Studying paintings in dhows by age. Unconventional drawing (77 ideas for kindergarten)

Comprehending the world around us, children try to express their impressions about him through cognitive and creative activity: playing, drawing, telling. Drawing provides enormous opportunities here. To give children the opportunity to express themselves in a variety of ways, you can practice drawing with your child both in traditional techniques and in the most unusual ones. The more interesting the conditions in which the child’s visual activity takes place, the more rapidly his creative abilities will develop. Let's see what children's drawing techniques can be used for the development of a child.

Traditional painting techniques

The foundation for the overall comprehensive development of a child is laid in early preschool age. Drawing is one of the most important means of child development, during which the child learns about the world and forms an aesthetic attitude towards it.

When drawing, a child develops a wide variety of abilities, namely:

• the child learns to visually evaluate the shape of an object, navigate in space, distinguish and feel colors
• trains eyes and hands
• develops the hand.

“Did you know that drawing is one of the main ways for a child to develop his senses, fine motor skills, sense of shape and color? With the help of this simple and exciting activity, children convey their attitude to reality.”

It depends on what forms and methods the teacher or parent uses to creative activities with the baby, the success of education and training depends.

So, the main technique for children younger than school age is a demonstration of how to use pencil and paint. At the same age, passive drawing is effective: when an adult guides the baby’s hand. When the baby grows a little, visual arts are taught using the information-receptive method: children study the shape of an object, tracing it with their hand, feeling its outlines. Such exploration of the subject helps the child create a more complete understanding of the subject. The next stage is the choice of drawing technique.

Traditional children's drawing techniques:

1. Drawing with a simple pencil.
2. Drawing with colored pencils.
3. Drawing with felt-tip pens.
4. Painting with a brush - watercolor, gouache.
5. Drawing with wax crayons.

When starting to choose a drawing technique for your baby, you need to pay attention to his age and interest. To be useful and educational, drawing must first of all be fun.

Drawing with paints and pencils

Children enjoy drawing, especially if they are good at it. Even drawing using traditional techniques such as painting with paints and pencils requires certain skills. If you don’t have the skills, the drawing may not turn out the way you intended. little artist, as a result of which the child may become upset and no longer want to draw. Younger preschoolers are not yet skilled enough in drawing.

Let's see how you can teach your child to draw with paints and pencils.

Learn to paint with paints

Today, a child’s first use of paints is finger painting. As soon as your baby has learned to hold a brush in his hand, invite him to paint with it. For the first lessons it is better to use: it does not need to be diluted with water and it leaves a bright trace. Show your child this painting technique as “dipping”: a brush with paint should be applied to the paper with all its bristles. This will create an imprint - a leaf, a light, a trace of an animal, a flower, etc. Children can use this simple technique when depicting natural phenomena that are familiar to them. It will be interesting to draw on dark-colored paper (for example, blue) with white gouache. This is how you can depict, say, snowfall. The next stage of painting with paints is the image of straight and wavy lines.

Typically, a child masters working with paints and brushes by the age of 3.5–4 years. From this age, the baby can be given paints at his disposal: let him paint what he wants. And parents just need to suggest topics for drawing and show the correct techniques.

Let's start drawing with a pencil

At first, it is better to give the baby not a pencil in his hand, but a felt-tip pen: they leave a bright mark even when the child’s hand presses lightly. When your hand gets stronger, put a pencil in his hand. Draw different figures together, moving the child's hand. This way he will gradually understand how to move the pencil to get the desired drawing. Repeat the movements many times, strengthening them.

"Advice. Keep your child interested in drawing by providing good conditions for creativity: high-quality supplies, a separate table and chair in a bright place, appropriate for the child’s height.”

Children's unconventional drawing techniques

Unconventional techniques children's drawing stimulate the development of imagination and creative thinking, manifestation of initiative and independence, baby. In the process of such drawing, the preschooler will improve his powers of observation, form an individual perception of art and beauty, and try to create something beautiful. And unconventional drawing also brings children a lot of positive emotions.

Let's see what non-traditional drawing techniques you can practice with your child at home.

For children of primary preschool age:

1. Finger drawing. The kid dips his fingers in gouache and applies paint to the paper.
2. Drawing with palms. The little one applies gouache all over his palm and makes prints on paper, which can later become funny pictures.

For children of middle preschool age:

1. Foam imprint. The child dips a piece of foam rubber into the paint and makes an imprint on the paper.
2. Imprint with cork.
3. Combined drawing with wax crayons and watercolors. Kid draws a picture wax crayons on paper, and then paints over only a sheet of paper with watercolors, without affecting the drawing.
4. Drawing with cotton swabs or drinking straws. By dipping them in paint and applying them in different ways, you can create an interesting picture.

For children of senior school age:

1. Drawing with sand or salt.
2. "Spray." By picking up paint on a brush and hitting it on the cardboard above the paper, the child will receive a whole fireworks of paint splashes that will fall on the paper.
3. Drawing with crumpled paper. Pieces of crumpled paper are painted and pressed onto the paper where the painting is planned to appear.
4. Klyasography. You can blow colorful blots through a cocktail straw. Or you can put them with a regular plastic spoon. Using your imagination, blots can be turned into funny characters or landscape elements.
5. Monotype. By covering thick paper or ceramic tiles with a thick layer of paint, and then applying a sheet of paper, we get a blurred print on the paper that can become the basis for a landscape.
6. Engraving (grattage). After painting a sheet of paper with a thick layer of gouache, try scratching it out together with your child using toothpicks.

We use various materials

“Did you know that various non-traditional children's drawing techniques are becoming more and more popular every day? When drawing, kids act as they please.”

The beauty of non-traditional drawing techniques is that in the creative process a child can use a variety of materials and their combinations. That’s why these drawing methods are very interesting for both children and adults: there are no limits to imagination and self-expression.

What combinations of materials can be used when drawing to make the creative process enjoyable and the picture to turn out unusual and expressive?

1. Imprints of natural materials. If you cover different colors leaves, cones, flowers, and then apply it to paper, you get an imprint. Having completed the missing details, the child will come out with an excellent one.
2. Plasticine. You can not only sculpt figures from plasticine, but also draw on paper with it. This method is called plasticineography.
3. Whatever is at hand. Using a wooden thread spool, threads themselves, buttons different sizes and shapes, a cardboard tube, a fresh orange peel, an ear of corn, a knitting needle and anything that can be found around the house and adapted for creativity can be drawn. Each item leaves its own unique imprint. With a little imagination, you can create unusual paintings with the help of completely everyday objects. The coil will leave a mark that looks like a wheel or two tracks, a button - a circle with dots. You can cut unusual stamps from orange peel, for example, in the form of a spiral. And the function of a paint roller will be performed by a corn cob or a cardboard tube.

Drawing is an excellent leisure activity for a preschooler, a job that should not be forced. However, it is important to support the child and positively evaluate the results of his creativity. Expand your child's creativity. Traditional drawing will teach your child how to properly use a brush, paints, pencils and felt-tip pens, teach you to recognize and draw different shapes, and distinguish colors. A unconventional techniques drawing will help him become more creative, emotionally stable, confident in his abilities, and proactive.

Goals:

Educational:

• To give children knowledge about the genre of portraiture, its characteristics and features of the image: single portrait, group portrait, self-portrait.
• Learn to navigate correctly different parts face and its proportions.
• Learn to make a portrait from different parts of the face according to your own choice and imagination. Pay attention to the symmetry of the person’s face and proportions, to the similarity of the portrait to life.

Corrective:

• Introduce the following concepts into the children's dictionary: genre, portrait, self-portrait, miniature, profile, full face, full face.
• learn to select adjectives for nouns, select words - epithets;

Educational:

• To cultivate emotional responsiveness to works of art;
• cultivate aesthetic feelings through viewing reproductions.

Reproductions of paintings:

• V.L. Borovikovsky “Children with a lamb”;
• V.I. Surikov “Portrait of Olga Vasilievna Surikova, the artist’s daughter, in childhood”;
• V.A. Serova “Children. Sasha and Yura Serov”, “Portrait of the composer N.A. Rimsky-Korsakov”, “Portrait of the artist I.S. Ostroukhov”, “Portrait of the artist V.I. Surikov”, “Portrait of Nicholas II”, “Portrait of Mika Morozov”;
• N.N.Ge “Portrait of Alexander Herzen”, “Portrait of Nikolai Ge, the artist’s grandson”,
• I.P. Argunova “Portrait of Catherine II”, “Portrait of an unknown peasant woman in Russian costume”,
• I. N. Kramskoy “Portrait of Pavel Mikhailovich Tretyakov,” “Portrait of Vera Nikolaevna Tretyakova,” “Portrait of the artist I.I. Shishkina, “Portrait of the singer E.A. Lavrovskaya on the stage”, “Portrait of Doctor Sergei Sergeevich Botkin”, “ Portrait of a woman”, “Portrait of the artist Dyakonov”,
• K.P. Bryullov “Portrait of the writer N.V. Kukolnik”,
• A. P. Antropova “Portrait of Shuvalov.”

Methodical techniques: Conversation, teacher's story, examination of illustrations with self-portraits, use of artistic expression, surprise moment, individual work during the lesson, summing up.

Preliminary work:

• Looking at portraits of artists.
• Consideration of thematic dictionary in pictures from the series “Human World” on the topic: “Parts of the body.”
• Drawing portraits with a simple pencil.
• Didactic game“Name it affectionately”, “Name the parts of the head”, “Name what a person has 2”, etc.

A child always has his own view of art, which is determined by a whole system of images, ideas, ideas, his own understanding of art. It can be broad or completely limited - close to everyday life, real life. In any case, this system of views on beauty belongs to the child and must be taken into account, while enriching his understanding, developing the figurative side of perception of a work of art, maintaining interest in art and culture.

It is very important that children subsequently see the copies of museum exhibits shown at home and in kindergarten in the originals.

The teacher's story about the genre of painting - portrait.

Portrait is a genre of painting, which is based on the image of a specific person with a pronounced individuality.

Portraiture is one of the most difficult and significant genres in the fine arts.

The word portrait means, translated from French, “to reproduce feature by feature” of the person depicted. A portrait is always drawn from life. The artist chooses the person he wants to depict, gives him a beautiful pose, in other words, asks him to pose. The artist stands in front of difficult task- convey the appearance of a person, his face, figure, movement, costume, and the environment in which he is located. But main value This genre is that it conveys to us not only the appearance of a person, but also his character, mood, his inner world, personality, age.

Introducing children to the genre of portraiture is necessary for the formation, development and consolidation of an understanding of the state of another person.

When familiarizing themselves with the portrait, children have the opportunity to feel like either small children playing with a lamb (V.L. Borovikovsky “Children with a Lamb”), or a child with their favorite toy (V.I. Surikov “Portrait of Olga Vasilievna Surikova, the artist’s daughter, childhood”), then children admiring the sea (V.A. Serov “Children. Sasha and Yura Serov”).

The ability to put yourself in the shoes of another, to feel their joy, surprise or grief, generates a sense of interest, ownership and responsibility. Children develop and consolidate the ability to understand the people around them, showing them kindness, a desire for communication, interaction, sensitivity and caring.

In addition, familiarization with portrait painting contributes to the development of children’s emotional, aesthetic and artistic feelings. The sooner we develop the emotional and sensory world of a child, the brighter his imagination and thinking will work.

Thanks to acquaintance with the portrait, the child becomes familiar with the historical and cultural life of society, acquires knowledge about famous writers, artists, musicians, scientists, poets, public figures, about the professions, life and appearance of people of different times.

V.A.Serov “Portrait of the composer Alexander Herzen”	N.N.Ge “Portrait of N.A. Rimsky-Korsakov”
V.A.Serov “Portrait of the artist I. S. Ostroukhov”	V.A.Serov “Portrait of the artist V.I. Surikov”
V.A.Serov “Portrait of Nicholas II	I.P.Argunov “Portrait of Catherine II”
N.N. Kramskoy “Village Headman”	I.P.Argunov “Portrait of an unknown peasant woman in Russian costume”

Research by psychologists allows us to establish that portraiture as a genre of painting is accessible to the aesthetic perception of children from the age of 4. At this age, they emotionally respond to the expressive image of the portrait (smile, laugh, stroke it, etc.), and show positive interest in it. Being carried away by the general content of the portrait, children at this age cannot yet fully explain the preference for choosing one or another portrait. However, some means of expression are already accessible to their understanding. Thus, in determining the emotional state of a person in a portrait, the main thing for them is the general facial expression, less often - the eyes. Children are able to perceive and name the emotions depicted in the portrait - “smiling”, “laughing”, “crying”.

Children 5 years old also show positive interest in portraits. They respond emotionally to portraits of people whose images are not only close to their personal experience, but are also known to them from literature and cinema. Children prefer people with a positive emotional state, although they also empathize and sympathize with sadness. A five-year-old child already pays attention to such means of expression as, for example, drawing. When determining the emotional state, he sees not only the face and its facial expressions (movement of the eyebrows, expression of the eyes, lips), but also the posture.

Artists do not specifically paint portraits for children, so selecting them for use in the pedagogical process is quite difficult. Some principles for selecting portraits:

Firstly, these must be highly artistic works both in content and in means of expression.

Secondly, the artistic image of the portrait in terms of content and form of the image should be understandable to children and close to the level of their emotional experiences. IN to a greater extent These are positive emotional states of a person, although by the end of middle preschool age it is possible to show some negative emotions (anger, pain, despair).

Thirdly, you should select portraits that are diverse in type, means and manner of depiction.

At the first stage of working with preschool children, it is necessary to introduce them to portraiture as a genre of painting, showing its difference from other genres (still life, landscape). Children look at a portrait - a face with a pronounced expression (for example, laughs, rejoices, is surprised).

Then a chest-to-chest portrait can be offered for consideration, where, along with the emotional state expressed on the face (facial expressions), hands are presented in some movement or gesture.

At the next stage, portraits can be selected that show the relationship between facial expressions, hand gestures, poses, and where clothing emphasizes the person’s social role. A more difficult stage will be to familiarize children with the portrait, where environment brings a certain addition to the image, contributes to a deeper understanding of its idea.

Paintings by I. N. Kramskoy

For preschool children, the most suitable for a harmonious perception of painting are female and male portraits.

I.N. Kramskoy “Portrait of a Woman”

I.N. Kramskoy “Portrait of Doctor Sergei Sergeevich Botkin”

It is also necessary to consider a portrait of different ages (children, youth, adults and elderly people).

IN middle group Children are introduced to portraiture as a genre of painting for the first time. The main tasks of the teacher in this process are:

• Arouse in children interest in the portrait, a desire to examine it carefully; express your experiences and feelings.

Acquaintance with portrait painting in this group should begin when children already have some ideas about painting and its genres such as still life and landscape. Usually this is the second half of the year.

Portrait is a complex genre of painting. Understanding it requires children to have a certain social experience, knowledge both about the person himself and about the fine arts, his language, and methods of creating artistic images. Therefore, long-term work with children is required, the content of which will include two areas. The first is the formation of ideas about a person, his feelings and emotions, and moral attitude towards many phenomena of life. The second direction is the gradual development of language understanding in children picturesque image portrait. The first direction will be carried out in different classes, in games, everyday life, and everyday activities. The second is in classes on familiarization with portraits and in artistic activities.

In everyday life, the teacher develops attention and observation skills in children. For example, Katya joined the group, she had new hairstyle. She is in a good mood, laughing, joyful. The teacher says to the children: “Oh, how cheerful and joyful Katya is today, she’s just all glowing! And her hair is beautiful!” Or he draws the children’s attention to Anya: “Look at Anya, she’s dissatisfied with something. Look at the drooping shoulders and head, and how sad the face is: the eyebrows are raised at the corners, and the tips of the lips are lowered. Let’s quickly approach her and ask how we can help her!”

The teacher constantly draws the children’s attention to emotional state adults - parents, teachers, teacher assistants.

Children should be taught to understand sign language, facial expressions, and posture expression. A good teacher often uses gestures and facial expressions instead of a stream of words. This teaches children to glance at the adult from time to time, his reaction to their actions, and develops attentiveness and observation.

So, instead of the word “you can’t,” you can wag your finger, shake your head, spread your arms (“Well, well!”). “Come here!” - invite by hand. “Be quiet!” - finger to lips. Approving gestures: stroking, applause. You should show the children other gestures, telling them what they express (sadness, resentment, fear, thoughtfulness, etc.). You can conduct special classes: “When we are happy, when we are sad”, “What does it mean? “Frightened”, “surprised”?”, “Guess what I’m saying” (using facial expressions and pantomime). The purpose of such classes is to lead children to understand human emotional states and their external expression.

It is good to use imitative-figurative games, dramatization games, in which children practice characteristic gestures, poses, and facial expressions.

Children really like games that require them to guess and understand a gesture, movement, or pose. For example, the games “We won’t tell you where we were, but we’ll show you what we did”, “Tell me without words”, “Guess who is doing what”.

Having introduced the children to individual portraits, it is advisable to organize an exhibition in the group with the works of artists already known to the children, and then go with them to the museum.

The word “museum” in Ancient Greece meant a house dedicated to the goddesses, patroness of poetry, art and sciences. And today the “museum” is also a house where outstanding works of the creative genius of artists and sculptors are stored - monuments of history and culture.

A visit to a museum is an event in a child’s life. Direct acquaintance with the collections of art museums has a huge emotional impact on children, and this is invaluable in the formation creative personality.

First impressions are the strongest and deepest, which is why careful preparation for an excursion to the museum is so necessary - a real holiday for a child and an adult. It largely depends on the adult whether the child wants to come here again and again. There is no need to force him to remember the names of paintings and the names of artists. Of course, you need to pay attention to this - with due respect and admiration. The child will gradually learn to remember and recognize. But the main thing for him will remain the feeling of beauty, surprise and joy.

Fine art takes important place in the aesthetic development of preschool children.

The need for beauty and kindness in a child is noted from the first days of his life. At the senior preschool age, he is already selective in choosing what is beautiful, has his own opinions on this matter and, based on his capabilities, “creates” beautiful things in order to surprise, delight, and amaze us, adults, with the ability to see the world around us.

A child must be taught to see the beauty around him - in nature, life and human activity. Develop the ability to enjoy the beauty of the surrounding nature, admire everyday objects, folk crafts, and notice the beautiful in the world around us. It is necessary to bring children to the understanding that beauty in nature, beauty in life, beauty in art are inseparable from each other. This process must be carried out in such a way as to evoke in children a positive attitude towards nature and vivid emotional experiences.

Works of art bring the joy of knowledge, discovery, and evoke feelings of pleasure in beauty. Teaching various types of artistic activities subsequently gives children the joy of creativity, forms an interest in art, which persists throughout a person’s life and serves as one of the foundations spiritual development personality.

One of the more powerful means Aesthetic education is an art. In preschool age, it is necessary to make maximum use of the enormous opportunity of art, which affects the psyche, intellect, and mind of a person, expands his emotional experience, and teaches him to understand his role in a person’s life.

The problem of aesthetic education and the development of children's creativity is one of serious problems pedagogy, the solution of various aspects of which in the field of preschool education is given much attention today.

Target: development of children's aesthetic perception through visual arts; to form a creative personality, aesthetic taste, aesthetic attitude to the world.

Tasks: 1. Develop the artistic and creative abilities of children (the ability to create an artistic image, independently choose material, experiment with it when creating an image);

2. Introduce children to works different types arts (painting, graphics, sculpture, decorative and applied arts) to enrich visual impressions, form aesthetic feelings and assessments;

3. Enrich the content of children's works; improve visual skills in all types of artistic activities;

4. Create conditions for experimenting with various art materials, tools, and visual techniques.

Main section

1. Theoretical foundations fine arts and the possibility of introducing preschool children to painting

1.1 The concept of art. Types and genres of fine art

As you know, types of art can be combined into the following groups: plastic, temporary and synthetic. Plastic arts are spatial arts, works have an objective nature, are created by processing the material and exist in real space.

The plastic arts include: fine arts (graphics, painting, sculpture), architecture, decorative and applied arts, design, as well as works folk art fine and applied nature.

All types of art are exploring the world in figurative form. Works of plastic arts are perceived visually and sometimes tactilely (sculpture and decorative and applied arts). This is how they differ significantly from works of temporary art. Musical works are perceived by ear. It takes a certain amount of time to perform a symphony and read a book.

Ballet, in which music and the plasticity of the human body merge, should not be classified as a plastic art. Ballet is considered a synthetic art form.

In kindergarten, children are introduced to various types of visual arts available to their age. Using best samples folk art and works of masters, the teacher cultivates their interest and ability to aesthetically perceive paintings, sculptures, folk objects artistic creativity, illustrations in books, forms the foundations of aesthetic taste, the ability to independently evaluate works of art.

Being engaged in visual activities, children have the opportunity to express their impressions, their understanding and emotional attitude to the life around them in artistic creativity: drawing, modeling, appliqué.

Drawing is a graphically pictorial way of depicting objects and phenomena, the basis of which is color, form, and composition. When observing an object, children should be able to convey it in a drawing. characteristic properties; create an artistic image, display a plot; assimilate some elements of the pattern decorative painting, gradually acquiring primary drawing technique skills.

Modeling - by means of plastic representation, children should be able to convey the shape of objects, figures, animals, birds, people; use a material (clay, plasticine) that allows you to change the appearance of the characters, their movements, poses, achieving the desired expressiveness.

Applique is a decorative and silhouette method of artistic activity. Children should be able to cut out various silhouettes, patterns, and ornaments from paper and paste them onto a colored background, creating a certain harmony. At the same time: the child develops coordination of hand movements, self-control, and technical skills are acquired in working with paper, scissors, and glue.

The main task of education and training in the process of visual activity is the acquisition by children of the ability to convey impressions of objects and phenomena with the help of expressive images.

By introducing children to artistic creativity, the teacher must cultivate in them an aesthetic attitude towards fine art and the surrounding life, contribute to the accumulation of emotional impressions, and form individual interests, inclinations, and abilities.

Painting, graphics, sculpture, architecture, decorative and applied arts are types of fine arts that differ and general features, and specific visual means.

Painting is the art of color.

Painting means “painting life”, “painting vividly”, that is, fully and convincingly conveying reality. Painting is a type of fine art, the works of which reflect reality and influence the thoughts and feelings of viewers.

Home distinctive feature painting is that the image of form and space, images and actions is constructed exclusively with the help of color. Painting is divided into:

Easel painting .

The artist paints on canvas stretched under a stretcher and mounted on an easel, which can also be called a machine. Hence the name easel painting.

2. Monumental painting - these are large paintings on the internal or external walls of buildings (frescoes, panels, mosaics, etc.).

Painting techniques have been constantly improved over the centuries. Painters were attracted to increasingly diverse subjects. This led to the emergence of genres in the 17th century.

1.Portrait - a genre of fine art characterized by the depiction of one person or group of people. In addition to external, individual resemblance, artists strive in a portrait to convey the character of a person, his spiritual world. There are many types of portrait. The portrait genre includes: half-length portrait, bust (in sculpture), full-length portrait, group portrait, interior portrait, portrait against a landscape background. Based on the nature of the image, there are two main groups: ceremonial and chamber portraits. As a rule, a ceremonial portrait involves a full-length image of a person (on a horse, standing or sitting). IN intimate portrait waist, chest, shoulder images are used. In a ceremonial portrait, the figure is usually shown against an architectural or landscape background, and in a chamber portrait, more often against a neutral background.

2.Still life - a genre of fine art. The setting itself, which is the object of the image, is also called a still life. It can consist not only of inanimate objects, but also include natural forms. The world of things in a still life always expresses the external signs of life in a certain historical era.

3.Animalistic genre . Many artists love to depict animals and birds. Some of them devoted their entire creativity to this. They create works animal genre. Painters rarely choose it, but graphic artists and sculptors love to draw and sculpt various animals and their cubs. An artist who specializes in this genre is called an animal painter. He focuses on the artistic and figurative characteristics of the animal, but at the same time conveys its anatomical structure with scientific accuracy. Images of the animal world can be found in works of painting, sculpture, graphics, decorative and applied arts, illustrations for scientific and children's books.

The main artist is E.I. Charushin believed in creating an image, “and if there is no image, there is nothing to depict, and another process of work remains - like needlework; this is a path that comes from mechanical skills.”

4. Historical genre . Events of the past bible stories and epic times inspire artists to create historical paintings. This is one of the genres of fine art, which is dedicated to significant historical events and phenomena. The historical genre is often intertwined with other genres: everyday life, portrait, landscape. The historical genre merges especially closely with the battle genre when depicting historical battles, major battles and military events. Dramatic clashes in the social struggle of the people were often found artistic expression in the historical genre. Outstanding master of Russian historical painting was V. Surikov, who reflected in his canvases vivid historical events, heroic national characters, full internal contradictions history of the people: “The Morning of the Streltsy Execution” (1881), “Boyaryna Morozova” (1887), “The Conquest of Siberia by Ermak” (1895), “Suvorov’s Crossing of the Alps” (1899).

5.Battle genre . This genre of fine art is dedicated to themes of wars, battles, campaigns and episodes of military life. The battle genre is mainly characteristic of painting, and partly of graphics and painting. He might be integral part historical and mythological genre, as well as depict contemporary artist life of the army and navy. The battle genre may include elements of other genres - everyday life, portraiture, landscape, animalistic (when depicting cavalry), still life (when depicting weapons and attributes of military life). The formation of this genre begins in the Renaissance; its heyday occurs in the 17th-17th centuries. Battle painters, as a rule, strive to show heroic readiness for the liberation struggle, glorify military valor and the triumph of victory, but their works, as a rule, expose the anti-human essence of war and curse it.

6. Mythological genre . Paintings based on myths, fairy tales and epic themes belong to the mythological genre. Myths, legends, and traditions of the peoples of the world constitute the most important source of artistic creativity. The mythological genre originates in late antique and medieval art, when Greco-Roman myths ceased to be beliefs and became literary stories with moral and allegorical content. Actually mythological genre formed during the Renaissance, when ancient legends gave rich subjects for paintings by S. Botticelli, A. Mantegna, Giorgione. In the XVII - early XIX V. The understanding of paintings of the mythological genre is significantly expanded. They serve to embody high artistic ideal, bring you closer to life, create a festive spectacle. In the 19th century The mythological genre is the norm of high, ideal art. Along with the topics ancient mythology in the XIX-X centuries. Themes of Indian myths became popular in art. In the development of Russian culture, the role of V.M. was very significant. Vasnetsova. He is called the singer of Russian fairy tales. He painted many paintings on fairy-tale and epic subjects. V.M. Vasnetsov proved that it is possible to contribute to the treasury of world art when all efforts are directed towards the development of our native Russian art, that is, when the beauty and power of our beautiful images- Russian nature and man, present life and the past, if the artist, in his truly national way, is able to reflect the eternal, imperishable.

7.Everyday genre . Not only significant heroic events, but also daily activities people, ordinary life can be depicted on canvas. Such paintings are works of the everyday genre, sometimes called genre paintings. Everyday events, captured by artists from different eras, introduce us to the life of people of bygone times. This genre flourished in European national schools in the 16th-17th centuries. The scene of the national holiday in the painting by P. Bruegel the Elder “Peasant Estate” is imbued with bright, sparkling fun. Later, from simple recording of phenomena, artists move on to revealing the inner meaning and socio-historical content of everyday life. The boundaries between everyday, historical and battle genres gradually blurred. The everyday genre developed in complex and varied ways in the 20th century. he has access to changeable situations and psychological nuances, the symbolic meaning of existence, the glorification of simple life events and much more. In historical and everyday genres The relationship between the characters is important, and the imagery is created largely with the help of color. The mood of the painting and its emotional impact depend on the color. The color of the canvas can be joyful and sad, calm and anxious, mysterious and clear. Using pictorial means, the artist creates a unique world that surprises and delights us, makes us worry and gives food to the mind, introduces us to the secrets and mysteries of mastery.

8.Landscape - a genre of fine art, the subject of which is the depiction of nature, type of terrain, landscape. A work of this genre is also called a landscape. Scenery - traditional genre easel painting and graphics. Depending on the nature of the landscape motif, one can distinguish rural, urban (including urban architectural - veduta), industrial landscape. A special area constitutes the image sea ​​elements- Marina. The landscape can be historical, heroic, fantastic, lyrical, epic in nature. Because The main genre for studying the thesis is landscape, then I will dwell on this genre in more detail. Man began to depict nature in ancient times. Landscape elements can be found back in the Neolithic era, in reliefs and paintings of countries Ancient East, especially in the art of Ancient Egypt and Ancient Greece. In the Middle Ages, temples, palaces, and rich houses were decorated with landscape motifs. Landscapes often served to convey conventional spatial structures in icons and miniatures.

Often the landscape serves as a background in paintings, graphics, sculptures (reliefs, medals) works of other genres. The artist not only strives to reproduce the chosen landscape motif, but also conveys his attitude towards nature, spiritualizes it, creates an artistic image that has emotional expressiveness and ideological content.

How independent genre the landscape was finally formed in the 17th century. it was created by Dutch painters. A special flourishing of landscape painting was observed in the 17th-18th centuries. (P. Rubens in Flanders, Rembrandt and J. Ruisdael in Holland, N. Poussin, C. Lorrain in France). There was a system of values, a light-air perspective. In the 19th century creative discoveries of landscape masters, conquests 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, O. Renoir in France, K. Korovin, I. Grabar in Russia), who opened up possibilities in conveying the variability of the light-air environment, the elusive states of nature, and the richness of colorful shades.

Major masters of the late XIX-XX centuries. (P. Cezanne, P. Gauguin, Van Gogh, A. Matisse in France, A. Kuindzhi, N. Roerich, N. Krymov in Russia, M. Saryan in Armenia) expand the emotional, associative qualities of landscape painting. The traditions of Russian landscape were enriched by A. Rylov, K. Yuon, A. Ostroumova - Lebedeva, A. Kuprin, P. Konchalovsky.

Landscape received special development in the art of the East. It appeared as an independent genre in China back in the 11th century. landscapes Chinese artists, executed in ink on silk scrolls, are very spiritual and poetic. They have a deep philosophical meaning, as if they show an ever-renewing nature, boundless space, which seems so due to the introduction of vast mountain panoramas, water surfaces and foggy haze into the composition. The landscape includes human figures and symbolic motifs (mountain pine, bamboo, wild plum), inspiring sublime spiritual qualities. Under the influence of Chinese painting, the Japanese landscape also developed, characterized by heightened graphics, decorative motifs, and a more active role of man in nature (K. Hokusai).

Familiarization of preschool children has an impact on comprehensive development personality, and I revealed this problem in the next question.

1.2 Education of a child’s personality through the use of fine arts

The upbringing of a preschooler and the formation of his personality are impossible without solving the issues of aesthetic education.

The tasks of introducing preschoolers to the visual arts from a young age are defined in the created concepts of preschool education. In each age group, children are introduced to the content of the work and its means of expression; With the help of art, moral and aesthetic feelings and personality traits are formed.

Is it possible to introduce children to art? Which psychological characteristics a preschool child is used by adults, including fine arts in pedagogical process as a means of education? We find answers to these questions in the scientific works of teachers and psychologists of the past and present, who note the high emotionality and responsiveness of the child, the mental activity of the position of the surrounding world, and the imaginativeness of thinking.

What do our children gain from interacting with the fine arts, what changes in their personality as a result? First of all, the joy of recognizing the world around us, both familiar and unfamiliar. Perceiving works of art, the child becomes inquisitive, observant, and emotionally responsive. Art creates the joy of communicating with friends and develops the ability to empathize.

The works of artists teach childrenfantasize . Children begin to “see” and “hear” something of their own in a work, and they have a desire to create something beautiful themselves. This is how creativity begins.

Fine art, through visible colorful images, helps a child learn truth, goodness, and beauty. From generation to generation it glorifies these excellent qualities human soul.

Constant communication with the fine arts teaches the child to navigate the spiritual values ​​of society, he acquires independence in aesthetic judgments.

Perceiving the artist’s work, emotionally responding to it and thinking about it, the child makes mental and spiritual efforts on himself, he, as it were, transforms himself, and the inclusion of imagination and fantasy in the process of perceiving the picture speaks of creative work preschooler.

Art encourages children to engage in their own artistic activities (visual and verbal), where their creative ideas, verbal and visual efforts are realized.

Primary education in the subject “Fine Arts” is part of the “Art” educational system and provides general art education, which is aimed at the spiritual, moral and aesthetic development of preschool children. Teaching fine arts occupies an important place in the system of aesthetic education and contributes to the development of the creative potential of the individual.

In conditions of variable training in various programs, it is important to note the commonality of the objectivespurposes of studying fine arts . It is designed to provide:

- introducing preschool children to the world of plastic arts as an integral part of the spiritual (emotional - value) and material culture of society;

formation artistically - imaginative thinking as the basis for the development of a creative personality, its aesthetic tastes and needs, moral and ethical character;

development creativity; expanding the range of feelings, imagination, fantasy, nurturing emotional responsiveness to phenomena of artistic culture;

teaching the basics of visual literacy, developing practical skills in various types visual activities;

systematic development of visual perception, sense of color, compositional culture, spatial thinking, the ability to embody creative tasks (visual, decorative, design) in artistic images;

familiarization with the heritage of domestic and world art;

perception of an active aesthetic attitude towards reality, art, phenomena of artistic culture, folk artistic traditions.

The influence of art on the formation of a person’s personality and development is very great. Without educating aesthetically literate people, instilling respect for spiritual values ​​from childhood, the ability to understand and appreciate art, without awakening children’s creative principles, it is impossible to have an integral, harmoniously developed and creatively active personality, and the child’s perception will also develop.

1.3 Objectives of introducing preschoolers to the visual arts

Let's see how the content of pedagogical work with children to introduce them to art becomes more complex from group to group.

Program objectives for introducing preschoolers to the visual arts Throughout the child’s entire stay in kindergarten, children can be divided into four groups.

First group - meaningful, unifying tasks aimed at teaching children the ability to understand what is depicted in the picture, what the artist said in his work, what he wanted to express.

Second group - figurative and expressive. By implementing the tasks of this group, the teacher teaches preschoolers to perceive and evaluate the artistic means used by the painter (as he depicted characters, expressed the idea, revealed the content of the work).

Third group - emotional and personal. It includes tasks, by solving which the teacher develops in children the ability to give an aesthetic assessment of a work. The following questions can help him with this: “What is the attitude of the artist himself to the design? What did you like about the film? What interested her? What mood does it evoke?”

Fourth group - educational. The objectives are aimed at ensuring that the teacher can outline what moral and aesthetic qualities and cognitive interests to form, what feelings to cultivate in the process of teaching children to perceive art.

Unity of techniques and methods used in working with children in the classroom and in other forms and types pedagogical activity, ensures the formation in preschoolers of a stable interest in art, the depth, brightness of impressions, and the emotionality of their relationship to the content of painting.

Starting fromjunior group , children are taught not only to understand the semantic side of the work, but also to respond emotionally to it, form an emotional attitude towards the picture, and the ability to relate their little experience with what they see on the canvas.

How complicated are the tasks of introducing preschoolers to the visual arts in different age groups?

Childrenfourth year life begins to introduce book illustrations (a type of graphics), folk toy and a visual and didactic picture. During this work, they develop an interest in looking at vivid images and are taught to see what and how the artist depicted in the drawing.

When looking at illustrations and toys, the teacher draws the children’s attention to familiar images of objects, people, and natural phenomena, thus teaching them to peer into the picture and feel the joy of recognizing familiar objects. Children are taught to notice images that are contrasting in color, and are also taught to respond emotionally to the beauty of the objects and phenomena depicted in works of art.

Childrenfifth year in life they are taught to understand the content of a work, talk about it, compare the actions of the depicted characters with real ones, and notice details. Teaching preschoolers to understand the content of a painting means helping them not only to see what is depicted on the canvas, but also to establish the relationship between the objects and images of the painting. At the same time, the teacher draws the children’s attention to means of expression, used by the artist - color, shape.

Children of the fifth year of life develop the ability to peer into a picture. What does “peer” mean? The teacher teaches children to listen carefully to the story of the picture, look and see details, correlate the depicted objects with real ones, highlight the main thing in the content of the work, establish connections between objects and phenomena depicted in the picture.

From the middle group onwards, children form an emotional and personal relationship with the work, encouraging them to explain what they liked about the picture.

INsenior group Preschoolers are introduced to a new type of art - painting. Continuing to teach children to understand the content and expressive side of the work, they try to differentiate in their presentation such concepts as “content” and “expressive means” (what is depicted in the picture and how it is expressed), teach them to understand the relationship between the content, visual and expressive means (color, form, composition, movement, facial expressions, posture, gesture). Children try not only to name what and how is depicted in the picture, but also to determine what relationships are expressed in it, how people relate to each other, whether the objects depicted by the artist correlate with real ones, what is the artist’s attitude to the content of the work.

Children of the sixth year of life can already determine a personal selective attitude towards a work, motivate the choice of a favorite painting, illustration, toy, sculpture, and also talk about the emotional associations that arise from the perception of a work of art. At the same time, moral and aesthetic problems are also solved. This is how the concepts of “good” and “beautiful” are formed. The good deeds of the people depicted in the work appear at the same time to be beautiful, since the artist emphasizes this with color, location, and facial expressions.

In the older group, new tasks are also solved: children develop an interest in painting, sculpture, artistic taste, the ability to “read” a work, and the ability to aesthetically perceive reality.

INpreparatory By school, a group of children are encouraged to independently examine paintings, are taught to distinguish the specifics and originality of each genre and type of work of art, develop the ability to perceive the content of a painting, various means of expression (rhythm, color, form), feel and understand the mood conveyed by the artist, character, relationship life phenomena and artistic images, develop aesthetic feelings, judgments, and emotional responsiveness to an artistic image.

As you can see, preschoolers gradually improve their ability to analyze the content and expressive means of a picture, and also deepen and clarify the knowledge acquired in previous age groups. If in the younger age group children are taught to understand the content by answering the question of what (who) is depicted on the canvas, then in the middle group preschoolers are introduced to the characteristic features of the characters depicted by the artist and their relationships. In senior and preparatory school groups, the ability to perceive a picture based on the unity of content and expressive means is formed, and to understand the significance of the content of the work.

From group to group, the number of expressive means perceived by children and used by the artist increases. Kids highlight the following with unity of expressiveness:spot, line , noticecontrasting color images . In the middle group, children perceivethe shape of objects, notice the expressiveness of postures, gestures, facial expressions . Children in the older group understand such complex means of expression asrhythm, composition.

Changes also occur in the tasks of developing aesthetic feelings and an emotional attitude towards the artist’s painting. For example, in the younger group, children learn to respond emotionally to the phenomena and objects depicted in the picture. In the middle group, they show an emotional response to the picture they like. In the older group, preschoolers develop an emotionally positive attitude towards the content of the work. The solution to this problem is not simply connected with admiration for what one sees, defining an object or phenomenon with the word “beautiful,” as was done in the younger group. The formation of an emotionally positive attitude towards the content of the picture is based on an analysis of the logical connections of the work, on the ability to explain what the child saw. Thus, gradually, children develop an aesthetic perception of art based on its comprehension, which gives rise to aesthetic feelings and an emotionally positive attitude towards what is perceived.

Older preschoolers show a steady interest in works of art, they develop the ability to feel and understand the nature of the depicted phenomena and objects based on establishing the relationship between the content and means of expression. The emotional perception of the work and its analysis, comprehension of the idea of ​​the picture create the conditions for cultivating an emotional-evaluative attitude towards its content.

Tasks for introducing preschool children to the fine arts, their implementation in kindergarten - a preparatory stage for mastering the program"Fine arts and artistic work" in elementary school. Close continuity between kindergarten and school is the most effective way artistic education and education of the younger generation. We are making an attempt to establish continuity in the work of the kindergarten and primary school on the selection of the content of tasks for introducing children to the fine arts and methods of working with them, to monitor the level aesthetic development children from kindergarten to preschool age in both rural and urban areas.

As a result of development mandatory minimum in fine arts in kindergarten, children will have an understanding of:

about fine arts, folk and decorative arts, design as a form of art, about their role in human life;

about the basic concepts of visual literacy;

about the relationship between art forms;

about the most significant art museums in Russia.

Children will learn to distinguish (recognize) works national art and other cultural regions, traditional artistic folk crafts of Russia; - convey the plot in the composition and semantic connection between objects.

When performing educational and creative work, preschoolers will be able to use: figurative language of plastic arts; knowledge of the basics of color science (three basic ones, black, white, color shades, dark and cool colors, color contrast and nuance); on the basics of depicting space (blocking, making objects smaller when moving away); on the basics of depicting the human face and figure (proportions of parts, conveying emotions, movements).

Preschoolers will master basic tools artistic expression image:rhythm silhouette, color, composition .

In fine arts classes, children gain experience:

working with color, tone, line, space, shape when performing graphic, paintings, as well as modeling and design tasks; - work with such art materials as: gouache, watercolor with white, pastel (crayons), charcoal, pencil, brush, applique (cut-out and torn), plasticine (clay), paper (for modeling), cardboard (for engraving) and etc.;

collective creative work.

Fine arts training allows you to apply creative experience V practical work for the design of a group room, reception area, when creating decorative products - applied arts from available materials.

By using all groups of tasks to familiarize preschoolers with the fine arts in the pedagogical process, we thereby, on the one hand, help children more easily and quickly learn everything that we teach them, and on the other hand, we help ourselves in organizing and planning the pedagogical process.

1.4 Principles for selecting works of art for preschoolers

How to build a pedagogical process for introducing preschoolers to painting, and what works of art should be used to solve the problems of aesthetic education in kindergarten?

Practice shows: the success of children’s artistic education and their introduction into the world depends on the selection of works. great art. What the artist will tell about on the canvas and what the schoolchild will come into contact with for the first time, what will open before his eyes, what he will be surprised and admired by - all this will become the basis for the formation of aesthetic taste, a sustainable interest in painting as a source of knowledge of the world. Thus, the correct selection of works of art is one of the conditions for the aesthetic education of preschoolers. But this is not the only significance. Correctly carried out selection of works of art for working with children also has a significant impact on the formation of the initial ideological orientation, civic feelings, love for the Motherland, native nature, interest in the peoples of other countries and continents. In addition, through the perception of painting (genre, portrait, still life, landscape) the child’s personality is humanized. For example, understanding humane relationships in genre painting, he tries to transfer the perceived relationships into his own with his peers and adults. When perceiving portraiture, a child acquires the ability to peer into people’s faces, understand their joys and sorrows, but most importantly, he learns empathy.

When selecting works of art for viewing with children, take into account the principlerelevance a social phenomenon expressed in genre painting. Among genre paintings, children are interested in those paintings that reflect modern life in our country, as well as works dedicated to significant events and seasonal changes in nature.

The listed principles are the principles of selection of worksBy content . However, for a deeper understanding artistic value A painting needs unity in the perception of the content (what is depicted) and the means of expression (how the content is expressed), i.e. work forms. In the selection of works by form, the principle of diversity in the means of expression and manner of execution used by the artist is taken into account.

According to color decision paintings made by the artist in warm and cold weather are selected color scheme based on color contrast - bright color spots or calm strokes, lively, bright, rich colors or blurry, separated.

It also matterscompositional solution. For viewing with children, pictures are selected in which artistic images are arranged in a circle, triangle, asymmetrically, symmetrically, in the center, statically, dynamically, etc.

Paintings by different artists differ in the manner of execution: the rhythmic depiction of lines, strokes, stylization, generalization or detail of the depicted objects and images, their three-dimensional or planar image. The principle is also taken into accountconcentricity , the essence of which is to return to previously perceived pictures, but at a higher level of knowledge. The same picture is repeatedly offered for children to examine during the school year and in different age groups. But the children’s attention is directed to different goals: to highlight individual images, name colors, determine the mood, analyze the logical connections of the picture, establish the relationship between the content and means of expression. Compliance with the principle of concentricity allows the teacher to gradually deepen the understanding of preschoolers works of art, to reveal to them something new in the content and artistic means of the painting, to cultivate a sustainable interest in painting, to develop more vivid associations and aesthetic feelings. For example, the painting “Guests” (artist O.B. Bogaevskaya) depicts a girl’s birthday. If, upon initial acquaintance with the picture, it became clear what (who) is depicted in it, what mood is expressed, what the picture tells about, i.e. Children learned to examine the details of the picture in detail, then later their attention was drawn to the relationship between the content of the work and the form of its expression. During the initial acquaintance, the external side of the picture was revealed, and upon repeated acquaintance, its aesthetic merits and inner essence were revealed; in other words, pedagogical guidance in viewing the work at this stage was aimed at a deeper understanding by the child of the artist’s intention.

So, to introduce preschoolers to art, it is important to correctly select works of art.

Works of painting should realistically reflect phenomena of social life and nature familiar to children. The painting must clearly express the artist's idea and intention. You can select paintings from other areas of painting.

When selecting works for viewing with preschoolers, it is necessary to clearly understand what the picture is about, what the main idea was expressed by the artist, why he created it this work how he conveyed the content (what artistic means he used).

A work of art is distinguished not only by its idea, which is hidden in the painting, but also by its theme, i.e. what is depicted on it. The theme of the work should be close to the child’s social experience and life impressions. In genre painting, such topics as the life of adults and children, their humane relationships, the work of adults and children, and the heroism of people during the Great Patriotic War are important.

Children of senior preschool age can access themes reflected in genre painting: social activity of people at work, their love for their homeland, humane relations of people (care, attention, sensitivity, cordiality, devotion, kindness, responsiveness, mutual assistance, etc.). effective love and careful attitude man to the earth, nature.

And one more important principle that is taken into account when selecting works of art for familiarization with preschool children is an individual creative vision of reality in similar themes of the works.

Preschoolers are introduced to paintings created by by different artists on the same topic (“Family” by G.P. Sorogin and “Family” by Yu.P. Kugach). By perceiving these paintings, children acquire the ability to compare different manners of execution of the same phenomenon by different artists, and to highlight their attitude to what is depicted.

Familiarizing children with paintings that are similar in content, but made by different artists, influences the development of a personal emotional-evaluative attitude towards the perceived work in preschoolers, and the formation of aesthetic taste.

Today, more than ever, one of the main tasks of the people is the task of developing social emotions and feelings in children. The “Concept of Preschool Education” also talks about ways to expand the emotional experience of children: “When communicating with adults, a child discovers a range of new feelings, emotional shades... for the first time begins to experience the joy of learning... anxiety for others, pride in his success. Master the language of emotions."

An inexhaustible source for the development of such feelings are works of portraiture. Getting to know this type of art helps to show children the best traits of a person, to develop in them sensitivity, a sense of empathy, and emotional and aesthetic responsiveness to the spiritual world of man.

Conclusion

The formation of a creative personality is one of the important tasks of pedagogical theory and practice in modern stage. Solving it should begin in preschool age. The most effective means for this is the visual activity of children in a preschool institution.

In the process of drawing, a child experiences a variety of feelings: he is happy about the beautiful image that he created himself, and he is upset if something doesn’t work out. But most importantly, by creating an image, the child acquires various knowledge; his ideas about the environment are clarified and deepened; In the process of work, he begins to comprehend the qualities of objects, remember their characteristic features and details, master visual skills and abilities, and learn to use them consciously.

During my work, I noticed that children, while viewing the picture and subsequent discussion, perceive the picture as a whole. When we looked at the elements of the picture, the children did not see them separately; the children saw all the elements of the picture as connected into a single whole and they could not be separated. This indicates the development of children's perception and emerging associations when viewing the picture. This means that teachers work quite well with children on perception problems in kindergarten. And Khizhnyak Yu.N. in his works he highlighted the most important task facing the teacher.

That. The most effective forms of introducing children to art are:

visiting museums where a child can see original masterpieces of world painting;

specially organized classes to familiarize children with paintings;

drawing images of nature.

gaming techniques;

looking at paintings;

“walking” into the picture;

musical accompaniment;

“A subtle, sympathetic person, capable of being happy and making others happy, rarely appears on his own. To educate a person like this, to develop a culture of feelings in him, to fill his life with joy is the most important task facing a teacher.”

In order to learn to understand the beauty in art and life, you need to go through long way accumulation of elementary aesthetic impressions, visual and auditory sensations, a certain development of emotional and cognitive processes is necessary.

References

1. Vanslov V.V. “What is art?”, M., 1988.

2. Vetlugina N.A. “Aesthetic education in kindergarten”, M., P., 1985.

Zubarev “Children and Fine Arts”, M., 1969.

Kompantseva V.V. " Poetic image nature in children's drawing", M., 1985.

Komarova T.S. “Methodology for teaching visual arts and design”, M., P., 1991.

Koptseva T.A. “Nature and the Artist”, M., 2001.

Kurchevsky V.V. “What’s there outside the window?”, M., 1985.

Leibson V.I. “What poems teach”, M., 1964.

Maslova “We are entering the world of beauty”, St. Petersburg, SpetsLit, 2000.

Medorezova O.V. "Lesson notes in preparatory group kindergarten", Voronezh, 2006.

Mukhina V.S. “The visual activity of a child as a form of assimilation of social experience”, M., 1981.

Odnoralov N.V. "Materials in Fine Arts", M., 1983.

Sokolnikova N.V. “Fine art and methods of teaching it in elementary school,” M., 1999.

Stasevich V.K. "Scenery. Picture and reality", M., P., 1978.

Chumicheva R.M. “Preschoolers about painting”, M., 1992.

Epstein M.N. “Nature, world, hiding place of the universe” system of landscape images in Russian poetry, M., 1990.

Even for many of us, an art exhibition sometimes causes yawning and is associated with something boring and uninteresting: well, a painting, well, something drawn - so what? And it seems that the child will not understand anything. But if you choose a suitable plot, discuss what you see together and share your impressions, it will be fun for both the children and you. Therefore, to avoid indifferent adults, it is better to learn to understand art and respect the work of a master from an early age.

Natalya Ignatova, a lecturer at the Level One educational project and a certified art historian, shared her secrets on how to instill in children a love of beauty.

Natalia Ignatova

Lecturer of the educational project Level One and certified art historian

Getting children interested in an art exhibition is not as difficult as it seems at first glance. And all parents can do it. To make a trip to the museum a good one family tradition, take into account the age of the young viewer and study art in game form. Knowing your child, you can tell him the story of the painting in an unobtrusive and accessible way, which means you won’t overload him with unnecessary information.

Preschoolers

Children from 4 to 6 years old are not very interested in who wrote this or that painting and why. To begin with, they just need to explain what a museum is and paintings in general. Most children at this age are already familiar with photographs. They've probably already tried filming mom and dad or their toys. Therefore, we can say that paintings are something like photographs. It’s just that before there were no smartphones or cameras, and people could only draw – and not only reality, but also fairy tales.

In preschool age, first of all, you need to teach your child to look carefully at pictures. Please keep in mind that in the galleries there are paintings depicting both nudity and scenes of violence. Therefore, think about your route in advance. In the Tretyakov Gallery, it is best to immediately go to the hall with paintings by Viktor Vasnetsov (room No. 26). The ideal work for children to perceive is “Bogatyrs”.

V. M. Vasnetsov “Bogatyrs” (1898)

Tell the plot of this painting, which the artist loved very much, in the form of a fairy tale: “Once upon a time there were three heroes. Their names were Ilya Muromets, Dobrynya Nikitich and Alyosha Popovich. And they protected their lands from the invasion of enemies. And one day they went out into the field and...” Here you can ask the child what he thinks: do they see enemies or not? Draw the child’s attention to how the sword is extended, the arrow is prepared, how the characters in the picture are looking - in general, push him to the conclusion that the enemy is somewhere nearby. Imagine together what will happen next. Invite your child to think about how the epic heroes are similar and different, what their characters are.

By the way, this particular painting was the last in the collection of Pavel Mikhailovich Tretyakov, which he bought himself and hung with Vasnetsov in the place where the canvas hangs now.

In addition to fairy tales, children will enjoy studying paintings depicting animals, everyday scenes and still lifes.

I. F. Khrutsky “Flowers and Fruits” (1839)

Go to the still life of Ivan Khrutsky (room No. 14) and explain to your child that artists often draw everything they see. Ask him what fruits and vegetables are in the picture, where the insect is hidden, what paints the artist used, and who likes which color best. At the same time, it will be more interesting if parents also share their impressions.

With younger schoolchildren, it is no longer necessary to run to specific halls, fearing that they will see scenes of war or the tender embrace of lovers. You can start with portraits and explain what genre they are.

Selecting images different people, ask your child if they are different from us and how, and also play the game “Guess who it is?” A military man, a merchant or, say, a king, with the attributes of power - a power and a scepter. Also tell us that portraits differ in genre - there are ceremonial portraits, full-length, and there are intimate portraits - waist-deep, and offer to determine which is which.

In addition, draw your child’s attention to the emotions of the characters. To do this, consider, for example, the faces of the men in Orest Kiprensky’s painting “Newspaper Readers in Naples” (room No. 8).

O. A. Kiprensky “Newspaper Readers in Naples” (1831)

One of them is reading a newspaper. You can ask: what are others doing? They listen - this can be seen from the turn of the head of one and the thoughtful look of the other. Then it’s worth asking the question: why does one read to everyone? And the parents themselves will help answer it, with a little preparation. All these people in the picture are foreigners, and only one of them knows the language in which the newspaper is written. And he translates. The least interesting thing to read is to a dog who looks at the viewer and has absolutely no idea what he’s talking about. we're talking about. Try to show your child that you are also listening to someone carefully, and invite him to compare how similar your face is to the facial expressions of the characters in the picture.

I. I. Levitan “Golden Autumn” (1895)

Also at this age you can admire the landscapes, so clear and bright. Consider “Golden Autumn” by Isaac Levitan with your child (room No. 37). Ask him: why is it autumn, what period does the landscape belong to, what colors did the artist use, what mood does the painting evoke?

Try to guess what time of year it is in the painting “Wet Meadow” by Fyodor Vasiliev (room No. 18). There are green trees painted there, flowers grow and the sun breaks through the clouds.

Also introduce your child to the landscapes of Konstantin Korovin (room No. 43). In his painting “In Winter” you will see a yard covered with snow and a horse harnessed to a sleigh.

Go to the painting by Alexei Savrasov, familiar to everyone from childhood, “The Rooks Have Arrived” (Hall No. 18). The artist depicted the middle of spring, when it becomes warm, so birds return from the south, but the leaves have not yet blossomed and the snow has not melted.

I. I. Shishkin “Morning in a pine forest” (1889)

Well, how can a little sweet tooth get past such a familiar picture (hall No. 25). Be sure to share a secret with your little one: the furry animals on a broken pine tree were painted by another artist, Konstantin Savitsky. At one time, he told his family that the author sold the painting for 4 thousand rubles, and therefore became “a participant in the 4th share.” Savitsky first put his signature on the work, but then removed it.

Draw the child’s attention to the fact that the tops of many trees seem to have been cut off and do not even fit on the canvas - with this the artist wanted to convey their power and majesty. And we, like the bears, find ourselves inside a dense thicket.

Children aged 9 years and older

Children aged 9-11 years can already be told about the personality of the artist and his life. However, for this, adults will have to prepare or take an audio guide.

Psychology of children's creativity

(methodological recommendations for beginning teachers)
teacher of special disciplines at MBU DO "Children's Art School No. 1", Ryazan Baukova I.P.
Description:
Art shapes and develops a person in many ways and influences his inner world. It develops the eye and fingers, deepens and directs emotions, excites imagination, and makes thought work.
This article is part work program in fine arts at a children's art studio, based on personal teaching experience. Provides useful information on basic artistic disciplines(drawing, painting, composition, creative painting). Designed for children of preschool and primary school age.
Target: to develop in art classes the sense of beauty given to children by nature.
Combining the game and the alphabet will allow them to understand that the field of fine art is both interesting and not easy. For the fullest development of children's abilities, it is recommended to use a variety of materials and techniques in the classroom.
Tasks:
1. Enrichment of artistic horizons through knowledge about fine and decorative arts and their role in human life;
2. The need to develop children's knowledge, skills and abilities in the field of fine arts.

It's never too late to learn to draw,
but we must agree that the basics
fine art is better
are comprehended at an early age.

According to Dahl, to create is to give being, to create, to create, to produce, to give birth. This is an active property. Humanity is generously endowed with it, and children in particular. Getting into art school, the child already knows, to some extent, visual means of expression, but does not yet realize their systematic nature. The use of these drugs by a child is in the nature of a game.
V. Favorsky wrote: “It would be extremely joyful if it were possible to transfer children’s creativity, without breaking or tearing it off, but also without preserving it, but gradually complicating it, into the creativity of adults, without losing the wealth won by the child, and this is apparently possible "

Untimely training in mastery is a serious obstacle to creativity. The teacher must exercise the greatest restraint in influencing students. Because even a teacher who has taste and inclinations can fix a child in a spectacular, but primitive way of drawing, can instill in him the premature “academicism” of an adult. By turning away from his own tasks, he thus loses the most valuable thing - independence.