Topics of research papers in literature. Design and research work “Flowers in literature, folklore and mythology” Research projects in literature

Research project

on literature

PROJECT TOPIC

What is the source of the moral strength of V.P. Astafiev’s heroes?

Performed

teacher of Russian language and literature

Verkhne-Gutorovsky branch

MBOU "Polevskoy Lyceum"

Kursk region

Kursk region

TATARENKOVA M.N.

KURSK

2016

1. Goals, objectives, problems of the project; solutions; Expected results………..

Practical, theoretical cognitive significance of the results………….

Activities of students…………………………………………………………

Stages of project activities…………………………………………………….

1.1. Choosing a project theme

A) defining the problem and objectives of the study;

B) putting forward a hypothesis for their solution;

C) discussion of research methods.

1.2. Identification of subtopics

1.3. Formation of creative pairs (groups)

1.4. Preparation of materials: formulation of questions

1.5. Determining forms of expressing project results

2.Project development .

3. Presentation of results

A) registration of final results;

B) analysis of the data obtained;

4. Presentation and defense of the project

A) summing up, data correction, conclusions;

B) creative reports from students, creation and viewing of the “Reader's Diary” presentation.

5. Reflection

5. Literature…………………………………………………………………………………………

6. Appendix………………………………………………………………………………………

Brief summary of the project

Goals, objectives, problems of the project; solutions; Expected results.

Creative (working) title of the project: Where is the source of moral strength?

The project can be completed individually or in a group.

Object of study: this project is aimed at instilling interest in the work of the writer V.P. Astafiev, who writes a lot and interestingly about the village and village culture. The main problematic issue, which the ninth-graders participating in the project will have to think about - What is the source of the moral strength of the heroes of V.P. Rasputin’s books and how will this project help them, teenagers, in understanding the surrounding reality and their own personal development?

The main goal of this project is the desire to attract the attention of teenagers to the work of the writer V.P. Astafiev and the philosophy of the heroes of his books, comparison and understanding of this philosophy with their own personal position.

Tasks: to help students look closely at the writer’s heroes who find themselves in borderline situations - dissolute or who have found their way, who do not hear God or believe in him, to reflect with the author of books about human responsibility. To attract the attention of teenagers to reading through the use of modern Internet by both the librarian and themselves -technology.

Among the technologies used- a thematic group for collective discussion of what has been read, to present research results in groups, services are used that help create an electronic presentation

Age of students participating in the project

9th grade students. Work is carried out in groups

The librarian (the work is carried out in close collaboration with the school librarian) and the author and coordinator of the project (teacher) will also build communication with groups of children using new Internet capabilities - in the thematic group “Readers of V.P. Astafiev” created in Google. Individual consultations will be provided to high school students in person in the library (classroom) and via email or personal page on social networks. Upon completion of the project, it is possible to “protect” research on the project by groups of schoolchildren using Internet correspondence (if O If possible, other schools may use Skype chat or video conference).

Practical, theoretical cognitive significance of the results.

Expected results:

Develop the ability to independently acquire knowledge from various sources (working with material based on the book by I.I. Strelkova V. Astafiev, V. Belov, V. Rasputin, V. Shukshin in life and work: A textbook for schools, gymnasiums, lyceums and colleges. -3rd ed.-M.: LLC TID “Russkoe Slovo - RS”, 2008.-112 pp.; with electronic and reference resources;

To develop the ability to use acquired knowledge to solve cognitive problems assigned to students.

To comprehend the process of working on works and manuals on the topic, to teach students to “live” with them specific situations described in the literature, to identify them, and to transfer them to real life.

To involve students in penetrating “deeply” into the works of V. Rasputin and the phenomena described in them (the works).

To teach students to manage the research process independently, to independently construct new research objects.

6.P to attract the attention of teenagers to the work of the writer V.P. Astafiev and the philosophy of the heroes of his books, comparing and understanding this philosophy with their own personal position.

7. To attract the attention of teenagers to reading through the use of modern Internet technologies by both the librarian and themselves.

8. To develop students’ communication skills, the ability to work in pairs (groups for more children in the class), to develop research skills (the ability to identify a problem, the ability to collect information, the ability to observe, analyze, build hypotheses, generalize (synthesize), systematize and process received data, ability to draw conclusions, etc.

1. The result of the group’s work will be work on the Timeline of Fates about the life and work of the writer

2. The result of the work of a group of high school students will be a “brainstorming” to discuss the problem and the work of high school students to create a book based on one of the chapters of the story “The Last Bow” and publish it in the form of a presentation book (“Reader’s Diary”)

3. The result of the work of this group may be the creation of a Literary Questionnaire

Activities of students: choose a topic, discuss and make a general decision on the topic, choose a pair (group) coordinator, expert, observer, etc. (depending on the number of people in the class), a thematic group (pairs individually) is created on Google for a collective discussion of what has been read; to present research results in groups (pairs), services are used that help create various types of reports: electronic presentation. (For more details on student activities, see the table)

Stages of project activities.

Stages

Teacher activities

Student activities

1. Development of design specifications

1.1. Selecting a project topic: What is the source of the moral strength of V.P. Astafiev’s heroes

- identification of problems and tasks; – research and hypotheses for their solution; -discussion of research methods;

The teacher offers a topic to the students.

Discuss and make a general decision on the topic

1.2. Identification of subtopics

Preliminarily identifies subtopics and suggests them:

“Do not live by lies” (Solzhenitsyn),

"Seeing a Human Face", "Trial by War"

Each group of students chooses a subtopic or proposes a new one.

1.3. Formation of creative groups

Conducts organizational work to unite schoolchildren who have chosen specific subtopics

Grouped into groups, distribute roles

1.4. Preparation of materials: formulation of questions: What does it mean, according to the heroes, “To live not by a lie”, “To see a human face”, “What is this test of war”, tasks for couples and selection of literature: work with the main manual by I.I. Strelkova V. Astafiev, V. Belov, V. Rasputin, V. Shukshin in life and work: A textbook for schools, gymnasiums, lyceums and colleges. - 3rd ed. - M.: LLC TID "Russian Word - RS" ", 2008.-112 p.; with other electronic and reference resources;

Selects in advance a list of literature and Internet resources (see list of literature), tasks for groups: brainstorming to discuss the problem and work of high school students on a Literary Questionnaire, work on a Timeline about the life and work of a writer with comments, work on a chapter book " publication" of it in the form of a presentation book ("Reader's Diary").

Students accept discussion in adjusting assignments

1.5. Determining the forms of expressing the results of the project (electronic presentation - book, reader's diary, forum, etc.)

The teacher (and librarian) takes part in the discussion.

Students in groups discuss forms of presenting the result.

2. Project development.

Carry out search and research activities

3. Registration of results A) registration of final results;

B) analysis of the data obtained.

Consults, coordinates and stimulates the activities of students

Formalize the results

4. Presentation and defense of the project

A) summing up, data correction, conclusions;

B) creative reports from students, creation and viewing of the “Reader's Diary” presentation.

Organizes examination (teachers, parents, students of other classes)

Report the results of the work in the chosen form

5. Reflection

Evaluates his own activities, the activities of his assistants (in this case, a librarian), takes into account children’s assessments

Evaluate their work (individually, in pairs, in groups) taking into account the work of others.

Brief description of the project stages

We are posting a mini-questionnaire on copyright for children readers

The tasks of the coordinator (librarian) and the author of the project (the teacher works in collaboration with the school library) include the task of advising students on the correct use of sources and resources in their research; it is expected that before starting work on the project, lesson on copyright law, for which you can prepare not only a presentation, but also conduct a warm-up with the guys “What do we know about the concept of copyright”

* Necessarily

Question 1

Which works existing in objective form are subject to copyright: *

made public

unpublished

published and unpublished

Question 2

Identify works that are subject to copyright: *

photos

official documents

works of painting

literary works

audiovisual works

Question3

thirty years

Teacher: What kind of work on books and reading goes without asking questions? By asking and answering, we reflect on the problems brought to us by the author of the work...

Victor Astafiev born on May 1, 1924 in the village of Ovsyanka (Krasnoyarsk Territory) in the family of Lydia Ilyinichna Potylitsina and Pyotr Pavlovich Astafiev. He was the third child in the family, but his two older sisters died in infancy. A few years after the birth of his son, Pyotr Astafiev goes to prison with the wording “sabotage.” During Lydia's next trip to her husband, the boat in which she, among others, was sailing, capsized. Lydia Potylitsina fell into the water, caught her scythe on a floating boom and drowned. Her body was found only a few days later. Victor was then seven years old. After the death of his mother, Victor lived with her parents - Ekaterina Petrovna and Ilya Evgrafovich Potylitsin. Viktor Astafiev spoke about his childhood spent with his grandmother Katerina Petrovna and which left bright memories in the writer’s soul in the first part of his autobiography “The Last Bow”.
After leaving prison, the father of the future writer married for the second time. Deciding to go after the “northern wild money”, Pyotr Astafiev with his wife and two sons - Victor and newborn Nikolai - goes to Igarka, where the dispossessed family of his father, Pavel Astafiev, was sent. The following summer, Victor’s father entered into an agreement with the Igarsk fish factory and took his son on a commercial fishing trip to a place between the villages of Karasino and Poloy. After the end of the fishing season, returning to Igarka, Pyotr Astafiev ended up in the hospital. Abandoned by his stepmother and relatives, Victor ended up on the street. For several months he lived in an abandoned hairdresser's building, but after a serious incident at school he was sent to an orphanage. In 1942 he volunteered for the front. He studied military affairs at the infantry school in Novosibirsk. In the spring of 1943 he was sent to the active army. He was a driver, artillery reconnaissance officer, and signalman. Until the end of the war, Viktor Astafiev remained a simple soldier. After demobilization in 1945, he went to the Urals, to the city of Chusovoy, Molotov Region (now Perm Territory).
In 1945, Astafyev married Maria Semyonovna Koryakina. They had three children: daughters Lydia (born and died in 1947) and Irina (1948-1987) and son Andrei (born in 1950).
In Chusovoy, Astafiev worked as a mechanic, auxiliary worker, teacher, station attendant, and storekeeper.In 1951, Astafiev’s first story, “Civilian Man,” was published in the Chusovskoy Rabochiy newspaper. Since 1951, he worked in the editorial office of this newspaper, writing reports, articles, and stories. His first book, “Until Next Spring,” was published in Molotov in 1953

In 1958, Astafiev was admitted to the Union of Writers of the USSR. In 1959-1961 he studied at the Higher Literary Courses in Moscow.
From 1989 to 1991, Astafiev was a People's Deputy of the USSR.
In 1993 he signed the “Letter of the 42”.
He died on November 29, 2001 in Krasnoyarsk. He was buried in Ovsyanka.
After demobilization in 1945, he went to the Urals, to the city of Chusovoy, Molotov Region (now Perm Territory).

Task to create your own profile

Come up with questions for an online survey of your reading friends based on the book V. Astafiev has read or literary characters from his books. Create your own profile in Google.

Post it on your page on social networks on the Internet

Example of a literary questionnaire

Do you know what morality is?

Is morality an eternal concept?

How is the problem of what is the moral strength of V.P.’s heroes solved? (“The Goose in Flight”, “The Last Bow”, “The Shepherd and the Shepherdess”, etc.)?

What moral categories does the writer raise in his works?

Student working groups will explore this issue in different ways:

1.First working group reading book "The Flying Goose" , will try to answer the question" What qualities help the heroes of the story remain human until the end of their days?

The result of the work a group of ninth graders will appear Time strips about the life and work of the writer

2.Second group reading "Last bow", looking for an answer to the question " The result group work will become collective work on the creation of a chapter book based on the story “The Last Bow” and publication in the form of a “Reader’s Diary”

3. The third group reading a book by the same author "The Shepherd and the Shepherdess", explores the question" What human qualities are revealed by the war in V. Astafiev’s pastoral?”
The result the work of this group can be a collective effort to create Literary questionnaire

Keywords (on the board)

10 words that characterize the content of the book Strelkova I.I. V. Astafiev, V. Belov, V. Rasputin, V. Shukshin in life and work about the writer of Siberia:

Siberia Astafiev

Justice

• Feasibility

  Patience

  Compassion

  Suffering

Independent research by students as part of an educational project

1.Theme “Live not by lies” (Solzhenitsyn):

Research Question:

What qualities help the heroes of the story remain human until the end of their days?
Purpose of the study: to get acquainted with the biography of V. Astafiev, read the story “The Flying Goose” Result. Based on the results of the study, a Timeline about the life and work of the writer

2. Theme "See a human face"

Research Question:

What is the spiritual beauty of V. Astafiev’s heroes?
Purpose of the study: read the story “The Last Bow” and understand the beauty of the characters in the story
Based on the results of the study, conduct a “Brainstorm” in the library and teenagers publishchapter book from one of the chapters of the story.

in the form of a reader's diary.

3. Topic: "Test of War"

Research Question:

What human qualities are revealed by war in V. Astafiev’s pastoral

Duration of work on the project - 1 month

Criteria for assessing student work

completeness of the topic,

accuracy and aesthetics of design work, literacy, etc.

What are your main results, what did you understand, what did you learn?

Which tasks aroused the most interest and why?

How did you complete the tasks, in what ways?

What challenges did you face and how did you overcome them?

What are your comments and suggestions for the future?

Links to Internet resources on the project topic

Results (Reflection)

In my research I was interested...

In my research I did...

I was surprised by the research...

In the study it was difficult...

In my research, I learned...

I liked the research...

Literature

Davydenko T.V., Tonkov E.V. Design of an educational lesson. Belgorod. Belgorod State University. 2002.

Selevko G.K. Pedagogical technologies based on activation, intensification and effective management of educational programs. M.: Publishing house of scientific research institute. technologies, 2005.

Strelkova I.I. V. Astafiev, V. Belov, V. Rasputin, V. Shukshin in life and work: A textbook for schools, gymnasiums, lyceums and colleges. - 3rd ed. - M.: LLC "TID "Russian Word - RS" ,2008.-112 pp.; with electronic and reference resources;

Literary questionnaire

Determining the genre - pastoral

For each question, choose the correct answer or give your own answer * Required

Question 1

Pastoral is *

Genre in literature

Genre in painting

Genre in music

Theater genre - Other:

Question 2

Pastoral translated from Latin means: *

Love lyrics

Shepherd poetry

Drama

Country Motif - Other:

Question 3

Identify the main features of “modern pastoral”: *

Love is hate

Happiness is evil

Other:

Question4

Indicate the cause of Boris's death in the story "The Shepherd and the Shepherdess" *

Death in battle

Wounds

Longing for lost love -Other:

XIX - regional conference of members of school scientific societies

municipal educational organizations of the Turkmen region

Section: "Philology"

Job title: "Flowers in Literature, Folklore and Mythology"

Glushchenko Angelina,

Place of work:

MKOU secondary school No. 3, Kambulat village,

Turkmen region,

Stavropol Territory

Supervisor:

Gribanova Irina Eduardovna,

teacher of Russian language and literature

MKOU secondary school No. 3

2015

Introduction……………………………………………………………3

Main part…………………………………………………….. 6

Chapter 1. Flowers in the works of poets and writers 6

Chapter 3. Flowers in myths, legends and traditions 10

Chapter 4. The language of flowers 11

Conclusion……………………………………………………… 13

List of references and sources………………………………… 15

Applications……………………………………………………… 17

Introduction

Flowers are attractive for their diversity, richness of species, colors, and aromas. In nature they form a beautiful world. Images of flowers are especially significant in folklore, mythology and poetry. Entire poems are dedicated to individual flowers. In the “language of flowers”, poets talk about what they consider the most important and interesting in art - about the soul of modern man, about his complex relationship with the natural world.

There is probably not a single country on Earth in which there are no myths, fairy tales or legends about plants. And this is no coincidence. Admiring the beauty of magnificent flowers and mighty trees, ancient man wondered what supernatural forces gave birth to them. According to the mythology of many peoples, plants were created by the almighty gods of fertility, who patronized herbs, flowers and trees.
Often legends and traditions arose due to the original, unusual shape of roots, leaves, flowers or fruits of plants. For example, due to the heart-shaped shape of dicentra flowers, beliefs in which this plant appears almost always have to do with love.
People in the East treated flowers with tenderness and reverence. “If you want to be happy all your life, grow flowers,” said one of the eastern sages. In Japanese mythology, four “noble” plants were especially revered: chrysanthemum, sakura, bamboo, and orchid. Each of them symbolized one of the most beautiful human qualities - honesty, courage, youth and friendship, as well as the four seasons - autumn, winter, summer and spring. These plants were glorified in oriental myths and legends, striking in their beauty and lyricism, as well as in the poetic lines of ancient Japanese and Chinese poets. Myths and tales about plants played an important role in the folklore of our ancestors - the ancient Slavs. Let us recall, for example, the famous pagan holiday of Ivan Kupala, which was held at the time of the summer solstice. Many people know that this holiday is associated with the legend of a blooming fern. However, not everyone knows that according to the same legends, on the night of Ivan Kupala, a magical gap-grass grows for just a few moments. The ancient Slavs believed that with the help of this wonderful plant one could find countless treasures and open the doors of any dungeon. How many magical stories, legends and myths can you remember looking at certain plants!

Relevance of the topic
The relevance of this topic lies in the fact that it introduces a variety of plants, folk and literary works, myths of the peoples of different countries, and allows us to compare the worldview of different peoples, their culture and attitude to the world around them. This work shows the connection between literature, biology, and history. She also pays attention to endangered plants.
Goals:
1. Familiarize yourself with literary works, folklore and myths of different nations in which flowers are mentioned, identify the purpose of using flower images in these works;

2. Explore the meaning of flowers in people’s lives and their creativity.

Tasks:

Conduct a survey on the topic of your favorite plants and what is associated with them, as well as what legends you know related to plants;

Study legends, traditions, proverbs, sayings, riddles associated with plants;

Find and analyze poems about flowers;

Compile a collection of myths about the history of flowers.

Methods:
- search method - collecting data on works of literature and folklore in which there is a mention of flowers;
- analytical method - analysis and systematization of this data with subsequent conclusion;
- statistical method - compiling tables and diagrams on the topic of work with the results of surveys and analyzes;
- practical method - creating a collection of myths about the history of the appearance of flowers using different sources;
- comparison - compared the meaning of plants in the past and in the present;
- generalization - found the reasons why some plants are in myths and legends of different countries.
Research results:
1. 15 books were read and 95 different thematic Internet sites were visited.
2. Read more than 190 myths of the peoples of Ancient Egypt, China, India, Japan, Persia, Malaysia and Indonesia, other peoples of the East, North America, Africa, Ancient Greece, Ancient Rome, Scandinavia, the peoples of Europe, the Slavs and Russia.
3. Surveys were conducted among students, teachers and school staff, who were asked the following questions:

What is your favorite plant? What do you know about this plant?

Have there been any events in your life related to plants? Which?

Do you know any legends or stories related to plants?

Do you know which plant or (flower) corresponds to your horoscope?

Do you use plant motifs in your creative activities (embroidery, knitting, wood carving, drawing, etc.)?

The survey data showed that among the named flowers, preference was given to the following plants: 76% of respondents consider the rose to be their favorite flower, 12% - chrysanthemum, 4% - chamomile, 3% - gladiolus, 2% - aster, 2% - lilac, 1% - other flowers.

All respondents are aware of the enormous importance of flowers in their lives and consider the place where flowers bloom to be special, capable of influencing their mood and allowing them to forget about their problems, at least for a while. However, only 5% of students and 25% of teachers know something about the history of the names of flowers, and few people know the legends, myths, and legends associated with the names of flowers.

4. Based on the results of surveys and analyzes of works, tables and diagrams were compiled.

5. Images of flowers in poems, original fairy tales, proverbs, sayings and riddles are analyzed.

6. Myths of different peoples about flowers have been collected and systematized.

Chapter 1. Flowers in the works of poets and writers

Often flowers “grow” on the pages of books, and these pages awaken a sense of beauty in our soul.
Since ancient times, flowers have occupied a special place in the works of poets and writers around the world. Not only the ancients, but also authors of later eras, one way or another, touched on this topic in their works. A special role in its development is played by Russian writers and poets, who are considered universally recognized masters of describing nature. Is it possible not to mention here such a great writer as Ivan Turgenev? With poetry in prose unique to him: “She saw a rose, grabbed it, looked at its crumpled, stained petals, looked at me - and her eyes, suddenly stopping, shone with tears.”

And Anna Akhmatova, with her huge number of violets, lilies, dahlias and daisies, found in almost every early poem? And Alexander Sergeevich Pushkin, who kept the heliotrope given to him by Anna Kern? And Zhemchuzhnikova? Bunin? Alexei Konstantinovich Tolstoy? Can you really list them all...

People live and die. And flowers, as long as they are admired and admired, are eternal.

J. Goethe is a big fan of violets. According to legend, every step of the writer and Goethe was marked with violets. He did not leave the house without pouring violet seeds into his coat pocket. He walked and sowed them on the paths. In the vicinity of Weimar, where he lived, the paths of violets turned into continuous flower carpets. German gardeners developed several new varieties of violets, naming them after characters from the writer’s works: the black variety was named “Doctor Faustus,” the bright red variety was named “Mephistopheles,” and the pale blue variety was named “Margarita.” The violet was the favorite flower of the great Russian actress M. N. Ermolova. A. A. Blok passionately loved and praised violets. I. S. Turgenev loved to present violets to his friends and was very grateful when they answered him in kind.

In describing flowers, poets and prose writers do not lag behind. In E.I. Nosov’s story, poppies “live”. At first, the owner, Aunt Olya, did not like these flowers: they faded too quickly and strewn the flowerbed with their scarlet petals. But the old woman’s lodger poured seeds into the flowerbed, the poppies sprouted, the hostess weeded them all out, leaving only three sprouts. And the poppies bloomed: “from a distance the poppies looked like lit torches with live flames blazing merrily in the wind. A light wind swayed slightly, and the sun pierced the translucent scarlet petals with light, causing the poppies to flare up with a tremulous bright fire, or fill with a thick crimson. It seemed that if you just touched it, they would immediately scorch you!” Two days later the poppies fell off. “Yes, he burned down...” Aunt Olya sighed, as if for a living creature. “He has a short life. But without looking back, she lived it to the fullest. And this happens to people. And somehow hunched over, Aunt Olya hurried into the house.” It turned out that Aunt Olya’s son Alexei died very young in the war: on his tiny “hawk” he dived onto the back of a heavy fascist bomber. After reading the story, I understood why Aunt Olya hunched over and sighed: for her, poppies are a living flame, the memory of her son, gratitude to the land for which he died. And the fragility of poppy blossoms is a symbol of his young life, ruined by the Nazis.

In A. Platonov’s story “A Flower on Earth,” grandfather Titus, using the example of a flower, helped the hero Afonushka understand a lot. After reading the story, I understood what the grandfather wanted to tell his grandson. Everything beautiful is achieved by man and all living things on earth only through labor. For grandfather Titus, a flower is a symbol of such a miracle, transformation, when beauty, life itself, is born from dead dust, but it is born after hard work. The same worker flower “lives” in A. Platonov’s fairy tale “The Unknown Flower”. This is the only story I have read to date in which the flower can feel, speak, think. The flower lives on bare stone and has difficulty obtaining food for itself. But the price of such a life filled with difficulties is a beautiful flower, which has no equal in the whole world. After reading this story by A. Platonov, I understood what the author had in mind when describing the life of an unknown flower: only at the cost of enormous work on oneself can one “grow” a wonderful flower - the human soul.

We live surrounded by nature, among which an amazingly beautiful, mysterious plant world stands out. Plants and flowers have played an important role among all peoples, starting from the most distant times, about which only history and historical monuments tell us. We meet them among ancient peoples, we meet them in the Middle Ages. We meet with both pagans and Christians. They played their role in wars, and in feasts, and in solemn funeral processions, they served to decorate altars and sacrifices, they were magical and healing herbs, they were guardians of the hearth and domestic animals... Of course, they could not help but stay in folklore, in many of its genres. I would like to dwell on such genres of folklore as proverbs and sayings. Examining the content of the collected material, I concluded that in proverbs and sayings, flowers represent beauty, life, and joy:

A moth also flies to the red flower. Spring is red with flowers, and autumn with fruits.

The girl in the round dance is as beautiful as the poppies in the garden.

But there are proverbs and sayings in which people consider the beauty of a flower to be alluring and deceptive, arguing that beauty does not bring happiness:

And beautiful flowers can be poisonous. From the same flower a snake makes poison, a bee makes honey. Dust settles on the best and freshest flowers. Today in flowers, and tomorrow in tears.

It is also interesting that many herbs and flowers are still used by people for fortune telling. So there is a well-known fortune telling on chamomile petals:

He loves you - he doesn’t love you, he will press you to your heart - he will tell you to go to hell.

Flowers are beautiful, and beauty is always mysterious and arouses interest.

There are many flowers in Hans Christian Andersen's fairy tales; the writer's favorite flower was the rose. The Snow Queen has a whole garden of flowers. After reading this fairy tale, I concluded that rose flowers act in it as Gerda’s magical assistant, as in V. Kataev’s fairy tale “The Seven-Flower Flower.” The roses, revived by Gerda's tears, help the girl get out of the paradise flower garden and help Kai, because he had no other helpers.

Soon spring will come to the forest and field, to the village and the city. Mighty trees and modest shrubs will dress in green attire. The grass will turn green. These days, under the canopy of foliage, lilies of the valley will bloom in hidden corners of the forest, park and garden. The symbol of May is the fragrant, delicate pearl flowers of the lily of the valley. “Lilies of the valley, lilies of the valley - bright May greetings,
Lilies of the valley, lilies of the valley - a sweet bouquet,” the song says.
The ancient Romans claimed that once the goddess of the hunt, Diana, ran away from fauns who were madly in love with her. They wanted to captivate the beautiful goddess. She ran so fast that drops of silvery sweat flowed from her clear brow onto the ground, which turned into fragrant lily of the valley flowers. And Ukrainian folklore has its own story about the appearance of the lily of the valley. She claims that these flowers, like pearls, are nothing more than the frozen silvery happy laughter of the forest mermaid Mavka, who for the first time felt the joy of enormous, sincere, mutual love. Ancient Russian folklore says that lily of the valley flowers are the tears of the proud water princess Magi, who saw how Sadko, dearly loved by her, hugs her happy rival Lyubava.

Chapter 3. Flowers in myths, legends and traditions

Love for plants has been characteristic of all peoples since ancient times. The variety of forms and bright colors of flowers amazed human thought and made us think about the origin of plants. There are many myths, legends, fairy tales, songs, romances and other beautiful works about flowers. Remember the myths of Ancient Greece. The mighty Hercules defeated the cruel lion. “I will create a flower,” said Flora, “which will remind people of the torn mouth of the Nemean lion.” What flower, according to ancient belief, glorifies the first of the 12 labors of Hercules? - This flower is called “Snapdragon.”

The legends listed are not all that have accumulated over many centuries! Many of the legends and tales have their roots in ancient times, many were created relatively recently. One thing is clear: as long as man exists, the beauty and incomprehensible secrets and mysteries of the beautiful world of flowers and plants will never cease to amaze him!

I discovered many interesting myths and legends related to flowers, their origin and history. During a survey at school, I found out that 76% of respondents consider the rose to be their favorite flower, 12% - chrysanthemum, 4% - chamomile, 3% - gladiolus, 2% - aster, 2% - lilac, 1% - other flowers. In the Appendix to the work, I systematized myths and legends about flowers from various sources. There are several different myths about some flowers among different peoples. But most of all information is about the rose.

People have composed many legends and fairy tales about the beautiful rose. The beauty and mystical attractiveness of the rose attracted the attention of man. She was loved, she was worshiped, she was sung from time immemorial. Rose enjoyed love and popularity among all peoples of the world.

Chapter 4. The language of flowers.

Flowers were widely used to express feelings that, for one reason or another, could not be expressed or written. In some countries, flowers represented a complex language. A notable example is Selam, the language of flowers used in Turkish harems. It was introduced to Europe by the Swedish king Charles XII (1682 - 1718), who learned about the language at the Ottoman court during his forced stay in Turkey. A few years later, this language appeared in England, after the writer Wortley Montagu (1689 -1762) visited Turkey with her husband and studied how, with the help of a correctly composed bouquet, to express a variety of feelings - from affection and friendship to hostility and hatred .

It is not surprising that over the years of the existence of the “language of flowers” ​​a great variety of all kinds of dictionaries have appeared, designed to provide a remedy for the most indecisive. Everyone knows that in music there is a musical language, in ballet there is a language of ballet, but not everyone knows about the language of flowers. Meanwhile, back in the last century it was quite widespread; special manuals were periodically published, which talked about the meaning of flowers and plants.

The language of flowers originated several centuries ago in the East. The hermits of the harems invented the language of flowers - selam - to communicate with the outside world. A bouquet, like a letter, brought news, declarations of love, set a place and time for dates, and expressed feelings. Nowadays, the language of flowers has lost its meaning, and only poets sometimes resort to it. The possibility of free communication between people has made this language unnecessary, but for understanding the meaning inherent in a flower arrangement, it still turns out to be useful today. The symbolism of a flower arrangement consists of legends about flowers and plants, traditional folk symbolism, the remnants of the language of flowers that have come down to us, the symbolism of the shape of the arrangement and individual lines, based on the psychology of their perception, the symbolism of color shades and color combinations, landscape symbolism.

Chrysanthemum in our minds is strongly associated with Japan. In this country, the image of this flower was placed on the national flag and coins. The highest award is called the Order of the Chrysanthemum. In autumn, Japan celebrates the chrysanthemum flowering festival, during which the Japanese offer each other cups of sake with crushed chrysanthemum petals. This is a wish for longevity.

Did you know that flowers, these charming creatures of Mother Nature, like the planets, protect us throughout our lives? The fact that flowers, like people, have their own characters was noticed in ancient times. Every person resembles one flower or another, so these wonderful plants can tell a lot about us. According to Slavic beliefs, the flower under whose sign you were born must be picked, dried and always carried with you. Then he, like a guardian angel, will protect you from misfortunes, troubles and the evil eye. You can simply put your flower in a vase, grow it in a garden plot or in a flower pot - let it protect and protect you on the path of life.

The flower horoscope is built on a principle similar to that which formed the basis of the Druid horoscope: a certain part of the year is associated with a plant, which endows a person born during this period with certain character traits.

Conclusion

After conducting surveys, I was convinced, firstly, that they love not only roses, lilies, hyacinths, but also daisies, forget-me-nots, lilies of the valley, and lilacs; secondly, very little is known about the myths, legends, and traditions that tell about the history of the origin of flower names. However, everyone understands that flowers play a huge role in our lives, they are the decoration of our earth, so we need to love them, take care of them, plant them, care for these wonderful creatures and remember that we can create beauty now.

Flowers have always played and will continue to play a big role in our lives, because they bring joy, good mood, and vigor. A variety of flowers not only make our lives brighter, they also help cleanse and improve the health of the air around us, filling it with oxygen and a subtle and delicate aroma. These beautiful creatures know how to absorb negative energy, giving out positively charged particles in return. Myths, traditions, legends about flowers allowed us to look into the past and learn a lot about the origin of flowers and the attitude of our ancestors to flowers, forced us to come to the following conclusion:

Flowers are the beauty of our native Earth, which must be protected and created with our own hands.

There is no language on Earth that is better understood by the heart than the language of flowers. They say that if you give flowers to a close friend, no words are needed: in the flowers, your feelings, all your hopes for the best, and the guarantee of happiness. And the one to whom you give flowers will understand you without words. This is probably why both poets and writers are sensitive to flowers, depicting them in their works. I read stories and fairy tales that use images of flowers. My work confirmed the hypothesis: in children's stories and fairy tales in the “language of flowers,” writers talk about what they consider the most important and interesting. I have found that the purpose of using flower imagery can vary.

Flowers are the magical helpers of fairy tale heroes (V. Kataev “The Seven-Flower Flower”, H.-H. Andersen “The Snow Queen”).

Flowers are symbols of love, fidelity, heroism, selflessness (L. Geraskina “Blue Flower for Mom”, S. Aksakov “Scarlet Flower”, E.I. Nosov “Living Flame”).

A flower is a hard worker, an example to follow, because it gives birth to beauty from the gray dust of the earth, and a person is able, by working on himself, to show the world the beauty of his soul (A. Platonov “Flower on Earth”, “Unknown Flower”).

I became acquainted with many poetic works about flowers. In most of these works, flowers are a beautiful miracle, objects of admiration, the embodiment of beauty and grace. The color of the plant is given great importance in the poems. This color can create an image: white daisies and lilies, pearl tears of lily of the valley, blue bells, scarlet rose petals, yellow Ivan da Marya stars.

I learned a lot about the history of flower names from myths and legends of different peoples. There are several legends about some flowers. What’s interesting is that the legends and traditions of different nations are sometimes very similar! And everywhere: in fairy tales, poems, myths, legends - flowers personify the beauty, purity, and charm of our nature.

Relevance of the project.

There is a subtle and complex connection between a work of art and the place that inspired it.

D.S. Likhachev argued that “to understand literature without knowing the places where it was born is no less difficult than to understand someone else’s thought without knowing the language in which it is expressed. Neither poetry nor literature exists on its own: they grow in their native soil and can be understood in connection with their entire native country.”

Objective of the project:

• popularization and preservation of the literary heritage of the Tyumen region, the formation of a respectful attitude towards regional culture.

Project objectives:

• to form an idea of ​​the place of the Tyumen region in the history of national culture and literature, of the literature of the region as one of the most important components of the culture of the region;
• expand and enrich students’ knowledge of regional literature and culture through the study of the literature of the Tyumen region.

Hypothesis:

• Let’s assume that the completed research will help us present the creativity of writers from the Tyumen region among classmates and parents.

My native land! Tyumen open spaces! Svetlana Khokhlova

• My native land! Tyumen open spaces! Forests, meadows and the sparkle of lakes and rivers! You are in the very heart of valiant Russia. And there is no better region in the world. Your fields cannot be overlooked. Your forests, try to go through them. What about oil and gas? And what kind of people are here! Here they believe in the light that awaits us ahead. Reindeer herders graze their herds in the tundra. A worker hurries to the factory in the morning And I watch how the sun rises in the heart of Russia Above my land.

Writers of the Tyumen region

• Lagunov Konstantin Yakovlevich born on September 16, 1924 in the village of Staraya Maina, Ulyanovsk region. Soon the family moved to Siberia. The writer spent his childhood in the village of Malozrkaltsevo, Tobolsk region.
• In 1950 he graduated from the history department of Tyumen University, and in 1958 – graduate school at the Tajik University. Candidate of Historical Sciences. Since 1956 - deputy editor of the newspaper "Komsomolets Tajikistan", since 1958 - editor of the almanac "Literary Tajikistan".
• In 1961 he came to Tyumen. Worked as editor-in-chief of the Tyumen book publishing house. In 1963, through his efforts, the Tyumen Regional Writers' Organization was created, which K. Lagunov headed for twenty years (1963-1983).
• Over forty-three years of literary activity, Konstantin Yakovlevich wrote and published more than fifty books, including 12 novels. The writer’s creative range is amazing: from film scripts to children’s fairy tales. He worked extensively and successfully in the genres of journalism.
• Lagunov was rightfully considered a mentor to the young. He spared neither effort nor time to work with young talents. Until the last days of his life, the writer was full of creative energy, wrote a lot, actively participated in public life, and worked fruitfully as a teacher at Tyumen State University. Died in Tyumen on July 19, 2001.

The most interesting works of Konstantin Lagunov:

• “White dog, blue tail”
• “Hello, Tyumen oil”
• “And the snow is falling heavily”
• “Romka-Ramazan”
• “Romka, Fomka and Artos”
• “Town on a Hill”
• “Portraits without retouching”
• “Breakfast on the grass”
• " It was"
• “A man can do anything”
• “Epigram to myself”

Tobolkin Zot Kornilovich

• Tobolkin Zot Kornilovich born on January 3, 1935 in the village of Khorzovo, Zavodoukovsky district, Tyumen region, in a large family of a collective farmer. His childhood, like that of the entire generation, stretched through the tragic time of the war, which took away his older brothers. He managed to complete only four classes of day school: at the age of eleven he began working and tried many professions.
• In 1959, he passed the entrance exams to the Ural State University named after M. Gorky, to the Faculty of Journalism. He combined his studies with work as a mechanic and fireman. Since 1964, after graduating from university, he worked in newspapers, radio and television in Tyumen and Nizhnevartovsk. In 1975 he graduated from the Higher Directing Courses in Moscow.
• In 1972, the first stories were published in the magazines Sovremennik and Krestyanka. The Tobolsk Drama Theater staged Tobolkin's drama "Geologists". Later, his dramas were performed in many other theaters. In 1977, the Central Ural Book Publishing House published a collection of plays, “The Most Important People.” Several plays receive awards at All-Union competitions, the plays “Brothers” and “About Tatyana” are staged in Moscow theaters.
• Stories, essays, novels, and novels are published in many magazines and publishing houses throughout the country.
• Member of the USSR Writers' Union since 1975. Laureate of the All-Russian D.N. Mamin-Sibiryak Prize. In June 2012, Z.K. Tobolkin was awarded the M. Sholokhov medal. Lives and works in Tyumen.

The most interesting works of Zot Tobolkin:

• “Angels”
• “And next to you - and all my loads are light”
• " Gratitude"
• " Meeting"
• “Sad Jester”
• “It was in 1945”
• “Cranes”
• “Architect”
• " Dream"
• “Silent Night”
• “Once upon a time there was Kuzma”
• “Shards”
• “Requiem”
• “Echo”

Maltsev Stanislav Vladimirovich

• Maltsev Stanislav Vladimirovich born June 18, 1929 in Sverdlovsk. In 1953 he graduated from the Faculty of Journalism of the Ural State University, after which he was sent to Tyumen, to the regional newspaper Tyumenskaya Pravda.
• He started writing early. The first stories were published in school wall newspapers and in newspapers in the city of Sverdlovsk.
• In 1957 he returned to Tyumen and worked as an executive secretary in the Tyumenskaya Pravda newspaper. Since 1973, he has been the own correspondent for the Novosti press agency in the Tyumen region.
• In 1959, Maltsev’s first book, “On the Wolf’s Trail,” dedicated to police officers, was published in Tyumen.
• But Stanislav Vladimirovich is more widely known as a writer for children and youth.
• The fairy tales “About the Bunny Petya” were published in 1959 and went through a number of reprints. Among the books that readers love are novels and short stories: “The Secret of the Blue Cave”, “The Purpose of Life”, “Kuzya Shchuchkin - the Red Nose”, “Mitya and I” and others.
• Member of the Union of Writers of the USSR since 1985, Honored Worker of Culture of the Russian Federation (1999). Lives in Tyumen.

The most interesting works of Stanislav Maltsev:

• “In a drop of oil there is a drop of memory”
• “There are world records”
• “Forgotten Cave”
• " How it was"
• “What a stubborn bunny Petya”
• “Kuzya is an astronaut”
• “Mityai and I”
• “Excellent school of journalism”
• “On the wolf's trail”
• “The Mystery of the Blue Cave”
• “Thirty years of life”
• “Honor of the class”

Krapivin Vladislav Petrovich:

• Krapivin Vladislav Petrovich born on October 14, 1938 in Tyumen, in a family of teachers. I spent a difficult childhood in the 40s and 50s in Tyumen. Studied at Tyumen secondary school No. 25. In 1956 he entered the Faculty of Journalism of the Ural State University. He worked in the newspaper “Evening Sverdlovsk” and in the magazine “Ural Pathfinder”.
• Vladislav Petrovich considers the story “The Eighth Star” (1959) to be the beginning of his literary creativity. The debut book was published in Sverdlovsk in 1962 (“Orion Flight”). Published in the magazines “Pioneer”, “Aurora”, “Ural”, “Murzilka”.
• The theme of childhood, which was spent in Tyumen, is reflected in the works “Poplar Shirt”, “White Ball of Sailor Wilson”, in the books “Sixth Bastion”, “Golden Ring on the Border of Darkness”, “Butterfly on a Barbell”, “Polars”, “Pyroscap” “Ded Mazai” and others.
• In 1964, V. Krapivin was accepted as a member of the Union of Writers of the USSR.
• Currently, V. Krapivin has about two hundred publications in various languages. Some of Vladislav Krapivin’s works were filmed and shown on Central Television.
• He is an honorary citizen of the city of Yekaterinburg, where he still lives.

The most interesting works of Vladislav Krapivin:

• “Squire Kashka”
• “Lullaby for Brother”
• “Bronze Boy”
• “Butterfly on a barbell”
• “A plane named Seryozhka”
• “Children of the Blue Flamingo”
• “The Musketeer and the Fairy”
• “Crane and Lightning”
• “Orange speckled portrait”
• “Marble Rabbit”
• “Pilot for special assignments”

Grishin Alexander Anatolievich

• Grishin Alexander Anatolievich(1948 – 1998) was born on November 5, 1948 in Ukraine. He came to Tyumen in 1973 after graduating from St. Petersburg University and connected his whole life with her. At the same time, the first selection of his poems appeared in the July issue of the magazine “Youth,” which laid the foundation for his literary work.
• In 1977, his first poetry book, Poems, was published. K.Ya. Lagunov invites A. Grishin to work in the writers' union, where he offers him the position of assistant.
• In 1985, his second collection of poetry, “Riding Fast,” was published, which immediately became popular. People are beginning to talk about the poet at the all-Union level. In 1990, the book “Caring Nature” was published in Moscow. In 1991, the poet became a member of the Russian Writers' Union. The last collection of poems, “To nowhere, on demand,” was published just before Grishin’s death.
• Alexander Grishin was a professional journalist, he had no passable materials, he always knew well what he was writing about. Very moral, highly emotional, bright lyrics made Grishin not just a good poet, but a favorite poet for many.
• In recent years, A.A. Grishin was sick a lot and suffered several heart attacks. He died on October 19, 1998 in Tyumen.

The most interesting works of Alexander Grishin

• “Do we know what to sing about?”
• " Fast driving"
• “In the yellow frame of autumn”
• “To nowhere, on demand”
• “Return”
• " House"
• “My time is up”
• “Love in the spring”
• " Back! There, there by five"
• “Image of Pain”
• “Autumn bird”
• " First steps"

Results of a survey on knowledge of the works of writers of the Tyumen region

• We interviewed 50 people of different ages - 20 people over twelve, 20 people over sixteen and 10 people over twenty.
• They were asked only 5 questions about the reading and creativity of writers of the Tyumen region:

• Do you like to read? 1) Yes 2) No
• Are you familiar with the work of writers from the Tyumen region? 1) Yes 2) No
• What do authors sing in their works?

• Among 12-year-old children, 14 children answered “Yes.”
• Among 16-year-old teenagers, 11 people answered “Yes.”
• And among people over 20 years old, 9 out of 10 people voted for a love of reading.

Are you familiar with the work of writers from the Tyumen region?

• Out of 20 twelve-year-old boys, 9 answered “Yes.”
• The same number of guys answered “Yes” among teenagers of sixteen years old.
• And among people over twenty years old, 7 people answered “Yes.”

What works of writers do you know?

• Most of the 12-year-old children indicated the work “Children of the Blue Flamingo” by V.P. Krapivin.
• Some 16-year-old boys remembered the collection of works “Town on a Hill” by K. Ya. Lagunov, while others preferred “Autumn Sky” by A. I. Vasiliev.
• And among people over 20 years of age, apparently, the work “Near the War” by G. K. Sazonov is popular.

• Almost all of the survey participants answered that works most often glorify the nature of our native land, our small homeland.

Would you like to know more about the life and work of writers of the Tyumen region?

• Absolutely all participants responded that they would not mind learning more.

Survey results

• After summing up the results of the survey, we were once again convinced that the works of writers of our region are enjoyed by all ages. Most of the survey participants showed their remarkable knowledge about the life and work of our writers.

Knowledge only then becomes knowledge
when it is acquired through the efforts of one's own
thoughts, not memory.
L. N. Tolstoy

The organization of design and research activities in literature lessons is one of the priorities of modern education. Developmental teaching methods, seminars, elective courses of a search nature, educational projects make it possible to better take into account the personal inclinations of students, which contributes to the formation of their active and independent position in learning, readiness for self-development, and socialization. Both methods (project and search) not only form skills, but competencies, that is, skills directly related to practical activities. They are widely in demand due to the rational combination of theoretical knowledge and their practical application to solve specific problems.

Indeed, student research and design activities contribute to true learning because they:

• personally oriented;
• characterized by an increase in interest and involvement in the work as it is completed;
• allows you to realize pedagogical goals at all stages;
• allows you to learn from your own experience, from the implementation of a specific case;
• brings satisfaction to students who see the product of their own labor.

Forming a student's research position is not an easy task. Children need to be prepared for search activities for years, always remembering that within the walls of the school “it is not necessary to teach thoughts, but to teach them to think.”

For more than five years I have been seriously dealing with the problem of organizing design and research activities in literature classes. She studied serious sources on the description of these methods (scientific developments by Kulnevich, Bogdanova, Bezrukova, D. Dewey, Shatsky, etc.) She gave a report “Model for organizing student research activities” at the regional scientific and practical conference “Mastery”. (Annex 1)

The research activities of students are deeply considered in the work of M.G. Kachurin “Organization of research activities in literature lessons” (M., 1998). In it, a modern scientist-methodologist defends the idea of ​​research in literature lessons, because “The research path of cognition is natural and corresponds to the nature of human thinking.” M.G. Kachurin is convinced that “it is advisable to consider research work in literature lessons from two complementary points of view: as a method and as a level to which many types of educational work of schoolchildren can ideally rise.”

Students' research activities can be represented in different ways: students' subject research activities (based on an algorithm) and students' design and research activities (reinforced by real actions).

An educational project, just like research, is based on an idea aimed at solving a problem. The organization of design and research activities has the following structure: motive, problem, goal, objectives, methods and techniques, plan, actions, results, reflection. It is necessary through various forms of organization: a lesson, an elective course at a pre-profile level, specialized training, group, individual, pair work to develop students’ skills in design and research activities. Such activities for students are a transition to a different psychological state, a different style of communication, positive emotions, a feeling of themselves in a new capacity - a discoverer, a researcher. All this gives them the opportunity to develop their creative abilities, appreciate the role of knowledge and see its application in practice.

I am deeply convinced that literature as art and literature as an academic subject have significant educational potential, the implementation of which depends on the thoughtful organization of the educational environment, the content and forms of interaction between student and teacher. In order to promote the education of a free personality, I organize an educational space that ensures the implementation in practice of the principle of freedom, providing the student with a real opportunity to independently choose forms and types of activities, and develop a sense of responsibility for its results. The basis of a literature lesson should be the educational and cognitive activity of students, aimed at stimulating the personal perception of literature, when every teenager, comprehending the objective content of works of art of words, sees in them not only a means of getting a grade or enriching their vocabulary, but finds food in them for thoughts and deep experiences.

Therefore, I will outline questions that are still important to me today: how to organize research-oriented literature lessons, how to find a topic for research, what algorithms to give to help students, and most importantly, how to make classes fun and fruitful? I have already answered a lot of things for myself.

I would like to note that it all starts with creating a problem situation in the lesson.

Pedagogical situations contribute to the development of students’ research skills. Therefore, in the learning process, I use situations in which the student must defend his opinion, provide arguments, evidence, facts in his defense, use methods of acquiring knowledge and experience that encourage the student to ask questions to the teacher, friends, find out what is not clear, and go deeper into understanding knowledge. Situations of this kind are reviewing classmates’ answers, essays, which is associated with examination, advice, and an active search for something new.

Educational research becomes real when we are able to prepare both ourselves and students for this level of work. We are talking about the gradual development of a research approach to topics, about work that requires persistence in accumulating knowledge and skills, useful in the sense that it can become a road to creative work.

Research can be organized at all stages of teaching literature: schoolchildren should master some elements of the research approach already at the middle level, then the rise to the highest level of creative independence will be more realistic.

The literature course in grades 5-7 provides many opportunities for this. For example, the fairy tale “Warm Bread” by K. G. Paustovsky is being studied. Very kind and smart, children like her with the idea of ​​​​repentance and cleansing. But students immediately pay attention to its genre features. Why did K. Paustovsky call his work a fairy tale? Does everything in it look like a fairy tale? This is how the observation begins of how fairy-tale and real motifs are intertwined in the work, how the ordinary turns into the fairy-tale - into the real, and what the author leads us to with his imagination and wise words. This is how a research task arises, connecting educational and scientific meaning. During the period of studying fairy tales by A.S. Pushkin, V.A. Zhukovsky, the question arises: “What is the history of the birth of literary and author’s fairy tales?” It is interesting and important for students to put forward their assumptions, versions, hypotheses, and discuss them in class. In accordance with the program, children in middle school must master the basic concepts of literature as the art of words; It is at this stage that it is extremely important to lead children to generalizations, to teach them not only to repeat and illustrate theoretical concepts, but to use them as a tool of cognition. Studying folk tales in the 7th grade, students look for the answer to the question: “How do Ivan the Terrible and Peter the Great appear in the legend of “Peter and the Carpenter?” They conduct research by comparing artistic and historical images. No less interesting are students’ research works on epics on the topic “Thus the epic heroes spoke”, “Undeservedly forgotten words”, in which the speech of the epic heroes was observed.

With students in grades 5-6, I had to more than once consider literature in connection with other types of art - music, painting, theater. The children are faced with questions: how, with the help of linguistic means, does a verbal artist describe some phenomenon of reality, convey his feelings and impressions, and how are the same phenomena and inner experiences revealed in the works of a painter or composer? What techniques do writers, artists, and composers use when creating similar images? What means of representation and emotional impact do musicians and artists have, and how do linguistic capabilities in conveying similar images relate to these means? How do the main types of art interact, what influence do the types of art have on each other? Working with A. S. Pushkin’s drama “Boris Godunov”, research is being carried out using materials from art historians and illustrations by famous Russian artists (V. I. Surikov, V. A. Favorsky, V. G. Perov, S. Galaktionov). At the extracurricular reading lesson on lyrics “Music sounds in poetry” (grade 5), students put forward their hypotheses on the problematic question: What would happen to poetry if there were no music? In the course of the study, they find similarities between poetry and music: intonation, rhyme, pauses, rhythm, tempo, dynamics, types of development, melody of phrases.

In high school, design and research activities in teaching involve the introduction of general and specific methods of scientific knowledge at all its stages - from perception to application in practice. In practice, this is achieved through the introduction into the content of the material being studied of facts from the history of literature and its current state, as well as information that introduces students to the methods of scientific knowledge of literature as a science. This creates the basis for the profiling of training and ensures an increase in the scientific level of teaching.

Depending on the object of study, student works on literature can be divided into the following types:

• works in which the text of a work of art is analyzed in order to identify its artistic originality, features of the author's style, the skill of the writer, and the typology of images. For example: “Methods of creating images-characters in the stories of A.P. Chekhov”, “Techniques for depicting the Polesie inhabitants of the “Polesie cycle” of the stories of A.I. Kuprin”, “Poetics of the stories “Dark Alleys” by I. Bunin”;
• works in which the solution to the problem posed is carried out on the basis of a comparison of two or more works. Problems can be of a different nature - theoretical and literary, ideological, aesthetic, cultural. For example, comparing the text of a work written in a foreign language with its translations into Russian. Studying in the section of Old Russian literature “The Tale of Bygone Years” (7th grade), the Old Russian text and its translations are compared, “The Tale of Igor’s Campaign” (8th grade) - Old Russian text and translation by D. Likhachev, transcriptions by V. Zhukovsky, A. Maykov, N. Zabolotsky, A. Chernov, N. Rylenkov;
• works that involve the integration of literature and history, philosophy, linguistics, teaching students to see the commonality of humanities knowledge, to master different methodological approaches to the analysis of phenomena in art and life. For example: “The image of the “little man” in Russian literature of the 19th century”, “The literary type of the “superfluous man” in Russian literature”;
• works devoted to the study of the life and work of writers whose destinies are connected with the history of the city and region (literary local history). Students can, based on analysis of works, study of epistolary and memoir literature, and critical articles, create a moral and psychological portrait of the writer, reflecting their perception of his personality in the form of an artistic and journalistic essay.

Whatever the object of study, the main thing is that the problem posed allows the student, independently or with the help of a teacher, to determine the path of research, choose the methods necessary to work with a work of art, and apply existing skills in analyzing the text.

In organizing students’ research activities, I use the following work algorithm: after identifying the problem and object of research, it is necessary to organize work with the text. To do this, I first conduct several classes in research groups, during which I update students’ knowledge about methods of analyzing a work, how the choice of method is related to the task at hand, how to record the results of observations, and then I organize individual consultations on each topic. Only after the necessary material has been accumulated and analyzed, independent conclusions have been formulated, can you offer to work in the library, find available critical articles, monographs on the problem being studied, together with the supervisor, determine which of them should be read, take notes, and from which extracts should be made. Since an indispensable part of the work should be the analysis of what they read, it is necessary to teach high school students to do this, using the method of reviewing critical articles, comparing parallel notes, thesis plans, annotating, creating creative works that involve comparing different approaches to the analysis of the same work. The next stage is a re-examination of text analysis and a rethinking of its results, taking into account new knowledge gained in the process of mastering the scientific literature on the problem. It is this sequence of work on the topic that contributes to the emergence of a motivated interest in the history of the issue, in the judgments of other researchers, allows students to determine their own position, and assess the degree of novelty of their research.

Maximum activation of cognitive activity and practical implementation of the design-research approach is facilitated by situations that involve performing tasks of increased difficulty, which requires students to study additional literature, scientific sources and conduct theoretical or practical research. Students in grades 9-11 achieve increased cognitive activity in preparation for reading conferences, which are held not only on works of art studied according to the program, but also on the texts of literary works that go beyond the scope of the curriculum, but are included in the mandatory minimum education. The following works were presented at the final reading conference in 9th grade: A.S. Pushkin “Egyptian Nights”, N.V. Gogol “Old World Landowners”, N.S. Leskov “Stupid Artist”, A.N. Tolstoy “Russian Character” ; in the 11th grade, in the section Literature of the Russian Abroad, the memoirs were studied: “My Italics” by N. Berberova, “I Took Away Russia” by R. Gul. When studying military prose, one cannot ignore the epic novel “The Life and Fate of V. Grossman” and the trilogy “The Living and the Dead” by K. Simonov, which constitutes the real pride of literature of the 20th century. While studying modern prose, students conduct research on the topic “Myth-folklore-literature in the works of V. Rasputin and V. Shukshin.” There are a great many such topics and problems in literature.

When organizing training using the project-research method, I study the material in a large block, making extensive use of lectures. I focus the students’ attention on the introductory lecture, where I convey the main ideas of the topic and formulate its problems using literary text. Along with the lesson in the traditional form, I use a lesson-seminar, a lesson-workshop (philological analysis of the text, analysis of individual episodes, pictures of nature, etc.), a lesson - research, a lesson - search, a creative workshop, a lesson - a creative report, a lesson - defense of ideas, open thoughts lesson, role-play lesson, seminar lesson, conference lesson, round table lesson, discussion, excursion.

For example, when studying a novel in verse by A.S. Pushkin’s “Eugene Onegin” I am conducting a discussion lesson “What is the meaning of the fate of Onegin and Tatyana?” Reflecting on the questions of what spiritual path the heroes go through, whether they find themselves, the students, relying on the materials of critics and literary scholars (V. G. Belinsky, F. M. Dostoevsky, G. A. Gukovsky, Yu. M. Lotman, Dm. Merezhkovsky ), argue, give reasons in defense of the heroes, express their own views.

At the practical lesson, considering the features of dystopia in M. E. Saltykov-Shchedrin’s novel “The History of a City,” students turn to the idea of ​​utopian socialism, compare individual fragments from T. More’s “Utopia” and “The History of a City”; observing the ideological content of A.P. Chekhov’s story “The Jumper” - compare the handwritten and magazine versions of excerpts from the story. A creative workshop lesson based on I. A. Goncharov’s novel “Oblomov” is devoted to a comparative analysis of two editions of the novel (mass editions and the 1862 edition). Great research work on the principles of depicting and evaluating the heroes of L. N. Tolstoy’s epic novel “War and Peace” is facilitated by working with episodes and their ways of linking together in a research lesson. Students observe, establish an internal connection between the episodes of the novel, characterize the state of the characters and their behavior. The seminar lesson on the topic “Man at War” examines the problem of action and feat in war. Based on works of art (V. Nekrasov “In the Trenches of Stalingrad”, E. Kazakevich “Star”, etc.), a comparison is made of war situations, heroes, and poetics of the narrative. During the seminar, in addition to the research groups, an analytical group is created that expresses ambiguity in judgments, sums up the results, and formulates conclusions.

In the practical implementation of the research approach in teaching, I use various forms of educational work: individual, group, collective, frontal. Individual work is the completion of an educational task by each student independently in accordance with his or her individual capabilities, without interaction with other students.

I introduce design work gradually, trying to take on large and interesting topics. After all, with the help of an educational project, conditions are created for independent cognitive and creative activity of students, and this is always effective if it starts with a strong motive. This means that we need not just a problem, it must be relevant from the student’s point of view and have a practical orientation. The activities of students in an educational project are subject to a certain logic, which is implemented in the sequence of its stages. Following the presentation of the project by the teacher (titles, topics and problems), students must independently formulate goals and objectives, organize groups, distribute roles in groups, then select methods, plan work and implement it. The work ends with a presentation of the results obtained. Since the children’s activities in the project are mostly independent, it is during the defense of the project that we find out what was done during the project work.

The teacher guides the project work, directing the search in the right direction, and suggests sources of information. The conditions for successful project activities are:

• personal interest of the student;
• clarity and specificity of setting the project goal;
• determination of planned results;
• statement of initial data.

Types of presentation projects can be different. In my work I use mono-projects and integrated projects.

For example, in the process of observing the poetry of the symbolists (D. S. Merezhkovsky, Z. Gippius, V. Bryusov, A. Bely), students observe the language of symbols. As a result of group work of students with poetic texts and literary materials, emphasis is placed and a conclusion is drawn: the symbol has many faces, is inexhaustible and limitless in its meaning. This is how a project was born on the topic “Symbol as an “earthly sign of ineffable truths” (M. Gasparov). Research on symbolism was carried out based on the works of I. S. Turgenev, F. M. Dostoevsky, A. I. Kuprin, I. A. Bunin. In their work on Kuprin’s work, they used interesting techniques: the study of sign language.

Here is another example: while studying M. Bulgakov’s novel “The Master and Margarita,” students notice that it does not fit into the usual schemes for analyzing a work of art, since it is based on the concept of “three worlds” (V. Akimov). How and why did the author combine the biblical legend, the story of two lovers and Moscow satirical and everyday scenes? Such a problematic question prompts us to consider the philosophical and aesthetic issues of the novel: through artistic images, Bulgakov draws us to a complex of the most important moral and philosophical problems (the problem of choice, responsibility for one’s actions, power, faith and unbelief, truth and the meaning of human existence).

Projects that span several lessons are effective. As homework for the next lesson, students independently (individually or in groups) complete one or another stage of work on the project, reporting on the work done at the beginning of the next lesson. The last 2 lessons (paired in high school) are used for the presentation of prepared projects. In literature lessons in specialized classes, students complete both personal and group projects.

I pay special attention to the integration of knowledge for project implementation. The eighth-graders’ project “That Was the Time of Rebellious Storms” turned out to be deep and meaningful. This project was launched during the study of A. S. Pushkin’s novel “The Captain’s Daughter”. The subject of the study was the historical image of Emelyan Pugachev. The students were asked a fundamental question: Is Pugachev a villain and impostor or a people's defender? The development of various types of hypotheses served as a reason for in-depth research. One group considered the role of the popular uprising led by Pugachev, the image of a leader in history. The other is the image of Pugachev in the historical chronicle of A. S. Pushkin “The History of Pugachev” (Pugachev appears as a folk hero, the true leader of the peasant uprising). The third group worked on the topic “Grinev’s perception of Pugachev” (based on the novel by A. S. Pushkin “The Captain’s Daughter”). Analyzing the meetings of the characters throughout the novel, students observe how Grinev’s attitude towards the “rebel” changes (from hatred to respect and regret for the tragic fate of Pugachev). In the novel there is no direct expression of Pushkin’s own attitude towards his hero, but the fact that the great classic paid great attention to this image, having thoroughly studied all historical materials, shows an indirect attitude. Through artistic details (portrait, speech, actions, epigraphs to chapters), the students of the fourth group managed to convincingly prove that Pugachev in the novel is a symbolic image. The fifth group presented the female perception of Pugachev’s “large figure” - a romantic image, having studied the essay by M. I. Tsvetaeva “Pushkin and Pugachev”. In general, there is no unambiguous vision of the image of Pugachev, there are still debates, but the fact that he is a historical figure captured in artistic form speaks of his significance for the people.

There are educational projects aimed at integrating students' knowledge of the Russian language and literature. For example, “What do the names of the characters in D.I. say?” Fonvizin’s “Minor” or “The Language of the Characters of a Comedy”, where the “speaking names” and the speech of the characters reflect not only their social status, but also the character of the individual. Students consider lexical phrases and syntactic constructions that reveal the meaning of concepts. No less interesting are the guys’ observations on the topics “Winged words in A. S. Griboyedov’s comedy “Woe from Wit” or “Language contrasts in M. Yu. Lermontov’s novel “A Hero of Our Time.”

When studying “The Tale of Igor’s Campaign,” group work went in different directions: literature, music, fine arts. What is the mystery of the ancient Russian literary monument? The arguments of the young researchers defending the project were convincing. Firstly, “The Lay” served as an occasion for the poetic translation of the etude into A. S. Pushkin’s poem “Song of the Prophetic Oleg”, and secondly, it contributed to the creation of the opera “Ruslan and Lyudmila” by M. I. Glinka and “Prince Igor” by A. P. Borodin, who resurrect the epic spirit of Kievan Rus. Thirdly, the painting by V. M. Vasnetsov “After the massacre of Igor Svyatoslavich with the Polovtsians,” which recreates the tragic event described in “The Lay.”

There are works on modern understanding of the work of writers of the 19th century. For example, “Dostoevsky’s creativity in the assessment of descendants.”

In specialized education, design should be considered as the main type of cognitive activity of schoolchildren.

Research activities organized by the teacher in the classroom have the most direct impact on extracurricular work on the subject. It is known that the lesson does not always provide the opportunity for a thorough and in-depth understanding of facts, phenomena and patterns. A logical continuation of a lesson or a series of lessons on a topic can be any form of scientific, educational, search and creative activity during extracurricular hours (subject weeks, scientific and practical conferences, quizzes, competitions, olympiads, creative workshops, project competitions), the material for which The work of schoolchildren, carried out by them as independent research, is used.

Recently, there has been an increasing need for schoolchildren to participate in project and research activities.

In addition, for several years now I have been teaching the “Young Researcher” club in grades 5-6, and the course “Fundamentals of Research Activity” in grades 7-8. Students master ways of storing information, receive the basics of bibliographic literacy, acquire note-taking and summarizing skills, and learn to present research results. Classes are held in school and district libraries, computer labs, school and district museums. Group forms of work, presentation lessons with the participation of students from senior specialized classes, and individual consultations are effective.

The developed didactic material helps to activate the cognitive interest of schoolchildren: printed work cards, handouts, educational tables, video materials with student performances, as well as multimedia presentations on course topics, which are demonstrated using an interactive whiteboard. Materials are prepared together with students. This became possible thanks to the use of ICT in organizing the design and research activities of students. In addition, in the classroom I have set up a stand “Project and research activities of students”, which presents reminders, tips and recommendations not only for students, but also for parents on organizing search and research work. A folder of achievements and a portfolio of creative, research, and design works of students has been collected, as well as a card index of research works, abstracts and projects with their descriptions has been compiled.

Scientific search strategy algorithm – Appendix 2.

Criteria for completing research work - Appendix 3.

Criteria for defending research work - Appendix 4.

Memo “How to prepare for a lesson - research” - Appendix 5.

In high school I teach an elective course “Literary Research”, where students work on educational projects, conduct in-depth research, formalize them, presenting them at school and regional scientific and practical conferences. For example, with 9th grade students we created an information and research project “Pushkin - the beginning of all beginnings...”, a research project “Continuity in Literature” (grades 9-10); As part of classroom and extracurricular activities (local history), with students in grades 8-9, we created an integrated creative and research project “Here is the beginning of my homeland,” dedicated to the anniversary of the village. What does love for one’s native land consist of? Reflecting on this issue, the guys organized themselves into small cooperation groups and assigned roles: the first group - historians, the second - chronographs, the third - tour guides, the fourth - essayists, the fifth - geographers, the sixth - ecologists. The creative aspect was considered by painters, lyricists, and prose writers.

This was the result of a lot of search work outside of school hours. Each group had to search and analyze the material, draw up conclusions in the form of a presentation, publication, booklet, or abstract. During the study, schoolchildren studied materials on the history of the village, presenting the results in the form of a generalized presentation “Remembering means living.” Conducting an excursion to the district and school local history museums, studying documents, meeting with old-timers, the students compiled a collection of essays “Writing the Chronicle of the Chans.” Carrying out research on the names of the streets of the village, studying their etymology, we created the presentation “I’ll walk through the streets of my relatives.” The study of the unique location of the village of Chany, a description of the climatic conditions, and the nature of the native land were presented in the form of a presentation “The Blue of the Heavenly Lakes” and the website “Living in Harmony with Nature.” Analyzing the poetic texts of Russian poets about nature, selecting poems from fellow countrymen, the students prepared and organized a photo exhibition “Poetry of Native Nature” and an exhibition of drawings “How beautiful this world is.” Reflecting on the topic “It is happiness to return home,” independent work was organized to create our own creative works: writing essays in non-traditional genres, poetry. Taking excursions to enterprises, meeting with managers, conducting independent research on the environmental problems of the village, and conducting a sociological survey of the population, schoolchildren formulated proposals for the improvement of the village and made their own contribution to the common cause. The result of extensive research was the presentation “We Live Here.”

With this work, my students went to the regional scientific and practical conference, where they received a 1st degree Diploma. Then the evening “My Small Homeland” was held at the school.

In conclusion, I would like to say that systematic and targeted work to create conditions for the formation of skills in design and research activities allowed us to achieve positive results.

Students engaged in research activities feel more confident in the classroom, have become more active, have learned to ask questions competently, their horizons have expanded, they have become more communicative, and they actively participate in school and regional scientific and practical conferences, and in research competitions at various levels.

Literature

1. Pakhomova N.Yu. Method of educational project in an educational institution. – M.: Arkti, 2003.
2. Sergeev I.S. How to organize student project activities. – M.: Arkti, 2007.
3. Sergeev I.S. How to organize project activities for students: A practical guide for employees of educational institutions. – M.: ARKTI, 2003.
4. Savenkov A.I. Content and organization of research training for schoolchildren. – M.: “September”, 2003. – 204 p.
5. Sergeeva M.G. On the examination of students’ research works // Research work of schoolchildren. – 2003. No. 3. – P. 136-138.
6. Prishchepa E. M. “Student research work on literature in a humanitarian specialized school” // Literature at school. - 2004. No. 12. p.25-28
7. Rozhdestvenskaya I.V. Interdisciplinary elective course "Researcher's School: fundamentals of educational and research activities" // Research work of schoolchildren. - 2005. - No. 4. – p.102-106.

HELIUM TECHNOLOGIES (MIXED TECHNOLOGIES)

report

Prepared by the student

PE41 group

Bakhareva Anna

Project Manager

teacher of special disciplines

Orlikova E.V.

Turmasovo village 2018

1 slide

Good afternoon, dear members of the commission! We present to your attention a course work on manicure technology “Helium technologies (mixed techniques)»

prepared by student of group PE21 Bakhareva Anna.

2 slide

A person has always wanted to have beautiful and well-groomed not only hands, but also nails, to decorate himself thereby, to stand out among the diverse crowd. The history of manicure goes back to the distant past.

The color scheme of the nails was used for hierarchical highlighting. Pharaohs and other nobles grew long nails, painted in bright and catchy colors, mostly red and terracotta shades, when as slaves pale and discreet colors were allowed on short-cut nails. In turn, oriental women injected plant dyes into the growth zone of the nail (matrix), torturing themselves daily with a painful and dangerous procedure. Then for a long time, painted and long nails were considered bad manners. And painted nails were the mark of fallen women, actresses, demimonde ladies and courtesans.

Relevance: A neat and stylish manicure complements the overall look and gives self-confidence. A convenient, universal gel polish coating is rapidly developing and in demand in the manicure services market due to its versatility, durability, ease of application, as well as a wide variety of possible design options.

Target my course work is the formation of professional competencies in the implementation of technological processes of mixed-technique manicure services.The objectives of the course work are presented on the slide.

3 slide

The basis for performing mixed techniques is a classic manicure, for which I need to organize a workplace, which includes a master’s table, a master’s and a client’s chair. A table lamp occupies a special place on the master’s table to illuminate the work area. After work, I take care of metal instruments using a sterilizer. A sterilizer is equipment that kills microorganisms.

Gel polish technology, which occupies a special place in my work, is a component of mixed techniques. Having studied this technology, I came to the conclusion that the number of materials used in it is very diverse. To select the necessary consumables for performing mixed media, I completed a work in which the drawing was acrylic paints and the applique was glitter. The main equipment is a UV lamp, which ensures the hardening of the gel base, color and topcoat. I will present materials for mixed media later in my presentation.

4 slide

The slide shows photographs of the stages of a classic manicure, which is edged. The technology of classic manicure consists in the following, in my opinion, the stage of preparing the nail plate - creating the shape, which I consider the most difficult, since creating the same shape on 10 fingers is quite difficult and painstaking.

I draw your attention to 1 photo, which shows the creation of shape and length using a file for natural nails. In photo 2 - softening the cuticle; for this I will need a bath with warm water and liquid soap. Photo 3 shows cuticle removal using nippers. To carry out this stage, you need to know certain rules for positioning the master’s hand and the direction of movement of the tool – the nippers, since the condition of the cuticle after the procedure depends on the professionalism of the master.

5 slide

The slide shows photographs documenting the main stages of gel polish technology, which is as follows: in photo 1 you see how I apply the base coat to the nail plate. Photo 2 shows the application of color coating in 2 layers. Gel polish coating is a universal basis for further creativity. In photo 3, I made an applique in the form of sparkles.

6 slide

Work on the project took several months, during which I learned a huge amount of information about manicure. I got acquainted with the history of the origin of manicure, studied the types and technology of some of them, and learned how to beautifully and accurately perform gel polish technology. This turned out to be not as easy as it seems at first glance. I was so fascinated by the process of nail design.While performing a classic manicure, I came to the conclusion that this procedure is very simple and can be done quite quickly, and it is also the only acceptable method if your hands are very shabby. I would also like to note some disadvantages of a classic manicure - when performing it, there is a high probability of injury to the cuticle and, therefore, of some kind of infection; perhaps, if not performed very skillfully, the appearance of hangnails after the procedure is not excluded.

In conclusion, I would like to note the positive characteristics of gel polish. By covering the nails, it makes their surface durable and resistant to external influences, thereby maintaining the integrity of the nail plate and achieving its desired length; gel polish takes care not only of beauty, but also of the health of nails.

The art of decorating the nail plate has taken a special place among other professional aesthetic disciplines. Thanks to gel polish technology and mixed techniques, I can show my individuality and the ability to convey an artistic concept. In my course work, I used many technologies for decorating the nail plate, especially mixed techniques: photo 1 shows the implementation of gel polish technology, painting with acrylic paint; in photo 2 - gel polish, applique - rhinestones; in photo 3 - the design was made using acrylic powder, applique - rhinestones; in photo 4 - acrylic paint, applique - glitter; in photo 5 - design using acrylic powder; photo 6 - painting with acrylic paint.

Preview:

https://accounts.google.com

Slide captions:

Gel technologies (mixed techniques) Prepared by 2nd year student of group PE-21 Bakhareva Anna TOGBPOU MICHURINSKY AGRARIAN TECHNIQUE

Relevance: a neat and stylish manicure complements the overall image and gives self-confidence. A convenient, universal gel polish coating is rapidly developing and in demand in the manicure services market due to its versatility, durability, ease of application, as well as a wide variety of possible design options. Purpose of the work: development of professional competencies of mixed techniques based on classic manicure. The following tasks follow from the goal: - to explore the history of manicure; -consider the main types of design; -perform classic manicure technology; -perform mixed techniques based on classic manicure.

Organization of a classic manicure workplace Photo 1 Classic manicure Photo 2 Gel-la k

Classic manicure technology Photo 1 Design of the nail plate Photo 2 Softening the cuticle Photo 3 Removing the cuticle using nippers

Gel polish technology Photo 1 Base coat Photo 2 Color coating Photo 3 Applying glitter to the design

The results of my work Photo 1 Photo 4 Photo 2 Photo 3 Photo 5 Photo 6

Thank you for attention!

Preview:

Tambov regional state budgetary

Professional educational institution

"Michurinsky Agrarian College"

(TOGBPOI "Michurinsky Agrarian College")

NAIL ART AS A METHOD OF CORRECTION

NAIL PLATE

report

Prepared by the student

PE21 groups

Rodyukova Anna

Project Manager

teacher of special disciplines

Orlikova E.V.

Turmasovo village 2017

1 Slide. Good afternoon, dear members of the commission, my name is Rodyukova Anna, and today I would like to present to your attention my course project on the topic “Nail art as a way to correct the nail plate”

2 Slide. Relevance: love for your image is, first of all, respect for your own body. After all, a manicure is not only a hygienic procedure, but also a sign that a girl takes care of her appearance, as well as her nails, because it is her hands that are a girl’s calling card.

Target - study and test nail art technologies on the nail plate

Tasks:

• study the technology of classic manicure;
• get acquainted with the history of nail art;
• work out a classic manicure in general and step by step;
• practice modern nail art technologies;
• study safety precautions when performing manicure services;
• organize the workplace of a manicurist.

3 Slide. I carried out my work based on a classic manicure; the slide shows what is required for the work. I want to tell you a little about classic manicure. Where did the first manicure appear? Manicure appeared in the Ancient World. For example, in 1964, mummies were found in Egypt, which, as it turned out, were the nail artists of the pharaoh himself. Perhaps the Egyptians stood out most of all for their love of manicure.

4 Slide. The slide shows what is needed for gel polish technology, as well as for nail art. Let's go back a little to the Ancient World; the color of nails was also a kind of measure of social status. Red colors meant belonging to the pharaoh's family, nobility and priests. Pale colors were found exclusively among the poor. Now every girl can choose any color for herself, despite her social status. After all, today there is a huge selection of both regular varnishes and gel varnishes, we will talk about them today. There is a whole branch of art called “nail art,” which is essentially the art of decorative manicure and nail painting. In addition, this is a whole science consisting of knowledge about how to prepare a nail for work, select the right tools, and create the necessary background for the drawing. As in any art, there are fashionable and classic trends in nail art.

5 Slide. This slide shows the main stages of a classic manicure, Photo 1 examining the client's hands for any diseases. Photo2 Place your hands in a bath of water and liquid soap to soften the cuticle for 3-5 minutes. Photo 3 Remove the cuticle with nippers (start with the ring finger of your right hand)

Photo 4 shows the result of a classic manicure.

6 Slide. This slide shows the main stages of gel polish technology, as well as nail art. On Photo 1 treatment of the nail plate with a buff is shown. Photo 2 degreasing the nail plate. Photo 3 Application of colored gel polish (2 layers). On Photo4 shows a lamp in which each layer of gel polish hardens. In a UV lamp for 2 minutes, in an LED lamp for 1 minute. On Photo 5 shows the result of working with gel polish, as well as nail art on the index finger. Among hundreds of various options for artistic decoration of nails today, several main directions of nail art can be distinguished:

• Classic nail designs: This nail art variation is created using a set of nail polishes in several different shades
• Rhinestone Nail Art: Mini sparkling rhinestones or glitter make the perfect addition to any nail polish or nail design.
• Daring art. If you are a rebel at heart, love rock and dress unusually, then a bright manicure with spikes and metal studs will suit you. They look ideal on black, blue and red nails. With this design you will not go unnoticed.

7 Slide. While completing my coursework, I set several tasks that I practiced in practical classes. I got acquainted with different nail art technologies, which inspired me to create my own collection, which I want to demonstrate in my application, because girls get tired of wearing a single-color manicure every day. To complete the work, I needed to learn several modern techniques for decorating the nail plate. I came to the conclusion that the most universal platform for expressing my creativity is gel polish technology, which allows me to practice various techniques based on it, namely: French manicure Photo1 , made with gel polish, drawings made with gel polish Photo2 and acrylic paints as well as 3D gel Photo 3 milky shade in manicure, The delicate and refined shade of baked milk will perfectly complement your stylish and feminine look.

8 Slide. The application is very good on the gel polish base. Photo 4 , made with rhinestones and bouillons and sliders. light coral shade in manicure. Lightweight and light shades of coral color will harmonize well with slightly tanned body skin. And also gel polish is the basis for 3D gel (sculpting) Photo 5 . And also 3D design can be done using acrylic powder, as in Photo 6 , a light blue shade in manicure, a noble, delicate, but at the same time cool shade of varnish will become the most fashionable shade of summer among lovers of non-standard manicure. I used the presented color scheme in my work, which proves that it is modern, relevant, complete, and most importantly, it does not require much labor, which can be the beginning of the development of artistic creativity of any girl.

9 Slide. That's all! Thank you for your attention!

Preview:

To use presentation previews, create a Google account and log in to it: https://accounts.google.com

Slide captions:

Tambov Regional State Budgetary Professional Educational Institution "Michurinsky Agrarian College" (TOGBPOU "Michurinsky Agrarian College") Prepared by: 2nd year student of group PE21 Rodyukova Anna "Nail art as a way to correct the shape of the nail plate based on classic manicure" Coursework

Relevance: love for your image is, first of all, respect for your own body. After all, a manicure is not only a hygienic procedure, but also a sign that a girl takes care of her appearance, as well as her nails, because it is her hands that are a girl’s calling card. The goal is to study and test nail art technologies on the nail plate. Objectives: to study the technology of classic manicure; get acquainted with the history of nail art; work out a classic manicure in general and step by step; practice modern nail art technologies; study safety precautions when performing manicure services; organize the workplace of a manicurist.

Organization of the workplace according to the technology of classic manicure Ottoman Towel Trash Can Bath Antiseptic Hydrogen peroxide Degreaser Nippers Pusher Dexterity File for natural nails (abrasive 180)

Trash Can Ottoman UV lamp, LED lamp Degreaser Antiseptic Baffic Lint-free wipes Gel polish Brush Organization of the workplace for gel polish technology

Classic manicure technology Photo 1 Photo 2 Photo 3 Photo 4

Gel polish technology Photo 1 Photo 2 Photo 3 Photo 4 Photo 5

Preview:

Tambov regional state budgetary

Professional educational institution

"Michurinsky Agrarian College"

(TOGBPOI "Michurinsky Agrarian College")

The influence of length and shape on artistic nail plate design

report

Prepared by the student

PE21 groups

Stoyakina Maria

Project Manager

teacher of special disciplines

Orlikova E.V.

village Turmasovo

1 Slide

Good afternoon, dear members of the commission! We present to your attention a course work on manicure technology “The influence of length and shape on the artistic design of the nail plate»

prepared by student of group PE21 Stoyakina Maria.

2 Slide

Hands are one of the main female assets, which often attracts the attention of the opposite sex. It is impossible to be elegant and stylish without neglecting your nails. Types of manicure change as often as other fashion trends, but nails must be harmoniously combined with the chosen style, and the style must be in harmony with the shape of the nail plate.

Relevance: Today, the most popular services in beauty salons are manicures. However, if earlier this was considered an exclusively hygienic procedure, now the nail plate is the canvas of an artist who reproduces masterpieces regardless of the length and shape of the nail plate.

The purpose of my work isformation of professional competencies in the artistic design of the nail plate based on classic manicure, regardless of length and shape.

To achieve the goal of my course work, it is necessary to solve the following problems, which are presented on the slide.

3 slide.

To achieve the goal of the course work, I need to perform a classic manicure; the organization of the workplace for this technology is presented on the slide.

4 slide.

The slide shows the organization of a workplace for carrying out gel polish technology. A detailed description of the organization of a manicurist’s workplace for performing classic manicure and gel polish technology can be found on page 15 of my course work.

5 slide

Before you start performing any manicure, in my case a classic one, you need to get acquainted with the anatomy of the nail plate. The slide shows a diagram of the structure of the nail plate. From anatomy we know that the shape of the nail plate is inherited. The nail plate does not always represent a ready-made aesthetic form, and then the master is faced with the task of correcting the nail plate using the right manicure and artistic design.

5 slide

The slide shows the technology of classic manicure

Step 1 - give the free edge of the natural nail the required shape (disposable file, abrasive-180). The procedure should not be carried out on wet nails, as this can lead to their delamination.

Step 2 - starting with your left hand, lower it into a container with warm water and soap for 3-5 minutes.

Step 3 - starting with the ring finger, left hand, push back the cuticle using a pusher. Do not put strong pressure on the pusher, as this can damage the delicate cells and matrix.

Step 4 - using dexterity, I carefully remove the pterygium from the surface of the natural plate. Pay special attention to the zones of transition of the cuticle to the lateral ridges, where the pterygium always grows in large quantities.

Step 5 - remove hangnails and cuticles using nippers. Start working from the area of ​​the lateral sinuses. Hold the nippers at an angle of 45 degrees.

7 slide

The slide shows gel polish technology

Step 1 of this technology is grinding, when the top layer of the nail is polished using a buff with a high abrasiveness coefficient.

Step 2 – remove the glossy layer with a degreaser, then the polymer coating will retain its beautiful appearance for a long time.

Step 3 - for better adhesion of the nail plate to the gel polish, apply a primer. A weakened nail plate after polishing becomes weak and soft, so it becomes necessary to use a primer as a means to strengthen the natural nail.

Step 4 - apply the base coat in a thin layer and place your hands in a UV lamp to harden the base coat.

Step 5 - then apply 2 layers of colored varnish and also place your hands in a UV lamp.

Step 6 - we complete the technology by applying a finishing coat without a sticky layer and also place our hands in a UV lamp.

The result of the implemented technology is presented on the slide.

8 slide

A special place in my work is occupied by the following types of design (stencil, artistic, stamping, gradient manicure. The slide shows the results of my work in the stencil design technique, which includes the famous French or French manicure (photo 1).In addition to it, there is also a well-known representative of this design - moon manicure, or the so-called reverse French (photo 2.) This design involves leaving not the edge of the nail white, but rather the hole near the base of the cuticle.This also includes various strips and stencils, with which you can depict a certain geometric pattern on your nails (photo 3).

In artistic design, a master's best friend is a brush and the ability to wield it. Different patterns are drawn on a specially prepared nail using water-acrylic paints, colored varnishes, and gels. Such a design is limited by the talent and imagination of the one who makes it (Photo 4.). This also includes the so-called volumetric design, where volumetric particles are used, from which the whole composition is assembled; in my work, this is acrylic powder (photo 5.).

Slide 9

In conclusion of my report I would like to say thatoriginal and stylish masterpieces are now depicted not only in paintings. Each person’s fingernails can be decorated with various materials, a huge variety of which are offered by manufacturers. In addition to planar and volumetric design, painting on nails, compositions of jewelry and appliqués, modern technologies make it possible to perform graphic and fantasy works of varying degrees of complexity. Before you begin to implement your ideas, you need to decide on the length and shape of the client’s nail plate, as this is a very important factor for the master. The selection of artistic design for the nail plate depends entirely on its size. In my opinion, it is impossible to remain indifferent to gel polish technology, which allows you to realize all the master’s ideas in artistic design, both on the long free edge of the nail plate and on short nails. Gel polish is an exceptional basis for applying design materials. I want to say that modern nail design opens up truly limitless scope for the artist’s imagination, which I tried to realize in my works.

10 slide Thank you for attention!

Preview:

To use presentation previews, create a Google account and log in to it: https://accounts.google.com

Slide captions:

Tambov Regional State Budgetary Professional Educational Institution "Michurinsky Agrarian College" Topic: The influence of length and shape on the artistic design of the nail plate Completed by: student of group PE 21 Stoyakina Maria

table lamp Trash Can Antiseptic hydrogen peroxide Ottoman Towel Bath Buff file (abrasive 180) Nippers Pusher dextertity Preparing the workplace for classic manicure technology

Organization of the workplace for gel polish technology. LED lamp Gel polishes Trash Can Degreaser Buff Brushes Ottoman Towel Table lamp

Anatomy and physiology of the nail

Classic manicure Shape the free edge. Place your hand in a container with warm water and soap for 3-5 minutes Pull back the cuticle, starting with the ring finger, using a pusher Remove the pterygium using dexterity Result of the work performed

My works Photo 1. Photo 2. Photo 1. Photo 3. Photo 4. Photo 5. Photo 1. Photo 5. Photo 4.

Preview:

Tambov regional state budgetary

Professional educational institution

"Michurinsky Agrarian College"

(TOGBPOI "Michurinsky Agrarian College")

STYLISTICS OF THE IMAGE.

SPECTACULAR HAIRSTYLE, FANTASY MAKEUP

report

Prepared by the student

PE41 group

Sazykina Maria

Project Manager

teacher of special disciplines

Orlikova E.V.

village Turmasovo

Slide 1
Title.
Good afternoon, dear members of the certification commission. I present to your attention the thesis on the topic “Image Stylistics (spectacular hairstyle, fantasy makeup)” by Maria Sazykina, a 4th year student in the specialty Applied Aesthetics.

Slide 2
Introduction.

Over three years of professional educational process, I realized how multifaceted the concepts, terms and techniques for performing certain procedures are in those areas of activity that I had to learn within the walls of our educational institution, namely: “manicure and pedicure”, “Makeup and face-art” ", "hairdressing", "massage and dietetics". The work I provided is just a drop in the ocean of the areas of activity that I studied. In my work, I pay attention to procedures and techniques for performing these same procedures that are more interesting to me, to more interesting areas of activity, which I focus on in my thesis.

Avant-garde, or avant-garde style, is a fashion trend that originates in the work of avant-garde artists. It involves the use of unusual shapes and bright accessories, merging into a single concept.
The avant-garde style is characterized by exoticism and extravagance.
The basic rule: the avant-garde should not be excessive, otherwise the created image will become simply ridiculous and will only cause criticism and grins from the people around.

Initially, the avant-garde strived for social and political opposition; people who worked in this style rejected certain values ​​and traditions of culture, and asserted their own system of norms. Over the years, avant-gardeism began to become part of popular culture, losing that rebellious spirit, and giving birth to completely new creative directions. It was then that the avant-garde appeared in fashion. Many masters tried to introduce the spirit of the avant-garde into their works, creating exclusive collections of clothing, hairstyles and makeup in this style. Critics and reviewers of these creations were sometimes completely horrified by what they saw, but thisstyle continues to exist to this day, each time surprising with something new.

Relevance of the work:Modern fashion quite often resorts to the avant-garde. Due to its popularity, this style has been included in the list of subjects studied at the San Francisco School of Fashion, which is one of the important educational institutions for designers around the world. Fantasy makeup is a bright and creative art, the creation of which, of course, requires some skill.

Goal of the work: creating an avant-garde image.

Slide 3

Workplace safety for hairdressers and makeup artists.

1. These instructions establish occupational safety requirements for a hairdresser (hairdresser-make-up artist).

2. To work in the profession of hairdresser (hairdresser-make-up artist) (hereinafter referred to as hairdresser), only persons who have undergone a medical examination in the prescribed manner and have passed the sanitary minimum, who have the appropriate qualifications, who have been trained in safe labor methods and techniques, who have studied labor protection instructions and who have been instructed in issues of labor protection and fire safety, with the electrical safety group.

3. The hairdresser/makeup artist is obliged to:

comply with internal labor regulations;

perform only the work that is assigned to him;

comply with work technology, apply methods that ensure labor safety;

comply with labor protection and fire safety requirements, know fire warning signals, procedures for action in case of fire, locations of primary fire extinguishing equipment and be able to use them;

notify your immediate supervisor, and in his absence, another official of the organization about any situation that threatens the life and health of people, about every accident that occurred at work, noticed malfunctions of equipment, tools, about a deterioration in your health, including manifestation of signs of acute illness;

strictly follow the rules of personal hygiene, wear clean work clothes, special shoes, correctly use personal protective equipment (hereinafter referred to as PPE) in accordance with the conditions and nature of the work performed;

know the techniques of providing first aid to victims of accidents.

4. The hairdresser/makeup artist is not allowed to:

be intoxicated or in a state caused by the use of narcotic drugs, psychotropic or toxic substances, drink alcohol, use narcotic drugs, psychotropic or toxic substances at the workplace or during working hours, smoke in undesignated places;

perform work without using the required PPE and work clothes.

5. A hairdresser/makeup artist may be exposed to the following dangerous and harmful production factors during work:

exposure to electric current;

sharp edges of cutting tools;

exposure to hot liquids;

exposure to cauterizing liquids

chemical harmful substances in the air of the work area (hair dyes, varnish, detergents, disinfectants and others).

6. Hairdressers/makeup artists are provided with personal protective equipment free of charge in accordance with the Standard Issue Standards.

7. A hairdresser/make-up artist who does not comply with labor protection requirements will be held accountable in the manner established by the legislation of the Republic of Belarus.

Slide 4
Required tools and material to create this spectacular hairstyle.

• Hair fixation spray
• Elastic band and bobby pins
• Comb-tail
• Skeleton comb
• Hair curling iron
• Hair clips
• Decoration

Slide 5

Required materials and tools to create this fantasy makeup.

• Eyeshadow Palette
• Set of brushes
• Powder
• Concealer
• Concealer
• Base cream
• White pencil
• Black pencil
• Sponge
• Cotton pads
• Cotton buds

Slide 6

Step-by-step creation of a spectacular hairstyle.
photo 5: preparing hair to create a hairstyle.
photo6: creating curls using a curling iron.
Photo 7: securing part of the hair in the central part of the head and creating a light braid in the center, then we secure the rest of the curls to the created center with bobby pins, leaving a small curl on the side, popularly called “Zavlekashka”.

Slide 7
(continuation).

photo 8: fix the finished result with hairspray and attach a themed decoration to the center.
photo9: finished result, top view.
photo 10: finished result, side view.

Slide 8
Step-by-step creation of fantasy makeup.
photo 11: preparing facial skin for makeup.
photo 12: applying the first layer (with a white pencil) under the base of the planned drawing.
photo 13: applying a second layer (with a black pencil) on a light base, thus creating a three-dimensional shadow of the picture.
photo 14: shading the borders using an eyeshadow brush and dark brown eyeshadow itself.
photo 15: finished result.

Slide 9

The avant-garde look in the style of medieval England is complete.
The hairstyle is reminiscent of the famous character created by Arthur Conan Doyle "Irene Adler".
The makeup style is reminiscent of the famous London “Big Ban”.

Conclusion

In conclusion, I would like to remind you once again that my work and the technologies of various procedures described and demonstrated by me from different fields of activity that I study are just a small part of the diversity, the versatility that the topics I have touched on contain. Moreover, progress does not stand still and I am more than confident that in the future new, more advanced technologies will appear and there will be no end to innovations in such areas of activity!

My work presents only the main, basic technologies that every highly qualified specialist must possess.

Fantasy style hair and makeup is perfect for a theme party or just to surprise your friends and have fun. This is especially true for stage plays, etc.

You just need to remember one rule: avoid a too flashy, vulgar style. Avant-garde is shocking and independent, but it attracts people with the harmony of the incongruous. An important condition is the presence of a non-standard taste!

Slide 10, 11, 12.

The huge variety of this style is mind-boggling! No matter how capable and talented a person is in this craft, he will never be able to fully understand the avant-garde. Well, that’s why it’s avant-garde, unattainable, beautiful and at the same time frightening, but so interesting.
There are a huge number of works in this style in the world and each is interesting in its own way and attracts attention in its own way. This is just a small part of what I would like to strive for.

Workplace safety for hairdressers and makeup artists. Photo 1 photo 2

Required materials and tools to create this spectacular hairstyle Hairspray Elastic band and bobby pins Ponytail comb Skeleton comb Curling iron Hair clips Decoration Photo 3

Required materials and tools to create this fantasy makeup Eyeshadow palette Set of brushes Powder Foundation Concealer Base cream White pencil Black pencil Sponge Cotton pads Cotton swabs Photo 4

Photo 5 Photo 6 Photo 7

Photo 8 Photo 9 Photo 10

Photo 15 Photo 14 Photo 11 Photo 12 Photo 13

Preview:

Tambov regional state budgetary

Professional educational institution

"Michurinsky Agrarian College"

(TOGBPOI "Michurinsky Agrarian College")

STYLISTICS OF THE IMAGE.

EVENING HAIRSTYLE FOR LONG HAIR,

EVENING MAKE-UP

report

Prepared by the student

PE41 group

Kulakova Daria

Project Manager

teacher of special disciplines

Orlikova E.V.

Turmasovo village 2018

Slad 1

Good afternoon, dear members of the state examination commission. We present to your attention the Diploma work “Image stylistics “Evening hairstyle on long hair, evening makeup” by 4th year student Daria Kulakova.

Slide 2

The origins of hairdressing go back to ancient times. It is known that already 2-3 thousand years before the new era, our ancestors tended to decorate their appearance with hairstyles. Centuries passed, and gradually man introduced into the objects he created, including hairstyles, his idea of ​​beauty, which reflects both his individual taste and the general aesthetic ideal inherent in a particular era. But clothing and hairstyle also turn out to be utilitarian and social. Different peoples have developed their own style and certain traditions associated with the natural conditions of the country and the position of a person in society.

The history of cosmetics begins in ancient times, when primitive people began to wash themselves, cleanse and soften their skin, protect it from the sun, wind, rain, snow, and tried to make their appearance more attractive. Many tribes had and still have special war paint. Signs applied to the body and face symbolize belonging to the clan and compliance with the accepted standard of beauty, are used in magical rituals, and raise the morale of warriors and hunters

Slide 3

I consider the relevance of my work to be the fact that girls and women should be beautiful and well-groomed at any age. Good and high-quality makeup emphasizes the individual beauty of each girl, and the hairstyle should be comfortable to wear and neatly styled.

The goal of the diploma project is to develop and implement a sample evening hairstyle for long hair and evening makeup.

The tasks are presented on the slide and in my thesis on pp. 4-5.

Slide 4

To complete the technological process of evening hairstyle and evening makeup, I need to organize a workplace for a hairdresser and makeup artist.

To organize a workplace, there must be a room with a separate entrance, equipped with a high-quality ventilation system, water supply and drainage. Room temperature up to 22ºС. The room should be well lit from natural sources, but artificial sources were also used. The master must have a chair for the client, a mirror, preferably with lighting, and a dressing table. It is necessary to provide a special washbasin in the salon for washing your hair. There should be a free space of 90 cm around the chair intended for the client. According to the standards, at least 4.5 m2 should be provided in the working room for one employee of the hairdressing salon.

The slide shows workplaces for performing evening hairstyle and evening makeup technology

Slide 5

When starting to model a hairstyle, in addition to the external data and condition of the hair, I must also take into account the personal characteristics of the person.

There are several main styles of hairstyles: classic, historical, elegant, sporty, extravagant, avant-garde, for this model I used a romantic style, these are hairstyles of semi-long and long hair with soft wavy lines, curls, ringlets.

When creating a hairstyle, I must take into account the composition, shape, silhouette, and purpose. In my case, the hairstyle was done for a bridesmaid.

Evening hairstyle - characterized by volume and ease of shape, complex unexpected lines, a combination of straight and curly elements, and includes decorative ornaments. This hairstyle charmed those around with its romance. You can see the technological process of doing a hairstyle on the slide. To do it, I used a comb, hairpins, bobby pins, hairspray, the main equipment - hair curlers, which I used to create the front curls, as well as a decorative decoration, which you can see in photo 7 - the finished result.

Slide 6

It is generally accepted that there are four color styles, differing in warmth and color saturation. Styles are named according to the seasons - spring, summer, autumn, winter. A woman's color style is determined by the combination of her natural hair color with her skin tone and eye color. Appearance color types are one of those parameters that makes us unique.

My model has light brown hair, gray-blue eyes, a warm skin tone and all these signs indicate that my model is a spring woman, for whom I selected the color scheme of evening makeup taking into account the color of the evening dress.

There are different types and styles in makeup: simple makeup, complex makeup, daytime, natural, emergency, competition, carnival, theatrical and evening makeup - more intense and bright makeup that attracts attention. You can see the technological process and the result on the slide and in my thesis on page 35.

Slide 7

Based on the economic component of the technological processes of the services of a stylist at the Atmosphere of Beauty salon, we can conclude that these technologies are beneficial for sale on the market for aesthetic services; the results of the costs and cost of services for evening hairstyle and evening makeup are presented on the slide.

Slide 8

The face and hair are a calling card, which is emphasized by makeup and hairstyle. A woman receives comfort and pleasure, first of all, from the level of her appearance, which is created by makeup and hairstyle. When the style matches the inner “I” and mood of a woman, it makes her more attractive.

Image styling is one of the oldest crafts that humanity knows. Many recipes and hair care methods that are still used today have a centuries-old history. Despite the use of science and technology in the work of a modern hairdresser, stylistics still remains an art - just like painting and sculpture.