The introduction to art can also take place in the spacious Po S. Lvov (Unified State Exam in Russian). The problem of introducing art Paintings in your home

Based on the text, social science knowledge, and your own social experience, give two arguments why a person needs to be introduced to art.
EA Maimin in his book for high school students "Art thinks in images" (Maimin EA Art thinks in images. M., 1977) writes: "The discoveries that we make with the help of art are not only alive and impressive, but also good discoveries. Knowledge of reality, which comes through art, is knowledge warmed by human feeling, sympathy. This property of art makes it a social phenomenon of immeasurable moral significance. " Leo Tolstoy spoke of the "unifying principle" of art and attached paramount importance to this quality. Thanks to its figurative form, art in the best way introduces a person to humanity: it makes us treat someone else's pain, to someone else’s joy with great attention and understanding.
But understanding works of art is far from easy. How do you learn to understand art? How to improve this understanding in yourself? What qualities do you need to possess for this?
Sincerity in relation to art is the first condition for understanding it, but the first condition is not all. To understand art, you need more knowledge. Factual information on the history of art, the history of the monument and biographical information about its creator help the aesthetic perception of art, leaving it free. They do not force the reader, viewer or listener to make a certain assessment or a certain attitude towards a work of art, but, as if "commenting" on it, facilitate understanding.
Factual information is needed, first of all, in order for the perception of a work of art to take place in a historical perspective, to be permeated with historicism, for the aesthetic attitude to a monument is always historical.
Always, in order to understand works of art, one must know the conditions of creativity, the goals of creativity, the personality of the artist and the era. Art cannot be caught with bare hands. The viewer, listener, reader should be "armed" - armed with knowledge, information. That is why introductory articles, comments and, in general, works on art, literature, and music are so important.
Folk art teaches to understand the conventions of art. Why is this so? Why, after all, is it folk art that serves as this initial and best teacher? Because the experience of millennia has been embodied in folk art. Customs are not created in vain. They are also the result of centuries-old selection for their expediency, and the art of the people - selection for beauty. This does not mean that traditional forms are always the best and should always be followed. We must strive for something new, for artistic discoveries

(traditional forms were also discoveries at one time), but the new should be created taking into account the old, traditional, as a result, and not as a cancellation of the old and accumulated. Folk art not only teaches but also forms the basis of many contemporary works of art.
(D. S. Likhachev)

Hello, Lyubov Mikhailovna! Wrote another essay, please check!))
Text by S. Lvova

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

Art is sooner and more readily revealed to those who give it strength, thought, time, attention.

Sooner or later, everyone can feel that he is in an unequal position among friends and acquaintances. For example, they are interested in music or painting, but for him they are books sealed with seven seals. The reaction to such a discovery is possible in different ways. Some have irritable negative. “I'm not interested in this, so there is nothing to be interested in. And they only pretend that they cannot live without it! " And it is better to treat what is not clear to us differently.

When I became a student at the Institute of History, Philosophy and Literature, many things connected me immediately with my new comrades. We were seriously involved in literature, history, languages. Many of us have tried to write ourselves. As if anticipating how short our student life would be, we were in a hurry to do as much as possible. We listened to lectures not only at our courses, but also attended lectures read to senior students. We attended classes on the history of fine arts. We succeeded in seminars of 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 their environment by students who were a year older than ours. The company was the most interesting.

I tried to keep up with her and I succeeded. With one exception. My new companions were passionately interested in music. There was no fault in our meetings. We read poetry and listened to music. One of us had a great rarity at that time: a radio tape recorder with a device for turning records - there were no long-playing ones at that time - which allowed listening to a whole symphony, concert or opera without interruption. And a collection of chamber, opera and symphonic music.

When this indispensable part of our evening began, the comrades listened and enjoyed, but I was bored, languished, tormented - I did not understand the music and it did not bring me joy. Of course, you could pretend, pretend, give your face a proper expression, say after everyone: "Great!" But it was not our custom to pretend, to pretend feelings that you do not feel. I huddled in a corner and suffered, feeling excluded from what means so much to my comrades.

And besides music, there were also concerts at home. I walked on them together with everyone and among the people for whom it was a holiday, I felt separated from them and deprived. Of course, it was possible just next time not to go - well, I don't understand the music, I'm not interested in it, they won't expel me from their company for that! But I continued to walk with everyone. I had the sense not to pretend to understand, not to speak ...

I remember well how the fracture occurred. Of course, he prepared himself imperceptibly and gradually: so many evenings of listening to music did not pass without a trace. I just didn't know it yet. In the winter of 1940, an author's evening was announced for the then young D.D.Shostakovich - 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 a crowded hall is to say nothing. There was an expectation of a miracle. Much has been said about the quintet in musical Moscow.

We sat on the balcony among the Conservative students. Some of them had unrolled scores on their knees - apparently not yet printed, rewritten by hand.

I will not say that that evening I was immediately and forever cured of my immunity to music. But a turn - decisive and important - 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 there was no need to exclude me, with the then youthful-vulnerable pride, an ironic remark would have been enough for me to feel among them, understanding and knowledgeable, superfluous. This did not happen.

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

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

This did not happen. And because I did not take the pose of a person who, not understanding anything, 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 introduce me to their understanding, to their joy. And they succeeded! It was quite successful.

C1. Who can comprehend art? It is on this problem that the author of the text ponders.
To draw the readers' attention to this issue, S. Lvov tells how he "recovered from his immunity to music." Art is revealed to all who seek to know it. An introduction to music, painting, theater or literature can take place anywhere and anytime. Anyone "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 learned by the one who gives it his "strength, thought, time, attention."
I completely 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 reveal it.
In support of my position, I will give the following examples.
DS Likhachev's book "Letters about Good" contains 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 the elite, but it is open to everyone. In my opinion, a person who gives his energy and time to this will certainly comprehend the wonderful world of art.

Artistic culture occupies the most important place in the life of society, a decrease in its level creates a spiritual vacuum, violates the principles of the normal development of society. Art is the substantive core of artistic culture, one of the main mechanisms of cognition of a person and the surrounding reality, the formation of a system of his value attitudes. For a child, the perception of art is one of the ways of mastering the world, significantly influencing the formation of his personality.
The most favorable period in this respect is the period of preschool childhood, when children are predisposed to the perception of various types of art. This is due to the fact that the leading sphere in the child's psyche is the emotional sphere, and art is emotional by nature. The current direction of modern pedagogy is the pedagogy of art, familiarizing children with the best examples of art of various types and genres.
The problem of acquainting children with art can be solved by using high-quality programs and technologies, with a high level of professional training of teachers conducting art classes, and their interaction with the entire teaching staff. Additional opportunities in this regard are provided by new educational complexes, since they can successfully implement a system of work with children, ensuring the continuity of the preschool and school levels in it.
The introduction of children to art begins at the preschool level, the importance of which is difficult to overestimate. Preschoolers are distinguished by increased curiosity, openness to everything new, empathy, cognitive activity, emotional responsiveness to works of different types of art. Children are sensitive to music, empathize with the heroes of a fairy tale, picture, performance, their statements and assessments are always emotionally colored.
The introduction of preschoolers to art is successfully carried out in integrated music lessons, which are highly effective in terms of the development of figurative thinking, speech, imagination, and creativity in children. In these classes, children are introduced to the values \u200b\u200bof the world artistic culture, offering them highly artistic and comprehensible works of various types of art.
The musical repertoire offered to children includes works of different eras and styles: J.S.Bach and W.A. Mozart, A. Vivaldi and J. Haydn, M.I. Glinka and P.I. Tchaikovsky, N.A. Rimsky-Korsakov and S.S. Prokofiev. For the first time, preschool children are offered works by unknown authors of the 13th and 16th centuries, the music of contemporary composers is widely represented: G. Sviridov, V. Gavrilin, S. Slonimsky, V. Kikta, V. Agafonnikov, R. Ledenev.
Children also get acquainted with the standard, highly artistic paintings of I. Levitan, I. Shishkin, V. Serov, V. Vasnetsov, illustrations by I. Bilibin and V. Konashevich, works of folk art, art photography. The literary works presented to preschoolers are also very diverse: they are Old Russian folklore, poetry of the 19th century, and poems of modern children's authors.
The effectiveness of familiarizing children with art increases significantly, provided that the actions of all participants in the pedagogical process are coordinated. Equally important is the participation of parents in this interesting work, attracting them together with their children to the richest world of art. Teachers ensure the expansion of the child's cultural space - the organization of visits to musical theaters, philharmonic concerts, art museums with parents. A visit to theaters, historical and architectural ensembles is also associated with the impact on the child of various types of art: architecture, painting, sculpture, music, artistic expression. Children absorb a variety of artistic impressions, this contributes to the amplification, enrichment of their artistic and general cultural development.
Excursions to the musical theater and museum are a kind of culmination in introducing children to a particular topic in the classroom in kindergarten. Having listened to and watched in video recordings, for example, Sergei Prokofiev's ballet Cinderella, preschoolers perceive the holistic image of this ballet performance in a musical theater deeper and more consciously, having familiarized themselves with the lute and harpsichord, how they sound and look on old engravings, and are interested in considering them in The Mikhail Glinka Museum of Musical Culture.
The result of the meeting with art is the obligatory subsequent discussion of the cultural event that happened in the lives of children, as well as the embodiment of the vivid impressions they received in various types of artistic creativity. Preschoolers discover the magical power of art and, with a sufficient wealth of impressions, they strive to express them in their own "creative product" in various types of children's activities (musical, theatrical, artistic, speech, visual). At the same time, children improve their own capabilities, realize their creative potential.
The beauty and harmony of art attracts parents. For them, in the kindergarten, open classes are regularly held, musical living rooms and evenings where classical music sounds, a visual series with works of fine art, videos of choreographic miniatures, fragments of concerts and ballet performances are demonstrated. Children, delighting their parents with their knowledge, guess musical riddles, dance, play in the orchestra, draw music and participate in musical performances.
As practice has shown, a well-thought-out system of working with children at the preschool level, unfortunately, is sometimes lost at school. The artistic impressions accumulated by preschoolers, knowledge about art and the children's need for creativity are not always in demand there. Children and their parents talk about this with bitterness when they come to kindergarten after school: “We no longer draw music”, “We do not go to the theater with the class, as we used to go to kindergarten”.
New educational complexes can play a positive role in improving this situation, provided that a single artistic and aesthetic direction is built in them, the implementation of which will begin at the preschool stage and continue successively at the school stage. At the same time, the thesaurus of artistic impressions acquired by preschoolers will serve as propaedeutics, preparation of school educational courses "Music" and "World Art Culture".

T.RUBAN, Candidate of Pedagogical Sciences, Senior Researcher, MIRO

TATIANA DOVGALEVA
Work experience "Inviting children to art"

1. Introduction

1.1. Relevance experience.

Fine art is one of the oldest trends arts... 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, the system of preschool education has undergone fundamental changes, it is changing and improving. The idea of \u200b\u200bpersonality self-development, its readiness for independent activity is brought to the fore.

Acquaintance children with art should start 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 surrounding world and art... Only through art, according to B.M. Nemensky, a person is able not only to understand, but also "been through experience previous generations "... Painting, sculpture, graphics, architecture enrich and decorate our life. To art achieved its goal, made us happy, 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 living and beautiful around them. Perceiving works arts, the child becomes inquisitive, observant, emotionally responsive. Art creates the joy of communicating with friends, forms the ability to empathize.

Relevance experience isthat modern society has a need for a creative personality. The Federal State Educational Standard of Preschool Education is also aimed at this problem. Unfortunately, many of the abilities and feelings that nature endows us with remain insufficiently developed and not revealed, and therefore unrealized in the future life. The presence of a developed imagination in adulthood determines the success of any type of professional human activity. Therefore, understanding the works arts, 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. Drawing lessons, visual arts will be able to 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, a brush requires a high level of knowledge of the drawing technique, formed skills and knowledge, techniques work... Very often, the lack of this knowledge and skills quickly discourages the child 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 close to his intention or the real object that he was trying to portray.

Observation of the effectiveness of the use of various drawing techniques in the classroom, discussion 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 pupils, form a stable motivation for drawing, interest in art... The educational program of the 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... Using unconventional techniques will satisfy him curiosity... During work with preschoolers, noticed 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, expression of individuality. Applying and combining different methods of image in one drawing, preschoolers learn to think, decide for themselves which technique to use so that this or that image is expressive. Drawing using non-traditional image techniques does not tire preschoolers, they remain highly active, working capacity throughout the time allotted for the task. We can say that non-traditional techniques allow, moving away from the subject image, to express feelings and emotions in the drawing, give the child freedom and instill confidence in their abilities. Possessing different techniques and methods of depicting objects or the world around him, the child gets the opportunity to choose, and therefore has the opportunity introduction to art.

1. 2. Theoretical substantiation of the topic 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 arts.

For a successful work with children in the introduction to art I used the author's program of art 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 arts; thing (phenomena) the surrounding world as aesthetic objects; creating conditions for free experimentation with art materials and tools; familiarization with universal "Tongue" arts - by means of artistic and figurative expressiveness; fostering artistic taste and a sense of harmony.

I have studied and used in practical work the following works:

S. A. Lebedeva (teacher) of work experience"The use of non-traditional techniques in the formation of the visual activity of preschoolers" - which believed that the visual art through visible colorful images help the child to learn 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 palms", "Magic colors" - art encourages children to his own artistic activity (visual and verbal, where his creative idea, speech and visual efforts are realized.

- work experience« Introducing children to art»

teacher Shaidurova Nelly Vladimirovna - which is based on the interconnection of informational, emotional, effective-thinking and transformative components aimed at the emotional-sensual and motivational-need sphere of the personality 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 topical ones. Psychologists and educators consider creative development possible children in all activities, and primarily 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 is not sufficiently 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 management of the child's creative development, but also for understanding mature creativity, since in its origins lies and, perhaps, more vividly manifests itself what is characteristic, but more hidden in the activity an adult. As a rule, in all definitions of creativity it is noted that this is an activity, as a result of which a new, original product of social significance is created. It can be new knowledge, object, mode of activity, product arts... The problem of forming an expressive image in drawings by means of non-traditional artistic techniques is determined by the interest in studying the features of children's fine art and the dependence of its development on children's possession of accessible artistic techniques of the image. In the studies of E.A.Flerina (1940, N.P.Sakulina, T.S.Komarova (I960, R.G. Kazakova, T.G. Kazakova (1970) issues of the development of children's art in drawing were considered in connection with the assimilation of certain patterns of drawing by children and the visual and expressive features of drawing in different technicians: pencils in a wooden frame and without (charcoal, sanguine, etc., gouache paints and watercolors, etc. Research by TS Komarova is 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, training 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 variety of material properties while maintaining generalized drawing movements. At the same time, the variety of graphic, including printed techniques, has not been studied, has not been studied 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 "Unconventional" for preschool education and choose them as an object of pedagogical research on the formation of an expressive image in children's drawings.

Problem statement requires consideration of it in several aspects: a variety of artistic techniques in the visual art and their role in the creation of an artistic image, the formation of an expressive image in 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 historians, 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, etc. , who gave the definition of an 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 of an aesthetic object and a subject perceiving it on the basis of practical transformative artistic activity. 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 in children in the period of preschool childhood is of great importance for the formation of an integral creatively developed personality in the future.

1.3. goal: to form intellectually - artistic experience, ideas about art and their practical implementation in artistic and creative activities.

1.4. Tasks. To achieve this common 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.

Using modern technologies to implement children of their fantasies.

Development of an aesthetic sense of form, color, rhythm, composition, creative activity, desire to draw.

Learn to see and understand the beauty of the multicolored world.

1.5. Expected Result: increase in children interest in mastering arts through the use of unconventional painting techniques. Ability to look creatively at the world around, find different shades, gaining experience aesthetic perception. The ability to apply and combine different methods of image in one drawing, to think and independently decide which technique to use so that this or that image is expressive.

1.6. Implementation stages work experience:

His work I started by questioning the parents (I conducted a questionnaire on the topics "Does your child like to draw?", "Do I need a child introduce to art» , « Home art» conversations on this topic). Analysis showed that parents are interested introduce children from an early age to art... I carried out a diagnosis aimed at examining children creativity. A group was selected children at the request of parents and in the interest of themselves children... 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(watercolors and gouache paints, colored and simple pencils, felt-tip pens, wax crayons, ballpoint and gel pens, brushes of different numbers, stencils, stamps, pokes, prints, etc.

In the play and cognitive centers there are a variety of games for the development of thinking, attention, fine motor skills, (puzzles, lacing, mosaics, small and large constructors, etc.) Children are happy to play, draw, create, they are not afraid of the diversity and the prospect of independent choice. Literature was selected on the techniques used; the activity corner was gradually supplemented with various non-traditional materials; also didactic aids and developing games:

1. "Draw a contour" (cotton buds)

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

3. "Draw a fruit" (potatoes)

4. "Draw a caterpillar" (introduction to color science, traffic jams)

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

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

7. "Draw a flower" (finger)

8. "Draw from a template" (herringbone triangle, circle - sun, scissors - girl).

9. "Circle and color" (cotton buds).

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

I placed consultations, folders and recommendations in the parent's corner.

I developed a working club 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.

MBOU "Kolontaevskaya secondary school"

Lgovskiy district Kursk region

Learning to analyze the results of the task 25

(essays-reasoning)

in the exam in Russian

Prepared by the teacher

russian language and literature

P. Kolontaevka, 2016

Exercise 1.

Read the source code.

Source text.

(4) Of course, art is sooner and more readily revealed to those who themselves give it strength, thoughts, time, attention. (5) Sooner or later, everyone may feel that he is in an unequal position among acquaintances and friends. (6) They, for example, are interested in music or painting, but for him they are books with seven seals. (7) The reaction to such a discovery is possible in different ways.

(8) When I became a student at the Institute of History, Philosophy and Literature, many things connected me immediately with new comrades. (9) We were seriously engaged in literature, history, languages. (10) Many of us have tried to write ourselves. (11) As if anticipating how short-lived our students would be, we were in a hurry to do as much as possible. (12) Not only listened to the lectures in their courses, but also attended the lectures given to the senior students. (1H) Were successful at the seminars of young prose writers and critics. (14) We tried not to miss theatrical premieres and literary evenings. (15) I don’t know how we managed everything, but we did. (16) I was accepted into their environment by students who were a year older than ours. (17) That was the most interesting company.

(23) When this indispensable part of our evening began, the comrades listened and enjoyed, but I missed, languished, suffered: I did not understand the music, and it did not bring me joy. (24) Of course, you could pretend, pretend, give your face a proper expression, say after everyone: "Great!"

(25) But it was not in our custom to pretend, to pretend feelings that you do not feel. (26) I huddled in a corner and suffered, feeling excluded from what means so much to my comrades.

(27) I remember well how the fracture occurred. (28) In the winter of 1940, an author's evening was announced for the then young D.D. Shostakovich - the first performance of his piano quintet. (29) Friends took the ticket for me too. (З0) It was handed over solemnly. (31) I understood: what lies ahead is an event!

(32) I will not say that that evening I immediately and forever recovered from my immunity to music. (ZZ) But the turn - decisive and important - happened. (34) How grateful I am to my friends of those old years that they did not give up, did not exclude from listening to music - and in fact there was no need to exclude, with the then youthfully vulnerable pride, an ironic remark would be enough for me to feel among them , understanding and knowledgeable, superfluous. (35) This did not happen.

(H6) Many years have passed. (37) For a long time serious music for me is a necessity, a need, a happiness. (38) But it was possible - forever and irreparably - to miss her. (39) And deprive yourself.

(40) This did not happen. (41) Firstly, I did not get into the pose of a person who, not understanding anything, says aloud or mentally: "Well, don't!" (42) And because he did not want to pretend, pretending to understand, when he was still very far from this. (43) And most of all - thanks to my friends. (44) It was not enough for them to enjoy themselves. (45) They wanted to bring me to their understanding, to their joy.

(46) And they succeeded!

(According to S. Lvov)

2. Remember the wording of task 25.

Formulate and comment on one of the problems posed by the author of the text (avoid overquoting).

The volume of the essay is 150-300 words.

A work written without reference to the text read (not according to this text) is not evaluated.

If the essay is a retelling or completely rewritten of the original text, without any comments, then such work is rated zero.

Write an essay carefully, legible handwriting.

3. Formulate the "information about the text" yourself.

Main problems:

4. Read the student's work carefully; on the right in the margin, mark all types of errors encountered in the text.

What role does music play in human life? It is over this problem

reflects S.L. Lvov in his text.

In this text, the narrator talks about how difficult it was for him to sit and

listen to music and have fun. But he did not give up and joined

music and helped him in this by his own patience and friends.

D.D. Shostakovich, thanks to this an important and decisive

turn. This is what introduced him to music.

I fully share the point of view of S.L. Lvov. After all, at all times

music played an important role in people's lives.

Let us recall the story of VG Korolenko "The Blind Musician". Through an unpretentious

the music of the groom Joachim Petrus, the hero of the story, deprived of sight from birth,

discovered the life of the people, the beauty of his native land, found agreement with himself

yourself and others. His eyes remained blind, but his soul was healed.

The hero of the story "Violinist" by Gleb Meheda Ignatiy Semenovich Muzov

a lonely, unsuccessful violinist who tries to hide from prose

life in the world of music. In agonizing minutes for him, he took out of the case

violin and was transported into the “world, far from the chaos of life, lost in eternity

music, where wonderful and light images lived ”.

In conclusion, I want to say that since ancient times, people have created music

as something more than entertainment, and we still discover new things in the world

musical works. "Music is a people's need" - so he said

the great German composer and pianist L. Beethoven.

5. Using the Assessment Criteria Table, grade the student's performance step by step.

6. Check the correctness of your answer against the table "Text information".

Main problems:

The problem of comprehending works of art. (Who can comprehend works of art?)

The problem of self-education and self-education. (Who is successful in self-education and self-education?)

The problem of the role of loved ones in the formation of a person. (Can close people help a person to comprehend real art?)

The problem of the role of music in human life. (What does music give people?)

Works of art are comprehended by the person who gives this comprehension "strength, meditation, time, attention."

Success in self-education and self-education is achieved by the person who is not being cunning with himself, can honestly admit to himself that he does not understand something, and tries to understand previously misunderstood.

Close people, friends can help a person to become familiar with art, in the formation of a person as a person.

Music plays an important role in people's lives. For many, serious music is “a must. Need, happiness. "

7.Check that you are scoring correctly.

8. Justify the scoring by experts in the "Comments" column. Use the performance evaluation criteria for justification.

Note.

The numbers on the left in the examination paper are needed so that, without rewriting a fragment of the text, indicate the line number in which any mistake was made: factual, logical, spelling, punctuation, grammatical, speech, ethical.

Criterion

Country first aid kit

In a country first-aid kit, there must be antipyretic and pain relievers for children, anti-allergy drugs, antiseptics for external use ("brilliant green", hydrogen peroxide), activated carbon, vasoconstrictor nasal drops, as well as a bandage, adhesive plaster, cotton wool and a thermometer.

At what age can you start talking with your child about cultural values, about art? Some parents think that this is the business of the school, therefore, before the first grade, you should not even try, because the child will still not understand anything. The main thing is that at home he learns to read, write and count.

If the kid likes to paint, then there must be paints and brushes in the house. Of course, this is not so. To art, like everything else, the child must be taught. And the sooner this process starts, the better. Of course, in the first year of life, the baby is not yet able to appreciate the beauty of the works of the Renaissance artists or admire the literary genius of Pushkin. But let's remember what always attracts the attention of a toddler who cannot yet speak? Items of different colors. What's the best way to lull an unwilling child to sleep? Sing him a lullaby. It turns out that from an early age a small person is able to react to works of art, albeit in his own way. The task of the parents is to teach the child over time to do this consciously and to enjoy it.

Someone may ask: why does a child need this at all? The answer is simple and obvious - art is another way of knowing the world. Listening to classical music, a child learns to comprehend harmony, looking at famous paintings, he perceives color painting and composition, reading poetry, he reveals new possibilities of language. Moreover, art is inextricably linked with the history of mankind. Studying with the child works of art (in the broad sense of the word) based on historical plots, parents can tell the child about interesting, important facts from the past. Thus, the horizons, erudition and vocabulary of the child expands.

If the child likes music more, then you can enroll him in a music school. Sooner or later the moment will come when the little person will definitely want to move from contemplation to creation. Simply put, he will feel the need not only to admire other people's paintings, but also to create his own. Not only listen to other people's musical works, but also compose your own. Parents should support the child at this moment. Study with him at home, enroll him in the appropriate circle or section. If the kid likes to draw more, it means that the house must have paints, brushes, colored pencils and plenty of paper. You can buy a set of postcards with reproductions of famous artists for your child, look at them together, ask which pictures the child likes more and why. Of course, we must not forget about the benefits of visiting museums. You just need to explain to the child all the rules of behavior in such a place in advance. Or you can call on the computer and the Internet for help: some museums have long ago created their own sites, which have excellent virtual tours.

If the child likes music more, then you can enroll him in a music school even before entering general education. The main thing is for the kid to decide on the choice of the instrument on which he wants to learn to play. At home, among other things, classical music must sound. Sooner or later, the child will decide on his favorite composers, then the parents will be able to tell him the life stories of these great people. Of course, modern musical works will also be present in the child's life. But the good taste imparted from childhood will allow the child to weed out absolutely mediocre "creations" and enjoy the professional work of real musicians and authors.

Art is an infinitely important part of our life, and a child should feel and understand this from childhood.

T.RUBAN, Candidate of Pedagogical Sciences, Senior Researcher, MIRO

The introduction to art can take place in a spacious, purpose-built building, and within four walls, and in the open air. Whether the audience is being shown another film, whether they are conducting classes in a drama circle, an amateur choir or a circle in the fine arts - in all this, the fire of creativity must and can live for a long time.

The writing

The formation of a personality is influenced by many factors: the influence of society, the direct desire of a person to a particular type of activity and, which is important, the environment in which it is located.

In this text, S.L. Lvov invites us to think about the problem of the role of loved ones in the formation of a person.
Referring to the topic, the narrator cites as an example a case from his life when the environment in which he found himself was able to instill in him a love of serious music. The protagonist was faced with a situation in which, in the company of creative people who are fond of music, he had to "hide in a corner and suffer" - after all, this hobby was like "a book with seven seals" for him. However, the young man did not want to deceive himself and pretend to be a connoisseur, just as he did not want to "get into a pose" of a man who threw himself in hobbies for their inflexibility. Ultimately, the friends "did not give up, did not exclude from listening to music", and also did not harm the hero with a word - they helped their friend to break himself and become a connoisseur of serious music, which they themselves were, - "It was not enough for them to enjoy themselves. They wanted to introduce me to their understanding, to their joy ”.

I completely agree with the opinion of the publicist and also believe that the environment plays an important role in the life of each of us. It has a huge impact, both positive and negative, on the formation of personality: it determines our habits, attitudes, hobbies, behavior and moral qualities.

In the work of D.I. Fonvizin "The Minor" the author, using the example of one family, shows how the environment affects the formation of a person. The key in the comedy is the image of Prostakova - wife, mother, mistress. This is a hypocritical, materialistic, greedy, evil, rude and at the same time a very stupid tyrant woman. We learn about this from how she flattering to please herself, how she communicates with serfs, taking everything from them to the bone, takes advantage of Sofia's orphanhood, how she treats family members, and, what is most important, how she treats her son. Growing up in an atmosphere of evil, rudeness, petty tyranny, stupidity and, moreover, overly loved by his mother, Mitrofanushka is the ideal of a spoiled, stupid, incapable person who will only get worse over time. At the end of the comedy, the writer “mocks” the Prostakov family and leaves them “with nothing” for their greed and cunning, and punishes the most negative heroine with the betrayal of her son, who, as was assumed from the very beginning, turned out to be even worse than his mother.

In the novel "Eugene Onegin" A.S. Pushkin describes the Larins family to us. In the novel, the author confronts two different worlds: the world of high urban society and the patriarchal world of the village - the Larin family is a typical representative of the second type. A.S. Pushkin describes to us in detail the image of the main character, from which we can see not only the author's endless sympathy for the girl, but also the pure, sincere, uncorrupted character of Tatiana. Although she grew up in a village, far from educated people and generally recognized cultural values, she is an intelligent, extraordinary nature, and this is thanks to her upbringing. The author, describing the head of the family, calls him a “good fellow,” a good neighbor, a good husband and father. Tatyana's mother, like her father, had an ordinary life and hobbies typical of that time: she was interested in fashion, and romance novels were her constant companions. An atmosphere of calmness and silence reigned in the family, in which Tatyana could calmly engage in self-development, sometimes opening her soul to a wise nanny. She also played an important role in the formation of the "man" in Tatiana, it was from her that the girl absorbed the wisdom of a Russian woman. Moving along the plot of the novel, we see that the current character of the main character could not be spoiled by either moving to the city or social life - the girl remained herself to the last and in any situation retained her dignity.

Thus, we can conclude that for the formation of a strong, intelligent, morally pure personality, it is very important to be in the right environment - after all, it is this environment that directly affects the formation of a person.

This material can help in preparing for writing an essay for the exam. Its topic is not quite standard, it belongs rather to the category of moral and aesthetic and can cause some difficulties for students. The author reflects on the influence of classical music on the formation of personality. The work presents a text and an essay on it.

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Preparation for writing an essay on the text (USE format).

(1) The introduction to art can take place in a spacious, purpose-built building, and within four walls, and in the open air. (2) Whether the audience is being shown another film, whether they are teaching a drama club, an amateur choir or a fine arts circle - in all this the fire of creativity must and can live for a long time. (3) And whoever once puts his own effort into one of these things will in time be rewarded.

(4) Of course, art is more readily and more readily revealed to those who themselves give it strength, meditation, time, attention.

(5) Sooner or later, everyone may feel that he is in an unequal position among acquaintances and friends. (6) They, for example, are interested in music or painting, but for him they are books with seven seals. (7) The reaction to such a discovery is possible in different ways.

(8) When I became a student at the Institute of History, Philosophy and Literature, many things connected me immediately with new comrades. (9) We were seriously engaged in literature, history, languages. (10) Many of us have tried to write ourselves. (11) As if anticipating how short-lived our students would be, we were in a hurry to do as much as possible. (12) Not only listened to the lectures in their courses, but also attended the lectures given to the senior students. (13) Succeeded in seminars for young prose writers and critics. (14) We tried not to miss theatrical premieres and literary evenings. (15) I don’t know how we managed everything, but we did. (16) I was accepted into their environment by students who were a year older than ours. (17) The company was interesting.

(18) I tried to keep up with her, and I succeeded. (19) 3a with one exception. (20) My new companions were passionately interested in music. (21) One of us had a great rarity at that time: a radio with a device for flipping records - there were no long-playing ones at that time - which allowed listening to a whole symphony, concert or opera without interruption. (22) And a collection of chamber, opera and symphonic music.

(23) When this indispensable part of our evening began, the comrades listened and enjoyed, but I was bored, languished, tormented: I did not understand the music, and it did not bring me joy. (24) Of course, you could pretend, pretend, give your face a proper expression, say after everyone: "Great!" (25) But it was not in our custom to pretend, to pretend feelings that you do not feel. (26) I huddled in a corner and suffered, feeling excluded from what means so much to my comrades.

(27) I remember well how the fracture occurred. (28) In the winter of 1940, an author's evening was announced for the then young D.D.Shostakovich - the first performance of his piano quintet. (29) Friends took the ticket for me too. (З0) It was handed over solemnly. (31) I understood: what lies ahead is an event!

(H6) Many years have passed. (37) For a long time serious music for me is a necessity, a need, a happiness. (38) But it was possible - forever and - irreparably - to miss her. (39) And deprive yourself.

* Sergei Lvovich Lvov (1922-1981) - prose writer, critic, publicist, author of articles on Soviet and foreign literature, works of biographical and children's literature.

The writing.

What factors influence the spiritual development of a person? Could classical music be decisive among them? It is the problem of the influence of serious music on a person that S. L. Lvov touches upon in his text, informing the reader about one of the periods of his life.

At the beginning of his story, the author reflects on how an introduction to art can take place, focusing on the idea that "art is sooner and more readily revealed to those who give it strength ..." Further, the famous publicist tells how his personal introduction to the classics happened. He draws the reader's attention to how unobtrusively his friends urged him to get in touch with opera, chamber and symphonic works. Did it play a role? Certainly. After one of the concerts, the author felt that a certain turning point had taken place in his soul, which made him perceive serious music differently. Talking about this, S. Lvov seeks to convey to the reader the idea of \u200b\u200bhow important music is on the path of a person's spiritual development.

I cannot but agree with the author. I am convinced that classical music is not comparable in emotional impact with contemporary music. The depth and strength of feelings that you experience when listening to Beethoven or Rachmaninoff cannot be compared with the impact of entertainment music. You seem to be becoming wiser, calmer and, probably, happier. It seems that the soul is cleared of that everyday plaque that settles on it every day.

Let us recall the novel "The Blind Musician" by the famous Russian writer V. G. Korolenko. Born blind, the boy, growing up, begins to feel resentment against the world, which is able to see, feel differently, deeper (as it seems to him) than he. This resentment leads to bitterness and resentment. And only the music, to which he gradually became familiar, getting acquainted with the simple folk playing on the pipe, and with serious symphonic works, saved his soul from self-destruction. She became a way of knowing the world, thanks to her, he, blind, became spiritually sighted, having learned to appreciate the good, love and beauty of human relationships.

In the equally well-known novel by Leo Tolstoy "War and Peace" we can draw attention to the episode when N. Rostov, having lost 43 thousand to Dolokhov, returns home in a state close to critical. Thinking about suicide, consumed by shame, remorse and a sense of shame, he has no idea how he will live on. And only music - a song performed by Natasha, a girl of surprisingly delicate character - was able to restore his emotional balance, forcing him to overestimate the current situation and find the strength to cope with it.

Serious music is really one of the decisive factors that have an important impact on a person's spiritual maturation.