Calendar-thematic planning 4th grade UMK Perspective calendar-thematic planning in fine arts (art, 4th grade) on the topic

Calendar and thematic planning in fine arts, grade 4

Calendar and thematic planning

in fine arts

Compiled by:

Arkhipova Maria Vasilievna

Primary school teacher,

highest qualification category

Calendar and thematic planning in fine arts, grade 4

Educational and educational complex "Prospective Primary School"

Course author: Kuzin V.S. Art. 4th grade: textbook / V.S. Kuzin, E.I. Kubyshkina.-M.: Bustard, 2020.

Kuzin V.S. Art. 4th grade: workbook / V.S. Kuzin, E.I. Kubyshkina. - M.: Bustard, 2020.

1 hour per week (total 34 hours)

KTP Fine Arts Grade 4 School of Russia work program in fine arts (Fine Arts, Grade 4) on the topic

EXPLANATORY NOTE

The fine arts program for grade 4 was developed on the basis of the Federal State Educational Standard for Primary General Education, the Concept of Spiritual and Moral Development and Personality Education of a Russian Citizen, the planned results of primary general education, an approximate program of primary general education in the fine arts, requirements for the results of mastering the basic educational programs of primary general education in fine arts, completed subject line of textbooks “Fine Arts”, author. Nemenskaya L.A. (edited by Nemensky B.M.) (UMK “School of Russia”).

General characteristics of the subject

In the system of primary school subjects, the subject “Fine Arts” realizes the following goal:

-formation of artistic culture of students as an integral part of culture

spiritual.

To achieve the set goals, it is necessary to solve the following practical

tasks:

• formation in students of moral and aesthetic responsiveness to

the beautiful and the ugly in life and art;

• formation of artistic and creative activity of the student;
• mastering the figurative language of fine art through

formation of artistic knowledge, skills and abilities.

“Fine Arts” is a holistic integrated course that includes all the main types of art: painting, graphics, sculpture, decorative and applied arts, architecture, design, entertainment and screen arts. They are studied in the context of interaction with other arts and their specific connections with the life of society and man. The systematizing method is to identify three main types of artistic activity for visual spatial arts: constructive, visual, decorative. These three types of artistic activity are the basis for dividing visual-spatial arts into types: visual - painting, graphics, sculpture; constructive - architecture, design; various arts and crafts. The program is structured to give schoolchildren a clear understanding of the system of interaction between art and life. It is envisaged to widely involve children’s life experiences and examples from the surrounding reality. One of the main goals of teaching art is the task of developing a child’s interest in the inner world of a person, the ability to “deep into himself,” and awareness of his inner experiences. This is the key to developing the ability to empathize. The artistic activity of schoolchildren in the classroom finds various forms of expression: depiction on a plane and in volume (from life, from memory, from imagination); performing decorative and constructive work; perception of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in lessons; study of artistic heritage; selection of illustrative material for the topics being studied; listening to musical and literary works (folk, classical, modern). In the lessons, play dramaturgy is introduced on the topic being studied, connections with music, literature, history, and labor are traced. In order to accumulate experience in creative communication, collective tasks are introduced into the program.

It must be borne in mind that, presented in elementary school in a playful way as Brothers-Masters of Images, Decorations, Constructions, these three types of artistic activity should accompany students throughout all years of study. They help first to structurally divide, and therefore understand, the activities of the arts in the surrounding life, and then to understand art more deeply.

Place of the course in the curriculum

The work program is designed for 34 hours per year, 1 hour per week.

Course results

As a result of studying the “Fine Arts” course in primary school, certain results should be achieved.

Personal results

• Cultivating interest in fine arts,
• Formation of ideas about good and evil.
• Enrichment of moral experience.
• Development of moral feelings.
• Developing respect for the culture of the peoples of multinational Russia and other countries.
• Development of imagination, creative potential, desire and ability to approach any of your activities creatively.
• Development of abilities for an emotional and value-based attitude towards art and the surrounding world.
• Mastering the skills of collective activity in the process of joint creative work in a team of classmates under the guidance of a teacher;

• The ability to cooperate with comrades in the process of joint activities, to correlate one’s part of the work with the general plan;
• The ability to discuss and analyze one’s own artistic activity and the work of classmates from the perspective of the creative tasks of a given topic, in terms of content and means of expression.

Meta-subject results

Regulatory:

• Understanding the learning task.
• Determining the sequence of actions.
• Work at a given pace.
• Checking the work according to the sample.
• Assessing your attitude towards work.
• Implementation of teacher advice on organizational activities.
• Mastery of individual control techniques.
• Ability to evaluate a friend's work.
• Ability to plan training sessions.
• Ability to work independently.
• Ability to organize work according to an algorithm.
• Possession of operational control.
• Evaluating the educational actions of oneself and a friend.
• Ability to work according to a plan and algorithm.
• Planning the main stages of work.
• Monitoring stages and results.

Cognitive

• Independent preparation of messages using various sources of information.
• Mastering the techniques of working with various graphic materials.
• Observation, comparison, comparison of the geometric shape of an object.
• Observation of nature and natural phenomena.
• Creation of elementary compositions on a given topic on the plane (painting, drawing, ornament) and in space.
• Using elementary rules of perspective to convey space on a plane in the depiction of nature, cityscapes and plot scenes.

Using contrast to enhance the emotional and figurative sound of the work.

Communication

• Expressing one’s attitude towards a work of fine art in statements or a written message.
• Participation in the discussion of the content and expressive means of works.

Subject results:

• knowledge of types of artistic activity: fine (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);
• knowledge of the main types and genres of spatial-visual arts;
• understanding the figurative nature of art;
• aesthetic assessment of natural phenomena, events of the surrounding world;
• the use of artistic skills, knowledge and ideas in the process of performing artistic and creative work;
• the ability to recognize, perceive, describe and emotionally evaluate several great works of Russian and world art;
• the ability to discuss and analyze works of art, expressing judgments about the content, plots and means of expression;
• mastering the names of leading art museums in Russia and art museums in their region;
• the ability to see manifestations of visual-spatial arts in the surrounding life: in the house, on the street, in the theater, at a festival;
• the ability to use various artistic materials and artistic techniques in artistic and creative activities;
• the ability to convey in artistic and creative activity character, emotional states and one’s attitude towards nature, man, society;
• the ability to compose a conceived artistic image on the plane of a sheet and in volume;
• mastering the ability to apply the basics of color science and the basics of graphic literacy in artistic and creative activities;
• mastering the skills of paper modeling, plasticine modeling, image skills using appliqué and collage;
• the ability to characterize and aesthetically evaluate the diversity and beauty of nature in various regions of our country;
• the ability to talk about the diversity of ideas about beauty among the peoples of the world, the ability of man in a variety of natural conditions to create his own original artistic culture;
• depiction in creative works of the features of the artistic culture of different (familiar from lessons) peoples, conveying the features of their understanding of the beauty of nature, man, and folk traditions;
• the ability to recognize and name which artistic cultures the proposed (familiar from lessons) works of fine art and traditional culture belong to;
• the ability to aesthetically and emotionally perceive the beauty of cities that have preserved their historical appearance - witnesses of our history;
• the ability to explain the significance of monuments and the architectural environment of ancient architecture for modern society;
• expression in visual activity of one’s attitude to the architectural and historical ensembles of ancient Russian cities;
• the ability to give examples of works of art that express the beauty of wisdom and rich spiritual life, the beauty of a person’s inner world.

Course content (34h)

Every people is an artist (image, decoration, construction in the creativity of the peoples of the whole earth)

The goal of artistic education and training of a child in the 4th grade is to form an idea of ​​the diversity of artistic cultures of the peoples of the Earth and the unity of peoples’ ideas about the spiritual beauty of man.

The diversity of cultures is not accidental - it always expresses the deep relationship of each people with the life of nature, in the environment of which its history takes shape. These relationships are not stationary, they live and develop over time, and are associated with the influence of one culture on another - this is the basis for the uniqueness of national cultures and their interconnection. The diversity of these cultures creates the richness of human culture.

The integrity of each culture is also the most important element of content that children need to experience. The child today is surrounded by a multifaceted disorder of cultural phenomena that comes to him through the media. A healthy artistic feeling seeks order in this chaos of images. Each culture therefore needs to be conveyed as a “whole artistic personality.”

Artistic representations must be presented as visible tales of cultures. Children are not yet ready for historical thinking by age, but they have an inherent desire for a figurative understanding of the world, correlated with consciousness expressed in folk arts. The truth of the artistic image must prevail here.

The variety of ideas of different peoples about beauty is revealed in the process of comparing native nature, labor, architecture, human beauty with the culture of other peoples.

The year's educational assignments provide for further development of skills in working with gouache, pastel, as well as plasticine and paper. The tasks of labor education are organically connected with artistic ones. In the process of mastering the skills of working with a variety of materials, children come to understand the beauty of creativity.

In the 4th grade, the importance of collective work in the educational process increases. Musical and literary works play a significant role in the 4th grade curriculum, allowing one to create a holistic understanding of the culture of the people.

The origins of the art of your people (8h)

Practical work in the classroom should combine individual and collective forms of creativity.

Landscape of the native land

Characteristic features, originality of the native landscape. A depiction of the landscape of our central zone, revealing its special beauty.

Image of a traditional Russian house (hut)

Acquaintance with the design of the hut, the meaning of its parts. Paper modeling (or modeling) of a hut. Individual-team work.

Decorations of wooden buildings and their meaning

Unity in the work of the three Masters. Magical ideas as poetic images of the world. Izba is an image of a person’s face; the windows, the eyes of the house, were decorated with platbands, the facade - with a frontal board, piers. Decoration of “wooden” buildings created in the last lesson (individually or collectively). Additionally - an image of a hut (gouache, brushes).

Village - wooden world

Acquaintance with Russian wooden architecture: huts, gates, barns, wells... Wooden church architecture. The image of a village is a collective panel or individual work.

Image of human beauty

Each nation has its own image of female and male beauty. This is expressed by traditional folk clothing. The image of a man is inseparable from his work. It combines ideas about powerful strength and kindness - “good fellow.” The image of female beauty always expresses people's ability to dream, the desire to overcome everyday life. Beauty is also a talisman. Female images are deeply connected with the image of the bird of happiness (“swan”).

Image of female and male folk images individually or for panels. The figures are glued into the panel by the “chief artist” group. Please note that the figures in children's works should be in motion and should not resemble an exhibition of clothes. If additional lessons are available, make dolls similar to folk rag or stucco figures for an already created “village”.

National holidays

The role of holidays in people's lives. Calendar holidays: autumn harvest festival, fairs, etc. The holiday is an image of an ideal, happy life.

Creation of works on the theme of a national holiday with a generalization of the material on the topic.

Ancient cities of your land (7h)

Every city is special. He has his own unique face, his own character. Each city has a special destiny. Its buildings in their appearance captured the historical path of the people, the events of their life. The word “city” comes from the words “to fence”, “to enclose” with a fortress wall. On high hills, reflected in rivers and lakes, cities grew with white walls, domed churches, and the ringing of bells. There are no cities like this anywhere else.

It is necessary to reveal the beauty of the cities of our native land, the wisdom of their architectural organization.

Old Russian fortress city

Study of the designs and proportions of city fortress towers. Construction of fortress walls and towers from paper or plasticine. A pictorial version of the task is possible.

Ancient cathedrals

Cathedrals embodied the beauty, power and strength of the state. They were the architectural and semantic center of the city. These were the city's shrines.

Acquaintance with the architecture of the ancient Russian stone temple. Construction, symbolism of the temple. "Construction" of an ancient cathedral made of paper. Teamwork.

The ancient city and its inhabitants

Modeling of the entire residential population of the city. Completion of the “construction” of the ancient city. Possible option: image of an ancient Russian city.

Old Russian warrior-defenders

Image of ancient Russian warriors, the princely squad. Warriors' clothing and weapons.

Ancient cities of the Russian land

Getting to know the uniqueness of different cities - Moscow, Novgorod, Pskov, Vladimir, Suzdal, etc. They are similar and dissimilar to each other. Depiction of different characters of Russian cities. Practical work or conversation.

Patterned towers

Images of chamber architecture. Painted interiors, tiles. Image of the interior of the chamber - preparing the background for the next task.

Festive feast in the chambers

Collective applicative panel or individual images of a feast.

Every nation is an artist (11 hours)

The teacher can choose three cultures: this is the culture of Ancient Greece, medieval (Gothic) Europe and Japan as an example of the culture of the East. But the teacher can take for study, for example, Egypt, China, India, etc. It is important for children to realize that the world is artistic life on Earth is extremely diverse and through art we become familiar with the worldview, the soul of different peoples, and empathize with them. This is exactly what needs to be developed in such lessons.

There is a convenient methodical game technique to see the holistic image of a culture: the journey of a fairy-tale hero through different countries (Sadko, Sinbad the Sailor, Odysseus, the Argonauts, etc.).

Each culture is viewed according to four parameters: nature, the nature of buildings, people in this environment and holidays of peoples as an expression of ideas about happiness and the beauty of life.

An image of the artistic culture of Ancient Greece

The ancient Greek understanding of human beauty - male and female - using the example of sculptural works of Myron, Polykleitos, Phidias (man is the “measure of all things”). The dimensions, proportions, and designs of the temples were harmoniously related to man. Admiration for a harmonious, athletically developed person is a feature of Ancient Greece. Images of figures of Olympic athletes (figures in motion) and procession participants (figures in clothes).

Harmony of man with the surrounding nature and architecture. The idea of ​​Doric (“masculine”) and Ionic (“feminine”) order systems as the nature of proportions in the construction of a Greek temple. Creation of images of Greek temples (semi-volume or flat applications) for panels or volumetric modeling from paper.

Creation of the panel “Ancient Greek Holidays”. This could be the Olympic Games or the festival of the Great Panathenaia (a solemn procession in honor of human beauty, physical perfection and strength, which the Greeks worshiped).

Image of Japanese artistic culture

Characteristic of Japanese artists is the depiction of nature through details: a tree branch with a bird; flower with butterfly; grass with grasshoppers, dragonflies; cherry blossom branch.

An image of Japanese women in national clothes (kimono) showing characteristic facial features, hairstyles, movements, and figures.

Collective panel “Cherry Blossom Festival” or “Chrysanthemum Festival”. Individual figures are made individually and then glued into the overall panel. The “chief artist” group works on the background of the panel.

An image of the artistic culture of medieval Western Europe

Craft shops were a distinctive feature of these cities. Each workshop had its own clothes, its own insignia, coats of arms, and its members were proud of their skill, their community.

Work on the panel “Festival of Crafts Workshops in the City Square” with the preparatory stages of studying architecture, human clothing and his environment (objective world).

The diversity of artistic cultures in the world (summarizing the topic)

Exhibition of children's works. Conducting a conversation to consolidate in the minds of children the theme “Every nation is an artist” as the leading theme of the year. The result of the conversation should be the realization that the buildings, clothes, and decorations of different peoples are very different.

Art unites peoples (8 hours)

The last topic completes the primary school program, ending the first stage of education. The teacher needs to complete the main lines of the child’s understanding of art.

Themes throughout the year revealed the richness and diversity of peoples’ ideas about the beauty of life phenomena. Everything is here - an understanding of nature, and the connection of buildings with it, and clothing, and holidays, etc. Children had to realize: it is wonderful that humanity is so rich in various artistic cultures and that it is no coincidence that they are different.

Now the tasks are fundamentally changing - from ideas about great diversity to ideas about the unity for all peoples of understanding the beauty (or ugliness) of the fundamental phenomena of life.

Common to all peoples are ideas not about external manifestations, but about the most profound ones, not subordinate to the external conditions of nature and history.

All nations sing of motherhood

Every person in the world has a special relationship with their mother. In the art of different nations there is a theme of glorifying motherhood, the mother who gives life. There are great works of art on this topic that are understandable to all people.

Children, according to their presentation, portray mother and child, trying to express their unity, affection, and attitude towards each other.

All nations sing of the wisdom of old age

There is external and internal beauty - the beauty of spiritual life, the beauty in which life experience is expressed, the beauty of the connection between generations.

A picture of a beloved elderly person. The main thing is the desire to express his inner world.

Empathy is the great theme of art

Since ancient times, art has sought to evoke the empathy of the viewer. Art affects our feelings. Depiction of suffering in art. Through art, the artist expresses his sympathy for those who suffer, teaches them to empathize with other people's grief and suffering.

Creating a drawing with a dramatic plot invented by the author (sick animal, dead tree, etc.).

Heroes, fighters and defenders In the struggle for freedom and justice, all peoples see a manifestation of spiritual beauty. All nations sing praises to their heroes. Every nation has many works of fine art, sculpture, music, and literature devoted to this topic. Heroic theme in the art of different nations. Sketch of a monument to a hero chosen by the author (child).

Youth and hopes

Theme of childhood and youth in art. An image of the joy of childhood, a child’s dreams of happiness, exploits, travel, discoveries.

Art of the peoples of the world (summarizing the topic)

Final exhibition of works. Discussion of students' creative works.

Requirements for the level of preparation of 4th grade students

4th grade students should

know/understand:

• main types and genres of fine arts;
• basics of visual literacy (color, tone, proportions, composition);
• outstanding representatives of Russian and foreign art and their main works;
• initial information about the artistic form in the fine arts, about artistic and expressive means (composition, drawing, color, coloring), their role in the aesthetic perception of works;
• the simplest compositional techniques and artistic means necessary to convey movement and rest in a plot drawing;
• names of the largest art museums in Russia;
• names of famous centers of folk artistic crafts in Russia.

be able to:

• use art materials (gouache, watercolor) in creative
• activities;
• distinguish between primary and composite, warm and cold colors;
• recognize individual works of outstanding Russian artists;
• apply basic means of artistic expression in independent
• creative activity: in drawing and painting (from life, from memory, imagination), in
• illustrations for works of literature and music;
• achieve tonal and color gradations when conveying volume.
• use acquired knowledge and skills in practical activities and everyday life:
• for independent creative activity;
• enriching the experience of perceiving works of fine art;
• evaluating works of art (expressing one’s own opinion) when visiting an exhibition.
• possess competencies: personal self-development, communication, value-orientation, reflective

Material and technical support of the educational process.

a) Book printing.

• Nemensky B.M. Art. Work programs 1-4, 2011, M.: Education
• N. A. Goryaeva, L. A. Nemenskaya “Art around us.” Textbook for 4th grade. M-Enlightenment. 2014.
• N. A. Goryaeva, L. A. Nemenskaya and others. Fine arts. Work programs. 1 – 4 grades. M-Enlightenment. 2011.
• Methodological manual for textbooks on fine arts: grades 1-4. / Ed. B. M. Nemensky. M-Enlightenment. 2014.
• Planned results of primary general education / edited by G.S. Kovaleva, O.B. Loginova. – 3rd ed. – M.: Education, 2011.
• Assessment of achievement of planned results in primary school. Task system. In 3 parts. / ed. G.S. Kovaleva, O.B. Loginova. – 3rd ed. – M.: Education, 2011.

b) Technical training aids:

• Record player
• Laptop
• Multimedia projector

c) Educational and practical equipment:

• A set of subject pictures.
• Set of dummies of vegetables and fruits

d) Classroom equipment

• Cabinets
• Student tables
• Student chairs
• Teacher's desk – 1 piece.
• Soft chair – 1 piece.
• Blackboard.