The program of additional education in fine arts. Requirements for the level of preparation of students. Personal results of mastering the course of fine arts

The program of the studio of fine arts "Vitrazh" 1 year of study

EXPLANATORY NOTE
The program presented in this version - expanded in subject matter, in-depth in content, enriched with modern gaming techniques, offers children a basic systematic education in fine arts with the prospect of further specialization in certain types painting.

Relevance, pedagogical expediency of the program
Visual activity occupies a special place in the development and upbringing of children. Contributing to the development of imagination and fantasy, spatial thinking, coloristic perception, it contributes to the disclosure of the creative potential of the individual, contributes to the formation of the child's aesthetic culture, and most importantly, his emotional responsiveness. By acquiring practical skills in the field of artistic creativity, students get the opportunity to satisfy the need for creation, to realize the desire to create something new on their own, their fantasies and thoughts.
Visual arts improve the senses, develop the ability to observe, analyze, memorize, learn to understand beauty, distinguish art from cheap crafts.
In addition, being associated with the study the best works art, artistic creativity awakens in children an interest in art, love and respect for the culture of their people.
This program, based on the author's personal pedagogical experience, allows solving not only the actual learning tasks, but also creates conditions for the formation of such personal qualities as self-confidence, a friendly attitude towards peers, the ability to enjoy the success of comrades, the ability to work in a group and show leadership qualities. Also, through classes in fine arts, there are real opportunities to solve problems. psychological problems children that many have in the family and school.
Today, when in many general education schools limited time is allotted for the study of fine arts, the development of artistic creativity of schoolchildren through the system additional education children becomes especially relevant.
The pedagogical credo of the author is to awaken in every child the desire for artistic self-expression and creativity, to ensure that the work causes a feeling of joy and satisfaction. This applies to all students, because the studio accepts children with varying degrees of giftedness and different levels of basic training, which obliges the teacher to take into account the individual characteristics of children, to provide an individual approach to everyone.
Distinctive features and novelty of the program
This program was compiled by a teacher of DO GBOU secondary school No. 1161 Donyush M.M. handicapped health, as well as the need to integrate basic and additional education, therefore, as a starting source, the author uses a program developed under the guidance of B. M. Nemensky for secondary schools.
Distinctive features and novelty of this program can be traced in several directions.
Firstly, this program, although designed for children of primary school age (from 7 to 13 years old), is focused on giving them a basic systematic education in fine arts, based on the study of such types of fine arts as painting, drawing, graphics.
Thus, the “Stained Glass” program not only provides a solid foundation for fine arts, a kind of “school” for this type of artistic activity, but also creates for students the prospect of their creative growth, personal development in the program field of this educational institution (or, if the child is especially gifted, outside it in specialized art schools).
For example, the program provides for introducing children to various types of graphics - from engraving on cardboard to linocut; teaching some methods of working in the stained glass technique, giving an idea of ​​the difference between an easel image and a decorative one; the content of topics on the basics of color science has been expanded, accompanied by a complex of various practical tasks; the implementation of design projects in the technique of paper plastics was proposed, new artistic tools were introduced (for example: a palette knife, a spatula).
The expansion and deepening of the content on the basics of fine arts in this program allows children not only to master the basic foundations of fine art, but also to reach a general in-depth level of training by the end of the third year of study, and this despite the fact that the program is mainly for children of primary school age.
Also in the program, in addition to classical teaching methods, the method of right-brain drawing is used. Left hemispheric drawing is given in secondary and academic schools. Such education gives the result of writing a high-quality picture through analysis, a preliminary drawing of a drawing. Right-brain drawing is more of a self-paced learning path that only needs a little skill to start. The student immediately finds his own way of self-expression, quickly finds the drawing area and gets great pleasure from the process and self-expression.
Secondly, the whole program is based on the wide use of original author's methods related to the inclusion in each topic of various entertainment and game techniques that contribute to the systematic formation and maintenance of motivation for creativity in children of primary school age. All kinds of fairy-tale situations, game tasks, theatrical actions stimulate interest, fantasy searches for children, as a result of which every child, regardless of his abilities, feels like a magician, creator, artist.
The active inclusion of game forms is due, first of all, to the age characteristics of students. The life of a child is closely connected with the game; play is not only fun, through play children learn the world. Through the game, you can captivate children with fine art, instill a love for art, awaken in each of them the need for artistic self-expression.

Purpose and objectives of the program
The purpose of the program is to teach children the basics of visual literacy and their active creative development, taking into account the individuality of each child through visual activities, familiarization with the achievements of world artistic culture.
Program objectives

Educational (associated with mastering the basics of visual activity by children):
familiarity with the genres of fine art;
familiarity with various artistic materials and techniques of visual activity;
mastering the basics of perspective construction of figures depending on the point of view;
acquiring the ability to competently build a composition with the allocation of a compositional center.
Developing (associated with the improvement general abilities students and the acquisition by children of general educational skills that ensure the development of the content of the program):
development in children of sensory-emotional manifestations: attention, memory, fantasy, imagination;
development of coloristic vision;
development of artistic taste, the ability to see and understand beauty;
improvement of motor skills, plasticity, flexibility of hands and accuracy of the eye;
the formation of organizational and managerial skills and abilities (plan your activities; determine its problems and their causes; keep your workplace);
development of communication skills that ensure joint activities in a group, cooperation, communication (adequately assess their own achievements and the achievements of others, help others, resolve conflict situations).
Educational: (associated with the development of personal qualities that contribute to the development of the content of the program; expressed through the child's attitude to society, other people, himself):
the formation in children of a steady interest in art and artistic creativity;
building respect for art different countries and peoples;
education of patience, will, perseverance, diligence;
nurturing accuracy.

The timing of the program and the age of students

The program is designed for 3 years of study with a constant composition of children. The size of the study group is 15 people.

Forms and mode of employment
To implement the program, several forms of classes are used:
Introductory lesson - the teacher introduces students to safety, features of the organization of training, the proposed program of work for the current year.
Introductory lesson - the teacher introduces children to new methods of working in various techniques with various materials (students receive mainly theoretical knowledge).
Lesson from nature is a special lesson that provides an opportunity to learn the basics of drawing and painting using nature.
Memory lesson - is carried out after the children have mastered the knowledge gained in work from nature; it gives the child the opportunity to train his visual memory.
Thematic lesson - children are invited to work on illustrations for fairy tales, literary works. This activity encourages the development of the child's creative imagination.
Improvisation class - in this class, students get complete freedom in choosing art materials and using various techniques. Such activities awaken the imagination of the child, liberate him; popular with children and parents.
Testing lesson - (for repetition) helps the teacher after studying difficult topic check assimilation this material and identify children who need the help of a teacher.
Competitive game lesson - is built in the form of a competition in game form to stimulate children's creativity.
Combined lesson - is carried out to solve several educational problems.
Final lesson- summarizing work children's association behind academic year. It can be held in the form of mini-exhibitions, views of creative works, their selection and preparation for reporting exhibitions.
Class mode

Classes of study groups are held:
- in the first, second and third years of study - twice a week for an hour with a 15-minute break for rest and drinking regimen.
Predicted Results and How to Verify Them
As a result of the implementation of the program, it is expected to achieve a certain level of mastery of visual literacy by children. Children will know special terminology, get an idea about the types and genres of art, learn how to handle basic art materials and fine art tools.
By the end of the first year, children will know:
primary and secondary colors;
colors of paints (warm, cold colors);
the concept of symmetry;
contrasts of forms;
properties of paints and graphic materials;
basics of aerial perspective (further, closer);
Be able to:
choose the format and layout of the sheet depending on the intended composition;
mix colors on the palette, getting the desired color shades;
correctly use art materials in accordance with their intention;
competently evaluate your work, find its advantages and disadvantages;
work independently and in a team;
and personal qualities:
the ability to organize and keep in order their workplace;
diligence;
independence;
Confidence in your strength.
By the end of the second year, children will know:
color contrasts;
color harmony;
basics of composition (statics, movement);
proportions of planar and volumetric objects;
build ornaments in various geometric shapes (circle, square, rectangle);
basics of linear perspective
Be able to:
follow the sequence in the work (from general to particular);
work from nature;
work in a certain scale;
bring the work from sketch to composition;
use a variety of expressive means (line, spot, rhythm, color);
they will develop general educational skills
and personal qualities:
ability to work in a group;
the ability to yield;
responsibility;
self-criticism;
self-control.
By the end of the third year, children will know:
basic laws of composition;
proportions of the human figure and head;
various types of graphics;
basics of color science;
properties of various art materials;
main genres of fine arts;
Be able to:
work in various genres;
highlight the main thing in the composition;
convey the movement of the figure of a person and animals in drawings;
consciously choose art materials to express your idea;
critically evaluate both their own work and the work of their comrades;
they will develop general educational skills
and personal qualities:
ability to accept constructive criticism;
ability to adequate self-assessment;
the ability to rejoice in their successes and the successes of their comrades;
diligence, perseverance in achieving the goal;
empathy, mutual assistance.

Ways to check results
In the process of teaching children under this program, three types of results are monitored:
current (the goal is to identify errors and successes in the work of students);
intermediate (the level of mastering the program by children for the six months is checked);
final (the level of knowledge, abilities, skills for mastering the program for the entire academic year and at the end of the entire course of study is determined).
Identification of the achieved results is carried out:
1) through the testing mechanism (oral frontal survey on certain topics of the material covered);
2) through reporting reviews of completed works.
Tracking the personal development of children is carried out by the method of observation and is recorded in workbook teacher.

The following forms of summing up the program are used: art quizzes, art competitions, participation in exhibitions of various levels.

METHODOLOGICAL SUPPORT

1. Provision of the program with various types of methodological products.
The program is provided with various types of methodological products. These are, first of all, the author's development of artistic and creative games adapted for children of primary school and middle age. These are situational improvisational games that arise right in the course of individual lessons, and games and game situations pre-planned by the teacher, in which children are willingly included, studying certain sections and topics (for example, “The Tale of the Sister Caterpillars”, fantasy game “Colored Dreams”, “Animals in the Land of Colors”, “Dancing brushes”, etc.).
In order for the classes to be exciting and interesting, and the work to evoke a sense of joy and satisfaction in children, the teacher needs to create such conditions for the educational process, in which cognitive and creative activities would be intertwined with the entertainment-game process. This setting is not only appropriate for the age of the children for whom the program is intended, but also helps to identify Creative skills children, taking into account the age and individuality of each child.
The game helps the teacher build educational process according to the principle from simple to complex; master the material in accordance with the individual capabilities of the child, while creating a situation of success for everyone, because each child is a unique personality. He has his own character, temperament, feelings, hobbies. Everyone has their own rhythm and pace of work.
Also, the game unites children, promotes the formation children's team. For this purpose, practical tasks are used, the implementation of which involves the organization of the collective work of children.
Children of primary school age are by nature free and liberated. They do not have complexes of more "adult" children. They, as a rule, are not afraid to take on any task set by the teacher. Any new technology new material arouses in them a healthy active interest, a desire to work.
To activate children, tasks-games are used to develop fantasy and imagination: “What does not happen in the world?”, “Miracle Butterfly”, “Image from a Spot”.
At the same time, tasks-games are differentiated by age. Kids 8 years old are offered such tasks as: “Draw”, “Guess”, “Dress” and others. Students aged 7-13 love improvisation games, where everyone can become a "great artist" (Van Gogh, Raphael, Levitan, Aivazovsky, etc.). The necessary picture, reproduction, illustration shown in time can most intelligibly and clearly suggest the main tasks of the educational task.
The program provides a methodological justification for the organization process educational activities and forms of teaching. As practice has shown, the following way of constructing is optimal educational process: first, the teacher explains to the students the topic of the lesson, the tasks that they must solve, the means and methods for their implementation. In parallel with this, there may be a display of auxiliary material illustrating the topic of the lesson: artistic photographs, reproductions of works by famous artists, fine art albums, products of folk craftsmen, the best children's works from the studio fund.
At the same time, the teacher can invite children to view didactic materials, methodological tables and manuals. This creates a fertile ground for the development of the cognitive interest of students and the emergence of a creative mood.
After presenting the theoretical information, the teacher, together with the children, proceeds to practical activities. The direct display method is very important because teaches children the technique of handling various art materials (watercolor, gouache, pastel, ink, wax crayons). The teacher demonstrates how to work with different tools (brush, pencil, pen, palette, palette knife, etc.). In this case, a training board or a sheet of paper attached to an easel is used to show. Thus, the teacher reveals the creative possibilities of working on a specific task.
Children after the explanation start to work. At the end of the lesson, in order to consolidate the acquired knowledge and skills, it is appropriate to analyze the work performed and analyze typical mistakes.
In order for the children not to get tired, and the results to please and evoke a sense of success, the tasks should be visually spectacular. For these purposes, the program is provided with a special set of game techniques.
During classes, paints, brushes, crayons and pencils often turn into fairy-tale characters, used palettes turn into colored dreams, and an inflated blot creates unique images of miraculous animals, birds, and fantastic animals.
In the first lessons, it is especially important to praise each child for the work done, to inspire self-confidence, and to inspire them to continue learning.
Music helps children to effectively engage in the process of work in the classroom. The author has collected the corresponding collection of audio recordings.
When children get tired, it is useful to conduct a game warm-up for the hands.
Game gymnastics in the form of exercises (drawing in the air) helps the child quickly master the basics of fine art.
So that children do not quickly get tired and do not lose interest in the subject, it is useful to introduce a change in activities and the alternation of technical methods with game tasks.
For example, any watercolor "underpainting" can serve as a background for next tasks, where a stencil, appliqué, drawing with ink, pastel, crayons, etc. can be used.
Sluggish, inert children can be interested with the help of special techniques. For example, an unsuccessful watercolor study is not thrown away. It can serve as a background for pastels, gouache, or you can cut out various elements for a collage from it.
2. Didactic materials
Didactic materials (tables, visual aids, demonstration cards, samples of completed tasks, etc.) are used in each lesson, except for classes on the development of fantasy, imagination and testing classes.

EDUCATIONAL AND THEMATIC PLAN
First year of study
№
classes Topic of the lesson Content element Characteristics of students' activities
Requirements for the level of training.
1
1 hour Introduction to the program
Introduction to the program. Purpose and objectives of the program. Acquaintance with curriculum first year of study. Basic forms of work. Getting the kids to know each other.
View paintings by famous artists.
Correlate perception of color with your feelings and emotions
Know: safety rules in the studio.

2
1 hour Features of the first year of study. Safety rules in the art studio Safety in the art studio. Workplace organization. Acquaintance with art materials and equipment. Recognize paint colors
Correlate the perception of color with your feelings and emotions, the emotions of other students. Know: safety rules in the studio.
Be able to: organize your workplace.
3
1 hour Painting Painting as a language of color, a color image of the world. Identification of the artist and the magician in ancient times. Recognize paint colors
Combination of cold, warm tones.
Invent and portray what everyone wants, knows how, loves.
Correlate the perception of color with your feelings and emotions. Know the main genres of fine art.
Be able to:

4-5
2 hours Properties of paints Properties of paints. Mixing pigments. The simplest (in the sense of pigmentation) paints are those in which only one pigment is used to give the desired color. Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.


Be able to:

- apply the main means of artistic expression.
6-7
2 hours Introduction to paper.
Working with crumpled paper Plastic technique of crumpled paper. "Modeling" from crumpled paper. Capabilities of wrinkled paper in form retention. Crumpled paper surface effects. The role of the crumpled paper technique in shaping children's interest in artistic creativity and in the development of fine motor skills.
Practical lesson. Completion of tasks: "Flower carpet". View a selection of photographs of paper sculptures.
Make a paper flower.
Correlate the perception of the form with your feelings. Know: about the types of paper (density, graininess)
Be able to:
- use them in practice.
;
- apply the main means of artistic expression in constructive works.
8
1 hour Gouache Features of gouache: density, thick consistency, the ability to use to cover one layer of paint with another, ease of mixing, the ability to obtain a variety of special effects.
View paintings by famous artists
Invent and portray what everyone wants, knows how, loves.
Create an abstract composition on a free topic.
Know: about the types of paper (density, graininess)
Be able to:
- use art materials (gouache);
- to distinguish between artistic tools (brush, palette knife, spatula).
9
1 hour Watercolor Features of watercolor: transparency, "tenderness", fluidity.
Introduction to various watercolor techniques. Features of drawing on dry and wet paper (infusion of color into color). Experimenting with watercolors (removing paint with a sponge, using salt and blowing watercolor blots with a straw). Consider illustrations (drawings) in children's books Charushin, Loy.
Invent and portray what everyone wants, knows how, loves.
Depict birds, animals in ways on wet and dry paper.

Know:

Be able to:


10
1 hour Oil paints Features of oil paints: properties and characteristic features of oil paints.
Materials for oil painting. Palette knife, spatula. Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Depict fairy tale characters based on images of their characteristic decorations.
Know:
- primary and secondary colors.
Be able to:
- use art materials (paper);
- apply the main means of artistic expression in the works.
11-12
2 hours Kingdom of brushes. Acquaintance with the history of the origin of the brush. Different types of brushes: hard and soft, round and flat, large and small. Rules of work and care of brushes. The concept of different types of strokes obtained with different pressure on the brush: “stroke-rain”, “asterisk”, “brick”, “wave”. View paintings by famous artists
Invent and portray what everyone wants, knows how, loves.
Consider ornaments, find natural motifs and geometric motifs in them.
Create your own ornament based on the received concepts about the types of strokes. Know:

Be able to:
- use art materials (paper);

- work with a brush

12-13
2 hours Colorful magic. The main colors in the service of the Queen of the Brush (red, blue, yellow), the secrets of their magic. Methods for obtaining compound colors by mixing primary colors.
Practical lesson. Fulfillment of tasks: “Flower-seven-flower”, “Rainbow-arc”, “Festive bouquet”, “Salute”. Consider illustrations (drawings) in children's books.
Invent and portray what everyone can do.
Depict a rainbow and a flower in a wet way, salute a dry brush. Know:
- primary and secondary colors;
Be able to:
- use art materials
- apply the main means of artistic expression in constructive works;
14-15
2 hours Palette of warm and cold colors. Acquaintance with a rich colorful palette on the example of natural phenomena (thunderstorm, snowstorm, fire, volcanic eruption). The division of colors into warm and cold. Features of warm colors (sensation of warmth, warming). Features of cold colors (feeling of coolness). Complementary warm and cold colors.
Practical lesson. Fulfillment of tasks: exercise on visual and associative memory "Cold - warm", "Fairytale sun", " gold fish”, “Seabed”, “Winter Forest”.
Consider the image of natural phenomena
Create simple sketches Know:
- primary and secondary colors;
Be able to:
- use art materials (paper);
- apply the main means of artistic expression in constructive works;
- work with a brush

15-16
2 hours Gray-black world of colors Achromatic colors (colourless colors differing in lightness). A wealth of shades of grey. The "magic" possibilities of the achromatic palette and the division of colors from light gray to black. The concept of a possible perspective when using achromatic colors (further - lighter, closer - darker).
Practical lesson. Completing tasks: "Fairytale Mountains", "Cat at the Window", "Fog". Consider illustrations (drawings) in children's books.
Depict (decoratively) cats and their colors, the patterned beauty of the texture of the mountains. Know:
- primary and secondary colors;
Be able to:
- use art materials (paper);
- apply the main means of artistic expression in constructive works;
- work with a brush

17-18 2 hours Colorful mood The division of colors into saturated (bright) and low-saturated (faded). Saturation is the degree to which a color differs from gray. Techniques for gradually adding white or black paint to a bright color. Faded colorful combinations. Changes in "color mood" when white paint is added. Color sensations as a result of adding white paint (tenderness, lightness, airiness). Color sensations when adding black color paint (heaviness, anxiety, mystery).
Practical lesson. Completing tasks: "Castles in the Air", "Dense Forest". Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Depict a forest, a castle and convey the mood in a drawing
- primary and secondary colors;
Be able to:
- use art materials (paper);
- apply the main means of artistic expression in constructive works;
- work with a brush

19
1 hour Drawing Drawing as a direct form of art. Drawing with a simple pencil, felt-tip pen, ballpoint or gel pen, charcoal, pastel, ink, wax crayons.
Invent and portray what everyone wants, knows how, loves.

Discuss and analyze the work of classmates from the standpoint of the creative tasks of this topic, in terms of content and means of its expression. Know the type of fine art - graphics.
Be able to:
- use art materials;
- apply the main means of artistic expression in constructive works;

20-21
2 hours Beauty line Lines are the beginning of all beginnings. Classification of lines: short and long, simple and complex, thick and thin. "The character of the lines" (evil, cheerful, calm, toothy, cunning, jumpy).
Practical lesson. Fulfillment of tasks: "Linear fantasy", "Labyrinths". Invent and portray what everyone wants, knows how, loves.
Consider illustrations (drawings) in children's books.
Collaborate with comrades in the process of joint work (under the guidance of a teacher), perform their part of the work in accordance with the general plan. Know:
- primary and secondary colors;
Be able to:
- use art materials (paper);
- apply the main means of artistic expression in constructive works;
- work with a brush
22-23
2 hours Smart dot The dot is the “girlfriend” of the line. Ways to get a dot on paper: a light touch of a pencil, a touch of another drawing object. "Character of points": fat and thin, large and small, round and complex. Pointelism technique (creating an image using only dots). Features of work in the pointillism technique using a variety of visual materials (markers, pastels, colored felt-tip pens and pencils).
Practical lesson. Completing tasks: "The world of insects under a microscope", "Turtles in the desert", "Magic glades". Invent and portray what everyone wants, knows how, loves.
Examine the paintings of pointillist artists (Georges-Pierre Seurat).

- primary and secondary colors;
Be able to:
- use art materials (paper);
- apply the main means of artistic expression in constructive works;
- work with markers, pastels, colored markers and pencils

24-25
2 hours Stain Stain as a decoration of the picture. "Character of Spots". The dependence of spots on their density, size and tone. Technique for creating spots in a drawing. The image of a spot in different ways: by different pressure on the drawing tool, by layering strokes on top of each other, by applying many dots, grids or other elements to a sheet of paper. A stain obtained by filling with ink (clear contour, similarity to the silhouette).
Practical lesson. Fulfillment of tasks: "Dance of butterflies", "The image of a good and evil fairy-tale hero." Consider graphic illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Discuss and analyze the work of classmates from the standpoint of the creative tasks of this topic, in terms of content and means of its expression. Know:
- primary and secondary colors;
Be able to:
- use art materials (paper);
- apply the main means of artistic expression in constructive works;
- work with a brush

26-27
2 hours Shape Understanding the shape of an object. Acquaintance with various types of forms (geometric, natural, fantasy), ways of depicting them on paper. Forms and associations.
Practical lesson. Tasks-games: "Build a fairy-tale city", "Draw a miracle Yudo", "Guess a fantastic animal". Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Know:
- primary and secondary colors;
Be able to:
- use art materials
- apply the main means of artistic expression in constructive works;
- work with pencils
28
1 hour Contrast of forms Contrast of forms on the example of autumn leaves and trees. Nature is the most talented artist (the variety of the "plant kingdom"; various natural forms and their structure). Connection and combination among themselves of various contrasting forms.
Practical lesson. Fulfillment of tasks: "Leaf fall", "Gifts of autumn", "Forest round dance". Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Think about the content of the drawings made by children.
Admire the beauty of nature.
Know:
- primary and secondary colors;
Be able to:
- use art materials
- apply the main means of artistic expression in constructive works;
- work with pencils.
29
1 hour Decorative drawing Decorative drawing and its role in the development of children of primary school age. Decorative drawing and opportunities for the development of abstract thinking, creative improvisation of the child. Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Correlate the perception of color with your feelings and emotions Know the main genres of works of fine art.
Be able to:
- compare different types of fine arts (graphics, painting, arts and crafts).
30-31
2 hours Symmetry The concept of symmetry and asymmetry on examples of natural forms. Using the middle line as an auxiliary when drawing a symmetrical figure. Two playful ways to represent symmetry:
- simultaneous drawing with two hands at once;
- the use of a folded sheet of paper in the "monotype" technique with further drawing of details.
Practical lesson. Tasks-games: “What does not happen in the world?”, “Wonder Butterfly”, “Image from a spot”. Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Perceive and emotionally evaluate the exhibition of creative works. Know the concept of line
Be able to:
- use art materials
– work with pencils, gouache.
32-33
2 hours Stylization Stylization as a simplification and generalization of natural forms. Features of the artistic vision of the world by children of primary school age: brightness of perception, planar thinking, two-dimensionality of the image. Stylization as a way of children's drawing. Acquaintance with the best examples of folk art (spinning wheels, tuesas, embroidery, Dymkovo toy, etc.).
Practical lesson. Completing tasks: "Firebird", "Tree of Life", "Fairy Horses". Invent and portray what everyone wants, knows how, loves.
Depict (decoratively) birds, trees, animals, conveying the nature of their patterns, colors, the shape of the details decorating them, the patterned beauty of the texture. Know the main genres of works of fine art.
Be able to:
- compare different types of fine arts (graphics, painting, arts and crafts);
34-35
2 hours Decorative patterns Patterns as a means of decoration. Patterns created by nature (snowflakes, ice patterns on glass). Patterns designed by the artist. Expressive possibilities and variety of patterns.
Practical lesson. Performing tasks using objects unusual for drawing - cotton swabs, combs, culinary molds: “Patterned snakes”, “Tousled little men”, “Motley turtle”. Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Find ornamental decorations in the subject environment of a person, in objects created by man, in natural phenomena. To know such a type of fine art as arts and crafts.
Be able to:
- compare different types of fine arts (graphics, painting, arts and crafts);
36-37
2 hours Ornament Ornament - repetition of a pattern at a certain interval. The secret of rhythm and the creation of complex patterns and ornaments with its help. Wonderful rhythmic transformations (vegetative and geometric ornaments).
Practical lesson. Completing tasks: "Funny lines", "Mom's beads", "Flower garlands". Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Examine ornaments, find natural motifs and geometric motifs in them, see the rhythm in painting Invent your own ornament: figuratively, freely write a decorative sketch on a piece of paper with paints and a brush. Know the concept of ornament
Be able to:
- use art materials
- apply the main means of artistic expression in constructive works;
- work with a simple pencil.
38-39
2 hours Fairy tale composition Fairy tale is the favorite genre of artists. A fairy tale seen through the eyes of an artist. Work from a sketch (“fabulous warm-up”) to composition. Diverse character of fairy tale characters.
Practical lesson. Completing tasks: "Revived Enchanted World", "Wonderful Heroes", "Good Tale". Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Know the main genres of works of fine art.
Be able to:
- use art materials
- apply the main means of artistic expression in constructive works;
40-41
2 hours Paper construction Paper construction and its artistic possibilities. Basic ways to work with paper. Ways of bending, cutting, gluing paper. Correlate your perception of form with the perception of the shape and nature of the object. Correlate the form of an object with the subject associations it causes, give examples. Know: about the types of rules for working with paper and be able to use them in practical exercises.
Be able to:
- use art materials;
- apply the main means of artistic expression in constructive works;
- work with scissors.
42- 43
2 hours Work with torn paper Torn appliqué. Development of fine motor skills, preparation of children's fingers for more complex actions.
Practical lesson. Fulfillment of tasks: "Patchwork rug". Discuss and analyze the work of classmates from the standpoint of the creative tasks of this topic, in terms of content and means of its expression. Know: about the types of paper and be able to use them in practical exercises.
Be able to:
- use art materials;
- apply the main means of artistic expression in constructive works;
44-45
2 hours Working with wet paper Secrets of watercolor technique on wet wrinkled paper.
Creating a picture in the technique of monotype. Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Depict (decoratively) butterflies, conveying the nature of their patterns, colors, the shape of the details decorating them, the patterned beauty of the texture. Know: about the features of working with watercolor.
Be able to:
- use art materials;
- apply the main means of artistic expression in constructive works;
46
1 hour Collage Collage is a technique in the visual arts, which consists in creating paintings or graphic works by gluing objects and materials onto a base. Consider illustrations (drawings) in children's books.

Be able to:
- use art materials;
- apply the main means of artistic expression in constructive works;
- work with scissors.
47-48
2 hours Mixed media (twisting, folding, cutting paper) A variety of paper types: from loose to smooth, from the thinnest, transparent to rough and dense. Using the properties of different types of paper in a variety of game techniques (twisting, rolling, bending, cutting paper, etc.).
Practical lesson. Completion of tasks: " Magical forest”, “Funny little men”, “Masquerade masks”. Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Perceive and emotionally evaluate the exhibition of creative works of classmates.
Participate in the discussion of the exhibition Know: about the types of paper and be able to use them in practical exercises.
Be able to:
- use art materials;
- apply the main means of artistic expression in constructive works;
- work with scissors.
49
1 hour Expressive means of graphic materials A variety of expressive means of graphic materials. Artistic images created using graphic materials: good and evil, funny and sad, simple and mysterious. Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Perceive and emotionally evaluate the exhibition of creative works of classmates.

Be able to:


50-55
6 hours Colored pencils Technique of working with colored pencils. Create multiple shades of color by softly fusing different colored pencils.
Practical lesson. Completing tasks: "Colored Wind", "Princess Autumn", "Colorful Hedgehogs". Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Perceive and emotionally evaluate the exhibition of creative works of classmates.
Participate in the discussion of the exhibition Know about the means of expressiveness and emotional impact (size, color, combination of color shades, texture).
Be able to:
- use art materials (paper of different textures, pencils)
- analyze the decorative properties when considering the color and texture of the material.
56-60
5 hours Gel pens Acquaintance with the expressive possibilities of working with a gel pen. Creating a variety of lines (graceful and thin or sharp and hard). Drawing with a continuous line and short mini-dashes (strokes). Practical lesson. Completion of the task: "Forest wizard.

Invent and portray what everyone wants, knows how, loves.
Perceive and emotionally evaluate the exhibition of creative works of classmates.
Participate in the discussion of the exhibition Know about the means of expressiveness and emotional impact (size, color, combination of color shades, texture).
Be able to:
- use art materials (paper of different textures, gouache)
- analyze the decorative properties when considering the color and texture of the material.
61-65
5 hours Ink Acquaintance with the expressive possibilities of working with ink. Creation of various lines. Drawing with a continuous line and short mini-dashes (strokes). Work on wet paper to transfer the character of the “fluffy” spot in the drawing.
Practical lesson. Completing tasks: "In the Grass", "Spider and Web". Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Perceive and emotionally evaluate the exhibition of creative works of classmates.
Participate in the discussion of the exhibition Know about the means of expressiveness and emotional impact (size, color, combination of color shades, texture).
Be able to:
- use art materials (paper of different textures, ink)
- analyze the decorative properties when considering the color and texture of the material.
66-69
4 hours Wax crayons Acquaintance with the technique of working with wax crayons. Experimenting with color (overlaying one layer on another). Scratching - scratching on a wax background of a drawing filled with black ink.
Practical lesson. Completing tasks: "Funny and sad clowns", "Carousel".
Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Perceive and emotionally evaluate the exhibition of creative works of classmates.
Participate in the discussion of the exhibition Know about the means of expressiveness and emotional impact (size, color, combination of color shades, texture).
Be able to:
- use art materials (paper of different textures, wax crayons)
- analyze the decorative properties when considering the color and texture of the material.
70-71
2 hours Markers Drawing with various types of markers (thin and wide, color and monochrome).
Practical lesson. Completion of the task: "Carousel".
Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Perceive and emotionally evaluate the exhibition of creative works of classmates.
Participate in the discussion of the exhibition Know about the means of expressiveness and emotional impact (size, color, combination of color shades, texture).
Be able to:
- use art materials (paper of different textures, gouache)
- analyze the decorative properties when considering the color and texture of the material.
72-75
4 hours pastel
Charcoal Artistic possibility of pastel, charcoal. Various methods of work: shading with a finger, drawing with a sidewall and tip. Drawing on rough tinted paper: free, sweeping stroke technique with the effect of airiness (pastel) and velvety (charcoal).
Practical lesson. Completing tasks: "Golden Dream", "Bouquet in a Vase", "Fairytale Hero". Consider illustrations (drawings) in children's books.
Invent and portray what everyone wants, knows how, loves.
Perceive and emotionally evaluate the exhibition of creative works of classmates.
Participate in the discussion of the exhibition Know about the means of expressiveness and emotional impact (size, color, combination of color shades, texture).
Be able to:
- use art materials
- analyze the decorative properties when considering the color and texture of the material.
76 Final lesson Testing to test the theoretical knowledge of students.
View academic work and creative assignments for the academic year.

Explanatory note

Program focusis a program of artistic and creative orientation, involves a circle level of mastering knowledge and practical skills, according to its functional purpose - educational and cognitive.

Program noveltyis that in the process of learning, students gain knowledge about the simplest patterns of the structure of the form, about linear and aerial perspective, color science, composition, decorative stylization of forms, the rules of modeling, drawing, application, as well as about the most outstanding masters of fine arts, the beauty of nature and human feelings.

Relevance of the programdue to the fact that there is a convergence of the content of the program with the requirements of life. Currently, there is a need for new approaches to the teaching of aesthetic arts that can solve contemporary tasks creative perception and personality development in general.

In the system of aesthetic, creative education of the younger generation, a special role belongs to the fine arts. The ability to see and understand the beauty of the surrounding world contributes to the education of a culture of feelings, the development of artistic and aesthetic taste, labor and creative activity, brings up purposefulness, perseverance, a sense of mutual assistance, provides an opportunity for creative self-realization of the individual.

Fine arts are effective tool introducing children to the study of folk traditions. Pupils demonstrate their knowledge, skills and abilities to their peers by exhibiting their work.

Distinctive featuresgiven educational program from those already existing in this area lies in the fact that the program is focused on the use of a wide range of different additional material in fine arts.

The program provides that each lesson should be aimed at mastering the basics of fine arts, at introducing students to active cognitive and creative work. The process of teaching fine arts is based on the unity of active and exciting methods and techniques of educational work, in which, in the process of mastering the knowledge, laws and rules of fine arts, students develop creativity.

The educational process has a number of advantages:

• leisure activities;
• training is organized on a voluntary basis by all parties (students, parents, teachers);
• students are given the opportunity to meet their interests and combine various areas and forms of employment;
• students are allowed to move from one group to another (by age).

Pedagogical expediencyThe program is explained by the formation of a high intellect of spirituality through mastery. A whole series of special tasks for observation, comparison, conjecture, fantasizing serve to achieve this. The program is aimed at introducing children to creativity through work and art.

The principle of building the program:

The classes provide for activities that create conditions for the creative development of pupils at various age stages and taken into account differentiated approach, depending on the degree of giftedness and age of pupils. Program stages:

• introductory
• developing
• research

The main didactic principles of the program are: accessibility and visibility, consistency and systematic training and education, taking into account age and individual features children. For example, in the group of the first year of study, children perform creative tasks, in the group of the second year they do the same, but at a more complex creative and technical level, honing their skills, correcting mistakes. Studying according to the program, children go from simple to complex, taking into account the return to the material covered at a new, more complex creative level.

The age of the studentsparticipating in the implementation of this educational program grades 2-5. Students of this age are able to acquire a variety of information about the types of fine arts at a high level.

Age features.

Children usually draw according to the idea, relying on their stock of knowledge about the objects and phenomena around them, which are still very inaccurate and schematic.

A characteristic feature of the visual creativity of children at its first stage is great courage. The child boldly depicts the most diverse events from his life and reproduces those that are especially captivating for him. literary images and stories from the books I read.

Among children who draw, two types of draftsmen can be found: the observer and the dreamer. For the creativity of the observer, images and plots seen in life are characteristic, for the dreamer - images of fairy tales, images of imagination. Some draw cars, houses, events from their lives, others - palm trees, giraffes, ice mountains and reindeer, space flights and fairy-tale scenes.

A child, drawing, often mentally acts among the objects depicted by him, he only gradually becomes an outside viewer in relation to his drawing, who is outside the drawing and looks at it from a certain point of view. Older children, who gradually develop a critical attitude towards their products, are often not satisfied with their drawing, they seek advice and encouragement from an adult and, if they do not find it, they are disappointed in their abilities.

Program scope: 35 hours.

Implementation timelineeducational program - 1 year.

Class mode: 1 time per week for 45 minutes for each of the two groups.

Forms of organization of the educational process and types of classes:

Teamwork and individual approach, conversation, practical training, plein air, exhibitions and creative reports.

One of the main conditions for the success of teaching and developing the creativity of students is an individual approach to each child. The principle of training and education in a team is also important. It involves a combination of collective, group, individual forms of organization in the classroom. Collective tasks are introduced into the program in order to form the experience of communication and a sense of collectivism. The results of the collective artistic work students find application in the design of classrooms, events, corridors. In addition, the artworks made in the classroom are used as gifts for relatives, friends, war and labor veterans. Also, the actual form of conducting classes is plein air - drawing from nature in the fresh air. The best works will be periodically presented at exhibitions, both at intra-school and participate in district events. The social status of the results of the artistic activity of schoolchildren has great importance in the educational process.

Methods

For the qualitative development of the creative activity of young artists, the program provides for:

• Giving the student freedom in choosing activities, in choosing ways of working, in choosing topics.
• The system of ever more complex tasks with different difficulty options allows all students to master the techniques of creative work.
• Each task provides for a performing and creative component.
• Creating an engaging but not entertaining classroom environment. Along with the elements of creativity, labor efforts are necessary.
• Creating a situation of success, a sense of satisfaction from the process of activity.
• The objects of creativity of students are significant for themselves and for society.

Students are given the opportunity to choose an art form, artistic means expressiveness. They gain experience in artistic activity in graphics, painting. In any case, you need a "golden mean". If you develop only imagination in a child or teach only to copy, without linking these tasks with the competent performance of work, then, in the end, drive the student into a dead end. Therefore, the rules of drawing are traditionally combined with fantasy elements.

Theoretical knowledge in all sections of the program is given in the very first lessons, and then consolidated in practical work.

Practical classes and the development of artistic perception are presented in the program in their meaningful unity. Methods such as reproductive (reproducing); illustrative (the explanation is accompanied by a demonstration of visual material); problem (the teacher poses a problem and, together with the children, looks for ways to solve it); heuristic (the problem is formulated by children, and they offer ways to solve it).

Among the methods are such as conversation, explanation, lecture, game, competitions, exhibitions, holidays, experiments, as well as group, combined, purely practical lessons. Some classes take the form independent work(staging still lifes, plein airs), where independent creativity is stimulated. The independent work also includes the final work based on the results of passing each block, half a year and a year. At the beginning of each lesson, a few minutes are allotted for a theoretical conversation, the lesson ends with a review of the works and their discussion.

During the training period, the material becomes progressively more difficult. Classes on the methodology, master classes are widely used, when the teacher, together with the students, performs a painting work, consistently commenting on all stages of its implementation, asking leading and control questions in the course of the work, finding student errors and suggesting ways to correct them. Visualization is the most direct way of learning in any field, and especially in the visual arts.

Purpose and objectives of the program

The main goal of the program:

Introduction to art through fine art, development of aesthetic responsiveness, formation of a creative and creative personality, social and professional self-determination.

The goal is revealed in the trinity of the following tasks :

• educational - the formation of an emotional and value attitude to the world around through artistic creativity, the perception of the spiritual experience of mankind - as the basis for acquiring personal experience and self-creation;
• artistic and creative – development of creative abilities, fantasy and imagination, figurative thinking, using the game of color and texture, non-standard techniques and solutions in the implementation of creative ideas;
• technical - mastering practical techniques and skills of fine arts (drawing, painting and composition).

In general, classes in the circle contribute to the versatile and harmonious development of the child's personality, the disclosure of creative abilities, and the solution of problems of labor, moral and aesthetic education.

Syllabus

No. p / p	Topic name	Number of hours			Forms of organizing classes	Forms of control
		Total	Theory	Practice
	Introductory lesson				Conversation. Conducting a briefing.
	Ornamental composition					Creative task
	Tone stretch				Show. Collaboration with the teacher.	Observation
	Element - water				Independent work.	Creative task
	Element - fire				Independent work.	Creative task
	Leaves and twigs				Plein air. Practical work. Individual approach.	Work Evaluation Criteria
	Golden autumn				Conversation. Plein air. Individual approach. Practical work. Exhibition.	Work Evaluation Criteria
	Still life. Graphic arts				Explanation. Show. Independent work.	Observation
	Still life. Painting				Explanation. Show. Practical work.	Work Evaluation Criteria
	winter fairy tale				Plein air. Conversation. Individual approach. Practical work. Exhibition.	Work Evaluation Criteria
	Reflection in water				Show. Explanation. Independent work.	Creative task
	Inkblotography				Independent work.	Creative task
	animal portrait				Conversation. Show. Independent work.	Observation
	Russian fairy tale with animals in costumes				Show. Explanation. Practical work. Demonstration.	Work Evaluation Criteria
	Heaven in art				Explanation. Creative work. Individual approach. Exhibition.	Creative task. Work Evaluation Criteria
	Spring flowers and herbs				Show. Explanation. Creative work. Individual work. Protection. Demonstration.	Project
	Streets of my city				Show. Explanation. Collaboration with the teacher. Independent work.	Observation
	Walk in the spring garden				Creative work. Project protection. Exhibition.	Project
	I'm dreaming				Creative work. Exhibition.	Observation
	Certification creative work				Practical activities. Creative work. Project protection. Exhibition.	Diagnostic card

1. Introductory lesson.(1 hour)

Safe working conditions. Introduction to the work plan.

1. Ornamental composition.(1 hour)

Execution of lines of a different nature: straight lines, wavy lines of beauty, zigzag. Plane organization.

1. Tone stretch.(1 hour)

The concept of tone. The concept of "cold and warm colors". One-color watercolor - "grisaille".

1. The element is water. (1 hour)

Cold colors. Watercolor.

1. The element is fire. (1 hour)

Warm colors. Watercolor. Drawing by the method of associations.

1. Leaves and twigs.(1 hour)

Drawing from nature. Graphic arts. Exercises to perform lines of a different nature: straight, curved, intermittent, disappearing. Plein air. Sketch.

1. Gold autumn. (3 hours)

Painting. Plein air. Drawing an autumn tree from nature.The color indicates and fills the spot of the crown of the tree, densely located in the leaf. Then the trunk, branches and fruits are drawn with a brush. Decorative study of the crown with leaves, patterns on the branches, trunk. Contrasting background fill.To convey in color the various moods of autumn (early autumn, late, rainy, windy, foggy).Use elements of perspective, chiaroscuro, composition, etc. in drawing from nature.

1. Still life. Graphic arts.(1 hour)

Drawing from nature. Still life - a sketchy nature of drawings from different positions, the position of objects in space. Light and shadow - falling, own. A conversation about still life as a genre of painting. Illustrative material.

1. Still life. Painting.(2 hours)

Drawing from nature. asymmetrical composition. Warm colors. Gouache, watercolor.Visual properties of watercolor. Decorative drawing. Rhythmic series, the interaction of elements, the concept of background and balance in the composition. "Fruits on the tablecloth" - a composition of fruits on the carpet for contrast.

1. Winter fairy tale. (4 hours)

Painting. Winter tree drawing. The nature of the trees. The color indicates and fills the spot of the crown of the tree, densely located in the leaf. Then the trunk, branches and fruits are drawn with a brush. Decorative study of the crown with leaves, patterns on the branches, trunk. Contrasting background fill.Limited palette. Visual properties of gouache.Analyze the shape, design, spatial position, tonal relationship, color of the depicted objects.Use elements of perspective, chiaroscuro, composition, etc. in drawing from memory and from nature.

1. Reflection in water.(1 hour)

Monotype. Interpretation of natural phenomena: watercolor, black ink, pointed sticks.Mastering the techniques of watercolor technique "raw".See the color richness of the surrounding world and convey your impressions in drawings.

1. Blotography. (1 hour)

Rules of planar representation, development of silhouette and form in a spot.

1. Animal portrait.(1 hour)

Color graphics. Transfer of the character of the animal (cunning, sad, miserable, evil). Means: line, spot, stroke, silhouette, rhythm, contrast.

1. Russian fairy tale with animals in costumes.(2 hours)

Painting. Decorative and realistic approach to composition (suit solution, environment transfer). The role of a decorative spot.The subordination of color to a figurative solution. Reflect in the work the character of the hero through his clothes, hands, gesture, posture, facial expressions, hairstyle. The choice of a fairy-tale hero.

1. Heaven in art.(2 hours)

The use of color in painting to reflect an emotional state. Mastering the techniques of watercolor technique "raw". Creative work - an illustration of the read poems.

1. Spring flowers and herbs.(3 hours)

(1) Color graphics. Still life by observation. Make a composition of flowers on a sheet using all or some of the observed plants. Color watercolor preparation and drawing with ink or felt-tip pens.

(2) Visual properties of watercolor. Rhythm of spots and lines. Illustrative material. Free choice of painting media. Approximate color relationships. Plasticity of natural forms and lines. Drawing from nature and representation.

(3) Postcard - congratulations. The use of applications, ornaments. Draw elements of floral ornament with a brush. Perform an ornament in a circle, oval, ribbon. Creative work.

1. Streets of my city.(2 hours)

Linear perspective. Sketches, drawings from nature. Plein air. Drawing from nature. Graphic arts.Houses - lines, strokes. People are silhouettes.Distinguish and convey near and far objects in the drawing.The development of a spatial-volumetric image, the observance of the proportionality of the elements and their subordination to the general plan.

1. Walk in the spring garden.(2 hours)

The composition is fantasy. Spring on another planet. Painting. Development of fantasy, imagination, freedom of experiment in technology. "Green Planet", "Spring on the Blue Planet", "Rose Garden", "Planet of Golden Trees".Use elements of perspective, chiaroscuro, composition, etc. in drawing on themes and presentation.

1. I'm dreaming. (1 hour)

Painting. The movement of masses, lines in a sheet, as a way of conveying moods, emotions, tension. Free composition. Music accompaniment.

1. Certification creative work.(3 hours)

Free choice of topics and materials for performance. Plein air. Drawing from nature.

Preparation of works for the exhibition.Exhibition of works, rewarding of active circle members.

Planned results:

Personal Outcomes

For students in grades 2-3:

• be aware of the role of artistic culture in people's lives;
• emotionally "live" works of art, express their emotions;
• understand the emotions of other people, sympathize, empathize;
• express their attitude to works of art, to the creativity of their comrades, to their creativity.
• pay attention to the peculiarities of other people's oral and written statements about works of art, about their own works, the works of their comrades (intonation, pace, tone of speech; choice of words, artistic comparisons, use of artistic terms)

For students in grades 4-5:

• emotionality; the ability to recognize and define (name) their emotions;
• empathy - the ability to recognize and identify the emotions of other people; sympathize with other people, empathize;
• sense of beauty - the ability to feel the beauty and expressiveness of speech, works of art, strive to improve their own artistic culture;
• love and respect for the Fatherland, its language, culture;
• interest in works of art, in conducting a dialogue with the author, through one's own opinion about a particular work of the artist;
• interest in drawing, in creating your own drawings, in an artistic form of communication;
• interest in studying the masterpieces of art by great artists;
• awareness of responsibility for the work of art.

Subject Results

• knowledge of artistic terms;
• knowledge of some artists and their works;
• compliance with the sequence of work;
• the ability to compare and correctly determine the proportions of objects, their location, color;
• the ability to depict objects in perspective, the concept of the horizon line;
• the ability to analyze the depicted objects, highlight the features of shape, position, color.

Metasubject Results

Regulatory UUD:

For students in grades 2-3:

• determine and formulate the purpose of the activity with the help of a teacher;
• learn to express their assumption (version) on the basis of working with the material;
• learn to work according to the plan proposed by the teacher.

For students in grades 4-5:

• independently formulate the topic and objectives of the lesson;
• plan a solution learning problem together with the teacher;
• work according to the plan, comparing their actions with the goal, adjust their activities;
• in dialogue with the teacher, develop assessment criteria and determine the degree of success of their own work and the work of others in accordance with these criteria.

Cognitive UUD:

For students in grades 2-3:

• find answers to questions in illustrations, in the works of artists;
• draw conclusions as a result of the joint work of the class and the teacher;
• transform information from one form to another: convey various emotions with the help of artistic images.

For students in grades 4-5:

• process and transform information from one form to another (draw up a plan for the sequence of work on a work of art);
• use dictionaries, reference books, encyclopedias;
• carry out analysis and synthesis;
• establish causal relationships;
• build reasoning;

Communicative UUD:

For students in grades 2-3:

• to formulate their thoughts in oral and artistic form;
• listen and understand the speech of others; use the techniques of conveying emotions with the help of artistic images transferred to paper;
• understand what the artist wants to say with his work;
• agree with classmates, together with the teacher, on the rules of behavior and communication of assessment and self-assessment and follow them;
• learn to work in pairs, in a group; perform various roles (leader, performer).

For students in grades 4-5:

• adequately use artistic means to solve various communication problems; own monologue and dialogic forms of speech using the terminology of the artist.
• express and justify your point of view;
• listen and hear others, try to take a different point of view, be ready to correct your point of view;
• negotiate and come to a common decision joint activities;
• ask questions, find answers.

trainees

Must know:

• individual works of outstanding masters of the past and present;
• features of artistic means of various types and genres of fine arts;
• a variety of possible expressive means of the image;
• the meaning of concepts: painting, graphics, landscape, still life, linear and aerial perspectives;
• patterns of constructive structure of depicted objects, basic patterns of observational, linear and aerial perspective, chiaroscuro, elements of color science, composition;
• various methods of working with pencil, watercolor, gouache;
• know the division of fine art into genres, understand the specifics of their fine language;
• the role of fine arts in the spiritual life of a person, enriching him with the experiences and experience of previous generations.

Should be able to:

• see the color richness of the surrounding world and convey your impressions in drawings;
• choose the most expressive plot of the thematic composition and carry out preparatory work;
• analyze the shape, design, spatial position, tonal relationship, color of the depicted objects;
• use elements of perspective, chiaroscuro, composition, etc. in drawing on themes and from nature;
• convey volume and space in tone and color in a still life, landscape, portrait;

• apply in drawing means of expression(lighting effects, compositions, shading, various methods of working with watercolors, gouache), to achieve a figurative transmission of reality;
• work in a certain color scheme;
• achieve tonal and color gradation when conveying the volume of objects of a simple shape;
• transmit spatial plans by blocking;
• convey the movement of human and animal figures;
• consciously choose the means of expressing your intention;
• freely draw with a brush ornamental compositions of a plant nature;
• solve artistic and creative problems, using a sketch, technical drawing.

Complex of organizational and pedagogical conditions

Thematic development of classes

Fundamentals of artistic literacy (Theoretical part)

• Properties of painting materials, methods of working with them: watercolor, gouache.
• Color in environment. Primary and secondary colors. Basic combinations in nature.
• Drawing basics. The role of drawing in creative activity. Exercises to perform lines of a different nature. The artistic language of drawing: line, stroke, spot, dot.
• Fundamentals of painting. Color is the language of painting. Drawing from nature objects that are simple in form and color, landscapes with figures of people and animals.
• Fundamentals of composition. The concepts of "rhythm", "symmetry", "asymmetry", "balanced composition". Basic compositional schemes.
• Creation of creative thematic compositions. illustration literary works.

• Conversations on the history of art. Excursions to exhibitions, natural sketches in the open air. Exhibitions, festive events. Artistic materials. Watercolor, ink, gouache - fluency in them.
• Drawing. The meaning of drawing in the work of the artist. Outline exercises. The transfer of space on the plane, the idea of ​​perspective - linear, aerial.
• Graphic arts. Materials - ink, pen, printing ink, cardboard, cliches, matrices from various materials.
• Print, monotype. Creation of figurative works using knowledge of composition, drawing, color science.
• Color science. The effect of color on a person. Harmony of color relationships.
• Composition. Basic composition rules:

• association on homogeneous grounds;
• observance of the law of limitation;
• basis of live and static composition;
• grouping of elements, providing free space between groupings;
• emphasizing the subordination between the groupings and their relationship (line, plasticity, the “Law of the stage”).

• Conversations on the history of world culture with the display of illustrative material. Visiting exhibitions. Air work.

Calendar-thematic plan(Practical part)

	Subject. Summary	Qty. hour.	Deadlines
	Introductory lesson. Safe working conditions. Introduction to the work plan.		September 2015
	"Ornamental Composition". Execution of lines of a different nature: straight lines, wavy lines of beauty, zigzag. Plane organization.
	"Tone stretch". The concept of tone. One-color watercolor - "grisaille".
	Cold colors. The element is water. Watercolor. Drawing by the method of associations.
	Warm colors. The element is fire. Watercolor. Drawing by the method of associations.
	"Leaves and Twigs" Drawing from nature. Graphic arts. Exercises to perform lines of a different nature: straight, curved, intermittent, disappearing. Plein air. Sketch.		October 2015
	"Gold autumn". Painting. Plein air. Drawing an autumn tree from nature.
	"Still life". Graphic arts. Painting. Drawing from nature. Sketchy character drawings from different positions. Light and shadow - falling, own.		November 2015
	"Still life". Painting. Drawing from nature. asymmetrical composition. Gouache, watercolor.
	"Winter's Tale". Painting. Winter tree drawing. Decorative study of the crown with leaves, patterns on the branches, trunk. Contrasting background fill.		December 2015
	Monotype. "Reflection in water". Interpretation of natural phenomena.		January 2016
	Blotography in black. Turn the spot into an animal.
	"Portrait of an animal". Color graphics. Transfer of the character of the animal (cunning, sad, miserable, evil). Means: line, spot, stroke, silhouette, rhythm, contrast.
	Russian fairy tale with animals in costumes. Painting. Decorative and realistic approach to composition (suit solution, environment transfer).
			February 2016
	"Sky in Art". The use of color in painting to reflect an emotional state. Creative work.
	Flowers and herbs of spring. Visual properties of watercolor. Rhythm of spots and lines. Free choice of painting media. Drawing from nature and representation. Postcard - congratulations. The use of applications, ornaments. Creative work.		March 2016
	"Streets of my city". Linear perspective. Sketches, drawings from nature. Plein air. Drawing from nature. Graphic arts.		April 2016
	"Walk in the Spring Garden" The composition is fantasy. Spring on another planet. Painting. "Green Planet", "Spring on the Blue Planet", "Rose Garden", "Planet of Golden Trees".
	"I'm dreaming". Free composition. Music accompaniment.		May 2016
	Certification creative work. Free choice of topics and materials for performance. Preparation of works for the exhibition. Plein air. Drawing from nature.

Conditions for the implementation of the program

For the organization of classes, a specially designed and equipped office is needed. For wall decoration, working stands of the following areas are used:

• main genres of painting;
• our vernissage;
• wealth of the Russian land;
• safety precautions;
• information.

Stands should be functional, easily transformable and updated frequently.

It is necessary to allocate sufficient space for the stand "Our Vernissage", where to systematically hang out best work and reproductions of paintings with information about the author, alternating between both, summarizing the work of great artists and the work of the students themselves.

The safety stand is best done in a fun caricature form, in the form of visual, funny cartoons.

The stand for information should be mobile, it is desirable that the information be prepared by children.

At the next booth "Wealth of the Russian Land" it is desirable to talk about the types of folk art, about the richness and expressiveness of the products of folk craftsmen.

Of the equipment in the office, you must have dishes for pointing paints; sufficient cleaning material; school board; school white chalk, colored chalk.

To set up nature, you need to have a light, portable table, several types of drapery, a lighting lamp on a tripod.

The office must be equipped with a computer, a slide show screen, a tape recorder with beautiful music on disks.

Forms of evaluating and tracking the results of the program implementation

The main result of the implementation of the program is the creation by each student of his own original product, and the main criterion for evaluating a student is not so much his talent as his ability to work, the ability to persevere to achieve the desired result, because every child can master all the secrets of fine art.

Various methods are used to monitor the results of the program implementation. Diagnostics (questionnaire, creative tasks) of the dynamics of the artistic development of the individual; determining the effectiveness of artistic and pedagogical influences; activation of cognitive motivation and creative abilities.

Pedagogical supervision is also carried out. Every child during calendar year takes part in competitions, exhibitions of various levels, ranging from participation in exhibitions of the school association and ending with city, regional and all-Russian competitions.

The result of the creative work of each student in the learning process will be a project. The external result of the project method can be seen, comprehended, applied in practice. The internal result - the experience of activity - will become an invaluable asset for the student, combining knowledge and skills, competencies and values.

Evaluation materials

The educational outcomes of this program can be identified through criteria for evaluation doing creative work.

For the teacher:

1. N.M. Sokolnikov. Education in grades 1-4 according to the textbook "Fine Arts". - M.: AST, Astrel.

2.E.A. Ermolinskaya; E.S. Medkova; L.G. Savenkova. Visual arts: 5th grade. - M.: Ventana-Graf, 2012.

Internet resources:

• http://www.zavuch.ru
• http://pedsovet.su

Methodical Council Director MOAU DOD "CDT"

MOAU DOD "CDT" ________ N.S. Vansovich

Minutes No. 9 dated 31.08.2012

Municipal educational autonomous institution

additional education for children

"Center of children's creativity"

Program

additional education

in fine arts

"World of colors"

(4 hours per week)

Direction: artistic and aesthetic

Program type: educational

Normative period for mastering the program:

From 7 to 10 years - 3 years

Program creator:

Zakirova Elena Nikolaevna,

additional education teacher

Pyt-Yakh

2012

Introduction

1. Explanatory note _____________________ 3 p.

2. Purpose and objectives of training __________________________ 5 p.

3. Terms of the program implementation _____________________ 6 p.

4. Ways to check the results ____________________ 6 p.

5. Estimated result of the program ______________ 7 p.

Main part

1. Tasks of the 1st year of study ____________________________ 8 p.

2. Thematic plan _______________________________ 9 p.

4. Evaluation of effectiveness by the end of 1 year of study _______ 14 p.

5. Tasks of the 2nd year of study _____________________________ 15 p.

6. Thematic plan ________________________________ 16 p.

8. Evaluation of effectiveness by the end of the 2nd year of study ________ 19 page

5. Tasks of the 3rd year of study _____________________________ 20 p.

6. Thematic plan ________________________________ 21 pages

8. Evaluation of effectiveness by the end of the 3rd year of study ________ 24 p.

9.Methodological support _____________________________ 25 pages

Final part

1. Literature _______________________________________ 27 p.

2.Appendices____________________________________________ 28 pages

EXPLANATORY NOTE

Children's drawing, the process of drawing is a particle of the child's spiritual life. Children do not just transfer something from the world around them to paper, but live in this world, enter it as creators of beauty, enjoy this beauty.

The creativity of children is a deeply peculiar sphere of their spiritual life, self-expression and self-affirmation, in which the individual identity of each child is clearly revealed. This originality cannot be covered by some rules, the only and binding for all.

Creative inspiration covers the child at the moment of drawing. Through drawing, children express their innermost thoughts and feelings. Creativity opens in the child's soul those innermost corners in which the sources of good feelings lie dormant. Helping the child to feel the beauty of the surrounding world, the teacher imperceptibly touches these corners.

Relevance of the program

The World of Colors program teaches children to open their souls for beauty, teaches them to look at the world and see the unique and amazing in it. It is closely related to literature, history, religion, philosophy.

A huge task is to educate a person - a person who is comprehensively and harmoniously developed. Important here is the need for aesthetic education of the younger generation.

Art education is essential. After all, it is it that reveals to the child the world of real-life harmony, develops a sense of the beauty of the forms and colors of the world around, creative abilities and fantasies. Without mastering the necessary fundamentals of visual literacy, there can be no full-fledged aesthetic education and art education.

Distinctive features and novelty of the program

The peculiarity of the program lies in the interconnection of classes in drawing, modeling, and appliqué. Fine arts, plastic arts, artistic design - the most emotional spheres children's activities. Both drawing and modeling are of great importance for the education and upbringing of children of primary school age. Working with various materials in different techniques expands the child's range of possibilities, develops spatial imagination, design abilities, contributes to the development of visual perception, memory, imaginative thinking, instilling manual skills necessary for successful learning.

One of the most difficult tasks in drawing is the ability to convey spatial relationships through depicted means. In modeling, for example, it is easier to convey movement than in drawing, due to the plasticity of the material. When it is difficult for a child to immediately imagine and depict a figure in the right position, he resorts to modeling, tries to feel the shape, and then transfers the acquired knowledge to paper. This approach contributes to the development of aesthetic perception, aesthetic feelings, the formation of figurative representations, imagination, creativity.

As a result, children are brought up with an interest in artistic creative activity, a desire to create a beautiful image, it is more interesting to come up with and choose the best way possible. In their work, children convey the aesthetic qualities of the objects that they saw.

The program "World of Colors" helps the child feel like a part of modern world and heir to the traditions of all previous generations. With the help of colors, sounds, movements, reality is comprehended, the world is comprehended. The subject of the study is the man himself, his world of feelings, his spiritual world, his fate and life in general.

In the classroom, children listen to the teacher's emotional stories from the lives of outstanding artists, composers, musical performers, stories about the meaning of color and sounds in life, in the spiritual world.

For conversations about art, the following works of art are recommended: I. Brodsky "Fallen Leaves"; I. Grabar "March snow"; Levitan "Spring. Big Water”, “March”, “Golden Autumn”; V. Plastov "first snow"; V. Serov "Autumn"; A. Savrasov "Rooks have arrived"; I. Shishkin "In the wild north"; Y. Vasnetsov "Three Bears". Acquaintance of pupils with the works of folk craftsmen - Dymkovo toy, Gorodets painting, Gzhel ceramics, Khokhloma painting.

It should be remembered that listening to the musical works of P. Tchaikovsky, L. Beethoven, E. Grieg, S. Prokofiev, D. Kabalevsky and other composers has a huge impact on the activation of the visual activity of children, on their ideological and aesthetic education, which provides a deep feeling of artistic images, creates an appropriate emotional and figurative mood.

It is necessary that each lesson awakens in children a sense of beauty, kindness, emotional responsiveness, and fosters love for the Motherland.

Goals and objectives:

the main objective programs on fine arts "The World of Colors" - the formation of the spiritual culture of the individual, familiarization with universal values, the ability to carefully peer into life, in the accumulation of experience in understanding beauty.

The main tasks are:

• Striving for perfection and harmony;
• The ability to create beautiful mental images, enjoy imaginary beauty;
• The ability to feel and perceive invisible beauty;
• Rejoice in beauty in all human manifestations;
• The ability to admire and enjoy the highest examples of man-made beauty, the highest spiritual values, to penetrate into their depths, into their essence;
• The ability to see beauty in all manifestations of nature and admire it;
• Cultivating honest and noble feelings in the hearts of children, sincerity.

Pedagogical conditions are focused on solving these problems: game methods and techniques, integrated forms of organization of artistic and creative activity, artistic and aesthetic spatial and objective environment. The methodology of work is built in such a way that by means of art and children's artistic activity they form independence, initiative, creative activity in children, and help reduce tension and stiffness. The topic of the lesson, the organization of the perception process always involves active communication between the teacher and the children, the personal opinion of the child, his willingness to engage in artistic and creative activities are also taken into account.

Taking into account the psychophysical characteristics of the pupils, the main activity is the game: the game is an occupation, the game is a fairy tale, the game is a journey. A special place is given to the fairy tale. A fairy tale in the classroom facilitates the entry of children into the world of fantasy and magic, serves as the basis for the development of figurative and creative imagination of children. The image of fairy-tale characters thought out by children becomes more colorful and concrete, the character is more diverse, since all information is drawn from picturesque canvases, poetic lines.

The form of the lesson is group, mostly with the same age composition.

The duration of the lessons depends on the interest of the children. The condition for the successful organization of classes is their optimal pace, provided by the change of various types of activity, the alternation of active and passive forms of cognition.

The program also provides for the evaluation of the results of the creative activity of pupils: art quiz, exhibitions, views.

The program is designed for 3 years of study with a constant composition of children.

Year 1 - 4 hours per week - 144 hours, Year 2 - 4 hours per week - 144 hours, Year 3 - 4 hours per week - 144 hours. Age of students: 7-10 years.

Filling of the study group: in the group of the first year of study there are, as a rule, 12-15 people, the second year of study - 10-12. third year of study - 10-12 people.

The decrease in the number is dictated by the need for individual-group work with children.

Class mode

Classes of study groups are held:

- in the first year of study -twice a week for 2 hours

- in the second year of study -twice a week for 2 hourswith a 10-minute break every hour;

- in the third year of study -twice a week for 2 hourswith a 10 minute break every hour.

Ways to check results

In the process of teaching children under this program, three types of results are monitored:

• current (the goal is to identify errors and successes in the work of students);
• intermediate (the level of mastering the program by children for six months is checked);
• final (the level of knowledge, skills and abilities for mastering the program for the entire academic year and at the end of the entire course of study is determined).

Identification of the achieved results is carried out:

1. through testing mechanism(oral frontal survey on certain topics of the material covered);
2. through reporting viewscompleted works.

Tracking personal developmentchildren is carried out by the method of observation and recorded in the workbook of the teacher.

Testing

For the final control developedthematic test materialsfor each year of study. Tracked: the level of knowledge of theoretical material, the degree of mastering the methods of work with various artistic materials, the ability to analyze and solve creative problems, the formation of students' interest in classes.

The assessment is carried out according to a 10-point system by the teacher and invited experts (leading teachers of the studio):

0-1 points are given for "wrong answer";

from 2 to 7 points - for "not all the right answer";

from 8 to 10 points - for the "correct answer".

Below are test materials that reveal the level of theoretical knowledge of students by year of study. (Appendix 1,2,3)

Expected result of the program implementation:

The need to see beauty in the world around;

• understanding of the emotions reflected in works of art;
• development of fantasy, imagination, manifested in specific forms of creative artistic activity;
• the ability to find new non-standard solutions to creative problems;
• the use of expressive means to create an artistic image;
• assimilation of moral and aesthetic values ​​and the desire of children to be guided in Everyday life.

The World of Colors program is the beginning of a systematic introduction of schoolchildren to the wonderful world of art, to the world of beauty, this is the first step towards learning the basics of artistic creativity. Therefore, the knowledge and skills in this course, which are mastered by pupils, are of particular importance.

First year of study

7-10 years old

(4 hours per week)

Tasks for the 1st year of study

Ability to use a brush, paints, palette.

Mastering the initial skills of expressive use of tricolor (red, yellow, blue colors and their mixtures).

Ability to recognize technique.

THEME PLAN

First year of study

p/p	Name of sections and topics	Number of hours
		Theoret.	Prakt.	Total
	Introduction to the program
	Introduction to the program. Features of the first year of study
	The meaning of drawing. What do you need to learn to draw?
	Painting
	Color science. Color shades of primary colors.
	Queen Tassel and magical transformations of colors.
	Festival of warm and cold colors
	Your mood. Draw rain.
	Round dance of forest plants
	Drawing
	magic line
	Composition. Selection of the composition center
	Create beautiful patterns from points.
	Spot. Amazing patterns on the wings of butterflies
	Form. My favorite toys
	Decorative drawing
	The world is full of decorations. How to draw flowers with simple strokes.
	On the edge of the sun. We draw the sun, the sun's rays.
	decorative patterns
	Ornament
	Fairy fish.
	Fun zoo. Learn to draw animals
	Expressive means of graphic materials
	Colour pencils. The color of joy and the color of sadness
	Pastel. The lesson is fantasy. Amazing country
	A lesson in love. Final lesson
	Excursions to museums and exhibitions
	Total

P first year of study

Section 1. Introduction to the program (6 hours)

Topic 1.1. Introduction to the program. Features of the first year of study.

Purpose and objectives of the program. Acquaintance with the curriculum of the first year of study. Basic forms of work. Getting the kids to know each other.

Topic 1.2. The meaning of drawing. What do you need to learn to draw?

Safety in the art studio. Workplace organization. Acquaintance with art materials and equipment. Drawing simple objects.

Section 2. Painting (34h)

Painting as a language of color, a color image of the world. Identification of the artist and the magician in ancient times.

Topic 2.1. Color science. Color shades of primary colors

Features of watercolor: transparency, tenderness. Introduction to various watercolor techniques. Features of drawing on dry and wet paper (infusion of color into color).

Experimentation in working with watercolors (removing paint with a sponge, using salt and blowing watercolor blots with a straw).

Practical lesson.Work with paints. Completing tasks: "Dance of Friendly Colors", "Quarrel of Colors", "Fairy Rugs", "Stained Glass Windows".

Topic 2.2. Queen Tassel and magical transformations of colors.

Acquaintance with the history of the origin of the brush. Different types of brushes: hard and soft, round and flat, large and small. Rules of work and care of brushes. The concept of different types of strokes obtained with different pressure on the brush: “stroke-rain”, “asterisk”, “brick”, “wave”. The main colors in the service of the Queen Tassel (red, blue, yellow), the secret of their magic. Methods for obtaining compound colors by mixing primary colors.

Practical lesson.Completing tasks: "Flower-seven-flower", "Rainbow-arc", "Festive bouquet", "Salute".

Topic 2.3. Holiday of warm and cold flowers.

Acquaintance with a rich colorful palette on the example of natural phenomena (thunderstorm, snowstorm, fire, volcanic eruption). The division of colors into warm and cold. Features of warm colors (sensation of warmth, warming). Features of cold colors (feeling of coolness). Complementary warm and cold colors.

Practical lesson.Fulfillment of tasks: exercise on visual and associative memory "Cold - warm", "Fairytale sun", "Goldfish", "Seabed", "Winter forest".

Topic 2.4 Your mood. Draw rain.

The division of colors into saturated (bright) and low-saturated (faded). Saturation is the degree to which a color differs from gray. Techniques for gradually adding white or black paint to a bright color. Faded colorful combinations. Changes in "color mood" when white paint is added. Color sensations as a result of adding white paint (tenderness, lightness, airiness). Color sensations when adding black color paint (heaviness, anxiety, mystery).

Topic 2.5. Round dance of forest plants

Work with watercolor, gouache.

Practical lesson.Completion of tasks: "Fairytale bouquet", "Dense forest".

Section 3. Drawing (36h)

Drawing as a direct art form. Drawing with a simple pencil, felt-tip pen, ballpoint or gel pen, charcoal, pastel, ink, wax crayons.

Topic 3.1. Magic line.

Lines are the beginning of all beginnings. Classification of lines: short and long, simple and complex, thick and thin. "The character of the lines" (evil, cheerful, calm, toothy, cunning, jumpy).

Practical lesson.Fulfillment of tasks: "Linear fantasy", "Labyrinths".

Topic 3.2. Composition

Selection of the compositional center.

Practical lesson.Drawing objects of the natural world.

Topic 3.3. Create beautiful patterns from dots

The point is the "girlfriend" of the line. Ways to get a dot on paper: a light touch of a pencil, a touch of another drawing object. "Character of points": fat and thin, large and small, round and complex. Pointelism technique (creating an image using only dots). Features of work in the pointillism technique using a variety of visual materials (markers, pastels, colored felt-tip pens and pencils).

Practical lesson.

Topic 3.4. Spot

Spot as a decoration of the picture. "Character of Spots". The dependence of spots on their density, size and tone. Technique for creating spots in a drawing. The image of a spot in different ways: by different pressure on the drawing tool, by layering strokes on top of each other, by applying many dots, grids or other elements to a sheet of paper. A stain obtained by filling with ink (clear contour, similarity to the silhouette).

Practical lesson.Fulfillment of tasks: "Dance of butterflies", "The image of a good and evil fairy-tale hero."

Topic 3.5 Form.

Understanding the shape of an object Acquaintance with various types of forms (geometric, natural, fantasy), ways of depicting them on paper. Forms and associations.

Practical lesson.Game tasks: "Build a fabulous city", "My favorite toys."

Decorative drawing and its role in the development of children of primary school age. Decorative drawing and opportunities for the development of abstract thinking, creative improvisation of the child.

Topic 4.1. The world is full of decorations

Drawing simple flowers

Practical lesson.Tasks-games: “What doesn’t happen in the world?”, “Wonder flower”, “Image from a spot”.

Topic 4.2. On the edge of the sun. Draw the sun, sunbeams

Stylization as a simplification and generalization of forms. Features of the artistic vision of the world by children of 7-8 years: brightness of perception, planar thinking, two-dimensionality of the image.

Practical lesson.Completing tasks: "Firebird", "Tree of Life", "Fairytale Sun".

Patterns as a means of decoration. Patterns created by nature (snowflakes, ice patterns on glass). Patterns designed by the artist. Expressive possibilities and variety of patterns.

Practical lesson.Performing tasks using objects unusual for drawing - cotton swabs, combs, culinary molds: “Patterned snakes”, “Tousled little men”, “Motley turtle”.

Topic 4.4. Ornament.

Ornament - repetition of a pattern at a certain interval. The secret of rhythm and the creation of complex patterns and ornaments with its help. Wonderful rhythmic transformations (vegetative and geometric ornaments).

Practical lesson.Completing tasks: "Funny lines", "Mom's beads", "Flower garlands".

Topic 4.5. Fairy fish

Fairy tale is a favorite genre of artists. A fairy tale seen through the eyes of an artist. Work from a sketch (“fabulous warm-up”) to composition. Diverse character of fairy tale characters.

Practical lesson.Completing tasks: "Revived Enchanted World", "Good Tale".

Topic 4.6. Birds are our friends. Learning to draw birds.

Practical lesson.Completing tasks: "Sparrows", "Birds in Flight", "Fairytale Bird".

Section 5. Expressive means of graphic materials (16 hours)

A variety of expressive means of graphic materials. Artistic images created using graphic materials: good and evil, funny and sad, simple and mysterious.

Topic 5.1. Colour pencils. The color of joy and the color of sadness

Technique with colored pencils. Create multiple shades of color by softly fusing different colored pencils.

Practical lesson.Completing tasks: "Colored Wind", "Princess Autumn", "Colorful Hedgehogs".

Topic 5.2. Pastel. The lesson is fantasy. Amazing country

The artistic possibility of pastels. Various methods of work: shading with a finger, drawing with a sidewall and tip. Drawing on rough tinted paper: free, sweeping stroke technique with the effect of airiness (pastel) and velvety (charcoal).

Practical lesson.Completing tasks: "Golden Dream", "Bouquet in a Vase", "Fairytale Hero".

Section 6. A lesson in admiring. Final lesson (6 hours)

Testing to test the theoretical knowledge of students.

View study papers and creative assignments for the school year.

Section 7. Excursions to museums and exhibitions (2h)

Visiting art museums and exhibitions, acquaintance with works of art (painting, drawing, sculpture).

Evaluation of the effectiveness of the program by the end of the 1st year of study

By the end of their first year, children will know:

• primary and secondary colors;
• colors of paints (warm, cold colors);
• the concept of symmetry;
• contrasts of forms;
• properties of paints and graphic materials;
• basics of aerial perspective (further, closer);
• basic techniques of paper plastics (folding and twisting of paper);

be able to:

• mix colors on the palette, getting the desired color shades;
• correctly use art materials in accordance with their intention;
• competently evaluate your work, find its advantages and disadvantages;
• work independently and in a team;

• the ability to organize and keep in order their workplace;
• diligence;
• independence;
• Confidence in your strength.

Second year of study

7 -10 years

(1 hour per week)

Tasks for the 2nd year of study

Establishing strong ties with the outside world, with a person (with oneself), attracting the personal experience of children (emotional, visual, everyday).

Formation of knowledge about the name of primary and secondary colors, their emotional characteristics.

The ability to use the area of ​​the sheet, depict objects large.

Selection of paint in accordance with the mood conveyed in the drawing.

Education of perseverance, patience, accuracy, mutual assistance skills.

Formation of knowledge about the meaning of the words application, origami, symmetry, composition.

THEME PLAN Second year of study Subject Number of hours Fundamentals of artistic literacy. Properties of painting materials, methods of working with them: watercolor, gouache. color in the environment. Primary and secondary colors. Basic combinations in nature. Drawing basics. The role of drawing in creative activity. Fundamentals of painting. Color is the language of painting. Drawing from nature objects that are simple in form and color, landscapes with figures of people and animals. Fundamentals of composition. The concepts of "rhythm", "symmetry", "asymmetry", "balanced composition". Basic compositional schemes. Creation of creative thematic compositions. Illustrating literary works. Theor. Prak. Total Graphic arts. Artistic materials. Properties of graphic materials: pencil, pen - pen, ink, wax, crayons and techniques for working with them. Drawing as the basis of graphics. Exercises to perform lines of a different nature. Figurative language of graphics: line, stroke, spot, dot. Light, shadow, penumbra, highlight, silhouette, tonal stretching. Monotype, creative compositions using monotype techniques. Engraving on cardboard. Applied graphics. Postcard, congratulation, font. Connection with drawing, composition, painting. Exhibitions, excursions, drawing in the air. Final lesson Total:

Second year of study

Section 1. Fundamentals of artistic literacy (94)

Topic 1.1 Properties of painting materials, methods of working with them: watercolor, gouache.

Introductory lesson. Safe working conditions. Introduction to the work plan.

Execution of lines of a different nature: straight lines, wavy lines of beauty, zigzag. Ornamental composition. Plane organization.

Still life of three objects. The concept of tone. One-color watercolor - "grisaille". Tone stretch.

Drawing light. Transformation of a plane into a volume. Organization of the spatial environment. Pencil, paper. Topic 1.2 Color in the environment. Primary and secondary colors. Basic combinations in nature.

Cold colors. The element is water. Watercolor. Drawing by the method of associations.

Warm colors. The element is fire. Watercolor. association drawing.

Sketches of plants from nature. " Autumn leaves". Topic 1.3 Fundamentals of drawing. The role of drawing in creative activity. Exercises on execution of lines of a different nature. The artistic language of drawing: line, stroke, spot, dot. Plastic lines. Visual properties of a pencil. Line, stroke, tone, dot.

The natural form is a leaf. Tonal stretching of color, watercolor.

Still life. Primary and secondary colors. Visual properties of gouache.

"Castle snow queen". Rhythm geometric shapes. Cold colors. Gouache.

Portrait of the Snow Maiden. Harmony of warm and cold colors. Gouache. The proportion of the human body.

"Flowers of Spring". Visual properties of watercolor. A conversation about still life as a genre of painting. Illustrative material. Topic 1.4 Fundamentals of painting. Color is the language of painting. Drawing from nature objects that are simple in form and color, landscapes with figures of people and animals. "Walk in the Spring Garden"

Topic 1.5 Fundamentals of composition.The concepts of "rhythm", "symmetry", "asymmetry", "balanced composition". Basic compositional schemes. Creation of creative thematic compositions. Composition with figures in motion. The proportion of the human figure.

Topic 1.6 Illustrating Literary Works. Free choice of topics and materials for performance.

Section 2. Graphics (42 hours) Topic 2.1 Art materials. Properties of graphic materials: pencil, pen - pen, ink, wax, crayons and techniques for working with them. Diverse lines. Ink, pen. Topic 2.2 Drawing as the basis of graphics. Exercises to perform lines of a different nature. Figurative language of graphics: line, stroke, spot, dot.

"Leaves and Twigs" Drawing from nature. Ink, pen. Exercises to perform lines of a different nature: straight, curved, intermittent, disappearing.

"Autumn Leaves" - the composition and use of living leaves as matrices. "Live" line - ink, pen.

Still life - a sketchy nature of drawings from different positions, the position of objects in space. Topic 2.3 Light, shadow, penumbra, highlight, silhouette, tonal stretch. Light and shadow - falling, own. Topic 2.4 Monotype. Creative compositions using monotype techniques.

"City" - a color background in the technique of monotype. Houses - lines, strokes. People are silhouettes. Color as an expression of mood.

Topic 2.5 Engraving on cardboard. "Terema". Engraving on cardboard. A conversation about Russian architecture using illustrative material.

Topic 2.6 Applied graphics. Postcard, congratulation, font. Connection with drawing, composition, painting. Congratulation. Using a template and stencil. Hatch. Selection of the main.

Postcard - congratulations. The use of applications, ornaments. Font. Creative work.

Creative attestation work. Free choice of technique and materials.

Section 3. Exhibitions, excursions, drawing in the air (12 hours)

Section 4. Final session (6 hours)

Evaluation of the effectiveness of the program by the end of the 2nd year of study

By the end of their second year, children will know:

• color contrasts;
• color harmony;
• basics of composition (statics, movement);
• proportions of planar and volumetric objects;

be able to:

• choose the format and layout of the sheet depending on the intended composition;
• follow the sequence in the work (from general to particular);
• work from nature;
• work in a certain scale;
• bring the work from sketch to composition;
• use a variety of expressive means (line, spot, rhythm, color);
• work with paper in the technique of three-dimensional plastics;

they will develop general educational skills and personal qualities:

• ability to work in a group;
• the ability to yield;
• responsibility;

• self-criticism;
• self-control.

Third year of study

7 -10 years

Tasks for the 3rd year of study

(4 hours per week)

Formation in the classroom of an emotional atmosphere, an atmosphere of love and camaraderie, the gradual involvement of children in understanding the topic, joint dialogue, reasoning, etc.

Using the method of decorating the interior of the classroom with the work of children, designing exhibitions.

Using the method of free choice in the system of restrictions (theme content, colors, shapes, designs, etc.).

The development of associative thinking, fantasy, imagination.

Selection of paint in accordance with the mood conveyed in the drawing.

Education of perseverance, patience, accuracy, mutual assistance skills.

Solving artistic and creative tasks for a combination of various application techniques (breaking, cutting) to achieve an expressive image.

Modeling of artistically expressive forms made by the method of crushing, folding, combining paper and other materials.

The use of different modeling methods (pull from a whole piece, lubricate parts, make moldings, smooth the surface).

THEME PLAN

Third year of study

№	Program section	Number of hours
1. 1.1 1.2 1.3 1.4 1.5	Fundamentals of visual literacy Composition Graphic arts floristry Monotype. Linear perspective.	Theory	Practice	Total
				68 18 14 20 8 8
2. 2.1 2.2 2.3 2.4	Applied Graphics Batik Floristics			66 14 10 18 24
3.	Exhibitions, excursions			8
4.	Final lesson			2
	Total:			144

PROGRAM CONTENT Third year of study Section 1. Fundamentals of visual literacy (68 hours) Topic 1.1 Composition

Introductory lesson. Materials, Tools. Safe working conditions. Drawing - test "Impression of summer". Markers.

"Trees". Plein air drawings. Watercolor, gouache. The principle of "from the general to the particular". Aerial perspective. Form, structure.

Sketching plants from life in color. Principles of natural position, plasticity. Grouping elements. Watercolor.

Topic 1.2 Graphics Still life. Sketches with graphic materials: ink, pointed stick. objects and space. Live and static composition.

Autumn still life. asymmetrical composition. Warm colors. Gouache, watercolor.

Topic 1.3 Color science Heaven in art. The use of color in painting to reflect an emotional state. Creative work - an illustration of the poems read, personal experience.

Topic 1.4 Monotype. "Reflection in water". Interpretation of natural phenomena: watercolor, black ink, pointed sticks.

"Winter fun". movement in composition. Rhythm of flowers. The figure of a man in motion. Personal experience. Gouache.

Flowers and herbs of spring. Free choice of painting media. Approximate color relationships. Plasticity of natural forms and lines. Conversations with reference to illustrative material, natural material.

"Leaping Horse". movement in composition. Plastic forms. Beauty line. Gouache. "Streets of my city".

Topic 1.5 Linear perspective. Sketches, drawings from nature. Creative work on preliminary drawings.

. Preparation of works for the exhibition.

Section 2Decorative and applied arts (66h) Topic 2.1 Applied Graphics

Introduction to the topic. Work planning. Acquaintance with new material, instrument.

"Flowers". Composition in a circle. Sketch for a monochrome decorative painting. Mastering the technique - brush painting. Conversation "The Blue Tale of Gzhel".

"Flowers and Herbs". Decorative painting. asymmetrical composition. Decorative processing of the natural form. Brush painting, gouache. Limited color palette. A conversation about Zhostovo painting.

"Flowers and Butterflies" - a decorative painting of a prepared wooden base. Creative work.

A poster is a type of applied graphics. Congratulations on Teacher's Day. Flowers as a carrier of mood. Font. Use of a stencil and a template in fine elements.

New Year's greetings. Sketch. Working with material in subgroups, using knowledge of composition, painting, graphics. The use of appliqué techniques, paper plastic techniques, brush painting.

Postcard - congratulations on March 8. Free choice of materials and techniques. Individual creative work. Topic 2.2 Batik

Cold batik - its features as a type of decorative and applied art. Communication with painting, composition, graphics. Safety precautions when working with a reserve composition.

"Autumn leaves". Painting on fabric. Use of natural sketches in the sketch.

"Foggy Day". Interpretation of natural phenomena. Free painting on fabric without reserve. Connection with painting, composition.

Puppet environment. Painting fabric for a doll dress. Ornament. Work on the image.

Simple fabric flowers. Flower decoration in the composition. Connection with floristry, batik.

Topic 2.3 Floristry. Application of the basic principles of composition. Combining and identifying the main. Expression of the image, feelings with the help of natural forms and lines. Section 3. Exhibitions, excursions

Registration of works, exhibitions, visits to exhibitions. Section 4. Final lesson

Evaluation of the effectiveness of the program by the end of the 3rd year of study

By the end of their third year, children willknow:

• basics of linear perspective;
• basic laws of composition;
• proportions of the human figure and head;
• various types of graphics;
• basics of color science;
• properties of various art materials;
• main genres of fine arts;

be able to:

• work in various genres;
• highlight the main thing in the composition;
• convey the movement of the figure of a person and animals in drawings;
• consciously choose art materials to express your idea;
• build ornaments in various geometric shapes (circle, square, rectangle);
• critically evaluate both their own work and the work of their comrades;

they will develop general educational skills and personal qualities:

• ability to accept constructive criticism;
• ability to adequate self-assessment;
• the ability to rejoice in their successes and the successes of their comrades;
• diligence, perseverance in achieving the goal

Methodological support

1. Provision of the program with various types of methodological products.

• The program is provided with various types of methodological products. This is, first of all,author's developments of artistic and creative gamesadapted for children of primary school and middle age. These are situational improvisational games that arise right in the course of individual lessons, and games and game situations pre-planned by the teacher.
• To activate children, developed by the author are usedtasks-games for the development of fantasyand imagination.
• The program providesmethodological substantiation of the process of organizing educational activitiesand forms of teaching. In particular, the author suggestedlesson structuring methodologyby ISO.
• After presenting the theoretical information, the teacher, together with the children, proceeds to practical activities. The direct display method is very important because teaches children the technique of handling various art materials (watercolor, gouache, pastel, ink, wax crayons). The teacher demonstrates how to work with different tools (brush, pencil, pen, palette, etc.). In this case, a training board or a sheet of paper attached to an easel is used to show. Thus, the teacher reveals the creative possibilities of working on a specific task.
• Children after the explanation start to work. The practical activity of students is built from simple to complex, from training exercises to building a composition.
• At the end of the lesson, in order to consolidate the acquired knowledge and skills, it is appropriate to analyze the work performed and analyze typical mistakes. After summing up the results of the lesson, the teacher can give recommendations to the children in the form of homework.
• In order for the children not to get tired, and the results to please and evoke a sense of success, the tasks should be visually spectacular. For this purpose, the program is provided with a speciala set of games.
• In the first lessons, it is especially important to praise each child for the work done, to inspire self-confidence, and to inspire them to continue learning.
• Before the start of classes, and also when the children get tired, it is useful to conduct a game warm-up for the hands.
• Game gymnasticsin the form of exercisesdrawing in the air) helps the child to quickly master the basics of fine art.
• So that children do not quickly get tired and do not lose interest in the subject, it is useful to introducechange of activitiesAndalternation of techniqueswith game tasks.
• For example, any watercolor “underpainting” can serve as a background for the following tasks, where a stencil, appliqué, ink drawing, pastel, crayons, etc. can be used.
• Often, the game change of various techniques and techniques turns out to be so successful that a “masterpiece” of fabulous beauty is born from a “Cinderella” drawing.
• Good luck inspires even the most insecure children, awakens the desire to experiment, create, give their fantasy "cosmic" freedom.
• In the conditions of anticipation of good luck, the educational process will be easy, causing the active interest of every teenager, regardless of his abilities, which will lead to the desired result. After all, art education should not focus only on the most capable of visual activity of children.

2. Didactic materials

Didactic materials (tables, visual aids, demonstration cards, samples of completed tasks, etc.) are used in each lesson, except for classes on the development of fantasy, imagination and testing classes.

Children are given the opportunity to deepen and expand their knowledge in the process of learning about the world of animals, birds, humans, landscapes, etc.

The program provides for three types of classes: individual, group, collective, it is possible to combine them.

The program enables the children to join the achievements of culture through conversations, watching videos, slides, reproductions, as well as trips to exhibitions, museums and exhibitions of their own works.

Children develop the ability to orient themselves in life, achieve a constant acquisition of skills and abilities in their favorite business, career guidance for the future, and most importantly, the formation of character, the development of moral and aesthetic qualities in the process of doing art.

The continuity and consistency of this program with the school ones allows you to broaden the horizons of children, cultivate good taste in them, instill in children the skills and abilities that will contribute to the successful acquisition of school knowledge.

This program is based on the latest developments school programs and continuing education programs such as the artists Nemensky and Levin.

In the classroom, there is co-creation of teachers and children, united by a common content, interest in joint actions is maintained, an artistic word is used (rhymes, riddles and poems). All this causes an emotional response in children and creates a joyful mood. Children become spiritually richer, think about the meaning of life, become kind and learn to be compassionate. From art, a person begins to see clearly. This is the main thing that the circle on fine arts "The World of Colors" teaches.

Literature.

1. Gribovskaya A.A. "Familiarization of preschoolers with graphics and painting", Moscow "Pedagogical Society. Russia", 2004

2. Kurbatova N.V. “Learning to draw”, Moscow “Slovo”, 2002

3. Rutkovskaya A. “Drawing in primary school”, Moscow, Olma-Press, 2003

4. Fedotova I.V. "Fine Arts", Volgograd "Teacher", 2006

5.Fateeva A.A. "We draw without a brush", Yaroslavl "Academy of Development", 2006

6. Fiona Watt "How to learn to draw", Moscow "Rosmen", 2002

7. Fiona Watt "I can draw", Moscow "Rosman", 2003

8. Shpikalova T.Ya. "Fine Arts", Moscow "Enlightenment", 2000

9. Shalaeva G.P. “Learning to draw”, Moscow “Slovo”, 2004

10 . Gusakova M. A. "Application". Moscow "Enlightenment" 1987.11. Gulyants E. K.,

11. Sarafanova N. A. "Gifts for the holidays." Moscow "World of Books" 2005.

12. Shcheblykin I. K., Romanina V. I., Kagakova I. I. “Application work in primary school". Moscow "Enlightenment" 1983.

13. Jose M. Parramon “The path to mastery. How to draw". St. Petersburg "Aurora" 1991.

14. Jose M. Parramon "How to paint in oils." St. Petersburg "Aurora" 1992.

15. Zaparenko V. S. "Encyclopedia of drawing". St. Petersburg "Neva", Moscow "OLMA-PRESS" 2002.

16. Gibson R. “Carnival. Masks. Suits. Moscow "Rosmen" 2002.

17. Hines K., Harvey D., Dangward R., Gibson R. "Home Puppet Theatre". Moscow "Rosmen" 2002.

18. Lykova I. A., Grushina L. V., Masterilka magazine No. 5.2008. "Testoplasty"

19. Sokolova S. V. “School of origami. Applications and Mosaics. Moscow "Eksmo", St. Petersburg "Valery SPD" 2008.

21. Blake W. "Starting to draw." Minsk "Potpourri" 2003.

Annex 1

Test materials

for the final control survey of students

to identify the level of knowledge of theoretical material

First year of study

purple?

green color?

2

What colors are warm colors?

3

What colors are cold colors?

4

What is symmetry? What objects are symmetrical?

5

Which geometric figures You know?

6

What is the difference between the objects depicted in the foreground and background?

7

What is the difference between vertical and horizontal paper format?

Surname, name of the child

№

List of questions

Answers (in points)

Grade

Correct

answer

Not all correct answer

Incorrect

answer

1

What are the three main genres of fine art (landscape, portrait, still life)

2

What is the difference between sketch and composition

3

What colors should be mixed on the palette to get a sad mood?

4

What colors should be mixed on the palette to get a cheerful mood?

5

What lines are used in the drawing?

6

What is the difference between a flat application and a three-dimensional one?

7

What is a horizon line?

8

What is the difference between watercolors and gouache?

9.

What volumetric shapes do you know?

10

Grade

Correct

answer

Not all correct answer

Incorrect

answer

1.

Name famous Russian artists who worked in various genres (landscape, portrait, still life)

2.

What is rhythm in ornament?

3.

What means does the artist use to highlight the center of the composition?

4.

What folk crafts do you know?

5.

What does reflex mean in painting?

6.

What does tone mean in a drawing?

7.

What graphic materials do you know?

8.

What is the stylization of natural forms?

9.

What kinds of fine arts do you know?

10.

What does the grisaille technique mean?

I approveAgreed

DirectorMBOU « ZRYKHSKAYA SOSH» v.ZRYKHDeputy director for water resources management

______________ / / ___________ / /

Working programm

in fine arts

for ______________ academic year

5-7 grades
Compiled by a teacher of fine arts and technology

MAKHMUDOV Kh.Sh.

With. ZRYKH
_______ year
EXPLANATORY NOTE

to the work program of the subject "Fine Arts"

in basic school

The work program is based on:

• 
  the curriculum of MBOU "ZRYKHSKAYA SOSH" for the 2013-2014 academic year;
• 
  federal component of the state standard of the main general education

(Order No. 1089 dated March 5, 2004 of the Ministry of Education of Russia);

• 
  exemplary program (second generation standards) in fine arts (Moscow: Enlightenment, 2010)
• 
  the author's program "Fine Arts" (grades 1-7), developed by the author

team led by RAS Corresponding Member V.S. Kuzin (2006).

(Moscow: Enlightenment, 2006)
WMC

• 
  "Fine Arts" Grade 5. Lesson plans for the program of V.S. Kuzin, Volgograd, Teacher Publishing House, 2008
• 
  "Fine Arts" Grade 6. Lesson plans for the program of V.S. Kuzin, Volgograd, Teacher Publishing House, 2008
• 
  "Fine Arts" Grade 7. Lesson plans for the program of V.S. Kuzin, Volgograd, Teacher Publishing House, 2008

General characteristics of the subject

The study of art in elementary school is designed to form students' artistic way of understanding the world, to give a system of knowledge and value orientations based on their own artistic and creative activity and the experience of familiarizing themselves with the outstanding phenomena of Russian and foreign artistic culture.

The program is structured in such a way as to give students a clear understanding of the system of interaction between art and life. It provides for the broad involvement of the life experience of children, living examples and the surrounding reality. Work based on observation and study of the surrounding reality is an important condition for the successful mastering of program material by children. The desire to reflect reality, their attitude to it should serve as a source of independent creative search for students.

The artistic activity of schoolchildren in the classroom finds various forms of expression: the image on the plane and in volume (drawing from life, from memory, from imagination), decorative and constructive work, perception of phenomena of reality and works of art, discussion of students' work, the results of their own collective creativity and individual work in the classroom, the study of artistic heritage, the search work of schoolchildren in the selection of illustrative material for the topics studied, listening to musical and literary works (folk, classical, modern).

The development of artistic perception and practical activities are presented in the program in their meaningful unity. A variety of practical activities lead students to understand the phenomena of artistic culture, the study of works of art and the artistic life of society is supported by the practical activities of schoolchildren.

When selecting educational material of fundamental importance is the identification of the socio-moral, aesthetic content of various artistic phenomena, which can be traced both in practical work and in the perception of artistic heritage. The systematic development of the artistic heritage helps schoolchildren to realize art as a spiritual chronicle of mankind, as a person's knowledge of the truth about nature, society and human search for truth. During this course of study, schoolchildren get acquainted with outstanding works of architecture, sculpture, painting, graphics, decorative and applied art, study classical and folk art from different countries and eras. Introduction to art begins in elementary school, it gradually expands - from the immediate environment to the art of the native people, the art of the peoples of Russia, and foreign art. In grades V-VII, various types and genres of art are studied in the context of their historical development, so interdisciplinary connections with history lessons are especially strengthened here.

The principle of introducing schoolchildren into the connection of art with life is expressed in the program in topics that are logically interconnected and develop each other.

The thematic integrity of the program helps to ensure strong emotional contacts of schoolchildren with art, to introduce them to artistic culture.

Artistic knowledge, skills and abilities are the main means of introduction to artistic culture, they are introduced in a broad educational context. Artistic skills are grouped around common problems Key words: form and proportions, space, tonality, color, line, volume, material texture, rhythm, composition.

The program identifies three ways of artistic development of reality: pictorial, decorative and constructive, which act for children as well-understood, interesting and accessible types of artistic activity: images, decorations, buildings. The constant personal participation of schoolchildren in these three activities allows them to systematically introduce them to the world of art in its interaction with life. During extracurricular time, schoolchildren expand and deepen the ideas received in the classroom about the links between art and life.

Goals teaching fine arts in a secondary school is

development artistic and creative abilities of students, figurative and associative thinking, fantasy, visual-figurative memory, emotional and aesthetic perception of reality;

upbringing culture of perception of works of fine, decorative and applied arts, architecture and design;

learning about fine arts as a way of emotional and practical development of the surrounding world; about expressive means and social functions of painting, graphics, arts and crafts, sculpture, design, architecture; acquaintance with the figurative language of fine (plastic) arts based on creative experience;

mastery of skills and abilities artistic activity, various forms images on a plane and in volume (from nature, from memory, representation, imagination);

formation sustained interest in the visual arts, the ability to perceive

its historical and national features.

IN tasks art teaching includes:

- formation students have a moral and aesthetic responsiveness to the beautiful and the ugly in life and in art.

- formation artistic and creative activity of the student

- mastery figurative language of fine arts through the formation of artistic knowledge, skills and abilities.

The study of arts and crafts, fine arts Dagestan and adjacent territories is aimed at achieving the following goals :

- upbringing emotional and value attitude to the fine arts of peoples Dagestan and North Caucasian republics;

- communion students to the rich heritage of traditional arts and crafts Dagestanis, artistic values ​​of modern fine and applied arts Dagestan, the peoples of the North Caucasian republics and the education on this basis of a spiritually rich and aesthetically developed personality.

Achievement of the set goals is planned through the solution of the following educational tasks :

- formation students have an aesthetic attitude to values Dagestan artistic culture (applied, fine arts, folklore), cultural and artistic traditions of peoples Dagestan

- studying traditional art and teaching schoolchildren the practical mastery of ways to depict an ornament Dagestanis ;

- formation schoolchildren's moral and aesthetic responsiveness to modern fine arts Dagestan and in general - the republics of the North Caucasus;

- upbringing adolescents have a value attitude to the culture and art of their small motherland, education by means of the art of peoples Dagestan culture of interethnic communication, tolerance, humanity, peacefulness.

The place of the subject in the basic curriculum.

Curriculum of MBOU "Zrykh secondary comprehensive school» The village of Zrykh for the 2013-2014 academic year allocates 34 hours for "Fine Arts" in grades V, VI and VII, at the rate of 1 academic hour per week. The Visual Arts program is designed for 102 academic hours. At the same time, it provides for a reserve of free study time in the amount of 15% for the implementation of the national-regional component of the content of education. The duration of the lesson is 45 minutes (Charter of the MKOU "ZRYKHSKAYA SOSH" p. ZRYKH).

General educational skills, skills and methods of activity

The program provides for the formation of students' general educational skills, universal methods of activity and key competencies. In this direction, the priorities for the subject "Fine Arts" at the stage of basic general education are: cognitive activity - the use of various methods for understanding the world around us (observation, modeling, etc.); determination of the structure of the object of knowledge, search and selection of significant functional connections and relationships between parts of the whole; the ability to divide processes into stages; identification of characteristic cause-and-effect relationships; comparison, comparison, classification on one or more proposed grounds; creative solution of educational and practical problems: the ability to look for an original solution; independent performance of various artistic and creative works, participation in project activities; information and communication activities: adequate perception of works of art and the ability to convey its content in accordance with the purpose of the training task; the ability to enter into communication with a work of art and with each other about art, to participate in a dialogue; selection and use of adequate expressive means of the language and sign systems; use of various sources of information; reflective activity: assessment of their educational achievements and emotional state; conscious definition of the scope of their interests and capabilities; possession of the skills of joint activities and evaluation of their activities in terms of aesthetic values. Art classes contribute to the development of associativity and imagery of thinking, the ability to use the language of various types of art, in the perception of works of art and in independent creative activity; self-determination in the types and forms of artistic creativity, bring up “kind attention” to the world, a sense of empathy for another person.
REQUIREMENTS FOR THE LEVEL OF GRADUATE TRAINING

(Order No. 1089 dated March 5, 2004 of the Ministry of Education of Russia)

As a result of studyingvisual artsthe student must:

know/understand

Main types and genres of fine (plastic) arts;

Fundamentals of visual literacy (color, tone, color, proportions, chiaroscuro, perspective, space, volume, rhythm, composition);

Outstanding representatives of Russian and foreign art and their main works;

The largest art museums in Russia and the world;

The value of fine art in artistic culture;

be able to

Apply art materials (gouache, watercolor, ink, natural and improvised materials) and expressive means of fine (plastic) arts in creative activities;

Analyze the content, figurative language of works of various types and genres of fine arts and determine the means of artistic expression (line, color, tone, volume, chiaroscuro, perspective, composition);

Navigate the main phenomena of Russian and world art, recognize the studied works;

use the acquired knowledge and skills in practical activities and

Everyday life For:

Perceptions and evaluation of works of art;

Independent creative activity in drawing and painting (from nature, from memory, imagination), in illustrations for works of literature and music, decorative and artistic-constructive works (design of an object, costume, interior).
Requirements for the level of training of graduates

basic school in terms of the content of the program of the national-regional component

As a result of studying the arts and crafts and fine arts of the Republic of Dagestan and the republics of the North Caucasus, students should know/understand

The main types and artistic and typological features of the Dagestan folk ornament, various styles of the ornamental culture of the peoples of the North Caucasus;

Traditional and modern types of artistic crafts of the Dagestanis and other peoples of the North Caucasus;

famous artists Dagestan and other republics of the North Caucasus;

The value of regional applied and fine arts in the development of the artistic culture of the native land.

be able to

Apply artistic and expressive means of regional decorative art in various design works, design projects, harmoniously combine the motifs of the ornament of the peoples of the Caucasus with the shape of the decorated object;

Determine by characteristic features the belonging of works of applied art to a particular ethnic group (Dagestan, etc.);

Independently analyze the artistic and aesthetic properties of works of folk and professional fine arts.
Use the acquired knowledge and skills in practical activities and everyday life to :

Full artistic perception and aesthetic evaluation of works of fine and applied arts by artists Dagestan and the republics of the North Caucasus;

• 
  independent individual and collective creative activity in design, decorative and artistic and constructive works in the style of the traditions of regional art (design of a poster, poster, diploma, artistic design of a costume, interior, packaging).

_____________

V-VII classes (102 h)
Fine art, its types and genres(40 hours) . Fine art as a way of cognition, communication and emotional-figurative reflection of the surrounding world, thoughts and feelings of a person. art like emotional experience humanity. The role of fine arts, architecture, arts and crafts and design in human life and society.

Types of painting (easel, monumental, decorative), graphics (easel, book, poster, industrial), sculpture (easel, monumental, decorative, landscape gardening), arts and crafts and folk art, design and architecture.

Genres of fine arts and their development in culture. Features of still life, landscape, portrait, domestic, historical, battle, animalistic genres. Works by prominent artists (Leonardo da Vinci, Rembrandt, A. Dürer, P. Cezanne, V. Van Gogh, K. Monet, K.P. Bryullov, I.E. Repin, V.I. Surikov, I.I. Shishkin, I.I. Levitan, V.M. Vasnetsov, M.A. Vrubel, B.M. Kustodiev, V.A. Serov, K.S. Petrov- Vodkin and others).

• 
  Image from nature and from memory of individual objects, plants, animals, birds, humans, landscapes, still life, interiors, architectural structures.Work in the open air.Making sketches, sketches, educational and creative works from nature, from memory and imagination in various artistic techniques.
• 
  Implementation of educational and creative work in various types and genres of fine arts: still life, landscape, portrait, domestic and historical genres.
• 
  Manufacture of products based on artistic crafts.
• 
  The development of design and its importance in the life of modern society. book cover design, advertising,postcard, business card, bookplate, trademark, spread of a magazine, website.Creating illustrations for literary works,sketches and models of clothes, furniture, transport.
• 
  The use of paints (gouache, watercolor), graphic materials (pencil, felt-tip pen, crayons, pastel, charcoal, ink, etc.), plasticine, clay, collage techniques, paper plastics and other available art materials.
• 
  Visiting museums of fine and decorative arts, architectural reserves.

The language of fine arts and the artistic image(40 hours) . artistic image and

artistic and expressive means of painting, graphics, sculpture, arts and crafts. Composition (rhythm, space, statics and dynamics, symmetry and asymmetry). Linear and aerial perspective. Proportions and proportions. Line, stroke, spot. Tone and tonal relationships. Coloring. Color and color contrast, the nature of the stroke. Volume. Texture. Format.

Ancient roots of folk art, the specifics of the figurative-symbolic language in the works

arts and crafts. Connection of times in folk art. Ancient images in the works of modern arts and crafts. Origins and modern development folk crafts: Dymkovo, Filimonovo toys; Gzhel, Zhostovo, Gorodets, Khokhloma, etc.(taking into account local peculiarities). Ornament as the basis of decorative decoration. Types of ornament (geometric, floral, mixed) and types of ornamental compositions (linear, mesh, frame, heraldic).

Creative work experience .

• 
  Using the language of graphics, painting, sculpture, design, arts and crafts in their own artistic and creative activities. Flat and

volumetric image of the shape of an object, modeling with chiaroscuro and color. Construction of space (linear and aerial perspective, planning). Creation of compositions on the plane and in space.

• 
  The use of ornament to decorate household items, clothing, printed products, architectural structures (spinning wheels, folk costume, dishes, hut decor elements, books, etc.). Distinguishing the national features of the Russian ornament andornaments of other peoples of Russia, peoples of foreign countries. The difference between the functions of ancient and modern ornament.Understanding the meaning contained in the decorations of ancient household items and elements of architecture.

Theme, plot and content in the visual arts(22 hours) . Fine art themes and content Ancient Rus'. The beauty and originality of the architecture and painting of Ancient Rus', their symbolism, appeal to inner world human(ancient monuments of architecture of Novgorod, Vladimir, Moscow, the icon of A. Rublev "Trinity", frescoes of Dionysius). The art of Ancient Rus' is the foundation of Russian culture.

Eternal themes and great historical events in Russian (V.I. Surikov, P. D. Korin, M.V. Nesterov etc.) and foreign (Leonardo da Vinci , Raphael Santi, Michelangelo Buonarroti, Rembrandt van Rijn, F. Goya, O. Rodin) art. Theme Great Patriotic War in the easel and monumental art of Russia (A.A. Deineka, A.A. Plastov, B.M. Nemensky). memorial ensembles. Artist - creator - citizen.

The largest art museums of the country (Tretyakov Art Gallery, Russian Museum, Hermitage, Pushkin Museum of Fine Arts).

Leading art museums in the world (Louvre , Vatican Museums, Prado, Dresden Gallery).

Tradition and innovation in art. The idea of ​​artistic trends and trends in the art of the XX century. (realism, modern, avant-garde, surrealism and manifestations of postmodernism).

Creative experience.

• 
  Description and analysis of a work of art.
• 
  Performance of creative works (essay, report, etc.).

national-regional component

"Culture and art of Dagestan and the republics of the North Caucasus" (19h)

for integration into the standard program "Fine Arts" / 5-7 cells /, developed by the team of authors

under the leadership of RAO Corresponding Member V.S. Kuzin

№	Class, lesson topic	Learning task	Number of hours	Quarter
1	Fifth grade Women's festive costume of the Dagestan peoples and the North Caucasian republics. Conversation.	The study of the aesthetics of the design of the ornamentation of the women's festive costume
2	Festive costume decoration.	Making a sketch of the decorative design of a women's festive costume in the style of folk art.	2	II
3	Illustration of the epic "SHARVILI".	Performance of a monochrome illustration to the legend "SHARVILI".	1	III
4	Fine art of modern DAGESTAN. Conversation.	Acquaintance with the work of famous artists. (painting, graphics, sculpture).	1	III
5	Traditions of folk ornament of the Dagestan peoples.	Making a sketch ... based on a folk pattern.	1	IV
6	Sixth grade Men's costume and weapons of the peoples of the North Caucasus. Conversation.	Acquaintance with the aesthetics of the men's costume of the North Caucasian republics and the decoration of edged weapons of Dagestan and other peoples of the North Caucasus.	1	I
7	The art of ornamentation of edged weapons of the peoples of the North Caucasus.	Making a sketch of the ornamental decoration of the hilt of a Caucasian dagger (black and white drawing).	1	II
8	Fine Arts of Dagestan and the Republics of the North Caucasus. Conversation. Famous architectural ensembles of Makhachkala. (Slides)	Initial acquaintance with the work of individual artists of Dagestan and other peoples of the North Caucasus. Famous architectural ensembles of Makhachkala. (Slides)	1	III
9	Heraldry of Dagestan.	Making a sketch of the decoration of the composition of the coat of arms of the Republic of Dagestan.	1	III
10	Ornaments of the peoples of Dagestan and the North Caucasus in modern design.	Development of a design project for packaging boxes of cologne “…. "and spirits" ... ".	2	IV
	Seventh grade Folk arts and crafts of Dagestan and the republics of the North Caucasus. Conversation.	Acquaintance with the traditional applied art of Dagestan and the republics of the North Caucasus.
12	Symbolism and ornamentation in the propaganda poster.	Implementation of a sketch of the propaganda poster "Let's preserve the beauty of the nature of our native Dagestan!" Mixed media (application, collage, paints).	2	II
13	Monumental and decorative art RD. Conversation.	Studying the work of the People's Artist ...	1	III
14	Illustrating a work of literature by one of the RD writers.	Performing a monochrome drawing-illustration for a work of literature by one of the writers of the RD at the choice of the teacher and students.	2	III
15	Modern arts and crafts RD. Conversation.	Acquaintance with the work of the masters of applied art of the Republic.	1	IV