Abstract on the topic of portrait. Lesson plan and presentation on art "unusual-ordinary portrait"

Lesson summary from "Portrait of a Batyr" (4th grade)

Lesson topic: Portrait of a hero.

The purpose of the lesson:to bring students to the understanding that the portrait genre is not only the transfer of individual likeness, but also the creation of a spiritual image of a person, a reflection of his thoughts and feelings;

Tasks:Educational: Repeat types and genres of fine art,consolidate knowledge about the genre and types of portraits; consolidate the skills of depicting a human head, observing proportions; acquaintance with the history of the development of the portrait genre.introduce students to the history of the Kazakh people, biographies of famous warriors;

Developmental: develop graphic skills (distribution of light and shade on the surface of forms); develop creative imagination, memory, and the ability to analyze proportional relationships.Continue the formation of visual literacy using the example of reproductions of paintings by famous artists.

Educational: to promote personality education, to introduce students to spiritual and moral values.Foster a love and interest in art.To foster a sense of patriotism and love for the Motherland.

Teaching methods: dialogical, reproductive, heuristic, conversation, demonstration of illustrations, asking questions. performing independent work.

Form of work: individual.

Materials: colored pencils, paints, paper.

Visual range:pedagogical drawing, exhibition of illustrations for various epics

During the classes

1. Organizational part. Preparing students for work in the classroom.

2. Repetition of what has been learned.

A) Determination by reproduction of the genre of fine art (still life, landscape, portrait)

B) Determination by reproduction of the type of fine art (painting, graphics, sculpture, DPI) using the example of a portrait.

3. Setting the goal of the lesson (inductor). You probably already guessed that today we will draw a portrait, but let’s think about whose portrait together.Pay attention to the beginning of each line of the poem:

B it was a long time ago

Apreserves the memory of the people
T thousands of names of those who

R defended one.

What word did you get? What will we talk about in our lesson? What are the associations (synonyms) for the word “batyr” ( warrior, soldier, strongman, hero, etc.).

3. Learning new material (Front work).Today we have a very interesting lesson, because we are starting a journey through an unusual country, through the land of folk legends! How many of you know what a legend is? (These are stories about ancient times, etc.) Probably all children on earth love to listen to fairy tales being told to them! Both adults and children are ready to listen to them for hours, all night long! Why do you think? (Because they are interesting, they teach us, etc.).

Well done, right, fairy tales are very instructive, it’s not for nothing that many of them end with these words: “The fairy tale is a lie, but there is a hint in it, a lesson for good fellows.” What heroes of Kazakh fairy tales do you know? (Listing...)

Which ones are good and which ones are evil? (Listing...)

In addition to fairy tales, different peoples of the world have: epics, legends, fantastic stories, sayings, riddles, proverbs and sayings, epics.

What is an epic? EPOS- Works of folk art - heroic tales, songs.

Today we will talk about epic tales. Firstly, because the epic is one of the most beloved genres of folk art, and secondly, because the epic is considered the poetic history of the people, because these legends have developed over many centuries! All epic tales are divided into two types: these are tales about heroes, heroes, and tales about people’s lives, about love. Do you know who the heroes and warriors are?

(They are very strong, brave, dexterous, they protect their land from enemies. /Children’s reasoning/)

And why do people love them so much, why do they remember their names: Kambar - hero, Dobrynya Nikitich, Koblandy - hero, Alyosha Popovich, Alpamys - hero? (They want to be like them, they are used as an example...etc.)

Okay, well done! In addition, folk poetic legends are written in the form of poems and couplets. Many peoples performed epic legends accompanied by musical instruments: Kazakhs accompanied by dombra, Russian bayan storytellers played along with the harp. They are pleasant to listen to and easy to remember. But each person telling the legends put his own additions to them, i.e. improvised, which gave the epic new literary additions. The legends were passed down by word of mouth, from generation to generation, from fathers to children, and therefore no one knows by whom and when they were created. What does word of mouth mean? (People previously did not know how to write and read and so they told stories, and then, when people learned to write, they began to write them down...etc.)

Right! In the first half of the 19th century, many scientists and writers began to collect folklore of different nations. Ch. Valikhanov, I. Altynsarin, A. Kunanbaev /show portraits/ and folklorist Abubakir Divaev made their contribution to the creation and study of Kazakh poetry. Among these recordings was the Kazakh folk epic “Koblandy Batyr”, “Alpamys Batyr”, “Kyz-Zhibek”.

Who knows what this painting is called? Who wrote it? (Bogatyrs, Viktor Mikhailovich Vasnetsov). Who can name the epic heroes? (Ilya Muromets, Dobrynya Nikitich, Alyosha Popovich). The artist worked on this painting for 25 years. It is huge in size - the figures of the heroes are created in life size. The heroes rise above the horizon, this emphasizes the significance of the images.

What would you call this painting? Viktor Mikhailovich called this painting “The Knight at the Crossroads.” Who do you think this knight is? Knight - in ancient Rus', a brave, valiant warrior. (From the dictionary of Ozhegov and Dahl). What is a crossroads? This is several roads mixed up. Let's take a closer look at the picture. The painting is an elongated rectangle with a highly raised horizon line, which made it possible to show the endless expanses of the Russian land. Who do we see in the foreground? Answers.

The Knight stopped in front of a huge stone at a crossroads. Guys, have you read epics, remember what words were carved on stone? Children's answers. “How can I just go and live and not be. There is no way for the passer-by, nor the passer-by, nor the flyover.” What is the hero thinking about when reading these words? How do you think?

Let's see what the hero wore?

Helmet-The headdress of a hero protected his head.

Chainmail-looked like a shirt; warriors wore it over their clothes to protect the body. They wove chain mail from many thousands of metal rings; master gunsmiths took about 2 years.

Barmitsa- also made of rings, protected the neck and upper chest of the hero.

Bracers- they were forged from steel and protected by the hands of the hero.

Leggings- worn over leather boots; they consisted of a wide plate and protected the legs.

What kind of equipment did the hero use in battle? (Sword, spear, shield).

A saber – klysh – is a warrior’s individual weapon. Saber length 90 cm, width 3-4 cm, blade 74 cm, double-edged blade. Sometimes the top of the blade, 15-20 cm, was made noticeably wider and heavier.

The warrior's helmet was made of copper. The inside was lined with a thick layer of felt up to 2 cm. The felt was rolled directly into the helmet, which made it as dense as wood. A copper plate – an arrow – was lowered onto the warrior’s nose.

The shields of Kazakh warriors were only round in shape, made of leather and copper. The diameter of the shield was 70 cm, its thickness was 2-3 cm. On the front side of the shield, 4 metal cones up to 3 cm high and at least 2 cm thick were attached. Each warrior had a bow and arrows behind his shoulders. Using a bow and arrow required great skill. The arrows were of different thicknesses. The flight range was up to 200 m.

Primary consolidation . Let's summarize everything that has been said. In general, the heroes are not much different from each other, although there are differences in some elements of clothing. What traits should a hero have? (bravery, courage, strength, boldness, dignity, honor, intelligence, perseverance, devotion to the Motherland).

6. Practical work of students. Today we will fulfill the image of a warrior-defender, a hero. Once again, carefully examine the illustrations and reproductions of paintings.

6.1. Instruction for practical work. Pedagogical drawing.

1. Place the sheet of paper vertically. In it, draw a large rectangle with a pencil, also located vertically. Let's split it in half with horizontal and vertical lines.

2. The eye line is a horizontal line. The eyes are equidistant from each other, ideally you can draw another eye between them. Our eyebrows, wings of the nose, and ears are equally spaced. And the lips are also divided in half. The vertical line is the axis of our face, which divides it in half.

3. If we further divide these parts in half, we get the line of the tip of the nose and the hairline. We draw the nose from the eyebrows. Then the lips, which we will place in the middle of the last part. And let's draw hair - a hairstyle.

4. Now you can start coloring. First, let's paint over the small details of the face, then you can color the hair, and then add tone to the face.

6.2. Independent work. Make your own drawing of any of the batyrs (heroes) you like. Try to convey not only the external similarity of the depicted objects and characters, but also your attitude towards them.

Remember: in order to highlight the most interesting and impressive things in your chosen subject, you need to place these objects in the center of the work and do it larger.

To make you work more enthusiastically, opera music will be the background for your activities. Choose materials to work in color or finish the drawing with a simple pencil. Try to apply strokes and strokes according to the shape. Don't forget about the shadows and the foreground of the drawing.

Targeted rounds of the class are carried out: providing the necessary assistance to students, observing the sequence of work, observing the rules of work organization.

Summing up the lesson.

1. Exhibition of student works. Let's admire the beauty you have created. -Which of the drawings turned out better than the others? Why?U... (last name, first name of the student) the composition is well-structured - the main characters are depicted in the center and large. U... (last name, first name of the student) Also interesting in the plot, emphasized by the compositional arrangement. U... (last name, first name of the student) successful compositional arrangement of the main characters of the tale, they are placed in the center of his work. A … (last name, first name of the student) was able to interestingly convey the imaginative characteristics of the characters and the fabulousness and unusualness of the plot.

2. Generalization of what has been learned material.What new did you learn in the lesson?Is it possible to portray the same character in different ways? What means can you use to highlight the main character in an illustration?So why is a portrait called the mirror of the soul? (Students' answers.)

Lesson conclusion:in the portrait the artist conveys not only the resemblance to the person, but also his rich spiritual world and signs of the era, and the attentive viewer manages to solve this riddle (recording).

3. Making marks. End of lesson.

7. Homework. select pictures - illustrations depicting various images of a person, try to describe the state, inner world, features, experiences of the person depicted in the portrait.

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Metasubject

Methods: reproductive, information-receptive (explanatory-illustrative), partially search

ICT and learning tools

Presentation "Portrait"

Visualization: ready-made portrait drawings

Literary series

Riddles related to the theme “portrait”

Visual range

Reproductions of paintings with portraits; sample portrait.

Equipment and art materials.

During the classes.

Meeting the students.

Slide 1

Slide 2

(mystery)

Slide 3

Teacher:

Hello guys! Let's smile at each other

Let's remember the pleasant moments from life and with this mood we will get to work. Sit down.

Today I will teach you an art lesson, Alina Failevna! Now check if you have everything ready for today's lesson.

Look guys, you have happy and sad emoticons on your desks, pick up the emoticon that shows your mood now.

(Checks readiness for the lesson)

Teacher:

Guys, guess the riddles and think about how they relate to the topic of our lesson.

1) They sit next to each other, but don’t see each other. (eyes)

2) Two brothers are standing,

Velvet caftans,

Red outfits,

They live nearby.

They will come together, then they will separate,

Will hug hotly -

They'll fight hard. (lips)

3) Here is the mountain, and at the mountain

Two deep holes.

The air wanders in these holes,

It comes in and out. (nose)

4) On the top of the animal’s head,

And for us – below the eyes. (ears)

5) They don’t sow, they don’t plant,

They grow up on their own. (hair)

So what will we draw in class? (portrait)

The topic of our lesson is “Portrait. Types of portraits".

Students:

Hello!

They smile at each other and sit down.

/Set up for the lesson; self-esteem; readiness for lesson/

Children raising emoji

Students:

The class solves the riddle.

Regulatory (correct choice of educational supplies)

Cognitive (ability to extract information from what is said)

2. Conversation (10-12 min.)

Slide 4

Slide 5

Slide 6

Game "Emotions".

Slide 7 Slide 8

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13

Explanations for practical work.

Teacher:

What is a portrait?

Portraiture is a genre of fine art dedicated to the depiction of one or a group of people.

Why do they draw portraits?

What can a portrait tell us?

Now we will go to the gallery and look at some portraits.

The first portrait that we see, “Vera”, was painted by Andrei Melnikov. What kind of heroine is presented to us here?

The next portrait was painted by V. Vasnetsov. Who did the artist depict? How is the king represented here?

As you know, people have different moods. Give examples.

Look at the illustrations and say what mood is expressed in each character. (joy, crying, surprise, anger, laughter, fear)

What parts of the face help create a mood?

I tell you an emotion, and you show it.

Surprise, joy, fear, sadness, admiration, pain.

In the fine arts, there are many varieties of the portrait genre. We will now get acquainted with some of them. Highlight:

Bust portrait;

Half-length portrait;

Full length portrait;

Individual portrait;

Group portrait;

Self-portrait.

Teacher:

- Today we will draw a portrait with you. To do this, everyone should have on their desk: pencil, brushes, paper, palette. Check if everyone has this? Your task is to draw a landscape using pictures on the screen and drawings on the board.

Do not forget , about the stages of working with a drawing.

So, let's get to work.

Teacher:

In the process of creative work, you may encounter difficulties of various kinds; you can raise your hand so that I draw attention to your problem and advise you to cope with it.

Students:

The guys answer the question.

Transmits external

similarities and inner

human condition.

Students:

- children's answers.

Regulatory ( we develop the ability to determine the purpose of an activity in class)

Cognitive (development of the ability of semantic perception of text)

Regulatory ( in collaboration with the teacher, set creative and educational tasks)

Communication ( We develop the ability to express our thoughts orally)

3. Physical education minute

Teacher:

You are probably tired, let's rest a little. Repeat after me:

Hands raised and shook -

These are trees in the forest.

Arms bent, hands shaken -

The wind blows away the dew.

Hands to the sides!

Let's wave smoothly -

These are the birds flying towards us.

How do they sit down?

We'll wave too -

The wings are folded like this.

Students:

Perform physical education.

4. Practical work.

I carry out front-line and individual work.

Slide 14

Slide 15

Teacher:

So let's get started. And now we will draw a chest-length portrait of our desk neighbor.

First of all, you should position the sheet horizontally or vertically (has everyone positioned the sheet?)

1.Draw an oval. Let's draw a vertical line (axis of symmetry).

2. Divide the oval into four equal parts with horizontal lines. This is the hairline, eye line, mouth line.

3.Draw parts of the face. Divide the eye line into 5 equal parts. Draw the eyes with two arched lines. In the middle of the eye we draw the iris and pupil.

4.Draw the nose. The beginning of the nose comes from the eyebrows. Draw it with a smooth arc-shaped line. Draw the wings of the nose.

5.Draw the mouth.

6.Draw the ears. We draw two horizontal lines from the eyebrows and the tip of the nose. It is in this gap that we draw the auricle.

7.Draw the hair.

8.Draw the neck. The width of the neck is equal to the width of the head, and the length is equal to its height. The shoulders are 2 times wider than the head.

9. Personalize your portraits and make them look like your friends.

Students:

Do creative work.

5. Lesson summary.

Exhibition of student works.

Discussion.

6. Reflection.

Exhibition of student works.

Teacher:

Well done! You did a good job! Let's see what kind of landscapes we got.

Teacher:

I see that you all got the job done. Everyone place their work on the edge of the table.

Guys, did you like the work done?

Appreciate your work with the help of emoticons that are on your desks. If you think that your work is excellent, raise a cheerful emoticon, and if you think that your handbag turned out poorly and you didn’t like our work, raise a sad emoticon.

What new did you learn in the lesson?

Carry out self-assessment of their own educational activities, correlate the goal and results, the degree of their compliance.

Are you satisfied with your job?

Provides a positive reaction from children to the creativity of classmates; connects the lesson outcome with its goals.

You did a very good job. Well done! It was a pleasure to work with you. The lesson is over. Goodbye!

Students:

Children's answers.

Communication (ability to express one's thoughts)

Personal ( orientation towards understanding the reasons for the success of the work performed)

Lesson summary on fine arts in 3rd grade according to the Federal State Educational Standard (using reproductive reading techniques) Educational Complex "Planet of Knowledge"

UUD
Personal:
- realize the need for a respectful attitude towards the book and the fairy-tale hero; develop logical and abstract thinking, creative imagination, concentration;
- develop the ability to create an artistic image, aesthetically evaluate the works of Russian illustrators;
- develop motivation and love for reading books.
Regulatory: apply established rules in solving a problem.
Cognitive: search and select the necessary information.
Metasubject: developing the ability to work with text, evaluate and apply the information received;
Subject: master the basic techniques of conveying the mood in a portrait of a fairy-tale hero, as well as drawing using the “spot” technique.
Visual and didactic materials: images of fairy-tale characters, presentation, handout cards for performing semantic reading exercises.
Literary series: Yuri Entin's poem "There are many fairy tales in the world...", poem "", poems about fairy-tale characters.
Equipment For the teacher: samples of portraits of fairy-tale characters, computer, projector, board, presentation, gouache, brushes, A-3 format, handout cards. For students: gouache, brushes, album.
Reproductive reading methods and techniques used:
- “Associative bush”;
- “Thin” and “thick” questions;
- Cinquain.

For reference:
"Associative Bush"- one of the main methods of working with information. The teacher gives a keyword or title of the text, students write down all possible associations around it, indicating with arrows the semantic connections between them. This allows you to update existing knowledge, activate the cognitive ability of students and motivate them for further work.

“Thin” and “thick” questions– one of the main techniques for working with information after reading, allowing you to systematize and consolidate the knowledge gained. “Thick” questions require ambiguous answers “Give an explanation why...?”; “Why do you think...?”; “Find differences and similarities...”; “Guess what will happen if...?” “Subtle” questions require a simple answer, “Who?”; "What?"; "When?"; "Do you agree?".

Sinkwine- one of the main creative techniques for working with information after reading, allowing you to systematize and consolidate the knowledge gained. A cinquain is a short, unrhymed poem of five lines.

The first line is the theme of the syncwine, one word, noun or pronoun;
second line – two adjectives or participles that describe the properties of the topic;
third line - three verbs or gerunds telling about the actions of the topic;
the fourth line is a four-word sentence expressing the personal attitude of the author of the syncwine to the topic;
fifth line – one word (any part of speech) expressing the essence of the topic; a kind of resume.

Portrait of a fairy-tale hero
Bright, decorative
Drawing, fantasizing, imagining
The portrait conveys the mood of the hero
Genre

During the classes:

Lesson 2 9. Portrait painting

Objectives: talk about the features of the “portrait” genre; give an idea of ​​the genre of portrait and self-portrait; introduce the works of famous Russian portrait artists; teach the choice of expressive means for drawing; demonstrate the selection of colors for face painting; introduce the term “marinist”.

Type of activity: drawing.

Planned results: schoolchildren will acquire knowledge

about the genre of “portrait”; will learn to use new vocabulary in races | tales; try to draw portraits.

Equipment: samples of portraits of different types and historical eras, paper, pencils, paints, felt-tip pens.

Key words and concepts: marine painter, group portrait, individual portrait.

Note. To explain the topic “Portrait”, you can prepare a computer presentation. To search for the desired compositional solution, it is advisable to prepare samples of children's sipites with the correct and incorrect solutions.

During the classes

I Organizational moment

■(Greeting, checking the class’s readiness for the lesson.)

II Introductory word

■What genre of fine art are you familiar with?

Did you enjoy yourself in the last lesson?

What is depicted in a landscape painting?

What is an artist's "style"? (The manner of his work, the techniques of depiction, the personal handwriting by which the paintings of this author can be recognized.)

What landscape painters do you know?

■Another world-famous Russian landscape artist was Ivan Konstantinovich Aivazovsky.

■- Look at his paintings, what do they all have in common? (Iso¬

battle of the sea.)

An artist who paints the sea in his landscapes is called; They say "marinist". Repeat this word and remember it. Quince - no. is one of the most outstanding marine painters in the world, he created about 1000 canvases depicting the sea. After all, it is very difficult to draw the sea. If, for example, you draw a tree or a landscape from life with it, then you can work on it as much as you like, because they will not budge. But the sea is a constantly changing object, changing before our eyes every moment. To draw it, you must have extraordinary memory. This is the kind of memory the artist I. Aivazovsky had, which is why his paintings amaze with their authenticity, and also with their amazing skill. Aivazovsky’s talent can be compared with the talent of the composer Mozart; the artist created his canvases with such ease. He could paint a large picture in just a few days, and at the same time he admires the technique of its creation and expressiveness.

Remember the name of the most famous painting by I. Aivazovsky - “The Ninth Wave”.

(Demonstration of a reproduction of a painting.)

The painting depicts sailors fleeing a shipwreck. A huge wave is coming at them - the same

the ninth wave, but the artist instills in us confidence that you will defeat the angry ELEMENT and be saved. Because up in the sky, the sun pushes the clouds apart with its rays, anticipating the end of the storm and the salvation of people.

-What do you call an artist who paints the sea?

-What is the name of the most famous artist-Marie?

nista. Sh

-Which painting by Aivazovsky is the most famous!!"1

-By what signs can we guess that this is a painting by Aivazovsky?

-What does this painting say?

The poet S. Mikhalkov has a poem “Drawing”. Listen to his beginning and determine the genre of the painting that the young artist painted.

I took a pencil and paper

I drew the road

I drew a bull on it,

And next to him is a cow.

To the left is the house, to the right is the garden,

There are twelve points in the garden,

It's like apples are hanging

But the rain doesn’t wet them.

I made the bull pink

Orange - the road,

Then I drew a little clouds above them.

And then I pierced these clouds with an arrow. That's how it should be

So that in the drawing there would be thunder and lightning over the garden.

-What genre of fine art did the artist create in his drawing? (Scenery.)

In the last lesson, you received an assignment - to find a landscape painting and compose a guide's story based on it. Are there any guys! who have completed this homework and are ready to act as tour guides? (Answers from schoolchildren.)

These guys were conscientious about completing their homework, and they told us so interestingly about the paintings they liked. Of course, they all receive high marks for their work.

III. Conversation on the topic of the lesson

-Look at reproductions of new paintings and tell us what they have in common. (They are all pictures of people.)

This genre of fine art is called “port-I.” I Repeat this word all together and remember it.

Open the textbooks on p. 120-121, look at the portraits,

I show you what you see on them.

Who is shown in the portrait?

I - How is this person dressed?

What mood is he in and how is this conveyed by the artist?

The genre of portraiture appeared in ancient times, people recreated the appearance of a person, drawing it on a rock, carving it in a tree, sawing it out of clay.

What materials can be used to make three-dimensional sculptural portraits? (Made of plaster, marble, bronze.)

There is a ceremonial portrait, when a person is depicted in tor- | natural environment, and homely, roomy, when the whole environment emphasizes coziness and comfort.

-Compare two portraits and say which one is the ceremonial one and which one is the home one.

(Demonstration of reproductions of paintings “Horsewoman” by K. Bryullov and any portrait by V. Tropinin.)

When one person is depicted, such portraits are called “in-/shnidual”. Repeat this word and remember it. Individual portraits were and are being made more often than all others.

-How many people can be depicted in portraits, which are called “paired”? (Two people are a couple.)

The largest portraits are group ones, when in front of us there are several portraits, a whole group. In this case, not one artist works on a large multi-portrait canvas, but together with assistants and students.

Look at the reproductions and say what portraits you see in front of you.

(Demonstration of reproductions of paintings with group portraits “Meeting of the State Council” by I. Repin and “Night Watch” by Rembrandt.)

Noah, I will emphasize once again that such portraits - with a large number of people - are rare; most often there is one person in the picture.

Sometimes portraits are created to decorate state rooms, to praise certain persons and to perpetuate the memory of those whose portraits are created. For example, in the St. Petersburg Hermitage Museum there is a whole gallery of portraits of military men - heroes of the Patriotic War of 1812. There are portraits of commander Kutuzov, officers Raevsky, Bagration, Barclay de Tolly,

Ermolova, Davydova. Each of them, defending their Motherland, performed military exploits, so their portraits will forever be displayed in the Hermitage art gallery.

-So, a portrait is a picture in which who is depicted? (Human.)

-What portraits are created by artists most often - individual, paired or group? (Individual|

IV. Working in a notebook

Open your notebooks and write down the topic of today’s lesson: “Portrait painting.” Also write down the definition of this genre of fine art.

Portrait is a genre of fine art dedicated to the depiction of a person.

Today you have to draw a picture in this genre yourself.

V. Explanation of the topic of the lesson

Features of the genre called “portrait” conclude! the fact that a portrait is a reflection not only of a person’s appearance, but also of his inner world. This is the artist showing, drawing details that are unique only to this person. In addition, a portrait of a person demonstrates the characteristics of the era, the time in which he lived. This also occurs due to the individual details that are present in the portraits - clothing, furnishings, decorative parts of the design.

-By what signs do you recognize that this is a portrait of a military man? (Military uniform, orders, special straight posture, bold open face, brave look.)

-How will a portrait of a child be different? (Childish appearance.)

And also, probably, the special warmth of the image with which

Usually artists paint children with spontaneity, kindness, tenderness.

Imagine that each of you is an artist who draws illustrations for famous books.

What would you like to draw first? (Portraits

heroes of the book.)

Drawing a portrait, of course, is not easy. We must remember the external features of the person whom the artist seeks to depict. First of all, his face, as well as the position in which he will be, the objects that surround him. In this case, each person will turn out to be different from the others, even if you draw twins.

For example, look at portraits from different eras that combined masters of the past and present. This is a specially made selection of female portraits of the 19th-20th centuries. When looking at the portraits, pay attention to how the image of the rosy woman changed.

(Demonstration of female portraits by artists V. Troinin, F. Rokotov, V. Serov, Z. Serebryakova, A. Shilov,

II Glazunov.)

Peering at the face in a portrait, we not only learn what the person looked like externally. We can also learn about the character

I swarming a person, and the artist conveys whether the person is frowning or smiling, whether he is angry or, on the contrary, looking openly.

You can also carefully examine all the objects that surround him, admire his hairstyle, clothes, and jewelry.

You can also use these important details when doing your own portrait work.

What changed in women's appearance during the 19th-20th centuries?

Which of the portraits did you like the most? Can you tell us about the style of the artist who painted it?

VI. Independent work

First, think about who you want to draw, and then about the size of the portrait. After all, it is not at all necessary to draw only the head large. The portrait can be full-length - when the shoulders are also depicted, half-length - when the artist also draws the arms, or knee-length. How do you want to capture the subject of the portrait - alone or in the vicinity of other people? What else will be depicted in the portrait? Some things, home furnishings or a corner of nature?

Your answers to these questions will determine the layout of your drawing sheet. Let's agree that everyone places the sheet the same way - vertically.

Now you need to think about the composition of the drawing.

What is composition? (Arrangement of objects in the space of the picture.)

Place the image of the person you will be drawing in the center. Determine where the bottom and top of the drawing will be. Also, what size will the image you draw be?

Look, I have several children's works with correct and incorrect compositional solutions. Find papers that have errors.

(The teacher demonstrates the students’ work with different compositional solutions, the students analyze the work.)

Mark on the sheet where the main figure will be located; what your portrait will be like - shoulder, waist, knee or full. Will the hero of your portrait simply look at me from the picture or do you want to depict him in some other way, in a turn, in movement?

Start drawing the portrait from the head. The human head has an oval shape, but this oval is not entirely accurate. More often than not, the head is wider at the top and narrows at the bottom. You will draw the facial features after painting the face, so draw in the details of the hairstyle, shoulders, and arms.

(Students begin independent work.)

VII. Physical education minute

Let's conduct a physical education session called “Getting Acquainted”.

(The teacher reads the text while simultaneously performing metro-rhythmic movements, which the schoolchildren repeat after him.) Let’s jump with you,

One two Three!

(Perform light jumps in place with both legs.) And we jump with our legs,

One two Three!

(Jumps are performed alternately on the right and left legs.)

And let's clap our hands,

One two Three!

(At the same time as jumping, clap their hands.)

And we'll stomp our feet,

One two Three!

(They perform stomps with their feet, holding their hands on the belt.) Let’s spin around with you,

One two Three!

(They slowly spin around in place, hands on their belts.)

And you and I will become friends,

One two Three!

(Stretch their hands forward.)

VIII. Searching for color for coloring

After you have drawn a portrait, you need to paint it. And the most difficult thing here is finding a shade for the face. The face must be painted with paint of a special shade - flesh-colored. Such paint does not exist in its pure form. To obtain a suitable warm flesh color, you need to mix several pips - yellow, white, red. Try looking for the right mGgenok to paint body parts. After you have found the right color, draw the face, neck, shoulders, and arms with it.

-What details should be drawn on the face? (Eyes, eyebrows, nose, lips.)

-What parts will be paired? (Eyes and eyebrows.)

When drawing paired parts, remember that they should turn out to be as similar to each other as possible. That is, the left face should be similar to the right and vice versa.

-What brush will you need to paint these details? (Thin.)

You will complete your portrait drawings in the next lesson.

IX. Updating the concept

Open the textbook on p. 122-123. Which of these portraits can be called ceremonial, and which - home? Find, among the reproductions presented in the textbook, a portrait of the chest, waist, and full. In the last lesson, you wrote a story about a painting you liked.

-What is the name of the profession of a person who tells visitors about paintings and other works of art in museums? (Guide.)

Choose the portrait you like, imagine yourself as an ex-course guide and make a message about this picture.

All portraits presented in the textbook are famous. But, perhaps, “Portrait of A.P.” can be called special among them. Struyskaya", which belongs to the brush of the artist F. Rokotov. He was an absolutely amazing master of portraiture, and every noble contemporary of his was honored to order a portrait from F. Rokotov. Moreover, the artist himself surprised his acquaintances by the fact that he could simultaneously work on several portraits at once. One of his friends recalled that he saw how in the artist’s studio there were about 50 portraits, which he brought to perfection.

-What do you like about the portrait of Alexandra Petrovna Struyskaya? (In this portrait, the artist paid a lot of attention to the beauty’s eyes. She looks forward, and her eyes are positioned so that we can move to different places, but it will seem that she is watching us, moving her gaze.)

In the 20th century the poet N. Zabolotsky even dedicated his famous poem “Portrait” to the painting.

(The teacher reads an excerpt from the poem.)

I remember, from the darkness of the past,

Barely wrapped in satin,

From Rokotov's portrait Struyskaya looked at us again.

Her eyes are like two fogs,

Half smile, half cry,

Her eyes are like two deceptions,

Failures covered in darkness...

Notice that the poet has emphasized an important point; in a difficult moment of life, a person, in order not to lose his presence of mind, can turn to an outstanding work of art!. and it will help him in difficult times, support him. This is the nature of all works that we call masterpieces. Don’t Look, N. Zabolotsky’s poem “Portrait” ends with these words:

When darkness overtakes or a thunderstorm approaches,

From the bottom of my soul Her beautiful eyes twinkle.

When a difficult hour approaches, life’s fatigue, powerlessness, one must certainly remember beautiful works of art, and any misfortune will no longer seem so terrible, and a person will find the strength within himself to overcome it.

-What genre does this painting belong to?

-Whose portrait did the artist depict?

-Which artist painted this picture?

Painting “Portrait of A.P. Struyskaya" is located in the Tretyakov Gallery. Therefore, if you come to this showroom,; then you can admire them there.

-What important property do all works of art that are called masterpieces have?

X. Reflection

-What is a portrait?

-By what signs do you recognize that this is a portrait?

-What kind of people do artists depict?

-What types of work did you do in class?

-How did you start drawing a portrait?

-What paints did you mix to paint the skin color?

-Which portrait is dedicated to the poems that contain the words “her eyes are like two fogs”?

-What is the power of artistic masterpieces?

Did you enjoy being a tour guide talking about portraits?

What is the role of the Master brothers when creating a portrait painting?

Now let’s compose a syncwine on the theme “Portrait”.

XI. Cleaning the workplace, task for the next lesson

Fold and put away your art supplies. On the trail-

11th lesson Bring pencils, paints or markers again. And don't forget the portraits you started working on.

I ask you to do your homework: choose a portrait painting and compose a guide’s story based on it.

Regional Pedagogical Festival

“Innovative search - 2013. Competency-based approach in lessons and in extracurricular activities.”

Detailed lesson plan

" TO artina - portrait"

Art teacher

MBOU NOSH No. 12 “Harmony”

Art. Kanevskoy Kanevsky district

Serga Elena Serafimovna

year 2013

The topic of the lesson is “Painting - portrait”. 3rd grade.

Course "Fine Arts" grades 1-4. Moscow, “Enlightenment”, 2011. The author of the program is People's Artist of Russia, academician, member of the Russian Academy of Art and the Russian Academy of Arts, laureate of the State Prizes of the USSR and the Russian Federation, the Prize of the President of the Russian Federation, a number of international awards B.M. Nemensky.

The value basis of the lesson is the spiritual development of the child.

Lesson type - educational dialogue.

Didactic objective of the lesson:expand students' knowledge about the genres of fine art.

Lesson objectives:

educational:develop knowledge about the “portrait” genre; introduce famous paintings - portraits; develop practical skills in portraiture;

educational : to form an aesthetic attitude to reality; strengthen love for the native land, respect for fellow countrymen working in it;

developing : develop the skills of dialogue between teachers and students, students with each other, the ability to prove their point of view; to develop skills of dialogue with the authors of works of art through the emotional perception of works of art, to develop fantasy and creative imagination.

Planned results:

subject

1. to create a need for communication with art and artistic creativity,

1. form initial ideas about the genres of fine art,

1. to form the ability to perceive, describe and emotionally evaluate the works of portrait painters.

personal

1. to form a conscious desire to master new knowledge and skills, to achieve higher and more original creative results,

1. to form an awareness of one’s responsibility for the common cause,
2. to form an orientation towards analyzing the compliance of the results of one’s activities with the requirements of a specific educational task,
3. to form a respectful attitude towards the cultural, historical, spiritual, social life of the native land,
4. to form a willingness to follow the norms of health-preserving behavior in their activities.

communicative

1. develop the ability to enter into communicative learning and gaming situations,
2. develop the ability to take part in dialogue,
3. develop the ability to take part in group work,
4. develop the ability to negotiate and come to a common decision in joint activities.

educational

1. develop the ability to work with information presented in image form,
2. to develop the ability to identify a number of features in the object being studied and to subsume the analyzed object under the concept (genre “portrait”),
3. develop the ability to argue your point of view,
4. develop the ability to draw analogies between the material being studied and one’s own experience,

1. to develop the ability to discuss and analyze one’s own artistic activity and the work of classmates from the perspective of the creative tasks of the topic.

regulatory

to develop the ability to plan and competently carry out educational activities in accordance with the assigned task.

Forms of work in the lesson. Frontal. Group work. Independent.

Lesson Resources: interactive board

1. screen-sound aids (lesson presentation in PowerPoint, video fragments for physical exercises, fragment of the cartoon “About Pictures” by A. Kushner; children's songs about friends, school;

1. didactic handouts: support cards;
2. printed materials: textbook “Fine Arts. Art around us" 3rd grade by N.A. Goryaeva, manual for students "Fine arts. Art around us” 3rd grade N.A. Goryaeva, N.M. Sokolnikov “A Brief Dictionary of Artistic Terms”.

Lesson plan:

1. Organizing time.
2. Work on the topic of the lesson.
3. Statement of the artistic problem of a practical task. Practical work of students.
4. Summarizing.

Detailed lesson plan.

1. Organizing time.

Teacher: - Good afternoon, guys!

I hope that our meeting will be useful and interesting for everyone.

The motto will help us on our way: boldly go forward, don’t stand still, what you can’t do alone, we will do together.

1. Updating knowledge. Exit to the topic and objectives of the lesson.

Teacher: - Guys! What unites the architectural structures presented on the slide?

Sasha: - These are museums.

Children: - This is the Hermitage building...

Children: - The building of the Tretyakov Gallery in Moscow.

Children: - Russian Museum...

Children: - And the people's art gallery of the village of Privolnaya, Kanevsky district!

Teacher: - Who has any other opinions?

Katya: Sasha, I agree with you, but I’ll add:these are artisticmuseums! Paintings, drawings, sculptures are stored in the halls of art museums...

Teacher: - That's right! And today our favorite journey through the halls of art museums continues. There are new meetings and new impressions ahead.

(Music sounds. Children look at the paintings - portraits presented on the slide).

Teacher: - Look carefully at the pictures. Are these paintings landscapes? Why?

Children: - No!

Children: - No - no! A landscape is an image of nature: gardens, fields, a river bank overgrown with reeds...

(Children point to an exhibition of students’ works on the topic “Painting - landscape” arranged in the classroom).

Children: - We see people in the paintings... People!

Children: - Different people.

Children: - The paintings depict boys and girls. Men and women. Grandfathers and grandmothers. Age and gender vary.

Children: - Different heights. High and low.

Children: - Their clothes are different! In my opinion, they lived in different historical times...

Children: - I see that their characters are different.

Children: - Different mood and profession!

Teacher: - Each person is a separate amazing world. That is why the mood, feelings, thoughts of people have always been interesting to the artist, and at all times he so wanted to depict them!

(Children watch a fragment of the cartoon “About Paintings” by A. Kushner)

Teacher: - Who can guess what the topic of the lesson is?

Children: - Man!

Vitya: - Portrait!

Lisa: - Interesting idea, Vitya, but I’ll add: topic of the lessonpainting - portrait.

Teacher: - Well done!

(At the request of the teacher, children open the dictionary and become familiar with the term “portrait”).

3.Work on the topic of the lesson.

Children - Portrait is a genre of fine art depicting one person or a group of people. In addition to external, individual resemblance, artists strive in a portrait to convey the character of a person, his spiritual world. A portrait is, first of all, a face depicted by the artist as the artist sees it.

Teacher - The attention of artists to people of all walks of life contributed to the flourishing of the art of portraiture in the 19th century.

The wonderful Russian artist Valentin Aleksandrovich Serov created many portraits of his contemporaries.

Teacher - Is the baby dressed in a suit? Is his hair carefully combed?

Children - No. He's wearing a nightgown. And his hair was tangled!

Teacher - Look, he has rosy cheeks after sleep, huge sparkling eyes. And not only because the morning is so sunny. There are a lot of interesting things around!

Teacher - Guys! What do you think Mika will do during the day? What does he like to do? What is his character?

Children – Mika loves to run, jump, and play hide and seek. He also loves to ride on the swings! And on a bike! Loves to build a city out of sand. Eat candy!

He probably has a puppy and a kitten. He plays with them!

Teacher - Guys, what is Mika doing now?

Children - He is sitting in a chair.

Teacher - Yes. Sitting in a chair, the boy poses for the artist. Do you think he has difficulty sitting still?

Children - Yes! Difficult!

Teacher - Why did you decide so?

Children - …

Teacher - How does Mika sit? Leaning on the back of a chair? Comfortable? For how long? Compare how a girl sits illuminated by the sun. Try to sit the way Mika sits. Perhaps his mother or grandmother is telling him an interesting tale. The boy loves to listen to fairy tales. And about the fisherman and the goldfish, and about Little Red Riding Hood...

Children - Although he is very interested, he is ready to jump out of his seat and run about his important, important business!

Teacher - Guys! Does Mika remind you of your younger brothers and sisters? Would you like to become friends with him?

Children - Yes. He is just like my brother: active and funny.

Teacher – And this is the great Russian artist Ilya Efimovich Repin, the author of the portrait of Pavel Mikhailovich Tretyakov, the founder of the Gallery, already known to you. Quite often, artists draw themselves - this image is called - self-portrait. The artist managed to convey his own character, his spiritual life, an inquisitive, attentive attitude to the world around him...

I. Repin’s images of the artist’s relatives are especially colorful and sincere.

(On the screen is a portrait of the artist’s daughter Vera Repina “Dragonfly”).

Teacher - Guys! Why did the artist name the portrait of his daughter “Dragonfly”?

Children - I love to run, jump, dance and my grandmother calls me “dragonfly”.

How high she climbed! The artist depicted a girl against the sky. Not by chance!

We see a girl who, cheerfully swinging her legs, sits on a high crossbar of a picket fence. It resembles a dragonfly that sits on a flower and flaps its transparent wings.

Teacher - The restless and mischievous girl is about to slide down and run away cheerfully.

Teacher – The portrait of Mika Morozov was painted in 1901, the portrait of Vera Repina - in 1884 - more than a hundred years ago. Back when there were no airplanes, no astronauts, no electricity. Museums store portraits that are 300, 400, 500 or more years old.

(On the screen is a portrait of “Lady with an Ermine” by Leonardo da Vinci (circa 1485))

"Lady with an ermine" - a portrait of seventeen-year-old Cecilia Gallerani, who

In the people's art gallery of the village of Privolnaya, a special place is occupied by portraits of machine operators, poultry workers, milkmaids, agronomists - our illustrious fellow countrymen - workers.

(On the screen - portraitsPeople's Art Gallery of the village of Privolnaya. The teacher draws the children's attention to the portrait of the bird-keeper Alexandra Ilyinichna Kononets by the Kuban artist Viktor Mikhailovich Krysin).

let's imagine for a moment,that Viktor Mikhailovich Krysin is our guest and we’ll ask him the following questions:who will help usunderstand the features of his work. And, of course, as always, we will discuss our ability to conduct dialogue G.

(Children ask a variety of questions, sometimes unexpected).

Children: - Viktor Mikhailovich, where do you live?

Children: - Do you have grandchildren?

Children: - Please tell me why you wanted to paint a portrait of this particular worker?

Children: - What other paintings have you painted?

Children: - How long did it take to paint the portrait?

Children: - Tell me, did the heroine herself like the portrait?

Children: - Viktor Mikhailovich, why didn’t you write the bird-house while you were at work?

Teacher: - Thank you, guys! So many different questions! Which of them, in your opinion, are the most interesting and help to understand the artist’s work? Which ones are polite? Tactful?

(Children usually identify the questions correctly).

And now we will divide into creative groups and try, like real guides, to talk about the portrait commissioned by the collective farm especially for the gallery.

(On the tables of the “tour guides”cards with basic vocabulary.

1. Artist, painter, portrait painter.
2. He depicted, wrote, reflected, revealed, showed.
3. Linen, canvas, painting, portrait.
4. Hands: large, hard-working, affectionate, awkward, strong, rough, gentle, strong, clumsy, pale, dear, tanned, generous, tired, fast, lean, weak, skillful, overworked etc.).

(Groups outline the construction of the text.

The class listens to the “tour guides”).

Teacher: - Thank you. What is the most important thing the artist wanted to tell us, the audience?

Sasha: - I think that working as a poultry worker is not easy, that the poultry worker is a good worker.

Lisa: - I agree with Sasha. You have to come to work very early. As the sun rises, the birds begin to scream, flapping their wings, demanding food and attention. They need to be fed and watered more than once during the day.

Anya: - Alexandra Ilyinichna has an attentive, calm look, a tanned and weather-beaten face...

Teacher: What can you say about the bird pose?

Sasha: - She stands firmly in the middle of the poultry yard.

Sonya: - Like a boss!

Lena: - Stands confidently!

Sveta: - She has the kind of personality that only a Cossack woman has! She is a strong person.

Teacher: - Accurately noted. Well done! Guys, the background of the portrait is a huge poultry yard, flooded with sun, crowded with noisy ducks, stretching to a small patch of river on the horizon. For what purpose did the artist choose this background option?

Sveta: - I think the artist thus spoke about the profession of his heroine. Showed her work place.

Tanya: - Sveta, I don’t agree with you. My grandmother calls our 6 ducks "a hectic household." Alexandra Ilyinichna, as the background of the picture told us, has hundreds of times more of them, which means a lot of work. The artist spoke about this.

Teacher: - Your opinions?

Sasha: - I agree with both girls...

Teacher: - Okay!

Katya: - The poultry worker is dressed in a faded dress, an apron, and a scarf on her head to protect her from the scorching sun - she has to work in both heat and cold.

Lisa: - She has tired, strong hands.

Anya: - Lisa, you said it very precisely, but I’ll add: hard-working and generous hands. I think they not only feed the birds, but also bake delicious pies, generously gifting them to their family and friends.

Teacher: - Well done, guys! The portrait is not silent for you. You are sensitive and attentive viewers. A dialogue between the artist and the viewer took place.

4. Statement of the artistic problem of a practical task.

Practical work of students.

For children to experience the creative process of creating an artistic image in the form of artistic actions (lesson stage - practical work of students), it is necessary to competently use artistic materials, their means of expression, and basic knowledge of the basics of composition. Children receive advice from the teacher while setting tasks for practical work and performing a creative task.

Teacher - Guys, would you like to paint a portrait? Think about whose portrait this will be? Let it reveal the character of a person interesting to you - a friend, girlfriend, brother, sister, coach, teacher, and maybe dad, mom, grandmother, grandfather. Find what makes each of them different from other people, what is close and dear to you. This will be the main thing in the portrait (short crew cut hair, braid, bangs, whitish or black eyebrows, smile, squinting eyes, red hair and freckles, a black eye...). Draw the clothes, think about what objects might be next to the hero of the portrait. The portrait can be painted in gouache or pastel. Don't forget that the background of the portrait is also part of the picture.

The teacher provides practical assistance to the children. Students can be asked to make portraits of characters from children's poems. For example, an illustration for a poemKuban poet

V.D. Nesterenko "Wheat color".

(Children's songs about friendship, friends, school...)

5 . When summing up the lessonIt is necessary to organize an exhibition of drawings of the whole class. Artists become spectators. Together with the teacher, the children analyze the painted portraits. Students give a positive assessment of the work.