what is composition?
what is the main thing in it?
Right. When creating an artistic image, the artist uses colors, perspective, conveys volume and texture. In a decorative composition, a theme can be expressed in ways that fundamentally distinguish it from the composition of a painting.
The landscape image can unfold not in depth, but upward, in which case the distant plans are placed above the close ones. In a decorative landscape, the artist does not seek to convey the natural look of the object, but stylizes it. The very first masters of stylizing natural forms were folk craftsmen.
In what products of Russian crafts can we find compositional techniques for stylizing natural forms?
I will talk about folk craft, and you will name it to me.
Under the brush of the magic craftswomen
Flocks of blue birds come to life.
Magic flowers waving petals
Frosty pictures of wonderful beauty!Red - black over gold
A fire is blazing
Everything is imperishable and young
Everything in her is to amaze the world.
On the shortest summer night on the holiday of Ivan Kupala, according to legend, special flowers and herbs that have healing powers bloom. Objects are decorated with these flowers. Compositions of roses and kupavka can form a separate composition or complement the plot images.
On the black, blue, red or fawn surface of the tray, landscapes and flower arrangements near Moscow are clearly visible: flower wreaths, lush bouquets sometimes combined with fruits and birds, autumn motifs of berries and leaves.
A decorative composition can be compared not only with an ornament, where there is a motive, but also with a pattern that freely fills the plane. Name them.
The techniques of folk craftsmen were picked up by professional decorators and applied them in their decorative works. Here are illustrations of different decorative images - sort them out by type.
Group 1 - monumental - decorative images.
Group 2 - decorative and applied products.
3 group decorative and decorative items.
M O L O D C S!
"Composition cannot be learned until the artist himself learns to observe and notice what is interesting and important. From this moment the possibility of self-expression begins for him and the composition" is "by itself ..." (I. Kramskoy)
Stylization techniques at the end of the 1st - 20th centuries. continued to evolve into geometric shapes. They were simplified by artists abstractionists.
Abstract painting marked the rejection of the natural image and suggested the convention of color, geometrization of forms, decorativeness and non-objective compositions.
This trend includes painting by Russian artists Wassily Kandinsky and Kazimir Malevich.
For Kandinsky, a play of color is characteristic, and for Malevich, composition is important.
Let's now imagine ourselves as Kandinsky or Malevich.
Let's do the exercise:on a piece of paper
use simple geometric shapes to style the floral motif and create an abstract composition.
The choice of the motive for the future composition will be left to fate. I invite you to draw the number of your assignment to the drum.
(doing the exercise)
Well done! Each of you has created your own unique, original motive. Now we can appreciate the play of color and composition in each work.
(viewing works on the board)
Landscape, as well as still life, occupies one of the leading places in the decorative composition and carries certain difficulties in the image. Along with generalizations and conventions, the landscape must convey the state of nature and be built according to the laws of composition. Only then will it be expressive and interesting to the viewer.
Unlike easel painting, in a decorative landscape, first of all, there is no light-air perspective and all objects, both foreground and background, are depicted with the same clarity.
Stylization, as a rule, occurs due to the simplification of the outlines of objects: the most expressive lines and moves in the decorative relation are revealed, on which the accent is made. Quantitative changes in the image of objects are also possible, if this is required by the artist's intention.
Decor in a landscape can be used to a greater or lesser extent. The composition can be completely filled with openwork, or an ornamental accent can be made only in some areas of the forms that it is desirable to highlight.
Color can be used with reference to nature, or it can be decided conditionally. The Japanese landscape is very indicative in terms of stylization.
The plane-decorative character of the style of the Japanese masters is due to the predominance of line, the color is introduced as a decorative spot.
The richness of tones is not great, all the landscapes are a complete compositional whole based on a careful study of nature, as evidenced by the mood inherent in each of the landscapes.
The use of volumes is skillfully associated with a general planar interpretation. The combination of all these techniques creates the stylized and decorative character of the Japanese landscape.
Snow landscape
Shushkanova Natalia Sergeevna
Position: additional education teacher
Educational institution: MBOU DO MDG "FOLK CRAFTS"
Locality: r.p. Chunsky, Irkutsk region
Material name: Technological map of the lesson (classes)
Theme: "Decorative landscape"
Date of publication: 09.02.2016
Section: additional education
MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION OF ADDITIONAL EDUCATION CENTER FOR CREATIVITY DEVELOPMENT NORTHERN CRAFTS R. P. CHUNSKY Technological map of the lesson (classes) on painting in grade 4 Topic: "Decorative landscape" Author: Shushkanova Natalia Sergeevna, teacher of additional education r. Chunsky 2016
Goal:
independently decorate the blank of a tree product, applying in practice the learned decorating techniques, developing the ability to combine and creatively use various artistic materials, decorating methods and techniques, compose a collective composition of finished trees, bringing up the aesthetic taste and beauty of decorative products.
Occupation type:
assimilation and consolidation of new knowledge.
Planned
result:
performing collective work - panel "Decorative landscape" from elements of independently decorated patterns of trees.
Formation of universal learning activities
: Personal: understand and accept the value of beauty in people's lives, have a positive motivation for educational and creative activities, show interest in painting materials. Cognitive: analyze what means, techniques and methods of decoration can be used in educational, creative and everyday life, generalize the available information and apply it in practice, be able to formulate an educational problem, search for ways to solve a creative problem. Regulatory: determine the goal of educational activities, organize your workplace in accordance with the goal of completing tasks, draw up a plan with the help of a teacher, and independently follow the plan. Communicative: answer the teacher's questions, participate in the work of the class, argue your point of view, express your own opinion, be able to maintain a positive educational dialogue, adequately perceive the assessment of your work by the teacher, comrades. 4. Basic concepts: "Decor", "Decorative landscape", "Realistic landscape", "Stylization". 5. Resources: multimedia projector, gouache, fabric and ceramics contours, brushes # 1,3,5, a glass for water; glue stick. Presentation for the lesson. "Trees" - fiberboard blank products.
Routing
# Lesson stages Teacher activity Student activity
1
The organization
onny
Motivation Greeting, checking the readiness for the lesson. - Let's remember what basic materials should be in a painting lesson? Organization of the workplace. Answer the teacher's questions. Providing motivation and acceptance by children of new educational and cognitive material. -We are all real artists, and we know how to imagine. I propose to close your eyes and imagine a wonderful fairyland in which mysterious animals live, magical butterflies flutter, and extraordinary trees grow. (Poem) -Each of you has his own image. And having collected your ideas into a single whole, we will learn to portray them in one picture. Do you agree? Then we open our eyes and remember what we studied in the last lesson and what is very useful to us in our work. Tune in to gain new knowledge.
2
Actualizats
of supporting
knowledge
A survey of students on the previous topic: I propose to consider the painting of the Russian landscape painter I.I. Shishkin "View in the vicinity of St. Petersburg". - In what genre of fine arts Enter into a dialogue with the teacher, demonstrate cognitive activity. List the features of the landscape;
is the painting done? - Who can define the word landscape? - How does this picture affect your mood? With the help of what the artist conveys the mood in the picture? I propose to consider another landscape and characterize it. - What do you see in the picture? - How does the artist convey the shape of objects? - And having compared the two landscapes, how can you name this landscape (I point to the one you need)? - What is a realistic landscape? I explain that artists have another technique that allows them to turn any real object into a fabulous one. - Which one, you can tell yourself by looking at the board. - Who can define stylization? Can a realistic landscape be depicted using stylization? - Such a landscape is called decorative. Working with the presentation. Images are compared. Introduction to the topic of the lesson. - Guys, looking at the board, independently voice the topic of our lesson. The topic of our lesson: they remember what “stylization”, “color” and basic concepts in visual activity are. Compare images. They remember the definition - "realistic landscape". They are trying to independently formulate the definition of "decorative landscape", applying the concept of "stylization". ...
"Decorative landscape"
3
Staging
goals
I propose to formulate the topic of the lesson. - If the topic of our lesson sounds like - "Decorative landscape", then what goal will we set with you in the lesson? I bring you to the goal of the lesson - to complete a decorative landscape. - But we will not just make a decorative landscape, but we will compose a collective panel of trees, using the techniques of stylization and decoration. Working with the presentation. Enter into dialogue with the teacher. Summarize the information received. Formulate the topic and purpose of the lesson.
4
Formed
no new
concepts
Explanation of the new material. - Do you know the word "Decor"? - "Decor" - decoration - Where do you think the decor is applied? - Look around, is there decor in the office? - Let's think about where, in addition to painting classes, are there stylization and decoration techniques? Working with the presentation. Enter into dialogue with the teacher. Summarize the information received. Demonstrate cognitive activity.
5
Practically
anchorage
basic
knowledge
I propose to perform a creative exercise to consolidate the concept of "stylization" in groups of 3-4 people. 5 minutes are given for work. - Guys, I divided you into groups. Getting started with the assignment, remember the rules for working in groups and safety when working with glue. I propose to discuss the progress of the exercise: 1. The envelopes contain. Perform a creative task. Choose suitable geometric shapes to complete the intended composition. Discuss the course and defense of practical work.
various geometric shapes. Your task: to compose a stylized landscape from the figures and evaluate each other's work. 2. We draw up a work plan: - discuss the idea of \u200b\u200ba landscape; - decide which landscape you have chosen; - compose your landscape. - The board contains examples of stylized landscapes, you can watch and compose your own. 3. Upon completion of the work, the groups present their landscapes (according to the scheme), while others evaluate. In the course of the work, I follow the posture of the students and the correct organization of the workplace. Individual work with weak students. They independently remember the rules of working in groups. Present work, analyze their own result with the work of other groups.
Dynamic
second pause
Use of means of physical activity. Do a warm-up on their own
6
Formed
no skills and
skills.
Practically
th work
I propose to do some practical work to consolidate the new material. I explain the progress of the work and the necessary materials. - We need for work: gouache, brushes, volumetric contours, cotton swabs. I indicate a learning problem that needs to be solved: stylize real forms into decorative ones. - First, let's remember the purpose of the lesson. - In the course of practical work you are faced with the following Recall the purpose of the lesson. With the help of a teacher, they set an educational task and ways to achieve it. Creative activity. Conscious use of new teaching material.
tasks: - to learn how to stylize natural forms into decorative ones; - develop imagination and creative imagination. It takes 15 minutes to work. We recall the safety rules when working with materials and tools. We draw up a work plan: - choosing the idea of \u200b\u200ba stylized image; - covering the main background; -decoration of the product with the help of volumetric contours, cotton swabs (optional). I propose to independently choose the degree of difficulty in the work. I follow the students' posture and the correct organization of the workplace. Individual work with underperforming and struggling students. Self-talk of safety precautions when working with materials.
7
Outcome
lessons
Upon completion of the work, together with the children, I summarize the lesson. - Who used the complicated decor option and other things in your work? Generalization of the studied material. - What technique did you use when decorating the tree? - What new concept have you learned? - Have you experienced any difficulties in practical work? Reflection on the work done. Expressing a personal opinion on the achievement of the educational task of the lesson.
- Have we reached our goal? - What was she like? - What can be used as a panel?
8
Reflection
The decorative landscape performed at the final stage of practical work is used as the criteria for evaluating the lesson. - If you liked the lesson, you coped with the task, and throughout the whole lesson it was interesting for you - attach a butterfly to the sky. If there were difficulties in work, something was not clear and the mood soured because of this - attach the butterfly to your tree. If you didn't like the lesson, the material was difficult, you did not cope with the task and leave the lesson in a bad mood - attach the butterfly to the clearing. Self-assessment of work in class. Mutual appreciation of work in class. Assessing your psychological state.