Slide 1
Slide 2
A. Pushkin called art a “magic crystal”, through the facets of which the people, objects and phenomena of everyday life around us are seen in a new way. Ivan Shishkin In the wild north
Slide 3
At all times, painters, composers and writers have embodied in their works various natural phenomena that excited them. Boris Kustodiev. Autumn. 1915 Camille Pissarro Orchard in Pontoise Ivan Shishkin Forest distances
Slide 4
Thanks to works of art - literary, musical, picturesque - nature always appears before readers, listeners, and spectators in different ways: majestic, sad, tender, jubilant, mourning, touching. Ivan Aivazovsky Storm on the North Sea. 1865 Boris Kustodiev Winter. 1916 Mikhail Vrubel Lilac. 1900
Slide 5
Everything is in a melting haze: Hills, copses. Here the colors are not bright and the sounds are not harsh. Here the rivers are slow, the lakes are misty, and everything eludes a quick glance. There is little to see here, here you need to look closely, so that your heart is filled with clear love. Here it is not enough to hear, here you need to listen, so that consonances flow into the soul together. So that the Transparent waters suddenly reflect All the charm of shy Russian nature. N. Rylenkov Read the poem aloud. Find the right intonation, tempo, and vocal dynamics to convey the emotional state reflected in this work.
Slide 6
A. Savrasov. The Rooks Have Arrived. I. Levitan. Lake. Rus' Russian artists of the 19th century. A. Savrasov, I. Levitan, I. Shishkin and others discovered the beauty of their native land.
Slide 7
K. Monet. Westminster Abbey by K. Monet. Reims Cathedral at sunrise In the 20th century. In foreign fine arts, a direction arose that was called “impressionism” (from the French impression - impression). Impressionist artists tried to capture fleeting impressions of the real world in their paintings.
Slide 8
Thin, like candles, girlishly slender birches look like the very ones that have been sung in Russian songs from time immemorial. The reflection of birch trees in clear water seems to constitute their continuation, their echo, a melodic echo; they dissolve in the water with their roots, their pink branches merge with the blue of the sky. The contours of these bent birch trees sound like a gentle and sadly plaintive pipe; from this choir, individual voices of more powerful trunks burst out, all of them are contrasted with a tall pine trunk and the dense greenery of spruce. M. Alpatov about the painting by I. Levitan. Spring. Big water
Slide 9
Why did a simple Russian landscape, why a walk in the summer in Russia, in the village, through the fields, through the forest, in the evening in the steppe, used to put me in such a state that I lay down on the ground in some kind of exhaustion from the influx of love for nature, those inexplicable sweet and intoxicating impressions that the forest, steppe, river, distant village, modest church brought to me, in a word, everything that made up the wretched Russian landscape of my native land? Why all this? P. Tchaikovsky I. Levitan. Over eternal peace.
Slide 10
Listen to fragments of program works by A. Vivaldi and P. Tchaikovsky. How does this music make you feel? Find in them similar and different features, expressive means that convey the composers’ attitude to nature. What distinguishes Russian music from Italian? What visual and literary associations emerge from these works? Match the poems to the music played.
Ticket No. 5 (2)
The simple beauty of the Central Russian strip did not attract the attention of artists for a long time. Boring, monotonous flat landscapes, gray skies, spring thaw or summer grass withered by the heat... What's poetic about this?
Russian artists of the 19th century. A. Savrasov, I. Levitan, I. Shishkin and others discovered the beauty of their native land. People, as if for the first time, saw in their paintings both the transparent spring air and the reviving birch trees filled with spring sap; We heard the cheerful, hopeful, joyful hubbub of birds. And the sky doesn’t seem so gray and joyless, and the spring dirt is soothing and pleasing to the eye. It turns out that this is what Russian nature is like - gentle, thoughtful, touching! It was thanks to the painting “The Rooks Have Arrived” by Alexei Kondratievich Savrasov (1830-1897) that Russian artists felt the songfulness of Russian nature, and Russian composers felt the landscape nature of Russian folk song.
In the 20th century In foreign fine arts, a direction arose that was called “impressionism” (from the French impression - impression). Impressionist artists tried to capture fleeting impressions of the real world in their paintings.
An instructive and even funny story happened with the painting “Westminster Abbey” by the French impressionist artist Claude Monet (1840-1926).
Londoners, accustomed to fog, knew exactly its color - gray. And how amazed and even outraged they were when they saw Monet’s painting at the exhibition. On it they discovered that the fog blurring the outlines of the castle had a purple hue! When people went outside, they, to their surprise, discovered that the fog was actually purple! Indeed, depending on the weather, time of day, and the refraction of sunlight, fog can take on very different colors. But it was the artist who noticed and revealed this feature to everyone.
Take in the picturesque scenery. Explain how the features of color, color, rhythm, and composition help create various images of nature captured on these canvases.
How do you understand the words of the Russian poet I. Bunin?
No, it’s not the landscape that attracts me,
It’s not the colors that the greedy gaze will notice,
And what shines in these colors:
Love and joy of being.
Select picturesque, literary and musical works that reveal the emotional richness of the world, and prepare a conversation with younger students about the beauty and harmony of the surrounding nature.
Watch a film - an adaptation of one of the works of Russian classics. What role does landscape play in the film? Artistic and creative task
Write sketches (literary or pictorial) in which you depict nature in different emotional states (at different times of the day or at different times of the year).
Visible music
Listeners all over the world know and love the masterpieces of musical classics - “The Seasons” - a cycle of concerts by the 18th century Italian composer Antonio Vivaldi (1678-1741) and a cycle of piano pieces by the 19th century Russian composer Pyotr Ilyich Tchaikovsky (1840-1893). Both compositions belong to program music: they have titles and are accompanied by poetic lines - sonnets by the composer himself in Vivaldi concertos and poems by Russian poets for each of the 12 plays of Tchaikovsky's cycle.
In Russian mood landscapes - poetic, pictorial and musical - images of nature, thanks to the amazing songfulness of intonations, melodies that last like an endless song, like the melody of a lark, convey the lyrical desire of the human soul for beauty, helping people to better understand the poetic content of sketches of nature.
These are the words in which I described my impressions of I. Levitan’s painting “Spring. Big Water" expert on Russian painting M. Alpatov:
Thin, like candles, girlishly slender birches look like the very ones that have been sung in Russian songs from time immemorial. The reflection of birch trees in clear water seems to constitute their continuation, their echo, a melodic echo; they dissolve in the water with their roots, their pink branches merge with the blue of the sky. The contours of these bent birch trees sound like a gentle and sadly plaintive pipe; from this chorus, individual voices of more powerful trunks burst out, all of them are contrasted with a tall pine trunk and the dense greenery of spruce.
Why did a simple Russian landscape, why a walk in the summer in Russia, in the village, through the fields, through the forest, in the evening in the steppe, used to put me in such a state that I lay down on the ground in some kind of exhaustion from the influx of love for nature, those inexplicable sweet and intoxicating impressions that the forest, steppe, river, distant village, modest church brought to me, in a word, everything that made up the wretched Russian landscape of my native land? Why all this?
P. Tchaikovsky
Pay attention to the epithets in the description of the picture. Why did the author use musical comparisons?
What attracts composers and artists to Russian nature?
Listen to fragments of program works by A. Vivaldi and P. Tchaikovsky. How does this music make you feel?
Find in them similar and different features, expressive means that convey the composers’ attitude to nature. What distinguishes Russian music from Italian?
What visual and literary associations emerge from these works? Match the poems to the music played.
Listen to modern adaptations of classic works depicting nature. What new do modern performers bring to the interpretation of familiar melodies?
Artistic and creative task
Select reproductions of landscape paintings. Write a short story about one of the paintings in a creative notebook, find musical literary examples for it.
8th grade.
Section 2. Art opens up new facets of the world
Lesson 5
Topic: Landscape – poetic and musical painting. Visible music.
Target: form an idea of the genre of landscape in painting and music and create a picturesque landscape composition.
Tasks:
Fostering love for nature and native land;
Formation of ideas about the genre of landscape in painting and music;
Development of artistic and practical skills in the field of landscape depiction.
Lesson type: lesson of studying and consolidating knowledge.
Methods and forms of training: verbal, visual, partially search, analytical, artistic and pedagogical dramaturgy;
Equipment: laptop, TV, presentation on the lesson topic, album, paints, brushes, jar of water, palette.
During the classes.
1.Introduction. Organizational moment, greeting.
2. Exposition. (slide 1) “Summer” by P.I. Tchaikovsky sounds. ( Introductory speech by the teacher.) Guys, today I want to start the lesson with lines from a poem by Ivan Bunin.
No, it’s not the landscape that attracts me,
Love and joy of being. I. Bunina
What do you think will be discussed in class today? What will we learn? (Students' answers)
Presentation of the topic and objectives of the lesson. (slide 2) Today in the lesson we will look at the genre of landscape in different types of art and complete an artistic and practical task.
3.Development.
What is a landscape?
What types of landscapes in fine art do you remember? (urban, rural, marina, landscape in portrait, etc.). (slide 3)
(slide 4) In the previous lesson, we talked about the fact that for a long time the simple beauty of the Central Russian strip did not attract the attention of Russian artists. Boring, monotonous flat landscapes, gray skies, spring thaw or summer grass withered by the heat... What's poetic about this? And only thanks to the picture Alexey Kondratievich Savrasov(1830-1897) “The rooks have arrived”, Russian artists felt the songfulness of Russian nature. A whole galaxy of Russian artists appeared who glorified the beauty of their native land in their works.
Name the paintings and names of the Itinerant artists whose works we met in the last lesson.
(slide 5-7)(Student answers: A. Savrasov, I. Levitan, I. Shishkin, etc.)
Does the landscape genre exist in other forms of art besides fine art?
(Student answers: in music and literature)
Name the famous Italian composer of the 17th century who wrote a series of concerts called “The Four Seasons”.
(Student answers: Antonio Vivaldi)
Guys, your homework was to prepare a group performance and read a landscape poem, choosing the appropriate musical accompaniment. I invite you to present your speeches.
(slide 8)
Student performance.
(slide 9) In Russian mood landscapes - poetic, pictorial and musical - images of nature, thanks to the amazing songfulness of intonations, melodies that last like an endless song, like the melody of a lark, convey the lyrical desire of the human soul for beauty, helping people to better understand the poetic content of sketches of nature.
(slide 10-11) In the foreign fine arts of the 20th century, a bright trend appeared for which it became characteristic to capture fleeting impressions of the really existing world in their paintings. This style was called "impressionism" from the French "impression". The founder of the style was the French artist Claude Monet (1840-1926).
Look at the paintings and compare the characteristic features of the “realism” and “impressionism” styles.
(slide 12) Comparative analysis of styles
(slide 13-16) An instructive and even funny story happened with the painting “Westminster Abbey” by the French impressionist artist Claude Monet. Londoners, accustomed to fog, knew exactly its color - gray. And how amazed and even outraged they were when they saw Monet’s painting at the exhibition. On it they discovered that the fog blurring the outlines of the castle had a purple hue! When people went outside, they, to their surprise, discovered that the fog was actually purple! Indeed, depending on the weather, time of day, and the refraction of sunlight, fog can take on very different colors. But it was the artist who noticed and revealed this feature to everyone.
Artistic and practical activities.
(slide 17) Using the features of color, coloring, rhythm, composition, create various images of your native nature using pictorial means. (The work is performed to accompany piano pieces by the Russian composer P.I. Tchaikovsky. This year marks the 145th anniversary of the birth of P.I. Tchaikovsky)
4. Climax. Exhibition, discussion and evaluation of works.
5. Reprise. (slide 18) Guys, I started the lesson with poetic lines. How do you understand the words of the Russian poet I. Bunin?
No, it’s not the landscape that attracts me,
It’s not the colors that the greedy gaze will notice,
And what shines in these colors:
Love and joy of being.
6. Afterword (slide 19)
Generalization and consolidation of knowledge
What is landscape?
What does the landscape genre “glorify”?
What is “impressionism” and what are its features?
Name the artists and their works that were discussed in class today.
What is the relationship between painting, music and literature?
(slide 20) Homework. Review everything you know about the portrait genre.
Landscape - poetic and musical painting
Lesson content lesson notes supporting frame lesson presentation acceleration methods interactive technologies Practice tasks and exercises self-test workshops, trainings, cases, quests homework discussion questions rhetorical questions from students Illustrations audio, video clips and multimedia photographs, pictures, graphics, tables, diagrams, humor, anecdotes, jokes, comics, parables, sayings, crosswords, quotes Add-ons abstracts articles tricks for the curious cribs textbooks basic and additional dictionary of terms other Improving textbooks and lessonscorrecting errors in the textbook updating a fragment in a textbook, elements of innovation in the lesson, replacing outdated knowledge with new ones Only for teachers perfect lessons calendar plan for the year; methodological recommendations; discussion program Integrated LessonsMethodological development of an open lesson
Art in 8th grade
according to the program “Art 8th – 9th grade” by G.P. Sergeeva E.I.E. Kashekova, E.D. Cretan,
Chapter: Art opens up new facets of the world.
Subject: Art talks about the beauty of the earth.
Lesson topic: Landscape – poetic and musical painting.
art teacher
You'll wake up at dawn
You and I will meet together
Dawn's birthday.
How beautiful this world is, look.
How beautiful this world is!
1. Formation of students’ understanding of the genre of landscape in painting and music;
development of artistic and analytical abilities, attention, cultural vigilance, increasing the level of educational motivation and cognitive interest; the ability to conduct a dialogue with works of art.
Lesson type: – lesson of studying and primary consolidation of knowledge.
Teaching methods: verbal, visual, partially search, analytical.
Equipment: computer, multimedia projector, screen, internet
Visual range: DVD “Landscape”, reproductions of paintings
Digital resource used http://palitra-ru.ru/; http://music.yandex.ru/#!/track/402710/album/220970); http://www.art-urok.ru/flomaster3.ht
Textbook: G. P. Sergeeva, I.E. Kashekova, E D Kritskaya. Art, 8-9 grades M: Enlightenment, 2013
| Actor- teacher's ability | Student activities |
||||||||||||||||
| Cognitive | Communicative | Regulatory |
|||||||||||||||
| Realized- actions to be taken | Forming- y methods of activity | Realized- actions to be taken | Forming- possible ways of activity | Realized- actions to be taken | Formira- available methodsactivities |
||||||||||||
| 1. Motivation for learning activities (organizational moment 1 – 2 minutes) |
|||||||||||||||||
| The teacher puts students in a positive mood, encourages students, and reminds them that they want and can study well. The song “How beautiful this world is!” | Students also tune in to the lesson, express their opinions on what they want and will do well in the lesson. | Determine the goal in educational activities with the help of a teacher | |||||||||||||||
| The teacher leads students to the fact that the topic of the lesson is related to poetry, visual arts and music. Children show homework. Pictures of nature appear on the screen accompanied by music and poetry and prose. You need to understand what will be the topic of the lesson. | Students compare, highlight the main thing, find the answer to the teacher’s question, and draw conclusions.. | Analysis and synthesis, classification, generalization. Recognition of essential features and properties of phenomena through observation, comparison, and analysis. | Joint search for an answer to a question asked by the teacher, participation and interaction in the process of this search. | Communication, the need to share your opinion with peers and the teacher, the ability to listen and perceive the opinions of others. | Works of art proposed for analysis are evaluated. | The ability to accept and maintain the goal set in the lesson. |
|||||||||||
| 1 A quote from a poem by I. Bunin appears on the screen No, it’s not the landscape that attracts me,
Love and joy of being, It's spilled everywhere... She is everywhere where beauty is... (From Ivan Alekseevich Bunin) 2. The teacher asks you to make a guess about the topic of the lesson 3. Organizes a conversation that reveals students’ knowledge in this area. 4. Summarizes the conversation. | They analyze the artist’s style, identify the similarities and differences between the images (based on previously studied material). | Identify essential information from the title of the picture, put forward your own hypotheses and justify them. Update personal life experience. | Interaction with the teacher during a conversation carried out in frontal mode. | Listen to your interlocutor express your opinion, interact through mutual understanding.. | Check the correctness of their classmates' answers. | Be able to act in accordance with the target setting. Understand and maintain the educational goal and task. Supplement and clarify the opinions expressed by classmates. |
|||||||||||
| The teacher leads students to understand the “Impressio” style | Students themselves formulate the goals and objectives of the lesson, which is necessary to study a new topic: getting to know people - artists, their works of art. | They identify similarities and differences between picturesque images, compare and analyze them. Analogies are established for the features of painting by impressionist artists. | When answering questions, teachers reason and reflect on what is characteristic of them | They personally evaluate the music played in the lesson and the artist’s work. | The ability to interact with adults and peers in the process of learning activities. |
||||||||||||
| 5. Primary consolidation (4 – 5 minutes). |
|||||||||||||||||
| Looking at paintings by K. Monet | Students look at paintings by an impressionist artist. | Analyze the stylistic features of each work. Compare them with each other. Establish analogies of the painting features of impressionist artists They draw conclusions.. | They communicate and interact in the process of finding common and different things. | Verbal and non-verbal means of communication are formed to reveal one’s attitude towards art. | Evaluate the expressive and figurative features of works of art (painting and music) | The ability to control the process and results of one’s activities, including control in collaboration with the teacher and peers. |
|||||||||||
| 6.Independent work with self-test minutes |
|||||||||||||||||
| They identify the features of the writing style of a particular picture of nature, answer questions about composition, color scheme, etc. | They develop the ability to work with information through concrete sensory comparison, generalization and analysis. | Participation in joint activities, communication and interaction in the process of performing work, i.e. reflection, debate, the ability to come to a common opinion. | Distribution of initial actions. planning general ways of working that will help you complete a task quickly and efficiently | They evaluate and correlate those examples of painting that need to be analyzed with the experience of synthesis and analysis that students already have. | The ability to distinguish between the objective difficulty and the subjective complexity of the problem posed, the ability to plan one’s activities. |
||||||||||||
| 7. Inclusion of new knowledge into the knowledge system and repetition 5 – 6 minutes |
|||||||||||||||||
| Taking a test on the material studied | They explore and identify the patterns of the emergence of a new style in art, identify common features, and compare the features of painting and music in the style of impressionism. | Recognize the essential features and properties of the problem being studied through observations, comparisons, and analysis. | They use a dictionary of emotions while watching a presentation to characterize the music playing and artistic images appearing on the screen. | Communication that ensures the implementation of the processes of distribution, exchange and mutual understanding. | They evaluate the knowledge and impressions they received during the lesson and compare them with existing experience and knowledge in the field of music and fine arts. | The ability to plan work before it starts, i.e. choosing your own version of homework. Ability to evaluate a task and one’s capabilities. |
|||||||||||
| 8. Reflection on learning activities in the lesson (result) 2 – 3 minutes |
|||||||||||||||||
| Does the teacher find out what task was set in the lesson? Did you manage to solve it? What conclusions did you get? How can this knowledge be integrated into the system of knowledge about music as a whole? | Students name the goals and objectives that they formulated and outlined at the beginning of the lesson, analyze whether they managed and learned everything during the lesson. | Compare, analyze, classify, summarize. | Participated in joint activities, communicated and interacted at various stages of the lesson. | We planned ways and techniques of work. By reflecting on our actions, we adjusted the forms of collaboration. | They assessed their own activities in the lesson, during various stages of the lesson. | The ability to adequately perceive how your actions are assessed by the teacher and peers. |
|||||||||||
Lesson summary
Motivation for learning activities (organizational moment 1 - 2 minutes)
The teacher puts the students in a positive mood and encourages the students. Song "How beautiful this world is"
2.Updating and recording individual difficulties in a trial educational action (4 – 5 minutes)
At the last lesson, I asked to select a visual and literary series for the works of Nikolai Rylenkov “Everything in a Melting Haze” and Mikhail Prishvin “To an Unknown Friend.” The children show presentations.
- Do you think the guys coped with the task?
- Did they fully succeed in illustrating these literary works?
3. Setting a learning task (4 – 5 minutes)
*A quote from the poem appears on the screen
I. Bunina
No, it’s not the landscape that attracts me,
It’s not the colors that I’m trying to notice,
And what shines in these colors:
Love and joy of being,
It's spilled everywhere...
She is everywhere where beauty is...
(From Ivan Alekseevich Bunin)
- Let's remember with you what a landscape is?
- What types of landscapes do you remember? (urban, rural, marina, landscape in portrait, etc.)
* The teacher asks you to make a guess about the topic of the lesson
LISTENING TO THE POEM F.I. Tyutchev “AUTUMN EVENING”
* Organizes a conversation that reveals students’ knowledge in this area.
View the presentation "Landscape"
* Summarizes the conversation.
4.Discovery of new knowledge (construction of a project for getting out of a difficulty)
6 -7 minutes. Introduction to painting in the style of “Impressionism”»
The teacher leads students to understand
Style "Impressionism"
Formation of goals and objectives necessary for studying this topic.
Taking advantagetextbooks with 24, answer the question
- What is this nature like in the paintings of Russian artists?
For a long time, the simple beauty of the Central Russian strip did not attract the attention of Russian artists. Boring, monotonous landscapes, gray skies, spring thaw or summer grass withered by the heat... What's poetic about this?
Russian artists - Itinerants of the 19th century. A. Savrasov, I. Levitan, I. Shishkin and others discovered the beauty of their native land. People, as if for the first time, saw in their paintings both the transparent spring air and the reviving birch trees filled with spring sap; We heard the cheerful, hopeful, joyful hubbub of birds. And the sky doesn’t seem so gray and joyless, and the spring dirt is soothing and pleasing to the eye.
It turns out that this is what Russian nature is like - gentle, thoughtful, touching!
It is thanks to the picture Alexey Kondratievich Savrasov(1830-1897) “The rooks have arrived” Russian artists felt the songfulness of Russian nature, and Russian composers felt the landscape of Russian folk song.
Let's look at the paintings by Savrasov “The Rooks Have Arrived” and Levitan “Spring. Big Water”, “Above Eternal Peace”, “Lake.Rus”.
Let's listen to a musical fragment from Vivaldi's composition "Summer".
What kind of summer did you imagine? (learn the answers).
What means of artistic expression do artists use (color, rhythm, chiaroscuro,
etc.)?
Now let’s look at foreign fine art of the 20th century: the emergence of the “impressionism” (impression) direction. Impressionist artists tried to capture fleeting impressions of the real world in their paintings.
An instructive and even funny story happened with the painting “Westminster Abbey” by the French impressionist artist Claude Monet (1840-1926)
Londoners, accustomed to fog, knew exactly its color - gray. And how amazed and even outraged they were when they saw Monet’s painting at the exhibition. On it they found
that the fog blurring the outlines of the castle has a purple hue! When people went outside, they, to their surprise, discovered that the fog was actually purple! Really,
Depending on the weather, time of day, and refraction of sunlight, fog can take on very different colors. But it was the artist who noticed and revealed this feature to everyone.
Artistic and creative task:
Work on depicting a sketch of a landscape in any emotional state.
work includes (two options):
1- image of a pictorial sketch;
2-image of a literary sketch.
Consolidation and reflection
What is landscape?
What role did Russian artists play in the poeticization of the landscape genre?
What does the Russian landscape genre “glorify”?
What is “impressionism” and what are its features?
Name the artists and their works that were discussed in class today.
What is the relationship between painting and music?
Lesson summary: in Russian landscapes-moods - poetic, pictorial and musical - images of nature, thanks to the amazing songfulness of intonations, melodies that last like an endless song, like the melody of a lark, convey the lyrical desire of the human soul for beauty, help people to better understand the poetic content of sketches of nature.
What is characteristic of impressionist landscapes?
Reflection:-
- What new did you learn in the lesson?
Finish the phrase: “The Russian native landscape is ...:
Color of colors
A fleeting impression of the real world
Forest, steppe, river, village in the distance, a modest church.