Titles of art courses in elementary school. Features of the methodology of teaching fine arts in elementary school

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Working with children of primary school age, I was faced with the problem of introducing them to the world of genres and types of fine art. It is difficult to surprise modern “computerized” children, so there was an urgent need to create a presentation that would help captivate, interest in this topic, and provide an accessible, easy-to-understand visual. In the process of explanation, students discover surprising diverse world art, which is why the selection of samples and reproductions for presentation is especially important.

Each teacher has formed his own vision of the world, which he transmits to his students; schoolchildren integrate different views about the world, and based on them they form their vision. But in order for students to be able to form their own value system, the teacher needs to design conditions that provide opportunities for choice, meaningful actions and decisions, moral choice V problematic situations. Using presentations in practice pedagogical activity will help the teacher fill the socialization of schoolchildren with cultural meaning, ensure transformation cultural values, cognitive motivation, in the study of fine arts. Before talking about art, it is first necessary to explain the concept of “culture”.

Culture(from lat. culture, from the verb colo, colere– cultivation, later – upbringing, education, development, veneration)

There are many interpretations of the definition, however, it is worth paying attention that for children of primary school age many of them will not be clear. Therefore, it is enough to explain that

“Culture” is something created by the hands and mind of man.

Art occupies a special place in culture. For a long time art was considered a type of cultural activity that satisfies a person’s love for beauty. Along with the evolution of social aesthetic norms and assessments, any activity aimed at creating aesthetically expressive forms has gained the right to be called art. It is this that has an extremely wide range of influence on the development and formation of personality due to the combination of all types of activities in it: value-oriented, creative. L.S. Vygotsky writes that the entire applied value of art ultimately comes down to its educational effect.

art in primary school is aimed at developing abilities and creative potential child, the formation of associative-figurative, spatial thinking, emotional assessment, the ability to understand the world through feelings and emotions. In accordance with the Federal State

According to the New Generation Educational Standard, the objectives of studying a course in fine arts in the context of the main pedagogical objectives of education are as follows:

Perception of interest in the visual arts – enrichment moral experience, formation of ideas about good and evil - development moral feelings– respect for the culture of peoples multinational Russia and other countries.

Therefore, it is necessary, starting from the beginnings of childhood, to show the world to the younger schoolchild with love and appreciate all manifestations of this life.

Let's start with the definition of the concept.

Slide 2 Fine art is one of the largest sections of art.

art- view artistic creativity, the purpose of which is the reproduction of the surrounding world. The concept combines various types of painting, graphics and sculpture

In our presentation we will consider only the main types and genres.

Slide 3 Fine art is divided into types and genres. They are classified according to the objects of application of creative efforts, the artistic and technical means used and historically established concepts of creativity

sculpture
painting
graphic arts
photographic art
arts and crafts

Slide 4 Genres of fine art. Genre (from the French genre – genus) – general concept, reflecting the most essential properties and connections of phenomena in the world of art, the totality of formal and substantive features of the work; historically established internal divisions in most art forms. The principles of division into genres are specific to each area of ​​artistic creativity. In fine art, the main genres are determined primarily by the subject of the image (landscape, portrait, everyday genre, historical genre, animalistic genre etc.) Let's consider only the most basic genres:

Portrait
Scenery
Still life
Genre composition
Decorative and applied composition

Slide 5 A portrait is an image of a person or a group of people who exist or existed in reality. “The portrait depicts the external appearance (and through it the inner world) of a specific, real person who existed in the past or exists in the present.” Portrait can be divided into “subgenres.” The boundaries of the portrait genre are very fluid, and often the portrait itself can be combined in one work with elements of other genres.
Historical portrait- depicts a figure of the past and is created from the memories or imagination of the master.
Posthumous (retrospective) portrait- made after the death of the people depicted, based on their lifetime images, or even completely composed.
Portrait painting– the person being portrayed is presented in a semantic and plot relationship with the world of things around him, nature, architectural motifs and other people.
Portrait walk– the image of a walking man against the backdrop of nature arose in England in the 18th century and became popular in the era of sentimentalism
Portrait type – collective image, structurally close to the portrait.
Costume portrait– a person is presented as an allegorical, mythological, historical, theatrical or literary character.
Self-portrait– it is customary to separate it into a separate subgenre.
Religious portrait- an ancient form of portrait, when the person who made the donation was depicted in a picture (for example, next to the Madonna) or on one of the doors of the altar (often kneeling).

By the nature of the image

Ceremonial portrait– as a rule, involves showing a person in full growth.
Half-dress– has the same concept as ceremonial portrait, but usually has a waist or knee-length cut and fairly developed accessories.
Chamber portrait– a waist-length, chest-length, shoulder-length image is used. The figure is often shown against a neutral background.
An intimate portrait is a rare type of intimate portrait with a neutral background. Expresses a trusting relationship between the artist and the person being portrayed.
Small-format and miniature portraits made in watercolor and ink.
More detailed genre differentiation is due to the fact that in artistic creativity cognitive, ideological-evaluative, figurative and artistic elements merge, and each work of art also has a specific functional purpose. Thus, since the ideological and evaluative position of a portrait artist can be not only objective or apologetic, but also ironic or angry and accusatory, a portrait can take the form of a cartoon or caricature. Depending on its purpose, the same portrait can be ceremonial, intimate, intimate, etc.

Slide 6 Scenery– a genre of painting in which the main subject of the image is pristine nature, or nature transformed to one degree or another by man. It existed since antiquity, but lost its importance in the Middle Ages and reappeared during the Renaissance, gradually becoming one of the most important painting genres.

Slide 7 Still life– (Dead Nature) image inanimate objects in fine arts. Originated in the XV-XVI centuries, but how independent genre took shape only in the 17th century in the works of the Dutch and Flemish artists. Since then it has been an important genre in painting, including in the work of Russian artists.

Slide 8 Genre composition is a part everyday genre in fine arts. Everyday scenes have been the subject of painting since ancient times, but how separate genre genre painting developed only in the Middle Ages, receiving especially strong development in the era of social changes of the New Time.

Slide 9

Types of fine art and their interaction with genres. Here it is worth paying special attention to the relationship between types and genres, since each of the above main genres can be realized in sculpture, painting, graphics, and any other form of fine art.

Slide 10

Sculpture(lat. sculptura, from sculpo– cut out, carve) – sculpture, plastic – a type of fine art, the works of which have a three-dimensional form and are made of hard or plastic materials – in broad meaning words, the art of creating from clay, wax, stone, metal, wood, bone and other materials an image of a person, animals and other natural objects in their tactile, bodily forms. Based on the principle of volumetric, physically three-dimensional image.
An artist who devotes himself to the art of sculpture is called a sculptor, or sculptor. His main task is to convey the human figure in a real or idealized form; animals play in his work minor role, and other objects appear only in the meaning of subordinate clauses or are processed exclusively for ornamental purposes.

Slide 11

Painting a type of fine art whose works are created using paints applied to any hard surface. Painting can convey a state of staticity and a feeling of temporary development, peace and emotional and spiritual richness, the transient immediacy of a situation, the effect of movement, etc.; In painting, a detailed narrative and a complex plot are possible. This allows painting not only to visually embody visible phenomena real world, show a broad picture of people’s lives, but also strive to reveal the essence historical processes, the inner world of man, to the expression of abstract ideas

Slide 12

Graphic arts(Greek γραφικος - written, from Greek γραφω - writing) - a type of fine art that uses lines, strokes, spots and dots as the main visual means.

Slide 13

Photographic art – art creating artistic photography. That is, a photograph that reflects the creative vision of the photographer as an artist. This is one of the new, “young” types of contemporary fine art.

Slide 14

Decorative-applied art(from Latin deco – decorate) – wide section art, which covers various industries creative activity aimed at creating artistic products with utilitarian and artistic functions.

Slide 15

Sculpture. Artistic and expressive means of sculpture - construction of a three-dimensional form, plastic modeling (sculpting), development of silhouette, texture, and in some cases also colors. There are different types of round sculpture (statue, group, figurine, bust (sculpture of a head with part of the chest)), viewed from different sides and surrounded by free space; and relief. With relief sculpture, the figure appears to be partly immersed in a flat background and protruding from it by less or more than half its thickness (in the first case, a bas-relief, in the second, a high relief). Monumental sculpture(monuments, monuments) is associated with the architectural environment, is distinguished by the significance of ideas, high degree generalizations large sizes; monumental and decorative sculpture includes all types of decoration architectural structures and easel sculpture, independent of the environment, has dimensions close to life or smaller, and a specific in-depth content. Regarding the material and method of execution of the image, sculpture, in the broad sense of the word, falls into several branches: modeling or modeling - the art of working from a soft substance, such as wax and clay; foundry, or sculpture in the strict sense - the art of carving an image from stone, metal, wood and solid substances in general; Among the branches of sculpture we can, moreover, include sculptural carving on solid and precious stones and making stamps for coins and medals (medal art).

Slide 16 Main genres of sculpture– portrait, historical, mythological, everyday, symbolic, allegorical images, animalistic genre (depiction of animals).

Slides 17, 18, 19, 20 In works of art, created by painting, color and drawing, chiaroscuro, expressiveness of strokes, texture and composition are used, which makes it possible to reproduce on a plane the colorful richness of the world, the volume of objects, their qualitative, material originality, spatial depth and light-air environment. Painting can be performed oil paints, tempera, acrylic paints and watercolors.

Slides 21, 22, 23 Graphics use lines, strokes, spots and dots as the main visual means (Color can also be used, but, unlike painting, here it traditionally plays a supporting role. In modern graphics, color can be no less important than in painting). When working in graphics technology, they usually use no more than one color (except for the main black), in in rare cases- two. In addition to the contour line, in graphic art, strokes and spots are widely used, also contrasting with the white (and in other cases also colored, black, or less often textured) surface of the paper - main basis for graphic works. The combination of the same means can create tonal nuances. Most common hallmark graphs – special treatment the depicted object to the space, the role of which is largely played by the background of the paper (in the words of the Soviet graphic master V. A. Favorsky, “the air of a white sheet”). Graphics can use a large number of colors (some engravings can use more than a dozen printed forms, each of which “adds” its own color).

Slides 24, 25 The special place of Photography in artistic culture is determined by the fact that it became the first “technical” art in history, which could arise only on the basis of certain achievements in science (physics, chemistry, optics) and technology. One of the inventors of photography, L. J. M. Daguerre, was an artist, and the first photographs (daguerreotypes) were created in line with the traditional painting genres of portrait, landscape and still life. As at the turn of the 19th and 20th centuries, modern art photography is developing, sensitively reflecting the diverse trends in fine art, including many of its crisis trends. Modern photographers, changing scales and textures beyond recognition, create compositions in the spirit of abstract art, or follow more traditional directions and genres.

Slides 26, 27Arts and crafts– a collective term that conventionally unites two broad types of arts: decorative and applied. Unlike works of fine art intended for aesthetic pleasure and related to pure art, numerous manifestations of decorative and applied creativity can have practical use in everyday life.
Works of decorative applied arts meet several characteristics: have aesthetic quality; designed for artistic effect; used for home and interior decoration. Such products are: clothing, dress and decorative fabrics, carpets, furniture, art glass, porcelain, earthenware, jewelry and other artistic products.
In academic literature since the second half of the 19th century century, a classification of branches of decorative and applied art was established according to material (metal, ceramics, textiles, wood), according to the technique of execution (carving, painting, embroidery, printed material, casting, embossing, etc.) and according to the functional characteristics of the use of the item (furniture, dishes, toys). This classification is due important role constructive and technological principles in decorative and applied arts and its direct connection with production.
I would like the initial acquaintance with art forms to be remembered and to be a strong motivational incentive for their further development.

Bibliography:

1. Parnakh M. Fine art lessons. Lesson 3. Art//Art at school. – 2001. No. 2. – P.26.
2. Parnakh M. Fine art lessons. Lesson 6. Rose//Art at school. – 2001. – MZ. – P.57
3. Parnakh M. Fine art lessons. Lesson 10. Flying bird//Art at school. – 2001. – No. 4. – P. 42.
4. Magazines “Young Artist” 2000 – 2012
5. M.K. Prete, A. Capaldo, “Creativity and Expression” (art education course) part 1 – M. Soviet Artist, 1981.
6. M.K. Prete, A. Capaldo, “Creativity and Expression” (art education course) part 2 - M. Soviet Artist, 1981.
7. Grigorieva G.G., Game techniques and teaching children visual activities. – M: Education, 1995.

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ABSTRACT ON PEDAGOGY

Visual arts in elementary school

1. The purpose and objectives of fine arts as an educational subject in primary school

The subject “Fine Arts” plays a significant role in the system of general secondary education. It is called upon to solve specific problems associated with the transfer of fundamental values ​​developed by humanity, with the aim of emotional, spiritual, aesthetic and moral development of the individual, and the formation of his creative potential.

In this regard, the visual creativity of students, in combination with other forms of artistic activity, is an essential factor in identifying and affirming the student’s individuality, his abilities, leading to self-identification and the development of his own view of the world. On this basis, schoolchildren learn to creatively transform the surrounding reality and the world of their own personality.

In the educational process, the subject “Fine Arts” is distinguished by the dominance of artistic and creative activities. In the process of studying fine arts, such areas of the student’s individuality as imaginative thinking, fantasy, imagination, emotional sphere, mental activity, intuition, etc. are actively developed.

Based on the specifics of the academic subject, the main goal of education in the field of fine arts is the formation of the student’s artistic, aesthetic, spiritual and moral culture as a culture of a value-based attitude towards the world, the development of his creative potential as a factor in the creative development and transformation of the world.

To achieve this goal, the following tasks are set:

Students’ comprehension of the cultural experience of humanity through the artistic and figurative system of domestic and world art;

Development of ideas about national identity native culture;

Spiritual and moral enrichment of students in the process of artistic and aesthetic development of the surrounding reality and perception artistic heritage;

Formation of an understanding of art as a form of artistic and figurative understanding of the world;

Development of the sensory-emotional sphere of students;

Creating conditions for the development of creative potential and artistic abilities students based on visual activities;

Introduction to theoretical knowledge, language and system expressive means visual arts;

Formation of practical skills in various types of artistic activities;

Formation of a sustainable interest in fine art, the ability to comprehend its specific features.

2. Requirements for content and teaching methods

The basic requirements for the content and methods of teaching fine arts at school are based on the following principles:

Organic combination and unity of the educational process: moral, spiritual, aesthetic and artistic education should be carried out in conjunction with the systematic assimilation by students artistic knowledge and mastering practical skills of artistic activity;

Students mastering visual skills and techniques, which is not an end in itself, but a means or toolkit for artistic knowledge and creating an artistic image;

Taking into account the age characteristics of students, combining individual and collective forms work;

Formation of ideas about fine art, its types and genres, concepts and terms, mastery of techniques and materials, figurative system;

Formation of core ideas about fine art, which occurs in conjunction with all types of artistic activity: aesthetic development of the surrounding world, perception of art, theoretical knowledge, creative and practical activity;

Using a variety of types of work and artistic materials;

Relationships different types arts (multi-art) - fine arts, music, literature, cinema, etc., with the help of which an associative-figurative atmosphere is created, necessary for optimal development artistic thinking students. For this purpose, in class certain time is devoted to viewing reproductions, listening to music, literary works, viewing fragments

fine arts educational elementary

3. Program structure and types of classes

The system-forming beginning of the program and its semantic core is the differentiation of all educational material into three content components, which cover the entire program from grades 1 to 4. These include:

- « Aesthetic perception reality";

- “Perception of Art”;

- "Practical activities".

Aesthetic perception of reality as component artistic activity has a relatively independent system in the program educational tasks.

The objective of this content component of the program is also to develop visual culture among schoolchildren, visual perception, observation.

The content component “Perception of Art” contributes to the development of the subject at the art criticism level. Its task is to form key guidelines for the perception of works of fine art, expand the artistic horizons of students, study theoretical foundations fine arts, mastering its language, system of expressive means.

As a result of mastering the content of this section of the program, students gain an understanding of the role of art in human life and society, the foundations of national and world art, the features various types and genres of fine art, their relationships.

In fine arts lessons, students draw and sculpt from life, from memory, from imagination, design, and perform works in various artistic techniques.

Practical artistic and creative activities include:

Image on a plane (use of different artistic materials and techniques (watercolor, gouache, colored pencils, wax crayons, mascara; applique, collage, monotype);

Modeling from plasticine and working with sculptural materials (clay, salt dough);

Decorative and applied activities and design (artistic design of flat and volumetric products with elements of architecture, artistic design, decorative molding, traditional folk art).

The image on a plane includes drawing from life, from memory, from an idea after direct observations or from the imagination, work on a topic assigned by the teacher, as well as sketches, applied graphics, appliqué, collage, monotype, etc.

Modeling (sculpture) has special meaning in primary school, where the motor-tactile component plays a dominant role in the development of children’s visual activity.

Decorative and applied activities include elements of drawing on a plane, artistic design and design, working with natural materials(leaves, flowers, herbs, etc.), which contributes to the development of schoolchildren’s ideas about the connection between different types of artistic activities.

Content practical activities involves solving four main groups of educational tasks: 1) composition; 2) color and lighting; 3) shape, proportions, design; 4) space and volume. Mastering these groups of educational tasks that underlie visual literacy should be subordinated to the conscious decision of an artistic image in accordance with the age capabilities of students.

The main thing in composition work in the elementary grades is to master the entire surface of a sheet of paper and fill it with an image, and in modeling decorative work- creation of a solid form. Students learn to select image objects for the composition that correspond to the design and draw them large.

When working with color in grades I-IV, the task is to see color in a variety of ways, to distinguish and compose the necessary shades. In elementary school, gouache should be preferred over watercolor, since gouache gives more freedom in operation and allows you to make corrections. When working on a form, it is important to learn to feel the figurative nature of the form, to strive for consistent figurative complexity when displaying it. To develop the skills of analyzing a form and its subsequent embodiment in an artistic image, classes in modeling, arts and crafts, and design, where students actively work with a three-dimensional form, are of great importance.

Learning to convey space on paper begins in grade I, mainly through observation work and on given topics. The main attention in working with primary schoolchildren is on developing their concepts about the fracture of planes and the fracture boundary: the boundary of the floor and the wall, the visible boundary of the earth and sky, as well as the ability to correctly place objects on the surface of the floor and the ground.

When planning time for this type work, it is necessary to take into account that types of artistic activities in lessons can be combined and occupy part of the lesson: perception - with practical work, modeling - with drawing.

It is advisable to diversify the methods of working with art students in the classroom. This could be a conversation, a story, a discussion, watching a multimedia presentation. A huge role is played by lessons structured according to the laws of artistic drama, forms of extracurricular and extracurricular activities in the fine arts.

Particular attention should be paid to artistically gifted children, for whom their own educational system is developed that takes into account their abilities.

Fine arts lessons should be equipped with the necessary aids and visual aids using modern technical means.

The effectiveness of the educational process is directly dependent on the level of development of students' practical skills.

Leading skills are formed comprehensively in all types of artistic activity. Mastering each type requires the formation of private skills and abilities: painting, graphic, plastic, decorative, constructive, perception of works of art, mastering their language, expressive means, etc.

Literature:

1Volkova, I.G. Fine arts grades 1 - 5. Approximate calendar and thematic planning / I.G. Volkova, V.N. Danilov - Minsk: Adukatsiya i vykhavanne, 2008.

2Danilov, V.N. Methods of teaching fine arts and artistic work / V.N. Danilov. - Minsk: UIC BSPU, 2004.

3Fine arts in primary school / sub. ed. B.P. Yusova, N.D. Mints. - Minsk: Narodnaya Asveta, 1992.

4Fine arts grades 1-4: curriculum for general education institutions with Belarusian and Russian languages ​​of instruction. - Minsk: NMU NIO, 2008.

5Nemensky, B.M. Pedagogy of art / B.M. Nemensky. - M.: Education, 2007.

6.Sokolnikova, N.M. Fine art and methods of teaching it in elementary school / N.M. Sokolnikova. - 2nd ed. - M.: Academy, 2002 art).

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Classification of occupations. Drawing from life. Thematic drawing. Decorative drawing. Conversations on fine arts. Brief characteristics of each type.

Drawing from life is a method visual learning, teaches one to think and conduct purposeful observations, awakens interest in the analysis of nature. When drawing from life, the student strives to mark it characteristics, understand the structure of the subject. Learning to draw from life at school leads to the development of mental abilities, teaches correct judgment about the shape of objects, the influence of perspective, the theory of shadows, color science, and anatomy. Great importance Drawing from life is for the development of spatial thinking and imagination. Affects the development of memory and abstract thinking. Drawing from life can be long-term for two lessons, and short-term for 5-10 minutes. To develop memory, drawing from memory and imagination is used. In elementary school, handouts for desks (vegetables, fruits) of at least three still lifes per class. Below the horizon line in elementary school, in a frontal or profile image, no more than two objects. From the fourth grade it becomes more difficult to study perspective, design, light and shade, two vanishing points (angular perspective) 3-4 subjects. Thematic still lifes, warm and cold colors. For clarity, you can use visual aids with sample tasks, tables with step-by-step implementation tasks. The teacher should guide the children's activities by asking leading questions.

Organization and methodology of conducting decorative drawing lessons. Folk art at decorative drawing lessons.

The creative abilities of students are especially effectively developed in decorative drawing lessons. The program includes tasks on drawing up patterns, designing albums, and decorating rooms. Serves to awaken the creative powers and independence of students.

Decorative drawing aims to familiarize students with the basic principles of decorative and applied art. The decorative design of an object is carried out on the basis of certain rules and laws: adherence to rhythm, symmetry, harmonious combination of colors. In decorative drawing lessons, students learn to create patterns, learn the laws of composition, and master the skills of working with watercolors, gouache, and ink. Ornamental creativity - introduces the basics of artistic design; decorative drawing should be closely related to drawing from life. When composing patterns, you need to show the student how to use the forms of nature: leaves, flowers, birds, and how to process these forms in your compositions. Showing samples of folk ornaments is of great educational importance. In elementary school, a lesson on decorative drawing mainly limited to copying folk patterns. The beginning of the work is to copy from samples, creating simple patterns of straight and curved lines. This is followed by a combination of elements of the folk pattern according to the compositional scheme given by the teacher. Work on decorative drawing is completed with tasks on drawing up sketches of decorative design, graphic work with the introduction of fonts. Folk art is a special branch of creative arts in which the creative process proceeds on the basis of the hereditary transmission by masters from the people of a whole system of traditions and art. Principles, canons, samples, plots, ornamental motifs. Folk craft is one of the historically established forms of folk arts and crafts, which represents commodity production artistic objects wide application with the obligatory use of creative manual labor. In the content of lessons thematic drawing includes the depiction of various scenes from life, illustration of literary works, creative composing of paintings on various topics. Thematic drawing allows students to acquire the ability to convey their thoughts and ideas through OZO art. During the lesson, the teacher can conduct a preliminary conversation, use excerpts from literary works, and show examples from the work of outstanding artists. To draw a thematic composition, students need to make sketches from life.

A thematic drawing helps the teacher become more familiar with the spiritual world of students and trace how their abilities develop figurative representation and imagination.

CONVERSATIONS ABOUT FINE ARTS

School program For drawing, there are also special hours for discussions about fine arts. During these lessons, the teacher introduces schoolchildren to the life and work of outstanding painters, sculptors and architects. Children will learn how and by what means artists achieved ideological depth and emotional expressiveness in their works. Systematic familiarization of students with the works of artists is one of the means aesthetic education. IN outstanding works artists as if the typical phenomena of life are collected in focus; These works make you look at the world in a new way and notice its beauty. Skills in the field of perception and evaluation works of art raise cultural level students. Knowledge and skills gradually develop - from the basic ability to look at a picture and understand its content to an understanding of the artistic means of expression with which the artist was able to convey his idea.

Conversations about fine arts are an important means of not only aesthetic, but also ideological and political education of students. During conversations, the teacher shows the children pictures that reflect the nature of our Motherland, events from the history of the country, portraits of people who glorified the Fatherland. When during a lesson a teacher shows a reproduction of a painting in which the artist’s patriotic feeling and his love for his native nature are clearly expressed, this also evokes in children a feeling of love and admiration for their Motherland. The more vivid and emotional a picture is told about the life of our country, its landscape, etc., the more feelings it will evoke in the child, the more clearly it will be imprinted in his consciousness (Fig. 45, 46). To prepare for conversations about art, we can recommend: Conversations about painting at school. M., 1966; V. Alekseeva. Fine arts and school. M., 1968; N. A. Dm i t r i e v a. Short story art. M., 1969;P. K. Suzdalev. Soviet art during the Great Patriotic War and the first post-war years. M., 1963; V. K emenov. Against abstractionism in the realism debate. L., 1969; Art and military-patriotic education of schoolchildren. / Ed. V.V. Neverov and B.M. Sapunov. M., 1975; Popular art encyclopedia. M., 1986. So, we see that the variety of classes in the fine arts is of great importance not only for developing knowledge, skills and abilities in drawing, but also for general development students.

Drawing classes are structured in compliance with a logical sequence in the presentation of educational material, calculating the volume, time and depth of the topic. The entire drawing course is determined by the level of knowledge and skills that each student needs to learn. The volume and content are determined by the curriculum and program.

The curriculum contains a systematic list of all topics of assignments and performances that make up the content of drawing in high school. All educational material is distributed by year of study based on the age characteristics of students. By determining the amount of knowledge, skills and abilities in drawing, the program gives the teacher instructions on the sequence of studying and planning the material. New tasks are introduced as the knowledge and skills necessary for their conscious implementation are mastered.

IN curriculum There is an explanatory note that concisely and clearly sets out the goals and objectives of teaching, indicates the basis for the proposed content of the classes and gives the general methodological direction of the work. In order to correctly and successfully achieve all the goals and objectives set by the program, it is necessary, first of all, to thoroughly understand the methodology of working with students, the principles and laws of constructing the educational process that give the best results. Only with the correct methodological guidance to students does drawing in school acquire the necessary educational and educational significance.

Nature is a book of wisdom. The landscape helps you read this book and master the precious wealth contained in it. He depicts nature in its individual manifestations and therefore can gradually reveal it hidden meaning. Nature teaches and educates us directly, daily and deeply.

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Creativity itself is necessary condition existence

person and everything that goes beyond the routine and in what

contains at least an iota of new, owes its

origin creative process person.

V.A. Sukhomlinsky.

Society's need for a new type of personality - creatively active and free-thinking - will undoubtedly increase as socio-economic and cultural living conditions improve. The implementation of this direction in education requires turning to new pedagogical systems in which each academic subject will perform a general developmental cultural function. The systematic development of the artistic heritage helps to understand art as the spiritual chronicle of humanity, as an expression of man’s relationship to nature, society, and the search for truth.

Fine art is one of the favorite activities of children. This work requires artistic abilities, knowledge and skills in the field of visual literacy, decorative arts, design, requires a large supply of visual images and impressions, creative imagination. One of the very important issues of child psychology and pedagogy is the question of children’s creativity, its development and the meaning of creative work for the overall development of the child.

Creativity opens in a child's soul those hidden corners in which the sources of good feelings lie dormant. Helping the child feel the beauty of the world around him, the teacher discreetly touches these corners.

Nature is what nourishes and inspires a person, gives strength and calms. “Forests teach a person to understand beauty,” said A.P. Chekhov.

Landscape painting in school is of great cognitive and educational importance, as it introduces students to their native nature. Equally important is teaching children drawing and painting from life and from imagination. These classes are conducted in close communication with nature. They foster patriotism, help to deeply understand the laws of nature, and also form a materialistic worldview and develop creative thinking.

Landscape is always a special mood, a unique state of nature: whether it is snowing, whether the sun is shining, whether it is raining. The artist’s task is to feel this mood and transfer it to his sheet of paper. After all, painting literally means “living writing.” It reflects the inner world of the artist, and allows us to look at this world with different eyes, - through the eyes of a child. “It’s never too late to plant a tree: even if you don’t get the fruits, the joy of life begins with the opening of the first bud of the planted plant,” wrote K. Paustovsky.

Nature is a book of wisdom. The landscape helps you read this book and master the precious wealth contained in it. He depicts nature in its individual manifestations and therefore can gradually reveal its innermost meaning. Nature teaches and educates us directly, daily and deeply.

That is why the relevance of landscape painting in fine arts lessons lies in the possibility of forming in children of primary school age a positive, emotional and sensory perception of reality through creativity.

Literature:

1. Ignatiev E.I., Psychology of children’s visual activity, M., UCHPEDGIZ, 1961, 225P.

1. Sokolnikova N.M., Fine arts and methods of teaching it in elementary school, tutorial for students of higher pedagogical institutions, 2nd ed., M., Academy, 2002, 368 p.

1. Sokolnikova N.M., Programs of the integrated course “Art”, M., Education, 1998.

On the topic: methodological developments, presentations and notes

Aesthetic development and creative imagination of a schoolchild in fine arts lessons in elementary school

The role of decorative and applied arts among teenagers in fine arts lessons in high school

Folk art in raising children. It is very difficult to imagine the development of a harmonious creative personality without the participation of art. At the same time, the role of folk arts and crafts should be overestimated...

Fine arts as one of educational subjects secondary school occupies an important place in the education of students. Careful analysis, summarizing the best teaching experience indicates that fine arts classes are an important means of developing a student’s personality. Fine art, especially close to younger schoolchildren for its clarity, has one of the leading places in the process of developing children's creative abilities, creative thinking, and introducing them to beauty native nature, surrounding reality, spiritual values ​​of art. In addition, fine arts classes help children master a range of skills in the field of visual, constructive and decorative activities.

Purpose writing this course work is to consider the features of the methodology of teaching fine arts in elementary school, namely in grades I-IV.

The work aims to: tasks :

Studying the methodology of teaching fine arts in primary school, consider its features,

To identify the pedagogical conditions for the successful teaching of fine arts to children of primary school age, as well as drawing up a thematic annual plan and lesson plan for primary school students

Chapter 1. Features of the methodology of teaching fine arts in elementary school

1.1. Pedagogical conditions for teaching fine arts in primary school

In the development of children's artistic creativity, including visual creativity, it is necessary to observe the principle of freedom, which is generally an indispensable condition for all creativity. This means that children’s creative activities can be neither obligatory nor compulsory and can only arise from children’s interests. Therefore, drawing cannot be a mass and universal phenomenon, but for gifted children, and even for children who do not intend to later become professional artists, drawing has enormous cultivating significance; when colors and drawing begin to speak to a child, he masters a new language that expands his horizons, deepens his feelings and conveys to him in the language of images what cannot be brought to his consciousness in any other way.

One of the problems in drawing is that for primary school children, the activity of creative imagination alone is no longer enough; he is not satisfied with a drawing made somehow; in order to embody his creative imagination, he needs to acquire special professional, artistic skills and skills.

The success of training depends on the correct definition of its goals and content, as well as on the ways to achieve the goals, that is, teaching methods. There have been debates about this issue among scientists since the very inception of the school. We adhere to the classification of teaching methods developed by I.Ya. Lerner, M.N. Skatkin, Yu.K. Babansky and M.I. Pakhmutov. According to the research of these authors, the following general didactic methods can be distinguished: explanatory-illustrative, reproductive and research.

1.2. Methods of teaching fine arts in I - IV classes

Teaching, as a rule, begins with the explanatory and illustrative method, which consists of presenting information to children in different ways - visual, auditory, speech, etc. Possible forms of this method are communicating information (story, lectures), demonstrating a variety of visual material, including using technical means. The teacher organizes perception, children try to comprehend new content, build accessible connections between concepts, and remember information for further manipulation.

The explanatory and illustrative method is aimed at assimilation of knowledge, and to develop skills and abilities it is necessary to use the reproductive method, that is, to reproduce (reproduce) actions many times. Its forms are varied: exercises, solving stereotypical problems, conversation, repetition of a description of a visual image of an object, repeated reading and memorization of texts, repeated story about an event according to a predetermined scheme, etc. It is assumed as independent work preschoolers, and joint activities with the teacher. The reproductive method allows the use of the same means as the explanatory and illustrative method: words, visual aids, practical work.

Explanatory-illustrative and reproductive methods do not provide the necessary level of development creative possibilities and children's abilities. A teaching method aimed at preschoolers independently solving creative problems is called research. In the course of solving each problem, it involves the manifestation of one or more aspects of creative activity. At the same time, it is necessary to ensure the availability of creative tasks, their differentiation depending on the preparedness of a particular child.

The research method has certain forms: text problem tasks, experiments, etc. Problems can be inductive or deductive depending on the nature of the activity. The essence of this method is the creative acquisition of knowledge and the search for methods of activity. Once again I would like to emphasize that this method is entirely based on independent work.

Particular attention should be paid to the importance of problem-based learning for children's development. It is organized using methods: research, heuristic, problem presentation. We have already considered the research one.

Another method that helps creative development, is a heuristic method: children solve a problematic problem with the help of a teacher; his question contains a partial solution to the problem or its stages. He can tell you how to take the first step. This method is best implemented through heuristic conversation, which, unfortunately, is rarely used in teaching. When using this method, words, text, practice, visual aids, etc. are also important.

Currently, the method of problem presentation has become widespread; the teacher poses problems, revealing all the inconsistency of the solution, its logic and the available system of evidence. Children follow the logic of presentation, control it, participating in the decision process. In the course of a problem presentation, both an image and a practical demonstration of action are used.

Methods of research, heuristic and problem presentation - methods of problem-based learning. Their implementation in the educational process stimulates preschoolers to creative production and the application of knowledge and skills, helps to master the methods of scientific knowledge. Modern teaching must necessarily include the considered general didactic methods. Their use in fine arts classes is carried out taking into account its specifics, objectives, and content. The effectiveness of the methods depends on pedagogical conditions their applications.

Experience shows practical work, for the successful organization of fine arts lessons, it is necessary to create a special system of pedagogical conditions. In line with different conceptual approaches, they are defined differently. We have developed a system of conditions that directly influence the development of artistic creativity in preschool children, and we propose to consider it. We believe that this group of conditions consists of:

Developing interest in the study of fine arts;

The combination of systematic control over the visual activities of preschoolers with pedagogically appropriate assistance to them;

Instilling in children faith in their strengths and their creative abilities;

Consistently increasing the complexity of visual activities, ensuring prospects for the development of children’s artistic creativity;

Teaching the language of fine, folk, decorative and applied arts and design, mastering the means of artistic expression of the plastic arts;

Purposeful, systematic use of art history stories or conversations that activate the child’s attention, the work of his thoughts, his emotional and aesthetic responsiveness;

Selection of works of fine art for study;

The use of technical teaching aids in fine arts classes, especially video and audio equipment, and special visual aids;

Active study by children under the guidance of a teacher of nature (observations, sketches and sketches on the topic, drawing from memory), objects of decorative and applied art, culture and life, historical architectural details;