Ministry of Education and Science of the Russian Federation

Course work

Features of the methodology of teaching fine arts in primary school

Introduction 3

Chapter 1. Features of the methodology of teaching fine arts in elementary school 4

1.1. Pedagogical conditions for teaching fine arts in elementary school 4

1.2. Methods of teaching fine arts in I-IV classes 4

Chapter 2

2.1. Basics artistic performances(primary school program) 10

1st class (30-60 h) 10

2nd grade (34-68 hours) 15

3rd grade (34-68 hours) 21

4th grade (34-68 hours) 27

2.2. The design of the school curriculum art education. 34

Conclusion 37

List of used literature 38

Introduction

Fine arts as one of the subjects of the general education school occupies important place in the education of students. Careful analysis, summarizing the best pedagogical experience indicates that the fine arts are an important tool development of the student's personality. Fine arts, which are especially close to younger schoolchildren with their visibility, occupies one of the leading places in the process of developing children's creative abilities, creative thinking, familiarizing them with the beauty of their native nature, the surrounding reality, and the spiritual values ​​of art. In addition, visual art classes help children master a range of skills in the field of visual, constructive and decorative activities.

aim writing this term paper is to consider the features of the methodology of teaching fine arts in elementary school, namely in grades I-IV.

The work put the following tasks:

The study of the methodology of teaching fine arts in elementary school, to consider its features,

To identify the pedagogical conditions for the successful teaching of fine arts to children of primary school age, as well as the preparation of a thematic annual plan and a lesson plan for elementary school students

Chapter 1. Features of the methodology of teaching fine arts in elementary school

1.1. Pedagogical conditions for teaching fine arts in elementary school

In the development of children's artistic creativity, including fine art, it is necessary to observe the principle of freedom, which is generally an indispensable condition for any creativity. It means that creative pursuits children can be neither obligatory nor compulsory and can arise only from the child's interests. Therefore, drawing cannot be a mass and universal phenomenon, but for gifted children, and even for children who are not going to later become professional artists, drawing has a huge cultivating value; when paint and drawing begin to speak to a child, he masters a new language that expands his horizons, deepens his feelings and conveys to him in the language of images that which cannot be brought to his consciousness in any other way.

One of the problems in drawing is that one activity is no longer enough for primary school children. creative imagination, he is not satisfied with a drawing made somehow, in order to embody his creative imagination, he needs to purchase special professional, artistic skills and skills.

The success of training depends on the correct definition of its goals and content, as well as on the ways to achieve the goals, that is, teaching methods. There has been controversy among scholars about this since the very beginning of the school. We adhere to the classification of teaching methods developed by I.Ya. Lerner, M.N. Skatkin, Yu.K. Babansky and M.I. Pakhmutov. According to the studies of these authors, the following general didactic methods can be distinguished: explanatory-illustrative, reproductive and research. 1

1.2. Methods of teaching fine arts inI- IVclasses

Education, as a rule, begins with an explanatory and illustrative method, which consists in presenting information to children. different ways- visual, auditory, speech, etc. Possible forms of this method - communication of information (story, lectures), demonstration of a variety of visual material including the use of technical means. The teacher organizes the perception, the children try to comprehend new content, build accessible connections between concepts, remember information for further operation with it.

The explanatory and illustrative method is aimed at the assimilation of knowledge, and for the formation of skills and abilities, it is necessary to use the reproductive method, that is, repeatedly reproduce (reproduce) actions. Its forms are diverse: exercises, solving stereotyped problems, conversation, repetition of the description of a visual image of an object, repeated reading and memorization of texts, re-telling of an event according to a predetermined scheme, etc. Both independent work of preschoolers and joint activities with a teacher are expected. The reproductive method allows the use of the same means as the explanatory and illustrative one: the word, visual aids, practical work 2 .

Explanatory-illustrative and reproductive methods do not provide the necessary level of development of children's creative abilities and abilities. The method of teaching, aimed at the independent solution of creative problems by preschoolers, is called research. In the course of solving each problem, it involves the manifestation of one or more aspects of creative activity. At the same time, it is necessary to ensure the availability of creative tasks, their differentiation depending on the preparedness of a particular child.

The research method has certain forms: text problem tasks, experiments, etc. Tasks can be inductive or deductive, depending on the nature of the activity. The essence of this method is the creative acquisition of knowledge and the search for ways of activity. Once again, I would like to emphasize that this method is entirely based on independent work.

Particular attention should be paid to the importance problem learning for the development of children. It is organized with the help of methods: research, heuristic, problem presentation. We have already considered the research.

Another method that helps creative development is the heuristic method: children solve a problematic problem with the help of a teacher, his question contains a partial solution to the problem or its stages. He can tell you how to take the first step. This method is best implemented through heuristic conversation, which, unfortunately, is rarely used in teaching. When using this method, the word, text, practice, visual aids, etc. are also important.

At present, the method of problem presentation has become widespread, the educator poses problems, revealing all the inconsistency of the solution, its logic and the available system of evidence. Children follow the logic of the presentation, control it, participating in the decision process. In the course of the problem statement, both the image and the practical demonstration of the action are used.

Methods of research, heuristic and problem presentation - methods of problem-based learning. Their implementation in the educational process stimulates preschoolers to creative acquisition and application of knowledge and skills, helps to master ways scientific knowledge. 3 modern learning must necessarily include the considered general didactic methods. Their use in the classroom of fine arts is carried out taking into account its specifics, tasks, content. The effectiveness of the methods depends on the pedagogical conditions of their application.

As practical experience shows, for the successful organization of fine arts lessons, it is necessary to create a special system pedagogical conditions. In line with different conceptual approaches, they are defined differently. We have developed a system of conditions that directly affect the development of the artistic creativity of preschoolers, and we propose to consider it. We believe that this group of conditions consists of:

development of interest in the study of fine arts;

a combination of systematic control over the visual activity of preschoolers with pedagogically expedient assistance to them;

education in children of faith in their own strength, in their creative abilities;

progressive complication visual activity, providing prospects for the development of children's artistic creativity;

education visual language, folk, arts and crafts and design, development of funds artistic expressiveness plastic arts;

purposeful, systematized use of art history stories or conversations that activate the child's attention, the work of his thoughts, his emotional and aesthetic responsiveness;

selection of works of fine art for study;

the use of technical teaching aids in the visual arts, especially video and audio equipment, and special visual aids;

active study by children under the guidance of a teacher of nature (observations, sketches and sketches on the topic, drawing from memory), objects of arts and crafts, culture and life, historical architectural details;

introduction to the lesson of creative, improvisational and problematic tasks;

the use of a variety of artistic materials and techniques for working with them;

change of types of visual activity during school year(graphics, painting, modeling, designing, decorative work and etc.);

a combination of individual and collective forms of work with children;

introduction of game elements and artistic and didactic games into the structure of the lesson; use of competition elements;

systematic development of pedagogically expedient relationships between sections of the subject "Fine Arts", between this and other preschool disciplines, integrated teaching of art at school. 4

An important condition for the development of artistic creativity of preschoolers in the visual arts is the use by teachers of technical teaching aids, especially video and audio equipment, and special visual aids. The role of visualization in teaching was theoretically substantiated as early as the 17th century. Ya.A. Comenius, later the idea of ​​using it as the most important didactic tool were developed in the works of many outstanding teachers - I.G. Pestalozzi, K.D. Ushinsky and others. great Leonardo da Vinci, artists A.P. Sapozhnikov, P.P. Chistyakov and others 5

Successful implementation of the principle of visualization in teaching is possible with the active mental activity of children, especially when there is a "movement" of thought from the concrete to the abstract or, conversely, from the abstract to the concrete.

At all stages of the lesson, if possible, creative, improvised and problematic tasks should be introduced. One of the main requirements in this case is to provide children with the greatest possible pedagogically expedient independence, which does not exclude the provision of pedagogical assistance to them, as necessary. So, for example, in the primary grades, especially in the first, the teacher, offering this or that plot, in many cases can draw the attention of preschoolers to the main thing that must be depicted first and foremost, can show on the sheet the approximate location of the objects of the composition. This help is natural and necessary and does not lead to the passivity of kids in fine art. From restrictions in the choice of theme and plot, the child is gradually brought to their independent choice.

Chapter 2

Here is the world - and in this world I am.

Here is the world - and in this world we are.

Each of us has our own path.

But according to the same laws we create.

May the path be long and the creator's bread difficult.

And sometimes I want to give slack.

But keep your hands off your face.

And again you give a heart. And again. ...

Bibliographic description:

Nesterova I.A. Lesson of fine arts (FINE) at school [Electronic resource] // Educational encyclopedia site

In modern Russian school the role of fine arts as one of the most important general educational subjects is growing. The art lesson helps to develop children's susceptibility to the world of beauty.

Lesson of fine arts according to GEF

GEF regulates the main educational processes and stages of education in a comprehensive school. Being an important element of the education system, the subject of fine arts is subject to the requirements of the federal educational standard.

The purpose of art lessons at school, one can name the formation of artistic, aesthetic, spiritual and moral culture, the development of the creative potential of schoolchildren as a factor necessary for the progressive development and formation of students as individuals.

Being endowed with a system of educational tasks depending on the age group of students, there are four types of fine arts lessons at school: drawing from nature, decorative drawing, drawing on topics, conversations, about art.

Figure 1. Tasks of art lessons

According to the norms of the Federal State Educational Standard, art lessons are held from the first to the sixth grade. The duration of the course is 213 teaching hours.

Figure 2. Distribution of teaching hours

If you look in the context of "by year of study", then the fine arts lessons are distributed in such a way that the largest number of hours is devoted to drawing from life.

The dominance of drawing from life in art lessons is due to the following factors:

1. Drawing from life is a method of visual education and gives excellent results not only in teaching drawing, but also in the overall development of the child.
2. Drawing from life is an excellent means of aesthetic education of children.

Drawing from nature in a general education school provides not only for the depiction of objects by means of black and white drawing, but also for teaching the elements of painting.

Since drawing from nature is an excellent means of aesthetic education of children, it becomes obvious that by drawing a landscape, a tree, a flower from nature, studying the nature of the form of these objects, the child shows interest in the beauties of nature, in the richness and variety of its forms and colors.

Having carefully studied the requirements for fine arts lessons at school, it was found that in addition to drawing from nature, the general school curriculum includes the following:

1. pattern making tasks
2. album design,
3. assignments for decorative design premises.

Such tasks are aimed at developing the creative abilities of students and involving them in socially useful work.

The task of decorative drawing is to enable students to become familiar with the key principles of arts and crafts.

At the lesson of fine arts (FINE) at school, while teaching the skills of decorative drawing, children learn the drawing up of patterns, the laws of composition, continue to master the skills of work watercolor paints, gouache, ink, study the ornamental creativity of the Russian people, the peoples of the fraternal republics and other peoples.

Figure 3. Rules for the design of decorative patterns

At the lessons of fine arts at school, as part of thematic drawing classes, children receive the following skills:

1. image of various scenes from the surrounding life,
2. illustration of literary works,
3. creative compositions of paintings on a variety of topics,
4. images on topics invented by the children themselves,

At the lesson of fine arts, through drawing-composition, children express their impressions, their way of perceiving the world around them. Separately, it is necessary to mention special talks about the fine arts. They are organized mainly during extra-curricular time. During conversations, the teacher introduces students to the life and work of outstanding painters, sculptors and architects. In addition, students will learn by what means the artists achieved the ideological depth, emotional expressiveness of their paintings.

Preparing a teacher for an art lesson

It is one of the important aspects reflected in the GEF. The readiness of the teacher for the lesson, along with special training expressed in the basics of drawing, painting, DPI, knowledge of the theory and history of fine arts, is determined by the following factors:

1. A clear orientation in the goals and objectives of teaching fine arts;
2. Possession of modern and relevant methods of compiling outlines of lessons in fine arts and arts;
3. Possession of the skills of teaching fine arts, contributing to the assimilation of culture, ensuring the acquisition of knowledge.

Preparing a teacher for an art lesson- a key element of teaching this discipline in a modern school. It must fully comply with the requirements for the quality of teaching fine arts.

Preparing a teacher for a lesson includes the use of various programs, manuals, methodological literature, the study of innovative methods, a thematic plan for studying each topic in a subject, lesson planning, i.e. drawing up a plan or plan - a summary of the lesson.

In accordance with the second generation of the Federal State Educational Standard, in the process of preparing for an art lesson, a modern teacher must take into account a number of important aspects without which the lesson cannot be considered of high quality. The art teacher must understand that modern lesson differs from the traditional lesson and requires a different approach to the presentation of the material.

Figure 4. Lesson types

The modern lesson is a lesson aimed at the formation and development of universal educational activities.

Separate attention should be paid to the lesson planning procedure. This requires the following:

1. Determining the topic of the lesson.
2. Determination of the didactic purpose of the lesson on a particular topic.
3. Determining the type of lesson;
4. Thinking about the structure of the lesson.
5. Lesson security.
6. Content selection educational material.
7. Choice of teaching methods.
8. The choice of forms of organization of pedagogical activity.
9. Assessment of knowledge, skills and abilities.
10. Lesson reflection.

Requirements for an art lesson

Currently, the Federal State Educational Standard voices a wide range of requirements for an art lesson. These include both the use of the latest achievements of science and the construction of a lesson based on the laws of the educational process. In addition, the teacher of fine arts is required to implement all didactic principles and provide conditions for productive cognitive activity students based on their interests. A huge role is played by interdisciplinary connections and connection with previously studied knowledge and skills, reliance on the achieved level of development of students. It is also important to motivate and activate all spheres of the personality of students in the learning process at the fine arts lesson.

Figure 5. Didactic principles

In the fine arts lesson, special emphasis should be placed on the development of emotional responsiveness, the development of students' artistic and creative abilities, so that later they are emotionally rich and open to the world of beauty.

Among the requirements for the lesson of fine arts according to the second generation of the Federal State Educational Standard is the presence.

The technological map of the lesson is a new type of methodological product that ensures the effective and high-quality teaching of training courses at school and the possibility of achieving the planned results of mastering the basic educational programs in accordance with the Federal State Educational Standard.

Figure 6. The structure of the technological map

One of the most important requirements for an art lesson is an adequately formulated goal of the lesson. The nature of the target is shown in the figure below. In addition, the goal of the lesson should be clear and concise.

Figure 7. Characteristics of the purpose of the lesson of fine arts

The solution of the problems of teaching and educating students almost completely depends on the organization and skillful conduct of lessons. Compliance with certain norms when conducting classes in the fine arts is necessary element successful teaching activities at school. Requirements for an art lesson especially strict in relation to its structure. According to the Federal State Educational Standard, the structure of fine arts lessons in secondary school is not much different from the structure of lessons in other subjects and includes the following:

1. Organizing time,
2. homework check,
3. explanation of new material
4. independent work of students,
5. consolidation of the material covered,
6. summarizing.

One of the key requirements for an art lesson is variety and regular change of activities. In other words, art classes don't have to be monotonous. Since the possible list of activities in the art lessons is quite wide, it is very easy to avoid monotony. So, in drawing lessons from nature, children are engaged in both drawing and painting, and in decorative drawing classes, they make patterns, study fonts, create decorative compositions, and get acquainted with the elements of artistic design. If we talk about lessons - conversations, then on them children will learn new things about art.

The organization of an art lesson requires strict attention to time. It is usually sorely lacking. The skill of the teacher is manifested in the fact that in the time allotted for the lesson, it is possible to do everything that was planned.

Each lesson is divided into strictly timed stages:

1. Organizational stage of the lesson. It includes the following:

1. establishing proper discipline in the classroom,
2. registration of absentees in the class register,
3. attitude towards learning.

An important requirement for an art lesson is a high level of preparation of the teacher's workplace. All necessary materials must be brought and installed in advance in the right order.

In addition, the teacher needs to teach the children to prepare for the lesson in advance, lay out the drawing supplies in a certain order, and clean and store them in a special place after work.

If in the previous lesson, students were given a homework assignment, they need to check it, point the class to typical mistakes and explain how to correct these errors.

2. Posting new material. The teacher explains the goals and objectives new topic, explains how the task should be done, illustrates his explanations visual aids- diagrams, drawings, methodical tables. To make sure the students understand it, the teacher asks the class questions as he explains.

3. Independent work of students. After explaining the new material, the children proceed to the drawing. The teacher closely monitors the progress of the work. While the children are drawing, the teacher walks around the class, makes comments, gives additional explanations to some, and sometimes, if necessary, corrects the student's drawing himself.

Separately, it is necessary to pay attention to such aspects as the age characteristics of drawing students. For example, children younger age draw quickly. The high speed of creating a drawing is due to the fact that children are not yet accustomed to analyzing the results of their actions. As a result, the work is done based on the first impression and completely unsystematic. In such cases, the teacher should pay special attention to the methodical sequence of image construction. Primary school students outline the image not with light, barely noticeable lines, but with clear thick lines that cannot be erased with an elastic band. To overcome this, the teacher must verbally and visually show and explain why it is necessary to draw thin, barely noticeable lines.

The methodology of working with high school students is becoming more flexible and individual, since it is difficult to predict in advance the results of the actions of individual students. To increase the interest of high school students, the use of ICT and other pedagogical innovations is recommended.

4. Summing up the work and completing the lesson. By the end of the work, the teacher chooses the most successful, as well as the weakest drawings and shows them to the whole class, explaining their advantages and disadvantages.

So, the main requirements for an art lesson are the following:

1. use of the latest achievements of science
2. building a lesson based on the laws of the educational process
3. implementation of all didactic principles
4. providing conditions for productive cognitive activity, taking into account their interests
5. intersubject communications
6. connection with previously studied knowledge and skills, reliance on the achieved level of development of students
7. motivation and activation of all spheres of personality
8. consistency and emotionality of all stages of educational activities, connection with life, personal experience of students
9. formation of practically necessary knowledge, skills, methods of thinking and activity
10. the formation of the ability to learn, the need to constantly replenish the body of knowledge.

General requirements for a fine art lesson are specified in didactic, educational and developmental requirements.

Very well these types of requirements were described and presented by I.P. Vulnerable. In his opinion, didactic requirements include the following:

1. a clear definition of the educational objectives of each lesson;
2. rationalization of the information content of the lesson, optimization of the content, taking into account social and personal needs;
3. introduction of the latest technologies of cognitive activity;
4. rational combination of various types, forms and methods;
5. creative approaches to the formation of the structure of the lesson;
6. a combination of various forms of collective activity with independent activity of students;
7. providing operational feedback, effective control and management;
8. scientific calculation and mastery of the lesson.

I.P. Podlasy outlined a system of educational requirements for the lesson, which include:

1. determination of the educational opportunities of educational material, activities in the lesson, the formation and setting of realistically achievable educational goals;
2. setting only those educational tasks that organically follow from the goals and content academic work;
3. education of students on universal human values, the formation of vital qualities;
4. attentive and sensitive attitude towards students, compliance with the requirements of pedagogical tact, cooperation with students and interest in their success.

The developmental requirements for the lesson are shown in Figure 8.

Figure 8. Developmental requirements for the lesson

An important element of the teacher's work on the preparation of a fine arts lesson at school is the preparation of an outline plan. The structure of the outline plan is regulated by the norms of the Federal State Educational Standard.

The structure of the outline of the ISO

When drawing up an outline plan for an art lesson, one should adhere to a certain form and structure. It should reflect everything that is shown in Figure 9.

Figure 9. The structure of the outline of the lesson of fine arts

Now let's turn to what should include art lesson plan.

1. First of all, you need to decide on the type of lesson. At the very beginning of drawing up a lesson plan, you need to indicate what type of lesson it will be devoted to:

1. drawing from nature (drawing or painting),
2. decorative painting,
3. thematic drawing,
4. conversation about art.

2. Then we decide on the wording of the topic of the fine arts lesson. Here we indicate the content of the study work. For example, in drawing from nature - "Drawing of a plaster vase", in painting - "Still life from household items", in decorative drawing - "Composing a pattern in a circle", in thematic drawing - "Autumn in the Forest", in conversations about art - " Types and genres of fine arts.

3. After formulating the topic of the lesson, it is necessary to write concisely and clearly the purpose of the lesson and its objectives.

4. The next step in compiling an outline plan for an art lesson is a list of equipment. For example: two plaster vases, two natural tables, etc. In the abstract, you can also outline the layout of field productions in the classroom.

5. Using the blackboard. The blackboard is included in the equipment of the lesson, but the specifics of our work require a special method of using it. That's why this question we highlight. The teacher needs to think about how to use the blackboard more rationally, how to place didactic material compositionally on its plane.

6. Each teacher must first plan and systematize the course of the art lesson. The content of the lesson should be presented in the form of a methodological note including the following:

1. what material will be covered in the lesson,
2. in what sequence it will be presented and how the study time will be distributed.

Literature

1. Volyavko N.N. Technological map of the lesson modern form planning pedagogical interaction between teacher and students // [Electronic resource] Access mode: http://festival.1september.ru/articles/630119/
2. Podlasy I.P. Pedagogy: 100 questions - 100 answers - M .: VLADOS, 2014

Back forward

Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested in this work, please download the full version.

Working with children of primary school age, I faced the problem of introducing them to the world of genres and types of fine arts. Modern "computerized" children are difficult to surprise, so there was an urgent need to create a presentation that would help captivate, interest this topic, provide an accessible, understandable visual range. In the process of explaining, students discover a surprisingly diverse world of art, which is why the selection of samples and reproductions for presentation is especially important.

Each teacher has formed his own vision of the world, which he broadcasts to students, students integrate different ideas about the world, and on their basis form their own vision. But in order for students to be able to form their own system of values, the teacher needs to design conditions that provide opportunities for choice, meaningful actions and decisions, moral choice V problem situations. Using the presentation in practical pedagogical activity will help the teacher to fill the socialization of schoolchildren with cultural meaning, to ensure the transformation cultural property, cognitive motivation, in the study of fine arts. Before talking about art, it is initially necessary to explain the concept of "culture".

culture(from lat. culture, from the verb colo, colere- cultivation, later - upbringing, education, development, veneration)

There are many interpretations of the definition, however, it is worth paying attention to the fact that for children of primary school age, many of them will not be clear. Therefore, it suffices to explain that

“Culture” is something that is created by the hands, the mind of a person.

Art occupies a special place in culture. For a long time art was considered a kind of cultural activity that satisfies a person's love for beauty. Along with the evolution of social aesthetic norms and assessments, any activity aimed at creating aesthetically expressive forms has gained the right to be called art. It is it that has an extremely wide range of influence on the development and formation of a personality due to the combination of all types of activity in it: value-oriented, creative. L.S. Vygotsky writes that all the applied value of art ultimately comes down to its educational action.

Fine arts in primary school is aimed at developing the abilities and creativity of the child, the formation of associative-figurative, spatial thinking, emotional evaluation, the ability to know the world through feelings and emotions. In accordance with the Federal State

The educational standard of the new generation, the tasks of studying the course of fine arts in the context of the main pedagogical tasks of education are as follows:

Perception of interest in fine arts - enrichment of moral experience, formation of ideas about good and evil - development of moral feelings - respect for the culture of the peoples of multinational Russia and other countries.

Therefore, it is necessary, starting from the origins of childhood, to show the younger student the world with love and appreciate all the manifestations of this life.

Let's start with the definition of the concept.

Slide 2 Visual arts is one of the largest branches of art.

art- a type of artistic creativity, the purpose of which is to reproduce the surrounding world. The concept combines various types of painting, graphics and sculpture

In our presentation, we will consider only the main types and genres.

slide 3 Fine art is divided into types and genres. They are classified according to the objects of application of creative efforts, the artistic and technical means used, and the historically established concepts of creativity.

sculpture
painting
graphic arts
photographic art
arts and crafts

slide 4 Fine art genres. Genre (from French genre - genus) - a general concept that reflects the most significant properties and connections of the phenomena of the art world, a set of formal and meaningful features of a work; historically established internal divisions in most art forms. The principles of division into genres are specific to each of the areas of artistic creativity. In the visual arts, the main genres are determined, first of all, by the subject of the image (landscape, portrait, everyday genre, historical genre, animalistic genre etc.) Consider only the most basic genres:

Portrait
Scenery
Still life
genre composition
Decorative and applied composition

slide 5 A portrait is an image of a person or a group of people who exist or have existed in reality. "The portrait depicts the external appearance (and through it the inner world) of a specific, real person who existed in the past or exists in the present." The portrait can be divided into "sub-genres". The boundaries of the portrait genre are very flexible, and often the portrait itself can be combined in one work with elements of other genres.
historical portrait- depicts some figure of the past and created according to the memories or imagination of the master.
Posthumous (retrospective) portrait- made after the death of the depicted people according to their lifetime images or even completely composed.
portrait-painting– the person being portrayed is presented in a semantic and plot relationship with the world of things surrounding him, nature, architectural motifs and other people.
Portrait walk- the image of a walking person against the backdrop of nature originated in England in the 18th century and became popular in the era of sentimentalism
Portrait-type- a collective image, structurally close to the portrait.
Costumed portrait- a person is presented as an allegorical, mythological, historical, theatrical or literary character.
self-portrait- It is customary to single out a separate subgenre.
religious portrait- an ancient form of portraiture, when the person who made the donation was depicted in the picture (for example, next to the Madonna) or on one of the wings of the altar (often kneeling).

By the nature of the image

Ceremonial portrait- as a rule, involves showing a person in full growth.
semi-front- has the same concept as formal portrait, but usually has a waist or generational cut and fairly developed accessories.
chamber portrait- waist, chest, shoulder image is used. The figure is often given on a neutral background.
An intimate portrait is a rare kind of chamber portrait with a neutral background. Expresses a trusting relationship between the artist and the person being portrayed.
Small-format and miniature portraits in watercolor and ink.
A more fractional genre differentiation is due to the fact that cognitive, ideological and evaluative, figurative and artistic elements merge in artistic creativity, and each work of art also has a certain functional purpose. So, since the ideological and evaluative position portrait painter can be not only objective or apologetic, but also ironic or angrily accusatory, a portrait can take the form of a caricature or caricature. Depending on its purpose, the same portrait can be ceremonial, chamber, intimate, etc.

slide 6 Scenery- a genre of painting in which the main subject of the image is the primordial, or to one degree or another, nature transformed by man. It existed since antiquity, but lost its importance in the Middle Ages and reappeared in the Renaissance, gradually becoming one of the most important painting genres.

Slide 7 Still life– (Dead nature) image inanimate objects in the visual arts. Born in XV-XVI centuries, but as an independent genre took shape only in the 17th century in the works of the Dutch and Flemish artists. Since then, it has been an important genre in painting, including in the work of Russian artists.

Slide 8 genre composition is a part household genre in the visual arts. domestic scenes have been the subject of painting since antiquity, but as separate genre genre painting It took shape only in the Middle Ages, having received a particularly strong development in the era of social changes in the New Age.

Slide 9

Types of fine arts and their interaction with genres. Here it is worth paying special attention to the relationship of types and genres, since each of the above main genres can be implemented in sculpture, painting, graphics, and any other form of fine art.

Slide 10

Sculpture(lat. sculptura, from sculpture- I cut, carve) - sculpture, plastic - a type of fine art, the works of which have a three-dimensional shape and are made of solid or plastic materials - in the broadest sense of the word, the art of creating an image from clay, wax, stone, metal, wood, bone and other materials human, animals and other objects of nature in their tactile, bodily forms. It is based on the principle of three-dimensional, physically three-dimensional image.
An artist who has devoted himself to the art of sculpture is called a sculptor or sculptor. His main task is to convey the human figure in a real or idealized form, animals play a secondary role in his work, and other objects are only in the meaning of subordinate clauses or are processed exclusively for ornamental purposes.

slide 11

Painting a type of fine art whose works are created using paints applied to a hard surface. Painting can convey a state of static and a sense of temporary development, peace and emotional and spiritual richness, the transient instantaneousness of a situation, the effect of movement, etc.; in painting, a detailed narrative and a complex plot are possible. This allows painting not only to visually embody the visible phenomena of the real world, to show a broad picture of people's lives, but also to strive to reveal the essence of historical processes, inner peace human, to the expression of abstract ideas

slide 12

Graphic arts(Greek γραφικος - written, from Greek γραφω - I write) - a type of fine art that uses lines, strokes, spots and dots as the main visual means.

slide 13

Photo art – art creating artistic photography. That is, a photograph that reflects the creative vision of the photographer as an artist. This is one of the new, "young" types of contemporary fine art.

Slide 14

decorative-applied art(from lat. deco - I decorate) - a wide section art, which covers various branches of creative activity aimed at creating artistic products with utilitarian and artistic functions.

slide 15

Sculpture. The artistic and expressive means of sculpture are the construction of a three-dimensional form, plastic modeling (molding), the development of a silhouette, texture, and in some cases also color. Differ round sculpture(statue, group, figurine, bust (sculpture of the head with part of the chest)), viewed from different sides and surrounded free space; and relief. In relief sculpture, the figure appears to be partly immersed in a flat background and protruding from it by less or more than half of its thickness (in the first case - a bas-relief, in the second - a high relief). monumental sculpture(monuments, monuments) is associated with the architectural environment, is distinguished by the significance of ideas, a high degree generalizations, large sizes; monumental and decorative sculpture includes all types of decoration architectural structures and easel sculpture, independent of the environment, has dimensions close to nature or smaller, and a specific in-depth content. Regarding the material and method of execution of the image, sculpture, in the broad sense of the word, falls into several branches: modeling or modeling - the art of working from a soft substance, such as wax and clay; foundry, or sculpture in the strict sense, is the art of carving an image out of stone, metal, wood, and solid matter in general; sculptural carving on hard and precious stones and the manufacture of stamps for coins and medals (medallery art) can be added to the branches of sculpture.

slide 16 Main genres of sculpture- portrait, historical, mythological, everyday, symbolic, allegorical images, animalistic genre (image of animals).

Slides 17, 18, 19, 20 In the works of art created by painting, color and drawing, chiaroscuro, expressiveness of strokes, textures and compositions are used, which makes it possible to reproduce on the plane the colorful richness of the world, the volume of objects, their qualitative, material originality, spatial depth and light-air environment. Painting can be done with oil paints, tempera, acrylics and watercolors.

Slides 21, 22, 23 Graphics uses lines, strokes, spots and dots as the main visual means (Color can also be used, but, unlike painting, here it traditionally plays a supporting role. In modern graphics color can be just as important as in painting). When working in graphic art, they usually use no more than one color (except for the main black), in rare cases - two. Except contour line, in graphic art, a stroke and a spot are widely used, also contrasting with the white (and in other cases also colored, black, or less often textured) surface of the paper - the main basis For graphic works. A combination of the same means can create tonal nuances. The most common distinguishing feature of graphics is the special relation of the depicted object to space, the role of which is largely played by the background of the paper (in the words Soviet master graphics by V. A. Favorsky, - “air white sheet"). Graphics can use a large number of colors (more than a dozen can be used to create some prints). printed forms, each of which "adds" its own color).

Slides 24, 25 The special place of Photography in artistic culture is determined by the fact that it became the first "technical" art in history, which could arise only on the basis of certain achievements in science (physics, chemistry, optics) and technology. One of the inventors of photography, L. J. M. Daguerre, was an artist, and the first photographic images (daguerreotypes) were created in line with the genres of portrait, landscape, and still life traditional for painting. As at the turn of the 19th–20th centuries, modern art photography develops, sensitively reflecting the diverse areas of fine art, including many of its crisis tendencies. Modern photo artists, changing the scale and texture beyond recognition, create compositions in the spirit of abstract art, or follow more traditional trends and genres.

Slides 26, 27Arts and Crafts- a collective term, conditionally combines two broad types of arts: decorative and applied. Unlike works of fine art intended for aesthetic pleasure and related to pure art, numerous manifestations of arts and crafts can be of practical use in everyday life.
Works of arts and crafts meet several characteristics: they have an aesthetic quality; designed for artistic effect; serve for decoration of everyday life and interior. Such works are: clothes, dress and decorative fabrics, carpets, furniture, art glass, porcelain, faience, jewelry and other art products.
IN academic literature from the second half of XIX century, the classification of branches of decorative and applied arts was established according to the material (metal, ceramics, textiles, wood), according to the technique of execution (carving, painting, embroidery, printing, casting, embossing, etc.) and according to the functional features of the use of the object (furniture, crockery, toys). This classification is due to the important role of the constructive-technological principle in arts and crafts and its direct connection with production.
I would like the initial acquaintance with the arts to be remembered and to be a strong motivational stimulus for their further development.

Bibliography:

1. Parnakh M. Fine art lessons. Lesson 3. Lshiya // Art at school. - 2001. No. 2. - P.26.
2. Parnakh M. Fine art lessons. Lesson 6. Rose // Art at school. - 2001. - MZ. – p.57
3. Parnakh M. Fine art lessons. Lesson 10 - 2001. - No. 4. - S. 42.
4. Magazines "Young Artist" 2000 - 2012
5. M.K. Prete, A. Capaldo, "Creativity and expression" (course of artistic education) part 1 - M. Soviet artist, 1981.
6. M.K. Prete, A. Capaldo, "Creativity and expression" (course of artistic education) part 2 - M. Soviet artist, 1981.
7. Grigorieva G.G., Playing techniques and teaching children visual activities. - M: Enlightenment, 1995.

Fine arts as one of the subjects of the general education school occupies an important place in the education of students. A careful analysis and generalization of the best pedagogical experience indicates that the fine arts are an important means of developing the student's personality. Fine arts, which are especially close to younger schoolchildren with their visibility, occupies one of the leading places in the process of developing children's creative abilities, creative thinking, familiarizing them with the beauty of their native nature, surrounding reality, spiritual values ​​of art. In addition, visual art classes help children master a range of skills in the field of visual, constructive and decorative activities.

aim writing this term paper is to consider the features of the methodology of teaching fine arts in elementary school, namely in grades I-IV.

The work put the following tasks :

The study of the methodology of teaching fine arts in elementary school, to consider its features,

To identify the pedagogical conditions for the successful teaching of fine arts to children of primary school age, as well as the preparation of a thematic annual plan and a lesson plan for elementary school students

Chapter 1. Features of the methodology of teaching fine arts in elementary school

1.1. Pedagogical conditions for teaching fine arts in elementary school

In the development of children's artistic creativity, including fine art, it is necessary to observe the principle of freedom, which is generally an indispensable condition for any creativity. This means that the creative pursuits of children can be neither obligatory nor compulsory, and can arise only from children's interests. Therefore, drawing cannot be a mass and universal phenomenon, but for gifted children, and even for children who are not going to later become professional artists, drawing has a huge cultivating value; when paint and drawing begin to speak to a child, he masters a new language that expands his horizons, deepens his feelings and conveys to him in the language of images that which cannot be brought to his consciousness in any other way.

One of the problems in drawing is that for elementary school children, one activity of creative imagination is no longer enough, he is not satisfied with a drawing made somehow, in order to embody his creative imagination, he needs to acquire special professional, artistic skills and abilities.

Learning success depends on correct definition its goals and content, as well as ways to achieve goals, that is, teaching methods. There has been controversy among scholars about this since the very beginning of the school. We adhere to the classification of teaching methods developed by I.Ya. Lerner, M.N. Skatkin, Yu.K. Babansky and M.I. Pakhmutov. According to the studies of these authors, the following general didactic methods can be distinguished: explanatory-illustrative, reproductive and research.

1.2. Methods of teaching fine arts in I - IV classes

Education, as a rule, begins with an explanatory-illustrative method, which consists in presenting information to children in various ways - visual, auditory, speech, etc. Possible forms of this method are communication of information (story, lectures), demonstration of a variety of visual material, including with the help of technical means. The teacher organizes perception, children try to comprehend new content, build accessible connections between concepts, remember information for further operation with it.

The explanatory and illustrative method is aimed at the assimilation of knowledge, and for the formation of skills and abilities, it is necessary to use the reproductive method, that is, repeatedly reproduce (reproduce) actions. Its forms are diverse: exercises, solving stereotyped problems, conversation, repetition of the description of a visual image of an object, repeated reading and memorization of texts, re-telling of an event according to a predetermined scheme, etc. Both independent work of preschoolers and joint activities with a teacher are expected. The reproductive method allows the use of the same means as the explanatory and illustrative method: the word, visual aids, practical work.

Explanatory-illustrative and reproductive methods do not provide the necessary level of development creative possibilities and abilities of children. The method of teaching, aimed at the independent solution of creative problems by preschoolers, is called research. In the course of solving each problem, it involves the manifestation of one or more aspects of creative activity. At the same time, it is necessary to ensure the availability of creative tasks, their differentiation depending on the preparedness of a particular child.

The research method has certain forms: text problem tasks, experiments, etc. Tasks can be inductive or deductive, depending on the nature of the activity. The essence of this method is the creative acquisition of knowledge and the search for ways of activity. Once again, I would like to emphasize that this method is entirely based on independent work.

Particular attention should be paid to the importance of problem-based learning for the development of children. It is organized with the help of methods: research, heuristic, problem presentation. We have already considered the research.

Another method that helps creative development is the heuristic method: children solve a problematic problem with the help of a teacher, his question contains a partial solution to the problem or its stages. He can tell you how to take the first step. This method is best implemented through heuristic conversation, which, unfortunately, is rarely used in teaching. When using this method, the word, text, practice, visual aids, etc. are also important.

At present, the method of problem presentation has become widespread, the educator poses problems, revealing all the inconsistency of the solution, its logic and the available system of evidence. Children follow the logic of the presentation, control it, participating in the decision process. In the course of the problem statement, both the image and the practical demonstration of the action are used.

Methods of research, heuristic and problem presentation - methods of problem-based learning. Their implementation in the educational process stimulates preschoolers to creative acquisition and application of knowledge and skills, helps to master the methods of scientific knowledge. Modern education must necessarily include the considered general didactic methods. Their use in the classroom of fine arts is carried out taking into account its specifics, tasks, content. The effectiveness of the methods depends on the pedagogical conditions of their application.

As experience shows practical work, for the successful organization of fine arts lessons, it is necessary to create a special system of pedagogical conditions. In line with different conceptual approaches, they are defined differently. We have developed a system of conditions that directly affect the development of the artistic creativity of preschoolers, and we propose to consider it. We believe that this group of conditions consists of:

Development of interest in the study of fine arts;

The combination of systematic control over the visual activity of preschoolers with pedagogically expedient assistance to them;

Education in children of faith in their own strength, in their creative abilities;

Consistent complication of visual activity, ensuring the prospects for the development of children's artistic creativity;

Teaching the language of fine, folk, decorative and applied arts and design, mastering the means of artistic expression of plastic arts;

Purposeful, systematic use art stories or conversations that activate the child's attention, the work of his thought, his emotional and aesthetic responsiveness;

Selection of works of fine art for study;

The use of technical teaching aids in the visual arts, especially video and audio equipment, and special visual aids;

Active study by children under the guidance of a teacher of nature (observations, sketches and sketches on the topic, drawing from memory), objects of arts and crafts, culture and life, historical architectural details;

Currently, modern educational institutions are at the stage of modernization and updating the content of education. Today, the main strategic goal of education is to create the basis for sustainable socio-economic and spiritual development of Russia. On spiritual development of a person, the formation of his culture is significantly influenced by art, which can serve as a mechanism for the development of the cultural potential of society, its artistic and creative elite. However, the implementation of the main strategic goal of education through art is associated with the need to solve modern problems in the field of culture, which include:

• - underestimation in social practice of the role aesthetic consciousness, artistic culture as influential factors in the dynamic development of society;
• - cultural nihilism of a significant part of the youth, when values high art and their reference role in culture is questioned or even denied;
• - a growing gap between the mass school and high culture, which is becoming more and more elitist;
• - the secondary role that is assigned to the subjects of the artistic and aesthetic cycle in general education at all its levels;
• - the spread of paid forms of education, against the backdrop of a low standard of living for the main part of the population, the impossibility of acquiring special tools, modern technical means and materials, which becomes an obstacle to education in the field of art for some gifted youth;
• - extremely weak material, technical and staffing of art education, especially within the framework of the general educational process.

In accordance with the emerging problems of modernizing education, including art education, there is a need for new approaches to teaching in general education institutions. The implementation of the principles and tasks of the modern school involves not only a change in views on the content, forms and methods learning activities schoolchildren, but also a radical transformation of the teacher's activity. The personality of the teacher and his professional training occupy a central place in the system of general and pedagogical education. The relevance of the problem is determined by the fact that without significant changes in the attitude of the teacher to pedagogical activity and its components, to himself and to other subjects of this activity, there will be no qualitative renewal of the school education system.

aim this study is to determine the role of fine arts in the process of spiritual and moral education of the personality of a younger student. In our opinion, the role of fine arts in the modern understanding of the content of education should be determined through the solution of the following tasks:

• - identification of the main goal of teaching fine arts at school;
• - analysis of modern concepts of teaching fine arts in elementary school;
• - determination of conditions for successful formation spiritual world junior schoolchild and tactics of the teacher of fine arts.

As you know, the content of education is social experience, that is, the experience of human activity throughout the history of its development. AND I. Lerner names four main elements of the content of education: knowledge, methods of activity, experience of creative activity, experience of emotional and value relations.

In the modern concept of art education, these four components act as an inseparable unity, but in the reverse order of their significance in the artistic development of the student's personality. Thus, for younger students, the most relevant in the process of teaching fine arts is the experience of feelings, experiences, interests, needs; socio-moral and spiritual relations.

Artistic development in the concept is seen as a way to humanize the school. Therefore, the main goal of the art education of children is to educate them in an aesthetic attitude to life.

An aesthetic attitude to life is a special quality of a person, which is necessary for the responsible existence of a person in the world. It is expressed in the following abilities:

• - to directly feel oneself an integral part of the infinite surrounding world;
• - see your continuation in the world around you;
• - to feel a sense of belonging to another person and to human history and culture in general;
• - realize the non-utilitarian value of everything in the world;
• - be aware of your responsibility for everything in life, starting with your immediate environment.

The development of this particular quality creates a solid foundation for moral, environmental, patriotic and other traditionally distinguished types of education.

The aesthetic attitude to the world underlies art, the artistic exploration of the world by man and can be developed in children in the process of teaching artistic disciplines. The teaching of art should begin in kindergarten, continuing uninterruptedly in secondary schools and universities. At all stages of art education pedagogical process should be based on the psychological characteristics of the age of schoolchildren and a differentiated approach to the content of art education. It is important to distinguish between what is necessary for everyone as a factor in the formation of personality and worldview, and what is necessary for future professionals.

Primary education in the subject "Fine Arts" is part of the educational system "Art" and provides a general art education, which is aimed at the spiritual, moral and aesthetic development of schoolchildren.

During the period of primary art education in the process of realizing the main goal, that is, the education of an aesthetic attitude to life, the emphasis in teaching is on the development of:

• - emotional responsiveness in the perception of the surrounding world;
• - primary forms of artistic imagination;
• - the ability to express the emotional assessment of the phenomenon in sensually perceived images.

The actual creative practice of younger schoolchildren should prevail over the work on the perception of art, which is gradually and steadily expanding. What is common to all types of art should prevail over the specific features of its individual types.

In the context of variable learning, it is important to note some commonality of the tasks set for studying fine arts. Fine arts in elementary school are designed to provide schoolchildren with an introduction to the world of plastic, the formation of artistic and imaginative thinking, the development of creative abilities, teaching the basics of fine literacy, the formation of practical skills in various types of fine arts, familiarization with the heritage of domestic and world art and others.

Each current program shows what tasks can be used to achieve the above-mentioned main goal of teaching fine arts, educating an aesthetic attitude to life. It should be noted that, despite the commonality of the goals of the educational system "Art", different authors do not have a common opinion in the conceptual justifications of their programs. Therefore, the choice of the only program necessary in these specific conditions among the existing areas of teaching fine arts at school is a significant problem for an elementary school teacher.

To date, several main areas of teaching fine arts have developed and are operating in practice. Each of them has its own goals, its own content, its own structure and is implemented through its own program.

The first concept of universal graphic literacy is the traditional program that operates in many schools in the country. This direction was founded during the formation of the Russian Academy of Arts (early 18th century), when the methods and principles of training professional artists in an extremely simplified form were “lowered” to general education schools for drawing lessons. What was professionally necessary and significant for the training of professional artists was artificially transferred to general education. The modern author of this concept is Doctor of Pedagogical Sciences, Professor V.S. Kuzin.

The main objectives of the program in fine arts: mastering by students the knowledge of the elementary foundations of realistic drawing, the formation of drawing skills from nature, from memory, from imagination, familiarization with the features of work in the field of arts and crafts and folk art, modeling and applications; development in children of visual abilities, artistic taste, creative imagination, spatial thinking, aesthetic sense and understanding of beauty, education of interest and love for art.

The content of the subject includes the aesthetic perception of reality and art, the practical artistic activity of students. These components of the content of fine arts are divided into the main types of occupations: drawing from life (drawing, painting), drawing on themes and illustration (composition), decorative work, modeling; application with design elements, conversations about the fine arts and beauty around us.

The second concept of a holistic approach to education and upbringing, based on the category of "artistic image", was developed in the late 60s - early 70s of the XX century. head of the laboratory of the Research Institute of Artistic Education, Professor B.P. Yusov. Its main idea is "understanding, experiencing and feasible creation of an artistic image by students." Fundamentally different from the previous ones, this concept considers the artistic image as main method and as a result of the process of perception and creation of a work of art.

The main objective of the fine arts program is to create an artistic image in various types and genres of fine arts by means of graphic literacy.

Visual literacy was filled with new content, coming from the specifics of the artistic language, from the ways of creating an artistic image. The ways of creating an artistic image involve a variety of types of educational activities: images on a plane, in volume (sculpting), in the process of working from nature, from memory, from imagination, based on fantasy and imagination, as well as aesthetic perception of the surrounding reality and art. And the specificity of the artistic and visual language is studied in the process of solving the following educational problems: form, proportions, construction; color and lighting; space and volume; compositional organization of the image; work with art materials; development of artistic perception and aesthetic responsiveness.

This concept has become a real pioneering discovery. For the first time in many years, art at school began to be understood as an artistically developing and artistically educating subject. B.P. theory Yusova served as the basis for the creation of subsequent concepts.

The third concept of familiarization with the world artistic culture was developed in the early 70s of the XX century by the problem group of the Research Institute of Artistic Education and the Aesthetic Council of the Union of Artists of the USSR under the leadership of People's Artist of the RSFSR B.M. Nemensky. Its main idea is the formation of artistic culture as a part of spiritual culture. It absorbed the rich theoretical and practical experience of previous concepts, including the theories of artistic education, developed in the 20-30s. (theoretical heritage of L.P. Blonsky, A.V. Bakushinsky, S. Shatsky, P.I. Vygotsky and others), as well as the experience of art education in other countries. The artistic image here is a means of forming the artistic culture of students, and the personality of the child is brought to the fore.

The main objectives of the program: the formation of students' moral and aesthetic responsiveness to the beautiful and the ugly in life and in art; formation of artistic and creative activity; mastery figurative language fine arts through the formation of artistic knowledge, skills and abilities.

Communication with art through comprehension of the specifics of its language occurs in various forms. artistic activity- pictorial, decorative, constructive.

The fourth concept of familiarization with folk art as a special type of artistic creativity. The founder of this concept is Doctor of Pedagogical Sciences, Professor T.Ya. Shpikalov. Folk art is studied here in the interaction of all types of artistic creativity in the system of national and world culture. The artistic image in this concept is considered in a complex way in connection with nature, life, work, history, artistic national traditions of the people. This concept allows for a regional approach in teaching fine arts at school.

The main objectives of the program: the formation of a worldview and moral position through the development historical memory, which will allow the student to feel his belonging to the centuries-old human experience, the experience of his ancestors; creating an artistic image of a thing through mastering the necessary skills, studying things-types different schools folk art and development of a creatively active personality.

Each section includes the following types of educational and creative activities: experimentation (exercises-experiments), educational practice (repetition exercises, learning tasks), creative work (compositions, variations, improvisations), talks on art.

The fifth concept is implemented within the framework educational program"School 2100". This is one of the programs for the development of general secondary education, aimed primarily at developing and improving the content of education and providing it with program, methodological and educational materials. The scientific supervisor of the program is Academician of the Russian Academy of Education Aleksey Alekseevich Leontiev.

• - firstly, it would be a system of developing education, preparing a new type of student - internally free, loving and able to relate creatively to reality, to other people, able not only to solve the old one, but also to put new problem able to make informed choices and make independent decisions;
• - secondly, it would be accessible to a mass school, would not require teachers to retrain anew;
• - thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to the system of advanced training of teachers, the system of control and monitoring of the results of teaching, the system of implementation in specific schools;
• - fourthly, it would be a system of holistic and continuous education.

According to the aesthetic cycle, teams work in this direction under the leadership of B.M. Nemensky and O.A. Kurevina. The authors of the program on fine arts are O.A. Kurevina, E.D. Kovalevskaya. It is aimed at the formation of spiritual culture by means of artistic and creative visual activity, which makes it possible not only to perceive spiritual culture from a distance, but also to directly participate in its creation on the basis of emotional and intellectual involvement in the creation of a visual image of the world.

The program is built on content blocks, covering both the general cognitive component and the directly artistic and activity component. In the process of mastering program didactic units, students acquire not only the skills of mastering certain visual operations and manipulations, not only the methods of creating a concrete visual image, but also comprehend the context of an artistic phenomenon as a result of the transformation of reality in the process of self-expression. Artistic and creative visual activity is inextricably intertwined with aesthetic ideas about reality, about activity, about a person and about oneself. Therefore, as a necessary condition, it is preceded by a general aesthetic context (interaction, environment), expressed in the program through concepts, the assimilation of which will help students get involved in the creative process through participation and empathy.

The objectives of the course are: the expansion of artistic and aesthetic horizons; familiarization with the achievements of world artistic culture in the context of various kinds arts; mastering visual operations and manipulations using various materials and tools; creation of the simplest artistic images means of painting, drawing, graphics, plastics; mastering the simplest technologies of design and decoration; education of the audience culture.

The practical implementation of the program involves the presence of tasks for reflection, for the assimilation of color science and a sense of form, a search and experimental orientation, which results in collective work that completes each problematic content block.

The sixth concept was built by Yu.A. Poluyanov. within the framework of the system of developing education D.B. Elkonin and V.V. Davydov. This system has been developed since 1958 on the basis of the experimental school No. 91 Russian Academy education. A feature of this psychological and pedagogical concept is a variety of group discussion forms of work, during which children discover the main content of educational subjects. Knowledge is not given to children in the form of ready-made rules, axioms, schemes. Unlike the traditional, empirical system, the courses studied are based on a system of scientific concepts. Children are not graded in elementary school, the teacher, together with the students, evaluates the learning outcomes at a qualitative level, which creates an atmosphere of psychological comfort. Homework is reduced to a minimum, learning and consolidation of educational material takes place in the classroom.

Children do not overwork, their memory is not overloaded with numerous, but unimportant information. As a result of learning according to the Elkonin-Davydov system, children are able to reasonably defend their point of view, take into account the position of another, do not accept information on faith, but require proof and explanation. They form a conscious approach to the study of various disciplines. Education is carried out within the framework of regular school programs, but at a different quality level.

The integrated course "Fine Arts and Artistic Work" within the framework of the Elkonin-Davydov system presupposes the solution of the main educational tasks in accordance with the age of the students.

In the first year of study, children get acquainted with those types of visual and labor activities that are available to them according to technology. The 1st grade course is introductory and transitional from preschool activities to school lessons, built on the principles of the system of developmental education. The content of classes by types of educational and creative work is represented by the following sections: lines - spots - silhouettes, commonality and differences, measure of size and shape, connection by design; sculptural modeling; paints and color; decorative painting; artistic design; architecture and monumental painting; artistic sewing.

The content of the second year of study in fine arts and artistic work includes five sections: harmony of color combinations, harmony and expressiveness of color, rhythm in life and in art, symmetry in life and in art, outlines of objects and images. All these sections are interconnected and directed towards a single task: the formation in children of the ability to see not only individual images and parts of products, but the relationship between them, which is impossible without the development of the ability to generalize the perception of color, space, form of what they depict.

The main task of the third year of study is to create conditions for the formation and successful implementation students of new creative and interesting ideas. Such a task is realized through the study of the following sections of the course: compositional and constructive balance, dynamic and static balance of composition and construction, contrasts - analogies, proportions of images and compositions, pen drawing, outlines - shape - proportions of images.

At the fourth stage, the main task of teaching is to restructure the already established ideas of children, in which they turn on spatial imagination about the world around and ways of depicting it. Therefore, the content of training includes such sections as: spatial plans of the composition; volumetric images; observation and image of trees; watercolor art; construction volumetric forms from flat sheet material; rhythm in painting, graphics, sculpture; construction of volumetric art products, our city (village, village) at different times of the year.

Analysis of tasks and content of the program Yu.A. Poluyanova shows that each method of artistic representation, being introduced (not passed, not memorized, namely introduced into the visual activity of children) at some stage of education, then is constantly included in all subsequent classes, unfolding in front of students with newer and richer opportunities. At the same time, when getting acquainted with each of these methods and practical tests of each of them, children should develop a new and very important ability to look and see.

So, the concepts and programs of teaching fine arts at school presented here are diverse and do not equally offer to realize the main goal of forming an aesthetic attitude to life. Guided by the main provisions of lifelong art education in a general education school, a primary school teacher who teaches fine arts should focus on that curriculum in fine arts, which is implemented in the main part of the general education school.

conclusions.

Development modern system general education is determined by such a conceptual position as the inseparability of school and society. Society lives and develops as it learns. However, today more and more often politicians, scientists, educators, students and their parents note that the interests of the child and the needs of society are beyond the threshold of the school. Many researchers see the only way out of this situation - cardinal changes school policy towards its democratization and humanization. In this regard, work is underway to restructure and update the entire education system, searches are being made for ways to develop the school, concepts, projects, programs, and non-traditional forms of education are being developed.

The variety of art education concepts is a prime example modern trends in the development of the education system and complicates the tasks of a teacher teaching fine arts in elementary school when choosing the leading principles and methods of education and training. Nevertheless, any school program in the visual arts is focused on the formation of the spiritual world of the child, on the development of his aesthetic perception peace, creative self-expression, the formation of interest in life through the passion for art.

The role of fine art in the decision common tasks education clearly defines the concept of modernization Russian education for the period up to 2010: "The formation of schoolchildren's civic responsibility and legal self-awareness, spirituality and culture, initiative, independence, tolerance, the ability to successfully socialize in society and actively adapt to the labor market."

When solving the main tasks of spiritual enrichment of younger students through familiarization with the fine arts, it is important for the teacher how the artistic and pedagogical process will be organized, through what content and forms it will influence the formation creative personality. The main principle that determines the success of the pedagogical activity of a teacher of fine arts should be a careful attitude to children's creativity and at the same time tactfully leading this process.

The primary conditions for the successful formation of not only the spiritual world of the child, but also his practical skills and skills in visual activity are:

• - a variable approach to the formulation and solution of artistic and creative tasks,
• - nationally oriented training in fine arts,
• - stimulating the independence of younger students in choosing art materials and means of expression in the process of creating visual images,
• - the teacher's desire for pedagogical creativity and improvement of the educational process, etc.

A teacher of fine arts in elementary school should always remember that changing social values, more and more saturated information flows are always reflected in fine arts. Only truly spiritual works of art become immortal. Therefore, classical examples of painting, graphics, decorative and folk art should form the basis of the content of the subject area "Art", since time is not subject to them. Similar processes can be traced in the development of teaching methods. While the most modern techniques teaching methods may gradually become obsolete, the methods that the novice teacher himself has tested in practice, and which have shown themselves successful more than once, will form the basis of his pedagogical activity in the future.

Literature

artistic fine art general education

• 1. The living world of art: (a program for the polyartistic development of schoolchildren in grades 1 - 4): For a general image. and special schools, lyceums, gymnasiums and out-of-schools. det. institutions / Nauch. hands B.P. Yusov. - M.: RAO, 2000. - 40 p. - (Library of programs on art and aesthetic education; Issue 3)
• 2. Fine arts and artistic work: Program and thematic planning / Shpikalova T.Ya., Ershova L.V., Makarova N.R. - M.: Enlightenment, 2008. - 92 p.
• 3. A set of integrated polyartistic programs / Nauch. hands B.P. Yusov. - M.: Publishing House Master-Press, 2000. - 148 p.
• 4. The concept of art education as the foundation of the system aesthetic development students at school / otv. ed. B.M. Nemensky. - M., 1992. - 123 p.
• 5. Educational system "School 2100". Collection of programs. Preschool education. Elementary School. / Under scientific. ed. DI. Feldstein. - M.: Balass, 2008. - 336 p.
• 6. Poluyanov Yu.A. Visual arts and artistic work. 1 class. (System D.B. Elkonin - V.V. Davydov): A guide for the teacher. - M.: Vita-Press, 2003. - 224 p.
• 7. Poluyanov Yu.A. Visual arts and artistic work. Grade 2 (System D.B. Elkonin - V.V. Davydov): A guide for the teacher. - M.: Vita-Press, 2004. - 256 p.
• 8. Poluyanov Yu.A. Visual arts and artistic work. Grade 3 (System D.B. Elkonin - V.V. Davydov): A guide for the teacher. - M.: Vita-Press, 2005. - 224 p.
• 9. Poluyanov Yu.A. Visual arts and artistic work. 4th grade. (System D.B. Elkonin - V.V. Davydov): A guide for the teacher. - M.: Vita-Press, 2007. - 208 p.
• 10. Order of the Ministry of Culture of the Russian Federation dated December 28, 2001 No. 1403 "On the concept of art education in the Russian Federation" - http: //www.gnesin.ru
• 11. Programs of educational institutions. Visual arts and artistic work. 1-9 cells / Nauch. hands B.M. Nemensky. - M.: Enlightenment, 2009. - 141 p.
• 12. Programs of educational institutions. Art. 1-9 cells / Nauch. hands V.S. Kuzin. - M.: Enlightenment, 1994. - 160 p.
• 13. Programs of the secondary school. Fundamentals of folk and arts and crafts. I-IV class. / Nauch. hands T.Ya. Shpikalov. - M.: Enlightenment, 1992. - 78 p.
• 14. Rylova L.B. Fine arts at school. Didactics and methodology: Tutorial. - Izhevsk, Udm. un-ta, 1992. - 310 p.
• 15. Sokolnikova N.M. Visual arts and methods of its teaching in elementary school. - M.: Academy, 2002. - 368 p.
• 16. Collection of normative documents. Primary school / comp.
• 17. A.G. Arkadiev, E.D. Dneprov and others - M.: Drofa, 2004. - 64 p.