World of artistic culture education table. Presentation on the topic "the world of artistic culture and education"

Education- the ideological course of the era of transition from feudalism to capitalism. It covered almost all European countries. Even absolutism, yielding to the needs of the time, became enlightened. The Enlightenment originated in England and gained strength in France in the 18th century. Outstanding figures of the Enlightenment were: Rousseau, Voltaire, Diderot.

Principles of the Age of Enlightenment:

1) boundless faith in human reason; rationalism becomes the main ideological content of the era

2) the opportunity to rebuild society on reasonable grounds; historical optimism. The Age of Enlightenment can rightly be called the “golden age” of utopia. The Enlightenment included a belief in the ability to change people for the better by “rationally transforming” the political and social foundations of society.

3) secularization of public consciousness. Secularization(Latin – saecularis – secular) - liberation from church influence in social and mental activity, in artistic creativity; the removal of something from church jurisdiction and transfer to the hands of secular authorities.

4) the triumph of science over medieval scholasticism and church obscurantism.

5) The idea of ​​equality of all people before the law, before humanity is one of the main ideas of the Enlightenment. The enlighteners saw the solution to all social troubles in the dissemination of knowledge.

Enlightenment ideologists raised the question of the structure of society, considering political freedom and civil equality to be its cornerstone. The theory of natural law was based on the idea of ​​the innate equality of people and ideologically substantiated democratic freedoms. The social contract theory said that the state is not a divine institution, but an institution that arose through the conclusion of an agreement between people. This theory gave the people the right to deprive the sovereign of power if he violated the terms of the contract and poorly protected the natural rights of citizens. Some of the enlighteners pinned their hopes on the “enlightened monarch” - the idea of ​​​​enlightened absolutism.

In accordance with the entire system of views of the Enlightenment, with faith in the great transformative power of reason was their special attention to the problems of education. Ideas of the decisive influence of the environment on education, natural equality of abilities, the need for education to correspond to human nature, the natural inclinations of the child, etc.

Artistic culture of the Enlightenment

Turbulent events in political and social life, scientific achievements and discoveries, the emergence of new philosophical systems gave rise to new processes in artistic culture. They contributed to the emergence of new directions in art. In the 17th century, the culture of Western Europe was dominated by two main trends - Baroque and Classicism. In the 18th century. Enlightenment realism entered the arena, which generally continued the traditions of classicism and contributed to the emergence of sentimentalism. In the 18th century. Also, such a cultural phenomenon as Rococo appeared, and at the end of the century, Romanticism entered the arena.

Baroque- (translated from Italian - pretentious, whimsical, intricate) - a style in European art that emerged at the end of the 16th century and replaced the Renaissance style. It is characterized by: decorative pomp and picturesqueness (contrast of light and shadow). This style received its most vivid expression in architecture in the creation of grandiose city and park ensembles, ceremonial interiors with numerous sculptures, light carvings, gilding, and picturesque lampshades. A famous master of architecture was the Italian Giovanni Bernini (1598-1680), who created many famous buildings. One of them is the colonnade of St. Peter's Cathedral and the design of the square in front of the cathedral. Bernini was also an outstanding sculptor. He owns such a masterpiece of world art as the sculpture “The Ecstasy of Saint Teresa”.

Among the talented Baroque artists, the most prominent figures were Velazquez, Rubens, Van Dyck, and Rembrandt.

The Baroque era contributed to the development of musical art. It was during this period that a musical culture began to take shape, which we now call classical music. In line with the Baroque, a new musical genre emerged - opera. The origins of this genre were the Italian composer Claudio Monteverdi (1568-1643). His most famous work was the opera Orpheus.

Another style of this era is classicism. It appears in the 17th century, but also covers the 18th century. Classicism- this is a style based on imitation of ancient (Greek and Roman) art and on following the principles of rationalism, symmetry, purposefulness, restraint and strict compliance of content with its form .

An important new beginning in the art of the 18th century. there was also an appearance sentimentalism(from French - feeling). Sentimentalism is a European movement in art, which is characterized by an increased interest in the spiritual life of a “simple and natural person,” as opposed to aristocrats. He fully reflected the Enlightenment ideas about the original purity and kindness of human nature, which are lost along with the distance of society from nature.

In the first half of the 18th century. Rococo became the leading direction in French art. Rococo- this is an art direction characterized by asymmetry, intricate ornamentation and elegance of forms. Rococo created a feeling of unease—a playful, mocking, artsy, teasing feeling. It is no coincidence that the term "rococo" comes from the French "rocaille" - literally a diamond and decoration made from shells. The plots are only love, erotic. A prominent representative of French Rococo was Francois Boucher(1703-1770). Typical subjects of his paintings" triumph of Venus"or" Venus toilet", "Venus with Cupid", "Diana's bath"and so on.

The 18th century is often called " golden age of theater". The theater was called by time to perform a whole range of tasks P.0. Beaumarchais considered him “a giant who mortally wounds all those at whom he directs his blows.” The highest embodiment of the comedy of manners that reached absolute maturity was " Marriage of Figaro"the great French playwright Beaumarchais(1732-1799).

The main literary genre of the Age of Enlightenment is novel. Enlightenment writers were well aware of how imperfect their contemporary society was and how flawed man was, and yet they hoped that, like Robinson from the first part of the novel, Daniel Defoe(1660-1731) humanity, relying on its intelligence and hard work, will rise to the heights of civilization. But perhaps this hope is illusory, as is so clearly evidenced by Jonathan Swift(1667-1754) in the novel of allegory" Gulliver's travels", when he sends his hero to the island of intelligent horses. Deploying a positive program in their books, educators widely presented how a person lives, deceiving and being deceived. The moral ideal invariably coexists with satire.

At the end of the XVII-XVIII centuries. The musical language that the whole of Europe will then speak begins to take shape. The first were Johann Sebastian Bax(1685 -1750) and George Frideric Handel(1685-1759).

Had a huge influence on the musical art of Europe Viennese classical school and its most prominent masters Haydn(1732-1809),Mozart(1756-1791),Beethoven(1770-1827). Viennese classics rethought and made all musical genres and forms sound in a new way.

The cultural heritage of the 18th century still amazes with its extraordinary diversity, richness of genres and styles, and the depth of comprehension of human passions, the greatest optimism and faith in man and his mind. The Age of Enlightenment is a century of great discoveries and great misconceptions. It is no coincidence that the end of this era coincides with the beginning of the French Revolution. It buried the Enlightenment's faith in the "golden age" of nonviolent progress. It strengthened the position of critics of its goals and ideals.

Literature

Daniel Defoe (1660-1731)

Novel "The Life and Amazing Adventures of Robinson Crusoe"

Jonathan Swift (1667-1745)

Novel "Gulliver's Travels"

Pierre Augustin Caron de Beaumarchais (1732-1799)

Aphorisms from works

Friedrich Schiller (1759-1805)

Best works

Johann Wolfgang Goethe (1749-1832)

Best works

Painting

Francois Boucher (1703-1770)

Antoine Watteau (1684-1721)

William Hogarth (1697 – 1764)

Jean Baptiste Simeon Chardin (1699-1779)

Jacques Honoré Fragonard (1732-1806)

Jean Baptiste Greuze (1725-1805)

Jean-Antoine Houdon (1741-1828)

Reynolds Joshua (1723-1792)

de Beaufort
Return of peasants from the market
Portrait of Georgiana,
Duchess of Devonshire

Music

Wolfgang Amadeus Mozart (1756-1791)

Franz Joseph Haydn (1732-1809)

Johann Sebastian Bach (1685-1750)

Ludwig van Beethoven (1770-1827)

TOPIC: The world of artistic culture of the Enlightenment.

The purpose of the lesson: acquaintance with the great writers, musicians, artists of Europe during the Enlightenment.

Lesson objectives:

To consolidate the ideological principles of the Enlightenment era;

Form and develop the ability to work with various information sources, use them when preparing answers to questions.

Lesson type: a lesson in studying and initially consolidating new knowledge.

Pedagogical technology: problem-based learning technology, cluster, group work.

Planned results

They are able to independently determine goals and draw up plans, independently implement, monitor and adjust lesson activities, and use various resources to achieve goals.

During the classes.

Organizing time.

Hello guys! Smile at your group neighbors, guests, now sit down and wish your classmates successful work.

II . Motivation stage.

XVIIIThe century, the history of which we began to study, historians called the Age of Enlightenment and the time of transformation. In the last lesson, we talked about changes in society that were warned by freethinkers, later called enlighteners.

Now remember who was called the enlightener? ( Enlightener - a person engaged in , dissemination of knowledge)

- Name one of the educators?

Three tips will help you determine the topic of our lesson today.

And Arina Ershova will give us the first clue. (Pushkin’s poem “Oh, how many wonderful discoveries we have” + music)

Second clue: a slide with a portrait of Mozart.

Third: slide with a picture.

Based on this, try to formulate the topic of our lesson today.

Children formulate the topic of the lesson and set tasks.

III. Learning new material.

Group work with various sources of information. Fill out the “Workers of Enlightenment” cluster. Each group completes the task and, after 13 minutes, submits a report on the work done.

1 group

2nd group

3 group

4 group

Each group introduces its own figure, the rest fill out a table for him.

Mutual assessment:

- Based on what you had to do in the tasks, how do you think you managed to get the result?

- Did you complete the task completely?

Physical education minute

(Yes, we clap, no, we stand up and explain why not)

In England during the bourgeois revolution there were two protest movements - the Levellers and the Diggers (yes)

It happened that soldiers forced diggers off the land and burned their houses (yes)

Mainly peasants joined the ranks of the levellers (no)

Oliver Cromwell is the leader of the Diggers (no)

The established church in England began to be called Anglican (yes).

Two parties arose in England - the Tories and the Whigs (yes)

The Reformation was not one of the causes of the Thirty Years' War, since there were no contradictions between Catholics and Protestants (no)

One of the reasons for the Thirty Years' War was the division of the colonies (yes)

The Spanish king advocated the independence of nation states (no)

The Thirty Years' War involved not individual states, but coalitions of states (yes)

IV. Working with a table. Consolidation.

Exchange tables and fill out (children make a pair, then change partners, 2 minutes for each pair).

Let's listen to messages about two more figures of the Enlightenment (advanced task).

Checking the book "Thinkers of the Age of Enlightenment"

Task: Connect, write the answer in the table

Country of birth

His ideas

1 . Voltaire

1 . England

1 . The feudal order violates the rights of personal freedom and private property

2 .Montesquieu

2 . Switzerland

2 .The main source of the people’s well-being is labor

Smith

3 .France

3 .Accept neither the rich nor the poor.”

4 .Turgot

4 .Separation of powers into executive, judicial, legislative

Rousseau

5. The king must be enlightened. Social order can be changed peacefully

Country of birth

His ideas

Test

2. And the author of the novel “Gulliver’s Travels”:

A) Daniel Defoe B) Jonathan Swift C) Jean-Jacques Rousseau

3. Jean Baptiste is

A) artist B) composer C) writer

A) Mozart B) Bach C) Beethoven

5.Who painted the painting “Girl with Shrimp”:

A) Hogarth B) Baptiste C) Watteau

Exchange of cards and mutual verification.

V . Reflection.

What goal and objectives were set before us at the beginning of the lesson?

Were you able to achieve them?

- Now let's go back to our problem that confronted us at the beginning of the lesson. Did we manage to learn about the figures of the Enlightenment?

- Tell me, what would you like to learn about the Age of Enlightenment in the future?

Making marks.

- Based on your level of success, determine the mark that you can set for yourself.

Trace your left hand on a piece of paper. On each finger we write: “I understood...”, “I didn’t understand...”, “I liked...”, “I didn’t like...”, on the thumb the grade you give yourself for the lesson. , in the palm of your hand “My mood” (draw a smiley face).

VI . Homework (on the board)

Paragraph 20, table. Prepare reports about one of the enlighteners of the 17th–18th centuries.

To view the presentation with pictures, design and slides, download its file and open it in PowerPoint on your computer.
Text content of presentation slides: WORLD OF ARTISTIC CULTURE OF EDUCATION Municipal budgetary educational institution Elninskaya secondary school No. 1 named after M.I. Glinka Presentation for a lesson on GENERAL HISTORY for 7th grade history teacher M.V. Orlova. Yelnya, 2016 The world of artistic culture of the Enlightenment. Lesson TYPE: combined. Lesson objectives: educational. 1. Students will learn that the 18th century is a bright page in the history of world culture. Outstanding creators strove to educate people, dreamed of correcting human morals with the help of art; with the help of their works they affirmed the power of Reason, faith in man’s ability to withstand any test, to overcome all difficulties and adversity. 2. Introduce students to great personalities and their works. 3. Show the development of the ideas of humanism using examples of literature, painting, and music. Developmental goal of the lesson: Develop motivation for analyzing other people’s actions and motivation for self-analysis; Develop a humanistic worldview. 3.Development of aesthetic feelings. The educational goal of the lesson is to CONTINUE to form in students the foundations of a culture of educational work. Use the potential of art as a means of spiritual and moral development of the individual. Equipment and literature. 1. Internet.2. Interactive whiteboard or projector3. Cell phone.4.Textbook. A. Ya. Yudovskaya, P. A. Baranov, L. M. Vanyushkina GENERAL HISTORY OF MODERN TIMES 1500-1800, 7th grade, Moscow “Enlightenment” 2014 DURING THE CLASSES. I. STAGE. Checking homework. Frontally (try to answer as many times as possible and as completely as possible, work for points and vice versa, if the answer is not correct, then a point is taken away), additions to student answers are welcome. 1. Give the concept of “ENLIGHTENMENT”, what ideas distinguished this era from the medieval worldview? 2. What unites the ENLIGHTENERS and HUMANISTS of the Renaissance? 3. What place do they assign to man on earth? 4. Name the Enlighteners of the 18th century. 5. Conclusion: why are the ENLIGHTENERS called the heirs of the humanists of the Renaissance? Individual task. 1. What did the thinkers of the Enlightenment see as the cause of all troubles and misfortunes? 2. And they saw the way to overcome them in ………….. ………… …….. 3. They demanded ………….. before the law , inviolability………, non-interference………..in social life, ………..press. Answer the class question. Assessment. Checking the home table: “Great Enlightenment Men of Europe” Evaluate the answer using the answer evaluation memo (add, correct, additional question) Submit Reports and Abstracts for verification (optional) Transition to a new topic: Thinkers of the 18th century were distinguished by their belief in the inexhaustible possibilities of man. Today in class we will be able to solve what problems in your opinion? SUGGESTED PROBLEM TASKS FORMULATED BY STUDENTS: 1) what were the names of the new leaders, what country did they live in and how did they express their ideas of the new time? 2) how did musicians, painters and writers teach people to believe in their own strengths, become responsible, and achieve their goals? STAGE II. WRITERS. Daniel Defoe (1660 -1731), England. Do you recognize the hero on the desert island? Assignment: page 195. What qualities did the author Daniel Defoe endow with his hero, thanks to which Robinson became very famous? DEFOE ENDOWED HIS HERO WITH BUSINESS, HARDWORK, AND BELIEF IN OWN STRENGTH. Jonathan Swift (1667-1747). Ireland. Assignment: p.196 Why did Jonathan Swift decide to write a parody? Swift was critical of many of the ideals of the enlighteners; he saw that their noble ideas did not change people for the better and did not eradicate vices. Swift decided to write a parody and make fun of the vices of that society. The country of Lilliput is a caricature of contemporary England by the writer Pierre Augustin Caron de Beaumarchais (1732-1799). France. “It is necessary to destroy the Bastille in order to allow this on stage” That’s how much Louis X\// hated “The Marriage of Figaro”, because the author put sharp words into the hero’s mouth, “made fun of fools, was not shy in front of the evil, laughed at his poverty,” but never did not betray human dignity. The hero’s sharp words ridiculed the aristocrats and the Parisian theater audience carried them around the city. And a few years later the walls of the hated Bastille prison collapsed. Monument to F. Schiller and I.V. Goethe. Dissatisfaction with what has been achieved in fragmented Germany, the struggle for ideals 1. What unites them? On s 198 we will find the answer. Painting. We go on an excursion to an art gallery. W. Hogarth J. David J. Chardin F. Boucher A. Watteau Francois Boucher (1703-1707). France. “Landscape in the vicinity of Beauvais” Assignment: page 199. What was the name of the king for whom he painted these light landscapes? They were far from real life, but they decorated the interior with gilded furniture quite well. This is the time of Francois Boucher, “the first painter of the king,” who reflected the tastes and moods of the aristocratic society of the era of Louis XI Antoine Watteau (1684 -1721). France. “An Embarrassing Proposal.” There was a quarrel between the lady and her gentleman and the beauty was about to leave. A young man on the side is laughing at them. The painting was acquired by Catherine // William Hogarth (1697-1764). England. “Self-portrait” without any embellishment, in a dressing gown. Conclusion of a marriage contract. The picture about marriage is about the morals of that society. Criticism of a marriage of convenience between the impoverished nobility and the merchants is Hogarth’s main idea. Although there are expensive paintings on the walls of the room, the son’s inheritance is only debts. Marriages of convenience have become very fashionable in England: between representatives of the impoverished or bankrupt nobility and merchants. Some received wealth, others will intermarriage with an aristocratic family. Only young people will not be asked what their opinion is, the main thing is to quickly concoct a contract. Jean Baptiste Simeon Chardin (1699-1779). France. “Return from the market.” A picture about everyday life. Still life with attributes of art. Commissioned by Catherine II. Created for the St. Petersburg Academy of Arts. TASK: pp. 201-202 What is depicted on the artist’s table? Mercury, medal, drawings, palette, brushes - everything has a meaning, but what? Jacques Louis David (1748-1825)France. Assignment: p.202. What is the name of the painting? Historical plot? Musical crossroads of Europe. Test. We listen to music that was specially played before the start of the lesson. P.203 to help. Establish a match. 1. “Moonlight Sonata” about unhappy love. 1. Mozart.2. "Matthew Passion" is based on the last days of Jesus. Matthew the Apostle, Evangelist. 2.Beethoven.3. A “Requiem” about life and death is performed in the church in memory of the deceased. The author did not wait for its first performance. 3. Bach. 1-2 2-3 3-1 Homework. Let's read the last sentence-conclusion, pay attention to the questions on p. 204 and write down the task: paragraph 21, questions, and abstracts, reports - optional. STAGE III. REFLECTION. PROPOSED PROBLEM TASKS FORMULATED BY STUDENTS BEFORE STUDYING A NEW TOPIC: 1) what were the names of the new figures, what country did they live in and how did they express their ideas of the new time? 2) how musicians, painters and writers taught people to believe in their own strengths, to become responsible , achieve your goals?3) HOW USEFUL WAS THE LESSON FOR EACH OF YOU?

Attached files

1. Fill out the table "Culture of Enlightenment"

2. Read an excerpt from Daniel Defoe’s novel “The Life and Wonderful Adventures of Robinson Crusoe” and complete the tasks

1) Underline with one line the father’s arguments in favor of the destiny of the average person, with two lines - the thoughts with which Robinson could not agree

One line:

He goes through his life's path quietly and serenely, without burdening himself with either physical or mental labor...

Two lines:

It is adapted for happiness, because a person is not oppressed by the need and deprivation, hard work and suffering that befall the lower classes, and is not confused by the luxury, ambition, arrogance and envy of the upper classes...

The middle position in society is most conducive to the flourishing of all virtues and all the joys of life...

2) Come up with and write down Robinson’s answer to his father

If all the people around sought to live their lives quietly, calmly and serenely, then society to this day would remain ignorant, not knowing great geographical discoveries, etc.

3) After publication, Defoe’s novel was very popular, readers especially liked the adventures and travel. This greatly upset the author; he said that he was misunderstood: it’s not about adventure at all. Write possible objections to Defoe to your readers. Try writing an imaginary preface to a novel in Defoe's name.

Dear reader. In this novel, behind the description of colorful adventures, long journeys and exotic countries, an attempt is made to show the image of the modern era

3. Here are four illustrations by artists S. Kharlamov and J. Granville for Jonathan Swift’s novel “Gulliver’s Travels”. Determine which trips they relate to. Find the corresponding fragments of text in the novel and write captions under the pictures

4. Carefully examine the first sheet of the series “Fashionable Marriage” (“Marriage according to the fashion of its time”) by artist William Hogarth. Complete tasks

1) What details of the work, seen in the illustration, allow you to say that the author depicted the conclusion of a marriage contract?

The presence of a solicitor presenting an aristocrat, probably, with promissory notes and a rich man carefully studying the document

2) What could become the subject of conversation between the heroes of the work?

Marriage conditions and dowry amount

3) Come up with and record their dialogue

You have a lot of debts. My name and position are worth a lot

And how much do you want?

Well... £10,000

Excuse me, how can you demand so much!...

4) You have only looked at the first of four sheets in the “Fashionable Marriage” series. How could events develop further? Give each print a title

1. Marriage contract

2. The Count's Adventures

3. Boudoir of the Countess

4. Sad ending

5) Draw your version of the last sheet of the "Fashionable Marriage" series

6) Try to find reproductions of the series in books and albums. Compare William Hogarth's engraving and your drawing. What did you guess correctly? What did they change?

5. Here are works created by artists of the 18th century. Also look at the illustrations in the textbook. Complete tasks

1) Write the numbers of those works whose heroes, from your point of view, can be called people who personify the Age of Enlightenment

2) Write down some evidence for your point of view, starting a sentence with the words: “The people of the Enlightenment are depicted here because...”

People of the Age of Enlightenment are depicted here, because the artists were able to convey the mood of the heroes, immersed in their thoughts and experiences

6. Before you are two still lifes

1) Look at them and briefly describe what is depicted

In Clough's painting we see a set table laden with expensive dishes and delicacies, while in Chardin's painting we see simple food and unpretentious household items

2) What do you think the artists set for themselves when creating these works?

Two features of the era are reflected: a sharp property stratification of society and attention to the life of the lower classes

7. In Beaumarchais’s comedy “The Barber of Seville” there is the following dialogue:

Rosina: You always scold our poor age

Bortolo: Please forgive my insolence, but what did he give us that we could praise him for?

Think about the comedy character’s question and give your answer in writing

The comedy ridiculed the unsightly aspects of French aristocratic society and government, which slowed down the modern development of the country and served as the cause of social contradictions.

8. Contemporaries compared the “Encyclopedia of Sciences, Arts and Crafts” with a huge arsenal in which weapons were obtained for the assault on old France. How do you understand this comparison?

The authors of the Encyclopedia were outstanding educators of the time, who expressed the ideas of enlightenment in their articles. It became clear to the reader that the country’s prosperity was impossible while maintaining the old order

9. From the course on the history of the Middle Ages, you know that an emblem is a conventional image of a concept or idea. Having summarized your knowledge about the Age of Enlightenment, its culture, come up with and draw an emblem in which the Age of Reason and Light would be most fully embodied. Write comments for your logo