ILLUSTRATION - in Latin illustratio - lighting, visual image An object, an image, to one degree or another similar (but not identical) to the depicted object.
In books, magazines, newspapers, next to the text, we often see drawings by artists or photographs. Such images are called illustrations. This word comes from the Latin "illustratio" - lighting, a visual image. Their purpose is to help to understand what is said in the text, to illuminate its content, to make it clear and visual.What makes an illustration artistic, on what grounds do we have the right to classify it as a high art? What makes illustration stand out as a distinct genre of fine art? These are the questions you need to answer yourself before judging the quality of the illustrations.
In the art of the past, the works of Homer, Ovid, Virgil and other ancient authors played an important role. Bible, Gospel, shakespeare's works, Cervantes. The genres in which the artists expressed their content were very diverse: fresco, easel painting, tapestries, painting on vases, graphics in separate sheets, prints, etc. And, of course, a special place belongs to the book.
Book illustration is a genre of graphic art.
Naturally, the book, with its size and structure, cannot but influence the features of the illustration.
The figurative language of an illustration depends on the time of its creation. The circumstances under which the book is published are also decisive. The handwritten and limited edition book was decorated and illustrated by the best masters. Becoming a hot commodity, the book of the late 19th century often ends up in the hands of illustrators and artisans.
General culture and aesthetic education are indispensable and necessary for a correct understanding of artistic illustration.
History of the illustration genre
Tasks for participants in grades 5-6
The first type of tasks
Indicate the titles of the works and their author, country of creation, describe the plot.
1 2 3
1Angle fairy tale translated by L.N. Tolstoy
2. Boy-with-finger Charles Perrault France
3. The Snow Queen Hans Christian Andersen Denmark
Knowledge of plots is assessed literary works and their authors, the country of the created works, the formation of ideas about illustration.
For each correctly named work, the author is awarded 1 point. For the description of the plot, 3 points for each work. The maximum number of points is 20.
Listen carefully to the piece of music. Define the composer, name, genre of music. Describe the plot.
(PI Tchaikovsky, "Waltz of the Flowers" from the ballet "The Nutcracker".
For the correct title - a work, the author is awarded 1 point. For the description of the plot up to 10 points.
The second type of tasks
1. A fragment of a painting is given. Find out the piece by its fragment. Write the title and author. Describe what surrounds this fragment, is located to the right and left of it.
Shishkin "Morning in pine forest»
For each correct title of the work, the author is awarded 1 point. For a description up to 10 points The maximum number of points is 12.
2. Continue: “Opera is a musical performance in which everyone characters______________. Give examples of operas
(singing).
The third type of tasks
A number of names are given. They can be divided into 2 and 4 groups. Suggest your breakdown options. Give a name to each group.
Hercules, Ilya Muromets, Pushkin, Thumbelina, Winnie the Pooh, Marshak, The Snow Queen, Gerda, Chekhov, Alyosha Popovich, Aphrodite, Tyutchev, Dobrynya Nikitich, Andersen.
Names
GROUP NAME
Names
GROUP NAME
The ability to classify, generalize knowledge from different periods of cultural development is assessed. It is recommended to award points for each word included in a reasonably compiled series and separately for the accuracy of determining the principle of systematization.
The fourth type of task
Mozart, Tchaikovsky, Pushkin, Glinka,
Andersen, Repin, brothers Grimm, Lewis Carroll, ____________________________________________________________________
paints, brushes, piano, watercolor, palette,
____________________________________________________________________
accordion, waltz, violin, harp, cello.
____________________________________________________________________
The fifth type of task
The school is preparing an autumn ball. How would the hall be designed, what pieces of music they used.
Tasks for participants in grades 7-8
The first type of tasks
1. Given illustrations for literary works.
Indicate the titles of the works and their author, artist, describe the plot.
The knowledge of plots of literary works and their authors, the formation of ideas about illustration are assessed.
1. The tale of the fisherman and the fish 2. The tale of Tsar Saltan, his glorious son Guidon Saltanovich and the beautiful princess Swan 3. The tale of the golden cockerel
A.S. Pushkin, artist Ivan Yakovlevich Bilibin
1 2 3
For each correctly named work, the author is awarded 1 point. For the description of the plot, 3 points for each work. The maximum number of points is 15.
Since the task is connected with listening, probably collectively, to music files, it is recommended to put it first in the set of tasks so that further each participant can move while completing tasks at his own pace, without being distracted.
The teacher on duty in the classroom invites the participants to get acquainted with the content of the assignment and the material of the table for the assignment, announces that the files can be listened to twice
Listen carefully to the piece of music. Define the composer, name, genre of music. In a short story, express your judgment and the impact of music on the listener.
Beethoven "Symphony No. 5"
For the correct title - a work, the author is awarded 1 point. For a story up to 10 points.
The maximum number of points is 12.
The second type of tasks
1. A fragment of a painting is given. Find out the piece by its fragment. Write the title and author. Describe what surrounds this fragment, is located to the right and left of it.
Write 5-6 words or phrases that convey the mood of the work.
Surikov "Boyarynya Morozova"
Knowledge of paintings, general ideas about composition, ability to feel and convey the mood of the work are assessed.
For each correct title of the work, the author is awarded 1 point. For a description up to 10 points The maximum number of points is 12.
2. Confusion: Musical terms fell into this confusion of letters. Help find them, and sign the correct musical words.
A) XANBALM
B) AFAR
C) AKMINAID
D) NICE
E) STILOS
A) ensemble
B) harp
B) dynamics
D) notes
D) soloist
For the correct definition, 1 point is awarded. For each correct title of the work, 1 point. The maximum number of points is 15.
The third type of tasks
If you solve the crossword correctly horizontally, then vertically in the selected column the name will be determined artistic creation generally.
5
1.A type of fine art based on a combination of black and white.
2. Teaching about the ways of transferring space on the plane.
3.Picture comically exaggerated characteristic features person.
4. A type of fine art, the works of which have a three-dimensional shape and are made of hard or plastic materials.
5. The simplest graphic image.
6. Display of works to the general public.
7. A work of art, which captures the external appearance of a person.
8. The main expressive means of painting.
9. The genre of fine art, which depicts the objects surrounding a person.
Answer.
1 r
r
and
f
and
to
and
2 p
e
r
from
p
e
to
t
and
in
and
3 to
and
r
and
to
and
t
at
r
and
4 from
to
at
l
b
p
t
at
r
and
5e
from
to
and
s
6 in
s
from
t
and
in
to
and
7 p
about
r
t
r
e
t
8 c
in
e
t
9 n
and
t
yu
r
m
about
r
t
The ability to highlight the main thing, classify, generalize knowledge, own terminology is assessed. It is recommended to score points for each correctly entered word; an additional 1 point is given for the final word vertically.
The maximum number of points is 10.
The fourth type of task
Rows of words are given. Find the extra word on each line and cross it out. Briefly explain your solution.
Lermontov, Tolstoy, Tchaikovsky, Pushkin
____________________________________________________________________
Levitan, Polenov, Vasnetsov, Shishkin
____________________________________________________________________
sauce, gouache, wax crayons, helium pens, felt-tip pens
____________________________________________________________________
opera, waltz, ballet, musical.
____________________________________________________________________
Knowledge from various fields of art, the ability to see the principle of generalization and systematization, the ability to name a phenomenon that does not fit into generalization are evaluated.
The fifth type of task
IN kindergarten a New Year's party is being prepared. How would the hall be designed, what pieces of music they used. On the basis of what literary works you would write a script for a matinee.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Creativity and meta-subjectness are assessed. The maximum number of points is 20.
OBJECTIVES OF THE SCHOOL STAGE OF THE ARTS OLYMPIAD 2015
Assignments for Grade 9 Participants
The first type of tasks
1. Become familiar with the signs of a work of art given in the text. Analyze the work as planned:
1. Identify the work of the listed signs.
2. Indicate the type of art to which it belongs.
3. Justify the choice of art form, highlighting in the text information that helps you find the answer.
4. To which culture does the work belong?
5. Indicate the century or era when it was created.
6. If possible, indicate its location.
Sample text
This work reproduces all the smallest details that can only convey the subtlety of painting. Therefore, the eyes have that shine and that moisture, which is usually seen in a living person ... Eyelashes ... could not have been depicted with greater naturalness. The nose, with its lovely openings, pinkish and tender, seems alive. The mouth, slightly open, with the edges connected by the scarlet lips with the physicality of its own kind, does not seem to be paints, but real flesh. In the deepening of the neck, if you look closely, you can see the heartbeat. The smile is so pleasant that it seems as if you are contemplating a divine rather than a human being; the portrait itself is considered an extraordinary work, for life itself could not have been otherwise.
The task allows you to determine the range of knowledge of specific works of art: Mona Lisa (La Gioconda) Leonardo da Vinci Louvre Paris France
Knowledge of paintings, general ideas about composition, the ability to describe works by algorithm and respond with a full sentence in the form of text are assessed
For each correctly drawn up complete proposal, 1 point is awarded. For additional information on each item, 2 additional points.The maximum number of points is 18.
LEONARDO DA VINCI
Write:
3.the time of their creation
1. The Acropolis of Athens. Ancient Greece
2. Bust of Nefertiti Ancient Egypt kept in Berlin State Museum
3. Discus thrower. Ancient Rome. is stored in National Museum in Rome.
The second type of tasks
1. Consider carefully.
1. If you recognize the work, write its name, author and time of creation.
2. Describe the given work.
3. Describe the history of the creation of the work.
4. Name at least three famous works of the same city, their authors.
The Bronze Horseman (monument to Peter 1 in St. Petersburg) sculptor Falcone
The recognition of the work and the sculptor, knowledge of the history of its creation, general ideas about the composition, the ability to feel and convey the mood of the work are assessed. And also the general cultural development.
For each correct answer, a work, the author is awarded 1 point. Up to 10 points for description and creation history. For general knowledge of the culture of St. Petersburg - up to 10 points.
The maximum number of points is 32.
2 . Since the task is connected with listening, probably collectively, to music files, it is recommended to put it first in the set of tasks so that further each participant can move while completing tasks at his own pace, without being distracted.
An approximate list of episodes:
1. romance "I remember a wonderful moment" music by M.I. Glinka, words by A.S. Pushkin (fragment). performed by Dmitry Hvorostovsky
2. Ruslan's aria from the opera by M.I. Glinka "Ruslan and Lyudmila" (fragment). Performed by Fyodor Ivanovich Chaliapin
The amazing story of creation in many ways reveals the secret of the unsurpassed lyrical charm of this work. Pushkin dedicated his lines to Anna Petrovna Kern, a married beauty, unhappy in her marriage. Glinka, years later, fell in love with her daughter, Ekaterina Ermolaevna. But being a married man, he also did not have the opportunity to connect his fate with his beloved. Tenderness, sadness, hope - and all this is "doubly" washed by the genius of Pushkin and the talent of Glinka.
The task
3. Give examples and works in these musical genres (other works by different authors).
Music genres
Number of the sounding fragment, title, music, words, performer
Assignment 3
romance
opera
4. Write the story of the creation by the author of a literary work based on musical fragment # 1.
For the correct name - title, music, words, performer, definition of the genre - 1 point is awarded. Behind brief description each piece is awarded up to 10 points. For examples of other works in these genres, 1 point for title, music, words, performer.
The third type of tasks
Consider and analyze the painting by B. Kustodiev "Morning".
1. Describe the general composition of the work and the functions of the figures depicted on it.
2. Name the significant memorable details, their place in composition and function.
3. Determine the general mood of the picture.
4. Name 3 works of pictorial art depicting everyday scenes.
5. List 3 famous works of the same artist.
Knowledge of paintings, general ideas about composition, ability to feel and convey the mood of the work are assessed.
For description up to 10 points
For additional correct answers to questions No. 3 and 4, an additional point is awarded
The maximum number of points for correct answers to questions 3 and 4 is 6 points.
The fourth type of tasks
1. Organize concepts and terms into groups.
2. Define each term.
Symphony. Poem. Portrait. Sonatina. Epigram. Still life. Scenery. Oh yeah. Anapaest. Graphic arts. Oratorio. Aria.
Group number
Group name
For each correct definition of the group, 1 point. The maximum number of points is 3.
The maximum number of points for the entire task is 15.
The fifth type of tasks
Create a presentation "Art Album" of 5 slides (sheets) from the works used in the tasks of the Olympiad. Try to present the information found about the works of your choice as fully and succinctly as possible.
Creativity and meta-subjectness are assessed. The maximum number of points is 20.
OBJECTIVES OF THE SCHOOL STAGE OF THE ARTS OLYMPIAD 2015
Assignments for Grade 10 Participants
The first type of tasks
Images of 3 works of art are given.
Write:
2. to which era in the history of European culture, they belong,
3. No. 1. Kind of art, material, No. 2 kind of art that used to be in this place No. 3. Kind of art, technique
3. their current location.
1.
2.
3.
1.
1. The birth of Venus, Botticelli The birth of Venus by Botticelli. Material - tempera material. Painting, canvas. Currently kept at the Uffizi Gallery, Florence.
2. St. Peter's Basilica in Rome Michelangelo Buonarroti. Architecture. Located in Rome. There used to be a circus 2 at this place.
3. The Last Supper of Leonardod Vinci. The fresco is painting on wet plaster.Monastery of Santa Maria delle Grazie in Milan.
2. Renaissance, or Renaissance replaced and previous. It falls - in Italy - at the beginning (everywhere in Europe - from the 15th-16th centuries) - the last quarter and in some cases - the first decades.
This type of assignment is aimed not only at recognizing a specific work, but also at the formation of certain skills in analyzing the work, understanding the belonging of a particular work of art to a particular type of art, the era (time) of its creation. The extension of the answer in this case is the knowledge of the authors of the work, the location of the work (if we are talking, for example, about an architectural structure). The participant is not required to know the exact dates.
Knowledge of additional information identifies the most prepared participants.
For each correct answer 1 point is awarded.
2. 3 images of art monuments are given.
Write:
1.the names of the monuments shown in the illustrations,
2. which country or culture they belong to,
3.the time of their creation,
4. their current location.
1
2
3
1. Nika Samothrace ancient Greece Paris Louvre
2. Great Sphinx at Giza ancient Egypt
3. Colosseum Ancient Rome
This type of assignment is aimed not only at recognizing a specific work, but also at the formation of certain skills in analyzing the work, understanding the belonging of a particular work of art to a particular type of art, the era (time) of its creation. The extension of the answer in this case is the knowledge of the authors of the work, the location of the work (if we are talking, for example, about an architectural structure). The participant is not required to know the exact dates.
Knowledge of additional information identifies the most prepared participants.
For each correct answer 1 point is awarded.
It is recommended to provide points for possible additional information. The recommended maximum assessment of the task is 20 points.
The second type of tasks.
1. Since the task is connected with listening, probably collectively, to music files, it is recommended to put it first in the set of tasks so that further each participant can move while completing tasks at his own pace, without being distracted.
Participants are invited to listen to 2 musical episodes.
Suggested musical episodes for grade 10:
1. L. Beethoven Sonata No. 14 (moonlight)
2. Mozart Symphony No. 40;
The teacher on duty in the classroom invites the participants to get acquainted with the content of the assignment and the material of the table for the assignment, announces that the files can be listened to twice. Before turning on each fragment, the teacher on duty in the classroom announces: "Fragment No. 1", "Fragment No. 2", etc.
The task
1. Get familiar with the material of the table. Listen to 2 pieces of music. Determine the genre of each of them.
2. Fill in the table, indicating the number of the sounding fragment. If you know the title and the author, please indicate them. Give a brief description of the work.
Music genres
Sounding fragment number
sonata
symphony
The maximum number of points is 40.
The third type of tasks.
Consider and analyze the famous work of the Russian school.
1. Write the title of the work and the name of its author.
2. Describe the overall composition of the work and the functions of the figures depicted on it.
3. Name the significant memorable details, their place in the composition and function.
5. Name famous works of the same genre.
Knowledge of paintings, general ideas about composition, ability to feel and convey the mood of the work are assessed.
For the correct title of the work, the author is awarded 1 point.
For the description (question №2,3,4) up to 10 points for each.
The maximum number of points is 32.
For additional correct answers to questions no. 5,6, 1 additional point is awarded
The maximum number of points is 40.
The fourth type of tasks.
12 names, concepts and terms related to art are given.
Classicism. Bach. Hall. Spire. Romanticism. Modernism. Arch. Chopin. Column. Scene. Backstage. Mozart.
1. Organize names, concepts and terms into groups. Give a definition.
Group number
Group name
Definition of each term in the group
1.
2.
3.
4.
For each correct definition of the group, 1 point. Maximum points 4
For each correct definition of a term in the group, 1 point. The maximum number of points is 12.
The maximum number of points for the entire task is 16.
The fifth type of tasks.
(performed after the participant submits written answers)
Make a proof that your chosen 1 object in your area can be called the "eighth wonder of the world". You can choose an object from any cultural and historical era, artistic direction or works of art.
Creativity and meta-subjectness are assessed. The maximum number of points is 20.
OBJECTIVES OF THE SCHOOL STAGE OF THE ARTS OLYMPIAD 2015
Assignments for Grade 11 Participants
The recommended time for completing assignments by students of 11 grades during 4 astronomical clock
1.
2.
3.
1.
Lady burning" was written Leonardo Da Vinci. Paris Louvre
2. Birth VenusSandro Botticelli.Currently kept in the Uffizi gallery, Florence tempera, painting, canvas 3. David - marble statue of work Michelangelo. Finding in Florence.
This type of assignment is aimed not only at recognizing a specific work, but also at the formation of certain skills in analyzing the work, understanding the belonging of a particular work of art to a particular type of art, the era (time) of its creation. The extension of the answer in this case is the knowledge of the authors of the work, the location of the work (if we are talking, for example, about an architectural structure). The participant is not required to know the exact dates. Knowledge of additional information identifies the most prepared participants. For each correct answer 1 point is awarded. It is recommended to provide points for possible additional information. The recommended maximum assessment of the task is 30 points. The second type of tasks.
1.
Since the task is connected with listening, probably collectively, to music files, it is recommended to put it first in the set of tasks so that further each participant can move while completing tasks at his own pace, without being distracted. Participants are invited to listen to 2 musical episodes. Suggested Music Series for Grade 11:
1. Fryderyk Chopin Waltz No. 7 kiss-mall
2.Frédéric Chopin Spring waltz (waltz of love)
The teacher on duty in the classroom invites the participants to get acquainted with the content of the assignment and the material of the table for the assignment, announces that the files can be listened to twice. Before turning on each fragment, the teacher on duty in the classroom announces: "Fragment No. 1", "Fragment No. 2", etc. The task
1. Get familiar with the material of the table. Listen to 2 pieces of music. Determine the genre of each of them. 2. Fill in the table, indicating the number of the sounding fragment. If you know the name, author, genre, indicate them. Give a brief description of the work (theme of the work). 3. Give examples and works in these musical genres (other works by different authors). Music genres Sounding fragment number For the correct name - title, author, definition of the genre - 1 point is awarded. For a brief description of each work, up to 10 points are awarded. For examples of other works in these genres, 1 point per title, author. 3. Describe the general composition of the work and indicate the number of figures depicted on it. 4. Determine the general mood of the work. 5. Name the significant memorable details and their functions, the history of their writing. 6. List famous works of the same artist. Knowledge of paintings, general ideas about composition, ability to feel and convey the mood of the work are assessed. For the correct definition of the protagonist: Portrait of Chaliapin Kustodiev, the title of the work, the author, the genre is awarded 1 point. For the description (question No. 3,4,5) up to 10 points for each. The maximum number of points is 33. For additional correct answers to question No. 6, 1 additional point is awarded The maximum number of points is 40. Task of the fourth type.
10 concepts and 9 definitions are given.
Match concepts to their definitions. Insert the appropriate letters into the table. Give definitions to the remaining concept. 1 - Adagio. 2 - High relief. 3 - Life. 4 - Impasto. 5 - Buttress. 6 - Metaphor. 7 - Performance. 8 - Plein air. 9 - Syncope. 10 - Eclecticism. A. displacement of the rhythmic support in music from a strong beat to a weak beat, that is, a mismatch of the rhythmic accent with the metric one. B. thick, juicy overlay of paints, often used in painting oil paints, especially to enhance the lighting effect. B. additional support that takes over the weight of the overlap. Vertical abutment inside or outside the building. G. slow pace; a piece of music or a part of it performed at this tempo is usually one of the middle parts of a symphony, quartet, sonata, etc. D. a pictorial technique of depicting objects in natural light and in natural conditions. E. genre of church literature, which describes the life and deeds of the saints. J. kind of artistic path (Greek tropos - "turnover"), one of the methods of artistic shaping, which consists in the convergence and combination of individual images that are not connected to each other in real life into a whole. H. form contemporary art, in which the actions of an artist or group in a certain place and at a certain time constitute a work. I. artificial combination of elements of content and form that have different origins. Table for the task.
1
2
3
4
5
6
7
8
9
10
Letters
Definition:
The task is aimed at identifying the level of special subject competences, the degree of understanding by the participants of the meaning of the expressive features of different works of art. Participants must not only explain specific definitions, but also demonstrate the correlation of these definitions with the figurative structure of various phenomena in art. The maximum score is 20 points. The fifth type of tasks.
(performed after the participant submits written answers) Provide proof that your chosen 1 object in Moscow or St. Petersburg can be called "the eighth wonder of the world." You can choose an object from any cultural and historical era, artistic direction or works of art. Creativity and meta-subjectness are assessed. The maximum number of points is 20.
A book is an entertaining and interesting thing in itself. However, in order to make it easier for the reader to transfer three hundred pages of continuous text, great people came up with such a thing as illustrations for them. Agree, the moral stress on the brain is wonderful. But in order not to fall into boring monotony, sometimes a drop of visual pleasure on the pages of our favorite book will not hurt us.
Immediately, colorful pictures from children's books come to mind, but the more significant the book is in world culture, the more seriously and deeply the artists approach the matter of creating an image. And here no drawings of "Aibolit" will stand next to what people create under the impression of cult books. Today I want to show you 7 different views of illustrators on books created in different eras, but equally left their mark in world literature. They are located in chronological order. Enjoy!
Romeo and Juliet - Savva Brodsky
And since I decided to follow the chronological sequence, the first on the list will be illustrations for the famous Shakespeare's tragedy “Romeo and Juliet”. Sava Brodsky is a Soviet artist and book illustrator whose works for the tragedy could not fail to attract attention. Each of them is literally imbued with the spirit of sad events: dark colors, pale faces and shade gothic style - all this gives the images a taste of bitterness, and the paintings - the atmosphere of truly “the saddest story in the world”.
Don Quixote - Salvador Dali
Salvador Dali is a restless genius who created as many as four versatile cycles of illustrations for the most famous book after the Bible - Don Quixote. But, perhaps, I will show you fragments for the very first cycle of Cervantes's novel, since it was him that Dali loved most and admired him alone. These illustrations, unfortunately, are little known in the world, but they deliver aesthetic pleasure no worse than other famous works of the great artist.
"The ABC of Edgar Allan Poe" - Ero Nel
Poe's works themselves were clearly not famous for their positivity and iridescence. And if you remember his "Black Cat" and "Crow", then, in general, from have a good mood a cat's tail will remain, and the body will be covered with tremors from the tickling of nerves with a black "Nevermore" feather. It was this atmosphere that the young artist Anastasia Chernaya (Ero Nel) managed to convey in the so-called "ABC of Po". Each picture is a separate story of the writer. Each capital letter is part of Allan Poe's alphabet.
B - "Berenice"
W - "Murder on Morgue Street"
H - "Black Cat"
"Jen Eyre" - Elena and Anna Balbusso
In order to create a contrast, after the gloomy and frightening Po I will introduce you to the “warm” Balbusso sisters. Although the work of Charlotte Brontë itself contains frightening events in places, but despite this, it is a touching and sincere novel, where bright colors of love prevail against a dark background. In the illustrations of the artists, it is the warm colors that play a big role, which pierce even the most frightening moments of the book with sincerity.
"Metamorphosis" - Eda Akaltun
Eda Akaltun is a contemporary illustrator who created a series of images for the famous novel by Franz Kafka, "The Metamorphosis". The drawings, executed in just three colors, were supposed to capture and expose the dark humor and claustrophobic atmosphere of the story itself, rather than its narration.
1984 - Andrey Zamura
Mint step. Walk in formation. No, this is not the army, this is Orwell. It is not enough to say that the famous dystopia "1984" influenced art alone. No, she influenced the vision of the whole world. And how to portray him more clearly and “safer”, except in the image? This is exactly what the modern Russian illustrator Andrei Zamura tried to do. Strong lines, abstract shapes and a maximalist vision are the perfect recipe for a depiction inspired by George Orwell's 1984.
"The Old Man and the Sea" - Slava Schultz
Slava Shultz, a student of the Kharkov Academy of Design and Arts, created an impressive series of illustrations for E. Hemingway's story "The Old Man and the Sea", which was difficult to pass by without being admired. The technique of painting with oil on photographic paper, adding to this book graphics and, of course, cold colors, from which the blood in your veins freezes, - this is a nearly ideal recipe for brilliant work, warmly accepted by the public.
"The Lord of the Rings" - Greg and Tim Hildebrandt
And finally, I will nevertheless dilute the already created gloomy atmosphere with fabulous illustrations by the Hildebrant brothers based on Tolkien's novel "The Lord of the Rings". It is difficult to find brighter and more impressive illustrations. They are full of colors, life and emotions. And it seems, looking at them, any adult for a moment plunges into a fairy tale and feels this wild desire, taking a book and a flashlight, climb under the covers and drown in the huge world created by brilliant writer John Tolkien.
Leviza Nikulina
CREATIVITY OF THE GREAT RUSSIAN ILLUSTRATORS ON THE EXAMPLE OF THE FAMOUS LITERARY WORKS
Ismagilova Evgeniya Pavlovna
3rd year student, Department of Urban Construction and Economy, RF, Orel
Books. A source of knowledge for the student and scientist, inspiration for the artist, entertainment for the tired. Many years ago, the cult of the book was born, a cult that even modern technologies still cannot supplant.
A book can be a friend to both a child and an adult, a Russian is not well aware of this, since our land has given literature as many eminent writers as no other country has given. That is why I consider the role of book graphics in the visual arts to be especially important.
Book graphics are illustrations, plot drawings. It is a type of graphic art that primarily includes illustrations, letters and vignettes. Graphics can be monochromatic and multi-colored, can fill a book completely and depict certain stories, or can decorate the binding and precede chapters, thereby making the book alive and unique. The most difficult form is an illustration - a plot drawing.
It would not make sense to separately disassemble this kind of art if it only carried the role of decoration. To acquaint the reader with the book, to make it more attractive in appearance is not enough, in fact, its role is much deeper. It is a guide to the world of the writer, a path leading the reader along the storyline of the work. The illustration complements the impression of the reading, ideologically and aesthetically enriches the reader. Transformed into the form of graphic art, the writer's thought acquires, as it were, new strength, finds new ways to the heart and mind of man.
Fortunately, most greatest works Russian writers are studied in schools, so everyone considers them family, remember and love. The novel by F.M. Dostoevsky's "Crime and Punishment", illustrated by D.A. Shamarinov. Children are brought up on this work, it instills a sense of responsibility for their own actions, develops the concept of honor and mores of the time. Shamarinov's drawings for this book are especially remarkable, in addition to their beauty, they are filled with the deepest meaning and seem to live separately, their own lives, while not losing touch with the novel. Many illustrations are dedicated to St. Petersburg streets. Why do we admire the old districts of St. Petersburg? Because walking along this part of the city, we see many ancient buildings, each of which stands here long years and creates an unforgettable, unique atmosphere of a book novel. For us, this is a memory, a symbol of the era, which is why these views are so dear to us. In fact, D.A. Shamarinov's huge houses, narrow streets and dark depressing staircases helped to reveal the cold appearance of the city of that time, which was associated with the cold melancholy soaking up the novel. The city hides in itself the agonizing hopelessness of people who seem to have lost everything. The artist does not show faces, only silhouettes conveys the atmosphere of the ruthless contradiction of the novel, the cruel heartlessness of some characters echoes the despair of others (Fig. 1).
Perhaps Shamarinov would not have achieved such skill if not for the tips of A.M. Gorky. He became a friend and mentor for the young artist. Gorky was not only a master of the pen and words, he was also perfectly able to see talent and reveal it, so he revealed Shamarinov, giving him unobtrusive advice. While the artist was working on the work "The Life of Matvey Kozhemyakin", the writer guided the illustrator, helping with instructions. Gorky tried to orient Shamarinov to create not just descriptive pictures, but to use bright, acute social and psychological portraits in illustrations. Perhaps thanks to these advice, a picture appeared that cannot be ignored, especially the image of Sonya that sinks into the soul (Fig. 2). A fragile, thin girl, with huge, melancholy eyes, seems completely defenseless. Her entire silhouette expresses fatigue, the inability to deal with all the hardships of life, which are transmitted through the oppressive, gloomy image of the home. Despite all this, the artist managed to convey the versatility of the heroine's character with the help of charcoal and paper. Horror, fear, defenselessness and resentment of the girl do not completely obscure her inner strength and greatness of spirit.
A striking example of the illustrator's magnificent work are the drawings in the story "Taras Bulba" by Gogol. The writer describes the grief of Taras in connection with the death of his son Ostap in the following way: “And, putting down his gun, full of longing, he sat on the seashore. He sat there for a long time, bowing his head and saying: “Ostap mine! My Ostap! " Before him the Black Sea sparkled and spread; a seagull was screaming in the far reed; his white mustache was silvery, and a tear fell one after another.
Wishing to capture this episode E.A. Kibrik, a famous Soviet illustrator, interpreted the writer's intention in a peculiar way. The charcoal drawing is doomed to a black and white existence and you need to have talent to make it light up with emotions. The monolithic figure of Taras with a mournfully lowered head visually connects with the raging waves. A storm arises behind the hero's back, just as grief arises in his soul. The longing of a big, strong person is associated with the power of the bottomless, boundless sea, the power of the raging elements. As a writer, an artist has his own means of making one believe the depicted, feel the grief of a person (Fig. 3).
It would seem that the skill of the illustrator is contained within the framework of a paper sheet. This thought breaks down on the boundless talent of the older generation of artists, to which V.A. Favorsky. Few people in modern times know the definition of the term - woodcut. This is the name of woodcut, this is a very complex type of illustrations, which was masterfully owned by Favorovsky. It was in this technique that the drawings for the tragedy of A.S. Pushkin "Boris Godunov". The artist was able to express everything on the tree: the rebellious passions of his servants, the heavy thoughts of the main characters, the strength of the spirit of the people.
One cannot help but be amazed at the richness of the artist's imagination, because he was able to revive the ornament. In his hands, the intricate graphic ligature came to life, helping to outline the versatile range of human characters. Each drawing was unique, reflecting different aspects of a person's spiritual life. The ornament unobtrusively framing the picture, acting somewhere imitating wood carving, somewhere a complex pattern framing the frame seems to sprout with thin poisonous tentacles (Fig. 4), reminding the viewer of the torments of conscience and the dark past of the protagonist.
Great books do not die with the author, they continue to live for him, perpetuating his memory. A work also perishes in a generation if the morality put into it by the author is really deep. Each person is looking for an answer to his questions in the books of the classics, a reflection of his feelings and thoughts.
A true artist will never "finish", supplement someone's work, will not be a passive "translator" from the world of text to the world of colors, he will remain a full-fledged creator of these images, using the text of the work only as an inspired muse. Everyone solves this difficult problem in their own way, which is why hundreds of different artists can illustrate the same work and their drawings will never be identical, each will bring something new, shading more and more facets of the heroes' feelings.
Who can love a book more than an illustrator? Only he can truly understand the author's intention, because it is not enough to carefully read the work, comprehend the concept and story, study the props and things of the era described. The artist is forced to rely on his impressions and have an amazing imagination, which will not be limited to the lines of a novel or story. He should be able to notice in the life around him such situations that will later help in his creative activity for a vivid expression of the essence of the episode and the emotional experiences of the characters.
Figure 1. D.А. Shamarinov. Illustration for the novel by F.M. Dostoevsky's "Crime and Punishment"
Figure 2. D.А. Shamarinov. Illustration for the novel by F.M. Dostoevsky's "Crime and Punishment"
When working on a book, the artist must comprehend the essence of the work, feel the author's manner of presentation and choose a special graphic style for this.
Figure 3. E. Kibrik. Illustration for the story by N.V. Gogol "Taras Bulba"
Figure 4. V. Favorsky. Illustration for the drama by A.S. Pushkin "Boris Godunov"
List of references:
1. Gogol N.V. Taras Bulba: textbook. allowance. M .: 1986 .-- 123 p.
2. Dostoevsky F.M. Crime and Punishment: Textbook. allowance. M.: 1980. - 383 p.
3. The history of Russian art. Lecture notes Zhukovsky V. ISFU, 2007 .-- 397 p.
4. Pushkin A.S. Boris Godunov / Fig. V. Favorsky. Ed. 10th. M .: Det. lit., 1980 - 240 p.
5. Shantyko N.I. Creativity of illustrators. Publishing house of the USSR Academy of Arts.: 1962. - 74 p.
Open art lesson in6 class
On this topic "Illustration for a literary work"
(V. Kataev "Flag")
Fine art teacher:Merkulova E.N.
bogorodsk 2015
Lesson topic: Illustration for a literary work
Lesson objectives: to introduce students to book graphics
Lesson objectives:
teach children to speak out about the content of the listened and reviewed works of literature and illustrations;
to consolidate the skills and abilities obtained earlier in the lessons of thematic drawing.
correction and development of students' emotional and purposeful perception of works of art and literature.
develop the ability to listen to another student and answer the question posed;
to foster a sense of pride in the people who defended their homeland during the Great Patriotic War.
Didactic:
Correctional and developmental:
Educational:
Equipment: a computer; multimedia projector, presentation "Artists about the Second World War"
among students
: a clean landscape sheet, a simple pencil, an eraser, watercolors, brushes, jars of water.
Part of the chalkboard is decorated with illustrations of the Great Patriotic War.
DURING THE CLASSES
I. Organizational moment
– Is everyone ready? Well done! They smiled at each other. Sit down.
II. Motivation. Statement of the educational problem
– Today we have an unusual lesson: it is dedicated to a big, joyful holiday, which the whole country will celebrate in early May. What holiday is this?(Victory Day, May 9) 70 years of Victory!
– On June 22, 1941, the Great Patriotic War of the Soviet people against the fascist invaders began. Today in the lesson about these pages in the history of our country will be told about works of fine art and literature created during the war. You need to look at the presentation as closely as possible; listen, and try to understand the content of the story in order to complete the task:
to illustrate an excerpt from Valentin Kataev's "Flag".
III. Listening to excerpts from V. Kataev's story "Flag"
It's just dawn. It was a dark, windy late fall dawn. Through binoculars, the German Rear Admiral saw a small granite island on the horizon. He lay in the middle of a gray, ugly sea. Angular waves with wild monotony repeated the shape of the coastal rocks. The sea seemed to be hewn out of granite.
A flotilla of German landing boats and torpedo boats headed for the island. The island grew, approached. Now with a simple eye it was possible to see a bunch of sailors standing in the square near the church.
At that moment the crimson sun appeared. It hung between the sky and the water, with the upper edge going into a long smoky cloud, and with the lower edge touching the jagged sea. A gloomy light illuminated the island. The flag on the church turned red like red-hot iron.
- Damn it, it's beautiful, - said
von Eversharp
, - the sun made a good joke on the Bolsheviks. It painted the white flag red. But now we will make him turn pale again.
ABOUT
scattered with fragments of bricks and plaster, knocked out by explosive bullets from the walls of the church, with faces black with soot, covered with sweat and blood, plugging wounds with cotton wool torn from the lining of their jackets, thirty Soviet sailors fell one after another, continuing to shoot until their last breath.
Above them fluttered a huge red flag, sewn with large sailor needles and severe sailor threads from pieces of the most varied red cloth, from everything that was found suitable in sailor's chests. It was sewn from cherished silk scarves, from red scarves, crimson woolen scarves, pink pouches, from crimson blankets, T-shirts, even panties. The scarlet calico binding of the first volume of History of the Civil War was also sewn into this fiery mosaic.
At a dizzying height, among the moving clouds, he fluttered, streamed, burned, as if an invisible giant standard-bearer was rapidly carrying him through the smoke of battle forward to victory.
Teacher. - Why did I choose this piece? V. Kataev wrote many wonderful stories and stories about the war, while he worked as a war correspondent and saw with his own eyes how our soldiers fought bravely. But the flag is the symbol of the state. Flag
has always symbolized national honor. When the war broke out, men stood under the banner and took an oath of allegiance to their country. Being a standard bearer in battle was considered very honorable, and capturing the enemy's banner meant accomplishing a real feat. If the banner ended up in the hands of the enemy, shame fell on the entire army. The highest state honors are given to the state flag. His dignity is protected within the country and abroad. Insulting the flag is considered an insult to the honor of the state and nation. In those years, the color of the USSR flag was red. The red flag symbolizes right, strength, courage, love, bravery, war.
IV. Conversation on pictures about the Second World War
(show presentation)
- You have seen many pictures about military events, how can we characterize them? What did the artists reflect on their canvases? The teacher hangs out support words(courage, courage, heroism, tragedy)
V. Fizminutka
Vi. Completing the task
Everything on your tables is prepared for working with paints, but you can do this work with colored pencils and one simple pencil, i.e. in the schedule. Or you can mix techniques.
Let me remind you that the work progress:
pencil sketch
fill the background with a wide brush
after the background dries, drawing details with a thin brush or color. pencils, you can also use a felt-tip pen (black and red)
The teacher can suggest drawing by reference, showing the step-by-step implementation of the illustration on a piece of paper attached to the easel.
VIII. Lesson summary
– What works of art did we meet in the lesson?
- What practical task did you carry out?
The teacher gives marks to those students who actively worked in the lesson, finished drawing the illustration, and comments on the marks.
courage,
courage,
heroism,
tragedy