Collection of ideal essays on social studies. An introduction to art

TATYANA DOVGALYOVA
Experience "Introducing children to art"

1. Introduction

1.1. Relevance experience.

Fine art is one of the oldest areas art. Every child is born an artist. You just need to help him awaken his creative abilities, open his heart to kindness and beauty, help him realize his place and purpose in this beautiful world.

In recent years, cardinal changes have taken place in the system of preschool education, it is changing and improving. The idea of self-development of the personality, its readiness for independent activity is put forward to the fore.

Acquaintance children with art should begin as early as possible, namely, from preschool childhood. It is no coincidence that aesthetic education is considered as the development of the ability to understand, perceive, feel the beauty in the world around and art. Only through art, according to B. M. Nemensky, a person is able not only to understand, but also "survive experience previous generations". Painting, sculpture, graphics, architecture enrich and decorate our lives. To art reached its goal, delighted us, excited, expanded our knowledge, we must be able to see it. In my opinion, every person is faced with art, but not everyone can understand it, see everything alive and beautiful around them. Perceiving works art, the child becomes inquisitive, observant, emotionally responsive. Art creates the joy of communicating with comrades, forms the ability to empathize.

Relevance experience is that modern society has a need for a creative person. The Federal State Educational Standard for Preschool Education is also aimed at this problem. Many of the abilities and feelings that nature endows us with, unfortunately, remain insufficiently developed and undiscovered, and therefore unrealized in the future life. The presence of a developed imagination in mature years determines the success of any type of professional activity of a person. Therefore, understanding the works art, the development of creative abilities is one of the main tasks of preschool education.

Great potential for the disclosure of children's creativity lies in the visual activity of preschoolers. Classes in drawing, fine arts can give the child the necessary knowledge that he needs for full development, so that he feels the beauty and harmony of nature, to better understand himself and other people, to express original ideas and fantasies, to become a happy person.

All children love to draw when they are good at it. Drawing with pencils, brush requires a high level of drawing technique, skills and knowledge, techniques work. Very often, the lack of this knowledge and skills quickly turns the child away from drawing, because as a result of his efforts, the drawing turns out to be incorrect, it does not correspond to the child’s desire to get an image that is close to his idea or the real object that he tried to depict.

Observations of the effectiveness of the use of various drawing techniques in the classroom, discussions with colleagues in an educational institution led me to the conclusion that it is necessary to use such techniques that will create a situation of success for students, form a stable motivation for drawing, interest in art. The educational program of a preschool organization does not provide for a deep study of non-traditional drawing. After all, it is very important what results the child will achieve, how his imagination will develop, and how he will learn work with color. The use of non-traditional techniques will satisfy him curiosity. During work with preschoolers, drew attention to the fact that children often copy the sample offered to them. Non-traditional techniques are an impetus to the development of imagination, creativity, the manifestation of independence, initiative, and expression of individuality. Applying and combining different image methods in one drawing, preschoolers learn to think, decide for themselves which technique to use in order to make this or that image expressive. Drawing using non-traditional image techniques does not tire preschoolers, they remain highly active, performance throughout the time allotted for the task. It can be said that non-traditional techniques allow, moving away from the subject image, to express feelings and emotions in a drawing, give the child freedom and instill confidence in their abilities. Owning different techniques and ways of depicting objects or the world around him, the child gets the opportunity to choose, and therefore has the opportunity to involvement in art.

1. 2. Theoretical substantiation of the topic of in-depth work.

According to teachers and psychologists (such as N. A. Vetlugina, L. S. Vygotsky, A. V. Zaporozhets, T. S. Komarova), preschool children have significant potential for understanding and emotional responsiveness to works art.

For successful work with children in the introduction to art I used the author's program of artistic education, training and development children 2-7 years old"Colored palms" I. A. Lykova, which contributes to the development of aesthetic perception of artistic images and works art; thing (phenomena) the surrounding world as aesthetic objects; creating conditions for free experimentation with artistic materials and tools; introduction to the universal "language" art- means of artistic and figurative expressiveness; education of artistic taste and sense of harmony.

I have studied and used in practical the following papers:

S. A. Lebedeva (teacher) from work experience"The use of non-traditional techniques in the formation of the visual activity of preschoolers" - who believed that the visual art through visible colorful images help the child to know the truth, goodness, beauty. From generation to generation it glorifies these beautiful qualities of the human soul;

I. I. Dyachenko (candidate of pedagogical sciences) "Magic Hands", "Magic Colors" - art encourages children to his own artistic activity (graphic and verbal, where his creative idea, speech and visual efforts are realized.

- experience« Introducing children to art»

teacher Shaydurova Nelli Vladimirovna - which is based on the relationship of informational, emotional, effective-thinking and transformative components aimed at the emotional-sensory and motivational-need sphere of the individual children, the need to expand the intellectual and artistic experience in the form of knowledge, ideas about art and their practical implementation in artistic and creative activities.

In the history of preschool pedagogy, the problem of children's creativity has always been one of the most urgent. Psychologists and educators consider creative development possible children in all activities, and especially in the game. Great potential for the development of children's creativity lies in the visual activity of a preschooler. However, until now, the problem of the development of creativity remains the least studied in theory and insufficiently represented in the practice of education. children. This is due to the complexity of this phenomenon, the secrecy of the mechanisms of creativity. As for children's creativity, understanding it is important for an adult not only in the sense of conscious control of the child's creative development, but also for understanding mature creativity, since its origins contain and, perhaps, more clearly manifest what is characteristic, but more hidden in activity. adult person. As a rule, in all definitions of creativity it is noted that this is an activity that results in the creation of a new, original product of social significance. It can be new knowledge, a subject, a way of activity, a work of art. art. The problem of forming an expressive image in drawings by means of non-traditional artistic techniques is determined by the interest in studying the characteristics of children's fine arts and the dependence of its development on children's possession of available artistic imaging techniques. In the studies of E. A. Flerina (1940, N. P. Sakulina, T. S. Komarova (I960, R. G. Kazakova, T. G. Kazakova (1970) the issues of the development of children's fine art in drawing were considered in connection with the assimilation by children of certain patterns of drawing and the figurative and expressive features of drawing in different techniques: pencils in a wooden frame and without (charcoal, sanguine, etc., gouache and watercolor paints, etc. The studies of T. S. Komarova are devoted to a special study of learning problems children drawing technique and reveal not only the dependence of the expressiveness of children's drawings on the drawing technique, but also the learning system children preschool realistic drawing.

However, until recent years, education children drawing was considered only as the assimilation of realistic drawing by children by means of manual techniques, the diversity of which was manifested only in the diversity of the properties of materials while maintaining generalized drawing movements. At the same time, the variety of graphic, including printing techniques, was not studied, was not investigated for their use in children's drawing as a means of increasing the expressiveness of images and objects depicted by children, which served as the basis for calling these techniques "non-traditional" for preschool education and choose them as an object of pedagogical research on the formation of an expressive image in children's drawings.

The formulation of the problem requires its consideration in several aspects: a variety of artistic techniques in the visual art and their role in creating an artistic image, the formation of an expressive image in a children's drawing by means of non-traditional artistic techniques. The problem of the formation of an artistic image was under the close attention of philosophers, art critics, psychologists, teachers. Its philosophical roots go back to the teachings of G. Hegel, which then gave impetus to many domestic and foreign studies of such philosophers as Yu. B. Borev, V. V. Skatershchikov, A. K. Dremov, V. A. Razumny and others. who defined the artistic image and consider it as a special form of reflection of reality, as a dialectical unity of content and form, as a dialectical process that expresses the relationship between an aesthetic object and a subject that perceives it on the basis of practical transformative artistic activity. An analysis of studies on this topic allows us to conclude that children's creativity has its own specifics, since its products often do not have objective significance for society as a whole. However, the development of creativity children in the period of preschool childhood is of great importance for the formation of a holistic creatively developed personality in the future.

1.3. Target: to form an intellectual - artistic experience, ideas about art and their practical implementation in artistic and creative activities.

1.4. Tasks. To achieve this general goal, I have formulated the following tasks:

Exploring modern approaches to introducing children to art;

Creation of conditions conducive to the development and preservation of creative potential.

The use of modern technologies to implement children of their fantasies.

The development of an aesthetic sense of form, color, rhythm, composition, creative activity, the desire to draw.

Learn to see and understand the beauty of the multi-colored world.

1.5. Expected Result: boost y children interest in mastering art through the use of non-traditional drawing techniques. The ability to creatively peer into the world around us, to find different shades, gaining experience aesthetic perception. The ability to apply and combine different ways of depicting in one drawing, to think and independently decide which technique to use in order to make this or that image expressive.

1.6. Implementation stages work experience:

My work I started with a survey of parents (I conducted a survey on topics Does your child like to draw?, "Do I need a child get involved in art» , « art at home» discussions on this topic). The analysis showed that parents are interested introduce children from an early age to art. I carried out a diagnosis aimed at examining children creative abilities. A group has been selected children at the request of parents and the interest of themselves children. And so the group began to grow and develop. "Dreamers" in the amount of 12 people.

I gradually studied the individual characteristics of each child; in close cooperation with parents, a developing environment was created (I paid great attention to aesthetics, as well as convenience and comfort children., therefore, the center was equipped with the necessary material for the development of creative abilities in children(watercolor and gouache paints, colored and pencils, felt-tip pens, wax crayons, ball and gel pens, brushes of different numbers, stencils, stamps, poke, prints, etc.

In the game and educational centers there are a variety of games for the development of thinking, attention, fine motor skills, (puzzles, lacing, mosaics, small and large designer, etc.) Children enjoy playing, drawing, creating, they are not afraid of the diversity and the prospect of independent choice. The literature on the techniques used was selected; the corner of art activity was gradually supplemented with various non-traditional materials; also selected didactic manuals and educational games:

1. "Trace around" (cotton buds)

2. "Draw a Vegetable" (potatoes, carrots)

3. "Draw a Fruit" (potato)

4. "Draw a caterpillar" (acquaintance with color science, traffic jams)

5. "Self-portrait" (toothbrush, cotton buds)

6. "Fold in half" (subject monotype - partly a stencil)

7. "Draw a Flower" (finger)

8. "Draw on the template" (herringbone triangle, circle - sun, scissors - girl).

9. "Trace and Color" (cotton buds).

Thinking over each lesson, I selected the material in which the image of the object can be solved especially expressively, interestingly, beautifully, and will give children aesthetic pleasure. In the classroom, I provide children with a choice of materials and means to create their own works.

In the corner for parents I placed consultations, folders, sliders and recommendations.

I developed a working additional education program "Dreamers" for 3 years introducing children to art through non-traditional drawing based on programs of artistic and aesthetic orientation "Colored palms" I. A. Lykova, "Magic Colors" I. I. Dyachenko. Classes were held once a week in the afternoon.

Introduction to art through reading- expanding knowledge in the field of culture through reading books.

How to enter the world of art

Probably, many of us would like to better understand art and know more about famous composers, artists and literary figures. Such knowledge raises the general cultural level of a person, opens up new worlds and horizons for him, and also represents a source of pleasure and inspiration. But where to start, how to enter these worlds, which, as it sometimes seems, are available only to the elite?

It is not necessary to immediately dive into the world of classical music and listen to everything indiscriminately, stomp around in the Tretyakov Gallery for hours, after which many paintings can turn into one blurry spot, and the names of artists can mix up in your head, or you can scrupulously reread the classics from the school curriculum. The knowledge that is implanted according to the mandatory program, as a rule, stays in the head for a short time and quickly evaporates. Nothing holds them. Another thing is if this knowledge is reinforced by the creation of stronger threads and connections, then one pulls the other, the third is perfectly attached to the second, and the third is perfectly complemented by the fourth. For example, after reading “Girl with a Pearl Earring” by Tracey Chevalier, you are unlikely to forget the name of the Dutch painter Jan Vermeer, you will certainly want to get acquainted with his works, and maybe you will awaken interest in the work of other Dutch artists. And the book of Anastasia Tsvetaeva "Memories" can open for you not only the work of her sister Marina, but also a whole constellation of names of the Silver Age.

Art in fiction and memoirs

Fiction is a great way for a beginner to get into the world of art. Many fascinating art books have been written about outstanding artists, musicians and sculptors. Of course, fiction always contains a share of the author's fiction, and yet it provides an opportunity to learn about the beautiful in a fascinating way. One name leads to another, and now you are wandering into Wikipedia, driven by the desire to learn more. A week ago you had no idea about these people or knew something vague and vague about them from the school course, and today the whole life of an outstanding person has suddenly opened up before you, you are reflecting on his fate and with pleasure - out of interest, and not “by obligation” - you refer to his work.

The memoirs of prominent people are also of great value. Often there are many other names in them, which are worth knowing in more detail; you can discover new wonderful works. And besides, memoirs, as a rule, are also evidence of an era, and a description of life, relationships between people, events that the author witnessed, and which we only know about from history books. Reading a good memoir is like living an extra life, adding the author's life experience to your own. In addition, you can often find in them something that you might want to take on board, something that will inspire you to your own achievements and strengthen your motivation.

Books about painters and sculptors

Irving Stone "Lust for Life" - about Vincent van Gogh
Irving Stone "Pain and Joy" - about Michelangelo
Romain Rolland "The Life of Michelangelo"
David Weiss "Naked I Came" - about Auguste Rodin
Lion Feuchtwanger "Goya, or the hard way of knowledge" - about Francisco Goya
Konstantin Paustovsky "Isaac Levitan"
Hayden Herrera Frida Kahlo
Marc Chagall "My Life"
Ilya Repin "Far and Near"
Konstantin Korovin "My Life"
Alexandre Dumas "Ascanio" - about the sculptor Benvenuto Cellini
Nikolai Nadezhdin "Salvador Dali: the story of a genius"
Elena Matveeva "Andrey Rublev. The story of the great icon painter of Russia»
Kuzma Petrov-Vodkin "Khlynovsk", "Euclid's Space"
Alexandre Benois "My memories"

Books about writers and poets

Anastasia Tsvetaeva "Memories"
Konstantin Paustovsky "The Tale of Life"
Anatoly Rybakov "Roman-memories"
Korney Chukovsky "About Writers"
Lydia Chukovskaya "Childhood Memories", "Notes on Anna Akhmatova"
Pavel Basinsky "Leo Tolstoy: Escape from Paradise"
Yuri Tynyanov "Pushkin", "Kukhlya"
Ariadna Tyrkova-Williams "Pushkin"
Agatha Christie "Autobiography"
Vladimir Nabokov "Other Shores"
Zinaida Gippius "I'm not afraid of anything"
Irina Odoevtseva "On the banks of the Neva", "On the banks of the Seine"
Vladimir Khodasevich "Necropolis"
Irving Stone "Sailor in the Saddle" (about Jack London)
Andre Maurois "Three Dumas"
André Maurois "Olympio, or the Life of Victor Hugo"

Books about musicians

Alexander Pushkin "Mozart and Salieri"
David Weiss "Mozart"
F. Orzhekhovskaya “Imaginary meetings. Tales of Schumann, Chopin, Liszt, Wagner"
Robert Walker "Rachmaninov"
O.L. Chernikov "Piano and voices of the great"
Romain Rolland "Life of Beethoven"
O. Kuvshinnikov “Beethoven and Eliza. Tender Message"
Steven Isserlis "Curious things about Bach and Beethoven"
Nina Berberova "The story of a lonely life. Tchaikovsky. Borodin
Alexander Tkachenko "Bach"
Y.I. Milshtein "Essays on Chopin"
Tatyana Veretennikova "Chopin. Master of Sounds"
Alexander Vertinsky "Dear long"
Vladislav Shpilman "Pianist. Warsaw diaries»

Through reading to art

Fiction books about outstanding people are easier to perceive, but if you are seriously interested in some kind of artist, writer or musician, then books from the Life of Remarkable People series, and biographies, and documentaries that can be found on youtube . Now it will be doubly interesting for you to look at the album with the works of this artist or listen to the disc with the compositions of this musician, because now you will know the background and history of the appearance of these masterpieces. You can seamlessly move from one musician/artist/writer to another, as many of them were friends and influenced each other.

Other ways

You can deepen your knowledge of art in other ways. Find out if museums in your city have lectures. For example, in Moscow the Tretyakov Gallery has an excellent lecture hall tretyakovgallery.ru/ru/education/lectures where lectures are held for adults and children. Stay tuned for new exhibitions. Go to the nearest houses-museums of writers, artists and musicians. Often they also host lectures, musical and literary evenings and other events dedicated to the important dates of the museum.

Various publishing houses periodically issue magazine collections dedicated to outstanding composers and artists, which include both biographical data and information about creativity and samples of their work - music discs or reproductions of paintings.

Ticket to the world of art

There are many ways to get involved in the world of art. Someone enters it from childhood, brought up in love for good literature, music and painting. But even if you were not lucky enough to get a "ticket" to the world of art in childhood, then it is quite possible to earn this ticket in adulthood, on your own. To do this, you need only desire, interest and willingness to let art into your soul.

Often in life we meet people who are far from art. They do not understand classical music, do not visit theaters, museums. Their life is one-sided and boring. However, these people can be helped. What is the process of getting into music? This question is answered by the author of the text, S. Lvov.

He believes that initiation to art takes place everywhere: in the cinema, at a concert. The author convinces us that a person must make efforts to understand and comprehend art.

S. Lvov reveals the problem on his own experience. Attending a concert by Dmitri Shostakovich made him "immediately and forever cured of his insensitivity to music." Since then, serious music has become for him a necessity, a need, a happiness.

The hero of the novel "Fathers and Sons" by Ivan Turgenev, Yevgeny Bazarov, did not like music, did not understand art. It was a denial to the point of absurdity. And only in the face of death did he become more human, romantic features were revealed in him.

“Life is short, art is long-lived,” wrote Hippocrates. The main purpose of art is to allow a person to know himself. Every person should understand and love art, music. He will become a full-fledged personality if he discovers the world of beauty for himself.

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The role of self-education in introducing art

A person sooner or later joins the art, whether it is an amateur school choir or a special school of a special direction.

The problem of the text can be defined as follows: the search for ways to art. It happens sometimes: at the beginning of life, a growing person, a schoolboy, is not very willing to participate in what is connected with art. And yet, his involvement in the aesthetic side of life is either prompted by circumstances (for example, he must perform with the choir at a song contest), or his own desire, for example, to draw or learn to play a musical instrument.

Commenting on the problem, we can say that a person intends to creatively express himself only in cases where his talent and efforts are duly appreciated by those around him, who will support and encourage him, instill confidence in his strength.

At the same time, the position of the author is as follows. Only in-depth work on oneself, connected with the enrichment of feelings, the expansion of one's horizons, will give its results. You cannot learn to play any instrument well without learning the notes, without comprehending the basics of musical literacy. It is impossible to write a serious picture without preliminary "blanks" - sketches. This work requires patience, time, perseverance. Only under these conditions will the results be successful.

I agree with the position of the author and confirm it with the first example. The great Italian violinist and composer of the late 18th - first half of the 19th centuries, Nicolo Paganini, studied under the supervision of a stern father who introduced his son to art, almost torturing him. And the young musician eventually became a great master of violin music, the founder of the romantic direction in it. It was he who showed an example of performing by heart, without notes, a huge number of solo parts on the violin. Thus, cruel external circumstances and the great love for the instrument awakened in the soul of the musician made the master a genius.

The second example in support of the author's position can be cited from V. Shukshin's story "The Owner of the Garden". A dispute arises between two neighbors, villagers, about what is more important: to spend money on repairing a bathhouse or to invite a music teacher to teach his son how to play the button accordion. The economic peasant reproaches the impractical neighbor, who wished to introduce his son to the beautiful, because he wasted money without first repairing the bathhouse in his own yard. But the neighbor is sure he is right: a bath is a transient thing, and he will make his son happy for life.

Conclusion. The true talent of a person and his determination are the key to his success in art. And in any case too.

Searched here:

familiarization with art can also occur in a spacious exam essay
initiation to art can also occur in a spacious composition
involvement in art can occur

Hello, Lyubov Mikhailovna! I wrote another essay, please check it!))
Text by S. Lvov

Initiation to art can take place both in a spacious, purpose-built building, and within four walls, and in the open air. Whether the audience is being shown another film, whether the classes are taught by a drama club, an amateur choir or a circle in the fine arts - in all this, the living fire of creativity must and can live. And whoever one day puts his own effort into one of these things will be rewarded in time.

Art reveals itself more quickly and willingly to those who give it their strength, thoughts, time, and attention.

Sooner or later, everyone can feel that he is among acquaintances and friends in an unequal position. They, for example, are interested in music or painting, and for him they are books with seven seals. Reactions to such a discovery may vary. Some are irritably negative. “I’m not interested, so there’s nothing to be interested in here. And they just pretend that they can’t live without it!” And it is better to treat what we do not understand in a different way.

When I became a student at the Institute of History, Philosophy and Literature, many things connected me at once with new comrades. We were seriously engaged in literature, history, languages. Many of us have tried writing ourselves. As if anticipating how short our student life would be, we hurried to do as much as possible. They listened to lectures not only in their courses, but also went to lectures given to senior students. Attended classes in the history of fine arts. They managed to attend seminars for young prose writers and critics. We tried not to miss theatrical premieres and literary evenings. I don't know how we all managed, but we did. I was accepted into my environment by students who were a year older than ours. It was an interesting company.

I tried to keep up with her and I succeeded. With one exception. My new comrades were passionately interested in music. There was no wine in our meetings. We read poetry and listened to music. One of us had a great rarity for those times: a radiogram with a device for turning records - there were no long-playing records then - which made it possible to listen to a whole symphony, concerto or opera without interruptions. And a collection of chamber, opera and symphonic music.

When this indispensable part of our evening began, the comrades listened and enjoyed, and I was bored, languished, tormented - I did not understand the music and it did not bring me joy. Of course, one could pretend, pretend, give a proper expression to the face, say after everyone: “Great!” But to pretend, to portray feelings that you do not experience, we were not in the habit. I curled up in a corner and suffered, feeling excluded from what meant so much to my comrades.

And besides music, there were also concerts at home. I went to them together with everyone and among the people for whom it was a holiday, I felt separated from them and deprived. Of course, you could just not go next time - well, I don’t understand music, I’m not interested in it, they won’t expel me from their company for this! But I continued to walk along with everyone. I was smart enough not to pretend to understand, not to speak out ...

I remember well how the break happened. Of course, he prepared imperceptibly and gradually: so many evenings of listening to music did not pass without a trace. I just didn't suspect it yet. In the winter of 1940, an evening of the then young D. D. Shostakovich was announced - the first performance of his piano quintet. Friends took a ticket for me too. It was presented solemnly. I understood: what is to come is an event! The concert took place in the Small Hall of the Conservatory. To say that there was an upbeat atmosphere in the crowded hall is to say nothing. There was an expectation of a miracle. Much has already been said about the quintet in musical Moscow.

We sat on the balcony among the Conservative students. Some of them had unfolded scores on their laps, apparently not yet typed, transcribed by hand.

I will not claim that I was immediately and permanently cured of my immunity to music that evening. But a turning point—a decisive and important one—has taken place. How grateful I am to my friends of those old years that they did not give up on me, did not exclude me from listening to music - and after all, there was no need to exclude me, with the then youthful-vulnerable pride, an ironic remark would be enough to make me feel myself among them, understanding and those who know, superfluous. This did not happen.

Many years later. For a long time now, serious music has been for me a necessity, a need, a happiness.

But it was possible - forever and irreparably - to miss her. And deprive yourself

This did not happen. And because I did not stand in the pose of a man who, not understanding something, says - out loud or mentally: - Well, don't! And because he did not want to pretend, pretending to understand, when he was still very far from it. And most of all, thanks to my friends. It was not enough for them to enjoy themselves. They wanted to attach me to their understanding, to their joy. And they succeeded! Completely succeeded.

C1. Who has access to art? It is this problem that the author of the text reflects on.
To draw the attention of readers to this issue, S. Lvov tells how he "cured himself of immunity to music". Art is revealed to all who seek to know it. Initiation to music, painting, theater or literature can occur anywhere and at any time. He who "one day puts his own effort into one of these things, will in time be rewarded."
S. Lvov believes that works of art are known by those who give their "strength, thought, time, attention" to it.
I fully agree with the opinion of the author. In my opinion, each of us can understand the diverse world of art. The main thing is to show interest and spare no effort to disclose it.
In support of my position, I will give the following examples.
In the book of D. S. Likhachev "Letters about kindness" there is an article "Understanding art". He believes that the most important thing in understanding art is sincerity, honesty, openness to perception. And only those who find the strength to overcome themselves will achieve what they want. After all, understanding works of art is not easy, it takes a long time to learn. all life.
Art is created by a select few, but it is open to all. In my opinion, a person who devotes his time and energy to this will surely comprehend the wonderful world of art.