style - combination artistic means and techniques in the works of an artist, an artistic movement, an entire era. Mannerism, Baroque, Classic, Rococo, Realism

MANNERISM Mannerism (Italian manierismo, from maniera - manner, style), a movement in Western European art of the 16th century. , reflecting the crisis of the humanistic culture of the Renaissance. Outwardly following the masters of the High Renaissance, the works of the Mannerists are distinguished by their complexity, intensity of images, mannered sophistication of form, and often sharp artistic solutions. El Greco "Christ on the Mount of Olives", 1605. National. gal. , London

Characteristic features of the Mannerism (pretentious) style: Sophistication. Pretentiousness. The image of the fantastic other world. Brokenness contour lines. Light and color contrast. Lengthening figures. Instability and difficulty of poses.

If in the art of the Renaissance man is the ruler and creator of life, then in the works of Mannerism he is a small grain of sand in the chaos of the world. Mannerism covered different kinds artistic creativity - architecture, painting, sculpture, decorative - applied arts. El Greco "Laocoon", 1604 -

Uffizi Gallery Palazzo del Te in Mantua Mannerism in architecture expresses itself in violations of the Renaissance balance; the use of architecturally unmotivated structural solutions that cause the viewer a feeling of anxiety. The most significant achievements of Mannerist architecture include the Palazzo del Te in Mantua (the work of Giulio Romano). The building of the Uffizi Gallery in Florence is designed in a mannerist spirit.

BAROQUE Baroque (Italian: barocco - whimsical) is an artistic style that prevailed from the late 16th to the mid-18th centuries. in the art of Europe. This style originated in Italy and spread to other countries after the Renaissance.

CHARACTERISTIC FEATURES OF THE BAROQUE STYLE: Splendor. Pretentiousness. Curvature of shapes. Brightness of colors. Abundance of gilding. An abundance of twisted columns and spirals.

The main features of Baroque are pomp, solemnity, splendor, dynamism, and life-affirming character. Baroque art is characterized by bold contrasts of scale, light and shadow, color, and a combination of reality and fantasy. Cathedral Santiago de Compostela. Church of the Mother of God of the Sign in Dubrovitsy. 1690 -1704. Moscow.

Particularly noteworthy in the Baroque style is the fusion various arts in a single ensemble, a large degree of interpenetration of architecture, sculpture, painting and decorative arts. This desire for a synthesis of arts is a fundamental feature of the Baroque. Versailles

CLASSICISM Classicism from lat. classicus - “exemplary” - an artistic movement in European art of the 17th -19th centuries. , focused on the ideals of ancient classics. Nicolas Poussin "Dance to the Music of Time" (1636).

CHARACTERISTIC FEATURES OF CLASSICISM: Restraint. Simplicity. Objectivity. Definition. Smooth contour line.

The main themes of the art of classicism were the triumph of social principles over personal principles, the subordination of feelings to duty, and the idealization of heroic images. N. Poussin “The Shepherds of Arcadia”. 1638 -1639 Louvre, Paris

In painting, the logical development of the plot, a clear balanced composition, a clear transfer of volume, with the help of chiaroscuro the subordinate role of color, and the use of local colors acquired the main importance. Claude Lorrain "The Departure of the Queen of Sheba" Art forms Classicism is characterized by strict organization, balance, clarity and harmony of images.

In European countries, classicism existed for two and a half centuries, and then, changing, was revived in the neoclassical movements of the 19th – 20th centuries. Works of classicist architecture were distinguished by strict organization of geometric lines, clarity of volumes, and regularity of layout.

ROCOCO Rococo (French rococo, from rocaille, rocaille - a decorative motif in the shape of a shell), a style movement in European art of the 1st half of the 18th century. Church of Francis of Assisi in Ouru Preto

CHARACTERISTIC FEATURES OF ROCOCO: Refinement and complexity of forms. The whimsicality of lines and ornaments. Ease. Grace. Airiness. Flirtyness.

Originating in France, Rococo in the field of architecture was reflected mainly in the nature of the decor, which acquired emphatically elegant, sophisticatedly complicated forms. Amalienburg near Munich.

The image of a person lost its independent meaning, the figure turned into a detail of the ornamental decoration of the interior. Rococo painting was predominantly decorative in nature. Rococo painting, closely associated with the interior, developed in decorative and easel chamber forms. Antoine Watteau “Sailing to the Island of Cythera” (1721) Fragonard “The Swing” (1767)

REALISM Realism of the serpent (French réalisme, from late Latin reālis “real”, from Latin rēs “thing”) is an aesthetic position according to which the task of art is to capture reality as accurately and objectively as possible. The term "realism" was first used by the French literary critic J. Chanfleury in the 50s. Jules Breton. "Religious Ceremony" (1858)

CHARACTERISTIC FEATURES OF REALISM: Objectivity. Accuracy. Specificity. Simplicity. Naturalness.

Thomas Eakins. “Max Schmitt in a Boat” (1871) The birth of realism in painting is most often associated with creativity French artist Gustave Courbet (1819-1877), who opened his own in Paris in 1855 personal exhibition"Pavilion of Realism" In the 1870s. realism was divided into two main directions - naturalism and impressionism. Gustave Courbet. "Funeral in Ornans." 1849 -1850

Realistic painting became widespread outside France. IN different countries it was known under different names, in Russia - itinerant movement. I. E. Repin. "Barge Haulers on the Volga" (1873)

Conclusions: In the art of the 17th – 18th centuries, various artistic styles coexisted. Heterogeneous in their manifestations, they still had unity and community. Sometimes completely opposite artistic decisions and images were only original answers to the most important questions in the life of society and man. It is impossible to express clearly what changes have happened to XVII century in people's perception of the world. But it became obvious that the ideals of humanism did not stand the test of time. The environment, surroundings and reflection of the world in movement became the main thing for the art of the 17th – 18th centuries.

Basic literature: 1. Danilova G.I. World artistic culture. Grade 11. – M.: Bustard, 2007. Literature for additional reading: 1. Solodovnikov Yu. A. World artistic culture. Grade 11. – M.: Education, 2010. 2. Encyclopedia for children. Art. Volume 7. - M.: Avanta+, 1999. 3. http: //ru. wikipedia. org/

Complete test tasks: There are several answer options for each question. The answers that are correct, in your opinion, should be noted 1. Arrange the following eras, styles, movements in art in chronological order: a) Classicism; b) Baroque; c) Renaissance; d) Realism; e) Antiquity; f) Mannerism; g) Rococo

2. Country - birthplace of Baroque: a) France; b) Italy; c) Holland; d) Germany. 3. Match the term and definition: a) baroque b) classicism c) realism 1. strict, balanced, harmonious; 2. reproduction of reality through sensory forms; 3. lush, dynamic, contrasting. 4. Many elements of this style were embodied in the art of classicism: a) antique; b) baroque; c) gothic. 5. This style is considered lush, pretentious: a) classicism; b) baroque; c) mannerism.

6. Strict organization, balance, clarity and harmony of images are characteristic of this style: a) rococo; b) classicism; c) baroque. 7. Works of this style are distinguished by intensity of images, mannered sophistication of form, sharpness of artistic solutions: a) rococo; b) mannerism; c) baroque.

8. Representatives of classicism in painting. a) Delacroix; b) Poussin; c) Malevich. 9. Representatives of realism in painting. a) Delacroix; b) Poussin; c) Repin. 10. Periodization of the Baroque era: a) 14th -16th centuries. b) 15-16 centuries. c) 17th century. (late 16th - mid 18th century). 11. G. Galileo, N. Copernicus, I. Newton are: a) sculptors b) scientists c) painters d) poets

12. Match the works with the styles: a) classicism; b) baroque; c) mannerism; d) rococo

Slide 1

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Slide 4

Slide 5

Slide 6

Slide 7

Slide 8

Slide 9

Lesson on blended learning technology

Module “Changing work areas”

Subject - World artistic culture Grade 11

Lesson topic “Diversity of styles in the culture of the 17th-18th centuries”

So much news in 20 years

and in the realm of the stars,

and in the area of ​​planets,

The Universe crumbles into atoms,

All connections are broken, everything is crushed into pieces.

The foundations have been shaken, and now

everything has become relative for us.

John Donne (1572-1631) poet

The purpose of the lesson

Identify characteristic featuresvariety of cultural styles of the 17th and 18th centuries.

Tasks

Determine the pattern of changing artistic styles.

Develop students' ability to select and analyze information. The ability to verbalize your feelings and feelings

Cultivating in students a more conscious perception of works of art.

Lesson type – generalizingteaching lesson on the integrated application of knowledge/lesson of developmental control/.

Form of study : frontal, group

Formed UUD

Communication – acquiring the skills to take into account the position of the interlocutor (partner), organize and carry out cooperation and cooperation with the teacher and peers, adequately perceive and transmit information.

Cognitive

the ability to express the main idea and isolate the main meaning.

the ability to analyze a task from different points of view and based on different parameters.

Personal

the ability to listen and hear the interlocutor.

the ability to formulate one’s position in a correct and convincing form, showing respect for the position and opinions of other people.

Regulatory (reflexive)

The ability to control your speech, taking into account the communicative situation, ethical and sociocultural norms.

The ability to predict the perception of the interlocutor.

Lesson equipment : personal computer (4 pcs.), interactive whiteboard,multimediavideo projector, audio recordings, tape recorder, presentation for the lesson in program formatMicrosoftOfficePowerPoint, handouts (reproductions of works, cards with texts, test tasks).

Lesson Plan

1.Organizational moment1-2 min.

2. Introduction to the topic2-3 min.

3. Frontal survey3-5 min.

4.Main stage of the lesson25 -30 min.

5.Summing up the lesson3-5 min.

6.Reflection1-2 min.

7. Conclusion1-2 min .

During the classes

Organizing time - greetings.

/ On the slide is the name of the lesson topic, epigraph. The teacher begins the lesson with the sound in the background IV part of the cycle “The Seasons” by A. Vivaldi - “Winter” /

2.Introduction to the topic

XVII-XVIIIcentury - one of the brightest and most brilliant eras in the history of world artistic culture. This was a time when the familiar, seemingly unshakable picture of the world was rapidly changing, and the ideals of the Renaissance were collapsing in the public consciousness. This is the time when the ideology of humanism and faith in the limitless possibilities of man was replaced by a different sense of life.

Each time carries within itself its inherent laws and expediencies. It is known that works of architecture, sculpture, music, decorative and applied arts, painting, etc. are a kind of means of encoding “cultural messages”. We communicate with past eras using our ability to abstract perception. Knowing the “codes,” and in our case these are the features and characteristics of the art styles of the 17th and 18th centuries, we will be able to more consciously perceive works of art.

So, today our task is to try to identify the pattern of changing styles and learn to see the “code” of a particular style (slide concept “style”).Style is a stable unity of expressive means that characterizes the artistic originality of a work or a set of works.

3 . Frontal survey - Guys, who can name the main styles in the art of the 17th and 18th centuries?Students name the main styles of this period (mannerism, baroque, rococo, classicism, romanticism, realism).

Over the course of a series of lessons you have become familiar with each of them. We, of course, agree with the statementcontemporary Russian art critic Viktor Vlasov: “Style is the artistic experience of time”

Let's briefly describe each of them.A verbal definition of each style is given.

4.Main stage of the lesson . So, today we are working on the module “Changing work areas”. The class is divided into 4 groups, each of which performs its own task. Your ability to work together, consult with each other and come to a common opinion is very important.

Group “A” (weak students) works with handouts, which must be distributed according to the 6 named styles. Here you have a definition of style, and the features of each of them, reproductions of paintings, statements and poetic lines of famous people.

Group “B” (intermediate students) works with test tasks on our topic.

You need to correlate the name of the paintings with the name of the author, the style with the name of the painting, the features of the style with its name, etc.

And the group - "D"(excellent students), she is working with the presentation “Styles in Art of the 17th-18th Centuries...” on laptops with Internet access. This is practical work, it contains difficult tasks that require deep knowledge in the subject “MHC”.

Guys, you complete the tasks for 10-12 minutes, and then change your work areas: group “A” moves to the place of group “B” and vice versa; group "C" changes with the working area of ​​group "D" I am a teacher, I work closely with group “A”, and my assistants, winners of MHC Olympiads, work with the other three, let’s call them tutors.On the slide - « Tutor - from the English “tutor” - curator, mentor, educator. A tutor can help solve organizational issues, support the desire to complete tasks and independence, solve organizational problems, establish contact between students, psychologically prepare the mentee for productive work, and is a link between students and the teacher.”

During the lesson, you are asked to find out the reason for the change in styles and try to identify the patterns of this process. This will be the result of our work today.

Students work in groups. The teacher unobtrusively monitors the process of completing assignments and, if possible, corrects answers within the group. Tutors coordinate the work in each group.

Group “A” requires more painstaking and carefully controlled work. For higher motivation, it is necessary to create problematic situations and set individual tasks. For example, when determining the style of a painting, pay students special attention to the details in the reproduction, which will help them cope with the task more accurately. And when working with a poetic text, find key words or phrases that help determine the style and direction in art.

5. Summing up the lesson.

Well, let's find out how you completed the task and what conclusions you drew?Representatives of each group express their point of view…. The teacher indirectly leads students to the correct formulation of answers: creative people have always strived for something new, unknown, which made it possible to create new masterpieces; The 17th-18th centuries were a time of scientific discoveries, which led to changes in all spheres of life, including art; changing styles is a natural process of mastering the world according to the laws of beauty, a natural reflection of human life...

Final word from the teacher - Thus, you and I have come to the conclusion that the environment, surroundings and reflection of the world in motion becomes the main thing for artXVII – XVIIIcenturiesHowever, art is by no means limited to the aesthetic sphere. Historically, works of art performed not only aesthetic (artistic) functions in culture, although the aesthetic has always been the essence of art. Since ancient times, society has learned to use the powerful effective power of art for a variety of social and utilitarian purposes - religious, political, therapeutic, epistemological, ethical.

Art is a settled, crystallized and fixed form of exploration of the world according to the laws of beauty. It is aesthetically meaningful and carries an artistic concept of the world and personality.

6.Reflection

Now try to evaluate today’s lesson and your attitude towards it. The questionnaire is anonymous.

/ against the background of the sound of L. Beethoven’s play “Fur Elise” /

7. Conclusion

Now all we have to do is evaluate your work. Participants in each group receive the same grades. So, the ratings are…. (Group “A” receives a well-deserved “B”, and the rest of the students, I think you will agree with this, receive a grade of “Five”).

Thanks everyone for the lesson!

Vanyushkina L.M., Modern lesson: World artistic culture, St. Petersburg, KARO, 2009.

Dmitrieva N.A., A Brief History of Art, Moscow, “Iskusstvo”, 1990.

Danilova G.I., World artistic culture: programs for educational institutions. 5-11 grades, Moscow, Bustard, 2010.

Danilova G.I., World artistic culture. 11th grade, Moscow, “Interbook” 2002.

Polevaya V.M., Popular art encyclopedia: Architecture. Painting. Sculpture. Graphic arts. Decorative art, Moscow, “Soviet Encyclopedia”, 1986.