ILLUSTRATION - in Latin illustratio - lighting, visual image Object, image, to some extent 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, 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 high art? What makes illustration stand out as a distinct genre of fine art? These are the questions you need to answer yourself before making judgments about the quality of the illustrations.

Considering the works visual arts, one can easily distinguish three main properties in them. First, they contain some kind of story, sometimes complex, for example, about historical event, sometimes simple, as happens in a still life, sometimes a story about the connections of abstract forms and colors, as in abstract painting. One way or another, this story is always present in works of fine art.

But to depict objects, the artist needs such means as a line that defines the boundary of the object's shape, a spot, light or dark, that conveys chiaroscuro, from which the shape and position of objects become more concrete, and, finally, color, which imparts greater vitality to objects. In the great works of visual art, we see the organic, natural fusion and interconnection of all these sides - the story, the image and the patterned, decorative side. Works of fine art are highly appreciated when they meet the requirements of beauty, integrity, deep content and uniqueness of images.

Illustration can be distinguished as an independent genre of fine art due to one mandatory feature. Her story is determined not by the free choice of the artist, but by a literary work. Its purpose is to "illuminate", "make clear" what is told in the book - events and actions, as well as the general idea that prompted the author to write the book.

Literary works have inspired and continue to inspire many artists.

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, by its size and structure, cannot but influence the features of the illustration.

Page sizes limit the size of illustrations, their immediate proximity to the type obliges the artist to find a harmonious solution to the book spread. The printing technique also forces the artist to match the means of the image with the printing method that is intended in this publication.

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 artisan illustrators.

However, one cannot judge the artistic quality of an illustration solely on the basis of whether it is liked or disliked. Such assessments can be explained by insufficient acquaintance with works of art, an undeveloped ability to analyze. Displeasure can be caused by meeting with an unusual, unexpected way of depicting, although this method is dictated by the literary work itself.

General culture and aesthetic education are indispensable and necessary for a correct understanding of artistic illustration.

History of the illustration genre

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: introduce students to book graphics

Lesson Objectives:

Didactic:

teach children to speak out about the content of the listened and viewed works of literature and illustrations;
to consolidate the skills and abilities obtained earlier in the lessons of thematic drawing.

Correctional and developmental:

correction and development of students' emotional and purposeful perception of works of art and literature.

Educational:

develop the ability to listen to another student and answer the question posed;
to foster a sense of pride in the people who defended the Motherland during the Great Patriotic War.

Equipment: a computer; multimedia projector, presentation "Artists about the Second World War"

students : a clean album sheet, a simple pencil, an eraser, watercolor paints, 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 that will be celebrated by the whole country in early May. What kind of holiday is this?(Victory Day, May 9) 70 years of Victory!

– June 22, 1941 began the Great Patriotic War of the Soviet people against the fascist invaders. 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:

illustrate an excerpt from the work of Valentin Kataev "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, one could 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're going to make him turn pale again.
O poured by 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 thread from pieces of the most varied red cloth, from everything that was found suitable in sailor's chests. It was sewn from cherished silk handkerchiefs, from red kerchiefs, 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, it fluttered, flowed, 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 began, men stood under the banner and took an oath of allegiance to their country. To be a standard-bearer in battle was considered very honorable, and to capture the enemy's banner meant to accomplish 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 viewed as 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 paintings about the Second World War (show presentation)

- You have seen a lot of 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 assignment

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 is progressing:

pencil sketch

fill the background with a wide brush

after the background has dried, 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,

heroism,

tragedy

Parfenova Anna

The material is based on works of art from the subject "Literature" in grade 8.

Objective of the project:

Exploring the role of illustrations in understanding a literary work,

Study and analysis of works fiction,

Performing illustrations for works of fiction,

Development of skills for collecting, filtering and organizing material from sources of fiction.

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"Illustration in the perception of works of fiction" Project work performer: Parfenova Anna, grade 8 leaders: Suglobova L.G., Yusupova M.N. Chekhov, 2015

The purpose of the project: - study of the role of illustrations in understanding a literary work, - study and analysis of works of fiction, - performance of illustrations for works of fiction, - development of skills for collecting, filtering and systematizing material from sources of fiction.

Expected result: -to convey through illustration the inner meaning of the work and the nature of the writers' creativity, -creative mastery of knowledge of literary works of art, -the ability to use visual images in the understanding of fictional literary works.

The role of illustration in understanding a literary work: An illustration is a drawing referring to a certain part of the text, explaining a certain moment and at the same time decorating a book. Illustrations bring joy to the reader, activate his feelings, thoughts, broaden horizons, promote assimilation native language help deepen perception and understanding works of art... Illustrations, which more accurately and consistently convey the main points of the content of the text, allow you to follow the events of the story step by step, which increases the efficiency of reproducing the content. The perception of a literary work is impossible without the active work of the imagination. Illustration as a kind of art is closely related to the book. The ability to perceive it in unity with the text is one of the indicators of aesthetic perception, since a graphic image makes it possible to see and understand the content of a poem, story or fairy tale. It is no coincidence that readers choose books with illustrations and themselves try to “read” with their help. The aesthetic perception of an illustration is manifested in the ability to describe the depicted action, to understand the relationship between the characters, the heroes of the work. The significance of the illustration should be highly appreciated, since its examination begins another stage in the cognition of the environment, readers willingly follow the artist into the new world of living images, fiction, a combination of the real and the fabulous. They are interested in this process, in this game of fantasy and imagination. An illustrator must be able to speak with the reader in a simple, clear, and extremely sincere “language”. Understanding a more complex content - the inner meaning of the work, the social significance of the heroes' actions, the moral meaning of their behavior - presents great difficulties for the reader. In overcoming these difficulties, illustration again begins to play an essential role: in order to understand the most difficult moments of the text, the reader should be able to turn to the visual image and trace on it those actions, relationships of the characters, in which their inner meaning is more vividly revealed.

M. Yu. Lermontov “Mtsyri” “Below, deep below me, the stream intensified by the thunderstorm Rustled, and his dull noise of angry hundreds of voices was like. Although without words, that conversation was intelligible to Me, An incessant murmur, an eternal dispute With a stubborn heap of stones. Now he suddenly died down, now he resounded more strongly in the silence; And so, in the misty heights, the birds began to sing, and the east was Gilded; the breeze Damp stirred the sheets; Sleepy flowers have died, And, as they are, towards the day I raised my head ... I looked around; I do not conceal: I was scared; on the edge of the Threatening Abyss I lay, Where the angry shaft howled, spinning; The steps of the rocks led there; But only an evil spirit walked along them, When, cast down from heaven, In the underground abyss disappeared. "

M. Yu. Lermontov "Mtsyri" ESSAY. This episode is the most beautiful in the work. The reader understands that the hero has no chance of finding his homeland among the great, endless expanses of the Caucasus. This illustration reads hopelessness, but not entirely fatal. The reflection of the dawn over the mountains is like a symbol of hope in the soul of a boy who is determined to find his homeland. It can be seen how the hero would like to soar with the eagles and fly to his homeland.

A. Pushkin "Dubrovsky". “Marya Kirilovna eagerly took advantage of the permission to leave. She ran to her room, locked herself up and gave vent to her tears, imagining herself to be the wife of the old prince; he suddenly seemed disgusting and hateful to her ... marriage frightened her like a chopping block, like a grave ... "No, no," she repeated in despair, "I'd better die, I'd rather go to a monastery, I'd rather follow Dubrovsky." Then she remembered the letter and eagerly rushed to read it, anticipating that it was from him. In fact, it was written by him and contained only the following words: “In the evening at 10 o'clock. in the same place. "

A. Pushkin "Dubrovsky". ESSAY. main character Masha Troekurova reads a letter from Dubrovsky. In this illustration, I conveyed the state of the girl. She was overcome with sadness and sadness due to the fact that she would have to marry an unloved person. The letter in her hands, perhaps, gives her hope that there is still a way out of the seemingly hopeless situation. The letter relieves stress and a state of hopelessness, acts as the only chance for salvation from an unequal marriage.

V. A. Zhukovsky "Svetlana". “Here is one beauty; Sits down to the mirror; With secret timidity she looks in the mirror; It's dark in the mirror; all around Dead silence; A candle with quivering fire A little shine ... Shyness in it excites the chest, It is terrible for her to look back, Fear fogs her eyes ... The light puffed with a crash, A cricket shouted plaintively, Herald of midnight. "

V. A. Zhukovsky "Svetlana". ESSAY. In this illustration, I have depicted a moment of fortune-telling in front of a mirror. In my opinion, this is precisely the meaning of the ballad and the mood of the heroine Svetlana is visible. She is, of course, scared, but the desire to see her fiancé is stronger than fear.

N.V. Gogol "Taras Bulba". “When Taras Bulba woke up from the blow and looked at the Dniester, the Cossacks were already on boats and rowing; bullets rained down on them from above, but did not reach. And the joyful eyes of the old chieftain flashed. - Farewell, comrades! - he shouted to them from above. - Remember me and next spring come here again and take a good walk! What the hell took the Poles? Do you think there is anything in the world that a Cossack would be afraid of? Wait, the time will come, the time will come, you will learn what the Russian Orthodox faith is! Even now, people who are far away and near can sense: their tsar is rising from the Russian land, and there will be no power in the world that would not submit to him! .. And already the fire rose over the fire, seized his legs and spread like flame on the tree ... Yes are there such fires, torments and such a force in the world that would overpower the Russian force! When Taras Bulba woke up from the blow and looked at the Dniester, the Cossacks were already on boats and rowing with oars; bullets rained down on them from above, but did not reach. And the joyful eyes of the old chieftain flashed. - Farewell, comrades! - he shouted to them from above. - Remember me and next spring come here again and take a good walk! What the hell took the Poles? Do you think there is anything in the world that a Cossack would be afraid of? Wait, the time will come, the time will come, you will learn what the Russian Orthodox faith is! Even now, people who are far away and near can sense: their tsar is rising from the Russian land, and there will be no power in the world that would not submit to him! .. And already the fire rose over the fire, seized his legs and spread like flame on the tree ... Yes can there be such fires, torments and such a force in the world that would overpower the Russian force! "

N.V. Gogol "Taras Bulba". I depicted a moment in which the greatest qualities of the hero are revealed - his loyalty and love for his comrades, his readiness to sacrifice for the sake of others. Old Taras Bulba is mentally glad that his comrades were saved from enemies, despite the fact that his death is already inevitable.

v. G. Korolenko "In a bad society". “I involuntarily remembered Valek's words about the“ gray stone ”that sucked Marusya's joy out of her, and a feeling of superstitious fear crept into my heart; it seemed to me that I felt on her and on myself an invisible stony gaze, intent and greedy. It seemed to me that this dungeon was keenly guarded by its victim. "

v. G. Korolenko "In a bad society". Essay. I decided to devote this illustration to Marusa, because her image evokes the strongest feeling of pity. Maroussia sits near her favorite place - near a gray stone. The illustration is made in graphics, which allows you to show all the tragedy of the story. Marusya is motionless, almost lifeless and looks like a statue. The empty space in front of her as a sign that death is approaching Marusa.

A. P. Chekhov "Chameleon". Ochumelov makes a half turn to the left and walks towards the gathering. Near the very gate of the warehouse, he sees, the above-described man in an unbuttoned waistcoat stands and, raising his right hand up, shows the crowd a bloody finger. On his half-drunk face it is as if written: "I will rip off you, rascal!" and the finger itself looks like a sign of victory. In this man Ochumelov recognizes the goldsmith Khryukin. In the center of the crowd, his front legs spread out and trembling all over, the culprit of the scandal, a white greyhound puppy with a sharp muzzle and a yellow spot on its back, sits on the ground. In his watery eyes, his expression of longing and horror. - What is the occasion here? - Asks Ochumelov, crashing into the crowd. - Why here? Why do you need a finger? .. Who shouted? “I’m going, your honor, I’m not bothering anyone ...” Khryukin begins, coughing into his fist. “As for the firewood with Mitri Mitrich,“ and suddenly this vile one for no reason or nothing for a finger ... Excuse me, I’m a person who works ... My job is small. Let them pay me, because - maybe I won't move this finger for a week ... This, your honor, is not in the law to endure from the creature ... If everyone bites, it is better not to live in the world ... - Hm! .. Well ... - says Ochumelov sternly, coughing and moving his eyebrows. - Okay ... Whose dog? I won't leave it like that. I'll show you how to disband dogs! It's time to pay attention to such gentlemen who do not want to obey the decrees! How he, the scoundrel, will be fined, so he will learn from me what a dog and other stray cattle mean! I'll show him Kuzka's mother! .. Eldyrin, - the warden addresses the policeman, - find out whose dog it is, and draw up a protocol! And the dog must be exterminated. Immediately! She's probably mad ... Whose dog is this, I ask? - This, I think, is General Zhigalov! - shouts someone from the crowd. - General Zhigalov? Hm! .. Take off, Eldyrin, my coat ... How awful it’s hot! I suppose before the rain ... There is only one thing I do not understand: how could she bite you? - Ochumelov turns to Khryukin. - Why would she reach her finger? She is small, and you were so healthy! You must have poked your finger open with a nail, and then an idea came into your head to rip it off. You are ... famous people! I know you devils!

A. P. Chekhov "Chameleon". ESSAY. This episode is central to the work, so I chose it. The illustration captures the moment when ... shows his bloody finger to the general, in the hope that the culprit, the dog, will be punished. A crowd gathered to "gawk" at how it would all end. A spirit of hypocrisy pervades all conversation around this situation.

A. A. Block "Verbochki" "Boys and girls. Candles and willows. Brought home. The lights are glowing, Passers-by are crossing themselves, And it smells of spring." A good breeze, Little rain, little rain, Don't blow out the fire! On Sunday Palm Tomorrow I will rise first For the holy day. "

A. A. Block "Verbochki" ESSAY. In this illustration, I wanted to convey a good spring mood, a sense of light that pervades the entire poem. I used these images to make the picture breathe with goodness and the approach of the Holy Feast of Easter.

A. Pushkin "Eugene Onegin" "Here is the north, catching up with the clouds, He breathed, howled - and now there is a sorceress-winter herself, Came, crumbled; Hanged in shreds on the branches of oak trees, Lay down in wavy carpets Among the fields around the hills. Brega with a motionless river Equalized with a plump shroud; The frost flashed, and we are glad to the mischief of mother winter. "

A. Pushkin "Eugene Onegin". I was impressed by Alexander Pushkin's bright poetic description of the Russian winter. Winter is especially good in the village: a thick, snowy shroud covered rivers, fields and houses. The glitter of frost is reflected in many shades of blue. I have come to the conclusion from reading this passage that true beauty lies in simplicity.

Conclusion: -Artistically executed illustration affects, first of all, aesthetically, gives knowledge of life and knowledge of art, -Art illustration is the most important element of the book, which largely determines its artistic value, the nature of the emotional impact, the possibility of using it in the process of aesthetic education of readers.

Source of information: 1.A. A. Block "Verbochki". 2.A. P. Chekhov "Chameleon". 3.A. S. Pushkin "Eugene Onegin". 4 .A. S. Pushkin "Dubrovsky". 5.V. A. Zhukovsky "Svetlana". 6.V. G. Korolenko "In a bad society". 7.M. Yu. Lermontov "Mtsyri". 8. N.V. Gogol "Taras Bulba". 9.http: // otvet. mail. ru / question / 34536311 10.http: // www.bestreferat.ru/referat- 380962.html

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 load 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' 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 others. famous works 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 the tail of a cat will remain, and the body will tremble from the tickling of nerves with the 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 Bronte 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 soulfulness.

"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 only 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

Coin 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 near-ideal recipe for brilliant work, warmly accepted by the public.

The Lord of the Rings - Greg and Tim Hildebrandt

And finally, I will 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 brilliant writer John Tolkien.

Leviza Nikulina

Tasks for participants in grades 5-6

The first type of tasks

Indicate the names of the works and their author, the country of creation, describe the plot.

1 2 3

1Angle's tale, translated by L.N. Tolstoy

2. Boy-with-finger Charles Perrault France

3. Snow Queen Hans Christian Andersen Denmark

The knowledge of the plots of literary works and their authors, the country of the created works, the formation of ideas about illustration are assessed.

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. Determine the composer, title, 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. Given a fragment of a painting. 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 - musical performance in which all 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.

____________________________________________________________________

Fifth type of task

The school is preparing an autumn ball. How would the hall be designed, what pieces of music they used.

Assignments for participants in grades 7-8

The first type of tasks

1. Given illustrations for literary works.

Indicate the names of the works and their author, artist, describe the plot.

The knowledge of the 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.

Listen carefully to the piece of music. Determine the composer, title, genre of music. In a short story, express your judgment and the impact of the 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. Given a fragment of a painting. 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 me find them, and sign the correct musical words.

A) SANBALM

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 correctly solve the crossword puzzle horizontally, then vertically in the selected column the name will be determined artistic creation generally.

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, 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 G

and

2 NS

with

and

3 To

and

4 with

with

and

6 v

with

7 NS

8 c

9 n

The ability to highlight the main thing, classify, generalize knowledge, and master the 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

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Levitan, Polenov, Vasnetsov, Shishkin

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sauce, gouache, wax crayons, helium pens, markers

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opera, waltz, ballet, musical.

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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 assessed.

Fifth type of task

V 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 according to the plan:

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 the culture of which people 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 the subtlety of painting can convey. Therefore, the eyes have that shine and that moisture, which are 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 of the 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 beating of the pulse. 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 be 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 according to an 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.

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 general cultural development.

For each correct answer, a work, the author is awarded 1 point. For description and history of creation up to 10 points for each. 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 indicative 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 largely 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 Pushkin's genius and Glinka's talent.

Exercise

3. Give examples and works in these musical genres (other works by different authors).

Music genres

Sounding fragment number, title, music, words, performer

Assignment 3

romance

opera

4. Write the history of the creation by the author of a literary work based on musical fragment # 1.

For the correct title - title, music, words, performer, definition of the genre - 1 point is awarded. Per 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 the composition and function.

3. Determine the general mood of the picture.

4. Name 3 works of pictorial art that depict scenes of everyday life.

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

Additional points are awarded for additional correct answers to questions 3 and 4

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. Landscape. Oh yeah. Anapaest. Graphics. 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. 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 task 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 certain 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. Three 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. Nika Samothrace Ancient Greece Paris Louvre

2. Great Sphinx at Giza ancient Egypt

3. Colosseum Ancient Rome

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 Music Series 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.

Exercise

1. Get familiar with the material of the table. Listen to 2 snippets musical works... Define genre 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

Number of the sounding fragment

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 number 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

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.

Fifth type of tasks.

(performed after the participant submits written answers)

Make a proof that the 1 object of your choice 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. Lady burning" was written Leonardo Da Vinci. Paris Louvre

2. Birth Venus Sandro Botticelli. Currently kept in the Uffizi gallery, Florence tempera, painting, canvas

3. David- marble statue of work Michelangelo. Finding in Florence.

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.

Participants are invited to listen to 2 musical episodes.

Suggested Music Series for Grade 11:

1. Fryderyk Chopin Waltz No. 7 kissmall

2.Frédéric Chopin Spring waltz (waltz of love)

Exercise

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

Number of the sounding fragment

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.

Quest of the fourth type.

10 concepts and 9 definitions are given.

Match the concepts with 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, the mismatch of the rhythmic accent with the metric one.

B. a thick, juicy patch of paint, 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 painterly 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 a group in a certain place and at a certain time constitute a work.

I. artificial combination of elements of content and form, which have different origins.

Table for the task.

Letters

Definition:

The task is aimed at identifying the level of special subject competencies, the degree of understanding by the participants of the meaning of the expressive features of different works of art. Participants should 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.

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.