Modeling in the senior group autumn still life of vegetables. Scenario for a pedagogical event on modeling “Autumn Still Life” (senior preschool age)

Olga Vybornova
Scenario of a pedagogical event on modeling " Autumn still life" (senior preschool age)

Tasks:

"Artistic creativity"

Teach children to create three-dimensional compositions (still lifes) from plasticine;

Improve fine art(choose your own sculpting method and techniques);

Develop compositional skills - place several objects, creating a harmonious composition (large ones in the center or on foreground, small on top or side).

To form an aesthetic attitude towards works of art, towards artistic and creative activity.

"Communication"

Promote the development of coherent speech and communication skills of children;

Improve speech as a means of communication;

Develop the ability to make assumptions and draw simple conclusions, express your thoughts clearly for others, and develop the ability to defend your point of view.

"Socialization"

Contribute to the development of the ability to negotiate, work in pairs, small groups;

Develop the ability to act in a team;

Introducing basic generally accepted norms and rules of relationships with peers and adults. Develop the ability to negotiate and help each other;

Develop the ability to calmly defend your opinion.

"Fiction"

Replenish your literary baggage with poems and riddles;

Preliminary work:

with kids:

Making and guessing riddles;

Looking at vegetables, talking about vegetables and fruits;

Looking at reproductions of paintings famous artists depicting still lifes;

Didactic game "Magic bag"; lotto, dominoes, didactic game "Cut pictures";

Role-playing game "Shop";

Reading a poem by Trutnev E. “Harvest, harvest!»;

Preparing the basis for creative work.

With parents:

Parents' story about harvesting at the dacha;

Issue of a family newspaper "Gathering the Harvest";

Holding a competition "Autumn Fantasy"

Equipment used:

Reproductions of paintings by famous artists; dummies of vegetables and fruits; chips for the game; "Magic wand; plasticine; base for work; planks; stacks; napkins.

An exercise to create an emotional mood, including participants in the overall process.

Guys, today I have good mood and I would like to convey it to you. Let's stand in a circle, hold hands and give everyone our smile, so that the whole world around us becomes brighter and more beautiful!

The teacher reads a poem by U. Rashid:

Our autumn garden is beautiful

There are plums and grapes in it,

On the branches like toys,

And apples and pears...

We'll go to the garden early in the morning

And we'll invite all the neighbors.

And let's wave to the sun,

“Thank you, Autumn!” - let's say.

The teacher invites children into a circle and offers a game « Magic wand» (passing the stick in a circle, the children pronounce the names of vegetables and fruits, looking into each other’s eyes).

Offers children a game "Find a friend"(children are given chips with images of fruits and vegetables, the child must find a pair (for example: apple - apple, pear - pear, grapes - grapes, etc.)

Each pair that we get must find dummies of these fruits in the group and bring them to a vase to make a still life.

Children, together with the teacher, examine the still life from all sides, indicating the location of each fruit and vegetable (for example: an apple lies below, and grapes on top)

The teacher creates creative problematic situation: shows an apple with a ruddy side and asks:

How can you make such an apple? (answer options are being discussed)

The teacher shows 2 ways to create a 2-color image.

Asks couples to sit on opposite sides of the still life and mold it like a painting, attaching the molded fruit to cardboard.

Before sculpting, it is carried out finger game "Compote".

To do this, you must definitely agree on who will sculpt what, so that the still life looks like a real one.

Now think and decide what materials you need for work and let one of the pair come up and take everything you need.

Having divided into groups, children independently choose a basis (background) and discuss the collective plan.

At the end of the lesson, the teacher suggests putting still lifes on one table and examining them. Marks successful compositions.

Did you enjoy sculpting in pairs?

Did you get what you had in mind? Why?

Did you enjoy collaborating with your partner? What difficulties did you experience?

Did you interfere with each other?

(the conclusion is drawn: because the couples were able to agree among themselves)

Well done, you did a great job today and I would like you to now choose the picture with the emotion that matches your mood.

(children choose cards with emotions)

I am very glad that you are all in a good mood.

A game "Applause in a circle"

Target: Development of cohesion in the children's team.

Instructions: We have very good band, and each of you deserved applause. I want to offer you a game in which the applause sounds quiet at first, and then becomes stronger and stronger. The game goes as follows. You become part of a common circle. One of you starts: he approaches one of the guys, looks him in the eyes and gives him his applause, clapping his hands with all his might. Then they both choose the next child, who also gets his share of applause - they both go up to him, stand in front of him and applaud him. Then the whole trio chooses the next candidate for the ovation. Each time, the one who was applauded has the right to choose the next one. So the game continues, and the applause gets louder and louder.

Thanks everyone for participating.

Publications on the topic:

Program content: Speech development: encourage children to give meaningful answers and reflections to open questions teacher;

Event plan for Theater Day (senior preschool age) Evening of entertainment: “Journey to Theaterland. Rescue of puppets of the Golden Key Theater Goal: to develop children's ideas about the types of theater.

Scenario for the holiday “Red Summer” (senior preschool age) Goal: create a positive emotional mood in children; sustained interest in sports. OBJECTIVES: 1. Strengthen children’s ability to move.

MBDOU DS KV No. 7 “Forget-me-not” Megion Khanty – Mansi Autonomous Okrug Yugra music director Yankovskaya L.V. Integration of educational.

2nd grade. Lesson No. 6 Date_______

School: Gymnasium "Self-Knowledge" Number of students: 16

Teacher: Melnik G.M.

Subject:"LET'S MAKE A STILL LIFE."

Target: Introduction to the “still life” genre, execution relief composition.

Tasks:

Educational:

- teach how to perform a relief composition;

- learn to work with various forms;

- define: still life, relief.

Educational:

- develop in students a sense of regularity and peace through individual creative activity.

Bring up:

- calmness, tranquility, attention through human value center (inner peace)

Creative task for students: create a relief composition using existing knowledge.

Value: Inner peace

Qualities: Calmness, tranquility.

Materials: Sheets of cardboard, plasticine, stacks, oilcloth - a backing or a special board for working with plasticine.

Materials for the lesson: visual material - reproductions depicting still lifes, a sample of a relief still life, staging a simple still life of two objects.

Form of work: Individual.

Method: Verbal, visual, problem-search, practical.

LESSON PLAN:

1. Organizing time.

2. Motivation educational activities

3. Studying new material.

4. Multilingualism.

5. The order of work.

6. Independent work.

7. Summing up and evaluating the work.

DURING THE CLASSES:

Organizing time.

Hello guys. Today in the lesson, we will get acquainted with one of the genres of fine art - still life, we will also get acquainted with “relief” - in sculpture, and we will perform a relief composition.

Motivation for learning activities

Hanging in front of you are several Kazakh works folk artists, let's look at paintings in the still life genre together.

Teacher: What is shown in the picture?

Children: flowers in a vase and fruit.

Teacher: Where were the objects depicted in the paintings taken?

Children: The flowers grew in the yard or in the field, the vase was in the cafe, the fruit was in the refrigerator.

Teacher: A still life can be made from any household items, and not just from flowers and fruits. Still life is like a piece of life. If we look at our desks, we will also see a small still life.

Learning new material.

Children, let's explain to you what a still life is.

Teacher: What do you think a still life is? fine arts?

Children's answers: Still life is objects that create a single composition.

Teacher: The word still life is translated as frozen, frozen nature.

What objects can be depicted in a still life?

Children's answers: Teapot, mug, cucumber, flower, etc.

Teacher: That's right, vegetables, fruits, flowers, household items - all of this is depicted in a still life. But not only artists can create still lifes, but also sculptors. Tell me guys who is a sculptor?

Children: A sculptor is an artist who makes sculpture.

Teacher: What do you think we call sculpture?

Children: Sculpture - the art of creating three-dimensional works of art by carving, sculpting or casting. A relief still life is a semi-volume image.

Teacher: What qualities should a sculptor have in order to create a work of art?

Children: patience, perseverance, hard work.

Teacher: The works of artists and sculptors are completed over a long period of time; in order for the sculptor to produce a sculpture, he must be restrained, peaceful, and patient. If the artist did not get some element of the still life on canvas, then he can easily draw new item and even change it, but if the sculptor does not have patience and calm, then he will have to start creating a sculpture for a new one.

Multilingualism.

Teacher: let's read how the word still life is written in three languages.

Still life – still life

The order of work.

Let's prepare the background of our relief.

Mark a block of plasticine and roll it out on the surface of a sheet of cardboard.

Knead and roll into layers (thickness 3-5mm) bars of plasticine on a substrate or board for still life objects.

Using the sharp end of the stack on the plasticine, we outline the pattern of the objects and cut them out according to the intended pattern.

We transfer and attach, pressing tightly onto the objects of the still life, onto the background base and decorate them with ornaments.

6. Stages of practical activity.

Work correctly with plasticine.

Use material sparingly.

Correctly place still life objects on the base.

7.Independent work

During practical work make targeted rounds.

1. Monitoring the correct execution of the relief composition.

2. Providing assistance to students experiencing difficulties.

3. Control of the volume and quality of work.

8. Summing up and evaluating the work

Hold an exhibition of works.

Criteria for evaluating work.

1. Proportional layout in the sheet.

2. Correct forms (proportions, structure)

3. Accuracy of execution.

4. Completeness.

Express – exhibition. Ask questions to children.

Which works did you like best and why?

Children name their favorite works and evaluate them according to the criteria together with the teacher.

CLEANING WORKPLACES.

The purposes of this methodological development are a study of interdisciplinary connections between sculpture, drawing and composition. Volumetric image objects in relief, development of observation skills, visual memory and the ability to use composition, including decorative composition. Also, the purpose of this methodological development is to summarize the work on the subject “Sculpture” for the last four years of the art class of the Duminici Children's Art School. As well as transferring the accumulated experience to fellow teachers of art classes at art schools.

The objectives of this methodological development are to teach relief sculpting to students in an art class at an art school. It is necessary to take into account the limitation of the hourly load for the subject "Sculpture". Except classical still life the task is set decorative composition. IN in this case modeling task in progress decorative frame. As a result, the connections between sculpture, drawing, and composition, including decorative ones, are studied. It is very important to combine work both from life and to perform compositional tasks.

Still life sculpting

Modeling a still life is impossible without basic knowledge of drawing and linear perspective.

A class on sculptural relief should be taught in a high school art school. By this age, the final positioning of the hand occurs and the fine motor skills fingers. Students master sculpting clay and have sufficient skills in working with stacks.

At the beginning of the process of making a still life, an introductory conversation is held. The concept of relief is given. Examples of relief, bas-relief and high relief are studied. In addition to the blackboard and chalk, a classroom computer is used; it is treated as educational photos, as well as masterpieces of world sculpture from different times.

After this, the still life fund is analyzed. The objects from which the still life is composed are selected. Productions are selected differentially. It is necessary to take into account the age and level of training of students. It is very interesting to carry out this exercise in a complex. Drawing, grisaille, modeling.

The dimensions of the future plinth and the pattern are the same. A3 format or, roughly speaking, 30x40 centimeters. The performance itself is placed below eye level, the “horizon”, of the shortest student. As a rule, this is a stool or chair. Simple drapery with a minimum of folds is used.

First executed pencil drawing. Attention is paid to the design of the still life. The plane of the table is carefully aligned, and all the rules of perspective are observed. Then, the drawing is translated through glass. All this is done solely due to the fact that the limit on hours per sculpture is very small. Therefore, drawing and grisaille can be done in drawing and painting classes. Grisaille is made using a multi-layer technique watercolor painting. The main thing at that stage is to analyze the volume and depth of the production. Of course it's not traditional technique“grisaille” is something more conventionally adapted to school conditions and requirements. It's more of an architectural wash using black watercolor.

After preparatory stage Let's move on to preparing the plinth. On a piece of hardboard, plywood or linoleum we apply a layer of sculptural plasticine with a thickness of two to three millimeters. The size of the plinth, as mentioned above, is equal to the picture. We have a structural drawing, “grisaille”, on which we worked out the future volume, we move on to creating the so-called “cardboard”.

The very concept of cardboard, its origin and application is given at the orientation lesson. Tracing paper made through glass on a plinth scale of 1:1 is applied to the surface where sculptural plasticine is applied in an even layer. Then the stylus, it is the old one ball pen. On tracing paper, through holes are made. The technique is also known from medieval frescoes. The drawing was applied under the reliefs in approximately the same way. Only instead of pressing, dusting with coal was used. The step is applied every 3-4 millimeters. We remove the "cardboard". Connect the dots with lines. On the plinth we get a diagram of the future still life.

Now you need to finalize the structural drawing, or “grisaille” of your choice. But drawing is preferable. It is better to work using both preparatory works. In the drawing we begin to work out plans for the future relief. A thin marker is better suited for these purposes. We make the foreground lines bold, the middle and background lines thinner accordingly. For greater attention, check the boxes “more” and “less”, as in mathematics.

Let's start sculpting. For these purposes, flesh-colored sculptural plasticine is better suited. It is softer for children's hands. Of course, it would be better to use clay. But due to the special requirements of the school, plasticine is preferable. He can easily tolerate a break between classes. We apply plasticine to the more massive foreground. To better convey depth and perspective, we sculpt from the corner of a table or stool. The sculptor's main tool is his hands. But metal stacks are also widely used in the work. The main condition is that they are dull enough to avoid injury. We apply the plasticine in crushed lumps, giving the necessary volume to the foreground. We level it with steel stacks in the form of a carving or shoe knife. Let's move on to the middle shot. We start modeling with the most large object, jug, bottle, geometric shape. When sculpting figures of rotation, it is necessary to pay attention to the clarity of the arcs along the axes. To do this, you can cut out small templates. We carefully make the transition between objects and the table plane lines. The main thing is to follow the rules of perspective and avoid objects “hovering” above the plane.

Here we are faced with the peculiarities of relief sculpting. It is useful to make a “handwriting” of the relief views from below, above, and from the side. That is, study again how objects of rotation behave on a plane. It is very useful to conduct demonstration experiments with objects immersed in water. A regular basin is suitable for this. It is very valuable to periodically take photographs of the work. Moreover, it is now quite accessible. Almost everyone has a camera on their phone. Let's get back to sculpting. Plans in relief convey the depth of work and linear perspective. Therefore, the drapery cannot be convex, for example, of a jug or a stool on which it stands. Therefore, moving on to the final stage of sculpting, it is necessary not only to combine the still life plans, remove the unnecessary and add the necessary. Perform final finishing. Bring polish. To do this, students use water and their fingers. At the end of the work, an analysis of the completed still life is carried out. The reliefs are taken to the drawing class, where they are compared with the initial setting. There is a discussion of the work. Analysis of mistakes and successes. Because it’s easier and more pleasant to find someone else’s mistake.

Modeling a decorative frame

Decorative sculpture in art classes Children's art schools, as a rule, follow the path of creating round sculptures using fairy-tale or genre scenes. From the point of view of the new requirements for an additional pre-professional program in the field of decorative and applied arts, this is not enough. Modeling of decorative ornaments is also necessary for future woodcarvers and ceramists.

Preparatory work on sculpting a decorative frame begins with studying historical heritage. IN primary school At art schools, ornament was studied in decorative composition classes. The concept of rappaport of static and dynamic composition in ornament was given. In high school, time is allocated to study stucco patterns. The historical excursion begins with the study of ornament through the centuries. From Ancient Egypt, Greece, Rome to Europe of the Renaissance, Baroque, Art Nouveau. Domestic wood and stone carvings are studied separately. Ship, house, temple. For an introductory conversation, both the teacher’s literature and printouts from the Internet are used. Using the example of the still life fund, sketches of acanthus, etc. are made.

The next stage is the compilation stage. Students are given the task, based on the studied material, to make several sketches in a free manner. They are not presented with a specific imitation of one of the styles they have seen. Rather, on the contrary, freedom of creativity is encouraged in every possible way. As a rule, work is performed in bilateral symmetry, but there may also be asymmetrical options.
After the sketch stage is completed, the “cardboard” is completed. If the work is symmetrical, one side can be done, which is then copied through glass.

The work is carried out with sculptural plasticine on a plinth made of hardboard, plywood or linoleum. A layer of plasticine of two to three millimeters is applied to the plinth. A drawing is pinned onto it from “cardboard”.

The modeling technology does not present any great difficulties, since the plasticine is selected for its softness, and the room is warm. The opposite may occur, the plastic mass is too soft and sticky. But here we must take into account the strength of children's hands. In extreme cases, the plasticine is heated in hot water, and then wrapped in canvas. In this way, its plastic properties can be improved.
During the modeling process itself, it is important that the student understands the algorithm of work. There are two sculpting options. The first consists of the production of “semi-finished” parts, which are then assembled according to the principle of a designer. The disadvantage of this method is that in a hurry, the parts are poorly attached to the plinth. After some attempts, the student understands that they need to be attached more reliably, “smeared on.” The second option is more labor-intensive. It implies widespread use of all kinds of stacks. On the finished drawing, a layer of plasticine of about three centimeters is applied to the plinth. And then it is trimmed with stacks and loops.

The complexity of this method is that the plasticine “sole” covers the drawing transferred from the cardboard. And the student may become confused and panic. Therefore it is important that preparatory drawing was always at hand. And the work itself was done in parts. You should not immediately make a thick plinth for trimming. No more than a quarter of the drawing.

Because total There are not enough hours for the subject “Sculpture”, then it is advisable to carry out these exercises in the third, largest quarter. The assessment may be taken into account when summing up the annual results.

The use of these exercises significantly diversifies educational process and arouses genuine interest among students...

MCOU DOD "Duminich Children's Art School"

Methodological development on the subject of additional education "Sculpture"

On the topic: "Relief modeling in the senior classes of the art department of the art school"

Performed by the teacher of MKOU DOD Sergey Karpikov

Duminichi 2012

List of used literature:

P.P. Gnedich "History of Art". M. Eksmo 2007

E. Lanteri "Modeling" M. 1963 "Publishing House of the USSR Academy of Arts"

B.R. Vipper "Introduction to historical development art. Sculpture section". M. 2004 Ast-Press

A.A. Melnik "Basic principles of constructing sculptural relief" M. 1985. "Higher School"

Review

Farnieva S.I.

Viewing educational material, I note its methodological completeness, interdisciplinary connection, as well as the teacher’s real concern for the safety of execution educational assignments for students. For my part, I would like to add a couple of professional recommendations. They relate to achieving a sense of volume of objects. To prevent objects from appearing to be cut in half and glued to the background, it is necessary to make a separation from the background along the silhouette on the line of the horizontal axis of the base, and the height of the most convex part is not higher than this size. This creates a feeling of the object being rounded on the invisible side and generally makes the object three-dimensional.

Congratulations once again on a good and necessary methodological development.

LESSON SUMMARY ON SALT DOUGH MODELING: “AUTUMN STILL LIFE”

Tasks:

Teach children to think about the content of their work based on personal experience.
Clarify and consolidate children's knowledge about fruits and vegetables.
To develop the ability to convey the shape of familiar objects, their proportions, using previously learned modeling techniques.

Progress:

Part one

Organizing time

V.: Guys, today we will sculpt a real autumn still life. Listen to the poem:

If you see a cup of coffee on the table in the picture,

Or fruit juice in a large decanter, or a rose in crystal,

Or a bronze vase, or a pear, or a cake,

Or all the objects at once, know that this is a still life. (Grigory Gladkov)

Have you already guessed what it is, a still life?

D.: answer options

V.: Well done guys, the still life is a vase of flowers, candy, and fruit. What do you think “autumn” still life means?

D.:

V.: That’s right, an “autumn” still life can include all the gifts of autumn, everything that we collect when the golden season begins: vegetables, fruits, mushrooms, etc.

Updating knowledge.

Where do vegetables, fruits and mushrooms grow? (in the field, in the garden, in the greenhouse, in the forest, in the trees)

What are people who grow fruits and vegetables called? (gardeners)

What do they do with vegetables, fruits, mushrooms? (collected, salted, preserved, made jam, dried, salted)

Riddles on the theme of autumn gifts:

Leaves are collected in a head of cabbage

In the villagers' garden.

Without it, the cabbage soup is not thick.

What is her name? (Cabbage)

It grows in the garden

Doesn't offend anyone.

Well, everyone around is crying,

Because they clean... (onion)

Looks like a watermelon -

Thick-skinned too.

I'm used to the yellow dress,

Basking in the sun... (pumpkin)

He lived in a greenhouse in the summer,

Made friends with the hot sun.

He is fun and enthusiastic.

This is red... (tomato)

Round, rosy,
I'm growing on a branch.
Adults love me
And little children. (apple)

Boxers know everything about her
With her they develop their blow.
Even though she's clumsy
But it looks like a fruit. (pear)

It's almost like an orange
Thick skinned, juicy,
There is only one drawback -
Very, very sour. (lemon)

Physical education lesson “Leaves”

We are autumn leaves
We are sitting on the branches. (sit down)
The wind blew and we flew,
We flew, we flew (easy running in a circle)
And they sat down quietly on the ground. (sit down)
The wind came again
And he picked up all the leaves. (easy running in a circle)
Spun and flew
And they sat down quietly on the ground. (sit down)

Pay attention to the box standing on the table. We invite each child to come up in turn and take out a vegetable or fruit (model) from it - this is what the child will do today. We take our seats and get to work. The model of the vegetable/fruit is used as a hint; in case of difficulties, we help the children.
At the end of the lesson, the crafts are sent to the oven to dry, and the attendants help clean the tables.

Part two

Dried crafts are covered gouache paint. Children are also given mock-ups to use as samples. At the end of the lesson, the attendants help clear the tables and let the crafts dry.

Tasks. Teach children to create three-dimensional compositions (still lifes) from salt dough. Improve visual technique (choose your own sculpting method and techniques). Develop compositional skills - place several objects, creating a harmonious composition (large ones in the center or in the foreground, small ones on top or to the side).

Preliminary work. Preparation of material.

Salty dough. Mix the components in the following ratio: for 150 g of flour - 300 g of salt, 3 tablespoons of any wallpaper glue (dry), 100 ml of water - stir until a stiff dough is obtained. Add colored dye to part of the mixture. It’s good to make several of the desired colors at once. Store the dough in plastic bags or plastic boxes with tight-fitting lids (a piece of dough of each color in a separate bag) in the refrigerator.

Crafts from salt dough You need to dry it very well in the oven at a temperature of 100-110 degrees. This will take quite a long time - 5-6 hours. Crafts made from salt dough are similar to real culinary masterpieces, except that they cannot be eaten. But they can be varnished and stored for many years.

Choux pastry. Mix thoroughly 300 g flour, 100 g salt, 200 ml water, 1 teaspoon vegetable oil. Transfer the mixture to a saucepan and heat with constant stirring over low heat until a thick lump forms. Cool the dough and knead well with your hands. To get dough of different colors, divide the dry mixture into parts, add food coloring of the desired color (or at least cocoa powder) to each and only then mix with water. Store the choux pastry in the refrigerator, placing it in thick plastic bags or plastic boxes with airtight lids. Choux pastry can be used many times.

Materials, tools, equipment.

Material prepared in advance - salted or choux pastry. Rotary disks, boards or oilcloths, stacks (or pointed sticks), paper and cloth napkins, plastic or ceramic plates for making compositions.

The teacher reads a poem to the children by U. Rashid:

Our autumn garden is beautiful:

There are plums and grapes in it,

On the branches like toys

And apples and pears...

We'll go to the garden early in the morning

And we'll invite all the neighbors.

And let's wave to the sun,

“Thank you, autumn!” - let's say.

The teacher tells the children that from the fruits and berries collected in the garden they can make beautiful still life, and explains that a still life is a composition made up of flowers, vegetables, fruits and various utensils.

Children look at a beautiful still life of fresh vegetables or dummies, which is placed on the teacher’s table or in the center of the room, if the children can sit around. The teacher invites the children to slowly walk around the still life and examine it from all sides.

Then the teacher invites the children to create unusual still lifes - stucco. Shows 2-3 options for stucco paintings. Explains the task: you need to divide into 4-5 groups (optional), sit on different sides of the still life and sculpt it like a picture, attaching the sculpted fruit to cardboard or placing it on a plate. To do this, you must definitely agree on who will sculpt what, so that the still life looks like a real one. Helps children divide into groups, choose a basis (background) and set them up for discussion of a collective plan. Creates a creative problem situation: shows an apple with a ruddy side and asks how one can make such an apple? Answer options are being discussed. The teacher shows 2 ways to create a two- and three-color image (1st method is that 2-3 lumps of salt dough of different colors are combined into one and the intended shape is molded from it; 2nd method: the form is molded from a lump of the same color, and then a small lump of a different color is smeared onto it, once again reminding you that a still life looks different from different sides.

At the end of the lesson, the teacher suggests putting still lifes on one table and examining them. He notes successful compositions, commenting, for example, in this way: in this still life, the largest fruits (for example, apples and pears) lie in the middle of the plate, and smaller fruits and berries (apricots, cherries and grapes) are beautifully placed around them.

After class. Reading the poem by V. Nabokov “Who will come out in the morning?”:

Who will come out in the morning?

Who ripe fruit will he notice?

How closely the apples hang!

As if through them

the sun is shining blissfully,

Flowing into the garden.

And, sleepy, sweet,

You can hear babbling in the alleys:

It's like drops on the sand

heavy pears,

purple late cherries