World of artistic culture and education table. The world of artistic culture of enlightenment

Literature

Daniel Defoe (1660-1731)

Novel "The Life and Amazing Adventures of Robinson Crusoe"

Jonathan Swift (1667-1745)

Novel "Gulliver's Travels"

Pierre Augustin Caron de Beaumarchais (1732-1799)

Aphorisms from works

Friedrich Schiller (1759-1805)

Best works

Johann Wolfgang Goethe (1749-1832)

Best works

Painting

Francois Boucher (1703-1770)

Antoine Watteau (1684-1721)

William Hogarth (1697 – 1764)

Jean Baptiste Simeon Chardin (1699-1779)

Jacques Honoré Fragonard (1732-1806)

Jean Baptiste Greuze (1725-1805)

Jean-Antoine Houdon (1741-1828)

Reynolds Joshua (1723-1792)

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

Music

Wolfgang Amadeus Mozart (1756-1791)

Franz Joseph Haydn (1732-1809)

Johann Sebastian Bach (1685-1750)

Ludwig van Beethoven (1770-1827)

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Slide captions:

Culture of Enlightenment

Daniel Defoe English writer 1660 – 1731 Author of the novel “The Life and Amazing Adventures of Robinson Crusoe”

Robinson Crusoe Robinson found himself on a desert island after a shipwreck. He lived there for 24 years, tamed animals, grew plants and saved a man whom he named Friday.

Jonathan Swift Irish priest 1667 – 1745 Author of Gulliver's Travels

Gulliver The work was written as a parody of the works of enlighteners. The Land of Lilliputians and Giants is a caricature of England in the 18th century.

Pierre Beaumarchais French playwright 1732 – 1799 Author of The Marriage of Figaro

“The Marriage of Figaro” The hero is a charming, clever servant. The play ridicules the shortcomings of the aristocracy

Friedrich Schiller German playwright 1759 – 1805 The heroes of his works are fighters against tyranny and the treachery of power

Schiller's plays "The Robbers" "Cunning and Love" "Mary Stuart"

Johann Wolfgang Goethe German playwright 1749 – 1832 Author of the drama “Faust”, which was created over 60 years

“Faust” The main character is the doctor, alchemist Faust, who lived in the 16th century. Faust made a deal with Mephistopheles (the devil) to become free

François Boucher French painter 1703 – 1770 The artist’s elegant paintings decorated the interiors of gentlemen during the time of Louis XV

Antoine Watteau 1684 – 1721 The works are dedicated to the holidays and entertainments of the royal court The paintings are filled with feelings and experiences

"Tricky Proposal"

"The Joys of the Ball"

Simeon Chardin French artist 1699 – 1779 His paintings are dedicated to ordinary people, their everyday work “Return from the market”

"Still life with attributes of art"

Jacques Louis David French artist 1748 – 1825 In his work he turned to historical, ancient subjects

"Oath of the Horatii"

Johann Sebastian Bach German composer 1685 – 1750 Works dedicated to biblical subjects

“Matthew Passion” The work tells about the last days of Jesus, his suffering, sacrifice in the name of people

Wolfgang Amadeus Mozart Austrian composer 1756 – 1791 At the age of 12 he wrote his first opera, and at 14 he became an academician

“Requiem” (peace) The author’s last work, “Requiem,” was commissioned by an unknown person in memory of his wife, but it seemed to Mozart that he was writing for himself

Symphony No. 6 and Moonlight Sonata

Ludwig van Beethoven 1770 - 1828 A famous composer who continued to create beauty despite a serious illness. The “Eroica” Symphony is dedicated to the revolutions of the 18th century.

On the topic: methodological developments, presentations and notes

Introduction to the Orthodox spiritual tradition. Features of Eastern Christianity. Culture and religion. (Lesson No. 2 prepared according to the module “Orthodox Culture” for 4 grades; textbook by A. Kuraev “Enlightenment”, 2012)

Goals and objectives:1. To acquaint students with the essence of material and spiritual culture; show the relationship between culture and religion, give an idea of ​​the concept of “Orthodox...

The role of the comprehensive training course “Fundamentals of Religious Cultures and Secular Ethics” in the formation of a system of continuous spiritual and moral education and enlightenment of the younger generation.

“Let ties break, the light fades, But children grow up in the world... Whether there is a God in the world or there is no God, And they will have to live in the world.” N. Korzhavin...

Presentation on MHC grade 10: "The artistic culture of the European Enlightenment: the establishment of the cult of reason" Part 1, 2

The Age of Enlightenment is one of the key eras in the history of European culture, associated with the development of scientific, philosophical and social thought. This intellectual movement was based on...

TOPIC: The world of artistic culture of the Enlightenment.

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

Lesson objectives:

To consolidate the ideological principles of the Enlightenment era;

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

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

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

Planned results

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

During the classes.

Organizing time.

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

II . Motivation stage.

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

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

- Name one of the educators?

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

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

Second clue: a slide with a portrait of Mozart.

Third: slide with a picture.

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

Children formulate the topic of the lesson and set tasks.

III. Learning new material.

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

1 group

2nd group

3 group

4 group

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

Mutual assessment:

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

- Did you complete the task completely?

Physical education minute

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

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

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

Mainly peasants joined the ranks of the levellers (no)

Oliver Cromwell is the leader of the Diggers (no)

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

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

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

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

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

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

IV. Working with a table. Consolidation.

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

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

Checking the book "Thinkers of the Age of Enlightenment"

Task: Connect, write the answer in the table

Country of birth

His ideas

1 . Voltaire

1 . England

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

2 .Montesquieu

2 . Switzerland

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

Smith

3 .France

3 .Accept neither the rich nor the poor.”

4 .Turgot

4 .Separation of powers into executive, judicial, legislative

Rousseau

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

Country of birth

His ideas

Test

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

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

3. Jean Baptiste is

A) artist B) composer C) writer

A) Mozart B) Bach C) Beethoven

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

A) Hogarth B) Baptiste C) Watteau

Exchange of cards and mutual verification.

V . Reflection.

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

Were you able to achieve them?

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

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

Making marks.

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

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

VI . Homework (on the board)

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

Sections: History and social studies

Planned results of studying the material:

Students will learn that the 18th century is a page in the history of world culture. Outstanding creators of literature, fine arts, and music strove for human enlightenment and dreamed of correcting human morals with the help of art. Their works instilled in a person confidence in his own abilities, affirmed the power of the mind, the ability to withstand any test, overcome all difficulties and adversity. The ideal hero of the enlightenment.

Development of student skills:

Acquaintance with artistic culture will allow students to enrich previously acquired skills and abilities in mastering historical and cultural material, and to understand the continuity of the cultures of the Renaissance and Enlightenment.
Immersion in the world of art contributes to the formation of skills necessary for a competent viewer, reader, listener

Teaching methods: illustrative-reproductive, partially search methods

Forms of organization of educational activities: explanations, story, conversation, creation of pedagogical situations for solving cognitive tasks, exchange of impressions.

Lesson type: combined

During the classes

1. Message of the topic and purpose of the lesson (Slide 1-3)

2. Homework is checked by talking with students

Questions for conversation (slide 4)

• Think about whether there is continuity in the views on man and society between the humanists of the 15th and 16th centuries and the enlighteners of the 18th century. If they exist, please indicate which ones?
• Think about what was new in the views of the French enlighteners compared to the humanists?
• Rousseau wrote: “ If you want to give strength to the state, then bring the extreme levels as close as possible; admit neither the rich nor the poor" Do you share Rousseau's point of view? Is it possible to solve this problem in practice?

3. Preparing to perceive something new.

Today we have an unusual lesson. This lesson is a virtual excursion into the 18th century, which is often called gallant. At different points in his life, a person can turn to works of art from other eras, trying to find in them answers to questions that are important to him today. And then the creators of art become his contemporaries.

Which artists of the Enlightenment would you call your contemporary?

And experts in the field of literature, painting and music will help us get acquainted with outstanding representatives of art.

4. Main content of the lesson

During the tour you must fill out the table (slide 5)
Lesson plan – (slide 6)

1. Humanists and educators
2. The Extraordinary Adventures of Robinson and Gulliver
3. School and Department of Education
4. Marquises, washerwomen and ancient heroes
5. Opera-like works by cantor Bach
6. Your name is Mozart
7. Rebel Composer

So, I present to you the first guide - teacher of Russian language and literature - Gaberman S.V. (the teacher presents the material in the volume of the textbook, relies on the material already studied by the students, and at the end offers questions to check initial mastery (slides 7-12)

Quiz questions:

1. What novel was written for adults, but in our time has become children's literature? (" The Life and Amazing Adventures of Robinson Crusoe.)
2. What novel was a parody of the English constitutional monarchy? (" Gulliver's Travels."
3. What work did Goethe take 60 years to create? " (Faust")
4. About what work did Louis the 16th say, “The Bastille must be destroyed to allow this on stage!” (“The Marriage of Figaro.”)
5. Name the work of F. Schiller, where young lovers “defend their love at the cost of death” "? ("Cunning and Love")

A gallant age cannot be imagined without magnificent paintings. Fine arts teacher Bochanova T.M. will introduce you to them. (slide 13-19)

The material for the teacher's story is in the volume of the textbook.

Three great composers defined the musical style of the 18th century. Nelmayer L.E., history teacher, will introduce you to them. (slide 20-23)
(Excursion in the volume of the textbook, accompanied by short musical inserts)

J. S. Bach – “St. Matthew Passion”
W.A.Mozart – Symphony No. 40
L.V. Beethoven – sonata No. 14 “Moonlight” or others

Checking the completion of the table (if the table is not completed in full, finish it at home)

5. Consolidation

We turn to the problematic question posed at the beginning of the lesson.
Which of the artists of the Enlightenment would you call your contemporary and why? (student answers).
Let's summarize (slide 24)

• The 18th century is a bright page in the history of world culture,
• Outstanding creators of literature, fine arts, and music strove for human enlightenment and dreamed of correcting human morals with the help of art.
• Their works instilled in a person confidence in his own abilities, affirmed the power of the mind, the ability to withstand any test, overcome all difficulties and adversity.
• The ideal hero of the Enlightenment was a person capable of heroic deeds and self-sacrifice.

6. Homework step 20 complete the table.

Other tasks to choose from (slide 25-26)

1. In Beaumarchais's comedy "The Barber of Seville" there is a dialogue:
   "Rosina: You are always scolding our poor age.
   Bartolo: Please forgive my insolence, but what did he give us that we could praise him for?”
   What would you answer to a comedy character who bequeathed humanity the Age of Enlightenment?
2. Solve the crossword
3. Make a quiz on the topic “The Age of Enlightenment. - the desire for the kingdom of reason"

7. Summing up the lesson.

Field of culture: fine arts

Actor: Giotto (Italy)

Works:“Madonna and Child and Two Angels”, painted cross, “Crucifixion”, “Assumption of Mary”. Most often he created frescoes.

Ideas: was the first to show the depth of space in his works, turning a flat two-dimensional image into a three-dimensional one. Thus, he overcame the canons of icon painting, in which absolutely all artists then painted.

Actor: Donatello (Italy)

Works: sculptures - St. George, St. Mark, Mary Magdalene, John the Baptist, Judith and Holofernes.

Ideas: He was excellent at depicting emotions in the plasticity of sculpture and body movements. Christian ideas.

Actor: Leonardo da Vinci (Italy)

Works:“La Gioconda”, “Benois Madonna”, “Madonna and Child”, “Annunciation”, “Last Supper”

Ideas: created a new painting, not conventionally colored, but realistically depicting reality.

Actor: Botticelli Sandro (Italy)

Works:“Portrait of Dante”, “Madonna and Child”, “Mystical Crucifixion”, “Venus and Mars”, “Lamentation of Christ”

Ideas: depicted the beauty of the human face and body, the joy of life. He often turned to ancient subjects as the “golden age” of European culture.

Actor: Santi Rafael (Italy)

Works:“Sistine Madonna”, “Holy Family”, “Madonna Alba”, “Transfiguration”.

Ideas: an image of the joy of life, the charm of nature, the beauty and perfection of the human body, the beauty of health, as opposed to the asceticism and painful ideal of the Middle Ages.

Actor: Michelangelo Buonarotti (Italy)

Works: Sistine Chapel (painting), sculptures “David”, “Pieta”, “Bacchus”

Ideas: a breakthrough in the depiction of the human body, its plasticity, complexity of movements, volumes.

Actor: Durer Albrecht (Germany)

Works: self-portrait, Dresden Altarpiece, “Seven Sorrows”, “Girl with Flowing Hair”, “Adoration of the Magi”, “Hare”, “Saint Jerome in the Desert”

Ideas: one of the “fathers” of the self-portrait genre. Master of complex angles. Ideas of Christianity. Another Renaissance master who overcame the “flat” style of icon painting.

Field of culture: literature

Actor: William Shakespeare (England)

Works:"Hamlet", "Romeo and Juliet", "King Lear", "Othello", "The Taming of the Shrew"

Ideas: The idea of ​​justice of fate and retribution for actions. The idea of ​​the supreme value of love and human feelings in comparison with the norms and rules of society. The fight against society's prejudices. Gave birth to modern literary English.

Actor: Rabelais Francois (France)

Works:"Gargantua and Pantagruel"

Ideas: satire, anti-church ideas, propaganda of science and education, harmonious physical and mental development of the individual.

Actor: Dante Alighieri (Italy)

Works:"The Divine Comedy"

Ideas: humanism, boundless faith in the power of creativity that transforms the world. He preached universal love, peace and harmony.

Actor: Francesco Petrarca (Italy)

Works: sonnets

Ideas: sings of sublime love (Donna Laura was his personal lover), attacks the clergy, criticizes debauchery and an idle life. Defends the value of creativity for humans. The first humanist in Europe.

Field of culture: philosophy

Actor: Thomas More (England)

Works:"Utopia", novel

Ideas: defended Catholicism, humanism, argued with atheists, opposed the death penalty, against private property, against the power of the rich and for the equality of women.

Actor: Nicollo Machiavelli (Italy)

Works: treatise "Sovereign"

Ideas: studying the political structure of society, defended the ideas of a republic, the idea of ​​a strong leader at the head of the state, the idea of ​​universal military service for adult men in society.

Actor: Michel Montaigne (France)

Works: essay "Experiences"

Ideas: preached tolerance and spoke out for the all-round development of the individual. Conservative. Skeptic. He spoke out against any ideals, since they fetter human nature and his desire for happiness. He created a humane theory of raising children.