Types of genres of art. Main types of fine arts

He definitely creates it for someone, assuming that it will be read, listened to, taken away and appreciated. Art is dialogical; it is always an interaction between at least two people - the creator and the viewer. Capturing themes that concern him in artistic images, raising from the depths of his soul subtle experiences and impressions of something, the artist offers with his work themes for reflection, empathy or debate, and the role of the viewer is to understand, accept, and comprehend them. That is why the perception of a work of art is serious work associated with both mental and spiritual activity, sometimes requiring special preparation and special aesthetic, cultural and historical knowledge, then the work opens up, its scope expands, demonstrating the full depth of the artist’s personality and worldview.

Types of fine arts

The art of representation is the most ancient type of human creative activity, accompanying it for thousands of years. Even in prehistoric times, he painted animal figures, endowing them with magical powers.

The main types of fine arts are painting, graphics and sculpture. In their work, artists use various materials and techniques, creating artistic images of the surrounding world in a completely special way. Painting uses all the richness of colors and shades for this, graphics uses only the play of shadows and strict graphic lines, sculpture creates three-dimensional tangible images. Painting and sculpture, in turn, are divided into easel and monumental. Easel works are created on special machines or easels for intimate display at exhibitions or in museum halls, and monumental works of painting and sculpture decorate the facades or walls of buildings and city squares.

Types of fine art are also arts and crafts, which often acts as a synthesis of painting, graphics and sculpture. The art of decorating household items is sometimes distinguished by such invention and originality that it loses its utilitarian function. Household items created by talented artists take pride of place at exhibitions and in museum halls.

Painting

Painting still occupies one of the priority places in artistic creativity. This is an art that can do a lot. With the help of a brush and paints, it is able to convey most fully all the beauty and diversity visible world. Each image created by an artist is not only a reflection of external reality, it contains deeply internal content, feelings, emotions of the creator, his thoughts and experiences.

Color and light are the two main expressions in painting, but there are many techniques for performing work. oil gouache, pastel, tempera. Painting techniques also include mosaic and stained glass art.

Graphic arts

Graphics is a type of fine art that, compared to painting, does not strive to convey all the colorful fullness of the surrounding world; its language is more conventional and symbolic. A graphic image is a drawing created by a combination of lines, spots and strokes of predominantly one black color, sometimes with limited use of one or more additional colors- most often red.

The report on the topic: “Genres of Fine Art,” briefly outlined in this article, will tell you about the main types of this type of creativity.

Message "Fine Arts"

Art - this is the view artistic creativity, the purpose of which is to reproduce the world. This concept refers to painting, sculpture and graphics. Each genre is distinguished by its technique, materials used and depicting objects.

Main types of fine arts:

• Painting

Paintings were made in oil, tempera, encaustic, acrylic paints, on canvas, wood or cardboard. The subject of the image was a variety of themes - mythological, biblical, everyday, historical. They were painted in the genres of landscape, genre scene, portrait and still life.

• Graphic arts

This type of art addresses the same themes as painting. Only it uses other techniques, forms and materials. The following genres of graphics are distinguished: watercolor, miniature, engraving and pastel.

• Sculpture

This is a special kind of art, the most ancient. His works have a three-dimensional appearance and are made by chiseling and hewing (material is marble and granite), casting (material is metal alloys and bronze). They are made using the technique of bas-relief, round sculpture, and high relief. Often sculptures carry a symbolic or allegorical meaning.

• Arts and crafts

Decorative arts include jewelry, ceramics, art glass, batik and embroidery. At first it performed only a utilitarian function. But, over time, they began to decorate ornaments and images. Thus, decorative and applied arts were transformed over time into luxury and aesthetic items with which people decorated their living spaces. The most famous objects of such art: ceramic Greek vases with red and black images, batik, Chinese porcelain, German and French embroidery, Italian majolica.

There is also another type of fine art – monumental. It is distinguished by its increased size and volume. This category includes equestrian statues, statues, monuments, mosaics, stained glass, Wall art and frescoes. In addition, design and theatrical and decorative arts began to develop.

Fine art, its types and genres.

1. The role of art in the life of society.

2. Types of fine arts (painting, graphics, architecture, sculpture, decorative and applied arts).

3. Genres of fine art (mythological, religious, everyday, historical, battle, portrait, landscape, animal; still life) (preparation of an abstract).

4. Stages of development of fine arts (preparation of an abstract).

1. Art is one of the forms of social consciousness. The basis of art is an artistic and figurative reflection of reality. Art cognizes and evaluates the world, shapes the spiritual image of people, their feelings and thoughts, their worldview, educates a person, expands his horizons, awakens creative abilities. Art is fundamentally folk.

The cognitive role of art brings it closer to science. The artist, like the scientist, strives to understand the meaning of life's phenomena, to see in the random, transient, the most characteristic and typical, patterns in the development of reality. Deep knowledge of reality is ultimately associated with the desire to transform and improve it. Man masters the forces of nature, learns the laws of the development of society in order to change the world in accordance with the needs and goals that the collective, society sets for itself. Unlike science, art expresses the truth not in abstract concepts, but in concrete images full of life.

The purpose of art is to reveal in phenomena surrounding life their true essence, to clearly show in impressive images what is most important for man and society. One of the main artistic techniques is the generalization of the image, its typification. It allows you to clearly show the beautiful in life, to expose the ugly and evil. The art of every era is inextricably linked with national culture and historical conditions, with the class struggle, with the level of spiritual life of society.

2. One of the main tasks of our society facing the modern education system is the formation of a personal culture. The formation of the culture of the younger generation is impossible without turning to the artistic values ​​accumulated by society in the course of its existence. In order to most fully understand the art of a certain era, it is necessary to navigate art historical terminology. Know and understand the essence of each art form. Only in case of mastery of the categorical-conceptual system will a person be able to most fully understand aesthetic value monuments of art.

Types of art are historically established forms of creative activity that have the ability to be artistically realized. life content and differing in the ways of its material embodiment.

PAINTING

Painting is a flat visual art, the specificity of which is to represent the image using paints applied to the surface. real world, converted creative imagination artist. Painting means “painting life,” “painting vividly,” that is, fully and convincingly conveying reality. Painting is the art of color.

Painting is divided into:
- monumental - fresco (from Italian Fresco) - painting on wet plaster with paints diluted in water and mosaic (from French mosaiqe) an image made of colored stones, smalt (Smalt - colored clear glass.), ceramic tiles.
- easel (from the word "machine") - a canvas that is created on an easel.

Painting is represented in various genres:
- A portrait is the main task of conveying an idea of appearance person, reveal inner world person, to emphasize his individuality, psychological and emotional image.
- Landscape - reproduces the surrounding world in all its diversity of forms. Image seascape defined by the term Marinism.
- Still life - depiction of household items, tools, flowers, fruits. Helps to understand the worldview and way of life of a certain era.
- Historical genre- talks about historically important points life of society.
- Everyday genre- reflects daily life people, character, customs, traditions of a particular ethnic group.
- Iconography (translated from Greek as “prayer image”) is the main goal of guiding a person on the path of transformation.
-Animalism is the image of an animal as the main character of a work of art.

A work of art made with paints (oil, tempera, watercolor, gouache, etc.) applied to any surface is called painting.

Tempera - vegetable paint ground on egg yolk, was used in Ancient Egypt (now polyvinyl acetate, synthetic, casein-oil). Tempera is diluted with water and is not washed off after drying. Oil paints began to be used from the Renaissance in the 16th century. Gouache - opaque, matte paints, dense, diluted with water, in the composition of each gouache paint includes whitewash, which appeared in the Middle Ages. Watercolor - paints on vegetable glue, diluted with water. Appeared in the 16th century. Easel painting- paintings painted on canvas, paper, cardboard, mounted on an easel. Monumental painting - large paintings on the interior and exterior of buildings (walls, ceilings, columns, pillars, supports, etc.), frescoes, panels, paintings, mosaics.

It should be noted such types of painting as decorative painting, icon painting, miniature, theatrical and decorative. Mosaic (from the Latin musiqum, literally - dedicated to the muses) is one of the types of monumental art. Images and patterns in mosaics are made up of pieces of various stones, glass (smalt), ceramics, wood and other materials.

Graphic arts(from the Greek grapho - I write, I draw) - an image on a plane using lines, a stroke, a contour, a spot and a tone. Graphics are called the art of black and white. However, this does not exclude the use of color in graphics. Graphics also include multicolor works made on paper: color engravings, drawings with colored pencils, sanguine pastels, and watercolors.

Graphics include drawings and various types of printed graphics (woodcut (woodcut), metal (etching), linocut - on linoleum, lithography on stone).

According to the purpose of the schedule, it is divided into the following types:
- easel - the actual drawing;
- book and newspaper-magazine;
- applied art - greeting cards, colorful calendars, envelopes for records;
- industrial graphics - labels for various packaging, design of industrial and food products;
- poster (translated from French - announcement, poster) - a type of graphics, a laconic, catchy image, designed for general attention, accompanied by text (political, propaganda, educational, advertising, environmental, sports, theater, film advertising, etc. .d.);
- graphic design - fonts and various iconic images.

Architecture- (Latin arhitektura, from Greek archi - main and tektos - build, erect), architecture (zye - Russian clay, erect) - construction art.

Three types of architecture:
1. Volumetric buildings - places of worship (churches, temples), public (schools, theaters, stadiums, shops), industrial (plants, factories) and other buildings.
2. Landscape architecture - gazebos, bridges, fountains and stairs for squares, boulevards, parks.
3. Urban planning - the creation of new cities and the reconstruction of old ones.

The forms of architectural structures depend on geographical and climatic conditions, the nature of the landscape, the intensity sunlight, seismic safety, etc. Architecture does not directly reproduce reality; it is not pictorial, but expressive in nature.

Sculpture(Latin sculptura, from sculpo - cut, carve, sculpture, plastic) - a type of fine art in which the artist creates three-dimensional images. Sculpture includes works of fine art created through carving, carving, sculpting, casting and embossing.

According to its purpose, sculpture can be:
- monumental (monuments, memorial ensembles);
- easel (museum: statues, portraits, genre scenes);
- monumental and decorative (decorative sculpture in gardens and parks, reliefs and statues);
- sculpture of small forms.

By genre, sculpture is divided into:
- portrait;
- genre (everyday - reproduction of various everyday scenes);
- animalistic (image of animals);
- historical (portraits of historical figures and historical scenes)

Types of sculpture:

Round, freely located in real space:

Head; bust; sculptural group.

Relief (translated from French - to raise) is a type of art in which three-dimensional images are located on a plane - a type of sculpture designed mainly for frontal perception.

Counter-relief is an in-depth relief used for printed images or viewing against the light.

Relief with a deep contour and convex modeling of the shape was used in Ancient Egypt.

Bas-relief (French bas-relief - low relief) is a type of convex relief in which the image (figure, object, ornament) protrudes above the plane by less than half of its volume.

High relief (French hout-relief - high relief) is a type of relief in which images (figures, objects) protrude above the plane by more than half of their volume, and individual parts can completely move away from the plane.

Decorative arts(from Latin dekoro - decorate) - one of the types of plastic arts. It is divided into:

monumental and decorative: stained glass (Latin vitrum - glass) is a work of decorative art made of colored glass; paintings, frescoes; mosaic, decorative, garden sculpture;

DPI- the field of decorative art: the creation of artistic products that have a practical purpose in everyday life and are distinguished by decorative uniformity. Objects should not only be comfortable, but should bring aesthetic pleasure to a person.

Design (English design - to design, construct, draw) is the process of creating new objects, tools, equipment, the formation of the subject area. Its goal is to organize a holistic aesthetic environment for human life. Design area - household appliances, dishes, furniture, machines, vehicles, industrial graphics, clothing, makeup, phytodesign, etc.

3. Genres of painting

Portrait(French image) - an image of a person or group of people. In addition to external resemblance, artists strive in a portrait to convey the character of a person, his spiritual world.

Distinguish intimate, formal, group, children's portraits.

Self-portrait- the artist's depiction of himself.

Scenery(French paus - area, homeland) - an image of nature, types of terrain, landscape. The landscape is divided into: rural, urban, industrial, marine, etc.; can be historical, heroic, fantastic, lyrical, epic.

Still life(fr. naturemorte - dead nature) - image inanimate objects(vegetables, fruits, flowers, household items, utensils, food, game, attributes of art).

Battle genre(from the French bataille - battle, battle) is dedicated to the themes of war, battles, campaigns and episodes of military life.

Historical- dedicated to historical phenomena and events. Very often these two genres are found in one work, forming historical-battle genre.

Domestic reflects the daily life of people, the social and national structure, morals and way of life of a certain historical time.

Animalistic (from Latin animal - animal) is associated with the depiction of animals in painting, graphics, and sculpture.

Mythological or fabulous-epic is dedicated to events and heroes about whom myths, legends, traditions, tales and fairy tales, epics of the peoples of the world tell.

For quick and effective memorization Definitions of some genres of painting, children can be asked to remember them in poetic form.

4. Development of domestic and foreign artistic and pedagogical thought and artistic educational practice in the context of the development of fine arts. The ability to draw has always been and is of no small importance for a person, and its use has served and continues to serve as one of the means of communication between people. Man began to develop his drawing skills from ancient times. Already primitive people before achieved great success in this, as evidenced by drawings found by archaeologists. Among these images we find a convincingly rendered image of a steppe horse reindeer, and other scenes from real life.

Man has accumulated experience in drawing lines and patterns, in depicting animals and even people for thousands of years. Primitive man painted with charcoal and sharpened stone, and ocher paints. This is indicated by the surviving paintings of walls and ceilings in the caves of Combarel, Les Eisy, Altamira (Spain), in the mountainous regions of the Sahara, and in the Cape Cave in the Urals.

It is especially important to note that all these images were of a magical ritual nature and, thus, were a unique form of transmission of human thought. On this basis, writing subsequently arose and developed, first pictographic (drawing), then ideographic, where each sign corresponded to a word or part of it, and, finally, letter-sound. Drawing skills primitive acquired through direct observation and imitation. There was no learning as such in the Paleolithic era.

The agricultural and craft-production nature of the Neo-Lithic changed man's attitude to art. People began to use the ability to draw for decorating your craft items, mainly image of pottery items. Products of pottery art were covered with ornaments. In different countries it had its own types and characteristics. In this regard, teaching methods began to emerge. The artist-craftsman no longer remained indifferent to the success of his student. Thus, teaching techniques and methods began to be developed. But there were no clearly developed teaching principles yet. Real training in the arts, with the organization of schools, arose only in the era of civilization.

Organization of schools in Ancient Egypt. System of education and training, canons in Ancient Egypt. Historical documents indicate that in Ancient Egypt, drawing was taught in schools along with drawing. After graduating from school, the young man had to be able to measure and draw the area of ​​a field, sketch a floor plan, draw and draw a diagram of a canal. Thus, we first encounter drawing as a general educational subject among the ancient Egyptians.

When teaching children to read and write, the main attention was paid to drawing, since the very nature of hieroglyphic writing required the depiction of all kinds of objects. In Ancient Egypt, for the first time, drawing became a subject of school instruction, which was no longer taught occasionally, but systematically. The teaching method and system of all artist-teachers were the same, because the approved canons and rules prescribed the strictest observance of all established norms.

It should also be noted that the Egyptians laid the foundation for the theoretical justification of the practice of drawing. They were the first to establish the laws of image and taught them to the new generation. Whether there was a theory of the learning process itself—didactics—is unknown, but apparently there was something similar, since the very existence of the canons speaks of clear rules and laws of representation that students had to strictly observe.

Teaching drawing in Ancient Egypt was built not on the basis of knowledge of the surrounding world, but on memorizing diagrams and canons, copying samples.

Training and education in Ancient Greece Ancient Greek artists they approached the problem of training and education in a new way and significantly enriched teaching methods. They encouraged young artists to carefully study reality, find harmony in it, and argued that the most beautiful thing in life is man. In their theoretical works, Greek artists pointed out that a strict pattern reigns in the world and the essence of beauty lies in harmonious order, in symmetry, in the harmony of parts and the whole, in correct mathematical relationships. So, in 432 BC. e. In Sicyon, the sculptor Polykleitos from Argos wrote the essay “Canon” about the ideal proportional relationship between the parts of the human body. To illustrate his theoretical principles, he created the statue “Doriphoros”, or “Spearman”, which began to be used as a teaching and visual aid. Not only young men studying fine arts, but also students of secondary schools made drawings from this sculpture. Greek artist-teachers first established a method of teaching drawing, in which was based on drawing from nature. In Ancient Greece, drawing began to be considered as a general educational subject.

The era of Ancient Rome, It would seem that it was supposed to develop the achievements of Greek artist-teachers. The Romans respected outstanding works art. They especially highly valued the works of Greek artists. Rich people amassed collections of paintings, and emperors built public pinakotheks (museums).

However, in fact, the Romans did not introduce anything new into the teaching methodology and system. They only took advantage of the achievements of Greek artists; Moreover, they failed to preserve many valuable principles of the methodology for teaching drawing.

During the Middle Ages achievements realistic art were rejected. The artists of the Middle Ages did not know either the principles of constructing an image on a plane or the teaching methods developed by the Greeks. During the formation of Christianity, the theoretical works of the great masters of Greece, as well as many famous works of fine art, were barbarously destroyed.

Renaissance opens new era both in the history of the development of fine arts, and in the field of methods of teaching drawing. Although drawing is like academic subject was not included in the school curriculum, yet the Renaissance made a great contribution to the theory of methods of teaching drawing and for vocational training, and for general education. Artists of this time re-developed the theory of fine arts, and at the same time methods of teaching drawing.

Giving a scientific basis for the teaching method, Alberti thereby views drawing not as a mechanical exercise, but as an exercise of the mind. This wise attitude later gave Michelangelo the opportunity to say: “One draws with the head, not with the hands.”

Let us pay attention to the methodological sequence of presentation educational material in Albert's work. In the first book, he sets out a strict training system. Acquaintance begins with a point and straight lines, then becomes familiar with various angles, then with planes and, finally, with volumetric bodies. Maintaining consistency, Alberti introduces the student to the basic principles linear perspective, explains the properties of the rays of vision. Here he touches on the issues aerial perspective. Great importance Alberti gives the teacher a personal show.

The next work that had a great influence on the development of drawing teaching methods is “The Book of Painting” by Leonardo da Vinci. This book touches on the issues of drawing, and, what is especially important, Leonardo looks at drawing as a serious scientific discipline. He was engaged in anatomical research, establishing the laws of proportionality of the human body, and devoted a lot of time scientific justification theory of drawing.

Summing up the activities of Renaissance artists, first of all, let us note the colossal work they did in the field of scientific and theoretical substantiation of the rules of drawing. Their works on perspective helped artists cope with the difficult problem of constructing an image of the three-dimensional shape of objects on a plane. Many artists of the Renaissance, fascinated by perspective, devoted their entire time to this matter.

This important work started to carry out Academy of Arts, opened at the end of the 16th century. From this time on, drawing lessons began to be taught in special educational institutions. Master drawing without serious scientific knowledge it is forbidden. While drawing, the student simultaneously learns about the world. Hence the conclusion: drawing lessons are useful for everyone. This idea begins to occupy the minds of not only people of art, but also figures of public education.

The position on the benefits of drawing as a general educational subject was expressed by the great Czech teacher J. A. Komensky in his “Great Didactics”. True, Comenius had not yet decided to include drawing in the school curriculum as a compulsory subject. But the value of his thoughts about drawing was that they were closely related to issues of pedagogy. Of particular value to us are Comenius’s thoughts on the need to study teaching methods.

Almost simultaneously with Comenius, the English teacher and philosopher John Locke began to defend the general educational value of drawing. However, not being a specialist, J. Locke could not give methodological instructions in teaching drawing. He limited himself to general discussions about the benefits of training

The French philosopher-encyclopedist Jacques-Jean Rousseau spoke in more detail about drawing as a general educational subject. He believed that drawing should be taught exclusively from nature and that a child should have no other teacher than nature itself.

He expressed many valuable thoughts about the methodology of teaching drawing Johann Wolfgang Goethe. To master the art of drawing you need knowledge, knowledge and knowledge, he said.

However, despite authoritative statements about the enormous role of drawing as a general educational subject, neither in the 17th nor in the 18th centuries was drawing introduced into the course of academic subjects in schools. Only in early XIX century, it begins to enter the circle of school activities. The initiative in this matter belonged to a Swiss teacher Johann Heinrich Pestalozzi. After Pestalozzi, drawing firmly gained its place in secondary schools. It is no coincidence that art teachers called him the father of school methods.

A special role, according to Pestalozzi, should belong to drawing in elementary school. Drawing, Pestalozzi argues, should precede writing, not only because it facilitates the process of mastering the outline of letters, but also because it is easier to assimilate. Pestalozzi believed that learning to draw should take place from life, since nature is accessible to observation, touch and measurement.

Pestalozzi's merit lies in the fact that he was the first to combine the science of school teaching with art and raised the question of the need for methodological development of each position of the drawing. Pestalozzi believed that for the development of the eye there should be one method, for understanding forms - another, for technique - a third. This work was carried out by his students and followers.

The works of Joseph Schmidt, a student of Pestalozzi, Peter Schmid, Soldan, the Dupuis brothers, and Galliard were very famous. When teaching drawing, I. Schmidt considered it necessary to develop special exercises: 1) to develop the hand and prepare it for drawing; 2) to create and find beautiful shapes; 3) for the development of imagination; 4) in geometric drawing of objects; 5) in the future.

The role of fine art in aesthetic education is enormous, but domestic pedagogical science is considering the problem aesthetic education broader, does not reduce it only to education through art. The means of aesthetic education are both the reality around us and scientific knowledge the world, revealing the beauty of the objective laws of nature; and work, and social relations of people, and everyday life, and much more.

In 1735, a textbook on drawing by I. D. Preisler, “Fundamental Rules, or a Brief Guide to Drawing Art,” was published in German and at the same time in Russian. Training according to the Preisler system begins with drawing straight and curved lines, geometric figures and volumetric bodies, after which the student proceeds to drawing parts of the human body, then the head and, finally, the entire figure. Like most artist-teachers, Preysler based his teaching of drawing on geometry and drawing from life. However, Preisler warns that the use of geometric figures must be combined with knowledge of the rules and laws of perspective, as well as anatomy.

Methods of teaching drawing in Soviet schools.

In the 20s in Soviet schools, drawing became part of comprehensive programs training.

The new programs were based not on teaching visual literacy, but on one-sided attempts to develop creative abilities, giving children complete freedom. In the early 20s, many schools did not teach children correct, realistic drawing. Formalistic tricks not only negated the significance of the methodology, but also distorted the goals and objectives of teaching drawing in secondary schools. Drawing not only did not give children anything for mental development, but essentially interfered with their aesthetic education.

By the 40s, the Soviet school of drawing was firmly on the path of realistic art. The principles and methods of teaching drawing are approved. There is a growing need for a deeper scientific solution to the problems of educational drawing.

In the 50s and 60s, a whole series of research works appeared, which greatly enriched the theory of teaching methods. These works helped drawing methodologists approach solving their problems more correctly.

In order to streamline methodological work in schools in the 50s, the idea of ​​​​creating special textbooks on drawing arose. Previously, textbooks on drawing for primary and secondary schools were not published either in Russia or abroad.

In 1957, the first trial textbooks for first and second grades were published (author N.N. Rostovtsev), and then a methodological note to them. In 1961, two more textbooks were published - for third and fourth grades (author N.N. Rostovtsev). All these textbooks were based on the P.P. system. Chistyakova, who teaches children to draw from life from the first steps of learning. From this time on - from the beginning of the 60s - experimental drawing textbooks began to be published systematically, but not enough.

In 1970, new educational programs were revised and approved, where the goals and objectives of teaching fine arts were formulated and the content of educational material was determined. The expansion of the tasks of aesthetic education, acquaintance with the work of great artists of the past and outstanding contemporary artists led to the fact that instead of the subject “drawing”, a new academic subject arose - “fine arts”. A lot of new things were introduced into common system secondary schools: Primary School switched from a four-year education to a three-year one; and again for four years; special elective courses for in-depth study of individual subjects, including fine arts.

The methodology of teaching fine arts in educational institutions is currently developing very intensively. There are many interesting developments by such authors as E.I. Kubyshkina, V.S. Kuzin, T.S. Komarova, B.M. Nemensky, E.E. Rozhkova, N.N. Rostovtsev, N.M. Sokolnikova , E.V. Shorokhov, A.S. Khvorostov, T.Ya. Shpikalova and others. They created educational, methodological and visual aids on drawing, painting, composition, folk and decorative arts. For the first time in many years, textbooks on fine arts for primary and secondary schools were published.

Sculpture and painting, graphics and partially architecture, artistic photography and arts and crafts - all this can be combined and called fine art.

The history of the emergence of many areas of art begins in ancient times, when people, using fragments of rock and coal, left the first drawings and signs on the surfaces of caves. With the development of society and the improvement of living conditions, more and more attention is paid to the comprehensive dissemination and encouragement of painting and sculpture. At all times, rich patrons of the arts helped simple but talented youth discover the abilities and talents of artistic subjects, sent them to special educational establishments, helped financially, and even subsequently built entire galleries and exhibition complexes.

Almost all works of fine art do not have utilitarian value and are aimed at replenishing aesthetic, visual sensations and instilling in people a sense of beauty. Sometimes only works of fine art that have survived to this day bear witness to the life of many disappeared peoples and even entire civilizations.

Among the variety of examples of fine art, we can list the most significant and original:

Priceless ancient greek sculptures from ancient times, for example, the Statue of Zeus at Olympia and the statue of Hercules fighting the Nemean Lion. Handicrafts - amphorae and vases.

Iconography and original paintings on religious themes. The paintings of temples and cathedrals, stained glass windows and stucco on the walls of the premises mainly described such subjects as the Nativity of Christ, the Crucifixion and the Madonna and Child.

The Renaissance was marked by the appearance of works by such talented painters and sculptors as Michelangelo Buonarroti (statues “David” and “Victory”) and Leonardo da Vinci (“Mona Lisa”, “Last Supper”, “Lady with an Ermine” and others).

The works of Rubens, a Dutch painter, are striking examples such a movement in art as classicism. His canvases on historical topics, portraits and landscapes amaze viewers with their originality, bright colors and interesting subjects.

Impressionists of the late 19th century, such as Van Gogh (Sunflowers and Poppies, Starry Night and Self-Portrait), Paul Gauguin and Lautrec Munch, embodied a new direction in art.

A separate type of art - photography, in our time is gaining everything higher value and allows you to realize all the wildest ideas of creative people

Option 2

On our planet, art exists in different forms. Literary works, paintings, sculptures, music, theater and even cinema - all this is part of art. Some species belong to one general section. It bears the name fine art. But what is it? When did it start? And what types are presented?

Fine art is a series of different works of art. This list is also called the art of capturing images. The image of these works is usually perceived by sight. Images can be either material or not.

One of the main properties of this art is the generation of objects. Fine art has a strong influence on the perception of the world. The main artistic means of this art are volume, plasticity, color, chiaroscuro, texture and plot-associative complex. When did fine art first appear? Few people will believe, but this happened before the appearance of the human species Homo Sapiens. Already in the times of primitive people, there were the first drawings depicted on the rocks of caves. We can say that fine art has existed since the beginning of human existence.

Representatives of fine arts.

This section of art includes the following types: sculpture, painting, graphics, photography and decorative and applied art. It is worth noting that architecture is not officially part of the fine arts. Let's look at a few representatives:

Sculpture

These works have a certain volume and dimensions. Made from stone, metals, clay or wax. Usually the sculpture depicts a person, but various animals may also appear. There are often cases of riders on horseback. A specific example is Bronze Horseman, located in St. Petersburg. A person who does this business is called a sculptor.

Painting

In this case, images are conveyed by applying paint to a specific surface. The most common paints are gouache and watercolor, but there are also acrylic, alkyd, oil, as well as pastel and ink. Surfaces may also vary. This can be ordinary A4 size paper. They often paint on canvas, especially by artists. As mentioned earlier, the first people painted on rocks. Here it is necessary to take into account the transmission of color gamut and light and shade.

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