Notes on introducing children to the fine arts. Introducing children to fine arts, nature, music. lesson plan (preparatory group) on the topic. Need help studying a topic?

summary of a lesson on familiarization with preschool children

With fine arts

"Journey to the Land of Art"

Lesson objectives:

Ø To consolidate ideas about the main genres of fine art (landscape, still life, portrait); the ability to find one genre among others and justify your choice.

Ø Teach children to see the distinctive and integral features of the landscape.

Ø Continue to learn how to compose a still life composition according to your own ideas.

Ø Expand knowledge about the portrait genre, determine the inner world of the person depicted, distinguish between feelings and mood by facial expression and facial expressions.

Ø Learn to change facial expression by moving parts on the flannelgraph.

Ø Activate the dictionary, learn to select synonyms.

Ø To develop a love for beauty.

Progress of the lesson: Should come to us today fairy tale hero. Guess who it is? “The boy in the hat is big, curious and funny, he loves to draw, but guys, he doesn’t know anything.” Children: Dunno. Included Dunno: Hello guys. It's good that you know me. Perhaps you've read about me? Remember, I once wanted to become an artist, but no one liked the pictures I painted? So I came to your kindergarten to learn. After all, I love art so much! I want to visit the fabulous land of art. But you can't get there that easily. You need to show your knowledge, but I can’t do anything. Educator: Guys, let's help Dunno. You and I know a lot. Listen, Dunno, carefully. What is painting Children: paintings painted with different paints or other colored materials Educator: Who paints the picture? Children: artist Educator: What helps the artist, what assistants does he have? Children: paints, pencils, crayons, gouache, charcoal, pastels. Educator: What colors do you know? Children: watercolor, mental, gouache Educator: what is the difference between watercolor and gouache. Children: watercolor paints are diluted with water, but gouache is not diluted with anything Educator: How are oil paints diluted? Children: oil Educator: Oil paints The paintings are painted by real artists, and these paintings are preserved for many, many years. What are shades? Children: All colors similar to the base color, just darker or lighter. Educator: Name the shades of red Children: pink, burgundy, raspberry, scarlet. Educator: Did you listen to Dunno? What do you say? Dunno: How much do you know! Well done! Do you agree to visit the fabulous land of art with me? Ring the bell, call me to the world of art

(music plays, children walk in a circle and approach the group landscape paintings) Dunno: Oh, how many pictures there are here! Educator: Let's see what paintings are hanging here. What are they talking about? True about nature. How to call pictures about nature in one word? Children: scenery Educator: Look carefully and tell me what mistake was made here? That's right, among the landscapes there was another picture. We'll take it off. What landscapes are familiar to you here? Who wrote them? Looking at these pictures, we see the beauty of nature. What mood arises when looking at these paintings? Children: mood sad, joyful, tender, cheerful Educator: What do you want to do while looking at the paintings? Dunno: I also want to paint a landscape. How to draw a landscape correctly? Educator: Yes, usually they paint a landscape, but you can also make a sketch. We, Dunno, will now all make such a sketch together. To compose it we will use diagrams. (we consider the diagrams, what is the order of compilation) - time of year - divide the sheet in half - a corner of nature Children choose according to the diagram and compose a landscape on a flannelgraph. Dunno: How beautiful! Well done! Educator: Where should we place the picture we took? Children: to still life Dunno: To the “mamort”? What is this? Educator: Not “mamort”, but still life. Guys, let's tell you what a still life is. We approach a group of still life paintings Children: Image of beautiful things and objects such as dishes, fruits, vegetables, flowers Dunno: Do you know how to create a composition? Educator: We will now show you different compositions of still lifes (children assemble a still life from cut out objects on a sheet of colored paper) Dunno: Oh, this takes a long time to learn. It turned out so beautifully! Physical exercise: “Beautiful bouquet”(to the music, who will collect a beautiful bouquet faster) Educator: What genre is still left that we haven’t considered? (portrait) What is a portrait? Children: image of a person Educator: Can you learn a lot about a person from portraits? What? Children: You can find out about a person’s mood, character, how a person lives Educator: What can you say about these people? Dunno: My friend Tube also draws portraits, so he painted himself Educator: Children know the name of a portrait of the author himself, painted by himself (self-portrait) Dunno: And he drew me too! Here! Educator: Guys, why do you think all the portraits are different? Yes, Dunno has different moods, which is why her facial expressions changed. Which Dunno is depicted in this picture? What is his face like? (sad, sorrowful, calm, surprised) Game "Mimicry"(show how children are angry, sad, surprised, happy) Educator: Help me turn the sad Dunno into a cheerful one. What details need to be changed? (on the flannelgraph there is a cut portrait (the mouth and eyebrows change) Dunno: Oh, how funny I am Educator: Here we are, visiting the land of art. It's time to go back to kindergarten Dunno: And I'll stay here Educator: Ring the bell to the kindergarten and bring us back. Here we are kindergarten. Where were we? Did you like it? What did you like most? What was difficult about this journey? Would you like to travel again? Now in the group, if there is a desire, we will draw.

Summary of an integrated lesson to familiarize children with fine arts, nature, and music.

Subject:

"Conversation based on Levitan's picture" Golden autumn"Introducing children to painting genres."

Target : develop children’s artistic perception of works of fine art, teach them to understand the content of the picture. Strengthen the ability to independently express an aesthetic attitude towards nature through visual means. Cultivate love for native land, develop children’s creative abilities, introduce them to painting genres. Dictionary : landscape, landscape artist, still life, portrait, blue river, colorful foliage.

Preliminary work:examination with children of landscapes by artists Levitan I.I., Shishkin, Savrasov. Listening to the works of Tchaikovsky P.I. “The Seasons”, Vivaldi “The Seasons”, reading poems about nature, getting to know sayings, proverbs, signs of autumn. Equipment : reproduction from Levitan's painting "Golden Autumn" / "Portrait of A.S. Pushkin" by the artist Kiprensky, "Still Life" by Van Gogh, glue, scissors, colored paper, brushes, rags, a common blank sheet for the still life painting "Gifts of Autumn". Today, children, we will talk to you about genres of painting, about Levitan’s picture “Golden Autumn”.

What time of autumn is shown in the picture (beginning, middle or end of autumn)?

There is a short, but wonderful time in the original autumn - The whole day is as if crystal, And the evenings are radiant...

It's still warm, sunny, and the trees are starting to turn golden,

October has already arrived - the grove is already shaking off Latest sheets from its naked branches. The autumn chill has blown in - the road is freezing Zhurcha, the stream is still running behind the mill. But the pond has already frozen.

The forest is like a painted tower, lilac, gold, crimson, with a cheerful, motley wall

Standing above a bright clearing.

The teacher invites you to look at the picture carefully and say what is depicted on it.

The leaves on the birch are yellow and golden, and the aspen is red and purple.

The river is quiet, light blue, thoughtful.

Look at its banks, what are they covered with? What grass?

True, green, but already beginning to fade, Dry grass is drooping

to the ground. What can you see in the distance? (Green grass). This is winter.

The grass withers and turns yellow in the meadows, the winter crop rises evenly,

green velvet carpet.

Look and tell me what weather the artist depicted in the picture? How did you know that the weather was sunny? That's right, the sky is blue, only here and there white clouds, like swans, float by. The air is warm and transparent. The wind faintly rustles the golden leaves.

What colors did the artist use in this painting? That's right, yellow. This is sunny paint and the artist chose it to depict the day. The artist used red paint to depict the foliage of the aspen tree. For the sky and river I used blue. The artist used joyful, cheerful colors in his painting to make the picture bright and beautiful. What mood do you get when you look at this picture? (happy, a little sad). What other word can you call this picture? (scenery). What do we call an artist who paints landscapes? (landscape artist). But there are children, other artists. Some of them draw portraits of people. Look at the portrait of A.S. Pushkin by artist Kiprensky. Other artists depict fruits, vegetables, flowers. This is a still life. Translated into Russian - “dead nature”. Today, guys, we will be artists, but not with brushes and paints, but with colored paper and scissors. We will create a still life painting "Gifts of Autumn". What does autumn bring us? (apples, plums, pears, grapes, vegetables). We will cut out fruits and paste them onto our picture. Nice picture we succeeded. What is the name of this genre of painting? (Still life).

Summary of a lesson on introducing children to fine arts and nature on the topic: “Conversation about the creativity of I.I. Levitan"

Ministry of Education of the Russian Federation No. 32 "Berezka" Administration of Tuapse

(In the preparatory group)

Educator: Kolosova E.B.

Program content:

• develop children's artistic perception of works of fine art, teach them to understand the content of the picture;
• consolidate the ability to independently express an aesthetic attitude towards nature through visual means and dance;
• to cultivate love for their native land, to develop the creative abilities of children to expand their horizons.

landscape, landscape artist, winter enchantress, bottomless blue, thin, transparent birch trees, blue shadows.

Preliminary work:

• viewing landscape paintings by I.I. with children Levitan, I.I. Shishkina

V.M. Vasnetsova;

• listening to works by P.I. Tchaikovsky cycle "Seasons" ; learning poetry and reading works about nature by Russian and Soviet authors
• acquaintance with proverbs, sayings and signs of nature
• viewing slides.

Equipment: landscape paintings by I.I. Levitan, slides with illustrations of paintings, recording "April from the cycle" "Seasons" II. I. Tchaikovsky, easels with sheets of paper, paints, brushes.

Progress of the lesson.

The teacher addresses the children:

Today we will talk about creativity famous artist. Now I will show you several of his paintings, and you will answer: who is this artist and what are the names of his paintings?

(the teacher shows the children paintings by I.I. Levitan "Golden Autumn" , "March" )

Questions for children:

Which artist's paintings did you see? Name them.

What do you know about this artist?

0 what does he tell in his paintings?

What do you see in the picture "Golden Autumn" ? What mood does this picture evoke?

Which of the poems by Russian poets is in tune with this picture?

The teacher draws attention to the picture "March" and asks the guys:

What did Levitan talk about in this picture? What mood does it make you feel? - Which of folk signs Do you remember looking at the picture?

(February is strong with a snowstorm, and March is a drop. No matter how angry winter is, it will submit to spring).

- Children, looking at the picture of I.I. Levitan "March" , I remembered the poem by F.I. Tyutcheva “The earth still looks sad” , listen to him:

The earth still looks sad,

And the air already breathes in spring,

And a dead stem sways in the field,

And the oil branches move.

Nature hasn't woken up yet,

But through the thinning sleep

She heard spring

And she involuntarily smiled...

The teacher tells the children:

Today I will show you another painting by I.I. Levitana, it's called

"Spring. Big water» . The work of P.I. will help us feel the beauty of this picture. Tchaikovsky "April" .

(Children look at the picture accompanied by a play by P.I. Tchaikovsky "April" ) .

The teacher asks the children to answer the questions:

What do you think the artist wanted to tell about in this painting?

The sun is not depicted in the picture, but it is felt.

How did the artist convey this?

What poem about spring would you like to read while looking at this picture?

We looked at three paintings by I.I. Levitan. Why do they attract us?

What feelings do they evoke?

After the children’s answers, the teacher says:

There are also many interesting and beautiful places, which are somewhat reminiscent of Levitan’s paintings. You saw many of them when you were on a walk with your parents. You have seen pictures of our native nature.

She gives us a lot of joy so that we can always admire the beauty of the forest, meadow, pond; nature must be preserved and protected.

Nature inspired not only artists, but also composers who

wrote many works about the seasons.

Invites children to sing a song "Spring"

Imagine that we are in a forest clearing, where the bright

the spring sun and the first spring flowers are making their way to the light.

What flowers are these? Right. Snowdrops. Imagine that you are snowdrops, and while listening to music, show how these flowers grow and reach for the sun.

Children performing a dance "Snowdrops" to a German folk tune.

So we visited the spring forest. Now go to the easels. Today you will draw what you consider characteristic of this time of year.

(The guys draw to the music of P.I. Tchaikovsky). After finishing the work, the teacher pays attention to the children’s work.

Look what a joyful picture the awakening of nature turned out to be. There is so much sun and blue in the drawings. All this creates a joyful mood in us. Get into a round dance, let's welcome spring with a cheerful song.

Children perform a round dance "Vesnyanka" to a Russian folk melody arranged by P.I. Tchaikovsky.

Program content: bring children to understand that at all times the people glorified their defenders and were proud of them; develop a desire to speak out about what you see; arouse interest in the peculiarities of the clothing of warrior-heroes, in the presence of decor (the clothing protected the warrior and was beautiful); find means of expression that help determine the characters’ characters and their thoughts; .

Equipment: reproduction of the painting “Bogatyrs” by V. M. Vasnetsov, material for an application on the theme: “Let’s decorate the helmets of warriors.”

Progress of the lesson

Conversation with children about why the country needs warriors. As among ordinary people can you tell a warrior apart? What should every warrior be like to win?

Educator (V.). The people needed defenders at all times. They just looked a little different. Do you want to see the warriors who were in Rus' many years ago?

The teacher hangs a reproduction of V. Vasnetsov’s painting “Bogatyrs”.

IN. Three warriors came down from the high hills and stopped in the middle of a flat field - three heroes. In the middle, on a black (raven) horse, is Ilya Muromets. He shielded himself from the sun with his palm to see better, and peered into the distance with a keen, sharp gaze. On a white horse - Dobrynya Nikitich. He also looks intensely into the distance. They don't just look, they see something in the distance. Even the damask sword was half pulled out of its sheath. What do you think they might have seen? What could have worried them so much? (Children's answers.)

What can you say about the third hero? How is he different from others? Looking into the face of Ilya Muromets, we can say that he is strong, calm, Dobrynya Nikitich is brave and hot, and Alyosha Popovich is young, gentle, he seems to be thinking about his own things. He can not only fight, but also sing songs and play the harp. Take a closer look and you will find his harp.

Children, how many of you know the names of the warriors’ clothes and their weapons?

If the children find it difficult, the teacher notes that the hero has a helmet on his head, and metal chain mail protects his chest. Weapons - spear, heavy club, shield, sword, bow and arrows. It is necessary to pay attention to decorative ornaments made by chasing, forging, and inlaying precious stones. All this decorates the warriors and their horses. The horses also matched the heroes: the strong black horse of Ilya Muromets, the white horse ready to race, and the calm, even submissive, golden horse of Alyosha Popovich.

IN. In the depiction of heroes, artist Viktor Vasnetsov used a lot of red and golden colors. This is no coincidence, because red is the color of victory and joy. How did the artist manage to convey the shine of metal? (He did not paint the chain mail with one color, but left light highlights, and the result was the shine of metal chain mail.)

What do you think, is the Motherland behind the heroes or ahead? The artist really wanted us to guess, and depicted the sky as white and pink.

What's the most vulnerable thing in the picture? Find the youngest Christmas tree. A Christmas tree that grew earlier than others. What do you think the Christmas trees are worried about at this moment? What do they say to each other? (Empathy technique.) But in vain the Christmas trees worry that the strong legs of the horses will accept them. Another minute - and the horses with the heroes will rush to where the warriors were peering so carefully: is there an enemy in sight, are they offending anyone?

Let's come up with a story about what awaits the heroes ahead.

After this, the teacher invites the children to decorate the silhouette shapes of the helmets with “precious stones”, using bright colored paper. Background for this artistic activity An old Russian one can serve folk song about a Russian warrior.

Examination of a reproduction of the painting by V. A. Serov “Girl with Peaches”

Program content: develop figurative language skills portrait painting, feeling of beauty; stimulate the desire to analyze a work of art, to understand the means artistic expression portrait.

Equipment: portrait of V. A. Serov, reproductions of paintings “Girl with Peaches” », “Girl illuminated by the sun”, “Portrait of Mika Morozov”.

Progress of the lesson

IN. Portrait artists create portraits in their paintings famous people: generals, composers, poets, artists, etc. But the artist Valentin Serov is very short time painted a portrait of a girl, and this portrait became his best work, which delights people even today. Do you want to admire it?

The teacher shows a reproduction of the painting “Girl with Peaches.”

IN. What immediately caught your attention? You don’t know anything about this girl, but let’s try to figure out what the artist wanted to tell us about her? He wanted us to feel the joy of life that he felt when he painted the picture. What gives us a joyful mood? (From the abundance of light and warmth, a sunny summer day outside the window, from the girl’s calm, sweet face, her light smile, from the ripe velvety peaches on the table.) If color is a means of conveying mood, then what shades did the artist use to convey joy with color?

What color can we say is olive yellow? Find him. Pale pink? Find shades of pink in the picture (the lightest and darkest). I’ll tell you a secret that the artist spent the most time searching for the right shades to convey the elegance of the girl’s blouse. A black bow with a red flower stands out in contrast.

Why did the artist need a bluish-gray, lilac-gray color here? (To convey the shadow.)

Who will find the most traces of the shadow? Where do you see traces of the sun?

We guess that there are trees outside the window, maybe this is a garden. But we already know: to paint a river, sky, trees, artists use not only green and blue paint. What did the artist want to show using such light colors outside the window? (Sunlit day.)

You're probably wondering how the girl ended up here. Her name is Vera Mamontova. She is with her parents at the dacha. She really likes it here. She looks at the artist with her dark, calm eyes. Maybe she’s even a little embarrassed because the artist painted a blush on her cheeks.

What do you want to know about her? What would you ask her if you were in this room? What would you ask the artist Valentin Serov? (Show the stages of creating a portrait: pencil sketch, first color spots, detailed color elaboration.)

What would you call this painting? (After the children’s statements, the teacher names the author’s title.)

If children have not lost interest, you can present to their attention the paintings “Girl Illuminated by the Sun” and “Portrait of Mika Morozov”.

Show here the mood of the picture - a feeling of peace from sunlight and the warmth of wood, note the excellent transfer of character, inner world boy (“Portrait of Mika Morozov”).

Examination of reproductions of paintings by I. E. Repin “Dragonfly” and “Autumn Bouquet”

Program content: develop the ability to perceive portrait genre; evoke a desire to unravel the artist’s intention, to determine the character and inner content of the person depicted in the portrait; show the power of such a means of expression as color; , a feeling of joy from the ability to “read a portrait.”

Equipment: reproductions of paintings by I. E. Repin “Dragonfly”, “Autumn Bouquet”, self-portraits of I. E. Repin in his youth and in recent years life.

Progress of the lesson

IN. Now you will see a painting that the artist I. E. Repin called “Dragonfly”. What do you think might be depicted on it? (The painting can be opened gradually, from top to bottom.) Maybe the artist confused something with the title? If not, then what did he mean by that name?

Once upon a time there was a girl. Her name was Verochka. She was the daughter of the artist I. E. Repin. She was a fast, joyful, light girl who enjoyed everything: a sunny day, warmth, red summer, fun activities. Oh, Verochka was such a fidget! She ran around all day, fluttering like a dragonfly. Now she jumped onto the perch, and the next moment she was no longer there, but one moment is enough for the artist to convey all this. Artists see more than we do, they know the secrets of colors and know how to reflect a lot in their paintings. Let's try to figure it out. What color is there the most in the picture? (Blue color is light, muted.) Do you know what color can sound like?

Bright, warm colors sound fun, joyful, loud. Cold - fresh, calm, cheerful; light, muted colors sound gentle and soft.

That's why there are so many blue color in the picture. The artist emphasized his love and tenderness for his daughter.

We don't see the sun, but there is so much of it in the picture. Find him. The hat covers her face from the sun, but it sneaks in and caresses the girl’s cheek. We can even guess which direction the sun is shining from.

We are standing in front of the painting, but it seems to us that the girl is high up, and we seem to be looking up from below. Why do we think this way? (The artist placed the portrait against the sky. The earth is almost invisible, the tops of the blades of grass are visible. Our fidget seems to be floating in the air.)

What else tells us that Verochka is a restless person? (Folds on tights (stockings).

I wonder what she'll be like when she grows up? How do you imagine her? (Children's statements.)

Many years passed, and Vera grew up. And she became like this (the painting “Autumn Bouquet” is hanging). I. E. Repin painted a portrait of the adult Vera.

Can adult Vera be called a dragonfly? Why? What has she become? Choose your words.

If in the painting “Dragonfly” the light but cold blue color was warmed by the sun, then in the painting “Autumn Bouquet” there are many warm tones. Find traces of autumn. (Vera’s outfit complements the autumn color.) The picture echoes silence, calm and even sadness. Vera is looking straight at us. What do you think she wants to tell us? Or maybe she wants to give us this wonderful autumn bouquet?

When I. E. Repin painted a portrait of little Vera, he was young (showing a self-portrait). But Repin lived very long life and painted his portrait in the last years of his life. Years change a person's face, but his love for art has not changed. Nothing was more valuable to him than painting.

If the children have not lost interest, you can display reproductions of other paintings by Repin and conduct didactic games“Find a painting on the palette”, “Find a painting using a diagram”, “Find a painting using a sketch”.

Goal: to arouse active interest in children, an emotional response to works of art, the desire to carefully examine the paintings. To consolidate children's knowledge of such genres of fine art as still life, landscape and portrait. Teach children to draw a self-portrait, develop the ability to notice similarities with themselves, shown in facial expressions, in the expression and color of the eyes, in the manner of dressing; cultivate accuracy in working with paints.

Materials: paintings of landscapes, still lifes, portraits, samples of self-portraits, watercolors, brushes, water, napkins, albums, a mirror for each child.

Preliminary work: examination of reproductions, photographs, portraits

tov, drawing people.

Progress of the lesson.

I. Set up for the lesson.

II. In classes on speech development, drawing, appliqué, and modeling, we began to get acquainted with different genres of fine art.

What is the name of the profession of a person who paints pictures? (artist) .

What genres of painting do you know? (landscape, still life, portrait).

Show me a picture of a landscape? How did you know? (forests, fields, cities, villages, sea, mountains).

How can you draw a landscape? (from nature, or you can come up with it yourself).

What should you not forget when painting a landscape? (near (front) and far (background).

What's better than drawing? (gouache or watercolor).

If you see it, in the picture

A river is drawn

Or spruce and white frost,

Or a garden and clouds,

Or a snowy plain

Or a field and a hut, -

Required picture

It's called a landscape.

Show a picture of a still life. Why do you think this is a still life? (flowers, fruits, vegetables, berries, household items).

How is a still life created? (the artist first arranges the objects beautifully

you try to arrange the main objects so that the rest complement and decorate them. The artist seems to be talking not only about objects, but also about the people who created them and raised them).

What are still life paintings for? (plucked flowers will wither, people will eat fruits and berries, but those drawn by the artist will live forever)

If you see in the picture

Cup of coffee on the table

Or fruit drink in a large decanter,

Or a rose in crystal,

Or a bronze vase,

Or a pear, or a cake,

Or all items at once -

Know that this is a still life.

Where is our portrait?

So what is a portrait? (a picture of people).

How can you paint a portrait (from life, that is, looking at a person or from a photograph).

If you see what's in the picture

Does anyone look at us?

Or a prince in an old cloak,

Or a steeplejack in a robe,

Pilot or ballerina

Or Kolka is your neighbor, -

Required picture

It's called a portrait.

Sh. Physical education minute:

One, two, three, four-

We stomp our feet.

One, two, three, four-

We clap our hands.

Stretch your arms wider

One, two, three, four.

Bend over - three, four,

And jump on the spot.

On the toe, then on the heel,

We all do exercises

We all walk on our toes,

We're walking on our heels.

Here's a posture check

And they pulled their shoulder blades together.

Let's remember what you need to know when drawing a portrait (with light strokes we designate the main shapes - the head and shoulders; we determine where the person's eyes are located, what size they are, designate them, draw eyebrows and nose, mouth and additional details: glasses, earrings, draw hair and clothes. Only after this we carefully paint everything with paints.) .

IV. Introduction to self-portrait.

I invite the children to take a mirror and carefully examine their face, eyes, eyebrows, nose, etc. and draw themselves while looking in the mirror. This is exactly how artists painted their self-portraits.

Work in albums.

As I work, I remind the children so they don’t forget small details: eyebrows, eyelashes, bangs, etc., because all the little things are important in the drawing. They reflect the unique character of a person.

V. Final part.

What did we draw today? (self-portrait)

When the works are dry, we will look at them and try to guess who is depicted in them.