Iso 3 class Nemensky. Educational and methodological support for the program

Working programm includes an explanatory note, general characteristics of the subject, value guidelines of the subject, planned results of studying the subject, content of the subject, thematic planning, logistics educational process.

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Work program Fine Arts 3rd grade 2015-2016 academic year

EXPLANATORY NOTE

The work program was developed on the basis of the Federal State educational standard primary general education, the Concept of spiritual and moral development and personality education of a citizen of Russia, the planned results of primary general education, an exemplary program in fine arts and the work program “Fine Arts” by authors B.M. Nemensky, L. A. Nemenskaya, N. A. Goryaeva, O. A. Koblova, T. A. Mukhina. M.: “Enlightenment” 2016

The program is based on the ideas and provisions of the Federal State Educational Standard for Primary General Education and the Concept of Spiritual and Moral Development and Personality Education of a Russian Citizen.

The program was created on the basis of the development of the traditions of Russian art education, the introduction of modern innovative methods and on the basis modern understanding requirements for learning outcomes. The program is the result of a holistic, comprehensive project developed on the basis of systematic research and experimental work. The semantic and logical sequence of the program ensures the integrity of the educational process and the continuity of the stages of training.

The artistic and aesthetic development of the student is considered as an important condition for the socialization of the individual, as a way of his entry into the world human culture and at the same time as a way of self-knowledge and self-identification. Artistic development carried out in a practical, active form in the process of artistic creativity of each child. The goals of art education are to develop the emotional and moral potential of the child, his soul, through the means of familiarization with artistic culture as a form of spiritual and moral search for humanity. The content of the program takes into account the increasing role of the visual image as a means of cognition and communication in modern conditions.

The culture-creating role of the program also consists in instilling citizenship and patriotism. This task in no way limits connections with culture. different countries world, on the contrary, the program is based on the principle “from the native threshold to the world of universal human culture.” Russia is part of a diverse and integral world. The child discovers the diversity of cultures step by step different nations and value ties that unite all people on the planet.

Connections between art and human life,the role of art in everyday life, in the life of society, the importance of art in the development of every child is the main semantic core of the program.

The study of Fine Arts in 3rd grade is aimed at achieving the following goals:

Formation of artistic culture of students as an integral part of spiritual culture, i.e. cultures of world relations developed over generations;

Development of students’ general artistic abilities, as well as figurative and associative and spatial thinking, fantasy and creative imagination, emotional and value-based attitude to the phenomena of life and art;

To achieve these goals, it is necessary to solve the following tasks:

Cultivate interest, the most important personal qualities, creative and culture-building abilities, emotional-value attitude and love for the fine arts, artistic taste, moral and aesthetic feelings of love for one’s neighbor, for one’s people, for the Motherland;

To cultivate moral and aesthetic responsiveness to the beautiful and the ugly in life and in art;

Develop interest in the basics of different types of visual and spatial arts: painting, graphics, sculpture, design, folk arts and crafts, the inner world of a person, the ability to relate one’s experiences and value relationships with the experiences of other people;

Accumulate thesaurus - luggage artistic impressions, intonation-figurative vocabulary, initial knowledge of fine arts and about fine arts, creative abilities in various types of activities.

Improve the emotional and figurative perception of works of art and the surrounding world;

Develop the ability to see the manifestation of artistic culture in real life (museums, architecture, design, sculpture, etc.);

Develop skills in working with various art materials.

GENERAL CHARACTERISTICS OF THE SUBJECT

Fine arts as a school discipline is integrative in nature, since it includes the foundations of different types of visual-spatial arts: painting, graphics, sculpture, design, architecture, folk and decorative arts, images in the entertainment and screen arts. They are studied in the context of interaction with other, that is, temporary and synthetic, arts.

The systematizing method isidentifying three main types of artistic activityfor visual spatial arts:

- visual artistic activity;

Decorative artistic activities;

Constructive artistic activity.

Three methods of artistic exploration of reality - pictorial, decorative and constructive - in elementary school act for children as well-understood, interesting and accessible types of artistic activity: image, decoration, construction. The constant practical participation of schoolchildren in these three types of activities allows them to systematically introduce them to the world of art.

These three types of artistic activity are the basis for dividing visual-spatial arts into types: fine arts, constructive arts, decorative and applied arts. At the same time, each of the three types of activity is present in the creation of any work of art and therefore is the basis for the integration of the entire variety of types of art into a single system, divided not according to the principle of listing types of art, but according to the principle of distinguishing one and another type of artistic activity. Highlighting the principle of artistic activity focuses attention not only on the work of art, but also onhuman activity, identifying his connections with art in the process of daily life.

The subject “Fine Arts” involves the co-creation of teacher and student; dialogical; clarity of tasks and variability of their solutions; mastering the traditions of artistic culture and improvisational search for personally significant meanings.

Basic types of educational activities- practical artistic and creative activity of the student and perception of the beauty of the surrounding world and works of art.

Practical artistic and creative activities(the child acts as an artist) andart perception activity(the child acts as a spectator, mastering the experience of artistic culture) have creative nature. Students master various art materials(gouache and watercolor, pencils, crayons, charcoal, pastel, plasticine, clay, various types of paper, fabrics, natural materials), tools (brushes, stacks, scissors, etc.), as well as artistic techniques(applique, collage, monotype, modeling, paper plastic, etc.).

One of the tasks is constant change of art materials,mastering their expressive capabilities.Variety of activitiesstimulates students' interest in the subject, the study of art and is a necessary condition formation of everyone's personality.

Perception of works of artinvolves the development of special skills, the development of feelings, as well as mastery figurative language art. Only in the unity of perception of works of art and their own creative practical work does the formation of imaginative artistic thinking of children occur.

A special type of student activity is the implementation of creative projects and presentations. This requires working with dictionaries and searching for a variety of artistic information on the Internet.

Development of artistic and imaginative thinkingstudents is built on the unity of its two foundations:development of observation skills, i.e. the ability to peer into the phenomena of life, anddevelopment of fantasy, i.e. the ability, based on developed observation, to build an artistic image, expressing one’s attitude to reality.

Observing and experiencing the surrounding reality, as well as the ability to understand one’s own experiences, one’s inner world, are important conditions for children to master the course material. Ultimate target - spiritual development of personality,that is, the formation in a child of the ability to independently see the world, think about it, express his attitude on the basis of mastering the experience of artistic culture.

Thematic integrity and consistency of course development help to ensure transparent emotional contacts with art at every stage of learning. The child rises year after year, lesson after lesson, through the steps of learning personal connections with the whole world of artistic and emotional culture. The principle of relying on the child’s personal experience and expanding and enriching it with the development of culture is expressed in the very structure of the program.

The theme of 3rd grade is “Art around us.” The presence of spatial-visual arts in the reality around us is shown. The student will learn what role the arts play and how they influence us at home, on the street, in town and village, in the theater and circus, at a festival - wherever people live, work and create the world around them.

The Fine Arts program provides for alternating lessonsindividualpractical creativity of students and lessons collective creative activity.

Collective forms of work can be different: work in groups; individual-collective work, when everyone does their part for a common panel or building. Joint creative activity teaches children to negotiate, set and solve common problems, understand each other, treat each other’s work with respect and interest, and the overall positive result provides an incentive for further creativity and self-confidence.

The artistic activity of schoolchildren in the classroom finds various forms of expression: depiction on a plane and in volume (from life, from memory, from imagination); decorative and constructive work; perception of reality and works of art; discussion of the work of comrades, results collective creativity And individual work on lessons; study of artistic heritage; selection of illustrative material for the topics being studied; listening to musical and literary works (folk, classical, modern).

Artistic knowledge, skills and abilities are the main means of familiarization with artistic culture. Facilities artistic expression- shape, proportions, space, light tonality, color, line, volume, texture of material, rhythm, composition - are mastered by students throughout their education.

In the lessons, play dramaturgy is introduced on the topic being studied, connections with music, literature, history, and labor are traced.

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.

Discussion of children's worksfrom the point of view of their content, expressiveness, originality, it activates the attention of children and forms the experience of creative communication.

Periodic organization of exhibitionsgives children the opportunity to see and appreciate their work again and feel the joy of success. Student work completed in class can be used as gifts for family and friends, and can be used in school decoration.

PLACE OF THE SUBJECT IN THE CURRICULUM

To study the subject“Fine arts” in 3rd grade is allocated 1 hour per week, a total of 35 hours.

VALUES OF SUBJECT CONTENT

The priority goal of art education in school isspiritual and moral developmenta child, i.e. the formation in him of qualities that meet the ideas of true humanity, kindness and cultural usefulness in the perception of the world.

The culture-creating role of the program also consists in educatingcitizenship and patriotism. First of all, the child comprehends the art of his homeland, and then gets acquainted with the art of other peoples.

The program is based on the principle “from the native threshold to the world of universal human culture.” Russia is part of a diverse and integral world. The child opens step by stepdiversity of cultures of different peoplesand value ties that unite all people on the planet. Nature and life are the basis of the formed worldview.

Connections between art and human life, the role of art in everyday life, in the life of society, the importance of art in the development of every child is the main semantic core of the course.

The program is structured to give schoolchildren a clear understanding of the system of interaction between art and life. It is envisaged to widely involve children’s life experiences and examples from the surrounding reality. Working on the basis of observation and aesthetic experience of the surrounding reality is an important condition for children to master program material. The desire to express one’s attitude to reality should serve as a source for the development of imaginative thinking.

One of the main objectives of the course is the child’s developmentinterest in the inner world of a person, the ability to deepen into oneself, to become aware of one’s inner experiences. This is the key to developmentempathy abilities I.

Any topic in art should not just be studied, but lived, i.e. passed through the student’s feelings, and this is only possible in an active form, in the form of personal creative experience.Only then, knowledge and skills in art become personally significant, are connected with real life and are emotionally colored, does the child’s personality develop, and his value attitude to the world is formed.

The special nature of artistic information cannot be adequately conveyed in words. Emotional, valuable, sensory experience expressed in art can only be comprehended through one’s own experience -living an artistic imagein the form of artistic actions. To do this, it is necessary to master artistic-figurative language and means of artistic expression. Developed ability to emotional assimilation is the basis of aesthetic responsiveness. This is the special power and originality of art: its content must be appropriated by the child as his own sensory experience.On this basis, the development of feelings, the mastery of the artistic experience of generations and the emotional and value criteria of life occur.

PLANNED RESULTS OF THE PROGRAM STUDY

• the foundations of artistic culture will be formed: ideas about the specifics of art, the need for artistic creativity and communication with art;
• imaginative thinking, observation and imagination, creative abilities, aesthetic feelings will begin to develop, and the foundations of analyzing a work of art will be formed;
• the foundations of spiritual- moral values personality, an emotional and value-based attitude to the world, artistic taste will be manifested;
• the ability to realize creative potential in the spiritual, artistic and productive activity, hard work, openness to the world, and dialogue will develop;
• conscious respect and acceptance of traditions, forms of cultural, historical, social and spiritual life will be established native land, the concepts of “Fatherland”, “native land”, “my family and clan”, “my home” will be filled with concrete content, the acceptance of the culture and spiritual traditions of the multinational people of the Russian Federation will develop, and a socially oriented view of the world will emerge;
• the foundations of Russian civic identity, a sense of pride in one’s Motherland will be laid, awareness of one’s ethnic and nationality, responsibility for the general well-being.

Students:

• master the skills and abilities of perceiving works of art; will be able to understand the figurative nature of art; give an aesthetic assessment of the phenomena of the surrounding world;
• will gain skills of cooperation with adults and peers, learn to conduct a dialogue, participate in the discussion of significant phenomena in life and art;
• will learn to distinguish between types and genres of art, will be able to name the leading art museums of Russia (and their region);
• will use expressive means to realize their own artistic and creative ideas; will be able to create simple drawings and ornamental compositions using computer graphics language in the Paint program.

PERSONAL, METASUBJECT AND SUBJECT RESULTS

As a result of studying the course “Fine Arts” in primary school, certain results should be achieved.

Personal resultsare reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the academic subject in the “Fine Arts” program:

• a sense of pride in the culture and art of the Motherland, one’s people;
• respectful attitude towards the culture and art of other peoples of our country and the world as a whole;
• understanding the special role of culture and art in the life of society and everyone individual person;
• formation of aesthetic feelings, artistic and creative thinking, observation and imagination;
• the formation of aesthetic needs (needs for communication with art, nature, needs for a creative attitude towards the surrounding world, needs for independent practical creative activity), values ​​and feelings;
• development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people;
• mastery of skills collective activity in the process of joint creative work in a team of classmates under the guidance of a teacher;
• ability to cooperate with colleagues in the process joint activities, correlate your part of the work with the overall plan;
• the ability to discuss and analyze one’s own artistic activity and the work of classmates from the perspective of the creative tasks of a given topic, in terms of content and means of expression.

Meta-subject resultscharacterize the level of development of students’ universal abilities, manifested in cognitive and practical creative activities:

• mastering ways to solve problems of a creative and exploratory nature;
• mastering the skill of creative vision from the position of an artist, i.e. the ability to compare, analyze, highlight the main thing, generalize;
• developing the ability to understand the reasons for the success/failure of educational activities and the ability to act constructively even in situations of failure;
• mastering the initial forms of cognitive and personal reflection;
• mastery logical actions comparison, analysis, synthesis, generalization, classification according to generic characteristics;
• mastering the ability to conduct dialogue, distribute functions and roles in the process of performing collective creative work;
• use of funds information technologies to solve various educational and creative problems in the process of searching for additional visual material, performing creative projects, individual exercises in painting, graphics, modeling, etc.;
• the ability to plan and competently carry out educational activities in accordance with the assigned task, find options for solving various artistic and creative problems;
• the ability to rationally organize independent creative activities, the ability to organize a place of study;
• conscious desire to master new knowledge and skills, to achieve higher and more original creative results.

Subject results characterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the academic subject:

• the formation of initial ideas about the role of fine art in human life, its role in the spiritual and moral development of a person;
• the formation of the foundations of artistic culture, including on the material of the artistic culture of the native land, aesthetic attitude to the world; understanding of beauty as a value, the need for artistic creativity and communication with art;
• mastering practical skills in the perception, analysis and evaluation of works of art;
• mastering basic practical skills in various types of artistic activity (drawing, painting, sculpture, artistic design), as well as in specific forms of artistic activity based on ICT (digital photography, video recording, elements of animation, etc.);
• knowledge of types of artistic activity: fine (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);
• knowledge of the main types and genres of spatial-visual arts;
• understanding the figurative nature of art;
• aesthetic assessment of natural phenomena, events of the surrounding world;
• the use of artistic skills, knowledge and ideas in the process of performing artistic and creative work;
• the ability to recognize, perceive, describe and emotionally evaluate several great works of Russian and world art;
• the ability to discuss and analyze works of art, expressing judgments about the content, plots and expressive means Oh;
• mastering the names of leading art museums in Russia and art museums in their region;
• the ability to see manifestations of visual-spatial arts in surrounding life: in the house, on the street, in the theater, at a party;
• the ability to use various artistic materials and artistic techniques in artistic and creative activities;
• the ability to convey in artistic and creative activity character, emotional states and one’s attitude towards nature, man, society;
• the ability to compose a conceived artistic image on the plane of a sheet and in volume;
• mastering the skills to apply the basics of color science and the basics of graphic literacy in artistic and creative activities;
• mastering the skills of paper modeling, plasticine modeling, image skills using appliqué and collage;
• the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country;
• the ability to talk about the diversity of ideas about beauty among the peoples of the world, the ability of man in a variety of natural conditions to create his own original artistic culture;
• depiction in creative works of the features of the artistic culture of different (familiar from lessons) peoples, conveying the features of their understanding of the beauty of nature, man, and folk traditions;
• the ability to aesthetically and emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history;
• the ability to give examples of works of art that express the beauty of wisdom and rich spiritual life, the beauty of a person’s inner world.

Subject 3rd grade - “Art around us.”One of the main ideas of the program: “From one’s native threshold to the world of Earth’s culture,” that is, from familiarization with the culture of one’s people, even from the culture of one’s “small homeland” - without this there is no path to universal culture.

Education in this class is based on introducing children to the world of art through knowledge of the environment objective world, its artistic meaning. Children are brought to the understanding that objects have not only a utilitarian purpose, but are also carriers of spiritual culture, and this has always been the case - from ancient times to the present day. We need to help the child see the beauty of the things around him, objects, objects, works of art, turning Special attention the role of artists - “Masters of Image, Decoration, Construction” - in creating the environment for human life.

At the end of the year, children should feel that their life, the life of every person, is daily connected with the activities of the arts. The final lessons of each quarter should contain the question: “What would have happened if the “Master Brothers” had not participated in the creation of the world around you - at home, on the street, etc.?” Understanding the huge role of the arts in real life Everyday life should be a revelation for children and their parents.

IN subject contentincludes the aesthetic perception of reality and art, and the artistic practical activity of students.

Main types of educational activities- practical artistic and creative activity of the student and perception of the beauty of the surrounding world, works of art.

In the lessons, play dramaturgy is introduced on the topic being studied, connections with music, literature, history, and labor are traced. In order to accumulate experience in creative communication, collective tasks are introduced into the program.

Basic forms of artistic activity of students: image on a plane and in volume (from life, from memory, from imagination); decorative work; perception of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in class; study of artistic heritage; selection of illustrative material for the studied topics; listening to musical and literary works.

Art in your home (9 hours)Objects of art in human life: toys, dishes, scarves, wallpaper, books. The figurative content of the design and decoration of an object. Creating an expressive plastic form of a toy. Aesthetic assessment of different types of toys and the materials from which they are made. Unity of material, shape and external design of toys (decoration). The connection between the form, decoration of the dishes (its artistically) and its purpose. Constructive image (image of form, construction) and the nature of decor, decoration. Creating an expressive form of dishes and decorating them in modeling. The role of color and decor in creating the image of a room. The role of the artist and the stages of his work (construction, image, decoration) when creating wallpaper and curtains. Creating a sketch of wallpaper or curtains for a room in accordance with its functional purpose.

A variety of options for painting fabric using the example of a scarf. The nature of the pattern and the color scheme of the scarf depend on who and what it is intended for. The main options for the compositional solution for painting a scarf (with an emphasis on the pictorial motif in the center, in the corners, in the form of free painting), as well as the nature of the pattern (floral, geometric). Construction (composition), decoration (character of decor), image (stylization) in the process of creating the image of a scarf. Creating a sketch of the painting of a scarf (fragment), expressing its purpose (for mother, grandmother, scarf, positions of the intended image). The role of the artist and the Master Brothers in the creation of a book (variety of book forms, cover, illustrations, initial letters, etc.). Children's toy book project. The role of the artist and the Brothers

Masters in creating forms of postcards and images on them. Creating a postcard for a specific event or a decorative bookmark (work using the scratch paper technique, graphic monotype, appliqué or mixed media). Laconic expressive image. The important role of the artist and his work in creating the environment for human life, the objective world in every home.

Art on the streets of your city (7 hours)Formation of artistic ideas about the artist’s work on the city streets. Attributes of modern city life: lanterns, shop windows, parks, fences, squares; their figurative solution. Architectural image, image of the urban environment. Aesthetic merits of ancient and modern buildings of the native city (village). Features of the architectural image of the city. Architectural monuments are the property of the people. Depicting the architecture of their native places, building the composition of the sheet, conveying in the drawing a unique originality and rhythmic orderliness architectural forms. Parks, squares, boulevards from the point of view of their different purposes and structure (recreation park, children's playground, memorial park, etc.). The park as a single, holistic artistic ensemble. Creating an image of a park using the technique of collage, gouache or building a three-dimensional composition from paper.

Aesthetic assessment of cast iron fences in St. Petersburg and Moscow, in their hometown, their role in decorating the city. Comparison of openwork fences and other objects (wooden frames, carved gates, chimneys, etc.), Project (sketch) of an openwork lattice. Using an openwork lattice in general composition depicting a park or square, their role in decorating the city. Creating elegant looks for lanterns. Image of unusual lanterns using graphic tools, creationunusual structural forms of lanterns, working with paper (twisting, twisting, gluing). A showcase is a decoration of a city street and a kind of advertising of a product. The connection between the decoration of the window display and the profile of the store. Creative design project for a store window. Composition and design skills in the process of creating the image of a shop window. Image in the form of a car, their different decorations. The connection of natural forms with engineering structures and figurative solutions for various types of transport. Creationimages of fantastic machines. Paper construction. An important and necessary work of the artist and the Masters of Construction, Decoration and Image in creating the appearance of the city.

The artist and the spectacle (10 hours. ) The artist’s activities in the theater depend on the types of spectacles or the characteristics of the work. The important role of the artist in the circus (creating colorful scenery, costumes, circus props, etc.). Creating colorful expressive drawings or applications on a theme circus performance, conveying in them movement, characters, relationships between characters. The image is bright, cheerful, active. Objects, elements theatrical and stage peace. Interesting expressive solutions, transforming simple materials into vivid images. The role of the theater artist in creating a performance. “Theater on the table” is a cardboard model with three-dimensional (molded, constructive) or flat (painted) decorations and paper figurines of fairy tale characters for playing in the play. Different types of puppets (glove, cane, marionettes) and their stories, about puppet theater Nowadays. Creation of an expressive doll (characteristic doll head, characteristic costume details, appropriate fairy tale character). Working with plasticine, paper, threads, pieces of fabric. Doll for playing puppet show. The character, mood expressed in the mask, as well as the expressiveness of the form and decor, consonant with the image. The role of the mask in the theater and at festivals. Designing expressive and poignant masks for theatrical performance or holiday. Purpose theater poster, poster (attracts attention, announces the title, succinctly talks about the performance itself). definition in posters - image, decoration and buildings. Creating a sketch of a poster for a performance or circus performance. Figurative unity of image and text. A laconic, decorative and generalized image (in the process of creating a poster or poster). The artist's work on creating the appearance festive city. Decorating the city for the Victory Day (May 9), New Year or Maslenitsa, making it elegant, colorful, and unusual. Creating a holiday design project in a drawing.

The artist and the museum (9 hours)Acquaintance with the genres of fine art, the largest museums in Russia and the world. The role of the art museum. Great works of art are national treasures. The most significant art museums in Russia are the State Tretyakov Gallery, the State Russian Museum, the Hermitage, and the Pushkin Museum of Fine Arts. Different types of museums and the role of the artist in creating their exhibitions. A painting is a special world created by the artist, filled with his thoughts, feelings and experiences. The creative work of the viewer, about his experience of perceiving works of fine art. Paintings - landscapes. Mood and different states that the artist conveys with color (joyful, festive, sad, mysterious, tender, etc.). Names of the largest Russians landscape painters. A representation of a landscape with a strong mood. Expressing mood in a landscape with color. Fine genre - portrait and several famous portrait paintings. The person depicted in the portrait (what he is like, what his inner world is like, the characteristics of his character). Creating a portrait of one of your dear, well-known people (parents, classmate, self-portrait) from your imagination, using the expressive capabilities of color. A still life painting is a kind of story about a person - the owner of things, about the time in which he lives, his interests. An important role in still life is the mood that the artist conveys with color. An image of a still life depicted with a pronounced mood (joyful, festive, sad, etc.). Names of artists who worked in the genre of still life. Pictures of historical and everyday genre. The most liked (favorite) paintings, their plot and mood. Depicting a scene from your daily life (at home, at school, on the street, etc.), building a plot composition. Mixed media image (drawing wax crayons and watercolor). An aesthetic attitude towards a work of sculpture, an explanation of the meaning of the surrounding space for the perception of sculpture. The role of sculptural monuments. Familiar monuments and their authors, Reasoning about created images. Types of sculpture (sculpture in museums, sculptural monuments, park sculpture. Materials used by the sculptor. Sculpting a human or animal figure, conveying expressive plastic movement. Exhibition of children's art. The role of the artist in the life of every person.

Calendar and thematic planning

MATERIAL AND TECHNICAL SUPPORT OF THE EDUCATIONAL PROCESS

Textbook" for 3rd grade students educational institutions/Edited by B.M. Nemensky. -M.: Education, 2013.

A manual for teachers of general education institutions, grades 1-4. Lesson developments edited by B.M. Nemensky.-M.: Education, 2014.

Work programs. Fine art by B.M. Nemensky, L. A. Nemenskaya, N. A. Goryaeva, O. A. Koblova, T. A. Mukhina. M.: “Enlightenment” 2016

Collections of articles about fine arts.

Books about artists.

Scientific and popular literature on art.

Portraits of artists.

Videos, dedicated to creativity outstanding artists

Personal Computer.

Interactive board.

ICT and digital communication center:

Catalog of educational resources on the Internet: http://katalog.iot.ru/

Single window of access to educational resources: http://window.edu.ru/window

Unified collection of digital educational resources: http://school-collection.edu.ru/

annotation

The textbook was created in accordance with the requirements of the Federal State Educational Standard for Primary General Education. and the work program “Fine Arts. Work programs. Subject line of textbooks edited by B.M. Nemensky. grades 1–4." The topics of the textbook “Art in your home”, “Art on the streets of your city”, “Artist and spectacle”, “Artist and museum” correspond to the topics of the quarters of the program for 3rd grade.

For each topic, a system of artistic and creative tasks and questions is given, the purpose of which is to develop the child’s imaginative thinking, observation and imagination, and the ability to master a wide variety of artistic materials. Included in the textbook wonderful works domestic and foreign art. At the end of the textbook there are methodological recommendations for teachers and parents.

Example from the textbook

You continue to study art and have already realized that in order to be both an artist and a viewer, you need to know and be able to do a lot. Little by little, year after year, you and I will gain this knowledge and skills. Yes, these are the skills to draw, sculpt, paint, and design. But not only. There is also the ability to see in the lives around you what others do not notice or see. The ability to look closely at life is the most important skill! The artist depicts not only what he sees, but also what his imagination tells him.

You can also learn to imagine and fantasize like an artist. The ability to peer into life, coupled with imagination, helps to understand a lot. And first of all - other people. This is the main thing that art teaches. Understanding others, you become more attentive and kinder to them, and seeing this, they will be kinder to you. You will become closer and more interesting to them. And who doesn’t want to be an interesting person?!

Dear friend! 3
Masters of Images, Constructions and Decorations 7
Art materials 8
ART IN YOUR HOME
Your toys
Dishes at your home
Wallpaper and curtains in your home
Mom's scarf 30
Your books 34
Postcards 40
Artist's work for your home 43
ART ON THE STREETS OF YOUR CITY
Architectural monuments 46
Parks, squares, boulevards
Openwork fences
Magic lanterns 60
Showcases 64
Amazing Transport 68
The work of an artist on the streets of your city 73
THE ARTIST AND THE SPECTACLE
Artist in the circus 77
Artist in theater 80
Puppet theater 88
Mask 94
Playbill and poster 98
Holiday in the city 102
School Carnival 104
THE ARTIST AND THE MUSEUM
Museum in the life of the city 108
Painting - a special world 110
Art Museums 112
Landscape painting 114
Portrait painting 121
Still life painting 126
Historical and everyday paintings 130
Sculpture in the museum and on street 132
Art exhibition 138
Every person is an artist! 140
To teachers and parents 142

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Explanatory note

The program is developed on the basis of a sample program in fine arts and author's program B.M. Nemensky "Fine Art", M.: "Enlightenment" 2011. It meets the requirements of the federal state educational standard of general primary education

Fine art is a basic subject in primary school. Compared to other academic subjects that develop a rational-logical type of thinking, fine art is aimed mainly at the formation of an emotional-imaginative, artistic type of thinking, which is a condition for the formation of the intellectual and spiritual activity of a growing personality.

general characteristics educational subject.

Target the academic subject “Fine Arts” in a secondary school is the formation of the artistic culture of students as an integral part of the spiritual culture, that is, the culture of worldly relations developed by generations. These values ​​are like highest values of human civilization, accumulated by art, should be a means of humanization, the formation of moral and aesthetic responsiveness to the beautiful and ugly in life and art, the vigilance of the child’s soul.

The program was created on the basis of the development of the traditions of Russian art education, the introduction of modern innovative methods and on the basis of a modern understanding of the requirements for learning outcomes. The program is the result of a holistic, comprehensive project developed on the basis of systematic research and experimental work. The semantic and logical sequence of the program ensures the integrity of the educational process and the continuity of the stages of training.

The artistic and aesthetic development of the student is considered as an important condition for the socialization of the individual, as a way of his entry into the world of human culture and at the same time as a way of self-knowledge and self-identification. Artistic development is carried out in a practical, active form in the process of artistic creativity of each child. The goals of art education are to develop the emotional and moral potential of the child, his soul, through the means of familiarization with artistic culture as a form of spiritual and moral search for humanity. The content of the program takes into account the increasing role of the visual image as a means of cognition and communication in modern conditions.

The culture-creating role of the program also consists in instilling citizenship and patriotism. This task does not limit connections with the culture of different countries of the world. Russia is part of a diverse and integral world. The child, step by step, discovers the diversity of cultures of different peoples and the value ties that unite all people on the planet.

The connections between art and human life, the role of art in his everyday life, in the life of society, the importance of art in the development of every child is the main semantic core of the program.

Fine arts as a school discipline is integrative in nature, since it includes the foundations of different types of visual-spatial arts: painting, graphics, sculpture, design, architecture, folk and decorative arts, images in the entertainment and screen arts. They are studied in the context of interaction with other, that is, temporary and synthetic, arts.

The systematizing method is to identify three main types of artistic activity for visual spatial arts:

Fine artistic activity;

Decorative artistic activity

Constructive artistic activity.

Three methods of artistic exploration of reality - pictorial, decorative and constructive - in elementary school act for children as well-understood, interesting and accessible types of artistic activity: image, decoration, construction. The constant practical participation of schoolchildren in these three types of activities allows them to systematically introduce them to the world of art.

When identifying types of artistic activity, a very important task is to show the difference between them. social functions: an image is an artistic knowledge of the world, an expression of one’s attitude towards it, an aesthetic experience of it; constructive activity is the creation of a subject-spatial environment; decorative activity is a way of organizing communication between people, which has communicative functions in the life of society.

It must be borne in mind that in elementary school three types of artistic activities are presented in game form as Brothers-Masters of Image, Decoration and Construction. They first help to structurally divide, and therefore understand, the activities of the arts in the surrounding life, and to more deeply understand art.

Thematic integrity and consistency of course development help to ensure transparent emotional contacts with art at every stage of learning. The child rises year after year, lesson after lesson, through the steps of learning personal connections with the whole world of artistic and emotional culture.

The subject “Fine Arts” involves the co-creation of teacher and student; dialogical; clarity of tasks and variability of their solutions; mastering the traditions of artistic culture and improvisational search for personally significant meanings.

The main types of educational activities are the student’s practical artistic and creative activity and the perception of the beauty of the surrounding world and works of art.

Practical artistic and creative activity (the child acts as an artist) and art perception activity (the child acts as a spectator, mastering the experience of artistic culture) are creative in nature. Students master various art materials (gouache and watercolor, pencils, crayons, charcoal, pastel, plasticine, clay, various types of paper, fabrics, natural materials), tools (brushes, stacks, scissors, etc.), as well as art techniques (applique, collage, monotype, modeling, paper plastic, etc.).

One of the tasks is the constant change of artistic materials, mastering their expressive capabilities. A variety of activities stimulates students’ interest in the subject, the study of art, and is a necessary condition for the formation of each person’s personality.

The perception of works of art involves the development of special skills, the development of feelings, as well as mastery of the figurative language of art. Only in the unity of perception of works of art and their own creative practical work does the formation of imaginative artistic thinking of children occur.

A special type of student activity is the implementation of creative projects and computer presentations. This requires working with dictionaries, using own photos, search for various artistic information on the Internet. The program is structured to give schoolchildren a clear understanding of the system of interaction between art and life.

It is envisaged to widely involve children’s life experiences and examples from the surrounding reality. Job based observation and aesthetic experience of the surrounding reality is an important condition for children to master program material. The desire to express one’s attitude to reality should serve as a source for the development of imaginative thinking.

The development of students’ artistic-imaginative thinking is built on the unity of its two foundations: the development of observation, i.e. the ability to peer into the phenomena of life, and the development of fantasy, i.e. the ability, based on developed observation, to build an artistic image, expressing one’s attitude to reality.

Observation and experience of the surrounding reality, as well as the ability to understand one’s own experiences, one’s inner world, are important conditions for children to master the course material. The ultimate goal is to develop in the child the ability to independently see the world, think about it, express his attitude based on mastering the experience of artistic culture.

Thematic integrity and consistency help ensure transparent emotional contacts with art at every stage of learning. The child rises year after year, lesson after lesson, through the steps of learning personal connections with the whole world of artistic and emotional culture. The principle of relying on the child’s personal experience and expanding and enriching it with the development of culture is expressed in the very structure of the program.

The theme of grade 3 is “Art around us.” The presence of spatial-visual arts in the reality around us is shown. The student will learn what role the arts play and how they influence us at home, on the street, in town and village, in the theater and circus, at a festival - everywhere, all people live, work and create the world around them.

The perception of works of art and practical creative tasks, subordinated to a common task, create conditions for deep awareness and experience of each proposed topic. This is also facilitated by appropriate music and literature, which help children in the lesson to perceive and create a given image.

The “Fine Arts” program provides for alternating lessons of individual practical creativity of students and lessons of collective creative activity.

Collective forms of work can be different: work in groups; individual-collective work, when everyone does their part for a common panel or building. Joint creative activity teaches children to negotiate, set and solve common problems, understand each other, treat each other’s work with respect and interest, and the overall positive result provides an incentive for further creativity and self-confidence. Most often, such work is a summing up of some large topic and the opportunity for a more complete and multifaceted disclosure of it, when the efforts of everyone, put together, give a bright and holistic picture.

The artistic activity of schoolchildren in the classroom finds various forms of expression: depiction on a plane and in volume (from life, from memory, from imagination); decorative and constructive work; perception of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in class; study of artistic heritage; selection of illustrative material for the topics being studied; listening to musical and literary works (folk, classical, modern).

Artistic knowledge, skills and abilities are the main means of familiarization with artistic culture. Means of artistic expression - form, proportions, space, light tonality, color, line, volume, texture of material, rhythm, composition - are mastered by students throughout their studies.

In the lessons, play dramaturgy is introduced on the topic being studied, connections with music, literature, history, and labor are traced.

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. Throughout the course of study, students become acquainted with outstanding works of architecture. sculpture, painting, graphics, decorative and applied arts, study classical and folk art of different countries and eras. Understanding the artistic culture of your people is of great importance.

Discussion of children's works in terms of their content, expressiveness, and originality activates children's attention and forms the experience of creative communication.

The periodic organization of exhibitions gives children the opportunity to see and appreciate their work again and feel the joys of success. Student work completed in class can be used as gifts for family and friends, and can be used in school decoration.

Description of the value guidelines of the content of the educational subject.

The priority goal of art education in school isspiritual and moral developmentchild, i.e. the formation in him of qualities that meet the ideas of true humanity, kindness and cultural usefulness in the perception of the world.

The culture-creating role of the program also consists in educatingcitizenship and patriotism. First of all, the child comprehends the art of his homeland, and then gets acquainted with the art of other peoples.

The program is based on the principle “from the native threshold to the world of universal human culture.” The child opens it step by stepdiversity of cultures of different peoplesand value ties that unite all people on the planet. Nature and life are the basis of the formed worldview.

Connections between art and human life, the role of art in everyday life, in the life of society, the importance of art in the development of every child is the main semantic core of the course. The program is structured to give schoolchildren a clear understanding of the system of interaction between art and life. It is envisaged to widely involve children’s life experiences and examples from the surrounding reality. Working on the basis of observation and aesthetic experience of the surrounding reality is an important condition for children to master program material. The desire to express one’s attitude to reality should serve as a source for the development of imaginative thinking. One of the main objectives of the course is the child’s developmentinterest in the inner world of a person, the ability to deepen into oneself, to become aware of one’s inner experiences. This is the key to developmentempathy abilities. Any topic in art must not only be studied, but lived, that is, passed through the feelings of the student, and this is only possible in an active form,in the form of personal creative experience.Only then the knowledge and skills in art become personally significant, connected with real life and emotionally colored, the child’s personality develops, and his value attitude to the world is formed.

The special nature of artistic information cannot be adequately conveyed in words. Emotional, valuable, sensory experience expressed in art can only be comprehended through one’s own experience -living an artistic imagein the form of artistic actions. To do this, it is necessary to master artistic-figurative language and means of artistic expression. The developed ability for emotional assimilation is the basis of aesthetic responsiveness. This is the special power and originality of art: its content must be appropriated by the child as his own sensory experience. On this basis, the development of feelings, the development of the artistic experience of generations and the emotional and value criteria of life occur.

Pedagogical goal and objectives

Course objectives:

• nurturing aesthetic feelings and interest in fine arts; enrichment moral experience, ideas about good and evil; education of moral feelings, respect for the culture of peoples multinational Russia and other countries; willingness and ability to express and defend one’s social position in and through art;
• development of imagination, desire and ability to approach any of one’s activities creatively, the ability to perceive art and the surrounding world, abilities and skills of cooperation in artistic activity;
• mastering initial knowledge about the plastic arts: fine, decorative and applied arts, architecture and design - their role in human life and society;
• mastering basic artistic literacy; formation artistic outlook and gaining experience in various types of artistic and creative activities, using various artistic materials; improving aesthetic taste.

Learning Objectives:

• improving the emotional and figurative perception of works of art and the surrounding world;

• developing the ability to see the manifestation of artistic culture in real life (museums, architecture, design, sculpture, etc.);

developing skills in working with various art materials.

Results of studying the academic subject.

Personal resultsare reflected in the individual qualitative properties of students, which they must transform in the process of mastering the academic subject in the “Fine Arts” program:

• a sense of pride in the culture and art of the Motherland, one’s city;
• respectful attitude towards the culture and art of other peoples of our country and the world as a whole;
• understanding the special role of culture and art in the life of society and each individual;
• formation of aesthetic feelings, artistic and creative thinking, observation and imagination;
• the formation of aesthetic needs (needs for communication with art, nature, needs for a creative attitude towards the surrounding world, needs for independent practical creative activity), values ​​and feelings;
• development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people;
• mastering the skills of collective activity in the process of joint creative work in a team of classmates under the guidance of a teacher;
• the ability to cooperate with comrades in the process of joint activities, to correlate one’s share of the discount with the general plan;
• the ability to discuss and analyze one’s own artistic activity and the work of classmates from the perspective of the creative tasks of a given topic, in terms of content and means of expression.

Meta-subject resultscharacterize the level of formulation of students’ universal abilities, manifested in cognitive and practical creative activities:

• mastering ways to solve problems of a creative and exploratory nature;
• mastering the skill of creative vision from the position of an artist, i.e. the ability to compare, analyze, highlight the main thing, generalize;
• developing the ability to understand the reasons for the success and failure of educational activities and the ability to act constructively even in situations of failure;
• mastering the initial forms of cognitive and personal reflection;
• mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics;
• mastering the ability to conduct dialogue, distribute functions and roles in the process of performing collective creative work;
• using information technology tools to solve various educational and creative problems in the process of searching for additional visual material, performing creative projects, individual exercises in painting, graphics, modeling, etc.;
• the ability to plan and competently carry out educational activities in accordance with the assigned task, find options for solving various artistic and creative problems;
• the ability to rationally organize independent creative activities, the ability to organize a place of study;
• conscious desire to master new knowledge and skills, to achieve higher and more original creative results.

Subject resultscharacterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the academic subject:

• the formation of initial ideas about the role of fine art in human life, its role in the spiritual and moral development of a person;
• the formation of the foundations of artistic culture, including on the material of the artistic culture of the native land, aesthetic attitude to the world; understanding of beauty as a value, the need for artistic creativity and communication with art;
• mastering practical skills in the perception, analysis and evaluation of works of art;
• mastering basic practical skills in various types of artistic activity (drawing, painting, sculpture, artistic design), as well as in specific forms of artistic activity based on ICT (digital photography, video recording, elements of animation, etc.);
• knowledge of types of artistic activity: fine (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);
• knowledge of the main types and genres of spatial-visual arts;
• understanding the figurative nature of art;
• aesthetic assessment of natural phenomena, events of the surrounding world
• the use of artistic skills, knowledge and ideas in the process of performing artistic and creative work;
• the ability to recognize, perceive, describe and emotionally evaluate several great works of Russian and world art;
• ability to discuss and analyze works of art,
• expressing judgments about content, plots and means of expression;
• mastering the names of leading art museums in Russia
• and art museums in your region;
• the ability to see manifestations of visual-spatial arts in the surrounding life: in the house, on the street, in the theater, at a festival;
• the ability to use various artistic materials and artistic techniques in artistic and creative activities;
• the ability to convey character in artistic and creative activity, emotional states and your attitude to nature, man, society;
• the ability to compose a conceived artistic image on the plane of a sheet and in volume;
• mastering the skills to apply the basics of color science and the basics of graphic literacy in artistic and creative activities;
• mastering the skills of paper modeling, plasticine modeling, image skills using appliqué and collage;
• the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country;
• the ability to talk about the diversity of ideas about beauty among the peoples of the world, the ability of man in a variety of natural conditions to create his own original artistic culture;
• depiction in creative works of the features of the artistic culture of different (familiar from lessons) peoples, conveying the features of their understanding of the beauty of nature, man, and folk traditions;
• the ability to aesthetically and emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history;
• the ability to give examples of works of art that express the beauty of wisdom and rich spiritual life, the beauty of a person’s inner world.

Place of the course in the curriculum

In the federal basic curriculum, 1 hour per week is allocated for the study of fine arts in each grade of elementary school, a total of 135 hours (grade 1 - 33 hours, grades 2-4 - 34 hours)

Educational and methodological support implementation of the curriculum

Textbooks:

N.A. Goryaeva, L.A. Nemenskaya. Art around us. Textbook for 3rd grade-M. Enlightenment, 2013.

Additional materials:

Methodological manual for textbooks on fine arts, ed. B.M. Nemensky. Grades 1-4. - M.: Education, 2013.

ICT and digital communication center:

Logistics support educational process.

Specific support (equipment):

Reproductions of paintings in accordance with the theme and type of work;
- portraits of artists; tables on color science, perspective, design of ornament;

Tables on styles of architecture, clothing, household items;

Schemes for drawing objects, plants, human animals;

Postcards and calendars with reproductions;

DPI tables;

Racks (shelves) for storage;

Demonstration and production materials;

A variety of art materials.

Electronic software:

Electronic libraries on art;

Presentations for lessons on disks and flash drives;

DVD – films on fine art;

Records of classical and folk music.

Technical training aids:

Multimedia projector,

Laptop with art programs,

Interactive board;

Music Center;

Magnetic board.

Thematic planning in fine arts. 3rd grade.

Section 1. ART IN YOUR HOME(8 ocloc'k)

Section 2. ART ON THE STREETS OF YOUR CITY(8 ocloc'k)

Section 3. THE ARTIST AND THE SPECTACLE(10 hours)

Section 4. THE ARTIST AND THE MUSEUM(8 ocloc'k)

Thematic planning in fine arts. 4th grade.

Section 1. ORIGINS OF NATIVE ART(8 ocloc'k)

Section 2. ANCIENT CITIES OF OUR EARTH(8 ocloc'k)

Section 3. EVERY PEOPLE IS AN ARTIST(10 hours)

Section 4.ART UNITES NATIONS(8 ocloc'k)

DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF BRATSK

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION

"SECONDARY SCHOOL No. 28"

MUNICIPALITY OF THE CITY OF BRATSK

Working programm

academic subject

"Art"

for 3rd grade students

for the 2015-2016 academic year

Educational area: "Art"

Developed by:

Gomzyakova E.P.,

art teacher

Bratsk, 2015

1. Explanatory note

1.1 The work program in fine arts for grade 3 was developed in accordance with the requirements of the Federal state standard primary general education, an approximate program of primary general education in fine arts based on the author's program of Nemensky B.M., Nemenskaya L.A. “Fine arts grades 1-4”, - M.: “Prosveshcheniye” 2014. and the main educational program of primary general education of MBOU "Secondary School No. 28".

1.2 Pedagogical features of teaching in this class.

For cognitive activity The primary schoolchild is characterized primarily by emotional perception. A picture book, a visual aid, a teacher's joke - everything causes an immediate reaction in them. Younger schoolchildren are at the mercy of a striking fact; the images that arise from the description during a teacher’s story or reading a book are very vivid.

In junior school age the foundations of such social feelings as love for the Motherland and national pride, students are enthusiastic about patriotic heroes, brave and courageous people, reflecting their experiences in games and statements.

Junior schoolboy very trusting. As a rule, he has unlimited faith in the teacher, who is an indisputable authority for him. Therefore, it is very important that the teacher is an example for children in all respects.

The more observant a child is, the more inquisitive he is, the more convincing his drawing will be, even if the author is technically helpless. When drawing, a child not only depicts other objects or phenomena, but also expresses, by means within his power, his attitude towards what is depicted. Therefore, the process of drawing in a child is associated with an assessment of what he depicts, and in this assessment the child’s feelings, including aesthetic ones, always play a large role. In an effort to convey this attitude, the child seeks means of expression, mastering pencil and paint.

Among children who draw, you can find two types of drawers: the observer and the dreamer. The creativity of the observer is characterized by images and scenes seen in life, while for the dreamer - images of fairy tales, images of the imagination. Some draw cars, houses, events from their lives, others - palm trees, giraffes, ice mountains and reindeer, space flights and fairy-tale scenes.

Along with visual methods of teaching visual arts, verbal methods and techniques are used (conversations, explanations, questions, encouragement, advice, artistic expression). The physiological basis for the unity of verbal visual methods is the teaching of I.P. Pavlova about the interconnected work of two signaling systems. One of the leading verbal teaching methods is conversation.

A conversation in fine arts lessons is a conversation organized by a teacher, during which the teacher, using questions, explanations, and clarifications, helps children develop ideas about the object or phenomenon being depicted and how to recreate it in a drawing or sculpting an appliqué.

The specifics of the conversation method provide for maximum stimulation of children's activity. That is why conversation has found widespread use as a method of developing communication and visual activity.

Conversation is usually used in the first part of the lesson, when the task is to form a visual representation, and at the end of the lesson, when it is important to help people see their work, feel their expressiveness and advantages, and understand their weaknesses. The conversation technique depends on the content, type of lesson, and specific didactic tasks.

At the end of the lesson, you need to help children feel the expressiveness of the images they created. Learning the ability to see and feel the expressiveness of drawings and sculptures is one of the important tasks facing the teacher. At the same time, the nature of the adult’s questions and comments should provide a certain emotional response in the souls of children.

Explanation is a verbal way of influencing the consciousness of children, helping them understand and learn what and how they should do during the lesson and what they should get as a result. The explanation is given in a simple, accessible form to the whole class or individual children at the same time. Explanation is often combined with observation, showing ways and techniques of performing work.

Advice – used in cases where a child finds it difficult to create an image. But you shouldn't rush to give advice. Children who work at a slow pace and are able to find a solution to this issue often do not need advice. In these cases, the advice does not contribute to the growth of independence and activity of children.

Reminders in the form of brief instructions are an important teaching technique. It is usually used before the imaging process begins. More often we're talking about about the sequence of work. This technique helps children start drawing on time, plan and organize activities.

Encouragement is a methodological technique that should be used more often when working with children. This technique instills confidence in children, makes them want to do their job well, and gives them a feeling of success. The feeling of success encourages activity and keeps children active. Of course, the older the children, the more objectively justified the experience of success should be.

Artistic language is widely used in classes visual activities. The artistic word arouses interest in the topic, the content of the image, and helps to attract attention to children's works. Unobtrusive use artistic word during the lesson creates emotional mood, brings the image to life.

Verbal methods and teaching techniques in the process of directing visual activities are inseparable from visual and gaming ones.

1.3 Goals and objectives of the program:

The purpose of the educational subject “Fine Arts” in a comprehensive school is the formation of the artistic culture of students as an integral part of the spiritual culture, i.e., the culture of world relations developed by generations. These values, as the highest values ​​of human civilization, accumulated by art, should be a means of humanization, the formation of moral and aesthetic responsiveness to the beautiful and ugly in life and art, and the vigilance of the child’s soul.

Purpose of the course:

development of students' personality through art;

obtaining emotional and valuable experience of perceiving works of art and experience of artistic and creative activity.

Study objectives:

upbringing interest in fine arts; enrichment of moral experience, formation of ideas about good and evil; development of moral feelings, respect for the culture of the peoples of multinational Russia and other countries;

development imagination, creative potential of the child, desire and ability to approach any of his activities creatively, abilities for an emotional and valuable attitude towards art and the world around him, skills of cooperation in artistic activity;

O ownership initial knowledge about the plastic arts: fine, decorative and applied arts, architecture and design - their role in human life and society;

mastery basic artistic literacy, the formation of an artistic outlook and the acquisition of experience in various types of artistic and creative activities, with various artistic materials; improving aesthetic taste.

1.4 General characteristics of the subject

Fine art is a basic subject in primary school. Compared to other academic subjects that develop a rational-logical type of thinking, fine art is aimed mainly at the formation of an emotional-imaginative, artistic type of thinking, which is a condition for the formation of the intellectual and spiritual activity of a growing personality.

Fine arts as an academic subject is based on such primary school subjects as: literary reading, Russian language, music, labor, natural history, which allows you to feel the practical orientation of fine arts lessons and their connection with life.

Planned results of mastering the academic subject

As a result of studying fine arts at the stage of primary general education, students:

the foundations of artistic culture will be formed: an idea of ​​the specifics of fine art, the need for artistic creativity and communication with art, initial concepts of the expressive capabilities of the language of art;

imaginative thinking, observation and imagination, educational and creative abilities, aesthetic feelings will begin to develop, and the foundations of analyzing a work of art will be formed; an emotionally valuable attitude towards the world, phenomena of reality and artistic taste will be manifested;

the foundations of the spiritual and moral values ​​of the individual will be formed - the ability to evaluate and build on the basis of traditional moral norms and moral ideals, embodied in art, attitude towards oneself, other people, society, the state, the Fatherland, the world as a whole; a stable idea of ​​good and evil, proper and unacceptable, which will become the basis for independent actions and actions based on moral choice, understanding and maintenance of moral principles, reflected and appreciated in art - love, mutual assistance, respect for parents, care for younger and older people , responsibility for another person;

there will be a readiness and ability to realize one’s creative potential in spiritual and artistically productive activities, hard work, optimism, the ability to overcome difficulties, openness to the world, and dialog will develop;

conscious respect and acceptance of traditions, original cultural values, forms of cultural-historical, social and spiritual life of the native land will be established, the concepts of “Fatherland”, “native land”, “my family and clan”, “my home” will be filled with specific content, the acceptance of culture will develop and spiritual traditions of the multinational people of the Russian Federation, a holistic, socially oriented view of the world will emerge in its organic unity and diversity of nature, peoples, cultures and religions;

the foundations of Russian civic identity, a sense of belonging and pride in one’s Motherland will be laid, Russian people and the history of Russia, there will be an awareness of one’s ethnic and national identity, responsibility for the general well-being.

Students:

will master practical skills in the perception of works of plastic arts and in various types of artistic activity: graphics (drawing), painting, sculpture, architecture, artistic design, decorative and applied arts;

will be able to understand the figurative nature of art; give an aesthetic assessment and express one’s attitude to events and

phenomena of the surrounding world, to nature, man and society; embody artistic images in various forms of artistic and creative activity;

will learn to apply artistic skills, knowledge and ideas about the plastic arts to perform educational and artistic practical tasks, will become familiar with the possibilities of using various ICT tools in creativity;

will gain skills of cooperation with adults and peers, learn to conduct a dialogue, participate in the discussion of significant human phenomena in life and art, and will be able to take the position of another person;

will be able to implement their own creative potential, applying the acquired knowledge and ideas about fine arts to perform educational and artistic-practical tasks, act independently when resolving problem-creative situations in everyday life.

1.5 Forms of organization of the educational process:

The organization of the educational process is based on the technology of a person-oriented approach, according to which the form and structure of the educational lesson are selected:

individual;

group;

individual-group;

frontal;

practical work.

1.6 Value guidelines for the content of the academic subject

The priority goal of art education in school is spiritual and moral development child.

The culture-creating role of the program is to educate citizenship and patriotism: the child comprehends the art of his homeland, and then gets acquainted with the art of other peoples.

The program is based on the principle “from the native threshold to the world of universal human culture.” Nature and life are the basis of the formed worldview.

Connections between art and human life, the role of art in everyday life, in the life of society, the importance of art in the development of every child is the main semantic core of the course .

The program is structured to give schoolchildren a clear understanding of the system of interaction between art and life. It is envisaged to widely involve children’s life experiences and examples from the surrounding reality. Working on the basis of observation and aesthetic experience of the surrounding reality is an important condition for children to master program material. The desire to express one’s attitude to reality should serve as a source for the development of imaginative thinking.

One of the main objectives of the course is the child’s development interest in the inner world of a person, the ability to deepen into oneself, to become aware of one’s inner experiences. This is the key to development empathy abilities I.

Any topic in art should not just be studied, but lived in an active form, in the form of personal creative experience. To do this, it is necessary to master artistic-figurative language and means of artistic expression. The developed ability for emotional assimilation is the basis of aesthetic responsiveness. On this basis, the development of feelings, the mastery of the artistic experience of generations and the emotional and value criteria of life occur.

1.7 Description of the place of the subject in the curriculum

In the federal basic curriculum, 1 hour per week is allocated for the study of fine arts in grade 3, for a total of 34 hours.

2. Educational and thematic plan

Art in your home

Objects of art in human life: toys, dishes, scarves, wallpaper, books.

Your toys.

The dishes are at your home.

Wallpaper and curtains in your home.

Mom's scarf.

Your books.

Postcards.

An artist's work for your home (summarizing the theme).

Formation of artistic ideas about the artist’s work on the city streets. Attributes of modern city life: lanterns, shop windows, parks, fences, squares; their figurative solution.

Architectural monuments.

Parks, squares, boulevards.

Openwork fences.

Magic lanterns.

• Amazing transport.

  The work of an artist on the streets of your city (village) (generalization of the topic).

The artist and the spectacle

The artist’s activities in the theater depending on the types of spectacles or features of the work

Artist in the circus.

Artist in the theater.

Puppet Theatre. Masks.

Playbill and poster.

Holiday in the city.

School carnival (topic summary).

The artist and the museum

Acquaintance with the genres of fine art, the largest museums in Russia and the world.

Museum in the life of the city.

A painting is a special world. The painting is a landscape.

Portrait painting.

Still life painting.

Historical and everyday paintings.

Sculpture in the museum and on the street.

Art exhibition (summarizing the theme).

4. Planned results of studying the subject

4.1Personal development

Personal results are reflected in the individual qualitative properties of students, which they must transform in the process of mastering the academic subject in the “Fine Arts” program:

a sense of pride in the culture and art of the Motherland, one’s city;

respectful attitude towards the culture and art of other peoples of our country and the world as a whole;

the ability to discuss and analyze one’s own artistic activity and the work of classmates from the perspective of the creative tasks of a given topic, in terms of content and means of expression.

4.2 Formation of general educational abilities, skills and methods of activity

Regulatory UUD:

Talk through the sequence of actions in the lesson.

Learn to distinguish a correctly completed task from an incorrect one.

Cognitive UUD:

To navigate your knowledge system: distinguish new things from what you already know with the help of a teacher.

Convert information from one form to another based on the algorithms specified in the textbook and workbook and independently complete creative tasks.

Communication UUD:

Be able to use the language of fine art: convey your position to your interlocutor;

Formulate your thoughts orally (at the level of one sentence or a short story).

Learn to work coherently in a group:

Learn to plan work in a group;

Learn to distribute work between project participants;

Understand common task project and accurately carry out your part of the work;

Be able to perform various roles in the group (leader, performer, critic).

Master the techniques of searching and using information, working with available electronic skills resources, to achieve higher and more original creative results.

4.3 Formation of ICT competence of students

The student will learn:

make an information connection to the local network and the global Internet;

enter the information environment educational institution, including via the Internet, place various information objects in the information environment;

Communication and social interaction

The student will learn:

use e-mail capabilities for information exchange;

carry out educational interaction in information space educational institution (receiving and completing assignments, receiving comments, improving your work, creating a portfolio);

comply with the norms of information culture, ethics and law; respect the private information and information rights of others.

Search and organization of information storage

The student will learn:

use various methods of searching for information on the Internet, search services, build queries to find information and analyze search results;

use techniques for searching for information on a personal computer, in the information environment of the institution and in the educational space;

use various library, including electronic, catalogs to search for the necessary books;

search for information in various databases, create and fill out databases, in particular use various identifiers;

4.4 Fundamentals of educational research and project activities

The student will have the opportunity to learn:

independently conceive, plan and implement educational study, educational and social, creative project;

use guesswork, insight, intuition;

purposefully and consciously develop your communication abilities, master new language means;

be aware of your responsibility for the reliability of the knowledge acquired and for the quality of the completed project.

4.7 Subject results

Subject results characterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the academic subject:

the formation of initial ideas about the role of fine art in human life, its role in the spiritual and moral development of a person;

the formation of the foundations of artistic culture, including on the material of the artistic culture of the native land, aesthetic attitude to the world; understanding of beauty as a value, the need for artistic creativity and communication with art;

mastering practical skills in the perception, analysis and evaluation of works of art;

mastering basic practical skills in various types of artistic activity (drawing, painting, sculpture, artistic design), as well as in specific forms of artistic activity based on ICT (digital photography, video recording, elements of animation, etc.);

knowledge of types of artistic activity: fine (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);

knowledge of the main types and genres of spatial-visual arts;

understanding the figurative nature of art;

aesthetic assessment of natural phenomena, events of the surrounding world

the use of artistic skills, knowledge and ideas in the process of performing artistic and creative work;

the ability to recognize, perceive, describe and emotionally evaluate several great works of Russian and world art;

ability to discuss and analyze works of art,

expressing judgments about content, plots and means of expression;

mastering the names of leading art museums in Russia and art museums in their region;

the ability to see manifestations of visual-spatial arts in the surrounding life: in the house, on the street, in the theater, at a festival;

the ability to use various artistic materials and artistic techniques in artistic and creative activities;

the ability to convey in artistic and creative activity character, emotional states and one’s attitude towards nature, man, society;

the ability to compose a conceived artistic image on the plane of a sheet and in volume;

mastering the skills to apply the basics of color science and the basics of graphic literacy in artistic and creative activities;

mastering the skills of paper modeling, plasticine modeling, image skills using appliqué and collage;

the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country;

the ability to talk about the diversity of ideas about beauty among the peoples of the world, the ability of man in a variety of natural conditions to create his own original artistic culture;

depiction in creative works of the features of the artistic culture of different (familiar from lessons) peoples, conveying the features of their understanding of the beauty of nature, man, and folk traditions;

the ability to aesthetically and emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history;

the ability to give examples of works of art that express the beauty of wisdom and rich spiritual life, the beauty of a person’s inner world.

5. Educational and methodological support of the program

The artistic and aesthetic development of the student is considered as an important condition for the socialization of the individual, as a way of his entry into the world of human culture and at the same time as a way of self-knowledge and self-identification. Artistic development is carried out in a practical, active form in the process of artistic creativity of each child. The goals of art education are to develop the emotional and moral potential of the child, his soul, through the means of familiarization with artistic culture as a form of spiritual and moral search for humanity. The content of the program takes into account the increasing role of the visual image as a means of cognition and communication in modern conditions.

The systematizing method is to identify three main types of artistic activity for visual spatial arts:

Fine artistic activity;

Decorative artistic activity

Constructive artistic activity.

Three methods of artistic exploration of reality - pictorial, decorative and constructive - in elementary school act for children as well-understood, interesting and accessible types of artistic activity: image, decoration, construction. The constant practical participation of schoolchildren in these three types of activities allows them to systematically introduce them to the world of art.

When identifying types of artistic activity, a very important task is to show the difference in their social functions: image is an artistic knowledge of the world, an expression of one’s attitude towards it, an aesthetic experience of it; constructive activity is the creation of a subject-spatial environment; decorative activity is a way of organizing communication between people, which has communicative functions in the life of society.

The subject “Fine Arts” involves the co-creation of teacher and student; dialogical; clarity of tasks and variability of their solutions; mastering the traditions of artistic culture and improvisational search for personally significant meanings.

Basic types of educational activities- practical artistic and creative activity of the student and perception of the beauty of the surrounding world, works of art.

Practical artistic and creative activities(the child acts as an artist) and art perception activity(the child acts as a spectator, mastering the experience of artistic culture) are creative in nature. Students master various art materials (gouache and watercolor, pencils, crayons, charcoal, pastel, plasticine, clay, various types of paper, fabrics, natural materials), tools (brushes, stacks, scissors, etc.), as well as art techniques (applique, collage, monotype, modeling, paper plastic, etc.).

One of the tasks is constant change of art materials, mastering their expressive capabilities. Variety of activities stimulates students' interest in the subject, the study of art, and is a necessary condition for the formation of everyone's personality.

Perception of works of art involves the development of special skills, the development of feelings, as well as mastery of the figurative language of art. Only in the unity of perception of works of art and their own creative practical work does the formation of imaginative artistic thinking of children occur.

The program is structured to give schoolchildren a clear understanding of the system of interaction between art and life. It is envisaged to widely involve children’s life experiences and examples from the surrounding reality. Job based on observation and aesthetic experience of the surrounding reality is an important condition for children to master program material. The desire to express one’s attitude to reality should serve as a source for the development of imaginative thinking.

Development of artistic and imaginative thinking students is built on the unity of its two foundations: the development of observation, i.e. the ability to peer into the phenomena of life, and the development of fantasy, i.e. the ability, based on developed observation, to build an artistic image, expressing one’s attitude to reality.

The Fine Arts program provides for alternating lessons individual practical creativity of students And lessons of collective creative activity.

Artistic knowledge, skills and abilities are the main means of familiarization with artistic culture. Means of artistic expression - form, proportions, space, light tonality, color, line, volume, texture of material, rhythm, composition - are mastered by students throughout their studies.

In the lessons, play dramaturgy is introduced on the topic being studied, connections with music, literature, history, and labor are traced.

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. Throughout the course of study, students become acquainted with outstanding works of architecture. sculpture, painting, graphics, decorative and applied arts, study classical and folk art of different countries and eras. Understanding the artistic culture of your people is of great importance.

Discussion of children's works from the point of view of their content, expressiveness, originality, it activates the attention of children and forms the experience of creative communication.

Periodic organization of exhibitions gives children the opportunity to see and appreciate their work again and feel the joys of success. Student work completed in class can be used as gifts for family and friends, and can be used in school decoration.

Educational technologies contribute to the formation of subject and meta-subject learning outcomes (MSL) in the classroom:

Instructional Design Technology

Technology of person-centered learning

Developmental education technology

Problem-based learning technology

Personal self-development technology

Gaming technologies

Group activity technologies

Information educational technologies

Teaching methods:

explanatory-illustrative, or information-receptive: story, lecture, explanation, demonstration of paintings, films and filmstrips, etc.;

reproductive: reproduction of actions to apply knowledge in practice;

problematic presentation of the material being studied;

partial search or heuristic method;

research method, when students are given a cognitive task, which they solve independently, selecting the necessary methods for this and using the help of a teacher.

6. Forms of monitoring the level of students’ achievements and evaluation criteria

Assessment of knowledge, skills and level of development of students is carried out according to a five-point system using testing, a list theoretical issues, practical work and assignments throughout the year.

Forms of control:

Quizzes

Crosswords

Reporting exhibitions of creative (individual and collective) works

Testing

Criteria for assessing oral individual and frontal responses

participation activity;

detailed answers, imagery, argumentation;

independence;

originality of judgments;

Criteria for evaluating creative work:

decision composition: how the plane of the sheet is organized, how all components of the image are coordinated with each other, how the general idea and content are maintained;

the nature of the shape of objects: the degree of similarity of the image with objects of reality or the ability to notice and convey the most characteristic features in the image;

quality of constructive construction: how the constructive basis of the form is expressed, how the details of the object are connected to each other and to the overall form;

mastery of technique: how the student uses a pencil, brush, how he uses a stroke, stroke in constructing an image, what is the expressiveness of a line, stroke, stroke;

general impression of the work.

the student’s capabilities, his success in developing his professional skills.

Grading norms

Rating "5"

the student fully achieves the goal of the lesson;

correctly presents the studied material and is able to apply the acquired knowledge in practice;

correctly solves the composition of the drawing, i.e. harmoniously coordinates all components of the image;

knows how to notice and convey the most characteristic features in an image.

Rating "4"

the student has completely mastered the program material, but when presenting it he makes minor inaccuracies;

harmoniously coordinates all components of the image;

knows how to notice, but does not quite accurately convey in the image the most
characteristic.

Rating "3"

the student copes poorly with the set goal of the lesson;

admits inaccuracies in the presentation of the studied material.

Rating "2"

The student fails to meet the lesson goal.

7. Material and technical support of the educational process

Specific support (equipment):

Reproductions of paintings in accordance with the theme and type of work;
- portraits of artists; tables on color science, perspective, design of ornament;

Tables on styles of architecture, clothing, household items;

Schemes for drawing objects, plants, human animals;

Postcards and calendars with reproductions;

DPI tables;

Racks (shelves) for storage;

Demonstration and production materials;

A variety of art materials.

Electronic software:

Electronic libraries on art;

Presentations for lessons on disks and flash drives;

DVD – films on fine art;

Recordings of classical and folk music.

Technical training aids:

Multimedia projector,

Laptop with art programs,

Interactive board;

Music Center;

Magnetic board.

8. Information support

8.1 Literature used in preparing the program

Concept and programs for primary classes“School of Russia”, part. 2, - M.: “Enlightenment”, 2008.

Kosterin N.P. “Educational drawing”, - M: “Enlightenment”, 2004.

Nemensky, B. M. Fine arts and artistic work: grades 1-8. - M.: Education, 2011.

Fedotova I.V. “Fine arts 3rd grade: lesson plans according to the textbook by L.A. Nemenskaya". - Volgograd, “Teacher”, 2013

Fine arts: Art around us: textbook. for 3rd grade. beginning school /[N. A. Goryaeva, L. A. Nemenskaya, A. S. Piterskikh, etc.]; edited by B. M. Nemensky. – 8th ed. - M: Education, 2013.

Workbook for the textbook by E. I. Koroteeva “Fine Arts. Art and You,” edited by B. M. Nemensky for the third grade of elementary school. // M: Prosveshchenie, 2013.

8.3 Internet resources

http://www.proshkolu.ru

http://pedsovet.org

http://www.k-yroky.ru/load/73-1-0-5219

http://www.deti-66.ru/forteachers/educstudio/presentation/918.html

CALENDAR AND THEMATIC PLANNING

Theme of the year: “Art around us”