Creative project on visual activity “Seasons. Creative work "landscape and its expressive possibilities in the visual arts" Landscape painting project
Art lesson project
teacherIgnatenko Elena Ivanovna
City, districtBiysk district
OUMBOU "Maloyeniseyskaya secondary school"
Itemart
Class6
Lesson topicLandscape of mood. Nature and the artist"
Means that provide the educational process in the classroom:textbook L.A. Nemenskaya “Fine art. Art in human life. Grade 6 ", printed excerpts from encyclopedias, computer, projector, screen, recording of a fragment from the piano cycle by P.I. Tchaikovsky "The Seasons", paints, album, brushes.
Characteristics of the types of activities of students :
reason about the different moods of man and nature.
Learn to see, observe and experience aesthetically variability of color state and mood in nature.
Acquire Skills selection of colors corresponding to the state of nature.
Gain experience coloristic vision, creating a picturesque image of a person's emotional experiences.
Experiment use expressive meansin painting technique.
think creatively, based on the received ideas and their color perception of the mood in nature.
Be able to work in a group, analyze their own work and the work of classmates.
Development results:
Personal:
- fostering love for the nature of the native land;
- development of aesthetic consciousness through creative activity.
Metasubject:
Ability to independently determine the purpose of the lesson;
The ability to correlate their actions with the planned results,
- the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution.
Subject:
— development of an aesthetic, emotional and value vision of the world; development of observation, empathy, visual memory, associative thinking, artistic taste and creative imagination.
- awareness of the importance of art and creativity in the personal and cultural self-identification of the individual;
- development of individual creative abilities of students, the formation of a sustainable interest in creative activity.
Planned results:
Practical skills:
- acquired the ability to workin painting technique
Educational Skills :
- learned to convey the mood of the landscape with the help of color, tone, create their own expressive, emotional drawings; to achieve in the work a unified coloristic sounding of the mood.
Information Skills:
- work with information;
- draw reasoned conclusions, reason, make informed decisions.
Communication skills:
- be able to work in a group;
Be tolerant of your partner's opinion;
- the ability to evaluate the process and result of one's work, the ability to present it to the viewer, to express one's own opinion with reason.
Student activities | Teacher activity | Note |
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They observe the state of nature at different times of the day, noting color features. Photographing nature at different times of the day. | time of day, offers to take pictures of your favorite moments. | At recess, children upload their photos to the teacher's computer. . |
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I .Organizational moment, emotional mood. Target: introduction of students into an artistic-figurative mood. |
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Student activities | Teacher activity | Note |
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After the greeting, they sit down. Accept music. “This is the state of mind of a person. - Convey the mood of nature - No | Method of emotional immersion. Greets children, includes a recording of a fragment from the piano cycle by P.I. Tchaikovsky "The Seasons" Leading into the problem. Guys, I came to the lesson in a good mood, orange-yellow. What is your mood and what color is it painted in? - What is mood? - We say "Nature cries or smiles", and poets write“Tender, mysterious charm”, “Misty midday lazily breathes”. - Why do they say that? But is nature an animated being? | Visual inspection, teacher-student dialogue. |
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II .Learning a new curriculum material. Target: the formation of students' emotional and sensory perception of the surrounding reality and the ability to convey mood through artistic images. Tasks: the formation of an emotional and evaluative attitude towards the work of artists; develop sensitivity to color, observation, figurative thinking; to acquaint with the work of impressionist artists. |
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Teacher activity | Teacher activity | Note |
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- An image created by man (man assigns his mood to nature) - Autumn Emotional call of children, children's interest, concentration in the selection of accurate epithets. Yes Transfer to paper, depict, write, photograph.
Children examine the work of French painters in the textbook. Contemplating, they give an emotional assessment of what they saw. Children share their impressions with a neighbor in the desk. Children are included in the conversation, make comments in the course of the story. Children contemplate the photographs they see, give an emotional description of the state of nature. Children work with excerpts from the source, find answers to the questions posed. | "Then why do they say that?" Listen, the mood of what time of year Tyutchev conveys That gentle smile of fading, This mood of nature was described by the poet, and the artist depicted on canvas. All week you watched nature. Does the same landscape always evoke the same mood in you? Formulation of the problem. Would you like to leave this state for a long time? How to do it? After all, our memory is short, short-lived. Working with sources. Guys, I suggest you turn to an excerpt from the source that you have on your desks. Read how the Big Encyclopedic Dictionary interprets the concept of painting? Find what means of artistic expression are used in painting? Let's look at the work of great painters in the textbook, p.152. These works were painted by French artistsXIXV. And their landscapes carried a certain mood. - Do you know where this name came from? (mood landscape) - This concept was introduced in the 19th century by the Impressionists. They were the first to work thoroughly on the state of nature. If, according to tradition, artists spent many months, or even years, painting their paintings in the studio. Then the Impressionists went to the open air and caught a moment, conveying their impression of the state of the landscape, wrote with quick strokes, performing the same corner of nature in the morning, afternoon and evening. By what expressive means is the illusion of the depth of space achieved in these works? What feelings are conveyed in the work of Claude Monet Impression? What job did you like the most? – The landscape genre not only expresses the infinite diversity and beauty of nature at different times of the year, but also conveys feelings and moods. At the heart of any painting is real nature, but at the same time, very different images arise, because the main thing is the individuality of the artist. He does not paint nature, but conveys his inner state in painting, so each artist has his own favorite color combinations, techniques, and individual attitude to color. Russian painters also masterfully knew how to convey the mood in their works. The famous painting "The Rooks Have Arrived" was painted by Savrasov from nature in the village of Molvitino, Kostroma province. There Savrasov found a new motif for the Russian landscape, capturing and feeling the moment of the first glimpses of spring, the “signs” that nature gives us. Again spring will wash the sky . With its melt water. And the winter cold is true and fiction Will go to the snowdrifts to wait. T. Kurbatova The day was chilly and damp. In the melt water - a whitish sky, a leisurely timid smoke and a church bell tower, of which there are many in Rus'. Gnarled birch trees on the outskirts of a village or small town, spread out on a hill. Heralds of warmth clamor, fuss, renewing old nests, weaving new ones. You can listen to the joyful hubbub of rooks for an infinitely long time. The air is fresh and transparent. The soft blue sky is reflected in the thawed patches, peeking through the loose cumulus clouds. Everything in this picture is filled with a single rhythm, filled with light breathing. Indeed, in Rooks, the joys of spring renewal are equally involved in birds, and melting snow, and blue haze smoking from chimneys over the roofs of huts, and the invisible inhabitants of these huts, and the author himself, who managed to convey to us, people alreadyXXIcentury, its spring mood. We can trace the transmission of mood even in your photographs, which you yourself have taken. Pay attention to the screen, what mood or feeling does the state of nature, recorded by Sasha, evoke in you? And what did Olya want to show us to the audience in her photographs? Please note that Roman's work is different from the rest. Why are they interesting? What mood did Roman want to convey through his photographs? Working with the source. Each artist and photographer finds his own notes, nuances, shades through a harmonious combination of color and light. Let's go to the source. Read What is Color? Find out what kind of color is the nature of color combinations? | Application No. 1 Work with the textbook. (p.152-156) Small group work Painting conversation. On the screen is the work of A. Savrasov "The Rooks Have Arrived" On the screen showing photos that the children took the day before (different states of nature) Application №2 |
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III . Practical work. Target: creating a mood landscape in the technique of painting Tasks:to master the skills of transferring the color of a particular state in nature, to find the right color; improve the technique of working with paints (gouache, watercolor); |
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Student activities | Teacher activity | Note |
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— We need to convey our favorite state of the natural motive in our work. Your emotional state, response. Emotional response, the desire to fulfill your mood through the landscape. | — Guys, choose for yourself a practical task from those proposed in the textbook on page 155. Define the task to be completed. Pay attention to the following points at work. -First stage: -Second phase: — Third stage: Let's get to work. | Working with the textbook page 155 Application №3 |
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IV .Reflexive analysis. Purpose: to evaluate their own activities in the lesson, to fix unresolved difficulties as directions for future educational activities. |
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Student activities | Teacher activity | Note |
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Children optionally go to the board with the work done, give an emotional assessment. Students' awareness of the importance of color for comprehending the surrounding beauty | – Looking at your work, we can say the results turned out to be interesting and, most importantly, you managed to convey the mood of nature and your attitude to the landscape. — What do artists convey in their works besides the visible objective world? What is the difference between a photograph and a landscape painting? - What did you see in the lesson today that most affected, remembered, surprised you in the pictures? “Nature has its own magic, its own enchanting beauty that heals the soul. Nature in the paintings of talented artists, poets, composers opens up a new world for us, excites us with its uniqueness, its reminder -don't ruin the beauty around you". K.G. Paustovsky. | Work analysis. On screen line K.G. Paustovsky. Music P.I. Tchaikovsky "The Seasons" |
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Application No. 1
BIG ENCYCLOPEDIC DICTIONARY (BES)
PAINTING - a type of fine art, the works of which are created using paints applied to any surface.
Painting - an important means of artistic reflection and interpretation of reality, influencing the thoughts and feelings of the audience. The ideological concept of works of art is concretized in the theme and plot and is embodied with the help of composition, drawing and color (colour).
Monochrome painting is used (one color tone or shades of one tone) and a system of interrelated color tones (color gamut), unchanging local color and color changes (halftones, transitions, shades), showing differences in the illumination of objects and in their position in space, reflexes, showing the interaction of differently colored objects; the general pictorial tone allows you to depict objects in unity with the environment, the valers form the finest gradations of tone; the reproduction of natural light and air (plein air) is based on the direct study of nature. The expressiveness of painting is also determined by the nature of the stroke, the processing of the colorful surface (texture). The transfer of volume and space is associated with linear and aerial perspective, light and shade modeling, the use of tonal gradations and spatial qualities of warm and cold colors. Painting can be single-layered (alla prima) and multi-layered, with underpainting and glazing. Genres of painting: historical, everyday, battle, portrait, landscape, still life, etc. There are monumental and decorative painting (wall paintings, plafonds, panels), easel painting (picture), decorative painting (theatrical and film scenery), decorative painting of household items, icon painting, miniature (illustration of manuscripts, portrait), diorama and panorama. The main technical varieties are oil painting, painting with water paints on plaster - raw (fresco) and dry (a secco), tempera, glue painting, wax painting, enamel, ceramic painting, silicate, synthetic paints, mosaic, stained glass; watercolor, gouache, pastel, ink often also serve for the execution of paintings.
Application No. 2
GREAT SOVIET ENCYCLOPEDIA
coloring (Italian colorito, from Latin color - color, coloring), in the visual arts (mainly in painting) a system of correlations of color tones that forms a certain unity and is an aesthetic embodiment of the colorful diversity of reality. K. serves as one of the most important means of aesthetically emotional expression, one of the components of the artistic image. The character of k. is associated with the content and general concept of the works, with the era, style, and individuality of the master. Historically, there have been two color trends. The first is associated with the use of a system of more or less quantitatively limited reflex . K. can be calm or intense, cold (with a predominance of blue, green, purple tones) or warm (with a predominance of red, yellow, orange tones), light or dark, and according to the degree of saturation and color strength - bright, restrained , faded, etc. In each specific work, color is formed by a unique and complex interaction of colors that agree according to the laws of harmony, complement, and contrast. The tasks of art depend on the type of art, the material, and the function of the work. In sculpture and architecture, the system of color relationships is commonly referred to aspolychrome .
Lit .: Ivens R.-M., Introduction to color theory, trans. from English, M., 1964; Volkov N. N., Color in painting, M., 1965.
V. S. Turchin.
Application №3
STAGES OF WORK ON A PAINTING WORK
— First stage: Choosing a plot and building a composition. The drawing is done with a brush with paints of warm or cold colors, depending on the color.
-Second phase: Laying the primary colors of the sky, water, earth, tree crowns. Transfer of true tonal and color relationships.
— Third stage: drawing details, summarizing and completing the work. Achieving the color unity of the landscape.
Tamara Efremova
Project "Landscape"
Information card project« Scenery»
View project: Group. medium term
Type: research-creative
Addressing:
Project implemented within the framework of the program section "Artistic Creativity"
Target project:
Enrich children's sensory experience through aesthetic perception landscape painting. Develop children's creativity.
Tasks:
Clarify and expand knowledge about the genre « Scenery» , its distinctive and constituent features and parts.
Learn to understand "language of fine arts" to draw correctly scenery.
Improve the ability to draw trees, betraying their structure, forests, fields, sky, sea, houses and streets, observing proportions, features; technical skills of the image of nature.
To form the ability to give an emotional assessment of the work, the ability to see and understand the beauty of nature, to express one's attitude towards it through the image landscape
Location:
MDOU "Kindergarten No. 29 "Bell" With. Urusovo"
Dates:
March-April 2015
Number of participants:
Children - 7 people
Parents
Children's age:
Children of the senior group.
Age - 5-6 years
Conduct form:
GCD: drawing, modeling, application
Conversations. Reading fiction. Learning.
Observations. Descriptions. Hearing. Discussion of the Game.
Product project:
Album « Scenery»
Implementation scheme project
Program section Types of children's and adult activities
Game activity "Collect scenery» , "Seasons", "Parts of the day", "Perspective", "Mosaic", "Make a Picture", "What grows in the forest?", "When does it happen?", "Natural phenomena", "Nature and Man", "What is good and what is bad?",
Moral education Thematic lessons. Conversation "Beauty is all around us", "Protect the environment", "Me and nature".
Collage "House under a blue roof"
Registration of a photo exhibition
Cognition: Formation of a holistic picture of the world Cognitive classes on the topic « Scenery» , "How to draw scenery»
Excursion to the garden, to the pond. Observations. Examination of paintings, reproductions. Conversations for the seasons
Communication.
Speech development Storytelling based on the painting by I. Shishkin "In the Wild North", I. Levitan "Gold autumn", Sovrasov "The Rooks Have Arrived"
Descriptive story based on a painting "Winter", "Summer", "Autumn", Spring"
Conversation "Seasons", "Parts of the day", "There is no bad weather", "White birch"
Reading fiction Reading poems by E Trutneva "Four Artists", « Scenery» ,
"Forget-Me-Not Sky" A. Matutis, "Grains in the sky" A. Matutis, "Trees" I. Tokmakova, S. Yesenin "White birch", "Bird cherry", "Herringbone" O. Vysotskaya, poems about winter, spring, summer, autumn from the collection "From Autumn to Summer", "Under one blue..." V. Orlov
Acquaintance with proverbs and sayings about nature. Riddles about nature.
Artistic creativity "Plasticine mosaic". "Mountains can only be better than mountains"
Application "Over the mountains, over the valleys", "Colored palms", "Snowy House".
Drawing "Kingdom of Trees", "Seasons",
"Journey to the Winter Forest", "Where winter walks, what did she bring", "White birch under my window", "Rainbow-arc", "Autumn forest", "It's raining", "Winter", "Big and small firs", "Trees in the Snow"
musical
Learning songs about nature, seasons, natural phenomena.
Stages of work on project
Stage Activities of children and parents Activities of the educator
Formulation of the problem
Preparatory
Get in trouble
They are watching. Consider.
In independent activities, trees, flowers, shrubs, and the sky are depicted.
Formulates a problem
Reads stories and poems about nature, makes riddles
2. Design
Discussion of the problem, acceptance of tasks Get used to the game situation. Accept tasks.
Plan activities Introduces into a game situation. Clarifies the problem and formulates tasks
3. Information search
Work on project
Make up stories about nature, conduct a dialogue conversation.
Choose visual material. Chart an image sequence landscape. Experimenting with paints in search of color. Image landscape from nature, from the picture, according to the presentation.
Create a framework for your work. Systematizes knowledge about landscape. Helps in problem solving.
Organizes activities to solve problems. Organizes work on project. Provides assistance.
Conducts interviews and observations. Provides a variety of visual material. Conducts experimental activities with paints with children.
Presentation Learn poems, songs about nature.
Agree on protection project.
Represent the product of the activity. Helps in the design of the album with the work of children and parents.
Takes part in defense project
Product Album « Scenery»
Application:
Didactic games by genre landscape:
What does it consist of scenery(picture game)
Target: Consolidate children's knowledge of the genre scenery, its distinctive and constituent features and parts. Select only those pictures
which depict elements inherent in the genre landscape justify your choice.
Material: Pictures depicting elements of animate and inanimate nature, subject, postcards
Gather scenery
Target: Consolidate knowledge of the constituent elements landscape about the signs of the seasons.
Develop fantasy, imagination, creative idea (compose a composition according to a given plot: winter summer autumn Spring)
Material: Colored images of trees, flowers, grasses, mountains, lakes, clouds, etc., reflecting the seasonal changes in nature.
Genre of painting
Target: consolidate knowledge about the image landscape, its signs. Find
It among other genres and justify your choice, compose a descriptive story that characterizes the chosen scenery.
Material: reproductions of paintings in different genres (portrait, still life, scenery)
Seasons
Target: To consolidate knowledge about seasonal changes in nature, about color
gamma inherent in a particular season. Choose color
cards inherent in autumn, summer, spring, winter.
Consolidate knowledge about classification colors: warm and cold.
Material: A variety of cards with all sorts of shades of warm and cold colors. Fiction texts about the seasons
Parts of the day
Target: Determine which part of the day (morning afternoon Evening Night) include proposed landscapes. Justify your choice with a short descriptive story. Choose a flower card with which this or that part of the day is associated
Material: Reproductions from landscapes, which vividly express parts of the day. color cards (pink, yellow, blue, lilac, blue shades). Artistic texts about parts of the day
perspective
Target: Consolidate knowledge of perspective, horizon line, distance and approach
Subjects, foreground and background pictures.
Material: A picture plane depicting the sky and earth and a clear horizon line. Silhouettes of trees, houses, clouds, mountains of different sizes (small, medium, large)
Four artists
four artists,
So many pictures.
Painted with white paint
All in a row one.
The forest and the field are white, the meadows are white.
At snow-covered aspens
Branches like horns...
The second is blue
Sky and streams.
splashing in blue puddles
A flock of sparrows.
transparent in the snow
Ice-lace.
The first thawed patches, the first grass.
In the picture of the third
Colors and do not count:
Yellow, green, blue...
Forest and field in greenery, blue river,
White, fluffy
There are clouds in the sky.
And the fourth is gold
Painted the gardens
fields are fruitful,
Ripe fruits...
Berries everywhere
Ripens in the forests.
Who are those artists?
Guess yourself!
(E. Trutneva)
Near the river, at the cliff,
The willow is crying, the willow is crying.
Maybe she feels sorry for someone?
Maybe she's hot in the sun?
Maybe the wind is playful
Pulled a willow by a pigtail?
Maybe the willow is thirsty?
Maybe we should go ask?
winter glass
Spring flowed (ice)
Not snow and not ice
And he will remove the trees with silver. (frost)
Run, run -
Don't run
Fly, fly -
Don't fly. (horizon)
Two brothers look into the water
Century will not converge. (shores)
In a blue shirt
Runs along the bottom of the ravine. (Creek)
You walk - lies ahead,
Look around - running home. (road)
He flies in a white flock
And sparkles in flight.
He melts like a cool star
On the palm and in the mouth.
He is white and furry
And fluffy like a bear.
Scatter it with a shovel
Name it now! (snow)
Painted rocker
It hung over the river. (rainbow)
Look, look-
Threads were pulled from the sky!
What a thin thread
Does he want to sew the earth with the sky? (rain)
Big sunflower in the sky
It blooms for many years
Blooms in winter and summer
And there are no seeds. (Sun)
Russian beauty
Standing in the meadow
In a green sweatshirt
in a white dress. (birch)
At the grandmother's hut
Hanging loaf of bread.
Dogs bark but can't get it. (month)
What is this girl?
Not a seamstress, not a craftswoman,
Doesn't sew anything
And in needles all year round) (Christmas tree)
Curls dropped into the river
And about something sad,
What is she sad about?
Doesn't tell anyone. (willow)
The edge is visible
And you won't get there. (rainbow)
Scattered Lukerya
silver feathers,
Twisted, swirled.
The street became white. (blizzard)
From whom, my friends,
Can't run away?
Relentlessly on a clear day
Walking beside us... (shadow)
Runs through the grove -
Washes and rinses
Ran along the meadow -
The shepherdess bathed. (river)
colorful gate
Someone built a meadow
But it is not easy to pass through them, those gates are high.
The master tried
He took paint for the gate
Not one, not two, not three
As many as seven, you look.
What is the name of this gate?
Can you draw them? (rainbow)
Course work
By discipline
"Methodology of Fine Arts"
The method of working on the picturesque
landscape image.
Third year students, group 35g.
Specialty 070901
Specialization - easel painting
Vydrina Elena Andreevna
Grade: _______ / ________________
Supervisor _____/_______________
(signature) (full name)
« ______»__________
20___
G.
Bendery, 2015
Introduction.
1. Landscape as a genre of fine art.
2. The technique of working on the landscape.
2.1 Work on the landscape in various materials (gouache, watercolor).
Conclusion.
Bibliography.
Application.
The plan is a summary of the lesson.
Introduction.
Nature is infinitely varied and beautiful. Sunlight and the environment create an inexhaustible harmony of colors. Everything in nature is natural, expedient, beautiful. The impact of nature on a person, the deep feelings and thoughts that it causes, contributed to the emergence of a genre in the visual arts - landscape.
I believe that the picturesque landscape is one of the necessary stages of learning. Painting practice helps to feel the color features of a certain state of nature, its plastic characteristics and convey this in the coloristic unity of a landscape sketch. Drawing from life teaches you to work consciously in the classroom, educates students in organization and attention, develops spatial thinking and imagination, allows them to better understand the beauty and patterns of the structure of the surrounding nature. Students also depict the landscape in most cases when performing thematic drawings.
In order to achieve positive results of the work, it is necessary to manage the visual activity of the student in such a way that he sees his successes at each stage. This can be achieved by dividing a complex pictorial task into a number of simple and quite accessible to the child small tasks.
Thus, the image of nature in the lessons of fine arts at school contributes to the development of the student's personal qualities, aesthetic and moral development, and love for the world around him.
The purpose of the course work: to study the features of teaching the topic "Landscape".
Object of study: the educational process in the lessons of fine arts.
Subject of study: methods and techniques for teaching schoolchildren the image of the landscape.
The method of teaching is understood as the way the teacher works with students, with the help of which the best assimilation of educational material is achieved and academic performance is increased. The choice of teaching methods depends on the learning objectives, as well as on the age of the students. In the pedagogical literature, the term "reception" is also found. The method of teaching is the individual moments that make up the method of teaching. From a set of techniques and teaching methods, united by a common direction, a training system is formed.
The ultimate goal of my work will be to develop a lesson outline on the topic “Autumn Landscape of the Native Land”.
Landscape as a genre of fine arts.
Landscape is a genre of fine art, the subject of which is the image of nature, terrain, landscape. Landscape is a traditional genre of easel painting and graphics. Depending on the nature of the landscape motif, one can single out a rural, urban (including urban architectural - veduta), industrial landscape. A special area is the image of the sea element - the marina.
The landscape can be historical, geographical, fantastic, lyrical, epic. For example, I. Levitan's landscapes are often referred to as "mood landscapes." His paintings embody changeable moods, a state of anxiety, sorrow, foreboding, peace, joy, etc. Therefore, the artist conveys the three-dimensional shape of objects in a generalized way, without careful elaboration of details, with quivering picturesque spots. So he painted in 1895 the paintings "March" and "Golden Autumn", marking the highest point in the development of the Russian world landscape.
Thanks to I. Shishkin, who managed to create a generalized epic image of Russian nature on his canvases, the Russian landscape rose to the level of deeply meaningful and democratic art (“Rye”, “Ship Grove”). The boundless expanses of fields, the sea of ears swaying under the fresh wind, forest distances in the paintings of I. Shishkin give rise to thoughts about the greatness and power of Russian nature.
Often the landscape serves as a background in paintings, graphic, sculptural (reliefs, medals) works of other genres. The artist not only strives to accurately reproduce the chosen landscape motif, but also conveys his attitude to nature, inspires it, creates an artistic image that has emotional expressiveness and ideological content.
Man began to depict nature in ancient times. Elements of the landscape can be found as early as the Neolithic in the reliefs and paintings of the countries of the Ancient East and Ancient Greece, mainly in scenes of wars, hunting and fishing, contain individual elements of the landscape, especially multiplied and concretized in the ancient Egyptian art of the New Kingdom. Landscape motifs were widely used in the art of Crete in the 16th-15th centuries. BC. (see Aegean art), where for the first time the impression of an emotionally convincing unity of fauna, flora and natural elements was achieved. The landscape elements of ancient Greek art are usually inseparable from the depiction of a person; the Hellenistic and ancient Roman landscape, which included elements of perspective (illusionistic paintings, mosaics, the so-called pictorial reliefs), had a somewhat greater independence. This era is characterized by the image of nature, perceived as the sphere of the idyllic existence of man and gods. In the medieval art of Europe, landscape elements (especially views of cities and individual buildings) often served as a means of conditional spaces, constructions (for example, “hills” or “chambers” in Russian icons), in most cases turning into laconic indications of the scene. In a number of compositions, landscape details were formed into speculative - theological schemes that reflected medieval ideas about the Universe.
In the medieval art of the countries of the Muslim East, elements of the landscape were initially presented very sparingly, with the exception of rare examples based on Hellenistic traditions. From the XIII-XIV centuries. they occupy an increasingly significant place in the book miniature, where in the XV-XVI centuries. in the works of the Tabriz school and the Herat school, landscape backgrounds, distinguished by the radiant purity of colors, evoke the idea of nature as a closed magical garden. Landscape details in the medieval art of India (especially in miniatures starting from the Mughal school), Indo-China and Indonesia (for example, images of a tropical forest in reliefs on mythological and epic themes) achieve great emotional power. An exceptionally important position is occupied by the landscape as an independent genre in the painting of medieval China, where the ever-renewing nature was considered the most obvious embodiment of the world's law (dao); this concept finds direct expression in the "shan-shui" ("guru-voudy") type of landscape. Japanese landscape, formed by the XII-XIII centuries. and having experienced a strong influence of Chinese art, it is distinguished by a sharpened graphic style, a tendency to single out individual, most advantageous motifs in a decorative sense, and finally, a more active role.
As an independent genre, the landscape was finally formed in the 17th century. It was created by Dutch painters. As early as the 16th century, artists turned to nature (P. Brueghel in the Netherlands). A special flowering of landscape painting was observed in the 17th - 18th centuries (Rubens in Flanders, Rembrandt and Ruisdael in Holland, Poussin, C. Lorrain in France). Valere systems, light-air perspective were created. In the 19th century, the creative discoveries of landscape masters, the conquest of plein air painting (C. Corot in France, A. A. Ivanov, A. Savrasov, F. Vasiliev, I. Shishkin, I. Levitan, V. Serov in Russia) were continued by the Impressionists (E Manet, C. Monet, H. Renoir in France, K. Korovin, I. Grabar in Russia) opened up new possibilities in the transfer of the variability of the light-air environment, the elusive states of nature, the richness of colorful shades.
The genre of landscape not only expresses the infinite diversity and beauty of nature at different times of the year, in different climatic conditions, under sunlight and moonlight, but also conveys feelings and moods. At the heart of any of the artists who painted landscapes is real nature, but at the same time, very different images arise, because the main thing is the individuality of the artist. He does not paint nature, but conveys his inner state in painting, so each artist has his own favorite color combinations, techniques, and individual attitude to color.
municipal state educational institution
Toguchinsky district
"Wrestling High School"
Completed:
6th grade student
Semyonov Evgeny
Supervisor
project teacher of fine arts
Rubtsova E.V.
Content
Project passport…………………………………………………………3
List of sources used……………………………………4
Brief annotation……………………………………………………....5
Introduction……………………………………………………………………6
Main part…………………………………………………………..6
Bank of ideas ……………………………………………………………….11
Decision grid………………………………………………….11
Tools and equipment………………………………………….12
Rules for working with gouache…………………………………………….12
Sanitary and hygienic requirements…………………………………...12
Sketch study of the drawing…………………………………………….13
Practical part……………………………………………………...13
Conclusion …………………………………………………………………….14
PROJECT PASSPORT
1.Project name: "Scenery. The history of the emergence of the genre "
2. Project manager: Rubtsova E.V.
3. Academic subject within which the work on the project is carried out: art
4. Academic disciplines within which the work on the project is carried out: technology, literature, history
5. Age of students for which the project is designed: 6th grade
6.Project type : creative
7. Purpose of the project:
Replenish your knowledge about the history of the development of the landscape and its features
8.Project objectives:
Deepen knowledge about the history of landscape development;
See the beauty and picturesqueness of paintings by famous artists;
Write your own landscape.
Project Issues
1. Introduction
2) Main body
From the history of the landscape;
Bank of ideas;
Decision grid;
Tools and equipment;
Basic rules for working with gouache;
Sanitary and hygienic requirements for work;
Sketch study of the drawing.
3) Practical part
Quality control
Economic justification
Conclusion
9. Necessary equipment: multimedia projector, presentation.
10. Relevance of the project
The project is of particular importance because landscapes help to see images of favorite corners of nature.
11. Stages of work on the project
Determining the topic of work on the project
Formulation of the problem. Identification of its relevance
Collection and systematization of materials in accordance with the topic
Project Protection
12. List of used information sources:
1. Nemensky B.M. Art is around us. – M.: Enlightenment, 2003.
2. Drawing. Painting. Composition. Reader / comp. N.N. Rostovtsev and others - M .: Education, 1989.- 207 p.
3. Rosenwasser V.B. Conversations about art.-M.: Enlightenment, 1979.
4. L. A. Nemenskaya. Art in human life. Textbook for grade 6 educational institutions.
5.
6. http:// yandex. en/ thebestartt. com
Brief annotation
Project “Landscape. The history of the origin of the genre,aimed at getting acquainted with the history of the emergence of the genre.We started working on the project in April. During the first two weeks of April, we found the necessary information, processed it. During the work on the project, we got acquainted with the history of the development of the landscape as a genre of fine art.
When collecting material, we used many sources of information, learned to select the right one, highlight the main thing, find the right topics. We learned to systematize, classify and generalize. In mid-April, we started the practical part.
I .Introduction
Selecting the theme "Landscape. The history of the origin of the genre”, we set ourselves the task of replenishing our knowledge about the history of the development of the landscape and its features, to see the beauty and picturesqueness of paintings by famous artists.
II . Main part
From the history of the landscape
Landscape (translated from French - country, locality) is a genre of fine art in which the main subject of the image is wild or nature transformed by man. Depending on the depicted motive, one can distinguish:
Rural;
Urban;
Architectural;
Industrial.
A special area is the image of the sea element - a seascape or marina. In addition, the landscape can wear:
Epic;
Historical;
Lyrical;
Romantic;
Fantastic;
Abstract.
Nature at all times deeply excited man, but in the art of different eras it occupied a different place. In ancient times, nature was deified, worshiped, and when depicted, it was turned into animated symbols.
In European art, the landscape as an independent painting arose with the spread of easel painting in the 10th century.VI – XVII. Landscape painting arose a very long time ago - in ancient China. The Chinese artist painted paintings, the main purpose of which was to cause deep reflection.
The worldview of Ancient China demanded respect for nature, for its forces, so the artists paid attention to the study of natural forms. Mountains, water, trees and flowers were spiritual symbols for them. The master did not paint a landscape from nature, he created a generalized image.
The world seen by the Chinese artist dictated special laws for the construction of space. The artist looked at nature as if from a high mountain, and the high horizon enhanced the feeling of boundlessness.
The European artist, when creating a landscape, did not paint a specific place. He composed a majestic image of the big world. The artist felt like an architect of building a panorama of earthly space. He created the landscape in general. Such a landscape can carry a heroic image and an idyllic image, embodying the idea of harmony. He was replaced by romanticism.
A wonderful Russian marine painter Ivan Konstantinovich Aivazovsky was a romantic artist. In the image of the sea element, he did not know rivals.
Today, Aivazovsky's seascapes attract with inspiration, the joy of inspiration, which always comes from the raging or serene sea of this amazing master.
The romantic landscape was addressed by many artists, which is present in contemporary art.
The landscape in Russian art began to emerge from the beginningXIXcentury, then the ideas about the beauty of nature were romantic - only distant warm countries seemed beautiful.
For the first time, the image of Russian nature appeared in the work of A. G. Venetsianov. He created on his canvases a poetic, ideal, peace-breathing world of rural life.
From the middleXIXcentury, the dawn of Russian landscape painting began. The artist was faced with the task of revealing the originality of the beauty of our land.
In the artistic discovery of the Russian landscape, a special role belongs to Ivan Ivanovich Shishkin. He sang of our nature as an epic powerful, heroic land with a free scope of plains, lovingly cultivated by man, and the grandeur of forests.
In the freedom of Shishkin's paintings there is a huge force of life-affirmation, which did not exist before him in the art of the Russian landscape. His love of life was expressed not only in the transfer of the greatness of nature, but also in attention to its smallest details, so lovingly portrayed by him.
The most soulful Russian landscape painter is Isaac Ilyich Levitan. For him, nature is the second "I". His paintings capture the most characteristic, understandable and close to all personal feelings. Levitan's largest work is "Above Eternal Peace". The painting embodied the artist's reflections on the inconsistency of being, on the eternity of the world and the frailty of human life, and at the same time on the power of inspiration.
Creativity Levitan had a huge impact on the fate of Russian landscape painting.
Bank of ideas
We considered three options for writing a landscape:
Landscape in graphics;
Landscape from nature;
Landscape by yourself.
Decision grid
Before starting the practical part of our creative project, we made a decision grid. After analyzing all three options, we came to the conclusion that option number three is the most optimal for us. All results are displayed in the table:
OptionsCriteria for evaluation
Option 1
Option 2
Option 3
Availability of order and demand in the market
Availability of materials
Availability of tools and equipment
Sufficiency of knowledge and skills
Possibility of application
Tools and equipment
To carry out the practical part of our creative project, we used:
Watercolor paper;
Simple pencil, colored pencils;
Scissors;
Artistic gouache;
Hairspray (to fix the picture;)
Brushes of different numbers.
When working with artistic gouache, you must follow the basic rules when working with gouache:
Work in gouache quite simple, but you need to remember the basic rules that will help you avoid mistakes and create a real masterpiece.
The first step is to dilute it with water: you can start work only when the consistency becomes liquid, creamy.
The brushes used to apply gouache should be soft and elastic at the same time. The shape does not matter: they can be flat or round.
Before starting work, it is necessary to comply with sanitary and hygienic requirements for work:
Wash hands before starting work;
Monitor posture;
Tidy up your workspace when you're done.
We carried out a sketch study of the drawing
We considered a huge number of landscapes in the paintings of contemporary artists, but we decided to draw according to our own idea.
III . Practical part
We have started the practical part of the project.
The drawing is ready!
Conclusion
In my work, I depicted a landscape.After all, nature amazes us with its beauty and grandeur, it is she who gives us solace with her amazing colors.
Unique author's paintings are quite expensive, as they are created by the master in a single copy. Creating my "masterpiece" I felt a little like a real artist. My drawing will add to my home collection.
Main part.
Urban moᴛᴎs in the conduct of medieval artists.
Difference of urban landscape in Europe.
Landscape painters from Russia.
Conclusion.
Bibliography.
Application.
Having chosen the topic “urban landscape”, I set myself the task of replenishing my knowledge of the history of the development of the urban landscape and its features, deepening my knowledge of the history of the development of the landscape, seeing the beauty and picturesqueness of paintings by famous artists.
Landscape (translated from French - country, locality) is a genre of figurative ᴎᴄart, in which the main subject of ᴎᴈimage is a different or a human-transformed ᴨrᴎkind.
In zaʙᴎsimosᴛᴎ from the depicted moᴛᴎ one can single out a rural, urban, architectural and industrial landscape. (Slide 2, 3) A special area is the image of the marine environment - a seascape or marina. In addition, the landscape can be epic, ᴎᴄtoric, lyrical, romantic, fantastical and even abstract.
For the first time, city moᴛᴎ you appear in the performances of medieval artists. Their worldview was connected with the doctrine of the existence of two worlds: the higher heavenly and the lower earthly. Therefore, they did not turn to real observations, but to the ᴄᴫοsynth language of symbolοʙ. The art of that time did not follow the ᴨrᴎkind, but reflected the ideal ᴎᴈirοʙgiven ideas about it. The image of the city in the Middle Ages is most often the image of Heavenly Jerusalem, a symbol of the divine, spiritual and sublime.
In ᴍᴎniatures, he came up with stories related to the Tower of Bath, which, according to the biblical legend, ancient people tried to build up to heaven. She embodied the symbol of sin, evil, human pride.
Medieval city images have something in common with geographical maps. Types of the city on the maps served as a kind of formula, a sign, conditionally determining the place of action.
In the old way, the urban landscape was comprehended by the Old Dutch masters. They carefully, lovingly captured the beauty of the surrounding land. In the Dutch, and later French and German artists of the XV table, the world appears in all the diversity of its manifestations. In the ᴍᴎniatures of the Magnificent Hours of the Duke J. of Berry, the artists brothers Limbourg do ᴛᴎ venerate portrait accuracy in the image of real-life castles of Ile-de-France.
On the ᴍᴎniature of the Meeting of the Holy Kings in the background is a city in which you can recognize Paris, with the famous Noᴛr-Dame Cathedral.
Often, in the performances of the Dutch and German masters, the urban ʙᴎd served as the backdrop for the main scene. So, in the car ᴛᴎ by the Dutch artist of the 15th century Rogier van der Weyden St. Luke, the city painting the Madonna is part of the landscape panorama, ʙᴎdᴎmy in the lumen of the arches of the loggia. The abundance of details of urban life and architecture ᴨrᴎ gives the image credibility and credibility.
The urban landscape in the 17th century in Europe became very popular. A genre in painting called "veduta" ("veduta" (Italian) - "view"). These were paintings, views of the landscape, the essence of which is an accurate and detailed depiction of city buildings, streets and entire neighborhoods. For their writing, a camera obscura was used - a device for obtaining an accurate optical image on a plane. The best examples of this genre are photographically accurate architectural cityscapes. Turning to the image of a corner of Amsterdam, Haarlem, Delft, they tried to capture famous buildings and architectural ensembles. Views of Venice and London of the 18th century are presented in the paintings of A. Canaletto (1697-1768), the amazing skill of J. Vermeer (1632-1675) in the painting “View of Delft.” (Slide 5) The architectural landscape shows the value of buildings as works of architecture, their relationship between itself and with the entire environment.
A new page of the urban landscape was opened by French impressions. Their attention was attracted by various moᴛᴎs: streets at different times of the day, stations, silhouettes of buildings. The desire to convey the rhythm of the life of the city, to capture the constantly changing state of the atmosphere and lighting ᴨrᴎ led the impressionᴎᴄtοʙ to the discovery of new means of artistic expression ᴛᴎ. They expressed the suppleness and variability of the shape of an objectοʙ by blurring linear contoursοʙ, generalized outlines, free and quick strokesοʙ. Artists worked in the open air, taking into account the laws of optical mixing of colorοʙ. As a result, the range of their paintings ᴨrᴎ acquired an unusual color saturation and brightness. Not striving for detail, they conveyed the immediacy of the impression of nature. The artists singled out in the image object what corresponded to their emotional state, subtly revealing the particular environment. So, for example, the canvas “Station Saint-Lazare” by C. Monet, with an artistic generalization of the image with οʙtimeʜʜoy real. Artists who worked at different times in the genre of the urban landscape have preserved the images of large and small cities of their countries, their originality and beauty, and, no less important, cultural continuity. (Slide 6)
In Russia, the urban landscape has undergone a similar evolution in its development. We see the earliest images of architecture in the paintings of artists in icons and murals from the 12th to the 16th centuries. The founders of the Russian urban landscape F. Alekseev, M. Vorobyov, F.
Shchedrin conveyed to us in his work the images of St. Petersburg and Moscow. Subject
The architectural landscape finds a worthy place in the painting of the Wanderers.
These are large-scale canvases by V. Surikov, where panoramas of old Moscow serve as a background
Historical compositions, architectural fantasies of Apollinary Vasnetsov,
M. Dobuzhinsky, A. Ostroumova-Lebedeva.
Fedor Yakovlevich Alekseev (1753 - 1824) - Russian artist, the first in the history of Russian painting, master of the urban landscape, "Russian Canaletto". In the period from 1766 to 1773 Alekseev studied at the St. Petersburg Academy of Arts. In Italy, the artist studied with such masters as D. Moretti and P. Gaspari. Alekseev created a lofty image of a majestic, beautiful city. The main attention in the paintings is given to the image of the water surface of the Neva, boats gliding along it and the high summer sky with floating clouds. (Slide 7.8)
Apollinary Vasnetsov convincingly and poetically recreated the life of the city and the townspeople of the 17th century. More monuments and historical information have been preserved from this era; the artist especially loved it for its rich, picturesque and decorative appearance. According to the works of Vasnetsov, it is possible to restore the stages of development of the Russian capital. In total, Vasnetsov created more than 120 works dedicated to ancient Moscow and other ancient Russian cities during his life. (slide 9)
Beautiful vedutes were created by the Russian artist Sylvester Shchedrin (1791-1830), who lived in Italy for a long time. (Slide 10)
There are many paintings in the urban landscape genre. Each artist strives to depict the city in his own particular style, using different techniques and vision of the overall picture. Each city is individual, with its own mood, atmosphere and citizens, which give it liveliness. Landscapes display the view of each city at any time of the year and in any weather. The city, like a person, keeps its secrets and mysteries that you want to find out and understand what its secret is. By conveying the mood with the help of architectural monuments or other specific objects, a certain atmosphere is created. Any details of architecture serve as a guide to the world of the urban landscape.
The paintings of each artist are saturated with a certain atmosphere, colors, executed in a special manner and artistic style. Painting is multifaceted, with different styles and directions, each angle carries its own idea and idea. The stroke, executed by the artist, leaves its “facial feature” of the city, conveys its image and history, represents some purpose and idea of the story.
In the work of contemporary artists, the urban landscape has also taken its rightful place, modern painting does not stand still, it develops and opens up new genres and techniques in the visual arts. By discovering the talent of young artists, you can plunge into the atmosphere of new experiences, feel the emotions of the artist while painting the creation of a picture, and possibly learn something useful for yourself. Urban landscapes help to see the images of your favorite cities and memorable places in Russia.
In my work, I depicted the urban landscape. Cities are like people. Some amaze us with their beauty and grandeur, others with their architecture, and others with an unusual layout of buildings. Some are remembered for a long time, and some we forget the next year. The urban landscape is a real product of the artistic culture of the people, the study of which is another form of connection with the spiritual heritage of their fatherland. I performed my work in technique - watercolor "dry". Watercolor is a painting with water-based transparent paints applied in thin layers on white paper, which, translucent, acts as whitewash. Watercolor is my favorite technique. I really like it, because its peculiarity is the transparency of the water-based paints used and the possibility of obtaining intense, bright colors. I tried to achieve airiness of the picture, to show a bright day. Hope it succeeded.