The stylistic diversity of art of the 17th-18th centuries. Style diversity of art of the 17th-18th centuries

Stylistic diversity of art of the 17th – 18th centuries

MHC 11, part 2.
Module 1
Lesson 1
MHC teacher Smirnova Olga Georgievna
1 sq. category
Municipal educational institution "Klimovskaya Secondary School"

El Greco healing of a man born blind 1570 Dresden Gallery

So much news in twenty years Both in the sphere of stars and in the form of planets, The universe crumbles into atoms, All connections are broken, everything is crushed into pieces. The foundations have been shaken, and now Everything has become relative for us. John Donne

Prerequisites for the emergence of new styles

Renaissance

New styles

The world is one

Scientific discoveries of the early 17th century completely shattered the image of the universe.
Man is an insignificant grain of sand in the universe
Chaos, collapse of the cosmic world order
Tragedy, skepticism

Man is the measure of all things (Renaissance)
Harmony of the Universe

Humanism

New styles

Mannerism

Baroque

Rococo

Classicism

Realism

Mannerism (characteristic features)

Refined, virtuosic technique
The tension and pretentiousness of images caught in the power of supernatural forces
Refusal to depict the real world and retreat into a fantastic, otherworldly world
Broken, “serpentine” contour lines
Sharp play of light and color contrasts
Unexpected juxtaposition of large and small plans
Pile of naked bodies
Unusual lengthening of figures or, on the contrary, a clear decrease in details
Instability and difficulty in poses

Martyrdom of Saint Mauritius.

1580 – 1583

The main goal of Baroque is the desire to surprise, to cause amazement
Like mannerism, baroque conveyed the tension of conflict, the spirit of contradictions
But the desire for the revival of harmony in human life is much more pronounced
Man is obsessed with the desire to identify and understand the main laws of life development
The thirst for life and fear of death are combined with the instinct of self-preservation
Heroic deeds bordering on tragedy and horror. Man before a choice
Understanding the futility of existence, the frailty of life

What's life? Fleeting shadow, buffoon, Furiously noisy on the stage And an hour later forgotten by everyone; fairy tale In the mouth of a fool, rich in words And ringing phrases, but poor in meaning. William Shakespeare

Main themes of the Baroque

Human torment and suffering
Mystical allegories
The relationship between good and evil, life and death, love and hate, thirst for pleasure and retribution for them

Character traits

Emotional intensity of passions
Dynamism and “anxiety” of silhouettes
Picturesque entertainment
Exaggerated splendor of forms
Abundance and heap of fancy details
Using unexpected metaphors
At the same time, the Baroque revived some common features of the Renaissance: a broad affirmative character, energetic optimism, a holistic, consistent view of the world, a commitment to ensemble and synthesis of arts

Age of Enlightenment Classicism

Main topics:

The triumph of public principles over personal
Subordination of feeling to duty
Idealization of heroic images

Characteristic features of classicism

Clarity, directness and simplicity in the expression of content
Restraint, calmness in emotions and passions
Striving for an objective reflection of the world around us
Dignity and rationalism in actions
Maintaining correctness and order
The architecture is distinguished by strict organization of geometric lines, clarity of volumes, regularity of layout
In painting and sculpture and DPI: logical development of the plot, balanced composition, smooth contour line, clear modeling of volume, subordination of color to semantic accents

Rococo (characteristic features)

Exquisite, complex shapes, fancy lines
Stylization of the sink. Transforming it into complex curls, into decorations in the form of a shield, scroll, coat of arms or emblem
Acanthus motif (herbaceous plant stylization)
In Russia - rocaille – decorative ornaments imitating the combination of fancy shells and strange plants
Mascarons – molded, carved or twisted masks in the form of a human face or the head of an animal, placed above windows, doors, arches, on fountains, vases, furniture

Plant

Stylization in Rococo style

Origin: 17th – 18th century
The principle of realistic art is reflection “like in a mirror”
At the same time, naturalism and blind imitation of nature are alien to true realism.
Artists were just learning to see life as it is

Interpenetration and enrichment of artistic styles

Sketch by Bernini

Claude Perrault

In the art of the 17th and 18th centuries, various artistic styles coexisted
Heterogeneous in their manifestations, they still had deep internal unity and community
Often completely opposite artistic decisions and images were only original answers to the most important questions in the life of society and man.

Questions to the topic

What are the characteristic features and artistic ideals of 17th-18th century art? How have ideas about man and the overall picture of the world changed compared to the Renaissance?
Tell us about the stylistic diversity of the 17th and 18th centuries. What are their main distinguishing features?

Lesson on blended learning technology

Module “Changing work areas”

Subject - World artistic culture Grade 11

Teacher of MHC and music, highest qualification category - Ochirova Z.M., “Honorary Worker of General Education”

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

So much news in 20 years

and in the realm of the stars,

and in the area of planets,

The Universe crumbles into atoms,

All connections are broken, everything is crushed into pieces.

The foundations have been shaken, and now

everything has become relative for us.

John Donne (1572-1631) poet

The purpose of the lesson

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

Tasks

Determine the pattern of changing artistic styles.

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

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

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

Form of study: frontal, group

Formed UUD

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

Cognitive

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

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

Personal

the ability to listen and hear the interlocutor.

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

Regulatory (reflexive)

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

The ability to predict the perception of the interlocutor.

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

Lesson Plan

1.Organizational moment 1-2 min.

2. Introduction to the topic 2-3 min.

3. Frontal survey 3-5 min.

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

5.Summing up the lesson 3-5 min.

6.Reflection 1-2 min.

7. Conclusion 1-2 min.

During the classes

Organizing time- greetings.

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

2.Introduction to the topic

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

5. Summing up the lesson.

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

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

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

6.Reflection

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

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

7. Conclusion

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

Thanks everyone for the lesson!

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

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

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

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

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

1 slide

The stylistic diversity of art of the 17th-18th centuries Prepared by the teacher of fine art and art of the MKOU secondary school. Brut Guldaeva S.M.

2 slide

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

3 slide

ARTISTIC STYLES Style is a combination of artistic means and techniques in the works of an artist, an artistic movement, an entire era. Mannerism Baroque Classicism Rococo Realism

4 slide

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

5 slide

Characteristic features of the Mannerism (pretentious) style: Sophistication. Pretentiousness. An image of a fantastic, otherworldly world. Broken contour lines. Light and color contrast. Lengthening figures. Instability and difficulty of poses.

6 slide

If in the art of the Renaissance man is the ruler and creator of life, then in the works of Mannerism he is a small grain of sand in the chaos of the world. Mannerism covered various types of artistic creativity - architecture, painting, sculpture, decorative and applied arts. El Greco "Laocoon", 1604-1614

7 slide

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

8 slide

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

Slide 9

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

10 slide

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

11 slide

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

12 slide

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

Slide 13

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

Slide 14

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

15 slide

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

16 slide

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

Slide 17

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

18 slide

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

Slide 19

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

20 slide

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

21 slides

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

22 slide

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

Slide 23

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

24 slide

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

25 slide

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

Lesson on blended learning technology

Module “Changing work areas”

Subject - World artistic culture Grade 11

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

So much news in 20 years

and in the realm of the stars,

and in the area of planets,

The Universe crumbles into atoms,

All connections are broken, everything is crushed into pieces.

The foundations have been shaken, and now

everything has become relative for us.

John Donne (1572-1631) poet

The purpose of the lesson

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

Tasks

Determine the pattern of changing artistic styles.

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

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

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

Form of study : frontal, group

Formed UUD

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

Cognitive

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

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

Personal

the ability to listen and hear the interlocutor.

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

Regulatory (reflexive)

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

The ability to predict the perception of the interlocutor.

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

Lesson Plan

1.Organizational moment1-2 min.

2. Introduction to the topic2-3 min.

3. Frontal survey3-5 min.

4.Main stage of the lesson25 -30 min.

5.Summing up the lesson3-5 min.

6.Reflection1-2 min.

7. Conclusion1-2 min .

During the classes

Organizing time - greetings.

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

2.Introduction to the topic

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

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

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

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

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

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

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

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

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

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

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

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

5. Summing up the lesson.

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

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

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

6.Reflection

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

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

7. Conclusion

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

Thanks everyone for the lesson!

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

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

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

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

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

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

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

Complete test tasks: There are several answer options for each question. Answers that you think are correct should be marked (underlined or with a plus sign). For each correct answer you receive one point. The maximum sum of points is 30. The sum of points scored from 24 to 30 corresponds to the test. 1. Arrange the following eras, styles, movements in art in chronological order: a) Classicism; b) Baroque; c) Romanesque style; d) Renaissance; e) Realism; f) Antiquity; g) Gothic; h) Mannerism; i) Rococo

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

6. Strict organization, balance, clarity and harmony of images are characteristic of this style: a) rococo; b) classicism; c) baroque. 7. Works of this style are distinguished by intensity of images, mannered sophistication of form, sharpness of artistic solutions: a) rococo; b) mannerism; c) baroque. 8. Insert architectural style “The architecture of ……… (L. Bernini, F. Borromini in Italy, B. F. Rastrelli in Russia) is characterized by spatial scope, unity, and fluidity of complex, usually curvilinear forms. Often there are large-scale colonnades, an abundance of sculpture on the facades and in the interiors" a) Gothic b) Romanesque c) Baroque

9. Representatives of classicism in painting. a) Delacroix; b) Poussin; c) Malevich. 10. Representatives of realism in painting. a) Delacroix; b) Poussin; c) Repin. 11. Periodization of the Baroque era: a) c. b) c. c) 17th century. (late 16th - mid 18th century). 12. G. Galileo, N. Copernicus, I. Newton are: a) sculptors b) scientists c) painters d) poets 14. Match the works of painting with the authors: a) Claude Lorrain; b) Nicolas Poussin; c) Ilya Repin; d) El Greco