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Sokolnikov fine arts. Advanced task

  • The textbook consists of four books that talk about the basics in an interesting and accessible way artistic image and provides information about the history of Russian and foreign fine arts from ancient times to the present day. Book " Brief dictionary artistic terms"contains concepts covering a range of issues about materials, techniques and technologies of fine art, its types and genres, the main styles and trends in the history of art. This dictionary includes art terms book graphics. There are articles on individual elements figurative language. Dictionary contains a large number of illustrations.

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    • The textbook consists of four books, which in an interesting and accessible form talk about the basics of artistic representation and provide information about the history of Russian and foreign fine arts from ancient times to the present day. The book “Fundamentals of Painting” is based on the fact that painting is the art of color. It covers the basics of color science, Special attention focuses on issues of color perception. Students are encouraged to carry out experiments, exercises and creative tasks diverse by pictorial means. At the end of the book there are answers to difficult questions, “secrets and mysteries” of masters of fine art and recommended literature. The textbook contains a special system of visual signs that will help the child better navigate the textbook material, and a large number of illustrations. For students of secondary schools.

    • | | (0)
    • Genre:
    • The textbook consists of four books, which in an interesting and accessible form talk about the basics of artistic representation and provide information about the history of Russian and foreign fine arts from ancient times to the present day. The book “Fundamentals of Composition” introduces the basic principles of composition, its rules, techniques and means. Based on numerous examples from the history of painting, various compositional schemes and types of composition are considered. Students are offered practical and creative tasks different levels difficulties. At the end of the textbook there are answers to difficult questions, “secrets and mysteries” of masters of fine art and recommended literature. Here are recommendations for teachers on how to use all parts of the textbook in educational process. The textbook contains a special system of visual signs that will help the child better navigate the textbook material, and a large number of illustrations. For students of secondary schools.

    MGGU im. M.A. Sholokhov

    SOKOLNIKOVA NATALIA MIKHAILOVNA - Doctor of Pedagogical Sciences, Professor, Excellence in Public Education, Academician of the International Academy of Informatization and the International Academy of Sciences, Honorary Worker of Higher Education vocational education, member of the Union of Designers of Russia

    In 1979 she graduated from the art and graphic faculty of the Moscow State pedagogical institute them. IN AND. Lenin. In 1986 she defended her Ph.D. thesis on the problems aesthetic education schoolchildren, and in 1998 - a doctoral dissertation on the topic “Development of artistic and creative activity of schoolchildren in the system of aesthetic education.”

    Start labor activity Sokolnikova N.M. associated with creative work and pedagogical activity. She took part in developing the concept of a network of advanced art classes in the secondary school system.

    For more than 10 years, N.M. Sokolnikova, working as a specialist at the Russian Ministry of Education, led the federation’s art and aesthetic education system. With her direct participation, classes were opened with in-depth study subjects of the artistic and aesthetic cycle, the package of normative documentation (curricula, programs, guidelines, teaching aids and textbooks).

    Great contribution to the development of domestic pedagogical science Sokolnikova N.M. contributed as the author of programs, textbooks, teaching aids and books on methods of teaching fine arts. Has more than 200 publications, of which 135 are educational and 75 scientific works, used in pedagogical practice.

    The most significant of them are the following: a set of notebooks and textbooks on fine arts for grades 1-4; textbook “Fine arts and methods of teaching it in primary school» for students of pedagogical universities and colleges; set of textbooks of 4 books for educational institutions“World artistic culture” for grades 5-9 (co-authored); programs: “Composition” for grades 1-11, integrated course “Art” for grades 1-9 (scientific hands), “Fundamentals of drawing”, “Fundamentals of painting”, “Fundamentals of composition”, “A brief dictionary of artistic terms”, “ History of Fine Arts" in 2 volumes, "History of Styles in Art". All listed textbooks, teaching aids and programs are recommended by the Ministry of Education of the Russian Federation.

    She has more than 15 years of teaching experience in universities.

    Gives lecture courses: “Fundamentals of design theory and methodology”, “Landscape design”, “The art of book graphics”, “Supergraphics”, “Methodology” scientific research", etc. Manages graduation projects.

    Participant of many intra-university, All-Russian and International scientific and practical conferences.

    At the Moscow State University for the Humanities, Professor Sokolnikova N.M. For more than twelve years she headed the art and graphic faculty, and is currently the dean of the faculty of design and head of the department of design. Her activities at the University are aimed at solving the following issues:

    -​ management of postgraduate studies in three areas: “ General pedagogy, history of pedagogy and education - spec. 13.00.01 and “Methodology of teaching fine arts - special. 13.00.02; 17.00.06 - “Technical aesthetics and design”;

    - training and education of young designers in the field of graphic and environmental design;

    - creation and development of design workshops;

    - organization of exhibition and educational activities, participation in international competitions.

    The effectiveness of the content of artistic and aesthetic education developed by Sokolnikova N.M. and the organization of the educational process is largely confirmed by the fact that she prepared students to participate in many creative competitions and exhibitions, among which special mention should be made of the International Salon “UpakItalia-2011”, the International Student Competition on Packaging “ A Clockwork Orange"(2007-2011), "125 years of Coca-Cola", international competition contemporary art and education “Muses of the World”, etc.

    Over the years of work at the University, Sokolnikova N.M. A lot of scientific, pedagogical and educational work has been carried out. She is the author of a series famous books and textbooks for schools and universities on drawing, painting, composition, art history, world artistic culture, methods of teaching fine arts. Sokolnikova N.M. actively works with graduate students and applicants. Under her leadership they protected master's theses 9 people, doctoral dissertation 1 person, 9 students became members of various creative unions, more than 20 graduates received international certificates and diplomas.

    Sokolnikova N.M. has awards, certificates of honor, gratitude and diplomas:

    1.​ Certificate of honor Ministry of Education of Russia (1989);

    2. Excellent student in public education (1993)

    3. Honorary Worker of Higher Professional Education (2006).

    4.​ Diploma “Golden Department of Design”, head. Department Sokolnikova N.M. assigned by decision of the Presidium of the Academy of Natural Sciences (2011)

    5.​ The honorary title “Honored Worker of Science and Education” was awarded by decision of the Presidium of the Academy of Natural Sciences (2011).

    6.​ Honorary title “Scientist of the Year - 2011” MGGU im. M.A. Sholokhov.

    Also Sokolnikova N.M. has a number of other awards and commendations from public and scientific organizations, educational institutions.

    More than 10 years Sokolnikova N.M. was the dean of the Faculty of Design.

    Currently he is the head. Department of Design.

    N.M. Sokolnikova

    COURSE PROGRAM “FINE ARTS” grades 1–4

    Explanatory note

    The fine arts program was developed taking into account the requirements of the Federal State Educational Standard for Primary General Education.

    - introducing schoolchildren to the world of fine arts, developing their creativity and spiritual culture;

    - development primary knowledge about the world of plastic arts: fine arts, decorative arts, architecture, design; about the forms of their existence in the child’s everyday environment;

    - nurturing emotional responsiveness and a culture of perception of works of professional and folk fine art; moral and aesthetic feelings: love for native nature, to one’s people, to the Motherland, respect for its traditions, heroic past, multinational culture.

    The implementation of program goals is considered in connection with system of functions subject "Fine Arts":

    - emotional/developmental function, consisting in the impact of art on the emotional/sensual sphere of the individual, contributing to the enrichment of this sphere, the development of the emotional responsiveness of the individual to works of art as a reflection of human experiences, emotions, feelings;

    - value-oriented function that allows students to use acquired artistic knowledge, abilities and skills for self-orientation

    V artistic culture, in the surrounding sociocultural environment according to the highest spiritual, moral and aesthetic criteria;

    - art therapy, which consists of correcting negative psychological states and student health

    V process of organizing them artistic activity;

    Explanatory note

    - information function that ensures the expansion of the general and artistic information space through students’ mastery of the main sources

    And channels of information about art (including audiovisual, computer, text, etc.).

    The Fine Arts program allows you to solve the following tasks:

    - to form initial ideas about the role of fine art in a person’s life, in his spiritual and moral development;

    - to form cognitive interest and a positive attitude towards fine arts, folk and decorative arts, architecture and design;

    - introduce masterpieces of Russian and foreign fine art;

    - form aesthetic perception works of art; aesthetic attitude to the world; understanding beauty as a value; needs for artistic creativity and communication with art;

    - to form ideas about the types and genres of fine art, including architecture, design as forms of art, about the main types of folk and decorative arts;

    - to develop practical skills in the perception, analysis and evaluation of works of art; teach understanding of the language of graphics, painting, sculpture, the ability to analyze the means of artistic expression of works of art;

    - teach theoretical and practical fundamentals ri% cloth, painting, composition, modeling;

    - teach the basics of folk and decorative arts;

    - teach the basics of design (elements of design, construction, layout and modeling; sense of style);

    - develop in schoolchildren the ability to express their attitude to the world around them in creative works;

    - teach basic skills, habits, and methods of artistic activity;

    - teach the basic means of artistic expression (line, spot, color, flavor, texture, tone, composition, rhythm, harmony, etc.) necessary to create artistic image;

    art

    - teach methods of depicting plants, animals, landscapes, portraits and human figures on a plane or in volume;

    - develop creative imagination, artistic thinking, visual memory, spatial representations, visual abilities;

    - develop the emotional, aesthetic and moral spheres of the personality.

    The Fine Arts program is built on the basis of the plastic arts: fine art, folk

    go, decorative & applied arts, architecture and design.

    Content art education provides for two main types of student activity: perception of works of art (student% viewer) and their own artistically creative activity (student in the role of artist, folk artist, decorator, architect, designer). This makes it possible to reveal the nature of the dialogue between the artist and the viewer, avoiding only an informational presentation of the material. In this case, the child’s own emotional experience of communication with works of art is taken into account.

    Artistic and creative activities of students are carried out taking into account the age capabilities of students at a level accessible to them.

    Main types of visual activities students (graphics, painting, modeling): acquaintance with the types and genres of fine art, with masterpieces of Russian and foreign art, creativity of leading artists, development of a sense of style; drawing from life, from memory and imagination, illustrating fairy tales and others literary works, creating thematic compositions, sculpting reliefs and volumetric figures, identifying the characteristic features of the artistic image.

    Studying folk art stva students include: acquaintance with traditional artistic crafts, identifying the characteristic features of a species image,

    Explanatory note

    the ability to determine whether a thing belongs to a local school of craftsmanship, repetition of ornaments, plots, motifs, images, variation and improvisation based on folk painting, mastering brush painting techniques, modeling toys from clay (plasticine).

    Studying decorative arts involves: familiarity with types of decorative and applied arts (glass, metal, stone, wood, leather, weaving, etc.); surface decoration, imitation of technologies for artistic processing of materials, creation of ornamental and plot-based planar and volumetric compositions, decorating products, identifying the characteristic features of a species image, developing a sense of style.

    Main types of architectural and design Students’ activities: working with the simplest symbolic and graphical models, mastering elementary techniques of combinatorics and heuristics, design, artistic design, prototyping and modeling, developing a sense of style.

    Fine arts lessons develop the ability to perceive the world and works of art, to identify, through comparison, individual features characteristic of compared works of art, to analyze the results of comparison, to combine works by type and genre characteristics. It is especially important that by comprehending the artistic and moral values ​​inherent in works of art, children improve morally and become spiritually enriched.

    Junior schoolchildren learn to work with the simplest symbolic and graphic models to identify the characteristic features of an artistic image, solve creative problems at the level of combinations and improvisations, create creative works based on your own ideas, show originality.

    The program is aimed at developing the child’s ability to experiment with form (mentally and practically) both when becoming familiar with various types of art, and during the performance of specific visual, decorative or design tasks. Students in grades 1–4 systematically master the ABC of Forms. They learn to distinguish such things in nature, works of art, objects of architecture and design. geometric shapes like a square, rhombus, circle, triangle, rectangle, and such bodies,

    art

    like cube, prism, cylinder, ball, pyramid, etc. In addition, students become familiar with the shape of a spiral, egg, wave and combined shapes. Bionic forms in architecture and design are considered. Theoretical knowledge about shape formation is consolidated in the process of practical work on sketches, projects and models of architecture and design objects.

    The development of space by primary schoolchildren is carried out in three directions: the transfer of conventional space on the plane of a sheet (graphics, painting), volumetric compositions (modelling, modeling of design objects)

    And creation of three-dimensional compositions (architectural layout).

    Mastering traditional methods and techniques for conveying space on a plane (blocking, placing distant objects closer to the top edge of the sheet, reducing distant objects in size, linear and aerial perspective, etc.) occurs systematically from grades 1 to 4 in the process of exercises and creative tasks. .

    Throughout primary school education, special attention is paid to the study of the “ABC of Color,” which we specially compiled for students, and the basics of color science included in it ( color circle, primary colors, composite colors, coloring, colour contrast and nuance, cold

    And warm colors, etc.). Students learn to analyze the expressive properties of color in works of fine art, folk and decorative art, objects of architecture and design. Nature can suggest harmonious color combinations: colors of the sky, earth, foliage, flowers, shells, pebbles, fish scales, butterfly wings, bird plumage, etc. Children consolidate the acquired knowledge in the process of performing practical tasks.

    The program provides for individual and collective forms of work. IN individual work Students master new work techniques and visual literacy. Developmental opportunities joint activities children on creation collective works ensure the development of the child’s ability to see the whole before the parts, as well as the ability to see a separate thing from the perspective of other people. Can be used various shapes collective work of schoolchildren (two create one image together; 4–5 students work on one task; all children take part in the work at the same time, etc.). Ra%

    Explanatory note

    Working in pairs or groups, children learn to plan and coordinate their creative activities, negotiate with each other about the content and progress of the task.

    The most important feature of this program is the use of art therapy elements. This is due to the fact that on initial stage training artistic creativity(fine, decorative, design) special attention is paid to developing the child’s ability to emotionally experience his productive action, while at the same time expressing his own experiences and feelings in the drawing.

    We understand art therapy as the prevention and correction of negative psychological states (fear, fatigue, aggressiveness, irritability, etc.) with the help of art. It develops the child’s emotional and sensory world, his imagination and is aimed at mastering it different ways images that contribute to the correction of his various emotional states.

    Art therapy places an emphasis on the child's free self-expression through any artistic materials and means at his disposal. Free self-expression is necessary (or desirable) in order to help the student eliminate manifestations of his negative psycho-emotional state, resolve internal (related to well-being, moods) or external (related to relationships with others) problems, improve it general condition, etc. Art therapy promotes personal development through art (self-knowledge, self-development, self-therapy), where art acts as a stimulant mental development and self-development of the child.

    In fine arts classes, the following types of activities are used for art therapeutic purposes: viewing paintings, drawing, sculpting, designing, working with natural materials, illustrating fairy tales and musical fears, etc.

    One of the art therapy techniques is associative drawing. In the process of this drawing, children learn to express their feelings, emotions, taste and tactile sensations in abstract (formal) and visual compositions. It is very important to teach children to choose artistic materials and techniques that are most suitable for realizing their ideas.

    art

    Main sections of the program

    The program highlights the following structural lines that implement the concentric principle of presenting learning content, which makes it possible to gradually expand and complicate it, taking into account a specific age stage: "World of Fine Arts", "World of People"

    art”, “World of decorative art”, “World of architecture and design”. Students gain an understanding of all types of plastic arts. Their value aspects and patterns are studied, without which orientation in the flow of artistic information is impossible.

    Within each of the structural lines, we study the basis of artistic language at an accessible theoretical and practical level. At the same time, a connection is made between artistic creativity and the surrounding life.

    Section "World of Fine Arts" includes the study of types and genres, artistic language in the process of conversations about art, individual and collective artistic creativity. Students get acquainted with the masterpieces of Russian and foreign art, creativity famous artists, their manner of work and statements about art. This activity is aimed at the spiritual and moral development of children and the development of means of artistic expression. Through the creativity of masters, the child comprehends the values ​​that are vitally important to him, imprinted in masterpieces of art.

    Getting acquainted with works of fine art, students gradually learn to master the terminology and express their attitude towards color scheme, distinguish between warm and cold colors, be able to imagine images and colors. The teacher uses elements of the language of art when analyzing works and teaching the child various types artistic creativity. Children are developing their perception of color and shape as educational material. Students realize that with the help of these means they can convey their mood, draw a portrait and landscape, construct design objects, illustrate a story or fairy tale.

    Features of artistic figurative solutions and com% positions easel painting, graphics and sculptures, the characteristic features of book graphics are discussed using numerous examples in the process of conversations about fine arts, which are organically included in grades 1-3

    Explanatory note

    are included in the structure of the lesson, and in the 4% class can be carried out throughout the lesson and have independent meaning. In accordance with learning objectives, designated for each class, the teacher is given the right to choose works of fine art that will be used for discussions in the lesson.

    From grades 1 to 4, systematic study is carried out

    basics of artistic language (point, line, spot, color, chiaroscuro, rhythm, composition, shape, proportions, contrast and nuance, silhouette, etc.). At the same time, the specifics of the language of each of the plastic arts are considered. Much attention in the program is paid to mastering the laws of the structural structure of forms, methods of conveying space on a plane, and the basics of color science. From the 1st grade, an initial analysis of the constructive and analytical structure of animals, the human figure and other natural forms is carried out. Study begins in 2nd grade aerial perspective, V 3–4 In classes, students get acquainted with the features linear perspective and chiaroscuro.

    The basics of visual language are mastered both in the process of analyzing works of art and in the process of students’ artistic creativity.

    In grades 1–2, students receive initial information about the laws of composition, the structural structure of objects, perspective, light and shade, the texture of objects, techniques and techniques for making drawings, expressive features art materials. In grades 3–4, the acquired knowledge is systematized. In the process of artistic activity, students learn to consciously and creatively use knowledge of the basics of artistic language, to achieve expressiveness and imagery in their drawings.

    The section “The World of Fine Arts” introduces students to the basic rules, techniques and means of composition, and methods of working on it. Children will learn about important role rhythm and color in a composition, learn to highlight the plot and compositional center, achieve the integrity of the composition, and balance its parts. Children learn to correctly choose the format of a drawing, create asymmetrical and symmetrical compositions, convey movement in a drawing, and depict the main and secondary things.

    Program section "World of Folk Art"» is systematically studied from grades 1 to 4. Students get acquainted with the leading traditional folk arts

    art

    crafts and master the basic principles of folk art - repetition, variation and improvisation.

    In grades 1–4, traditional folk crafts are studied (Dymka, Kargopol, Filimonovo, Gorodets, Zhostovo, Gzhel, Skopin, Khokhloma, Polkhov%Maidan, Sergiev Posad, Semenov, Mezen, Northern Dvina, etc.). Particular attention is paid to the study of the diversity of folk clay and wooden toy and methods of its manufacture, identifying the characteristic features of the specific image, the ability to determine whether a thing belongs to a local school of craftsmanship. As practical tasks, it is proposed to paint silhouettes of toys and dishes with Dymkovo, Filimonov and Kargapol patterns, and perform variations and improvisations based on folk painting. Modeling possible folk toys and dishes and their painting folk patterns.

    In grades 3–4, schoolchildren continue to study traditional folk art crafts, which they became acquainted with in grades 1–2, and get acquainted with new ones - lacquer miniatures (Fedoskino, Palekh, Mstera, Kholuy), Vologda lace, Pavlovo Posad scarves, Skopino ceramics, Bogorodsk carvings, Vologda lace etc. Students get acquainted with the traditions of making Tula gingerbread and samovars, Kasinsky casting, etc.

    In grade 3, the importance of products of folk craftsmen in the formation of the subject environment is emphasized. Attention is drawn to the features of shape formation in ceramic products of folk craftsmen (Skopin). Children are invited to carry out basic design of ceramic tableware with a specific purpose based on the stylization of animal forms in the traditions of folk arts and crafts.

    In 4th grade they study artistic merit an% ensemble of Russian folk costumes for men and women,

    And costumes of the peoples of Russia, attention is paid to the study of compositional patterns of placement of ornaments - ribbon, closed (square, rectangle, circle), mesh, as well as the main types of ornament according to the nature of the motifs (geometric, plant, zoomorphic, anthropomorphic) . Ornament is considered as an integral part of the image of an artistic object. Children learn to recognize ornaments and products from different centers of folk art. In addition to copying elements of patterns, they make sketches for painting folk toys and decorative decoration household items folk paintings, completed%

    Explanatory note

    They perform variations and improvisations based on folk painting. We offer sculpting of folk toys and dishes and their painting with folk patterns, as well as painting of plates, jugs, and boxes with folk patterns.

    It is very important that acquaintance with the artistic crafts of Russia helps children learn to appreciate beauty and learn the moral and spiritual values ​​of folk art. The work of each folk artist is unique, its study is important educational value. It is important that the child learns that to comprehend the beauty of folk art means to understand the soul of the people.

    In the program section "The world of folk and decorative art“Children study traditional signs and symbols of ornaments, compositional patterns for placing ornaments - ribbon, closed (square, rectangle, circle), the main types of ornaments according to the nature of the motifs (geometric, floral).

    Getting to know decorative arts , its types (art glass, ceramics, stone, metal, weaving, leather, etc.) are carried out from grades 1 to 4. Students at accessible level master techniques such as stained glass, mosaic, tapestry, patchwork etc. In each class they study the “ABC of Decor”. Children master various methods of surface decoration (printing with various materials, monotype, spray painting, collage, ornamentation, etc.), and the features of placing decor on various forms.

    Students in grades 1–4 study and create ornamental and plot, planar and three-dimensional compositions, sketches for the design of carpets, scarves, dishes, and decorate products with decor. The wealth of shapes and colors of the surrounding world, living and inanimate nature is used for stylization.

    Mastering the techniques of surface decoration, artistic processing of fabric, leather, fur, felt, plastic, natural and other materials, imitating the technologies of mosaic, stained glass, tapestry, batik, junior schoolchildren learn to find characteristics species image, master means of expression and the figurative and plot content of the products of decorative and applied arts artists.

    Program section"The world of architecture and design » involves working with drawings, sketches, graphic signs, mastering the techniques of combinatorics and heuristics, elementary design, artistic design, prototyping and modeling, developing a sense of style.


    Fundamentals of composition. Textbook for teachers. 5-8 grades


    (Fine arts – 3)

    Natalya Mikhailovna Sokolnikova


    Composition Basics

    FINE ARTS Part 3

    Composition Basics

    OBNINSK PUBLISHING HOUSE "TITLE" 1996

    Composition is such a reasonable basis for painting, thanks to which parts of visible things are put together into a picture.

    L. B. ALBERTIE

    The great goal of art is to shock the imagination, so the artist should not emphasize the means by which he achieves this; the viewer must only feel the impact of the result of his efforts.

    D. REYNOLDS

    The statement that composition is not subject to scientific and methodological justification is all the more strange since, as a rule, the composition of a work of any type of fine art, including painting, is thought out in advance. The fundamentals of studying drawing and painting are closely related to the laws of composition.

    A. DEINEKA

    The kids really love to draw story pictures. In a plot drawing, it is important to be able to concentrate all the most essential things. Ability to highlight the main characters and subordinating all accompanying details to them is also an important law for composition.


    Legend


    Sokolnikova N. M.

    Fine arts: Textbook for teachers. 5-8 grades: In 4 hours. Part 3. Basics of composition. - Obninsk: Title, 1996. - 80th century: color. ill.

    ISBN 5-86866-069-2


    The textbook consists of four books, which in an interesting and accessible form talk about the basics of artistic representation and provide information about the history of Russian and foreign fine arts from ancient times to the present day.

    The book “Fundamentals of Composition” introduces the basic principles of composition, its rules, techniques and means. Based on numerous examples from the history of painting, various compositional schemes and types of composition are considered. Students are offered practical and creative tasks of varying levels of difficulty. At the end of the textbook there are answers to difficult questions, “secrets and mysteries” of masters of fine art and recommended literature. Here are recommendations for teachers on how to use all parts of the textbook in the educational process.

    The textbook contains a special system of visual signs that will help the child better navigate the textbook material, and a large number of illustrations.

    For students of secondary schools.

    §1 Basic principles compositions

    Composition in the visual arts is associated with the need to convey the main concept, the idea of ​​the work as clearly and convincingly as possible. The main thing in composition is the creation of an artistic image. Paintings painted in different eras, absolutely different styles, amaze our imagination and are remembered for a long time, largely due to the clear compositional construction. And indeed, if you try to change something in the paintings of P. Bruegel the Elder “Hunters in the Snow”, P. Gauguin “Bonjour, Monsieur Gauguin” and V. Surikov “Boyaryna Morozova” (ill. 1-3), for example, the size of the canvas, the ratio of dark and light spots, the number of figures, the height of the horizon line, etc., the integrity of the composition is immediately destroyed, the balance of the parts is lost.

    It is no coincidence that it is proposed to consider works that are so different in their pictorial style as examples. The inability to make changes to the finished painting confirms the power of the laws and rules of composition.


    1. P. BRUEGEL THE ELDER. Hunters in the snow


    2. P. GAUGIN. Bonjour, Monsieur Gauguin


    Composition (from Latin compositio) means composition, combination, combination various parts into a single whole in accordance with some idea. In the visual arts, composition is the construction work of art, due to its content, nature and purpose.

    The word "composition" as a term of fine art began to be used regularly beginning with the Renaissance.


    3. V. SURIKOV. Boyarina Morozova


    The perception of a work largely depends on its composition. In artistic activity, the process of creating a work can be called composing a composition.

    The compositional principle, like a tree trunk, organically connects roots and branches figurative form, subordinates its elements to each other and to the whole. To depict means to establish relationships between parts, connect them into a single whole and generalize.

    Sometimes the word “composition” is used to describe a picture as such - as an organic whole with a pronounced semantic unity, implying in this case that drawing, color and plot come together. In this case, it does not matter what genre the painting belongs to and in what manner it is made, it is called the term “composition” as a completed work of art.

    In another case, the term “composition” means one of the main elements of visual literacy, according to which a work of art is constructed and evaluated.


    Creative freedom and true mastery come from accurate knowledge. For centuries, artists have been looking for the most expressive compositional schemes, as a result we can say that the most important elements of the image in the plot are not placed chaotically, but form simple geometric figures(triangle, pyramid, circle, oval, square, rectangle, etc.). You can be convinced of this by examining the paintings: I. Vishnyakov “Portrait of Ksenia Tishinina”, N. Poussin “Landscape with Polyphemus” and “ Arcadian shepherds”, P. Rubens “Descent from the Cross”, C. Lorrain “Landscape with a Mill”, Leonardo da Vinci “Madonna in the Grotto” (ill. 4-9).


    4. I. VISHNYAKOV. Portrait of Ksenia Tishinina

    5. N. POUSSIN. Landscape with Polyphemus

    6. P. RUBENS. Descent from the Cross

    7. N. POUSSIN. Arcadian shepherds

    8. K. LORREN. Landscape with a mill

    9. LEONARDO DA VINCI. Madonna in the Grotto

    To convey the image of something motionless, stable, a closed, closed, static composition. The main directions of the lines are drawn towards the center. Constructing it in the shape of a circle, square, rectangle, taking into account symmetry, provides the necessary solution.


    10. A. RUBLEV. Trinity of the Old Testament. Closed composition


    If you need to draw a panoramic landscape, to show a large expanse, then you should not block it from the sides, limit it with any trees or buildings, but rather make it extend beyond the frame. This is a type of open composition. The main directions of lines from the center.


    11. Closed composition. Scheme


    Guessing expands the viewer's imagination. If the distant horizon is partially blocked by trees or other foreground objects, then great figurative expressiveness of the composition can be achieved.


    12. I. SHISHKIN. Rye. Open composition


    13. Open composition. Scheme


    When the concept of the world changed during the Renaissance and the closed world was replaced by an infinite world, then closed compositions were replaced by open ones. Subsequently, foreign and Russian artists developed new types of composition and used traditional ones, depending on the design of the work.

    Of course, one should not exaggerate the importance of compositional schemes. The artist, embodying the plan, relies primarily on his figurative-visual idea of future picture. But during the period of learning the basics of composition, it is very useful to use such diagrams, as they help to find the relationships between the various parts of a picture or drawing, and to understand the general structure of the composition. These diagrams are of auxiliary value. Gradually, gaining experience, you can learn to build compositional schemes only mentally.



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