At what age should a child be introduced to such a concept as genres of painting in the fine arts? Researchers and scientists from many countries around the world have identified types of fine art and genres of painting for preschool children, and in accordance with this, methods for mastering art have been determined.
About 40-50 years ago in our country, reproductions of paintings by Russian artists hung in almost every house. I remember admiring them as a child and changing places. The most interesting thing is that in the houses of all our friends, all the walls were decorated with similar reproductions. It was such a simple and unobtrusive way that children became acquainted with the wonderful creations of artists. When I became a mother, I also tried to introduce my children to art.
Genres of painting for children 2-3 years old
A child’s acquaintance with art should begin at the age of 2-3 years. At this age, three genres are appropriate: landscape, portrait, still life. You should not explain to your child the meaning of the painting and talk about the artist’s biography. It is necessary to create a cultural space around the child to cultivate good taste.
In the children's room you can organize a small home exhibition (reproductions of paintings by Vasnetsov, Perov, Aivazovsky, Shishkin...), which will be gradually updated and expanded. Parents need to learn to capture children's emotions that the picture evokes. The baby notices beauty, perceives it and receives joy when it comes into contact with it. This is how a child’s first interaction with art occurs.
The French writer Françoise Barbe-Galle gives in her book “How to Talk to Children about Art” an exact comparison of this emotional contact with art: “We can admire a flower without being able to read its Latin name and generally having no idea what it is called.”
For a two-year-old child, a painting is the most interesting object of study. Examine and describe with him what is depicted on it, study the colors, search for objects...
Parents should pay attention to the baby’s reaction and select for viewing those reproductions that will be of interest to him.
In the process of communication, the mother draws the son’s (daughter’s) attention to the reproduction of the painting: “Look out the window. How green the trees are in our yard! They are very tall! And what beautiful trees are depicted in this picture! This is a forest. In the forest you can hear birds singing..." (reproduction of I. I. Shishkin’s painting “Forest”) or
S. Rodionova “Still life with apples”
“Help me put apples in a vase! They are so red, just like in the painting. Look at the picture! Do you like apples? (reproduction of Svetlana Rodionova’s painting “Still Life with Apples”) or “What a handsome boy! His name is Mika. What is he doing? Sits on a chair. His cheeks are pink! Curly hair! The eyes are big! Where is he looking? Maybe he saw a little titmouse outside the window? (reproduction of V. A. Serov’s painting “Mika Morozov”).”
V. A. Serov “Mika Morozov”
When studying the primary colors in painting (red, yellow, blue), you can use reproductions of paintings from different genres where these colors dominate.
This you need to know:
It is very important to observe the measure in the number of reproductions.
For children's perception, it is best to choose large format reproductions (A4, A3) with large contrasting images.
All work should be located at the child’s eye level.
What is a genre of fine art?
The French word "genre" is translated as "genus", "species".
An artist may give preference to one genre or one type of fine art, or he can work successfully in different genres and in different types of fine art (painting and sculpture, painting and graphics...)
Usually the artist is called by the genre that is the main one in his work (battle painter, animal painter, portrait painter, landscape painter...)
All works of fine art are divided into genres that can merge (the Monument to Minin and Pozharsky can be classified as a portrait and a historical genre) and branch out (I.K. Aivazovsky wrote marinas (seascapes) and battles (sea battles). The battle genre can be classified as "branches" of the historical genre).
Presentation for the lesson “History of the development of landscape painting”
History of the development of landscape painting
Translated from French, the word “landscape” (paysage) means “nature”. This is the name given to a genre in fine art whose main task is to reproduce natural or man-made nature.
Elements of landscape can already be found in rock paintings. In the Neolithic era, primitive craftsmen schematically depicted rivers or lakes, trees and boulders on the walls of caves. On the Tassilin-Ajer plateau in the Sahara, paintings with scenes of hunting and herd driving were discovered. Next to the figures of animals and humans, the ancient artist schematically drew a simple landscape, which does not make it possible to specify the location of the action.
In the art of the Ancient East and Crete, the landscape motif is a fairly common detail in wall paintings. Thus, not far from the village of Beni Hassan in Middle Egypt, rock tombs of ancient Egyptian rulers who lived in the 21st-20th centuries BC were found. One of the many frescoes that covered the walls of the burial chambers depicts a wild cat hunting in dense thickets.
Landscape appeared as an independent genre already in the 6th century in Chinese art. The paintings of medieval China very poetically convey the world around us. The spiritual and majestic nature in these works, executed mainly in ink on silk, appears as a vast universe that has no boundaries.
In Europe, landscape as a separate genre appeared much later than in China and Japan. During the Middle Ages, when only religious compositions had the right to exist, the landscape was interpreted by painters as an image of the characters’ habitat.
Despite such obvious progress, until the 16th century, artists included landscape details in their works only as a background for a religious scene, genre composition or portrait. The clearest example of this is the famous portrait of Mona Lisa (c. 1503, Louvre, Paris), painted by Leonardo da Vinci.
Gradually, landscape went beyond other artistic genres. This was facilitated by the development of easel painting. In the small-sized paintings of the Dutch master I. Patiner and the German artist A. Altdorfer, the landscape begins to dominate the scenes shown in the foreground.
The masters of the Venetian school played a major role in the creation of the landscape genre. The first artist to attach great importance to landscape was Giorgione, who worked at the beginning of the 16th century. Nature is the main character of his painting “The Thunderstorm”
A new attitude towards nature appeared in art in the second half of the 18th century. In the landscape painting of the Enlightenment, not a trace remained of the former idyllic conventions of rocaille art. The artists sought to show the viewer natural nature, elevated to an aesthetic ideal.
In the second half of the 19th century, such famous artists as I.I. made a serious contribution to the development of Russian landscape. Shishkin, F.A. Vasiliev, A. Kuindzhi, A.P. Bogolyubov, I.I. Levitan.
At the turn of the 19th and 20th centuries, many trends emerged in the landscape, developing the principles of impressionism in the landscape and at the same time entering into conflicting relationships with them.
Some traditions of the impressionists, but in a rather strongly modified form, were used by post-impressionist artists in their painting.
Landscape has developed over time as a form of fine art. Over the centuries, not only the methods and techniques for constructing images of landscape elements have changed, but artistic experience, perfection, beauty and respect for work have accumulated
.
How to introduce a preschooler to still life?
Still life is a genre of fine art dedicated to the depiction of things surrounding a person: household items, tools, flowers, food (bread, fish, fruits, vegetables...), books, musical instruments, etc.
Home themed exhibitions in the still life genre can be devoted to the following topics: “Bread”, “Flowers”, “Fruits and Vegetables”, “Household Items”.
Such famous artists as I. T. Khrutsky, I. E. Grabar, K. S. Petrov-Vodkin, V. F. Stozharov, K. A Korovin and others worked in the still life genre.
There are two types of still life in fine art.
In one form, things seem to characterize their owner, talking about his position in society, profession, hobbies. It feels like the owner of the things has left and is about to return. For example, the painting “Morning Still Life” by K. S. Petrov-Vodkin.
K. S. Petrov-Vodkin “Morning still life”
In the second type of still life, things are depicted by the artist in order to impress the viewer with their beauty, their color, their shape... For example, the still life of V. F. Stozharov “Bread, salt and brother.”
V. F. Stozharov “Bread, salt and brothers”
When telling your son (daughter) about a still life, you should note:
- Title, author (What is the name of the painting? Who painted it?);
- Content, composition (What do we see?);
- era (when did people use such utensils (such objects)?);
- the artist’s writing style (favorite colors, large strokes...);
- main idea (what is the artist talking about in his painting?)
A story about a still life should be emotional in order to attract the child’s attention:
“What do we eat every day? Bread. And what is it like? How should you treat bread? Look at this picture. It's called "Bread, Salt and Bro." It was painted by the artist V.F. Stozharov. He placed bread in the center of the picture. His bread is tall, round, golden, appetizing... Next to him lie large chunks of a cut loaf. The bread lies on a snow-white embroidered towel. The golden brother and the embroidered towel on the red canvas tell us that bread is the main value on earth.
Bratina – spherical vessel of the 16th-17th centuries. for drinking at brotherly feasts, “for all the brethren.”
The still life is depicted against the background of a log wall illuminated by the sun. The colors chosen by the artist evoke joy and reverence for the bread. The painting by V. F. Stozharov reminds us of a careful attitude towards bread.”
“This still life is called ... . It was written by... It evokes joy and admiration. There is carnation, chamomile, peony... I want to reach out and take such a lush bouquet in my hands to inhale its aroma. What would you call this painting? Who do you think could have collected the bouquet? Maybe it was given to my mother? Did you like the bouquet? What mood does this bouquet make you feel? In what mood do you think the artist painted this picture? What colors did the artist use to convey his mood? Please think about why the artist decided to paint this bouquet?”
While viewing the paintings, you need to pay attention to how bread (flowers, fruits...) was depicted by different artists. In Mashkov’s painting “Moscow Food” the table is full of loaves and loaves, in Petrov-Vodkin’s painting “Herring” there is only one piece of black bread on the table, in Fedotov’s painting “Aristocrat’s Breakfast” the bread can only be noticed if you look very closely at the plot , in Serebryakova’s painting “Lunch” we see bread in the field at the collective farmers’ lunch. What kind of bread looks appetizing (seems warm, I want to try it)?
How to introduce children to art
Hello, dear friends! My name is Zhenya Yasnaya and today I want to talk to you about how to introduce art to children.
I'll start by making a small disclaimer. The fact is that the concept of Art is very multifaceted. It surrounds us everywhere in life and is fraught with many types - here there is music, theater, cinema, literature, and others. I will talk about introducing children to fine arts (graphics, painting, sculpture), and a little about architecture.
But even having narrowed the topic, we are left with a huge field for activity, which is difficult to study deeply within the framework of one seminar. Therefore, I will try to tell you about some general directions and paths, moving along which you yourself will be able to choose and come up with various ways and methods of achieving the desired goal.
So, let's start with the favorite question of many parents - at what age should we start introducing children to art?
. My answer is either! The main thing is to start!)) But seriously, you can start from birth. Or even before. It will be very useful for the expectant mother to go to an art gallery, look through art albums - there are positive emotions, communication with beauty, and maybe even discovering something new for yourself.
Starting to get acquainted with art from birth does not mean, of course, immediately starting to tell the biographies of artists or the meaning of paintings. This is, first of all, the so-called “education of the eye”, i.e. surrounding the baby with works of art (of course, within reasonable limits)). So that already in childhood the child’s eye is gradually educated on the best examples of fine art, good taste is developed from childhood.
EXHIBITIONS OF REPRODUCTIONS
From the moment you are born, display art reproductions on your walls at home. Choose a format that is not small (at least A4). Reproductions can be printed (only the quality must be good), or you can purchase ready-made ones (now sold in folders) or art calendars.
At first, it is better to choose images in paintings that are understandable, large, and sufficiently contrasting. While walking around the house with your baby, periodically draw his attention to the picture, tell him what is depicted on it: “Look, what a girl!” or “Look, the flowers are colorful. How beautiful!”, “And this is a forest. The trees are rustling in the forest: Shhhh!”
From simply looking at reproductions hanging on the wall, you can gradually (as you grow older) move on to looking at art albums. You don't need to show too much at one time. Focus on your baby's interest. By the way, one of the types of graphic art is book illustration.
. That’s why it’s so important to have children’s books at home from recognized masters of this art form. This also cultivates taste and eye from childhood, instilling a craving for beauty. Suteev, Vasnetsov, Chizhikov, Rachev, Vladimirsky, Konashevich - these are just a very small part of the illustrators whose works you can safely show to your kids. (I talk about some recognized masters of book illustration in my blog “Dangling Legs”). You can also read Yulia Matroskina’s article on “Mom Blogs,” dedicated to book illustration.
But while showing albums, don’t cancel exhibitions! They can complement each other perfectly. It’s just that as the child grows up, they can be complicated, made thematic, and new reproductions added. It is especially good to associate such thematic exhibitions with the topics that you are studying with your child at the moment. For example, when studying the primary colors (red, yellow, blue and green), you can organize exhibitions of paintings of these colors. At the same time, try to select works of different genres (you can gradually introduce abstract painting), different directions and trends, and different artists. In some topics you can also use reproductions of sculptures (studying a person, emotions, etc.).
But even if you don’t do themed activities with your baby, you can still do themed exhibitions. These can be either more specific exhibitions - “Flowers”, “Autumn”, “Water”, “Birds”, etc., or more abstract concepts “Joy”, “Freshness”, “Silence”, etc. ( It is better to hold exhibitions of the second type with older children).
If you wish and if there is space, you can make a special exhibition corner for displays. And “walk” there as if in a real exhibition hall or museum. By the way, when the child runs around the apartment on his own, it is advisable to move the entire exhibition to his eye level.
As exhibitions become more complex, begin to complicate the stories behind the paintings. This does not mean that you need to immediately reveal the entire history of their creation or the biography of the artist. It will still be possible. Draw your child’s attention to the plot in the paintings, details, mood, color scheme. If the picture has a clearly defined simple genre (still life, landscape, portrait), then you can say so, but don’t focus on the child remembering this concept. Gradually it will fit into his head. For “analysis”, choose subjects and subjects that are more or less known and understandable to your baby, only gradually introducing new ones. (all pictures can be enlarged by clicking)
Approximately your story based on the painting could be like this (Paul Gauguin. “Still Life with Fruit”)
:
“Let's look at the picture. What does it show? Apples! The artist painted four apples - two green and two red. The apples are juicy, large, and you just want to eat them! Do you like apples? Which do you like better - green or red?
Or (Renoir. “Girl with an Umbrella”):
“Oh, look who’s looking at us? Girl! Beautiful girl? Do you like it? What's in her hands? Umbrella! Why do we need an umbrella? To hide from the rain or even from the bright sun. The girl went out for a walk in the garden - you see - trees, bushes, grass and flowers are painted in the background. The girl has already picked a small bouquet to take home and put in a vase,” etc.
For an older child, you can ask leading questions about the picture. If he finds it difficult to answer, prompt him or gently lead him to the answer.
(Tolstoy. “Raspberry, branch, butterfly, ant, leaf”):
“What kind of berries are drawn here? What color is the butterfly? Do you see an ant? He's very tiny. Look closely - it’s crawling along the top leaf...”
When viewing a thematic exhibition, pay attention to how the same subject or subject was depicted by different artists and at different times. For example, winter – it’s different for every artist! But we still understand that it is winter. How? For what details?
Or bread. How he was depicted by different artists. For some, this is a whole table, which is bursting with loaves and loaves of bread (Mashkov “Moscow Snack”)
, for some it’s just a small piece of black bread
(Petrov-Vodkin’s “Herring”),
while for others you won’t even notice the bread right away, but only by looking closely at the plot
(Fedotov’s “Breakfast of an Aristocrat”)
.
Some artists depicted bread while it was still baking (H. Allingham “Hot Bread”)
, while others depicted it in a field at a collective farmers’ lunch
(Serebryakov’s “Lunch”)
. In which picture does the bread look the most appetizing and make you want to eat it right away?
From the age of 3-4 (depending on your child), acquaintance with art can be deepened, expanded and complicated. I have already written before about how home exhibitions of reproductions can be complicated. I will only add that when studying certain genres, it will be possible to organize genre exhibitions; when studying an artist - his exhibition; when studying any particular type of art (stained glass, engraving, etc.) - also corresponding exhibitions.
Also, try playing a real gallery game once in a while. Those. Announce the upcoming exhibition in advance (choose with your child a topic familiar to him). Write a poster. Prepare tickets and badge for the guide. Draw a picture of a person at the exhibition. Let the guide take you on a tour - tell you about the exhibition, what topic it is dedicated to, what works are presented, and tell you about several of them. If the little guide is at a loss as to what to talk about, ask him leading questions, like a curious visitor. Try to involve other family members (or toys) in the game.
GAMES WITH REPRODUCTIONS
In addition to exhibitions with reproductions, you can also prepare the first task games. For example, after hanging (or laying out) pictures, ask your child to choose everything where autumn is painted or everything where there is transport.
Extra reproduction
The next task will be approximately the same type as the game above. Lay out several reproductions in front of your baby. Ask them to find one extra one. If he can, let him explain why it is superfluous (everywhere it is summer, but here it is winter; these are paintings, and this is a sculpture; in all the paintings there is a lot of yellow, but here there are mainly blue shades). If your child finds it difficult to explain his choice, give him a hint.
Puzzle
Cut one of the paintings into two or three parts and ask your child to assemble the whole painting. Gradually the number of cut parts can be increased.
Where is the part from?
Draw (or print out) a few simple familiar details from the paintings (for example, an apple, a green leaf, an umbrella, a cow, etc.) and place several reproductions in front of the child. Tell me to guess where this part jumped out from?
INTRODUCTION TO PAINTING GENRES
It is better to start studying genres of painting from the age of 3-4 and from the simplest ones - still life, landscape, portrait, mythological genre, animalistic genre (it sounds difficult, but remembering what it is about is simple - drawing animals).
Tell your child about the main features of the genres that are depicted in the paintings. Organize genre exhibitions, look at paintings in books; try to draw (or make an applique) yourself; create genre paintings from available objects (for example, a portrait from nuts and bolts, a still life from toys, a landscape from vegetables and fruits, etc.).
To reinforce the material you are learning, play games.
Find out by description
Place several reproductions of different genres in front of your child. Offer to guess what genre you will talk about.
“In paintings of this genre, gardens often bloom and flowers bloom, sometimes it can rain or snow” (Landscape)
“In paintings of this genre, flowers also bloom, berries ripen, and there are also vases, plates and fruits” (Still Life)
“Thanks to this genre, we know how people dressed in ancient times, what fashion was like. We can find out what a person looked like without even seeing his photograph.” (Portrait)
“From the paintings of this genre, the eyes of animals and birds look at us. We can feel their grace, see their colors, and sometimes learn about their habits.” (Animalistic genre).
After one of the descriptions, invite your child to choose from the presented works those that, in his opinion, correspond to this genre. Let him tell you what genre it is and why he chose these particular reproductions.
Scheme
Draw on pieces of paper (or draw directly on the board) a simple diagram of one of the genres. Ask your child to determine which genre diagram you have drawn.
One item
Select paintings of different genres that use the same subject (object). For example, a basket - both in still life and in landscape; carpet - both in the mythological genre, and in portraits, and in still life; fan - both in still life and in portrait. Tell your child: the same object is hidden in these pictures. Find him. In what genres of painting did artists use it?
What genres are used?
Select several paintings that combine several genres (portrait + landscape, portrait + still life, etc.). The child’s task is to identify all the genres that are present in this work.
MEET THE ARTISTS
In addition to genres, you can slowly begin to introduce your growing child to individual artists. Observe which paintings your baby is most interested in, which style, which artist. Or, perhaps, the child himself will show interest and ask, “Who painted this picture?”
Don’t try to tell your baby your whole biography. At that age he won't be interested. Try to tell some of his distinctive features, what he is famous for, what he brought to art. Maybe you can tell us some special interesting facts about life. To do this, of course, you will first have to study the artist’s biography yourself. Alternatively, you can use books currently being published for children on this topic. For example, “Tales of Artists” from the “White City” publishing house (or the same books, collected under two covers: “The Charm of the Russian Landscape. Tales of Artists” and “What Old Paintings Will Tell About”). Also books from the “Artists” Book series published by Phoenix-Premier. So far there are four of them - “Gauguin”, “Monet”, “Degas” and “Van Gogh”. You can see the rest of the books at the end of the article in the References List.
If the child chose this master himself, ask why he liked him and what attracted him to his work.
Consider with your child the works of this artist, especially the most famous and well-known ones. Tell us, if possible, why they are so famous. Try to choose words that are simple and easy for the child to understand.
Look at the works - they are all different, but at the same time, somewhat similar. Try to answer the question - with what? For example, it was a portrait artist, or the master has a predominant color scheme, or unusual brush strokes are visible everywhere (like Van Gogh), etc.
Ask your child to choose the one he likes best from all the jobs. Try to understand what feelings and emotions the artist experienced while working on this work. What did you want to convey to the viewer? Think about the plot. What happened BEFORE that captured moment and what could happen later in the picture.
You can invite your child to try to repeat one of the paintings or the artist’s style.
I didn't draw this!
From several reproductions, ask the child to choose the “extra” one, i.e. not belonging to the artist's brush.
Let's bring the picture to life
Select one or more paintings by the artist and try to bring them to life. If this is a portrait, try to wear similar clothes and take the appropriate pose. If the picture is a plot, then arrange, for example, dolls and toys, as in the picture (i.e. repeat the composition). If it's a still life, it's even easier. Find similar objects and arrange them like in a painting.
You are an artist and so am I...
Show your child several reproductions by different artists. Among them, let there be one of the paintings that is similar to the work of the master being studied (same style, similar manner). Ask your child to find such a picture. Why did the kid pay attention to this particular work? How is it similar to the author’s paintings?
DISCOVERY OF SCULPTURE
You can begin to introduce sculpture at home exhibitions in the form of reproductions gradually. Explain to your child the fundamental difference between sculpture and painting and graphics (volume and plane). It would be nice, of course, to see the sculptures in person, especially at the initial stage of acquaintance. So that the child can feel for himself that the sculpture can be walked around, that even the relief works protrude from the space. If you have an art gallery or museum, great. If not, then statues in parks and squares will do.
Sculptures are made from different materials - stone, clay, metal, wood. Show your child reproductions of such sculptures and let them touch samples of materials. Try making your own clay sculpture. With this method, the parts are gradually attached to the base. With an older child, try carving a sculpture out of stone. To do this, make a blank - pour plaster into an oblong container and let it harden. And then invite the child to cut off everything unnecessary from the workpiece in stacks to make, for example, a head. Be sure to follow safety precautions!
Where is the painting, where is the sculpture?
Select several paired reproductions. Each pair should contain an image of identical objects, only in one case it is a painting, in the other it is a sculpture (for example, a girl; a tree; a horse). Ask your child to choose matching pairs.
Wrong angle!
Try to find photos on the Internet of the same sculpture, captured from different sides or at different angles. Print it out. Add one or two reproductions of a completely different sculpture. The child’s task is to find these alien angles.
WALKS AROUND THE CITY
You can continue your acquaintance with art while walking around your city. Any town, even a small one, will have its own interesting architectural objects - statues, monuments, mosaics, stained glass windows, frescoes, stucco moldings, etc. If you are lucky enough to live in a big city, then you will definitely have where to go and what to see. Draw the child’s attention to the object, tell about it in simple words - what is depicted, what technique (sculpture, stained glass...), note some significant details. Take a photo of the object. When photographing, please note that you can capture the entire object, or you can capture individual details (column, twisted staircase, window). The photo can then be printed and used in your games at home. For example, ask your child to remember where you saw this object and what was nearby. What does he remember about this object - what technique it is, what is depicted, etc. If this is an architectural detail, then let him tell you what object it comes from.
You can, on the contrary, prepare for one of the walks in advance. Look at the photographs (in books), find out interesting facts. And then, already on the ground, invite the child to find the desired object (building, sculpture) himself. Remember what you talked about, consider the features and details. Touch (unless prohibited).
Make an album with photographs of particularly interesting architectural objects in your city.
VISITING AN ART GALLERY
I would like to highlight a trip to an art gallery as a separate item. Take your time with this. It is still difficult for small children to withstand a long time in the gallery. Show them one or two of the most significant and interesting works. If the child himself is interested, you can continue, but no, don’t insist, don’t discourage him forever. It would be good, of course, to start with paintings that your child has already seen in reproductions, but not everyone has such an opportunity.
Do not forget that the exhibition in the gallery is intended for an adult. Therefore, in order to view the picture normally, you will need to raise the child to your level. If he’s running around below you, don’t be surprised that many jobs don’t excite him)) – he may simply not see them.
If you managed to look at a work in the gallery that you have already seen in reproduction, try asking your child what is the difference between the original and the reproduction (size, saturation, impasto brush strokes may be visible, some details have become noticeable, etc.)
If all the works are unfamiliar to you from reproductions, try to pay attention, first of all, to those that are somewhat similar to those already familiar to your child (for example, a similar bouquet in a vase, or a still life with fruit, or an autumn landscape). Compare the paintings - how they are similar and how they differ (it’s good if you take the reproduction itself with you - it will be easier to compare). If you have a thematic exhibition of reproductions at home, invite your child to find works with the desired theme in the gallery.
Another option is to prepare for going to the exhibition in advance. Those. find out in advance which works will be presented, find their reproductions and look at at least some of them with your child. It will be more interesting for your child to see familiar works at the exhibition.
I also advise you to read Françoise Barbe-Galle’s excellent book “How to Talk to Children about Art.” In it you will find many more tips on how to prepare for a trip to a museum or gallery.
GAMES TO CONSOLIDATE KNOWLEDGE
Finally, I will offer you a few more general games designed to consolidate knowledge of the fine arts.
Photography and painting...
Among the paintings and photographs, try to select several works that are more or less similar (for example, a summer forest glade, a bouquet of daisies, a woman in a red dress, harvesting bread, etc. Searching on the Internet will help you with this). Print it out. Invite your child to choose pairs of similar works, explaining his choice.
Remember all
Show your child one of the works. Offer to take a closer look. Then close the reproduction (or turn it over). And ask about some detail. For example, what color was the duchess's hat? Or how many pine trees grew in the distance? Or what time of day is depicted? Select questions according to the child’s age and abilities, but you can gradually complicate the game.
****
In conclusion, I would like to encourage you, parents, not to be afraid to start getting acquainted with art. Many people say that for them it is a dark forest, and even to teach a child something... In fact, everything is not so scary. I hope that you are convinced of this, even after just reading my thoughts and advice on this matter. Yes, of course, parents will have to read something on the topic themselves first, so that they have something to tell their child about. But it's natural! Learn with your baby, make discoveries, learn new things! Together it's even more interesting! At some point, it may even happen that your opinions and tastes do not coincide with your child. This is fine! This is everyone's personal preference. Some people like graphics, some like painting. One is crazy about Picasso, another idolizes Rubens, etc. But in order for your child to form this opinion, you need to show all the diversity of art. In addition, classes, as I already wrote, “educate” the eye from childhood, help develop visual memory and vision itself (try to distinguish many shades), eye, imagination, etc. And, of course, they enrich the child’s inner world, and at the same time yours. I am sure that once you start getting acquainted with art, you will discover a lot of new and amazing things, the world will sparkle for you with new facets and colors.
And by the way, you don’t have to know how to draw. The main thing is the desire to learn to see and understand. But I don’t deny that after such classes you yourself will want to pick up a brush (or a brush, or a pencil) and start creating! And it's wonderful!
Finally, I provide you with a reading list to help you and your children explore the arts. Here I included art books that are more aimed at children and did not include art albums by artists, art galleries and movements, otherwise the list would be endless. But it would be nice to have such art albums at home to look at reproductions in them and draw information on art from them.
Zhenya Yasnaya
author of the blogs “Yasnushki” and “Dangling Legs”
editor-in-chief of the magazine “My mother is Vasilisa”
BIBLIOGRAPHY
- Books from the “My First Museum” series from the Polyandria publishing house. So far two have been released - “Discovering Monet” and “Discovering Van Gogh”
- O. Salimova “My first book about art” ed. Eksmo
- M. Ulybysheva “Victor Vasnetsov. Bogatyr of Russian painting" ed. "Thomas"
- Books from the “Artists” series published by Phoenix-Premier. So far there are four of them - “Gauguin”, “Monet”, “Degas” and “Van Gogh”
- Francoise Barb-Galle. “How to talk to children about art” ed. "Arch"
- Visual and didactic aids on genres of painting. Series "World of Art". Ed. "Mosaic-Synthesis".
- Visual and didactic aids on artists. Series “Journey into the world of painting”. Ed. "Childhood-Press".
- Demonstration materials with reproductions of Russian artists. Series “Demonstration materials”. Ed. "Iris-Press".
- Amanda Renshaw "Children about art." In two books. Ed. "Art of the XXI century." Expensive, but very good books.
- O. Sinitsina “Children about art. Architecture". In two books. Ed. "Art of the XXI century." Expensive, but very good books.
- “All the colors of the rainbow are in the museum. From the collection of the State Hermitage." Ed. "Arch"
- “ABC. Animal world. From the collection of the State. Hermitage". Ed. "Arch"
- "ABC. From the collection of the State. Hermitage". Ed. "Arch"
- “I read about the museum myself. From the collection of the State. Hermitage". Ed. "Arch"
- Books from the series “Picture Gallery (with stickers)” published by “Makhaon”. So far two have been published - “Stories about Artists” and “Stories about Paintings”
- V. Bialik “Painting” Ed. "Avanta+"
- Books from the series “Encyclopedia of Painting for Children” published by “White City”.
- M. Markel. “A dreamer from a small town. The story of Marc Chagall." Ed. "Text"
- M. Riizova “Create your masterpiece. Art for children." Ed. "Peter"
- A. Granovskaya “The first lessons of creativity from the great artists of the 18th century” Ed. "Medley"
- A. Granovskaya “The first lessons of creativity from the great artists of the 13th-17th centuries” Ed. "Medley"
- A. Granovskaya “The first lessons of creativity from the great artists of the 19th century” Ed. "Medley"
- Solomko, Ulybasheva, Murashova “The Charm of the Russian Landscape. Tales of Artists" Ed. "White City"
- Solomko, Murashova, Andrianova “What old paintings will tell you about” Ed. "White City"
- Books from the series “Tales of Artists” from the White City publishing house.
- "Renaissance Artists". A book with puzzles. Ed. "Dragonfly"
- "Great Masters". A book with puzzles. Ed. "Dragonfly"
- L. Zhukova “The ABC of Russian Painting” Ed. "White City"
- Books from the series “I am an artist! Color the masterpiece”, published by Eksmo-Press.
- A. Usachev “Walks through the Tretyakov Gallery with the poet Andrei Usachev” Ed. Bustard Plus
PS This article is copyrighted and is entirely intended exclusively for private use; publication and use of it on other sites or forums is possible only with my written consent. Use for commercial purposes is strictly prohibited. All rights reserved. Online school “Learning by playing”
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How to introduce a preschooler to a portrait?
Portrait (from the French word portrait - image) is a genre of fine art dedicated to the depiction of a person or group of people.
Portraits are part of history. They contain images of people from different eras. From the portraits we can understand what kind of world the artist lived in and how he treated people.
The person in the portrait can be drawn in full height, chest-deep (chest-length), waist-deep (waist-length), knee-deep (knee-deep).
According to the rotation of the head, portraits can be: profile, full face (French en face - “from the face”), a quarter turn to the right or left, three quarters, half a turn.
According to the method of execution, a portrait is divided into pencil, pastel, oil, watercolor, engraved, photographic, etc.
According to the nature of the image, two groups are distinguished: ceremonial (an image of a person on a horse, standing at full height or sitting against the backdrop of landscape or architecture) and chamber portraits (a chest-length, half-length image of a person against a neutral background).
A portrait is called a costumed portrait if a person is depicted as a literary (theatrical, allegorical, historical, mythological) character. When naming such a portrait, include the words “in the image” or “in the form.”
A portrait can convey not only the individual features of a person, but also the characteristic features of the era in which the person being portrayed lived.
By the face, posture and gestures of the model, you can guess her behavioral characteristics, temperament and character.
By depicting a specific person, the portrait painter reflects the time, experiences, dreams of his compatriots, as well as his ideals and his attitude towards the model.
The work of famous artists is associated with the portrait genre: V. M. Vasnetsov, A. G. Venetsianov, V. A. Tropinin, K. E. Makovsky, K. P. Platonov, V. I. Surikov, A. A. Plastov, I. E. Repin, V. G. Perov, I. E. Grabar and others.
Children's portraits are close to the feelings of a preschool child. They evoke positive associations in them. Facial expressions and the placement of hands help the preschooler understand the mood, character, and spiritual world of the person being portrayed.
Sample conversation about a portrait:
Questions about the content of the painting: Who is depicted in this painting? What can you tell about him (her)? How old is he/she? What is his/her name? What is he doing? What is depicted next to him (her)? What do these objects tell about him (her)?
Questions that reveal a person’s emotional state and mood: what is the boy (girl) thinking about? What does he (she) see (hear)? What does he/she want to do? What do you see in his (her) eyes? What are they talking about? What does his clothing say? What mystery can be solved by looking at the hands of this boy (this girl)? Why did the artist depict him/her in this pose?
Based on leading questions, the child composes a descriptive story. An approximate story based on the portrait of V.A. Serov "Mika Morozov":
The painting shows a boy. He is 4 years old. His name is Mika. He sits on a big chair. There is a toy next to him. The boy put it aside because he saw a little titmouse outside the window. I see surprise in his eyes. He's about to jump off the high chair and run to the window to get a good look at the beautiful bird.
A story based on the portrait of I. E. Repin “Dragonfly”:
I. E. Repin “Dragonfly”
In this painting the artist depicted a girl. She is 5 years old. She sits on the fence with her legs dangling. The girl looks a lot like a dragonfly. She's not afraid of heights. She has a beautiful green dress. She rejoices in the sun, grass, sky.
During the conversation, you can ask the child to come up with his own name for the portrait, reveal a secret in the picture hidden by the artist, etc.
Introducing preschoolers to fine arts
The visual activity of preschoolers is understood as artistic activity (modeling, drawing, appliqué), which contributes to the comprehensive development of the child’s personality, active knowledge of the world around him, and the development of the ability to truthfully and creatively reflect his impressions in graphic and plastic form.
Visual activity is one of the most interesting for preschool children: it deeply excites the child and evokes positive emotions. Very early, the child also begins to strive in a wide variety of ways to express the impressions he receives: with movement, words, facial expressions. We must give him the opportunity to expand the area of expression of his emerging images. You need to give him material: clay for modeling, pencils and paper, any material for buildings, etc., teach him how to handle this material. The material expression of existing images serves as an excellent means of testing and enriching them. We must encourage children's creativity in every possible way, no matter in what form it may be expressed.
Drawing, modeling, and design classes develop such personality traits as perseverance, focus, accuracy, and hard work.
One of the means of aesthetic development of preschool children is fine art.
General tasks for introducing children to works of fine art:
— To form the emotional culture of children, to teach them to feel the mood, the character of a work, to be happy, sad, empathize with the characters, to react emotionally to an artistic image.
— Distinguish between types and genres of fine art.
— To introduce the work of Russian and Soviet artists, and some works of world art.
— Identify the expressive means of each type of creativity, understand the language of art.
— To develop interest in museums, exhibitions, and original works of fine art.
— Develop aesthetic perception, artistic taste.
Forms of work:
— visiting exhibitions;
— classes to introduce children to art;
— classes in drawing, modeling, appliqué.
With children of primary and secondary preschool age, the work of one artist is first studied; from the second half of the year, exhibitions are organized where children can compare the works of this artist, as well as see the works of other artists. Children, looking at works of art - graphics, small sculptures, recognize familiar images, name the artists, learn to identify images of animals - real and fabulous, expressive means used by the artist (colors, their tones, background and foreground, main and secondary characters, their clothes, etc.).
Children are taught to see the content, identify and name characters, determine their character, mood and how it was conveyed by an artist, sculptor, or folk craftsman.
Classes to introduce works of fine art to children of senior preschool age are held at least once a month. A lesson can be devoted to one type of art (painting, graphics, etc.), one genre (portrait, landscape, still life, etc.).
One of the types of fine art is graphics. This is a drawing made by the artist on paper, cardboard, pencil, pen, charcoal, pastel, brush, as well as with the help of special devices and machines that print a large number of copies.
Objectives of graphics classes.
Teach children:
- understand the content of the book and recognize the characters, highlight the features of their appearance, determine their character and mood;
- recognize some artists by their drawing style, features of the content of the image;
- highlight expressive means (color, composition, decorations, clothing, pose, movement, materials).
Sculpture is one of the types of fine art that conveys the richness and versatility of the human image, with its proportions, plasticity of movement, facial expressions, internal content and mood.
Tasks:
1. To cultivate in children an interest in sculpture, a caring attitude towards it as a work of fine art, and emotional responsiveness.
2. Distinguish between small and monumental sculpture.
3. See images of animals and humans in sculpture, characteristic features of appearance, mood, understand the content.
4. Identify means of expression: three-dimensional form, character of movement, position of the figure, facial expression, character and mood of images, expressiveness of materials (wood, ceramics, porcelain, etc.).
5. Introduce the work of the sculptor.
To work with children to get acquainted with sculpture, you need the following:
- Study the monumental sculpture of your area, city, choose one to which you can take an excursion with your children or which they drive past or pass with their parents.
— Find out where the nearest museums, exhibition halls, art salons or museums are located.
— Find out if there is a sculpture workshop nearby where you could introduce children to the work of the sculptor.
— Purchase a small sculpture for a preschool institution.
The joint work of the teacher and parents will help show children the variety of sculpture.
It is necessary to select and study literature about sculpture and sculptors in order to understand the purpose of sculpture, its specific language of expressive means, and learn to clearly talk about all this to children.
Forms of work organization:
1. Exhibitions.
2. Classes to get acquainted with small-form sculpture and monumental sculpture.
3. Classes in visual arts, where work on getting acquainted with sculpture will continue.
Getting to know sculpture is part of a lesson in drawing, sculpting, and appliqué. For classes, images are selected that are then reflected in the drawing task (sculpting, appliqué).
Sculpture can be used at the beginning of a lesson to create interest in the task - showing an object in different types of fine art (graphics, sculpture, folk toys) in order to highlight the common features of this image.
Architecture is the art of creating buildings and structures according to the laws of beauty. The main principles in architecture are: utility, strength, beauty, which are interconnected.
Depending on the era, various materials and technologies are used in architecture (stone, wood, brick, concrete, glass, etc.).
When introducing preschoolers to architecture, the following tasks are distinguished:
— Learn to see the appearance of your street, district, city, village.
- See the features of buildings, their purpose, the shape of buildings, windows, doors, balconies, their location and decoration, color schemes.
— Learn to compare old and modern buildings, see their differences.
— Highlight stained glass windows, mosaics, frescoes, bas-reliefs, sculpture, etc. in the decoration of buildings.
— Highlight the means of expressiveness of architecture (plasticity of volumes, scale, proportionality, etc.).
— Highlight the pattern of fences of houses and bridges.
— To introduce landscape gardening architecture.
— Highlight elements of fairy-tale architecture (huts, towers, palaces).
— Reflect in the drawing, appliqué buildings modern, ancient, fabulous.
All work is carried out in two directions:
1. Introduction to architecture:
1.1. Excursions, walks along the streets of the city, village.
Purpose: to consider buildings for different purposes.
1.2. Examine buildings in illustrations, reproductions of paintings, photographs, postcards, videos, etc.
Goal: to show the diversity of architectural styles in the city.
1.3. Looking at illustrations in books depicting fairy-tale buildings.
Goal: to show the unusual shape of these buildings, their roofs, windows, and decorations. Identify the elements of fabulousness
1.4. The use of artistic words, where a description of buildings, houses, mansions is given, a selection of figurative comparisons.
1.5. Teacher's story.
1.6. Questions.
1.7. Listening to music to create a certain image of a building.
2. Images of buildings of different designs and different purposes, modern, ancient, fairy-tale, cities of the future in drawings and applications.
In each kindergarten, the content of the work will be different and it depends on the impressions of the children, on what buildings they looked at, what visual material was shown, what fairy tales they read, what aroused their interest.
The teacher needs to study the architectural features of buildings, houses in his city, district, street. To select the most interesting objects that would be available for depiction by preschool children.
Analysis of the image process shows that to create a drawing, it is necessary to have, on the one hand, clear ideas about those objects and their qualities that should be drawn, on the other hand, the ability to express these ideas in graphic form on the plane of a sheet of paper, to subordinate the movement of the hand to the task of imagination . Consequently, not only a special organization of children is required in order to form the necessary ideas, but also the development of hand movements, the formation of graphic skills and abilities.
Visual activity is invaluable for the all-round development of a child. Being one of the most interesting, it allows children to convey what they see in the life around them, what excited them, caused a positive attitude (and sometimes negative, and fear, and then, drawing these phenomena, the child, as it were, overcomes the feelings caused by them fear).
In the process of visual activity, favorable conditions are created for the development of an aesthetic, emotionally positive perception of art, which contributes to the formation of an aesthetic attitude to reality.
Knowledge of visual arts is of great importance for the mental education of children. This is determined primarily by the fact that this activity is based on art, which contains concentrated information about the time in which the artist lived and worked, about the lives of people, their work, customs, morals, their ideals, standards of goodness and beauty.
The visual activity of preschool children is considered from the perspective of realistic art, which is a special form of social consciousness. In this regard, children's drawing, modeling, and applique are a means of learning and reflecting objects and phenomena of the real world. But before they appear on paper in plan, these images take shape in the child’s mind.
Visual activities in kindergarten are of great importance for preparing children for school.
Literature:
1. Kazakova T. G. Visual activity and artistic development of preschoolers. - M.: Pedagogy, 1983. - 112 p.
2. Komarova T. S. Children's artistic creativity. Methodological manual for educators and teachers. - M.: Mosaic - Synthesis, 2006. - 128 p.
3. Komarova T. S. Teaching preschoolers drawing techniques. - M.: Pedagogical Society of Russia, 2005. - 176 p.
4. Komarova T. S., Zyryanova O. Yu. Continuity in the formation of artistic creativity of children in kindergarten and primary school. - M.: Pedagogical Society of Russia, 2006. - 160 p.
5. Komarova T. S., Savenkov A. I. Collective creativity of preschoolers: textbook. - M.: Pedagogical Society of Russia, 2005. - 128 p.
6. Korchinova O. V. Children's applied creativity. - Rostov n/d: Phoenix, 2007. - 315 p.: ill.
7. Familiarization of preschool children with architecture / ed. A. A. Gribovskaya. - M.: Pedagogical Society of Russia, 2005. - 96 p.
8. Familiarization of preschoolers with graphics and painting / ed. A. A. Gribovskaya. - M.: Pedagogical Society of Russia, 2004. - 192 p.
9. Familiarization of preschoolers with sculpture / ed. A. A. Gribovskaya. - M.: Pedagogical Society of Russia, 2004. - 96 p.
10. Tskvitaria T. A. Non-traditional drawing techniques. Integrated classes in preschool educational institutions. - M.: Sfera, 2011. - 128 p.
Genre painting
Historical genre
The historical genre is a work of art that reflects historical events and depicts the heroes of the past. The historical genre often overlaps with the portrait, everyday life and battle genres.
To get acquainted with the historical genre, the works of V. M. Vasnetsov “After the massacre of Igor Svyatoslavovich with the Polovtsians”, K.P. Bryullov “The Last Day of Pompeii”, I. E. Repin “Barge Haulers on the Volga”, etc.
The most prominent representative of this genre in Russian painting is V.I. Surikov (“Menshikov in Berezovo”, “The Conquest of Siberia by Ermak”, “Suvorov’s Crossing of the Alps”, etc.).
V. I. Surikov “Menshikov in Berezovo”
Domestic
The everyday genre is paintings that depict the everyday life of people, their way of life.
The everyday genre can be introduced to a preschooler using the example of the paintings by P. A. Fedotov “Major’s Matchmaking”, “Breakfast of an Aristocrat” and A. G. Venetsianov (“Zakharka”, “On the Arable Land”, “The Barn”).
P. A. Fedotov “Major’s Matchmaking”
Battle
The battle genre - (from the French bataille - battle) - a genre of fine art dedicated to military life.
In the battle genre, the main place is occupied by military campaigns and battle scenes. The battle painter strives to show the most important moment of the battle, to convey the historical meaning of military battles, which brings the battle genre closer to the historical one. Scenes depicting military life connect the battle genre with the everyday genre.
You can introduce a preschooler to the battle genre through the works of the outstanding Russian battle painter V.V. Vereshchagin.
Animalistic
Animalism (from the Latin animal - animal) is a genre of fine art, the main motif of which is animals.
You can introduce your child to the animalistic genre from the books of the famous animalist E.I. Charushin (“About Tomka”, “Wolf and others”), who is both an author and an illustrator. It is important to explain to the child that an animal artist needs to observe the habits of animals for a long time in order to create their image and convey their character.
Drawing by E. I. Charushin
Many animalists endow their animals with human qualities. An example of this is Albrecht Dürer’s most famous watercolor “Young Hare” (1502). The portrait of this hare is similar to a portrait of a man.
Mythological
The mythological genre is a branch of the historical genre that tells about the plots of legends and legends.
The mythological genre can be studied from the drawings of I. Ya. Bilibin in “The Tale of Tsar Saltan”, in “The Tale of the Fisherman and the Fish”, in “The Tale of Ivan Tsarevich and the Gray Wolf”, in the fairy tale “The White Duck”, etc.
I. Ya. Bilibin. Illustration for the fairy tale “The Frog Princess”
The most famous mythological works include the works of M. A. Vrubel “Pan” and “The Swan Princess”.
V. M. Vasnetsov turned to fairy-tale-legendary themes in his work (“Alyonushka”, “Bogatyrs”, “The Frog Princess”, “The Serpent Gorynych”, etc.)
Ways to develop the perception of works of art
The idea of fine art genres is formed not only at exhibitions and excursions to museums, but also during games.
Perceiving works of art is an emotional and intellectual work that requires certain preparation from the child.
Due to the fact that a preschooler is just learning to “read” the three-dimensional space of a picture, he should develop his powers of observation and pay attention to beauty (the combination of colors, the shape of objects) during walks, hikes, excursions, games, etc. It is important to teach the child notice the beauty in living nature so that he can see the beauty in the picture.
A preschooler’s developed perception of works of art is manifested in the fact that he understands what is depicted in the picture and what the artist wanted to tell us.
To develop emotional perception, you can use the technique of “entering the picture”:
How do you feel looking at this picture? What mood does the artist convey to you? Let's imagine that we find ourselves in this forest (in this clearing, on this path, on this mountain...). Touch the tree (water, leaves)! How did you feel? What is it like? Walk through that foliage! Do you hear rustling? Touch the water (grass, leaves, etc.). Look at the sky! What is it like? Try to breathe some air into yourself! How did you feel? etc.
To develop artistic thinking, children should pay attention to expressive means: “With what colors did the artist convey joy to us (silence, peace, excitement, sadness, fear, freshness...)? How would you feel if he took dark colors?”
An attitude technique can express your emotional and personal attitude towards a painting. The preschooler is given the instruction to compose a mini-story based on the picture: “Before you say what you like about this picture and what you think about it, you need to remember what it is called, what it is dedicated to and what the artist wanted to convey to us.
