Art program for elementary school B.M. Nemensky

Completed: 4th year student

Bogomolova E.A.

• Nemensky Boris Mikhailovich -

Academician of the USSR Academy of Pedagogical Sciences (1991; Corresponding Member 1982).

Academician of the Russian Academy of Arts.

People's Artist of the RSFSR (1986). Laureate of the Stalin Prize of the third degree (1951) of the State Prize of the Russian Federation (1996).

About the program…

• focus of the program:

development of the child's emotional-value attitude to the world.

Mastering the basics of the artistic language, gaining experience of emotional-value, aesthetic perception of the world and artistic and creative activity.

education of aesthetic feelings, interest in the fine arts; enrichment moral experience, ideas about good and evil; mastering elementary literacy;

development of imagination, desire and ability to approach any of their activities creatively; ability to perceive art and the surrounding world;

upbringing moral feelings, respect for the culture of the peoples of multinational Russia and other countries;

mastering the initial knowledge about plastic arts: fine, decorative and applied, architecture and design - their role in the life of a person and society;

Goals:

improving the emotional-figurative perception of works of art and the world around them;

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

developing skills in working with various art materials.

Objectives of the course:

Main types of educational activities:

Practical artistic and creative activity

art perception activities

Thematic integrity and consistency

Perception of works of art

observation and aesthetic experience of reality

Place of the subject in the curriculum:

• In the Federal Basic Curriculum, the study of visual arts in each grade of elementary school is allocated 1 hour per week, for a total of 138 hours.
• The subject is studied: in grade 1 - 33 hours a year,
• in grades 2-4 - 35 hours a year.

The principle of integrity, or ...

Constructive artistic activity

Decorative art activities

Basic principles of the program:

Fine art activities;

the triad of artistic activity as a backbone of the program:

Basic principles of the program:

• The principle "from life through art to life" .

• This principle of the constancy of the connection between art and life provides for the wide involvement of children's life experiences, examples from the surrounding reality on each topic.

Basic principles of the program:

• The principle of integrity and slowness of mastering the material of each topic.

• The program provides for the consistent study of methodically structured material. The consistent implementation of the topics and the tasks of the lessons indicated in them ensures the progressive artistic development of the child.

Basic principles of the program:

• The principle of the unity of perception and creation .
• The student's practical artistic activity (acts as an artist) and art perception activity (acts as a spectator, mastering the experience of artistic culture) are creative in nature. The work of perceiving works of art involves the development of special skills, the development of feelings, as well as mastering the figurative language of arts.

Basic principles of the program:

• Accommodation as a form of study and a form of mastering artistic experience- a condition for comprehending art.
• The special character of artistic information cannot be adequately conveyed in words. Emotional-value, sensory experience, expressed in art, can be comprehended only through one's own experience - the living of the artistic image. Developed ability to emotional assimilation - the basis of aesthetic responsiveness.

Basic principles of the program:

• Development of artistic and imaginative thinking, artistic experience leads to a rigid refusal to complete the assignment according to schemes, samples, according to a given stereotype.
• The development of artistic thinking is based on the unity of its two foundations:

• observation, the ability to peer into the phenomena of life;
• fantasy, i.e. the ability, on the basis of developed observation, to build an artistic image, expressing their attitude to reality.

“Every nation -

painter"

"Art

"Art and You"

“You pretend

Decorate

building "

About the tutorial ...

• L.A. Nemenskaya's textbook,

Russian Federation.

Edition 2, 2012. Set

includes a workbook.

Grade 1 - "You portray, decorate, build."

Three types of artistic activity (graphic, decorative, constructive), which determine the whole variety of visual spatial arts, are the basis for understanding the unity of the world of these visual arts.

A playful, imaginative form of familiarization with art: three Brother-Masters - the Master of the Image, the Master of Decoration and the Master of Construction.

To be able to see the work of one or another Master-Brother in the life around us is an interesting game that begins the cognition of the links between art and life. Primary mastering of artistic materials and techniques.

2nd grade - "Art and you"

Acquaintance with the basics of the figurative language of the visual arts. Understanding the language of art and its connections with life.

The expressive possibilities of artistic materials. An introduction to the world of art, emotionally connected with the world of personal observations, experiences of people.

Expression in art of human feelings, attitude to the world, good and evil.

Grade 3 - "Art Around Us".

Introduction to the world of art through the knowledge of the artistic meaning of the surrounding objective world. Objects not only have a utilitarian purpose, but are also carriers of spiritual culture. The surrounding objects, created by people, form the environment of our life and our communication. The form of things is not accidental, it expresses people's understanding of beauty, convenience, it expresses people's feelings and relationships between people, their dreams and concerns.

The creation of any object is associated with the artist's work on its form. There are always three stages in this work, three main tasks.

An artist cannot do without Master Brothers: Master of Image, Master of Decoration and Master of Construction. They help to understand what the artistic meanings of the objective world around us are. Brothers-Masters - assistants to students in modeling the objective world in a house, on a city street. The role of the artist in the theater, circus; works of art in an art museum. Acquaintance in an active form with the basics of many types of design, arts and crafts, with types and genres of easel art.

Knowledge about the system of art forms is acquired through comprehension of their vital functions, role in people's lives and specifically in Everyday life... Acquisition of primary artistic skills, the embodiment of value and emotionally significant meanings in modeling the subject environment of one's life. Individual creative experience and communication skills.

Grade 4 - "Every nation is an artist"

The diversity of artistic cultures of the peoples of the Earth and the unity of peoples' ideas about the spiritual beauty of man.

The diversity of cultures is the wealth of the culture of mankind. The integrity of each culture is the most important element of content school year.

Involvement in the origins of the culture of their people and other peoples of the Earth, the feeling of being participants in the development of mankind.

Getting acquainted with the origins of the native culture, gaining experience of the aesthetic experience of folk traditions, understanding their content and connections with modern life, their own life. This is a deep foundation for the education of patriotism, self-respect, a conscious attitude to the historical past and at the same time interest and respect for other cultures.

Practical creative work (individual and collective).

The results of the study of the academic subject:

the formation of aesthetic needs, values ​​and feelings;

development of ethical feelings, benevolence and emotional and moral responsiveness,

Personal results :

mastering skills collective action in the process of joint creative work

the ability to cooperate with friends in the process joint activities, to correlate your part of the discount with the general idea;

a sense of pride in the culture and art of the Motherland, your city;

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

the ability to discuss and analyze one's own artistic activity

understanding of the special role of culture and art in the life of society and each individual person;

the formation of aesthetic feelings, artistic and creative thinking, observation and fantasy;

mastering ways to solve problems of a creative and exploratory nature;

Metasubject results:

mastering the skill of creative vision from the standpoint of the artist

the formation of the ability to understand the reasons for the success of the failure of educational activities

mastering the logical actions of comparison, analysis, synthesis, generalization,

mastering the initial forms of cognitive and personal reflection;

mastering the ability to conduct a dialogue

the use of information technology tools for solving educational and creative problems

the ability to plan and correctly implement training activities in accordance with the task.

Subject results:

• mastering elementary practical skills in various types of artistic activity (drawing, painting, sculpture, artistic design), as well as in specific forms of artistic activity based on ICT (digital photography, video recording, animation elements, etc.);
• knowledge of the types of artistic activities: visual (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);

• the formation of the initial ideas about the role of fine art in human life, its role in the spiritual and moral development of a person;
• the formation of the foundations of artistic culture, including on the material of the artistic culture of the native land, an aesthetic attitude to the world; understanding beauty as a value, the need for artistic creativity and communication with art;
• mastering practical skills in the perception, analysis and evaluation of works of art;

First step:

Fundamentals of artistic performance .

It is composed of four steps and is the pedestal of the entire "temple".

The stages are linked by three types of artistic activity: image, decoration, construction. This division makes it possible to establish a connection between the life and activity of the child with artistic activity, with art. The difference in steps is in the object of study.

1st grade. “You depict, decorate and build” - we learn to depict the visible. The task of teaching in the 1st grade is the child's connection with the life around him through the formation of artistic interest in it: the ability to see life and peer into it with interest.

2nd grade. “You and Art” - we learn to see and understand what is depicted, decorated and built. Here, a conscious attitude towards art is laid, personal emotional ties with art are built. The third quarter of the second grade is very important - "What does art talk about?" This is the pivot of the entire program, that for the sake of which all the child's activity is built both in perception and in creation. The fourth quarter of the second grade will lay down an understanding of the language of art in the future. It is called the "Language of Art".

3rd grade. “Art around you” - the object of study is the everyday, everyday relationships of a person with art. This is no longer nature, but concrete objects of art that surround us, with which the child meets at home, on the street. During this period, it is necessary to study not only the highest phenomena of art, but its smallest shoots in contact with the child. His cup, plate can not be considered a manifestation of art, but you can count it, putting it in a row with beautiful, highly artistic samples of such products.

4th grade. "Every nation is an artist." The main topic of the 4th grade is the understanding of beauty among different peoples (starting with their own people). The idea of ​​both the enormous diversity and the commonality of their relationship to the main problems of human life. The awakening of interest in art and the first conscious contact with it, the formation of an understanding of the role of art in life, the creation of the foundation of a culture of communication with it - these are the main tasks of elementary school and the first stage of the program. From whatever class the teacher starts working with children - you need to start from this stage, from this stage. Skipping the basics here is like skipping an introduction to the existence of numbers, with the ability to add and subtract.

Second phase:

• Fundamentals of Artistic Thinking .
• This stage is based on the study of types and genres of art, their differences and interrelation in

• 5th grade. The connection of the decorative arts group with life is being studied. Decorative art is a world with its own traditions, its own figurative language, its own meanings. The task is to understand the specifics of this language, the social existence of all forms of arts and crafts - folk, peasant and professional.
• 6-7th grades. The visual arts group's connections with life. The foundations of artistic literacy are formed (drawing and painting), the language of visual arts (volume, space, line, color) is studied. Studying the language of art, we are confronted with its endless variability in the history of art. In turn, by studying the changes in the language of art, seemingly external changes, we actually penetrate into complex spiritual processes taking place in society and culture. Art sharpens the ability to feel, empathize, teaches a living sense of life, makes it possible to penetrate into another human experience and thereby transforms one's own life. The role of the visual arts in the life of society can be compared to the role of the fundamental sciences in relation to the applied ones.
• 8th grade. Exploring the relationship of constructive art groups to life - through the example of design and architecture. The study of constructive arts is based on the level of artistic culture of students already formed in the previous period.
• 9th grade. Development and fundamental expansion of the theme of visual-spatial arts. Synthetic screen arts - cinema, television - originate directly from the visual arts and are dominant today. Screen arts flooded us (sometimes in their wildest forms) through television and video. It is possible to form serious criteria for the perception of these arts systemically only at school, acquainting not with fakes, but with masterpieces available to both small children and adolescents.

Stage three:

Stage three (exists as an idea)

10-11 grades - the basics of artistic consciousness.

It is intended to complete, consolidate all the received ideas and knowledge in personal beliefs, linking the eternal problems of art with their current existence. There is no age more optimal for the formation of personal value criteria by means of the arts!

The theme of the 1st grade "You and Art" is heard here, but on a completely different level. At this stage, it is proposed to separate theoretical and practical lessons. Theoretical course for all - "Historical links of the arts" and practical courses of choice. Thematically transparent, clear principle of the structure of the program is easily understood by the teacher - each year has its own topic of study. It reveals the content of that stage of training, which it enters into, by elements, by steps. Each quarter also, in terms of elements, in increasing complexity of the content, reveals the theme of the year, examining it from different angles and forming integrity. Each quarter is built from brick lessons that have a topic (content) and a task - a practical interpretation of the lesson objectives. With all the autonomy of the topics of each year of study, it is easy to trace the thematic connection of the lessons and, as a result, to use the creative experience accumulated by the child in solving more complex artistic problems.

And in conclusion…

• B.M. Nemensky requires a completely different approach to teaching.
• Technique drawing, painting, competent composition is not a goal, but a means of creating an artistic image. Task teachers- to create an atmosphere of enthusiasm in fine art lessons, to reveal the links between art and the child's life, and as a result, the "appropriation" of emotional experience can occur. To activate a productive creative imagination, it is important to include all the senses in the process of perception, to use muscle memory.
• For this you need not simply look a video clip, for example, a Spanish dance or ballet performance, but and by ourselves move like Spanish dancers or take ballet positions;
• try on a Spanish skirt or a Greek tunic,
• play with castanets,
• repeat musical phrases or consider in shadow theater a "Spanish" shadow or the shadow of a classical dancer. A variety of options are possible.
• All this is not just a game, but an attempt to live, to get used to the artistic image in ways accessible to children. A lot depends on the already existing emotional experience of the children themselves, on their imagination.

Irina POLYAKOVA,
Research Fellow at the Center for Continuous
arts education,
Deputy Director
on scientific and experimental work
GOU SOSH No. 328,
art teacher

Features of teaching schoolchildren
according to the program of B.M. Nemensky "Fine Arts and Artistic Work"

Our readers are already accustomed to the fact that in the first September issue of the newspaper "Art" begins the publication of the next cycle of lectures of distance training courses, which are organized by Pedagogical University"The first of September". In previous years, we printed lectures in full and in succession, number by number, and finished their publication in December. Thus, both the readers and the listeners of the courses received the same information at the same time, only the listeners still had the opportunity to send tests for verification, and upon completion of the courses, receive the appropriate diploma. For other readers, the course of lectures turned into a whole series of articles.
Still, a lecture and an article are not exactly the same thing, so we decided to make some changes. This academic year, a newspaper version of the lectures will be published on our pages, and their full text (in accordance with the curriculum published below) will be sent only to course participants in the form of brochures. Today we invite all our readers to familiarize themselves with the first article of the new cycle. And for those who need full versions, it is still possible to apply for admission to the courses.

Authors

Polyakova Irina Borisovna - Researcher at the Center for Continuing Art Education, Deputy Director for Scientific and Experimental Work of GOU Secondary School No. 328 in Moscow, teacher of fine arts of the highest category.
Sapozhnikova Tatyana Borisovna, methodologist of the Center for Continuing Art Education, teacher at school No. 235 in Moscow.

Concept

For more than twenty years there has been a program " art and Artistic Labor "for secondary schools, created by B.М. Nemensky together with a team of like-minded people. During this time, it has changed significantly, replenished with new sections and topics. The aim of the proposed course is to familiarize teachers of the visual arts of primary and secondary schools, young professionals, teachers working in educational institutions with in-depth study of art, specialists dealing with problem children, methodologists and all those interested in art pedagogy with the peculiarities of the modern program "Fine Arts and Artistic Labor". A series of lectures consistently reveals the main idea, structure and objectives of the program, identifies the principles of building the content of the program for primary and secondary schools.
All theoretical provisions are revealed through practical examples. Methodical developments lessons, visual and handouts for them, the methodology of organizing and conducting didactic games, creating collective projects are presented by the teachers-methodologists of the Central Scientific and Educational Department, who have been working on this program in secondary schools for many years.

Course curriculum
Features of teaching schoolchildren according to the B.M. Nemensky
"Fine arts and artistic work"

Lecture 1. Purpose, objectives, principles of construction, structure and content of the program B.М. Nemensky. Connection of general didactic principles and methods with the principles and methods of artistic pedagogy. Forms of teaching art. Workshop: lessons.

Lecture 2. Structural principles of building the content of the program. The principle of creating an atmosphere of passion for art. The principle of distinguishing three types of artistic activity (graphic, decorative, constructive). Comparison of element-by-element and block-thematic principles of building a program. Workshop: didactic games.

Lecture 3. Methodological principles of building the content of the program. Principles: establishing and realizing links between art and human life, integrity and slowness of emotional development, reliance on the apogee of phenomena in art, unity of perception and creation. The importance of principles in practical matters of planning art lessons. Workshop: lessons.
Examination work number 1.

Lecture 4. Features of teaching the language of art. The system of pictorial and expressive means (line, spot, shape, etc.). The unity of the artistic image and language of art. Teaching methods: educational and orientation exercises, skill training, storytelling, conversation, game. Workshop: lessons.

Lecture 5. A modern lesson in the artistic system of B.М. Nemensky. Types of lessons: problem lesson, climbing lesson, image lesson, vernissage lesson, travel lesson, excursion lesson, arts holiday lesson. Algorithm for system analysis of the lesson. Workshop: lessons.

Lecture 6. The relationship of the curriculum with the system of additional education. Additional education as part of the system of continuing art education. Goals, objectives and forms of introducing children to art. Ways to enhance the creative knowledge of students. Workshop: collective work.
Examination work number 2.

Lecture 7. Pedagogical skills and the specifics of the art teacher. Professional requirements for an art teacher. The main components of pedagogical technology. Styles of teacher activity. Workshop: lessons.

Lecture 8. Education of a child's personality in the artistic system of B.М. Nemensky. Formation by means of art of an aesthetic position in any area of ​​life (everyday life, work, sports). The principle "From the native threshold to the world of universal human culture." Goals, objectives, approaches to tolerance education in fine arts lessons. Workshop: lessons.

Final work.

Article one. Part I. Purpose, objectives, principles of construction and structure of the program B.М. Nemensky

The specifics of teaching fine arts

The tasks of the main academic disciplines are reduced to the transfer of knowledge, the formation of skills and abilities. Fine art is a special subject. Art should not only be studied, but lived. A child comes to our lesson not only to watch slides, learn about the work and do work on a given topic, but in order to feel like an integral part of humanity, to gain emotional and value experience that he needs for life, for mastering ways knowledge of the world.
What do we mean by the words "emotional-value experience of attitude to the world"? It is well known that art speaks the language of feelings and emotions. But what are these feelings and emotions? After all, they do not arise in a person by themselves, but are his reaction to the phenomena of the surrounding life. In other words, the meaning of these feelings and emotions is an expression of the attitude (positive, negative, indifferent ...) of a person to various objects and events, that is, their assessment. Evaluation - a person's ability to be aware of and form his own attitude to the world around him, including himself.
Thus, the content of art is not just feelings, but the assessment of various phenomena by different people on the basis of moral and aesthetic criteria developed by mankind.

Purpose and objectives of the program

The main semantic core of the program, the subject of study is the connection between art and human life, the role of art in his everyday life, in the life of society, the importance of art in the development of every child. It is envisaged to attract the life experience of children, examples from the surrounding reality.
The program is structured around this idea.
The goal of the program is the spiritual and moral development of the child, that is, the formation of his qualities that meet the ideas of true humanity, kindness and cultural value in the perception of the world. In other words, it is necessary to create conditions for the development of creativity, for the formation of an internally free person.
The general tasks of the subject "fine arts" in a general education school are reduced to two main ones.
The first task is passion for art. Outside of passion for art, outside of delight, enjoyment of its creations, the need for constant, for life, communication with it cannot be formed. The program attaches fundamental, fundamental importance to the formation of a passion for art in each lesson. However, what and to what extent should the child be carried away: the emotional perception of the teacher, the author of the work, or his own emotional world? Pedagogical excellence is largely determined by the teacher's ability to correctly correlate these aspects in each specific case. It is with these issues in mind that a sequence of lesson-less tasks and methodological ways of solving them have been developed in the program. Creating an atmosphere of passion in the classroom is the first task of the teacher.
The second task is to familiarize with artistic culture. This task is deciphered in three elements, which in their trinity reveal its essence:
1) art as culture (content of art);
2) art as creativity (own creative activity);
3) art as a language (professional experience).

1. The content of art is, in fact, those vital problems for the solution of which art exists: from century to century it reflected the attitude of the creator to all phenomena of life (to nature, man and society). In the light of this task, art is seen as a culture of relationships, as imprinted in works of art the experience of generations in the awareness of good and evil. Here are the ideas developed by society (class, group, nation) about the right attitude for it to all the phenomena of life. Through art, these relationships are realized. Through art, they are passed on to the next generations, which could not be done in other ways, since these relations are always manifested in the unity of feelings and knowledge. Such a unity is possible only in art, in its emotional form of cognition.
The true content of the curriculum of arts is not certain works of art and authors studied under the program, even great ones, not certain practical skills, skills and knowledge, but human feelings, human relations, and spiritual problems of a person. Those feelings that a student opens in himself or in the studied works of art, empathizing with them and enriching his soul with them in the process of creativity and co-creation. With the help of the poeticization of life, a rethinking of reality takes place, thanks to which the ordinary becomes artistic.
2. The creative experience of art is the most important element of the triad. Here the systematic development of imaginative and creative abilities, variability, flexibility and harmony of human thinking is laid. Developed creative abilities are necessary both when creating a work of art, and when it is perceived - the child becomes either an Artist or a Spectator. This is one of the ways to form the ability to create.
Creativity in art is multifaceted. The creative possibilities of a person should develop in the same multifaceted manner. This ability itself presupposes the presence of two elements: the ability to accumulate, master the baggage of knowledge, what has already been created by humanity, and the ability to create something new, without fear of taking a step into the unknown. The system of practical tasks and projects included in the program helps to overcome shyness and self-doubt.
3. The language of art. Outside of language, there is no content at all; it cannot be expressed. This element of the triad provides for the compulsory implementation of practical tasks in fine arts lessons. Skills and skills of language means - line, color, volume, space, rhythm, etc. - will help to create an artistic image. For example, the creation of the image of Spanish dance with its free plasticity or the image of a ballet performance will entail the use of various means, techniques and techniques of the image.

Combination of general didactic principles with the principles and methods of artistic pedagogy

The principles of teaching are guiding ideas, requirements for the organization of the didactic process. They are in the nature of the most general guidelines, rules, norms governing the learning process. Principles are born on the basis of a scientific analysis of learning and correlate with the laws of the learning process. Knowledge of the principles presupposes the possibility of systematic and gradual building of the learning process and knowledge control.
In modern didactics, there is the following system of principles that substantiate the learning process in general and the art learning process in particular:
- developmental and educational training (training is aimed at the goals of the comprehensive development of the individual);
- conformity (culture-, nature-conformity - the construction of the learning process, in accordance with nature, internal organization, the abilities of a child, adolescent, youth, as well as with the laws of the natural and social environment surrounding them);
- scientific character and connection between theory and practice (build the learning process on scientific knowledge, use the knowledge gained in solving practical problems);
- systematic and systematic (teaching and assimilation of knowledge in a certain order, system);
- clarity (in the learning process, children should be given the opportunity to observe, measure, conduct experiments, practically work);
- accessibility (go from simple to complex, from known to unknown), etc.
In the process of teaching art, we use the fundamental principles of modern art pedagogy. V.A. Reasonable formulated them in the following way: free choice by students of the dominant, favorite type of activity with the obligatory influence of the teacher; development of the student's artistic and creative abilities in comprehending the truth of the emotional world with the coordinated influence of the teacher (verbal, emotional and spiritual orientation).

Methodological principles of building a program

The program is designed as a holistic system of introduction to artistic culture and includes, on a single basis, the study of all the main types of spatial (plastic) arts: visual (painting, graphics, sculpture); constructive (architecture, design); different types arts and crafts, folk art (traditional peasant and folk crafts), as well as comprehending the role of the artist in synthetic arts (on screen and in the theater).
The main author's principles for constructing the content of the program are: the principle of creating an atmosphere of passion for art, the principle of identifying three types of artistic activity.
Methodological principles for constructing the content of the program:
- the principle "from life through art to life";
- the principle of integrity and slowness of emotional mastering of the material of each topic;
- the principle of living as a form of education and a form of mastering artistic experience;
- the principle of the unity of perception and creation.

Program structure

For a clear idea of ​​the structure of the program, we will depict it in the form of a “temple of the arts” (see diagram) with a pedestal and a roof - this is a scheme for the development of educational problems that dominate at each stage - the introduction of students to art.
This temple consists of three parts, corresponding to the stages of training.

The structure of the curriculum for teaching plastic arts at school

The first stage is the basics of artistic performances. It is composed of four steps and is the pedestal of the entire "temple". The stages are linked by three types of artistic activity: image, decoration, construction. This division makes it possible to establish a connection between the life and activity of the child with artistic activity, with art. The difference in steps is in the object of study.
1st grade. “You depict, decorate and build” - we learn to depict the visible. The task of teaching in the 1st grade is the child's connection with the life around him through the formation of artistic interest in it: the ability to see life and peer into it with interest.
2nd grade. “You and Art” - we learn to see and understand what is depicted, decorated and built. Here, a conscious attitude to art is laid, personal emotional ties with art are built. The third quarter of the second grade is very important - "What does art talk about?" This is the core of the entire program, that for the sake of which all the child's activity is built both in perception and in creation. The fourth quarter of the second grade will lay down an understanding of the language of art in the future. It is called the "Language of Art".
3rd grade. “Art around you” - the object of study is the everyday, everyday relationships of a person with art. This is no longer nature, but concrete objects of art that surround us, with which the child meets at home, on the street. During this period, it is necessary to study not only the highest phenomena of art, but its smallest shoots in contact with the child. His cup, plate can not be considered a manifestation of art, but you can count it, putting it in a row with beautiful, highly artistic samples of such products.
4th grade. "Every nation is an artist." The main topic of the 4th grade is the understanding of beauty among different peoples (starting with their own people). The idea of ​​both the enormous diversity and the commonality of their relationship to the main problems of human life.
The awakening of interest in art and the first conscious contact with it, the formation of an understanding of the role of art in life, the creation of the foundation of a culture of communication with it - these are the main tasks of elementary school and the first stage of the program.
From whatever class the teacher starts working with children - you need to start from this stage, from this stage. Skipping the basics here is like skipping an introduction to the existence of numbers, with the ability to add and subtract.

The second stage is the foundations of artistic thinking. This stage is based on the study of the types and genres of art, their differences and relationships in life.
5th grade. The connection of the decorative arts group with life is being studied. Decorative art is a world with its own traditions, its own figurative language, its own meanings. The task is to understand the specifics of this language, the social existence of all forms of arts and crafts - folk, peasant and professional.
6-7th grades. The visual arts group's connections with life. The foundations of artistic literacy (drawing and painting) are being formed, the language of visual arts (volume, space, line, color) is studied. Studying the language of art, we are confronted with its endless variability in the history of art. In turn, by studying the changes in the language of art, seemingly external changes, we actually penetrate into complex spiritual processes taking place in society and culture. Art sharpens the ability to feel, empathize, teaches a living sense of life, makes it possible to penetrate into another human experience and thereby transforms one's own life. The role of the fine arts in the life of society can be compared with the role of the fundamental sciences in relation to the applied ones.
8th grade. Exploring the connection of constructive art groups with life - through the example of design and architecture. The study of constructive arts is based on the level of artistic culture of students already formed in the previous period.
9th grade. Development and fundamental expansion of the theme of visual-spatial arts. Synthetic screen arts - cinema, television - originate directly from the visual arts and are dominant today. The twentieth century gave previously unthinkable possibilities of the influence of visual images associated with word and sound. Screen arts flooded us (at times in their wildest forms) through television and video. It is possible to form serious criteria for the perception of these arts systematically only at school, acquainting not with fakes, but with masterpieces available to both small children and adolescents.

The third stage (exists as an idea) - grades 10-11 - the foundations of artistic consciousness. It is intended to complete, consolidate all the received ideas and knowledge in personal beliefs, linking the eternal problems of art with their current existence. There is no age more optimal for the formation of personal value criteria by means of the arts!
The theme of the 1st grade "You and Art" sounds here, but on a completely different level. At this stage, it is proposed to separate theoretical and practical lessons. Theoretical course for all - "Historical links of the arts" and practical courses of choice.
Thematically transparent, clear principle of the structure of the program is easily understood by the teacher - each year has its own topic of study. It reveals the content of the stage of learning it enters into, by elements, by steps. Each quarter also, in terms of elements, in increasing complexity of the content, reveals the theme of the year, examining it from different angles and forming integrity. Each quarter is built from brick lessons that have a topic (content) and an assignment - a practical interpretation of the lesson objectives.
With all the autonomy of the topics of each year of study, it is easy to trace the thematic connection of the lessons and, as a result, to use the child's accumulated creative experience in solving more complex artistic problems.
For example, let's take the 1st quarter of the 3rd grade. Topic: "Art in your home." Lesson 1 - "Your toys were invented by an artist." Further, the theme of the artist and toys will be picked up by the 3rd quarter of the 3rd grade - "Puppet Theater"; then this topic will be considered in the second quarter of the 5th grade - "Ancient images in modern folk toys." It is transformed into a creative project "You yourself are a master" in the 4th quarter of the 5th grade. This topic will receive a modern interpretation in the 8th grade at the lesson "Thing: beauty and expediency"; it can also serve as material for working on the scenography of a puppet show in the 9th grade at the lesson "Scenography as art and production".

Forms of teaching art

The form of learning is the construction of segments, cycles of the learning process. The nature of this structure is due to the content of the learning process, methods, techniques, means, and activities of students. This teaching structure is the internal organization of the content, which in real life teaching activities is the process of interaction, communication between the teacher and the students when working on a certain educational material. In pedagogy, there is a need to point out the difference between the two terms, including the word "form of education". In the first case, the "form of teaching" means the collective, frontal and individual work of students in the classroom. In the second case, the term "form of organization of training" means any type of occupation. For an art lesson, this is a lesson, a lecture, seminars, practical and laboratory classes, a debate, a conference; test, exam; extracurricular activities, elective courses, consultations; forms of extracurricular work (subject circles, studios, scientific societies, workshops, plein air, olympiads, competitions), etc. Consider examples of use various forms training in the block of practical tasks.

Practical aspects of the program

Very often in teaching, the simplest - the technical language of art is singled out, which greatly simplifies teacher's job, since knowledge and development are easily controlled here. But at the same time, there is a loss of art itself as an integral and powerful phenomenon of life. As a rule, this is one of the reasons for permutations and replacements of lessons and topics. For a teacher trained according to the classical scheme vocational education, it is easier to teach your students according to this scheme. Why look for something new? After all, everything is so simple - set a technical task and achieve its fulfillment. it important point learning, but not the main one.
B.M. Nemensky requires a completely different approach to teaching. The technique of drawing, painting, competent composition is not a goal, but a means of creating an artistic image. The teacher's task is to create an atmosphere of enthusiasm in art lessons, to identify the links between art and the child's life, and as a result, the “appropriation” of emotional experience can occur. To activate a productive creative imagination, it is important to include all the senses in the process of perception, to use muscle memory. To do this, you need not only watch a video fragment, for example, of a Spanish dance or ballet performance, but also move yourself like Spanish dancers or stand in ballet positions; try on a Spanish skirt or a Greek tunic, play with castanets, repeat musical phrases or look at the "Spanish" shadow or the shadow of a classical dancer in shadow theater. A variety of options are possible. All this is not just a game, but an attempt to live, to get used to the artistic image in ways accessible to children. A lot depends on the already existing emotional experience of the children themselves, on their imagination.
Let's follow the stages of training using one topic as an example and make sure that the principles and methods stated in the program are effective. In all the given methodological developments, we single out a cross-cutting theme (that is, one that is present in one way or another at different stages of training) "The image of a person is the main theme of art." This example can most clearly demonstrate the following principles:
- the principle of creating an atmosphere of passion for art;
- the principle of meaningful unity of perception of works of art and practical creative work of students, which is implemented in a system of gradual increase in the complexity of tasks and stepwise, sequential acquisition of knowledge and skills.
The change in the language of depiction in art history is seen as a reflection of changes in the value understanding and vision of the world. Living as a form of learning turns into an opportunity for reincarnation in the classroom, play action - observation and participation in dances, in dressing up will help the child to appropriate the content as his own sensory experience. Methodological developments are based on the broad involvement of children's life experience, on examples from the surrounding reality.

Municipal budget educational institution

"Average comprehensive school the village of Chesnokovka "of the Perevolotsk district of the Orenburg region.

"Considered" at the meeting of the School of International Relations of Primary Cycle Teachers Minutes No. 1 of

"" August 2015

Head of ShMO _____ / ____________ /

"Agreed"

Deputy OIA Director

______________ /Valueva N.A. /

"" August 2015

"Approved" Director of MBOU

"Secondary school of the village of Chesnokovka"

____________ / R. G. Bakirova / Order No. 90 dated August 29, 2015

WORKING PROGRAMM

on training course" Art"

Grade 2. Program level: basic UMK "Harmony".

Compiled by: Valueva Nadezhda Anatolyevna - teacher primary grades, Category IWork experience: 21 years.

with. Garlic, 2015.

2. Explanatory note.

2.1 List of normative documents:

Working programm compiled on the basis of the followingregulatory documents:

2.1.1 ... Federal Law of the Russian Federation of December 29, 2012 No. 273 - FZ "On Education in the Russian Federation"

2.1.2. Order of the Ministry of Education and Science of the Russian Federation dated 6.10.2009. No. 373 "On the approval and implementation of the Federal State Educational Standard of NOO" (as amended by the Orders of the Ministry of Education and Science of Russia dated November 26, 2010 No. 1241, dated September 22, 2011 No. 2357, dated December 18, 2012 No. 1060, dated December 29, 2014 No. 1643, dated May 18. 2015 No. 507).

2.1.4 . The main educational program of a general educational institution working on the educational system "Harmony" / edited by N.B. Istomina. - Smolensk: Association XXI century, 2013.

2.1.5 .Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of the Russian Federation) of March 31, 2014 No. 253 "On the approval of the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, secondary general education."

2.1.6. Curriculum MBOU "Secondary school c. Chesnokovka" Perevolotsk district, Orenburg region for the 2015-2016 academic year.

2.2. Leading targets in the subject.

The uniqueness and significance of the course are determined by the focus on spiritual and moral education and the development of the child's abilities, creative potential, the formation of associative-shaped spatial thinking, intuition. Have junior schoolchildren the ability to perceive complex objects and phenomena, their emotional assessment, develops.

The focus of the course on the development of the child's emotional and value attitude to the world, his spiritual and moral upbringing, is of dominant importance.

Mastering the basics of the artistic language, gaining experience of emotional-value, aesthetic perception of the world and artistic and creative activity will help younger students in mastering related disciplines, and in the future will become the basis for a growing person's relationship to himself, to people around him, nature, science, art and culture in general. ...

The focus on activity and problem approaches in teaching art dictates the need for a child to experiment with different art materials, to understand their properties and possibilities for creating an expressive image. The variety of art materials and techniques used in the classroom keeps students interested in art.

2.3. Learning objectives, taking into account the specifics of the academic subject.

Objectives of studying the subject:

The formation of the artistic culture of students as an integral part of the culture of the spiritual, i.e. the culture of world relations. developed by generations.

Education of aesthetic feelings, interest in the fine arts; enrichment of moral experience, ideas about good and evil.

Development of imagination, desire and ability to approach any of their activities creatively, the ability to perceive art and the world around them, skills and abilities of cooperation in artistic activity.

Mastering the initial knowledge of the plastic arts: fine, decorative applied, architecture and design - their role in the life of a person and society.

Mastering elementary literacy; the formation of an artistic outlook and the acquisition of work experience in various types of artistic and creative activities, various artistic materials; improvement of aesthetic taste.

2.4. Specification of learning objectives, taking into account the specifics of the academic subject.

MBOU "Secondary school with. Chesnokovka "is the main secondary school, therefore, the study of fine arts is conducted at a basic level. The artistic and aesthetic development of a student is viewed as an important condition for the socialization of a person, as a way of entering the world of human culture and at the same time as a way of self-knowledge and self-identification. Artistic development is carried out in a practical, active form in the process of artistic creativity of each child. The goals of art education are to develop the emotional and moral potential of the child, his soul by means of familiarizing himself with artistic culture as a form of spiritual and moral search for humanity. The content of the program takes into account the growing role of the visual image as a means of cognition and communication in modern conditions.

2.5 .Objectives of teaching the subject.

The listed goals are implemented in specific tasks learning:

Improving the emotional-figurative perception of works of art and the surrounding world;

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

Formation of skills in working with various art materials. spiritual and moral development of students; mastering the moral-ethical and socio-historical the experience of humanity reflected in material culture; the development of an emotional-value attitude towards the social world and the natural world through the formation of a positive attitude towards work and people of work; acquaintance with modern professions;

the formation of the identity of a citizen of Russia in a multicultural multinational society based on familiarity with crafts the peoples of Russia; developing the ability for equal cooperation based on respect for the personality of another person; fostering tolerance for the opinions and attitudes of others;

the formation of a holistic picture of the world (image of the world) based on knowledge of the world through understanding the spiritual and psychological content of the objective world and its unity with the natural world, based on assimilation labor skills, understanding the technology of the process of manufacturing products in project activities;

development of cognitive motives, interests, initiative, curiosity based on the connection of labor and technological education with life experience and the system values ​​of the child, as well as based on motivation success, readiness to act in new conditions and non-standard situations;

2.6. general characteristics academic subject

The Fine Arts program is a holistic, integrated course that includes all major arts: painting, graphics, sculpture, architecture and design, folk and decorative arts.

The systematizing method is to single out three main types of artistic activity:

pictorial

decorative

constructive

Formation of students' artistic culture as an integral part of spiritual culture, i.e. culture of world relations developed by generations. These values, as the highest values ​​of human civilization, accumulated by art, should be a means of humanizing, the formation of moral and aesthetic responsiveness to the beautiful and ugly in life and art, i.e. vigilance of the soul of a child.

The main semantic core of the program - the connection between art and human life, the role of art in his everyday life, in the life of society, the importance of art in the development of every child. The content of the program provides for both the aesthetic perception of objects of reality and works of fine art, and directly artistic activity.

The program is designed to give students a clear idea of ​​the system of interaction between art and life. Work based on observation and aesthetic experience of the surrounding reality is an important condition for the development of program material by children.

One of the main goals of teaching art becomes the task of developing a child's interest in the inner world of a person, the ability to “deepen into oneself,” awareness of his inner experiences. This is the key to developing the ability to empathize.

2.7. General characteristics of the educational process.

The main feature of methods and forms is that preference is given to problem-search and creative activities of younger students. This approach provides for the creation of problem situations, making assumptions, searching for evidence, formulating conclusions, comparing the results with the standard. With this approach, a natural motivation for learning arises, the child's ability to understand the meaning of the task, to plan educational work, monitor and evaluate its result.

The problem-search approach allows you to build a flexible teaching methodology, well adapted to the specifics of the educational content and a specific pedagogical situation, to take into account individual characteristics children, their interests and inclinations. It makes it possible to apply an extensive arsenal of methods and techniques of a heuristic nature, to purposefully develop the cognitive activity and independence of students. At the same time, the possibility of the existence of different points of view on the same issue is demonstrated, tolerance and respect for the opinion of another, a culture of dialogue is fostered, which is in good agreement with the task of forming tolerance.

2.8. Justification of the choice of teaching materials on the basis of the description of educational-cognitive and educational-practical tasks solved by it.

In MBOU "Secondary school of the village of Chesnokovka." education system"Harmony".

The Federal State Educational Standard for Primary General Education (FSES) imposes new requirements on the results of mastering the basic educational program of primary general education. Achievement of new educational results is achieved thanks to an effective teaching and learning method.

Grade 2 works according to the educational complex "Harmony", as this program:

Allows you to achieve high results corresponding to the tasks modern education;

Combines the best traditions of Russian education and proven practices educational process innovation;

Constantly updated, most in demand in Russia and understandable to the teacher;

Complies with the basic principles of the state policy of the Russian Federation in the field of education, set forth in the Law of the Russian Federation "On Education".

Guided by the thesis about the "intrinsic value of the primary education level" (FSES, p. 4), the primary education organization for schools that worked according to the "Harmony" educational complex aims to create an educational space,which implements:

- system-activity paradigm of education, which assumes that students have educational and cognitive motivation, the ability to determine the goal of the upcoming activity and plan it, as well as operate with logical methods of thinking, own the methods of self-control and self-esteem as the most important educational actions;

- concept for the development of universal learning activities junior schoolchildren, developed on the basis of the system-activity approach of LS Vygodsky, AN Leontiev, P. Ya. Galperin, D.B. Elkonina, V.V. Davydova, A.G. Asmolov, a group of authors - A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya, O.A. Karabanova, N.G. Salmina, S.V. Molchanov - under the leadership of A.G. Asmolova.

- Federal State Educational Standards (FSES) requirements for the planned PEP results , among which:

- personal results;

- metasubject results;

-subject results .

EMC "Harmony" is focused on achieving the main goal of general education at its initial stage: "development of the student's personality on the basis of mastering universal educational actions, cognition and mastery of the world" (FSES, p.6) and on a comprehensive solution of the followingtasks:

Formation of basic subject knowledge and ideas about the world in schoolchildren, ensuring the fulfillment of the requirements of the Federal State Educational Standard for the results of primary general education and adequate to the age capabilities of students; the formation on the basis of this knowledge of subject skills, which are reflected in the requirements of the Federal State Educational Standard;

Development of cognitive mental processes (perception, memory, imagination, thinking, speech) and cognitive interests;

Development of children's thinking, readiness to perform various mental actions (analysis, synthesis, comparison, classification, generalization), establish cause-and-effect relationships, draw conclusions, inferences, etc .;

Formation of the foundations of the ability to learn and the ability to organize their activities, including educational;

Formation of information literacy, the ability to find the necessary information, work with it and use it to solve various problems;

Civil, spiritual, moral, aesthetic development and education of students, ensuring their acceptance of national, humanistic and democratic values, moral norms, moral attitudes, the formation of aesthetic sense, taste .;

Strengthening the physical and mental health of students.

Thus, in accordance with the requirements of the Federal State Educational Standard, subject content, didactic and methodological support system of textbooks EMC "Harmony" contributes to the achievement of meta-subject results of mastering the basic educational program of primary general education, through the formation of cognitive, regulatory and communicative universal educational actions that form the basis of the ability to learn.

2.9. Description of the place of the subject in the curriculum.

2.9.1 .The subject "Fine Arts" belongs to the subject area "Art".

2.9.2. The subject "Fine Arts" is studied from 1 to 4 grades.

2.9.3. According to the baseline curriculum of primary general education, as defined by the Federal State Educational Standard, for the study of the subject "Fine Arts" from the compulsory part, 1 hour per week is allocated in all grades of primary school.

2.9.4. The study of the course "Fine Arts" in the 2nd grade of primary school is given 1 hour per week. The program is designed for 34 hours (34 academic weeks).

2.10. The results of mastering the program for the course "Art (visual arts)" by the end of the 2nd grade.

Personal results are reflected in the individual qualitative properties of students, which they must acquire in the process of mastering a subject under the "Fine Arts" program:

a sense of pride in the culture and art of the Motherland, its people;

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

understanding of the special role of culture and art in the life of society and each individual person;

the formation of aesthetic feelings, artistic and creative thinking, observation and fantasy;

the formation of aesthetic needs - needs for communication with art, nature, needs for a creative attitude to the world around them, needs for independent practical creative activity;

mastering the skills of collective activity in the process of joint creative work in a team of classmates under the guidance of a teacher;

the ability to cooperate with comrades in the process of joint activities, to correlate their part of the work with the general idea;

the ability to discuss and analyze one's own artistic activity and the work of classmates from the standpoint of the creative tasks of a given topic, from the point of view of the content and means of its expression.

Metasubject results characterize the level of formation of the universal abilities of students, manifested in cognitive and practical creative activity:

mastering the skill of creative vision from the standpoint of an artist, i.e. the ability to compare, analyze, highlight the main thing, generalize;

mastering the ability to conduct a dialogue, to distribute functions and roles in the process of performing collective creative work;

the use of information technology tools for solving various educational and creative tasks in the process of searching for additional visual material, the implementation of creative projects of individual exercises in painting, graphics, modeling, etc.;

the ability to plan and competently carry out educational activities in accordance with the task at hand, to find options for solving various artistic and creative tasks;

the ability to rationally build independent creative activity, the ability to organize a place of study;

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

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

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

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

understanding of the figurative nature of art;

aesthetic assessment of natural phenomena, events of the surrounding world;

application of artistic skills, knowledge and ideas in the process of performing artistic and creative works;

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

the ability to discuss and analyze works of art, expressing judgments about the content, plots and means of expression;

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

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

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

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

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

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

mastering the skills of modeling from paper, modeling from plasticine, image skills by means of application and collage;

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

the ability to reason about the diversity of ideas about beauty among the peoples of the world, the ability of a person to create his own distinctive artistic culture in a variety of natural conditions;

the image in creative works of the peculiarities of the artistic culture of different (familiar from the lessons) peoples, the transfer of the peculiarities of their understanding of the beauty of nature, man, folk traditions;

the ability to recognize and name which artistic cultures the proposed (familiar from lessons) works of fine art and traditional culture belong to;

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

the ability to explain the meaning of monuments and the architectural environment of ancient architecture for modern society;

expression in the visual activity of their attitude to the architectural and historical ensembles of ancient Russian cities;

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

3. Content of the subject.

№ p / p

Section title

Number of hours

How and what an artist works

Reality and fantasy

What art speaks about

As art says

Total

34

4. Thematic planning.

How an artist works (8 hours)

Three main colors. An image of a glade of flowers from memory. Five colors - all the richness of color. Image of celestial objects and elements. Pastel, crayons, watercolor. Image of an autumn forest from memory. Expressive application possibilities. Applique rug. Expressive capabilities of graphic materials. Image of a winter forest. Expressiveness of materials for working in volume. Volumetric image of animals. Expressive capabilities of paper. Playground construction. Any material can become expressive. Night city image .

Any material can become expressive(generalization).

Reality and fantasy (7 hours)

Image and reality. Wild (domestic) animals ... Image and fantasy. Image of fabulous animals ... Decoration and reality. Kokoshnik, collar decoration ... Decoration and fantasy. Image of cobwebs, snowflakes ... Construction and reality. Building and fantasy. Creation of a model of a fantastic city. Paper construction of the underwater world. Master Brothers Always Work Together(summary) Christmas toys.

What art speaks about (11 hours)

Expression of the character of animals. Image of animals with character ... Expression of a person's character. Image of a fabulous female image . Expression of a person's character. Creation in the volume of fairy-tale characters . Image of nature in different states (contrasting). Expression of character through decoration. Decoration of kokoshniks and weapons. Expression of intentions through decoration. Decoration of fairy fleets (applique) . Expression of feelings, thoughts, moods in the image, decoration, construction Creation of compositions that convey the world of fairy-tale heroes.

As Art Says (8 hours)

Color as a means of expression: quiet and clear colors. Image of the spring land. Line as a means of expression: the rhythm of lines. Image of spring streams

Line as a means of expression: the nature of lines. An image of a branch with a character. The rhythm of the spots as a means of expression. The rhythmic arrangement of flying birds

The proportions express character. Modeling of people, animals with different proportions. Rhythm of lines and spots, color, proportions (generalization). Panel “Spring. The noise of the birds "

Generalizing lesson of the year. Exhibition best works... Color as a means of expression: quiet and clear colors. Image of spring land

5. Educational-methodical and material-technical support of the program.

To implement this program, the following is used educational and methodological support:

EI Koroteeva "Art and you", ed. B.M. Nemensky. - 2nd ed. - M.-Education, 2013.

Didactic materials

Abramova MA Conversations and didactic games in fine arts lessons: 1-4 grades. - M .: Humanit. ed. center VLADOS, 2002 .-- 128 p.

5.2. and 5.3. Literature for teachers and students

E. I. Koroteeva Art. Grade 2. Textbook / Edited by B. Nemensky. - M .: "Education", 2013

B. Nemensky. Fine arts and artistic work. Program 1-9 grades. - M .: "Education", 2013

Drozdova S.B. Art. Grade 2. Lesson plans. - Volgograd: "Teacher"

5.4. Scroll technical means training cabinet.

Reproductions

Board

Projector

A computer.

Document camera.

Palette

Children's drawings

5.6. and 5.7. Online resources for primary school teachers: -

Internet directory of children's sites:

Planet School - many interesting things for students and teachers:

Unesco - World Heritage Sites:

All about animals from all over the world:

Elements of great science:

Explanatory dictionary O.Dala ON-LINE:

Remember the phono-restomacy? Many things forgotten can be found here:

6. Planned results of mastering the subject

As a result of studying the course Fine Arts on this program, by the end of the second grade, students will have

Fundamentals of artistic culture: ideas about the specifics of art, the need for artistic creation and communication with art;

Subject results studying fine arts are the formation of the following skills:

The student will learn :

Distinguish between the main types of artistic activity (drawing, painting, sculpture, artistic construction and design, arts and crafts) and participate in artistic and creative activities, using various artistic materials and methods of working with them to convey their own ideas;

- learn the meaning of words: artist, palette, composition, illustration, applique, collage, floristry, potter;

Get to know individual works of outstanding artists and folk craftsmen;

- distinguish between basic and composite, warm and cold colors;

Change their emotional tension by mixing with white and black paints;

Use them to convey an artistic idea in your own educational and creative activities;

Basic and mixed colors, basic rules for mixing them;

The emotional meaning of warm and cold tones;

Features of the construction of an ornament and its meaning in the image of an artistic thing;

Know the safety rules when working with cutting and piercing tools;

Methods and techniques for processing various materials;

Organize your workplace, use a brush, paints, palette; scissors;

To convey in the drawing the simplest form, the main color of objects;

Composing compositions taking into account the intention;

Design from paper based on origami, corrugation, creasing, folding techniques;

Construct from fabric based on twist and bond;

Construct from natural materials;

use the simplest sculpting techniques.

The student will have the opportunity to learn:

- to master the basics of three types of artistic activity: the image on the plane and in volume; construction or artistic design on a plane, in volume and space; decoration or decorative activity using various artistic materials;

- to participate in artistic and creative activities, using various artistic materials and methods of working with them to convey their own ideas;

- to acquire primary skills of art work in the following types of art: painting, graphics, sculpture, design, decorative and applied and folk art forms;

- develop fantasy, imagination;

- to acquire skills of artistic perception of various types of art;

- learn to analyze works of art;

- to acquire the primary skills of depicting the objective world, depicting plants and animals;

- to acquire communication skills through the expression of artistic meaning, expression of the emotional state, their attitude in creative artistic activity and in the perception of works of art and the work of their comrades.

6.2. Planned results of the implementation of the program "Formation of UUD" by means of the subject of fine arts

Metasubject results:

Regulatory UUD:

Take into account the guidelines for action highlighted by the teacher in the new teaching material in collaboration with the teacher;

Plan your actions in accordance with the task and the conditions for its implementation, including in the internal plan;

Adequately accept the suggestions and assessments of teachers, comrades, parents and other people;

Cognitive UUD:

Build messages in oral and written form;

Focus on a variety of ways to solve problems;

Build reasoning in the form of a connection of simple judgments about an object, its structure, properties and connections;

Communicative UUD :

Allow people to have different points of view, including those that do not coincide with his own, and focus on the partner's position in communication and interaction;

Formulate your own opinion and position; ·to ask questions;

use speech to regulate their actions.

6.3. Planned results of the implementation of the program "Fundamentals of semantic reading and work with text" by means of the subject of fine arts

apply various methods of reading (introductory, creative, studying, search / selective, viewing);

fully perceive (when reading aloud and to oneself, when listening) fiction getting from this

pleasure; respond emotionally to what you read;

knowledge of basic moral standards;

work with a literary text in accordance with its aesthetic and cognitive essence;

search for the necessary information in fiction, educational, popular science texts;

navigate the specifics of popular science and educational text and use the information received in practical

activities;

use the alphabetical catalog;

to navigate in a separate book and in a group of books presented in the children's library;

use reference and encyclopedic publications.

6.4. Planned results of the implementation of the program "Formation of ICT competence of students" by means of the subject

art

Working with information

The graduate will learn:

fill out simple ready-made tables;

The graduate will have the opportunity to learn:

finish building a simple ready-made bar chart;

compare and summarize information presented in rows and columns of simple tables and diagrams;

recognize the same information presented in different forms - (tables, diagrams, diagrams);

plan simple studies, collect and present the information obtained using tables and diagrams;

interpret information obtained during simple research (explain, compare and summarize data, draw conclusions and predictions).

6.5. Planned results of the implementation of the program "Fundamentals of educational, research and project activities" by means of the subject of fine arts

- formation on the basis of mastering the culture of project activities:

– an internal activity plan, including goal-setting, planning (the ability to draw up an action plan and apply it to solving educational problems), forecasting (predicting the future result under various conditions for performing an action), control, correction and assessment;

– the ability to transfer the theoretical knowledge about the technological process acquired in project activities into the practice of manufacturing handicrafts, to use technological knowledge in the study of the subject " The world»And other school disciplines;

– communication skills in the process of implementing project activities (the ability to listen and accept different points of view and opinions, comparing them with your own, to distribute responsibilities, to come to a common decision in the process of discussion, that is, to negotiate, to argue your point of view, to convince in the correctness of the chosen method, etc.); etc.);

– initial skills in finding the necessary information in various sources, checking, transforming, storing, transferring available information, as well as skills in using a computer;

– the creative potential of the individual in the process of manufacturing products and implementing projects.

Calendar - thematic planning subject line "Fine Arts"

within the framework of the educational complex "School of Russia" in grade 2 1 hour per week - 34 hours per year.

Subject line of textbooks edited by B. M. Nemensky, Moscow "Enlightenment" 2012

date

Lesson topic

Lesson type.

Quantity

hours

Planned results (subject)

Planned results (personal and metasubject)

Activity characteristics

OOO

(the student must know)

Cognitive

UUD

Regulatory

UUD

Communication

tive

UUD

Personal

UUD

How and how an artist works (8 hours)

Three primary colors

Know:techniques for obtaining new flowers.Be able to:depict a variety of flowers based on mixing three primary colors

Volitional self-regulation as the ability to volitional effort

Formation of a positive

relationship

White and black paints

Be able to:get new colors by mixing

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

The need to communicate with the teacher

Ability to listen and engage in dialogue

Formation of the social role of the student.

Formation of a positive

relationship

Pastels and crayons, watercolors, their expressive possibilities

Be able to:depict an autumn forest, using the expressive capabilities of materials, work with pastels, crayons, watercolors

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

The need to communicate with the teacher

Ability to listen and engage in dialogue

Formation of the social role of the student.

Formation of a positive

relationship

Expressive application possibilities

Be able to:create a rug on the theme of autumn land, perform an applique

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

The need to communicate with the teacher Ability to listen and engage in dialogue

Formation of the social role of the student.

Formation of a positive

relationship

Expressive capabilities of graphic materials

Know:graphic art materials.

Be able to:depict a winter forest using graphic materials

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

The need to communicate with the teacher

Ability to listen and engage in dialogue

Formation of the social role of the student.

Formation of a positive

relationship

Expressiveness of materials for work in volume

Be able to:work with a whole piece of plasticine, create a volumetric image.

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

The need to communicate with the teacher

Ability to listen and engage in dialogue

Formation of the social role of the student.

Formation of a positive

relationship

The expressive power of paper

Be able to:construct playground objects out of paper

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

The need to communicate with the teacher

Ability to listen and engage in dialogue

Formation of the social role of the student.

Formation of a positive

relationship

Unexpected materials (generalization of the topic)

Generalizing

Be able to:create an image of the city at night with a variety of unexpected materials

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

The need to communicate with the teacher

Ability to listen and engage in dialogue

Formation of the social role of the student.

Formation of a positive

relationship

Reality and Fantasy (7 h)

Image and reality

Be able to:convey the character of the animal in the image

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Image and fantasy.

Be able to:depict fabulous creatures, work with gouache

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Decoration and reality

Be able to:using graphic materials to create images of various decorations in nature, work with ink, pen, charcoal, chalk.

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Decoration and fantasy.

Be able to:transform real forms into decorative ones, work with graphic materials

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Construction and reality.

Be able to:design the shapes of the underwater world from paper, work in a group

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Building and fantasy

Be able to:compare natural forms with architectural buildings, create models of fantastic buildings, a fantastic city

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Master Brothers Images, Decorations and Buildings always work together (generalization of the topic)

Be able to:.

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

O what art says (11h)

Image of nature in various states

Generalizing

Be able to:depict contrasting states of nature with pictorial materials.

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Animal character depiction

Be able to:depict an animal with a pronounced character

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Personality Image: Female Image

Have an idea:Be able to:create expressive contrasting female images

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Ability to listen and engage in dialogue

Formation of the social role of the student.

Formation of a positive

relationship

Personality portrayal: male image

Have an idea:about the beauty of the inner and outer.Be able to:to create expressive, contrasting images of a good and evil hero with pictorial materials

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

The image of a man in sculpture

Have an idea:Be able to:work with plasticine

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

The image of a man in sculpture

Have an idea:on the ways of transferring character in a three-dimensional image of a person.Be able to:work with plasticine

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

The image of a man in sculpture

Have an idea:on the ways of transferring character in a three-dimensional image of a person.Be able to:work with plasticine

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Man and hisdecorations

Have an idea:Be able to:

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

What jewelry talks about

Have an idea:about decor, arts and crafts.Be able to:use color to convey the character of the image

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

What jewelry talks about

Have an idea:about decor, arts and crafts.Be able to:use color to convey the character of the image

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

In the image, decoration and construction, a person expresses his feelings, thoughts, mood, his attitude to the world (generalization of the topic)

Be able to:discuss creative works, evaluate your own artistic activity.

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

As art says (8 h)

Warm and cool colors. The fight between the warm and the cold

Be able to:compose warm and cold colors

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Quiet and clear colors

Be able to:

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

What is line rhythm.

Have an idea:about rhythm as an expressive means of the image.Be able to:work with pastels and wax crayons

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Character of the lines

Be able to:depict tree branches with a certain character

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

The rhythm of the spots

Be able to:use the cut-off applique technique Be able to:depict the struggle of quiet and sonorous colors

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Proportions express character

Be able to:create expressive images of animals or birds.

To carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions.

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Rhythm of lines, spots, color, proportions - means of expressiveness

Be able to: work with different materials

To carry out the operations of analysis, synthesis, comparison, classification for solving educational problems, to establish causal relationships, to make generalizations,

Formation of the social role of the student.

Formation of a positive

relationship

The need to communicate with the teacher

Ability to listen and engage in dialogue

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

Final lesson of the year

Be able to: discuss creative work, evaluate your own artistic activity

7.2. Application.

Criteria for assessing the oral form of students' answers:

1. Active participation.

2. Expansion of answers, their imagery, argumentation.

3. Self-reliance.

4. Originality of judgments.

Score "5" (very good) exhibited to a student whose oral answer (speech), written work, practical activity or their result, correct and complete, logical and meaningful, acquired independence and creative application are manifested in practical activity. The scope of work is 94% - 100% complete.

Rating "4" (good) is presented to a student whose oral answer (speech), written work, practical activity or their results are mostly correct, logical and meaningful, but not complete enough or there are minor errors, in practical activity a lack of independence is revealed, minor errors. Practical work completed by 75% - 93%.

Rating "3" (satisfactorily) Exhibited to a student whose oral answer (speech), written work, practical activity or their results are mostly correct, basic skills are acquired, but the application of knowledge in practical activity causes difficulties. The student needs guidance and direction. The volume of the completed practical task is 30% - 74%.

Rating "2" (not enough) Exhibited to a student who has significant shortcomings and errors in the oral answer (presentation), in written work, practical activity or in their results. The student makes mostly meaningful mistakes, is not able to apply knowledge also in the direction and direction of his activities. The volume of work performed is 10% -29%.

Criteria for evaluating artwork are:

• decoration (originality of design, color scheme, optimal combination of objects),

  technique of execution (the justification of the chosen means, the use of various methods of image),

  technical implementation (the complexity of the organization of work, the correspondence of the picture to the given theme, the name of the picture).

Requirements for the design of projects, presentations, exhibitions

Creative report-exhibition. Requirements for registration of works for the exhibition. Exhibition work is performed on paper format А-3 or А-4 in mat white... The work should be accompanied by a sign located in the lower right corner, indicating the title of the work, surname, name and patronymic of the author, head, educational institution, city Size of the plaque -5 x10 cm, font Times New Roman, size 14, interval 1.

Requirements for presentation design

Printed materials on A4 sheets, font 14, spacing 1.5, standard margins;

Presentation in PPT (MS Power Point) format, no more than 20-25 slides.

The presentation should focus on the most interesting and meaningful of the collected material.

Project Performance Evaluation Criteria

1. The general culture of presenting the results of the work done.

2.interest in fine arts and artistic activities;

3. originality. creative originality of the results obtained;

At evaluating theoretical projects should be guided by the criteria:

2. possession of basic, key knowledge of the subject;

3.sequence. the logic of presenting your own thoughts;

4. artistic literacy and aesthetics of the presented work

Evaluation criteria for performing projects:

Emotionality, expression of one's attitude to the created artistic image;

Possession of art materials, means of artistic expression;

Ability to improvise and create original artistic images.

· The concept of the process of artistic and aesthetic education.

Synthesis of arts in active game form as the basis of the methodological principles of the program.

· Structure, tasks, types, topics of classes.

Boris Mikhailovich Nemensky - artist, teacher, laureate, state prize, corresponding member of the Academy of Pedagogical Sciences. Many schools are engaged in his program, which is called "Fine Arts and Artistic Work".

The program is a holistic integrated course that includes different types arts: painting, graphics, sculpture, architecture and design, folk decorative arts, modern types of entertainment and screen arts. The program introduces students to three main types of artistic activities: constructive, visual, decorative activities. Nemensky notes 3 ways of artistic mastering of reality: pictorial, decorative and constructive.

Purpose of the program: the formation of artistic culture as a part of the spiritual culture.

Tasks:

Development of students' ability to empathize, understand, be aware of their experiences in the context of cultural history

Artistic development,

The formation of artistic thinking,

Assimilation of emotional and sensory experience

Basic principles of the program:

1. The principle "art as a spiritual culture" - the unity of thought and feeling for all phenomena of life (nature, man and society).

2. The principle of the dialogue of cultures (national and historical forms).

3. The principle of compulsory familiarization with three groups of art: visual, decorative and constructive, i.e. to all the wealth of plastic arts that really surround the child every day in life.

4. The principle of connection with life and the system of tasks for the awareness of the surrounding reality (dialogue of the lesson with life).

5. Block-thematic principle of building the program:

· The block of topics for each academic year is a step-by-step disclosure of the topic of this stage of education (primary, secondary and high school);

· Thematic blocks of quarters are a step-by-step disclosure of the topic of the year;

· The topics of each lesson "brick by brick" build the knowledge of the topic of the quarter, and the “bricks”, again, are not repeated, but develop, step by step, a single thought of the quarter.

6. The principle of the unity of form and content for the program is also fundamental. No assignment should be given without emotional content.

Main activities

· An image on a plane and in volume (from nature, from memory and from representation); decorative and constructive work;

· Application;

· Volumetric-spatial modeling;

· Design and constructive activity;

· Artistic photography and video filming; perception of phenomena of reality and works of art;

Discussion of the work of comrades, the results of collective creativity and individual work on lessons;

· Study of artistic heritage;

Listening to music and literary works

Educational and methodological support - methodological kits for the program, including textbooks, workbooks for schoolchildren and teaching aids for teachers. All publications are edited by B.M. Nemensky.

The structure of the curriculum for teaching the fine arts of B.M. Nemensky

The program is designed to give students a clear idea of ​​the system of interaction between art and life. It provides for the broad involvement of the life experience of children, living examples from the surrounding reality (observation and study of the surrounding reality).

Artistic knowledge, skills and abilities are grouped around common problems; form and proportions, space, light-tonality, color, line, volume, material texture, rhythm, composition.

The program consists of thematic blocks.

Stage I - Primary School.

Grade 1 - the foundation - familiarity with working methods, various art materials, development of vigilance and mastery of the material. "You portray, decorate and build."

Grade 2 - "You and Art" - the introduction of children into the world of art, emotionally connected with the world of personal observations, experiences, thoughts. Formation of ideas about the content and role of art

Grade 3 - "Art Around You" - introducing children to the world of surrounding beauty.

Grade 4 - "Every nation is an artist" - the formation of an idea of ​​the diversity and fascination of art. creativity in all corners

land and every nation.

Stage II - high school. Fundamentals of artistic thinking and knowledge. In-depth study of various types and genres of art in the context of historical development, interdisciplinary connections with history lessons are strengthened.

Grade 5 - Connections of the decorative arts group with life. A sense of harmony with the material

Grades 6 - 7 - Connections of the visual arts group with life. Mastering the artistic and figurative laws of art and their systematization. Creativity of artists.

Grade 8 - "Connections of the constructive arts group with life." Architecture is a synthesis of all types of art.

Grade 9 - generalization of the passed. "Synthesis of spatial and temporal arts".

Stage III. Foundations of artistic consciousness. Division of practical and theoretical work into parallel courses.

10-11 grades - Historical links of arts.

B.M. Nemensky, I.B. Polyakova, T.B. Sapozhnikova

Features of teaching schoolchildren according to the program B. M. Nemensky "Fine arts

and artistic work "

Lectures 5-8

Pedagogical University "September First"

Boris Mikhailovich Nemensky, Irina Borisovna Polyakova, Tatiana Borisovna Sapozhnikova

Course materials "Features of teaching schoolchildren according to the program of B.M. Nemensky

“Fine arts and artistic work” ”: lectures 5–8. - Ì .:

Pedagogical University "September First", 2007. - 136 p.

Study guide

Proofreader G.M. Levin

Computer layout: D.V. Kardanovskaya

Signed for printing 25.09.2007

Format 60 × 90/16. Headset "Peterburg". Offset printing. Pecs l. 8.5

Circulation 150 copies. Order ¹ Pedagogical University "September First",

Original Russian Text © B.M. Nemensky, 2007 © I.B. Polyakova, 2007 © T.B. Sapozhnikov, 2007

© Pedagogical University "September First", 2007

Syllabus

Lecture 1. Features of the program B.М. Nemensky "Illustrator-

1 new art and artistic work "... Goals, objectives, principles, structure and content of the program. Connection of general didactic principles and methods with the principles and methods of artistic pedagogy. Forms of teaching art. Workshop: lessons

Lecture 2. Structural principles for constructing the content of

grams. The principle of creating an atmosphere of passion for art. Prin-

1 tsip of allocation of three types of artistic activity (graphic, decorative, constructive). Comparison of element-wise and block-thematic principles of building programs. Workshop: didactic games

Lecture 3. Methodological principles of building the content of the program. Principles: Establishing and Realizing the Links between Art and Life

1 a person, integrity and slowness of emotional development, reliance on the apogee of phenomena in art, unity of perception and creation. The importance of principles in practical matters of planning art lessons. Workshop: lessons.

Test work ¹ 1

Lecture 4. Features of learning the language of art .Image system

1 expressive means (line, spot, shape, etc.). The unity of the artistic image and language of art. Teaching methods: educational and orientation exercises, skill training, storytelling, conversation, game. Workshop: lessons

Lecture 5. Modern lesson in the art system

2 B.M. Nemensky. Lesson types: problem lesson, lesson-lesson-

walking, lesson-image, lesson-vernissage, lesson-travel, lesson-excursion, lesson-holiday of arts. Algorithm for system analysis of the lesson. Workshop: lessons

Lecture 6. The relationship of the curriculum with the system of additional education. Additional education

2 as part of the system of continuing art education. Goals, objectives and forms of introducing children to art. Ways to enhance the creative knowledge of students. Workshop: collective work.

Test work ¹ 2 Lecture 7. Pedagogical skills and the specifics of the activities

2 art teacher... Professional requirements for teachers

body of art. The main components of pedagogical technology. Styles of teacher activity. Workshop: lessons

Lecture 8. Education of the child's personality in the artistic system of B.М. Nemensky. Formation by means of artificial

2 the state of the aesthetic position in any area of ​​life (everyday life, work, sports). The principle "From the native threshold to the world of universal human culture." Goals, objectives, approaches to tolerance education in fine arts lessons. Workshop: lessons.

Final work

Modern lesson in the art system

B.M. Nemensky

Theoretical part

Modern art lesson. The triune goal of the lesson. Material feeding methods

The fine arts lesson is part of the general learning process, and it fully meets the general didactic laws, principles and methods, but it also has its own characteristic features. The peculiarity of an art lesson is that its content is aesthetic reality, expressed in the language of art.

In the system of artistic pedagogy B.M. Nemensky, the main thing in the lesson is the moment of communication between the student and art as a living phenomenon, as an organic part of the surrounding life. The teacher must convey to the students the idea that art is a special, unique language of communication between generations, eras, peoples.

The learning outcomes are the acquisition of experience in creative activity (in solving creative problems) and experience of emotional-value relationships (i.e. experience of feelings, experiences, interests, needs; social, moral, spiritual relationships expressed in artistic images). General function modern lesson- the holistic formation and development of the student's personality on the basis of developmental and educational training.

The purpose of a modern lesson is threefold and consists of three interrelated aspects: cognitive, associated with the expansion of the volume of knowledge, developing - with the complication of the assimilated content, educational- with the formation of relationships. The goal is achieved by solving a whole series of teaching and educational tasks into which it disintegrates. These tasks are posed and solved at every moment of the lesson according to a specific pedagogical setting. The lesson can be viewed as a system of teaching and educational tasks that reflect the logic of achieving the triune goal of the lesson, as well as the logic and patterns of sequential, step-by-step study of educational material.

Fine art, like any other subject, should include in its content all three components of education, but in reverse order of importance.

The educational aspect of the triune goal of the lesson ... Not a single school subject can replace the great power of art in the formation of the spiritual, moral qualities of a person, in self-knowledge, self-esteem, self-education and self-development. In an art lesson, we are primarily interested in the activity of a student as a subject, a person who perceives art, information, reflects and participates in active comprehension, creative implementation of what has been received. Outside of art, neither the intellect of generations, nor associative thinking, nor beneficial self-irony, nor courageous intuition, nor inner freedom, outside of which there is no creativity, grows. Only in the artistic environment do people appear and form who are able to think broadly and freely, capable of creating cultural values ​​that remain for centuries. Upbringing does not take place at one moment, in one lesson, and it takes time to form it, therefore, the teacher's attention to the educational goal and its tasks should be active and constant.

Developmental aspect of the triune goal of the lesson associated with the structure of the child's personality, those areas that need to be developed. The development of a child is much slower than the process of his upbringing and education and is carried out to a large extent as a result of properly organized education and upbringing. To an indicative list educational tasks that can be carried out in fine arts lessons in the aspect of the development of the child's personality can be included: the development of speech, thinking, the sphere of feelings, the motor sphere, etc.

WITH the purpose of the development of the child's speech is carried out: enrichment and complication of the vocabulary; complication of the semantic function (new knowledge brings new aspects of understanding); strengthening the communicative properties of speech (expressiveness, expressiveness); mastering the expressive means of the language.

WITH the purpose of developing thinking skills are formed: to analyze; highlight the main thing; compare, build analogies; generalize and systematize; prove and disprove; define and explain concepts; pose and solve problems. Classes promote the development of imagination and fantasy.

WITH with the purpose of developing the sensory sphere, the following are improved: the eye, the ability to navigate in space and in time; accuracy and subtlety of distinguishing color, light and shadow, form, sounds, intonations.

WITH the purpose of the development of the motor sphere is mastering the motor skills of small muscles; the ability to control their motor actions.

Cognitive aspect of a fine arts lesson consists of the following requirements: to teach and teach each student to independently acquire knowledge, to form skills and abilities that ensure the successful implementation of activities.

By the nature of the presentation of the material in the classroom, two types of methods are distinguished: a) traditional - explanatory and illustrative and b) reproductive. Reproductive methods include the following:

Problem statement method. It is transitional from performing to creative activity. At a certain stage of training, students are not yet able to independently solve problem problems, and therefore the teacher shows the way to study the problem, setting out its solution from beginning to end. And although students with this method of teaching are not participants, but only observers of the course of thought, they receive a good lesson in resolving cognitive difficulties.

Partial search (heuristic) method, the essence of which is expressed in the following characteristic features:

1) the teacher organizes not a message or presentation of knowledge, but the search for new knowledge using a variety of means;

2) students, under the guidance of a teacher, independently reason, solve emerging cognitive tasks, create and resolve problem situations, analyze, compare, generalize, draw conclusions, etc.,

v as a result of which they form conscious solid knowledge. The method was named partly search because students

cannot always independently solve a complex educational problem from beginning to end. That's why learning activities develops according to the scheme: teacher - students - teacher - students, etc. Part of the knowledge is communicated by the teacher, part of the students are obtained on their own, answering the questions posed or solving problematic tasks. One of the modifications of this method is a heuristic (opening) conversation.

The essence research method learning comes down to the fact that:

1) The teacher, together with the students, formulates a problem, the solution of which is devoted to a segment of study time. The teacher's activity is reduced

To operational management of the problem solving process.

2) Students independently acquire knowledge in the process of solving (researching) a problem, comparing various options for the answers received. The means to achieve the result are also determined by the students themselves.

3) The educational process is characterized by high intensity, learning is accompanied by heightened interest, the knowledge gained is distinguished by depth, strength, and effectiveness.

A modern lesson in the artistic system of B.M. Nemensky

The research method of teaching involves the creative assimilation of knowledge. Its disadvantages are the significant investment of time and energy of teachers and students. The use of the research method requires a high level of pedagogical qualifications.

Structure, stages and types of lessons

The goals and objectives of the lesson, the methods used determine its structure. The structure of the lesson also depends on the type of teaching: traditional, developmental, problem-solving, programmed, etc. The structure of a lesson is its composition, a certain sequence of stages and the relationship between them. Let's recall the stages familiar to all - organizational, check homework, preparation for the assimilation of new material, explanation of new material, consolidation of new knowledge, the result of the lesson.

Different types of lessons have a different sequence of steps.

A modern art lesson is in many ways the creativity of not only the teacher, but also the student. Trends in the development of a fine arts lesson at school, built on the basis of developmental education technologies that activate creative initiative, artistic perception and freedom of personal expression, have significantly expanded the understanding of the forms of classroom teaching.

The practice included various types of lessons: a lesson-game, problem lesson, climbing lesson, lesson-image, lesson-vernissage, lesson-festival of arts, travel lesson, lesson-excursion, lesson-dispute, lesson-excursion, lesson-conference and etc.

The teacher's definition of the type of lesson or a combination of several types is a matter of pedagogical technique.

Problem lesson

In pedagogical practice, a problem-search situation is most often understood as a statement (usually by the teacher himself) for discussing two or several different, including opposite, points of view, among which, as a result, one should choose the most “correct” one (as a rule, from the point of view teacher).

In fact, already from the very definition of the concept of "problem" (Greek - a problem, a theoretical or practical issue that needs to be solved; a task to be investigated) it follows that the problem is not always something that needs to be solved. Sometimes a problem means something that needs to be discussed (emotional and aesthetic assessment) - this is its main meaning (for example, the so-called “eternal” problems).

It is important to understand that the source, the internal motor mechanism of the problem is a contradiction (as the basis of action), that is, a conflict that arises, as a rule, precisely at the essential level of penetration into the problem. The specificity of problem thinking is similar to the specificity of artistic and creative thinking, therefore, modeling the emergence, formation and resolution of any learning problem in the classroom, the teacher models the way of thinking that is characteristic of artistic creativity and perception. In one case, the problem is most tangibly defined in the area of ​​content, and in other cases - in form. It is important to keep in mind that the problem formulated in connection with the content should, when resolved, have an exit to the area of ​​form (means of expression), and vice versa. For example, in elementary school, you might suggest the following problems: "What if everything in the world were the same color?" (Poem by E. Ruzhentseva “A Tale of Colors”), “What to do if an artist came to paint a meadow of flowers, and he had only three colors?”, “The sun got angry and went beyond the horizon. How will we see the whole world? "," If there were no artists in the world? And if there were no masters? " “How to convey the fluffy fur of a kitten, delicate chicken feathers, hard hedgehog needles? How to depict “fluffy”, “gentle”, “funny”, etc.? ”,“ And if the school is built like a fairy-tale castle? ”. V high school the easiest way is to start with "intellectual" conflicts, translating them into the sphere of the formal language of art.

The problem lesson includes:

1. organization of students, their psychological preparation;

2. creating a problem situation;

3. problem formulation;

4. putting forward a hypothesis;

5. search for a solution to the problem;

6. the discussion of the results;