ORKSiE lesson in 4th grade on the topic “Culture and Religion”

Lesson 10. PEOPLE ARE CREATORS OF CULTURE

⇐ PreviousPage 7 of 30Next ⇒

Lesson objectives: continue the search for signs that distinguish humans from other living beings; teach to convey in words the beauty of human labor and creativity, which bring benefit and joy to nature and other people, make them feel what truth, goodness, and beauty are.

Planned achievements of students: learn to work in a group, doing a good deed for the common benefit and joy (politely ask for advice and help, ask to share the necessary material, thank for the help and offer your services); define with appropriate words the beauty of human labor and the joy of creativity.

Equipment: depending on the selected work option. For a lesson option with decorating dolls for a gift: the teacher has scraps of colored patterned fabrics, pieces of braid, beads and seed beads, small balls of multi-colored woolen threads, jewelry; The students have dolls that they made in the previous lesson, “Nature in Human Creativity.”

During the classes

The lesson can be taught in different ways. One option is a tour of the school, introducing children to teachers and staff who, in their work, can most clearly present to them the beauty and joy of creative work. Other lesson options (depending on local conditions):

— feasible work for children in the school area;

— making toys from natural materials for a sponsored group of a kindergarten, orphanage, etc.;

— visiting a folk craftsman’s workshop, observing his work and performing some operations in the technological chain.

These forms of work can be used in an extended day group and in extracurricular activities.

In developing this lesson, the authors proposed an option for decorating dolls that first-graders made in a lesson on the topic “Nature in Human Creativity.” These toys can be a good gift for children from a sponsored group of a kindergarten or orphanage.

At the beginning of the lesson, you can invite the children to leaf through the textbook from the beginning to the bookmark and remember what objects and works of culture they learned about in previous lessons.

Teacher: “What can people do? How do they do it? From what materials? What are these cultural objects for?” Summarizing the children’s answers, the teacher generalizes: “People have long done and are doing a lot, and ultimately everything is for each other: they fly on spaceships, airplanes and helicopters, drive cars and ships along rivers and seas, build houses and temples, illuminate cities and villages, make toys, household items, clothes for everyday life, holidays and the stage, play musical instruments, sing and dance, compose literary works, paint pictures, take care of each other and nature.”

Students look at the photographs on p. 22-23. Teacher: “Which of these things do you already know? Which ones did you learn about for the first time?” The teacher then displays fine jewelry to convince the children of the jeweler's skill. Explains what a difficult job is ancient weaving. (Only a few modern people know how to weave, but once upon a time every woman knew how to do it.) The teacher briefly and succinctly talks about the important work of surgeons. A person’s life often depends on their knowledge, responsibility, and truly golden hands. Draws children's attention to photographs of construction worker dancers: both are strong and energetic in their own way. All masters of their craft bring good to people and nature.

On behalf of the Boy and Girl dolls, the teacher explains in the textbook on p. 22 bottom picture: what the guys do, why and at what time of year.

Next we discuss the meaning of the proverbs on p. 23 textbooks: to feel like a full-fledged person, you need to be a master of your craft; To do this you need to study and master the skill. Any deed is necessary and important if it contains truth, goodness and beauty .

Then the children complete task No. 1 on p. 18-19 workbook. Teacher: “What does it take to invent something new? (You need observation, knowledge, ingenuity, hard work, a desire to be useful, to do something good.) Try to define in words what feelings the hero of the fairy tale experiences, judging by the expression on his face, during his work.”

At the end of the lesson, the children make gifts for the children from the sponsored kindergarten or orphanage. To do this, you can beautifully dress up and decorate the dolls that students made in the lesson “Nature in Human Creativity.” Children are divided into groups. In this case, the technique of drawing lots with multi-colored balls is used (as in the lesson “We are people”). Each ball of a certain color remains on the group table for work. Additionally, each group is given materials of a certain type and color. During the work, children should consult with their comrades. If the implementation of a creative idea requires material that is needed in color, shape, texture, or size, which the group does not have, the guys can turn to classmates from other groups with a request to share. At the same time, they should thank you for your help and, in turn, invite you to your table for the necessary material. Children can turn to the teacher for scissors, as well as for advice.

Teacher: “What words could you use to define your mood while working? Think together about what holiday and how exactly you will give your dolls to kids. What games will you play with them?

In conclusion, children answer the questions: “What is the world around us? Why does man occupy a special place in nature? (The world around us is nature, culture and we, people. Man, unlike other living beings, creates culture. Through his work, man transforms the world around him. He tries to make life more beautiful, and himself better, kinder, smarter.)

National-regional component. Use folk art from your region for this lesson (jewelry and woven items, details of a traditional costume as a model for decorating dolls, images of a traditional home).

Physical education minutes. Remember the text “Doll, doll...” and the movements towards it. Come up with a continuation of the text based on this model and new movements. Children can perform rhythmic movements accompanied by folk music.

Recommendations for family activities. Complete task No. 2 on p. 19 workbook.

Section "Our class"

Lesson 11. OUR CLASS AT SCHOOL

Lesson objectives: show children the classroom as a whole world; introduce images of the classroom in different historical eras and how writing utensils and classroom equipment have changed over time.

Planned student achievements: be able to identify objects of nature and culture in the classroom, distinguish between ancient and modern school supplies. Equipment. The teacher has quill pens and a penknife, steel pens for writing, inkwells with ink, and a paperweight.

Preliminary work. At the local history museum, visit the exhibition displaying ancient writing instruments. If possible, visit a special museum-school (for example, the Zemskaya School museum in the homeland of S. A. Yesenin in the village of Konstantinov, Ryazan region).

During the classes

You can start the lesson with a question about what are the components of the surrounding world (nature, culture, people).

Then the children are divided into groups of four, sitting at adjacent desks (tables). Each group member is responsible for his or her side of the classroom: left, right, bottom, top. The guys play a game: which group will more accurately and completely list the objects and phenomena of nature and culture in the classroom. Counting sticks painted in different colors are used for counting (or green chips for natural objects, red chips for cultural objects). One of the groups (optional) draws a portrait of the classroom on the board with colored chalk (green and red). Next, the teacher, together with the children, sums up the game, adding to the drawing diagram on the board what is still needed for completeness.

If none of the groups named air, natural sunlight during the day, water (in the tap) in the classroom, draw the children’s attention to these components of nature, which are so necessary and familiar to us that we even forget about them. Explain why after each lesson during recess it is necessary to ventilate the classroom; why do they always try to place desks in the classroom for students so that the light from the windows falls from the left side; why does every classroom have a water tap and a sink. Invite the children working at the board to wash their chalk-stained hands with water.

The Boy and Girl dolls can talk about chalk in a dialogue. This is a special item in the class. It’s also hard to imagine school life without him. What is this - an object of nature or culture? (Both, depending on what we focus on when talking about this subject.) Briefly tell the “history” of a piece of chalk in your class (from living to non-living; from nature to culture).

Teacher: “Look in the textbook on p. 26-27 modern and ancient classrooms. Compare them. Say what they have in common and what is different. Look at the antique writing instruments the teacher brought to class. Remember what antique writing utensils you saw in the museum. Compare modern and vintage school supplies in the pictures in the textbook. Complete task No. 1 on p. 20 in the workbook.”

Next, children move on to task No. 2 on p. 20 in the workbook. The Boy doll can make a riddle about a goose feather and tell why the penknife is called that. The Girl doll asks if the most attentive children remember which poet is depicted in the textbook with a quill pen in his hand. Students clarify the poet's first name, patronymic, and last name by returning to p. 13 of the textbook, once again consider the image of A. S. Pushkin in the portrait.

Children can try to write the word "quill" in the workbook with a steel nib pen using real ink from an inkwell. Please draw children's attention to the fact that the steel pen received its name “inherited” from the goose feather, since they have the same purpose.

Complete task No. 3 on p. 21 workbooks.

Conclude: “In the classroom we are surrounded by both nature and culture. Moreover, the culture of school and writing is very old and interesting. It is developing even now, in our time.”

National-regional component: objects, materials, methods of writing (or more broadly, transmitting information) in the national-regional tradition.

Physical education minutes. Game "Children ran around school." Standing at their desks (tables), children jump up, saying:

After the word “it turns out,” all the children stop, placing their feet at different distances (some shoulder-width apart, some wider, some narrower). Then everyone puts their feet together in a “herringbone” or “snake” manner, trying to keep within the number of steps that the leader called.

Recommendations for family activities. Together with your child, complete task No. 4 on p. 21 in the workbook. Tell him about the school you attended (where it was, what it was like).

If possible, read to your child an excerpt from the book An Egyptian Boy's Day describing school and writing materials in Ancient Egypt.

Lesson 12. WE ARE A FRIENDLY CLASS

Objectives of the lesson: to begin to form conscious cohesion of students as members of a single team - the class, to develop collectivist self-determination of the individual on the basis of conscious agreement with common goals, ideals, collective norms and values.

Planned achievements of students: understand the need for friendly cooperation, readiness for interaction and mutual understanding; develop a sense of belonging to a team (class), generational identity (we are me and my peers).

Equipment: no special recommendations.

Preliminary work. First option: do feasible seasonal work with your children on the school site, in the courtyard of a sponsored kindergarten (orphanage, veterans' home). Arrange in advance for a person with authority over the children to praise and thank them for their friendly teamwork. Second option: take part as a whole class in a primary school school competition for the best collective work, for example “Drawing on asphalt”, etc. (depending on conditions and weather).

Prepare a stationary stand with photographs of students, their names, surnames and birthdays. The second part of the stand “We are a friendly class” reflects the current life of the class. You can start the exhibition with a photo report dedicated to the collective event (before this, a place on the stand can be decorated with a poster for Knowledge Day).

Prepare texts of proverbs printed or handwritten on strips of paper for the lesson from the textbook.

During the classes

The lesson can be opened by a dialogue between the Boy and Girl dolls about the friendly teamwork of the children the day before. It is necessary to emphasize the vivid details of the collaboration (how they thought about the theme of the drawing, outlined the composition, distributed who would draw what; how they exchanged colored crayons during the work, clarified the details of the drawing and came up with an unexpected expressive touch that decorated the entire composition; who helped whom and how in difficult times case, what joy they experienced from mutual understanding and interaction, etc.).

The dialogue is accompanied by viewing photographs of the past event on the stand. Doll Girl: “Let's make captions for the photos. I already have some." (These are proverbs.) The dolls try to find signatures and turn to children for help. The teacher calls those who wish. In case of difficulties, with the help of dolls, he himself distributes ready-made signatures, and asks the children to think again during the lesson or later, during recess.

Then the teacher invites the children to rise from their desks, gives the task to meet the eyes of those children whose names are already well known, and wave their hand. (Rule: you cannot call out to each other, the game is played in silence.) Then you need to try, while in your seats, to unite through a handshake (children hold hands in a snake pattern in rows). When all hands are joined, the game “The Sea is Troubled” is played, after which the children silently sit down at their desks. This part of the lesson will also serve as a physical education lesson.

The conversation between the dolls and the children continues. Boy: “Guys, it’s written on our stand and in the textbook: “We are a friendly class.” And who is “we”? Please raise your hand, those who consider themselves to be “we.” (Children raise their hands together with the teacher.) Girl: “Now raise your hands, those who can say “I” about themselves. (Children raise their hands again.) It turns out that “I” and “we” are very connected with each other. Without “I” there cannot be “we”. Boy: “Do you know that many rulers used to say “we” about themselves: “We command, we are saddened, we wish, we are angry...” Girl: “That’s the power in the word “we.” Guys, try to make a sentence that is the same in meaning as the sentence “We are a friendly class,” using the word “I.” (I study in a friendly class.) Teacher: “Guys, what can you call those who study in the same class? (Classmates.) And if our class is friendly, then we can be called... What do they call those who are friends? (Friends.) What other word is suitable for those who study at school? (Student, students.) The teacher writes the words “students”, “classmates”, “friends” on the board. If the class is reading, then students additionally highlight these words in the textbook using counting sticks. Boy: “Guys, who haven’t we named yet? Without whom there cannot be a class and learning in it?” (Teacher.) Teacher: “Let’s say that magic word that makes studying in the classroom joyful, and turns every lesson into a meeting of friends.” (Friendship.) Then the teacher expressively reads the final paragraph of the lesson (in the reading class, children follow its reading with a counting stick) and asks if the children agree with the text read.

If there is time, children are asked to fill in one (optional) of the spaces allocated in the workbook (p. 22) with a drawing or photographs brought in advance, and “work as photojournalists” talking about the life of the class.

Doll Boy: “Last lesson we talked about class differently. The guys called... I can’t remember. Help me please. (The guys list the words from the previous lesson that describe the material world of the class.) That's it. I remembered! So, did we make a mistake in the last lesson? Isn't that what they were talking about? It turns out that the word “class” has different meanings. In one case we talked about the classroom as a room that is filled with a piece of nature; in another we understood by the word “class” a community of people who have common goals, common work and common joys.” The teacher asks the children’s opinion and concludes: “Our class is a whole world. It contains nature, culture, and we are people!”

National-regional component. Remember with your children those fairy tales and proverbs from the cultural tradition of the peoples of your region, which talk about friendship, mutual assistance, and camaraderie.

Physical education minutes. You can repeat the game “Children ran around school”, and also perform rhythmic movements to the song “If you went on a journey with a friend.”

Recommendations for family activities. Complete task No. 1 with your child on p. 22 workbooks. Think about task No. 2 on p. in advance. 23. It is intended for the next lesson “The teacher is a mentor and a friend.” Please note that for a child’s normal adaptation to school and the formation of a positive attitude towards learning, the emotional position of close adults is very important. Therefore, it is necessary to maintain a positive tone when remembering your school years, setting the student up for an appropriate attitude towards learning and school as a whole. In addition, such conversations bring the child closer to the parents and serve as a guarantee that in case of difficulties the child will turn to them for help, and will not isolate himself in his problems, i.e., completing this task is not a one-time event, but the beginning of certain intra-family relationships, having not a moralizing, but rather a therapeutic significance for all subsequent years of study and relationships with the child.

⇐ Previous7Next ⇒

Recommended pages:

Use the site search:

Culture and its functions

culture” do you think?

» found in various scientific studies, publications, textbooks?

At the beginning of the 20th century, there were, perhaps, no more than 10. In 1952, American cultural scientists Alfred Louis
Kroebel
and
Clyde Kluckhohn
counted 164. Later, no one kept accurate counts, but, probably, there will be close to 1000. Definitions usually reflect the most important characteristics of the term. If there are about 1000 explanations of what culture is, then there are no less of these most important characteristics.

This fact alone indicates how important this concept is in social science, what role culture plays in the life of a person and society. First, let's analyze the well-known expression: “Man is a creation and creator of culture.”

In general, there are 2 main approaches to understanding what belongs to culture: anthropological and value-based.

.
Let us remember that the Greek word “ anthropos
” is translated into Russian as
man
.

The anthropological
approach
assumes that everything created by man, his hands and the power of thought should be considered culture. This approach is fully consistent with the definition: “Culture is second nature.” Everything that does not exist in nature and would never have appeared if there were no people on Earth is culture. Potatoes are a natural blessing, but when boiled or fried, they become a cultural phenomenon—an artifact.

Are you already familiar with this term? It is composed of two Latin words: " arte"

" - artificial, and "
factus
" - made.
At first, the term was used exclusively by archaeologists
.
This is what they called the processed stones and bones that were found at the sites of ancient people. These were not just some natural, natural objects. These are objects modified by man and turned, for example, into tools. Later, the term “ artifact
” began to be used to refer to any product of human activity, any artificially created object.

So the potatoes that grow in your garden are also an artifact. It is found in the wild only in South America. And we eat cultivated varieties - the result of selection.

But the artifacts

- these are not only things, but also ideas, theories, relationships, norms, social institutions. In nature there are no religious cults, hereditary transfer of power or universal equal and direct elections. No jury trials, no schools. Animals are not guided by moral standards; their behavior cannot be assessed in terms of good and evil. All of the above (and much more) are human inventions, artifacts, culture.

But people have also created a lot of things that the language does not dare to call culture. Drugs, crime, social inequality, misanthropic ideologies, death camps...

Supporters of the value approach to culture include only the best creations of mankind, the highest spiritual values, and what serves social progress. This approach is also called axiological

from the ancient Greek word “
axia
” - value. Firstly, such an understanding of culture does not allow us to study it in all its diversity, to reveal the fullness and inconsistency of the development of human society. And secondly, the concept of valuable and non-valuable is too subjective. How do you evaluate, say, atomic weapons? This is undoubted scientific and technological progress, the triumph of the human mind. And at the same time - a monstrous means of destruction, posing a threat not only to human civilization, but to our entire planet.

But both of these approaches have one thing in common. Culture refers only to what is created by people. Man is the creator of culture

. But to become a person, it is not enough to be born as a person.

Only in a society of one’s own kind can one obtain what is inherited exclusively through social channels. We are born boys or girls. Ideas about male and female professions or the distribution of responsibilities in the family are formed in the process of education. We are able to distinguish light from darkness, day from night. But why they replace each other will be explained to us at school. Previously, this was done by myths and fairy tales that adults told to children. Almost any person can make sounds from birth. But we will speak articulately in the language that the people around us speak.

Perhaps the most important function of culture is educating a person, accustoming him to life in society.

In other words, socialization

. Culture creates man. He becomes a Man in the full sense of the word, assimilating the culture accumulated by previous generations of people.

What he learns is what he becomes. If, due to some circumstances, a child finds himself outside of human society between the ages of 2 and 12, the end is a comedy. He will no longer be able to become a full-fledged member of society, an individual. He will be an individual - a single representative of the human race.

Many other functions of culture that we will name are closely related to this main one.

For example, cognitive and informational

. It is sometimes said that in their behavior animals, unlike humans, rely solely on instincts. This is an oversimplified explanation. Higher animals are capable of accumulating information about the world and personal life experience.

And then use it. But people can rely not only on personal memory, but also on universal memory. Society is capable of accumulating information about the world and transmitting it to future generations.

The animal's personal experience dies with it. The knowledge acquired by each individual person has every chance of immortality. Each of us can draw from the universal human intellectual treasury as much information as necessary. People even created a special social institution for the transfer and translation of knowledge - the education system. And they are constantly improving the methods of this transfer.

Not only knowledge, but also norms of behavior are passed on from generation to generation. For people to interact successfully, biological laws alone are not enough. One of the scientific theories explains the reason why Neanderthals

. They are also reasonable people, but they could not compete with our ancestors. Neanderthals had too little development of the frontal lobes of the brain, where, among other things, behavioral control centers are located.

In their communities, the level of internal aggression was higher. They solved much more problems, as they say now, by force. According to the law of the jungle: survival of the fittest! But their competitor - Homo sapiens - was able to subordinate his fighting instincts to generally accepted rules of behavior. Physically, the Neanderthals won. We lost as a team. The formation of norms - moral, religious, legal, rules of etiquette - is a manifestation of the regulatory or normative function of culture.

But simply following the rules is not enough. A person must follow them consciously, understand why they are so important. People constantly have to make choices. They themselves must decide what is good and what is bad, what is good and what is evil, what is important and what is unimportant. By assimilating the culture of society, a person also assimilates certain ideas about life values, which he then relies on. This function of culture - the formation of value orientations - is called value or axiological

. Of course, the system of values ​​differs among different peoples and in different historical eras. Take, for example, the ideal of female beauty.

Ideas about it depend not only on time and space. Maybe each of you has your own. But he is! So, axiological

Culture has already partially fulfilled its function for you.

The next function is communication

. The assimilation of culture occurs in the process of communication. By mastering it, we get the opportunity to communicate with other people. The most important means of communication, of course, is language.

We can say that this is the core of the culture of any people. Most words do not just name a specific object, they are concepts. That is, when we hear or read a word, we immediately imagine all the most important characteristics of the named object. You will call both a dachshund and a St. Bernard a dog. And another animal, similar in size or body structure: four legs, ears, tail, fur - you can’t name it.

Moreover, the word-concept often includes an emotional attitude. The expressions “a dog’s loyalty” and “a dog’s life” are not just about dogs, are they? It would take a lot of words to explain exactly what we mean. And so, they said “a dog’s loyalty,” and everything is clear. On the one hand, as if they praised a person - he is loyal, you can always rely on him. On the other hand... Blind, unreasoning, uncritical loyalty. When someone can lick the leg that kicked them, is that really a good quality?

Features of the perception of the world are expressed in national languages. By studying foreign languages, we not only make it easier to communicate with representatives of other nations, we understand each other better. And understanding is the first step to acceptance.

But besides spoken languages, culture also creates other systems of signs and symbols. Road signs and 3 traffic light colors help resolve difficult situations between drivers and pedestrians.

With the help of notes, we can convey the music of our soul to others. We talk to a computer in a programming language. Signs are sensory objects that record the meaning and meaning of other objects. Letters, gestures, notes, numbers, drawings.

If signs convey an idea, they are called symbols

. Rings on the ring fingers of married couples are a symbol of love and fidelity to each other: in sorrow and joy, in wealth and poverty...

That is, culture creates not only ideas and values, but also special signs and symbols to designate and convey them. This is a sign-symbolic

function.

By assimilating cultural heritage, we gain the opportunity to adapt to life in a variety of conditions. We do not, for example, gain additional body fat or hair by moving to a country with a cold climate. We simply put on different clothes, build a home from the most suitable materials, and heat it. We switch to the diet that is available in the area.

If we need to stay underwater for a while, we don't wait for gills to grow. We use scuba gear, or a submarine.

These examples illustrate adaptive

function of culture.

Many cultural achievements allow you to simply relax while assimilating them, have fun, and enjoy them. Music, cinema, computer games.

Let us especially highlight the creative

function of culture. After all, we do not simply assimilate what previous generations created. We continue to create culture, create something new. But for this it is necessary to build on what has already been achieved and rethink it. Well, at least understand what has not yet been created.

Culture

- an inherent property of a person. But the question of who can be considered cultural was answered differently in different historical periods. For the ancient Greeks, this is a person brought up in the traditions of his people, who has internalized their life values. In Ancient Rome - a citizen, a patriot. In medieval Europe, a Christian who understood the basics of doctrine and observed all religious norms. In modern times, a person who has received upbringing and education.

The purpose of the lesson: to bring to the consciousness of children that working for the common good brings joy.

Lesson objectives:

convey to children the concept of “goodness”, “kindness”;

introduce the concept of “decorative and applied art”.

Formed learning activities: students will learn to work in a group, formulate conclusions, express their opinions, answer final questions of the lesson and evaluate their achievements.

Equipment: cards with a test, the topic of the lesson written on the board, cards with proverbs for discussion in the group, video projector.

DURING THE CLASSES

I. Organizational moment

The bell rang loudly and the lesson begins. Our ears are on top of our heads, Our eyes are wide open, We listen, we remember, We don’t waste a minute!

II. Updating knowledge

1. Test

(Each student receives a test card.)

– Connect the correct answers with an arrow.

Eyes Organ of hearing Ears Organ of vision Nose Organ of taste Tongue Organ of touch Skin Organ of smell

(Mutual verification. Check using a template.)

2. Graphic dictation.

(If “yes”, then +, if “no”, then –.)

1. The nose is the organ of smell. 2. The tongue is the organ of hearing. 3. Ears are the organ of taste. 4. Skin is an organ of touch. 5. A person has 6 senses. 6. A person uses his ears to distinguish between voices and sounds. 7. Bad habits help a person.

III. Self-determination for activity

1. Work in groups

(The teacher gives each group a card with a proverb.)

– Read the proverb in the group and discuss it.

1) If you work, you will feed; 2) The master’s work is afraid; 3) As is the master, so is the work; 4) Labor feeds, but laziness spoils; 5) Without work, a person does not know happiness; 6) Work is the joy of life.

(A student comes out from each group and explains the proverb.)

– What unites all the proverbs? (They are about work.) - A person’s whole life is filled with work. Everything in the world is obtained through labor. Even a small fish cannot be pulled out of a pond without difficulty. Read the topic of the lesson. What do you think will be discussed in class? (Children's statements.)

IV. Work on the topic of the lesson

1) Working with a projector

– Look at the illustrations on the projector. Tell us what good deeds people do for nature and for each other? (Children's statements.)

2) Working with the textbook

– Read and explain the proverbs on p. 23. (Children’s explanations.) - Why does man occupy a special place in nature? (Children's statements.) - Man is a rational being. He is able to think, learn something, invent something.

3) Completing tasks in the workbook

(The teacher reads the fairy tale “How the samovar was harnessed” on p. 18.)

- How did a man come up with a steam locomotive? (Children’s answers.) - Everything that was created by people’s labor was necessary for life. And a house, and a boat, and ceramic dishes, and a forged light, and a bone comb, and a toy for a child’s amusement. Folk artists drew their images from ancient tales, traditions, and beliefs, and the beauty and cheerfulness of what they created came from their native nature. – The art of making products from various natural materials: clay, wood, bone, metal, fabrics, lace and others has two definitions: decorative and applied. The third definition - popular - is clear: its creator is the people. What about the other two? It would be more correct to put the applied first, and the decorative second. Applied, i.e. art that has the most direct relation to life, which arose in it, in other words, an application to it, applied. Decorativeness is an aesthetic concept that reveals the beauty of images, color, ornamental, and plastic qualities of works of folk art. – Complete task No. 2 on p.19.

(Children circle the ship and write the missing letters in the boxes.)

V. Physical education minute

We'll do exercises. We quickly twist our hands - Now back, and then forward, And then vice versa. (Rotation of straight arms back and forth.) Bend lower. Come on, bring your hands closer to the floor! Straightened up, legs wider. Pull the back, three or four. (Bends forward.) On the court, the red ball is jumping the highest today. I jump with the ball, I want to reach the sky. (Jumping in place.) Stop! Charging has ended. Inhale and exhale for order. (Hands up - inhale, down through the sides - exhale.)

VI. Continuation of work on the topic of the lesson

1) Work from the textbook

– Look at the photographs on p.23. What do they have in common? (People help each other, teach each other, work together, have fun together.) Communicating with each other brings joy. With our work we transform the world around us. This is how we make life more beautiful, and ourselves - better, kinder, smarter. Having done good, enjoy the fact that another person feels good and comfortable. “They don’t seek good from good,” says a Russian folk proverb. It would be good to learn to sincerely give kindness without expecting any benefit or response. If you learn this, you are a rich man. It has long been noted that a kind person is always surrounded by sincere people, and this dignity cannot be compared with any material benefits. Everyone knows that kindness and love cannot be bought with money. A kind person will always find support in the joy and consolation of other people. Kindness is like a magic medicine; it cures many ailments. We must learn to be kind to everything around us.

2) Practical work

– Let us also give joy to the children from the kindergarten. What did you come up with? (The children discussed in advance that they would work together in groups to make baby books.) - Let's think about how we can organize work in a group so as not to quarrel, complete the task and so that everyone learns something. (The teacher listens to student proposals. During the discussion, rules for collaboration appear.)

Memo. Rules for collaboration.

1. Choose a senior (by lot, optional). 2. Be able to give in so that no one is offended. 3. Work together, be attentive to each other, polite, and do not interfere with each other. 4. Remember that from individual results one overall result is obtained.

Children do the work, then evaluate the results of the work and the work in the group.

– Did you manage to achieve your goal? – What failed in your work? – How did the group members perform? – What new knowledge and skills did you acquire? – Has communicating with each other brought you joy?

VII. Reflection

– What was the topic of today’s lesson? – Which task did you like the most? – What caused the difficulty? – Evaluate your achievements in the lesson. – Thanks everyone for the lesson!!!