Emohonova L. G. World art culture. Lesson 8 Grade 10 Ancient India Buddhist religious buildings - a symbol of space and divine presence. Big stupa in Sanchi. FEATURES OF BUDDHIST PLASTIC AND PAINTING The relief of the gates of the Great Stupa in Sanchi. Fresco painting of the cave temples of Ajanta. Kazaretina O. V.
The contemplative perception of the colorful world, filled with sounds and aromas, inherent in the Indians, was considered as an ideal state of mind, which could be supported by a reasonable attitude to one's needs. It is no coincidence that one of the most widespread religions in India, Buddhism, taught to achieve peace by rejecting desires that give rise to suffering.
The emergence of Buddhism with its tradition of ritual clockwise walking around the "tree of wisdom" (Botha tree) dictated the emergence of new architectural forms. Botha tree. Buddha under the Boti tree. http: // www. vokrugsveta. ru / encyclopedia / index. php? title =% D 0% 91% D 0% BE% D 0% B 4% D 1% 85% D 0% B 3% D 0% B 0% D 1% 8 F
The classical form of a Buddhist religious building - a stupa - is a monolithic brick hemisphere. Her sacred plan symbolizes space and divine presence. The divine presence marks the central point - the source of the origin and destruction of the universe. STUPA is an architectural structure of a memorial nature, which is a repository ("vessel") for various kinds of relics. According to Buddhist tradition, the Buddha, in response to a question about how to bury him, silently turned over the patra (begging bowl). The hemisphere of the inverted bowl corresponds to the mound of burial mounds, and the contents of the stupa - a relic - can be related to the precious contents of sacred vessels. After the Buddha reached nirvana (the ultimate goal of Buddhist teachings), his earthly body, in accordance with the accepted practice, was cremated (fire in eschatology is a means of purification, rebirth) and acquired the status of a relic (power, dust is a sacred center).
The dome of the stupa repeats the shape of the burial mound and is essentially a giant relic, since it hides a crystal ark with the ashes of Buddha. This is how the Great Stupa in Sanchi looks like (1st century BC). The conflict that arose after this between the followers of the doctrine of the right to possess the ashes of the Buddha (the dispute over the sacred center, "truth") was resolved by dividing it into eight parts (differentiation of the sacred center) and the construction of eight stupas, respectively. A stupa as an architectural structure is one of the conditions for carrying out a Buddhist ritual (worship and walking pradakhsina-patha clockwise).
Once the Big Stupa was covered with snow-white plaster, the dazzling radiance of which complemented the glow of the gilded spire. The spire is crowned with three umbrellas, symbolizing the heavenly spheres and three Buddhist values: Buddha, Teaching and the monastic community.
The smooth surface of the stupa is effectively set off by a red sandstone fence. It outlines the space of the ritual walk and, as it were, reproduces the movement of the stars and the sun around the world mountain.
The passage to the stupa is provided by a gate located along the north - south, west - east axes. They form a cross, the center of which coincides with the central point of the imaginary universe and means the even spread of the Buddha's teachings in all directions. In addition, the gate marks the border of two worlds, the sacred and the earthly.
The Sanchi Gate The gate consists of two square pillars and three curved horizontal beams, which are connected by sculptures or slabs. The reliefs on pillars and beams depicting scenes from the life of the Buddha make them look like illustrated manuscripts once carried by itinerant storytellers from village to village.
Big stupa in Sanchi. III-II centuries BC e. (fence of the 2nd century BC, gate of the 1st century BC). Western gate
Tree of Wisdom The relief of the western gate, for example, reproduces the "tree of wisdom" - the most common motif in Buddhist art. Followers of the religious teachings of the Buddha are moving towards a tree decorated with flower wreaths: here are the heavenly maidens floating in the air with garlands and vessels in their hands, and the pot-bellied tree spirits riding on mythical lions, and the wealth of Kubera, the beloved deity of merchants, and themselves merchants.
The symmetrical arrangement of figures around a tree with a dense round crown, the linear rhythm of prayerfully folded hands, heavy bracelets repeating the outline of the pedestal from which the tree grows, give the whole composition a circle outline, evoking associations with the wheel of Fate launched thanks to the enlightenment of the Teacher.
In addition to the "tree of wisdom" on the gate, signs are reproduced that remind of key events in the life of the Buddha and designate the Buddha himself, while in the II century. n. e. his anthropomorphic image did not take shape. Tree of wisdom
The bull (Gautama's zodiac sign) symbolizes birth, the lotus flower symbolizes meditation, the wheel and deer serve as an allegory for the first sermon, the Wheel of Doctrine
feet hint at the real presence of Buddha and denote the spiritual trace left by the Teacher on earth, stupa - entry into nirvana. The seal of the Buddha and a symbol of happiness in the Buddhist tradition is the swastika - a sign found in pre-Aryan Indian culture as the embodiment of solar energy and its distribution in the four cardinal directions.
Over time, at the base of the stupa, on the path of the religious procession, they began to place a statue of Buddha - standing, walking or sitting in the pose of a holy hermit who had achieved enlightenment.
The proximity of Indians to nature led to the emergence of a pictorial canon approaching natural forms: a slender figure, like a banyan tree, legs like a gazelle, "lion body" - broad shoulders, thin waist, eyes cut resembling the delightful curves of a lotus. Distinctive features Buddhas are signs of the greatest wisdom: a bulge on the crown of the head, a birthmark on the forehead, elongated earlobes.
Along with the stupa, the place of worship of the Buddhist cult was a cave temple, where prayer halls were adjacent to the dwellings of monks. Ajanta 100 photos of Ajanta 1280 х960
Painting served as the main decoration of the cave temples. In the cave temples of Ajanta (4th-7th centuries), it covers wide spaces of walls and ceilings.
Among the lush greenery, lush flowers, intertwined vines dotted with pink, purple, red fruits, coffee-beige monkeys sway, their tails caught on branches; dark gray elephants parade majestically with their snow-white tusks; orange-black tigers lurk in the thickets, arching their backs for a jump. Slan procession
This luxurious colorful world, expanding the space above your head, destroys the very hint of the pressure of the rock. Figuratively conveying the fabulous abundance and wealth of the plant and animal kingdom, the frescoes also serve the religious idea of the sacredness of the cave as the womb-womb of the world mountain.
In contrast to the relief images in Sanchi, illustrating the life of Buddha, in the paintings of Ajanta, everyday, genre scenes prevail, which seem to flow into one another, presenting to the audience a chain of life phenomena. It is no coincidence that Ajanta's painting is considered an encyclopedia of Indian life for its richness of subjects.
Here in the luxurious gardens with exotic plants and transparent ponds, black-haired beauties bask; Girls in the garden
A fresco from a cave at Ajanta. II century BC e. - VII century. n. e. Copied by master Sarkis Khachaturian
here in the city squares among pedestrians, peddlers of water, magicians, religious processions, elephants and carts are moving; here are various visitors flooding the reception hall of the palace in anticipation of the ruler (see color incl., fig. 10, 11). And all this is bright and festive. One cycle is separated from another by columns, courtyards, gates, which do not disturb the general panorama. Court scene
The atmosphere of living life in Ajanta's paintings is created by poses, an accurately captured type, an extremely verified drawing line. The washing of the prince
This is especially evident in female images, full of grace and grace. They embody the Indian ideal of feminine beauty: wide hips, thin waist, heavy breasts, an egg-shaped head, long hair, almond-shaped eyes and elongated eyebrows. Girls swing
In order to convey the flirtatious, inviting and at the same time elusive look of seductive women, the artists depicted half-closed eyes with a narrow, deliberately elongated slit, so it was not clear where and at whom the beauty was looking, which was what the poets asked her about: Iradani on a swing
Calling to love, and languid, and waiting for an answer, full of taking, looking askance, then straight, never lying, with huge and tender eyes, o simple-hearted, o modest one, who will you look in the eyes? (Translated by N. Gorskaya) Bodhisattva Girl with a tray
Indra - "Lord", Lord, deity of the Hindu pantheon, god - warrior, Thunderer, king of the gods, peacekeeper of the East, patron of the military squad. Flying Indra. Cave temple number 7
The culture of Ancient India can be interpreted as a metaphor for the sacred, for the basis of architecture, sculpture, painting, poetry, dance, music, theatrical performance here was the idea of the Absolute. At the same time, the generous, abundant nature developed in the Indians a love of contemplation and a penchant for joys and pleasures. In this regard, they drew inspiration not only from the boundless striving for the Absolute, but also from the sensual love of life. It is no coincidence that the austere simplicity of the interior of the temple is associated with heaven and is intended for the gods, and the lush outdoor decor is oriented towards people. Such a magical fusion of the depth of mystical teachings and the luxurious fantasy of the sultry south makes Indian culture so attractive at all times.
Dharmachakra (Skt. "Wheel of dharma", "wheel of law") is a mandala, a symbol of the incessant circle of birth and death (samsara) in dharmic religions. Traditionally depicted as a stylized wheel with five, six or eight spokes. Meaning: Usually the eight spokes are interpreted as representing the components of the Noble Eightfold Path: correct understanding(correct view), correct aspiration (correct determination), correct speech, correct activity (correct behavior), the right means to existence (right way of life), right effort, right awareness ( right direction thoughts), correct concentration. The depiction of the bhavachakra, another visually similar widely known symbol in the form of a wheel of samsara (Skt. "Wandering", "circulation") demonstrates the endless cycle of being, characterized by birth, death and rebirth in various locations.
The stupa can be figuratively divided into 5 main parts: the top - 1, the umbrella 2, the spire - 3, the sphere - 4 and the base - 5.
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Rostov region
Municipal budgetary educational institution
Verkhnedonsky region
Migulinskaya secondary school
(MBOU Migulinskaya secondary school)
APPROVED
Director of MBOU Migulinskaya secondary school
Order dated ___________ No. ______
I.A. Bulatova
WORKING PROGRAMM
on World art culture
(specify the subject, course)
General education level (grade)
the average general education 10-11 grade
(primary general, basic general, secondary general education, indicating the class)
Number of hours ___69____
Teacher Sushkina Elena Petrovna
The program was developed on the basis of:
Collection: Programs of educational institutions: World art culture "Academic school textbook". 10-11 grades. - M .: "Education", 2008.
| Explanatory note | ||
| Thematic planning grade 10 | ||
| Thematic planning grade 11 | ||
| Planned results of the study of MHK | ||
| Educational-methodical and material-technical support of the educational process | ||
| Calendar-thematic planning grade 10 (Application) | ||
| Calendar-thematic planning grade 11 (Application) |
Explanatory note
The work program for world artistic culture is based on
Federal component of the State educational standards of primary general, basic general and secondary (complete) general education - Moscow: "Bustard" 2006
Federal basic curriculum and sample curricula for educational institutions of the Russian Federation implementing general education programs - Moscow: "Drofa" 2006
Programs of educational institutions: World art culture "Academic school textbook". 10-11 grades. - M .: "Education", 2008. and is focused on the textbooks "World art culture" grade 10 and "World art culture" grade 11 (basic level) / L.G. Emohonova - M. Publishing Center "Academy" 2010
The study of world art culture in secondary school is aimed at achieving the following goals:
development of a spiritual and moral personality, respecting the cultural traditions of the peoples of Russia and other countries of the world;
education of artistic and aesthetic taste and culture of perception of a work of art;
development of feelings, emotions, figurative, associative, critical thinking;
mastering systematized knowledge about the patterns of development of cultural and historical eras, styles, trends and national schools in art; about values, ideals, aesthetic norms on the example of the most significant works; about the specifics of the language different types art;
mastering the skills to analyze works of art and develop your own aesthetic assessment;
use of the acquired knowledge and skills to broaden horizons, consciously form their own cultural environment.
general characteristics academic subject
The course of world artistic culture systematizes knowledge about culture and art obtained in an educational institution that implements programs of primary and basic general education in the lessons of fine arts, music, literature and history, forms a holistic view of world artistic culture, the logic of its development in a historical perspective, about its place in the life of society and each person.
The study of world artistic culture develops a tolerant attitude towards the world as a unity of diversity, and the perception of one's own national culture through the prism of world culture allows a better assessment of its potential, uniqueness and significance.
The developing potential of the course of world artistic culture is directly related to the ideological nature of the subject itself, on the material of which various historical and regional systems of world perception are modeled, captured in vivid images.
Taking into account the specifics of the subject, its direct access to the creative component of human activity, the program focuses on active forms of learning, in particular on the development of perception (function - an active viewer / listener) and interpretive abilities (function - performer) of students based on their actualization. personal emotional, aesthetic and sociocultural experience and their assimilation of elementary methods of analyzing works of art.
In terms of content, the program follows the logic of historical linearity (from the culture of the primitive world to the culture of the twentieth century). In order to optimize the load, the program is based on the principles of highlighting the cultural dominants of the era, style, and national school. On the example of one or two works or complexes, characteristic features of entire eras and cultural areas are shown.
Domestic (Russian) culture is viewed as inextricably linked with world culture, which makes it possible to appreciate its scale and general cultural significance.
Place of the subject in curriculum
The federal basic curriculum for educational institutions of the Russian Federation allocates 69 hours for the compulsory study of the academic subject "World Art Culture" at the stage of secondary general education at the basic level. Of these, in grade 10 - 35 hours, in grade 11 - 34 hours, at the rate of 1 teaching hour per week.
According to the working calendar, the study of the MHC takes 35 hours in the 10th grade, and 34 hours in the 11th grade.
Due to the fact that the date of the lesson of the MHC training course in grade 10 falls on a holiday of 03/08/2017, the number of training sessions on calendar-thematic planning in grade 10 was 34 hours.
| Number of hours |
|
| Grade 10 |
|
| Artistic culture of the primitive world | |
| Artistic culture of the Ancient world | |
| Artistic culture of the Middle Ages Western Europe | |
| Artistic culture of the Far and Near East in the Middle Ages | |
| Total | |
| Grade 11 |
|
| Artistic culture of the Renaissance | |
| Artistic culture of the 17th century | |
| Artistic culture of the 17th-19th centuries | |
| Artistic culture of the second half of the XIX - early XX century | |
| Artistic culture of the XX century | |
| Total | |
| Total | |
Grade 10
Artistic culture of the primitive world
Myth is the basis of early ideas about the world. Cosmogonic myths. Ancient images. World tree, world mountain, road. Magic and ritual. Fertility rite. A ritual dedicated to Osiris. Slavic agricultural rites. Christmastide. Maslenitsa. Russian week. Semik. Ivan Kupala. Folklore as a reflection of the primary myth. The Tale of Princess Nesmeyana. The origin of art. The artistic image is the main means of reflection and knowledge of the world in primitive art. Rock painting of Altamira and Lasko caves. Geometric ornament. The imagery of architectural primary elements. Stonehenge
Artistic culture of the Ancient world
Mesopotamia. The Mesopotamian ziggurat is the dwelling of a god. Ziggurats in Ur and Babylon. Glazed bricks and rhythmic patterns are the main decorative means. Ishtar Gate, Processional Road in New Babylon
Ancient Egypt. The embodiment of the idea of eternal life in the architecture of the necropolises. Pyramids at Giza. The ground temple is a symbol of the eternal self-rebirth of the god Ra. Temple of Amun-Ra at Karnak. Magic. Tomb decor. The canon of the image of a figure on a plane. Tomb of Ramses IX in the Valley of the Kings
Ancient India. The Hindu temple is a mystical analogue of the victim body and the sacred mountain. The role of sculptural decoration. Temple of Kandarya Mahadev in Khajuraho. Buddhist religious buildings are a symbol of space and divine presence. Big stupa in Sanchi. Features of Buddhist plastics and painting. Relief of the gates of the Great Stupa in Sanchi. Fresco painting of the cave temples of Ajanta
Ancient America. Temple architecture of the Indians. Mesamerica as the embodiment of the myth of the sacrifice that gave life. Pyramid of the Sun in Teotihuacan. Temple of the god Huitzilopochtli in Tenochtitlan. Mayan complex in Palenque
Cretan-Mycenaean culture... Cretan-Mycenaean architecture and decor as a reflection of myth. The Knossos palace-labyrinth of King Minos in Crete. Palace of King Agamemnon in Mycenae
Ancient Greece. The Greek temple is an architectural image of the union of people and gods. The Acropolis of Athens as an Expression of the Beauty Ideal of Ancient Greece. Parthenon - sample high classics... Evolution of Greek relief from archaic to high classics. Temple of Athena at Selinunte. Temple of Zeus at Olympia. Metopes and the Ionic frieze of the Parthenon. Sculpture of Ancient Greece from archaic to late classics. Kuros and barks. Polyclet. Dorifor. Phidias. The torso of the goddess. Scopas. Maenad. A synthesis of oriental and antique traditions in Hellenism. Sleeping hermaphrodite. Venus de Milo. Gigantism of architectural forms. Expression and naturalism of sculptural decoration. Altar of Zeus in Pergamum.
Ancient Rome. Features of Roman urban planning. Public buildings from the periods of the republic and empire. Roman Forum, Pantheon, Colosseum. Layout of a Roman house. Fresco and mosaic are the main means of decoration. House of the Vettii, home of the Tragic poet in Pompeii. Sculptural portrait. Mark Junius Brutus, Octavian Augustus, Constantine the Great.
Early Christian art. Types of Christian temples: rotunda and basilica. Mosaic decor. Christian symbolism. Mausoleum of Constance in Rome. Mausoleum of Galla Placidia in Ravenna. Basilica of Santa Maria Maggiore in Rome
Artistic culture of the Middle Ages
Byzantium and Ancient Russia... Byzantine central domed temple as the abode of God on earth. Space symbolism. St. Sophia Cathedral in Constantinople. Picturesque decoration of the cross-domed church. Topographic and temporary symbols of the temple. Stylistic variety of cross-domed temples of Ancient Russia. St. Sophia Cathedral in Kiev. Church of the Intercession on the Nerl. Church of the Transfiguration of the Savior on Ilyin in Novgorod. Byzantine style in mosaic decor. St. Sophia Cathedral in Constantinople. Church of San Vitale in Ravenna. Byzantine style in icon painting. Icon of Our Lady of Vladimir. Theophanes the Greek. Deesis of the iconostasis of the Annunciation Cathedral in the Moscow Kremlin. Formation of the Moscow school of icon painting. Russian iconostasis. Andrey Rublev. Savior of the Zvenigorod rank. The Trinity icon is a symbol of the national unity of the Russian lands. Moscow School of Architecture. Early Moscow architecture. Cathedral of the Savior Not Made by Hands Spaso-Andronikov Monastery. Renaissance features in the ensemble of the Moscow Kremlin. Assumption Cathedral. Cathedral of the Archangel. A new type of tent-roofed temple. Church of the Ascension in Kolomenskoye. Fresco paintings on the theme of the Majesty of the Virgin. Dionysius. Fresco cycle of the Church of the Nativity of the Virgin in Ferapontov. Znamenny chant
Western Europe. Pre-Romanesque culture. Carolingian Renaissance. Architecture, mosaic and fresco decoration. Chapel of Charlemagne in Aachen. Basilica of Saint-Michel de Cuix in Languedoc. Church of St. Johann in Muster. Romanesque culture. Display of the life of a person in the Middle Ages in the architecture of the monastery basilicas, bas-reliefs, frescoes, stained glass windows. Abbey of Saint-Pierre in Moissac. Church of St. Johann in Muster. Church of the St. Aposteln in Cologne. Gothic. A gothic temple is an image of the world. Church of Saint Denis near Paris. Architecture and sculptural decoration of a Gothic temple. The interior decor of the temple: stained glass windows, sculpture, tapestries. Notre Dame Cathedral in Paris. Gregorian chant. The main stages in the development of the Gothic style. Regional features of the Gothic. France. Cathedral of Notre Dame in Chartres. Abbey of Saint-Denis near Paris. Cathedral of Notre Dame in Rouen. Germany. St. Peter's Cathedral in Cologne, Frauenkirche in Nuremberg. England. Cathedral of Westminster Abbey in London. Spain. Cathedral of Toledo. Italy. Church of Santa Maria Novella in Florence
New art - Arsnova. Proto-Renaissance in Italy. Ars' aesthetics are new in literature. Dante Alighieri. "The Divine Comedy". The ancient principle of "imitate nature" in painting. Giotto. Fresco cycle in the Scrovegni Chapel in Padua. Allegorical cycles of Arsnov. Andrea da Bonaiuti. "Triumph of Repentance". Spanish Chapel of the Church of Santa Maria Novella in Florence. Master of the Triumph of Death. "Triumph of Death". Camposanto cemetery in Pisa. Musical flow of Arsnov. The specificity of Ars is new in the North. Jan Van Eyck. Altar "Adoration of the Lamb" in the Church of St. Bavo in Ghent
Artistic culture of the Far and Near East in the Middle Ages
China. The interaction of yin and yang is the basis of Chinese culture. Architecture as the embodiment of mythological, religious and moral ideas of Ancient China. Temple of Heaven in Beijing.
Japan. Japanese gardens as the quintessence of Shinto mythology and philosophical and religious views of Buddhism. Garden of Eden of Byodoin Monastery in Uji. Ryoanji Philosophical Garden of Stones in Kyoto. Tea Garden "Pines and Lutes" Villa Kachura near Kyoto
Near East. The image of paradise in the architecture of mosques. The Umayyad Mosque in Cordoba. Domed Blue Mosque in Istanbul. Registan Square in Samarkand. The image of a Muslim paradise in the architecture of palaces. Alhambra in Granada.
Grade 11
Artistic culture of the Renaissance
Revival in Italy
Humanism is the basis of the Renaissance worldview. Early Renaissance. Florence as the embodiment of the Renaissance idea of an “ideal” city. Scientific treatises. Leon Battista Alberti. "Ten Books on Architecture". Order in architecture. Filippo Brunelleschi. Dome of the Cathedral of Santa Maria del Fiore. Shelter of the innocent. Piazza Santissima Annunziata. Church of San Spirito.
The image of the square and the street in painting. Masaccio. "The Resurrection of Tabitha and the Healing of the Paralytic", "Distribution of Alms", "Healing with a Shadow". Renaissance realism in sculpture. Donatello. Relief "Feast of Herod". Statue of David.
High Renaissance... Qualitative changes in painting. Leonardo da Vinci. Altarpiece "Madonna with a Flower". Mona Lisa. Raphael Santi. Stanzas at the Vatican. Fresco "Parnassus".
High Renaissance aesthetics in sculpture. Michelangelo Buonarroti. The Medici Chapel in the Church of San Lorenzo in Florence.
Venetian School of Painting. Late Renaissance aesthetics. Titian. "Earthly Love and Heavenly Love", "Pieta". The role of polyphony in the development of secular and cult musical genres. The transition from "strict writing" to madrigal. Giovanni da Palestrina. Pope Marcello's Mass. Carlo Gesualdo. Madrigal "I languish without end."
Northern Renaissance
Features of the Northern Renaissance. The grotesque carnival character of the Renaissance in the Netherlands. Pieter Bruegel the Elder (Peasant). "Battle of Carnival and Lent". Picturesque cycle "Months": "Hunters in the Snow".
The mystical nature of the Renaissance in Germany. Albrecht Durer. Apocalypse engravings: Four Horsemen, Trumpet Voice. Diptych "Four Apostles".
The secular nature of the Renaissance in France. Fontainebleau School of Architecture and Visual Arts. Jules Lebreton. Fontainebleau Castle. Rosso Fiorentino. Gallery of Francis I. Jean Goujon. Fountain of nymphs in Paris.
Renaissance in England. Dramaturgy. William Shakespeare. Tragedy "Romeo and Juliet", comedy "The Taming of the Shrew".
Art cultureXviicentury
Baroque
A new perception of the world in the Baroque era and its reflection in art. Architectural ensembles of Rome. Lorenzo Bernini. St. Peter's Square. Piazza Navona. St. Angel's Bridge. New interior design. Lorenzo Bernini. Tent-ciborium in St. Peter's Cathedral.
Specificity of the Russian Baroque. Francesco Bartolomeo Rastrelli. Winter Palace in St. Petersburg. Catherine Palace in Tsarskoe Selo. Smolny monastery in St. Petersburg.
Baroque painting. Plafond painting. Giovanni Battista Gaulli (Baciccia). "Worship of the Name of Jesus" at the Il Gesu Church in Rome. Interaction of baroque and realist tendencies. Peter Powell Rubens. Altar triptychs "Raising the Cross" and "Descent from the Cross" in the Cathedral in Antwerp. The Education of Maria Medici. Rembrandt Harmenszoon Van Rijn. "Denial of the Apostle Peter".
Baroque music. Claudio Monteverdi. Opera "Orpheus". Arcangelo Corelli. Concerto grosso "For Christmas night". Johann Sebastian Bach. Passion "St. Matthew Passion": "Have mercy on me, Lord."
Classicism
The art of classicism. "Grand Royal Style" of Louis XIV. Versailles. Classicism in the visual arts of France. Nicolas Poussin. "Kingdom of Flora", "Orpheus and Eurydice"
Art cultureXviii- first halfXIXcentury
Rococo
Rococo origins in painting. "Gallant Festivities" by Antoine Watteau. "Island of Tsitera". Rococo interior. Picturesque pastorals by Francois Boucher. Rococo music. Musical, "bagatelle" Francois Couperin
Neoclassicism, Empire
Music of the Enlightenment. Joseph Haydn. Sonata-symphonic cycle. Symphony No. 85 "Queen". Wolfgang Amadeus Mozart. Opera "Don Juan". Requiem: Diesirae, Lacrimosa. Ludwig van Beethoven. Fifth Symphony "Moonlight Sonata".
The image of the "ideal" city in the classicist ensembles of Paris and St. Petersburg. Jacques Ange Gabrielle. Place Louis XV in Paris. Giacomo Quarenghi. Academy of Sciences in St. Petersburg. Andreyan Dmitrievich Zakharov. Admiralty in St. Petersburg.
Imperial style in architecture. Specificity of the Russian Empire style. Karl Ivanovich Rossi. Palace Square, Mikhailovsky Palace in St. Petersburg. Empire style interior. The White Hall of the Mikhailovsky Palace in St. Petersburg. Neoclassicism in painting. Jacques Louis David. "Oath of the Horatii". Classicist canons in Russian academic painting. Karl Pavlovich Bryullov. "The last day of Pompeii". Alexander Andreevich Ivanov. "The Appearance of Christ to the People"
The origin of the classical music school in Russia. Mikhail Ivanovich Glinka. Opera "A Life for the Tsar". March of Chernomor, Persian choir from the opera Ruslan and Lyudmila. Overture "Night in Madrid". Lyric romance "I remember a wonderful moment."
Romanticism
The romantic ideal and its embodiment in music. Franz Schubert. Vocal cycle "Winter way". Richard Wagner. Opera "Tannhäuser". Hector Berlioz. "Fantastic Symphony". Johannes Brahms. "Hungarian Dance No. 1"
Painting of romanticism. Religious subjects. John Everett Milles. "Christ is in the house of his parents." Literary topics. Dante Gabriel Rossetti. "Beata Beatrix". Exotics and mysticism. Eugene Delacroix. Death of Sardanapalus. Francisco Goya. "Colossus". The image of a romantic hero. Orest Adamovich Kiprensky. “Portrait of Eugr. V. Davydov "
Artistic culture of the second half of the XIX - early XX century
Realism
Social theme teak in painting. Gustave Courbet. Funeral at Ornans. Honore Daumier. Series "Judges and Lawyers". Russian School of Realism. The Wanderers. Ilya Efimovich Repin. "Barge Haulers on the Volga". Vasily Ivanovich Surikov. "Boyarynya Morozova".
Trends in the development of Russian music. Social theme in music. Modest Petrovich Mussorgsky. Song "Orphan". Appeal to the Russian rite as a manifestation of nationality in music. Nikolai Andreevich Rimsky-Korsakov. "Seeing off Shrovetide" from the opera "Snow Maiden". Historical theme in music. Alexander Porfirevich Borodin. "Polovtsian Dances" from the opera "Prince Igor"
Lyric and psychological beginning in music. Peter Ilyich Tchaikovsky. Ballet "Nutcracker". The theme "Man and Rock" in music. Peter Ilyich Tchaikovsky. Opera "The Queen of Spades".
Impressionism,post-impressionism symbolism
The main features of impressionism in painting. Claude Oscar Monet. "Magpie". Pierre Auguste Renoir. Rowers' Breakfast. Impressionism in sculpture. Auguste Rodin. "Citizens of the City of Calais". Impressionism in music. Claude Debussy. "Gardens in the Rain", "Clouds".
Symbolism in painting. Gustave Moreau. Salome (Vision). Post-impressionism. Paul Cezanne. "Apples and Oranges". Vincent Van Gogh. "Sower". Paul Gauguin. "Landscape with a spavlin".
Modern
The embodiment of the idea of absolute beauty in modern art. Gustav Klimt. Beethoven Frieze. Modern in architecture. Victor Horta Tassel mansion in Brussels. Fedor Osipovich Shekhtel. The building of the Yaroslavl railway station in Moscow. Antonio Gaudi. Cathedral of the Holy Family in Barcelona.
Myth-making - characteristic Russian Art Nouveau in painting. Valentin Alexandrovich Serov. Odysseus and Navzikaya, The Abduction of Europa. Mikhail Alexandrovich Vrubel. "Demon sitting". The specifics of Russian modernity in music. Alexander Nikolaevich Scriabin. The Poem of Ecstasy.
Artisticthe cultureXX
Modernism
Modernism in painting. A new vision of beauty. Aggression of color in fauvism. Henri Matisse. "Dance". Vibration of a Painted Surface in Expressionism. Arnold Schoenberg. "Red look". Deformation of forms in Cubism. Pablo Picasso. Avignon Maidens. Refusal to be depictive in abstractionism. Vasily Vasilievich Kandinsky. "Composition No. 8". Irrationalism of the subconscious in surrealism. Salvador Dali. "Tristan and Isolde".
Modernism in architecture. Constructivism. Charles Edouard Le Corbusier. Villa Savoy in Poissy. Soviet constructivism. Vladimir Evgrafovich Tatlin. Tower of the III International. "Organic" architecture. Frank Lloyd Wright. "House above the waterfall" in Ber Ran. Functionalism. Oscar Niemeyer. Ensemble of the city of Brazil.
Synthesis in the art of the 20th century. Director's theater. Konstantin Sergeevich Stanislavsky and Vladimir Ivanovich Nemirovich-Danchenko. Moscow Art Theater. Performance based on the play "Three Sisters" by Anton Pavlovich Chekhov. Epic theater. Berthold Brecht. " kind person from Sichuan ".
Cinema. Sergei Mikhailovich Eisenstein. "Battleship Potemkin". Federico Fellini. "Orchestra rehearsal"
Stylistic heterogeneity of 20th century music. Dodecaphony of the “novovenskaya school”. Anton von Webern. "The light of the eyes". "New simplicity", Sergei Sergeevich Prokofiev. Ballet "Romeo and Juliet". Philosophical music of Dmitry Dmitrievich Shostakovich. Seventh Symphony (Leningrad). Polystylistics by Alfred Garrievich Schnittke. "Requiem".
Thematic planning
Grade 10
Masterpieces of world art culture. Mythological foundations in mass rituals, folklore, customs, fairy tales. Form the foundations of artistic thinking
features of primitive art; main types and genres.
Students should be able to:
recognize the studied works and correlate them with a certain era, style, direction; - to establish style and plot connections between works of different types of art; enjoy various sources information about world art culture; carry out educational and creative tasks (reports, messages);
Students should know / understand:
main types and genres of art; studied directions and styles of world art culture; masterpieces of world artistic culture. architectural monuments of the Ancient, Middle and New kingdoms of Egypt; the concept of "canon";
features of the fine arts of Ancient Egypt. the studied works of architecture and fine art of Ancient Western Asia.
the world-historical significance of the artistic culture of Ancient Greece; masterpieces of artistic culture included in the treasury of world art.
architectural structures of Ancient Rome, achievements of Byzantine architecture;
Students should be able to:
Expressions of your own judgment about the works of classics and contemporary art;
Students should know / understand:
main types and genres of art; studied directions and styles of world art culture; masterpieces of world art culture.
the main styles of Western European Middle Ages architecture; masterpieces of architecture.
features of sculpture of the Romanesque and Gothic style
features of the fine arts of Ancient Russia; the names of the great artists of Ancient Russia
architectural monuments of the ancient Russian state, Veliky Novgorod, Vladimir-Suzdal, Moscow principality.
Students should be able to:
recognize the studied works and correlate them with a certain era, style, direction; to establish style and plot connections between works of different types of art; use various sources of information about the world artistic culture; carry out educational and creative tasks (reports, messages);
to use the acquired knowledge in practice and everyday life for: choosing the paths of their cultural development; organization of personal and collective leisure; expressing your own judgment about the works of classics and contemporary art; independent artistic creation.
Artistic culture of the Far and Near East in the Middle Ages - 3 hours
Students should know / understand:
the meaning and unique character of Chinese artistic culture. Masterpieces of architecture.
originality and uniqueness of Japanese art.
the historical roots and significance of the art of Islam
Students should be able to:
recognize the studied works and correlate them with a certain era, style, direction;
to establish style and plot connections between works of different types of art; use various sources of information about the world artistic culture; carry out educational and creative tasks (reports, messages);
to use the acquired knowledge in practice and everyday life for: choosing the paths of their cultural development; organization of personal and collective leisure; expressing your own judgment about the works of classics and contemporary art; independent artistic creation.
Grade 11
Artistic culture of the Renaissance - 9 hours
Students should know / understand:
Students should be able to:
Artistic Culture XVII - 5 hours
Students should know / understand:
features of the emergence and main features of the styles and trends of world art culture;
masterpieces of world art culture;
the main expressive means of the artistic language of various types of art;
the role of a sign, symbol, myth in artistic culture;
art history terms and use them;
Students should be able to:
compare artistic styles and correlate them with a certain historical era, direction, national school, name their leading representatives;
search, select and process information in the field of art;
to argue their own point of view in the discussion on the problems of world art culture;
complete educational and creative assignments (essays, reports, abstracts, reviews, essays, reviews)
to use the acquired knowledge and skills in practice and everyday life.
Artistic culture of the 18th - first half of the 19th century - 8 hours
Students should know / understand:
the history of the painting, information about the author.
belonging to a cultural and historical era, artistic style or direction.
belonging to the genre: everyday, battle, portrait, landscape, still life, interior.
Students should be able to:
compare artistic styles and correlate them with a certain historical era, direction, national school, name their leading representatives;
understand art history terms and use them;
search, select and process information in the field of art;
to argue their own point of view in the discussion on the problems of world art culture;
complete educational and creative assignments (essays, reports, abstracts, reviews, essays, reviews)
use the acquired knowledge and skills in practice and everyday
Artistic culture of the late 19th - 20th centuries - 7 o'clock
Students should know / understand:
main types and genres of art;
studied directions and styles of world art culture;
masterpieces of world art culture;
language features different types art.
Students should be able to:
to conduct a dispute and discussion.
use the acquired knowledge in practice and everyday life for:
choosing the paths of their cultural development;
organization of personal and collective leisure;
independent artistic creation.
Artistic culture of the XX centuries. - 5:00
Students should know / understand:
main types and genres of art;
studied directions and styles of world art culture;
masterpieces of world art culture;
features of the language of various types of art.
Students should be able to:
to understand the types of sculpture, musical genres, painting genres.
to determine the cultural and historical era to which the works of music, painting belong.
search for information from various historical sources,
use it to write a report or message.
to conduct a dispute and discussion.
use the acquired knowledge in practice and everyday life for:
choosing the paths of their cultural development;
organization of personal and collective leisure;
expressing your own judgment about the works of classics and contemporary art;
independent artistic creation.
Criteria for evaluation:
emotionality of perception various phenomena of culture and art, the desire for knowledge, interest in the content of lessons and extracurricular forms of work;
awareness of relationship to the studied phenomena, facts of culture and art (assimilation of the basic laws, categories and concepts of art, its styles, types, genres, language features, integration of artistic and aesthetic representations);
reproduction the knowledge gained in vigorous activity, the formation of practical skills, methods of artistic activity;
personality-value judgments about the role and place of culture and art in life, about their moral values and ideals, about the modernity of the sound of the masterpieces of the past (assimilation of the experience of generations) in our days;
transfer of knowledge, skills and abilities obtained in the process of aesthetic education and art education, in the study of other school subjects; their representation in interpersonal communication and the creation of an aesthetic environment for school life, leisure, etc.
System about Evaluating the achievement of the planned course results is carried out using:
control and diagnostic materials in the form of tests;
creative works;
organization of project / educational and research activities with the subsequent protection of the results
Testing theoretical knowledge on a subject involves not just answers to the formulated questions, but one's own interpretation in creative artistic activity.
1. Taking notes- promotes teaching this type of activity, better memorization, correct systematization of the studied material;
mark "5" is given for the presence and completeness of the abstract;
mark "4" is placed behind summary synopsis;
mark "3" is given for inaccurate interpretation in the use of terms, negligence in design;
mark "2" is given for violation of the logic of the synopsis, inconsistency with the content; as well as for failure to complete the assignment;
2. Homework that can be creative or exploratory in nature, which meets the requirements for the subject
mark "5" is given for the presence of a task, the use of additional information resources, the use of computer technology;
mark "4" is given for a short, insufficiently illustrated task,
mark "3" is given for negligence, inaccuracy, for complete copying from the source without comprehension and lack of one's own position;
mark "2" is given for failure to complete the assignment;
3. Criteria for evaluating work in the form of a project defense (presentation)
mark "5" - the structure, content and design of the project fully meet the requirements for the implementation of project activities, while defending the project, the work received a complete picture, demonstrated reasoning, fluency in the material, clarity and accuracy of answers to questions, culture of speech.
mark "4" - minor inaccuracies in the design of the project, during the defense of the project, insufficient reasoning and presentation of the work, unclear answers to questions appeared.
mark "3" - in the substantive part of the project, the topic of the project is not fully disclosed, during the defense there is weak reasoning and incomplete presentation of the work, shortcomings in answering questions.
mark "2" - projects that do not meet the basic requirements for project activities.
4. Olympiad tasks are divided into three groups. The tasks of the first group are aimed at testing knowledge about specific phenomena of art and culture. The tasks of the second group for their fulfillment require the ability to assess works of art, at an accessible level to carry out their critical analysis. Essay-type assignments require the ability to reflect on artistic phenomena, on the links between art and human life.
Tasks are distributed to each student in printed form. For participation in the school tour, students receive a grade in the magazine:
The mark "5" is given if the student scored from 70 to 100 points.
Grade "4" is given if the student scored from 50 to 70 points.
The mark "3" is given from 30 to 50 points.
Grade "2" - not given, it is proposed to do creative work at home.
5. Abstracts.
The mark "5" is given if the student has completed the written work in accordance with all the requirements and, during the defense, has demonstrated the methods of research activity, deep possession of theoretical knowledge and practical skills, as well as the personal or social significance of the work.
The grade "4" is given if the student has not clearly formulated his position during the defense, if there are minor deficiencies in the structural and content component.
A score of "3" is given if the requirements for written work are not met, as well as if the oral defense is not logical and convincing enough. It requires the ability to reflect on artistic phenomena, on the links between art and life and a person.
1. Verbal responses
2. Sinkwine ("visual" express survey) is designed both for the development and diagnosis of the ability of students to generalize and creative thinking. Specific types of assignments: students are invited to write (in 5-10 minutes) after getting to know the work of art a) one noun; b) two epithets; c) three verbs; d) a four-word phrase associated with the work; e) one word that expresses the essence of the works. The assessment criterion can be the performance of the task at the level of essential, semantic comprehension of the content of the work, which is assessed by the teacher or classmates after the exchange of works. Another option is the fact of completing the entire task in the allotted time - "test".
Planned results of the study of MHK
The study of art and the organization of educational, artistic and creative activities in the learning process ensures the personal, social, cognitive, communicative development of students. The emotional and spiritual sphere is enriched in schoolchildren, value orientations are formed, the ability to solve educational, artistic and creative tasks; an artistic taste is brought up, imagination, imaginative and associative thinking, the desire to take part in socially significant activities, in art projects of the school, cultural events in the region, etc.
As a result of mastering the content of the course, the intellectual and emotional development of the student's personality is harmonized, a holistic view of the world is formed, imaginative perception develops, and through aesthetic experience and the development of ways of creative self-expression, cognition and self-knowledge is carried out.
General school graduates will learn:
to perceive the phenomena of artistic culture of different peoples of the world, to realize the place of national art in it;
understand and interpret artistic images, navigate the system of moral values presented in works of art, draw conclusions and inferences;
describe the phenomena of musical, artistic culture, using the appropriate terminology;
structure the material studied and information obtained from other sources; apply skills and abilities in any kind of artistic activity; solve creative problems.
Requirements for the level of preparation of students in grades 10 - 11:
Art education in the general school should provide students with the opportunity to:
have an idea of \ u200b \ u200bthe genres and styles of classical and modern art, the peculiarities of the artistic language and musical drama;
to determine the belonging of works of art to one of the genres on the basis of characteristic means of expression;
know the names of prominent domestic and foreign composers, painters, sculptors, directors, etc., recognize their most significant works;
reflect on a familiar work, expressing judgments about the main idea, the means of its embodiment, intonation features, genre, form, performers;
give a personal assessment of the music played in the classroom and outside of school, arguing their attitude to certain musical phenomena;
perform folk and modern songs, familiar melodies of studied classical works;
carry out creative assignments, participate in research projects;
use the knowledge about music and musicians, artists, gained in the classroom, when compiling a home music library, video library, etc.
Educational-methodical and material-technical support
Educational-methodical set "World Art Culture"
L.G. Emohonov "World art culture" Grade 10-11 // Programs of educational institutions: World art culture "Academic school textbook". 10-11 grades. - M .: "Education", 2008.
L.G. Emohonov. World Art. 10 cl. 2011 Academy
L.G. Emohonov. World Art. 11 cl. 2011 Academy
Kuhn N.A. Legends and myths of Ancient Greece / N.A. Kun. - M., 2005.
Lisovskiy V.G. Renaissance architecture. Italy / V.G. Lisovsky. - SPb., 2007.
Russian painting: an encyclopedia / ed. G.P.Konechna. - M., 2003.
Stepanov A.V. Renaissance art. Italy. XIV-XV centuries / A.V. Stepanov. - SPb., 2005.
Stepanov A.V. Renaissance art. Italy. XVI century / A.V. Stepanov. - SPb., 2007.
Encyclopedia of 20th century art / comp. O.B. Krasnova. - M., 2003
Encyclopedia for children. Art, - volume 7, parts 1, 2, 3. 2004 Avanta
Encyclopedia for children. Religions of the World, - Volume 6, Parts 1, 2. 2004 Avanta
Encyclopedia for children. Country. Peoples. Civilization. - volume 13. 2004 Avanta
CDdisk Masterpieces of Russian Painting 2001 Cyril and Methodius
CDdisk The Art Encyclopedia of Foreign Classical Art 2001 Cominfo
2 CDdisk Great Encyclopedia 2001 Cyril and Methodius
2 CDdisk History of Art 2003 Cyril and Methodius
CDdisk World Art Culture 2003 Cyril and Methodius
Resources on the Internet
http: // www. edu. ru - Federal educational portal.
http: // www. artclassic. edu. ru - Federal educational portal. A collection of educational resources on the MHC (search for works of art by time, country, style, etc.).
http: // www. artprojekt. ru / Menu. html - World Encyclopedia of Art.
http: // www. arts-museum. ru - State Museum of Fine Arts. A.S. Pushkin.
http: // www. tretyakovgallery. ru - State Tretyakov Gallery.
http: // www. shm. ru - State Historical Museum.
http: // vmdpni. ru - All-Russian Museum of Decorative, Applied and Folk Art (VMDPNI).
http: // www. rublev-museum. ru - Central Museum of Old Russian Culture and Art named after Andrey Rublev.
http: // www. hermitagemuseum. org - State Hermitage Museum.
http: // rusmuseum. ru - Russian Museum (St. Petersburg).
http: // peterhofmuseum. ru - State Museum-Reserve "Peterhof".
http: // www. tzar. ru - State Museum-Reserve Tsarskoe Selo.
http: // kuskovo. ru - Museum "Kuskovo Estate".
http: // www. tsaritsyno. net - State Historical, Architectural, Art and Landscape Museum-Reserve "Tsaritsyno".
http: // www. museumot. com - Toy Museum (Sergiev Posad).
http: // www. dionisy. com - Museum of Dionisy's frescoes (Vologda region, Kirillovsky district, Ferapontovo village).
http: // nzsk. org. ua - National Historical and Cultural Reserve "Sophia Kievskaya" (Kiev, Ukraine).
http: // www. louvre. fr - Louvre (Musee du Louvre).
http: // www. arts-et-metiers. net - Paris Museum of Arts and Crafts (Musée2e des arts et me2étiers).
http: // www. musee-picasso. fr - Picasso Museum (Paris, France).
http: // www. daliparis. com - Salvador Dali Museum (Paris, France).
http: // www. museodelprado. es - Madrid's Prado Museum (Museo Nacional del Prado).
http: // www. mnac. cat - National Museum of Art of Catalonia (MuseuNacionald "Art de Catalunya; MuseoNacional de Arte de Catalnña).
http: // www. smb. spk-berlin. de - State Museums of Berlin (Staatliche Museenzu Berlin).
http: // www. skd. museum - State Art Collections of Dresden (Staatliche Kunstsammlungen Dresden).
http: // dresdenmuseum. com - Picture Gallery of Old Masters (GemaldegalerieAlteMeister) in Dresden (Dresden Picture Gallery).
http: // www. mdbk. de - Museum of Fine Arts in Leipzig (MuseumderbildendenKuü # nsteLeipzig).
http: // www. fine-arts-museum. be - Royal Museums of Fine Arts of Brussels
http: // mv. vatican. va - Vatican Museums
Appendix
to the work program
for MHC for grade 10
for 2017-2018 account G.
Calendar and thematic planning
lessons of World Art Culture in grade 10
Number of hours for the work program 35
1 semester 16 hours
2 semester 18 hours
| date | Lesson topic |
||
| plan | fact |
||
| Artistic culture of the primitive world - 3 hours |
|||
| Myth is the basis of early ideas about the world |
|||
| Slavic agricultural rites |
|||
| The birth of art |
|||
| Artistic Culture of the Ancient World - 13 hours |
|||
| Mesopotamia. The dwelling of God - ziggurat |
|||
| Ancient Egypt. Necropolis - eternal life? |
|||
| Canons in the visual arts. |
|||
| Temples of Ancient India. Religious buildings of Buddhism. |
|||
| Temple architecture of pre-Columbian America |
|||
| Cretan-Mycenaean architecture and decor |
|||
| Ancient Greek temples - an order system. |
|||
| Archaic relief images and sculpture. |
|||
| Sculpture of Ancient Greece from Archaic to Late Classics and Hellenism |
|||
| Features of urban planning in Ancient Rome |
|||
| Layout of a Roman house |
|||
| Ancient Roman sculptural portrait |
|||
| Early christian temples |
|||
| Artistic culture of the Middle Ages - 15 hours |
|||
| Byzantine central domed church |
|||
| Topographic and temporary symbols of an Orthodox church |
|||
| Byzantine school of mosaic decoration |
|||
| Byzantine style in icon painting. |
|||
| The emergence of the Moscow school of icon painting |
|||
| Moscow School of Architecture. The tent-roofed temple. |
|||
| Frescoes in Orthodox churches. |
|||
| Pre-Romanesque culture and the "Carolingian Renaissance". |
|||
| Romanesque culture. |
|||
| Gothic. The Gothic temple is the image of the World. |
|||
| Regional features of the development of the Gothic style. |
|||
| The main stages of the development of Gothic |
|||
| Proto-Renaissance in Italy. |
|||
| Musical flow of Arsnov. |
|||
| Arsnova of Northern Europe |
|||
| Artistic culture of the Far and Near East in the Middle Ages - 3 hours |
|||
| Chinese culture and its basis Yin and Yang |
|||
| Japanese culture union of Shinto and Buddhism |
|||
| The image of a Muslim paradise in the architecture of mosques and palaces. |
|||
Appendix
to the work program
for MHC for grade 11
for the 2017-2018 academic year
CALENDAR-THEME PLANNING
lessons of World Art Culture in grade 11
Number of hours for the work program 34
Number of hours for calendar-thematic planning 34
1 semester 16 hours
2 semester 18 hours
| date | Lesson topic |
||
| plan | fact |
||
| Artistic culture of the Renaissance (9 hours) |
|||
| Revival in Italy (5 hours) |
|||
| Early renaissance |
|||
| Squares and streets in painting |
|||
| High Renaissance |
|||
| High Renaissance sculpture |
|||
| Venetian school of painting |
|||
| Northern Renaissance (4 hours) |
|||
| Features of the Northern Renaissance. Netherlands. |
|||
| The mystical nature of the Renaissance in Germany |
|||
| Revival in France |
|||
| Renaissance in England |
|||
| Art cultureXviicentury (5 hours) |
|||
| Baroque (4 hours) |
|||
| Architectural ensembles of Rome |
|||
| Specificity of the Russian Baroque |
|||
| Baroque painting |
|||
| Baroque music |
|||
| Classicism (1 hour) |
|||
| Classicism in the visual arts of France |
|||
| Art cultureXvii – XIXcenturies (8 hours) |
|||
| Rococo (1 hour) |
|||
| Rococo origins in painting |
|||
| Neoclassicism, Empire (5 hours) |
|||
| Music of the Enlightenment |
|||
| Classicist architectural ensembles of Paris and St. Petersburg |
|||
| Imperial style in architecture |
|||
| Neoclassicism in painting |
|||
| Classical music school of Russia |
|||
| Romanticism (2 hours) |
|||
| Romantic ideals in music |
|||
| Painting of romanticism |
|||
| Artistic culture of the second halfXIX- the beginningXXcentury (7 hours) |
|||
| Realism (3 hours) |
|||
| Social themes in painting |
|||
| Trends in the development of Russian music |
|||
| Lyric and psychological beginning in music |
|||
| Impressionism, symbolism, post-impressionism (2 hours) |
|||
| Impressionism in painting, sculpture and music. |
|||
| Symbolism and Post-Impressionism |
|||
| Modern (2 hours) |
|||
| The idea of absolute beauty in modern art |
|||
| Specificity of Russian Art Nouveau in painting and music |
|||
| Art cultureXXcentury (5 hours) |
|||
| Modernism (5 hours) |
|||
| Modernism in painting. A new vision of beauty. |
|||
| Modernism and constructivism in the architecture of the 20th century |
|||
| Synthesis in the art of the 20th century. Cinema |
|||
| Stylistic diversity of 20th century music |
|||
| Postmodernism. Final lesson |
|||
Work program for the course
World Art:
"From the beginnings to the 17th century"
(level: general education, basic)
Teacher - Natalia Usoltseva
Young specialist
The work program is based on:
L.G., Emohonova. World art culture (basic level): program for grades 10-11: secondary general education / L.G. Emohonova, N.N. Malakhov. - M.: Publishing Center "Academy", 2014. - 48 p.
2015/2016 academic year
EXPLANATORY NOTE
The work program for the course World Art Culture for grade 10 is based on the following regulatory and legal documents:
Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation";
Federal basic curriculum approved by order of the Ministry of Education of the Russian Federation dated 09.03.2004 No. 1312 (hereinafter - FBUP-2004);
The federal component of the state standard of general education, approved by order of the Ministry of Education of the Russian Federation dated 05.03.2004 No. 1089 "On approval of the federal component of state standards of primary general, basic general and secondary (complete) general education" (for VI-XI (XII) grades, students according to FC GOS-2004)
Resolution of the Chief State Sanitary Doctor of the Russian Federation of December 29, 2010 No. 189 (as amended on December 25, 2013) "On approval of SanPiN 2.4.2.2821-10" Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions ";
Order of the Ministry of Education and Science of the Russian Federation of March 31, 2014 No. 253 "On the approval of the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, secondary general education";
Letter of the Ministry of Education and Science of the Russian Federation dated April 29, 2014 No. 08-548 "On the federal list of textbooks";
Order of the Ministry of Education of the Irkutsk region of 12.08.2011 No. 920-mr "On the regional curriculum of educational institutions of the Irkutsk region" (for grades VI-XI (XII) continuing their education according to FC GOS-2004);
Approximate curriculum of the Approximate basic educational program of basic general education (approved by the decision of the federal educational and methodological association for general education, minutes of 04/08/2015 No. 1/15);
The working program was developed on the basis of: L. G., Emohonov. World art culture (basic level): program for grades 10-11: secondary general education / L. G. Emohonova, N. N. Malakhova. - M.: Publishing Center "Academy", 2014. - 48 p.
The textbooks correspond to the program:
The course of world artistic culture systematizes knowledge about culture and art obtained in an educational institution that implements programs of primary and basic general education in the lessons of fine arts, music, literature and history, forms a holistic view of world artistic culture, the logic of its development in a historical perspective, about its place in the life of society and each person. The study of world artistic culture develops a tolerant attitude towards the world as a unity of diversity, and the perception of one's own national culture through the prism of world culture allows a better assessment of its potential, uniqueness and significance. The problematic field of domestic and world artistic culture as a generalized experience of all mankind provides students with an inexhaustible "building material" for self-identification and building their own vector of development, as well as for a clearer awareness of their national and cultural identity.
The developing potential of the course of world artistic culture is directly related to the ideological nature of the subject itself, on the material of which various historical and regional systems of world perception are modeled, captured in vivid images. Taking into account the specifics of the subject, its direct access to the creative component of human activity, the program focuses on active forms of learning, in particular on the development of perception (function - an active viewer / listener) and interpretive abilities (function - performer) of students based on their actualization. personal emotional, aesthetic and sociocultural experience and their assimilation of elementary methods of analyzing works of art.
Educational goals and objectives of the course:
The study of world art culture at the stage of secondary (complete) general education at the basic level is aimed at achieving the following goals:
development of feelings, emotions, figurative-associative thinking and artistic and creative abilities;
education of artistic and aesthetic taste; the need to master the values of world culture;
mastering knowledge about styles and trends in the world art culture, their characteristic features; about the heights of artistic creativity in domestic and foreign culture;
mastering the ability to analyze works of art, evaluate their artistic features, express their own judgment about them;
use of the acquired knowledge and skills to broaden horizons, consciously form their own cultural environment.
studying the masterpieces of world art created in various artistic and historical eras, comprehending characteristic features worldview and style of outstanding artists - creators;
the formation and development of concepts about the artistic and historical era, style and direction, understanding the most important laws of their change and development in the historical, human civilization;
awareness of the role and place of Man in artistic culture throughout its historical development, reflection eternal search the aesthetic ideal in the best works of world art;
comprehension of the system of knowledge about the unity, diversity and national identity of cultures of different peoples of the world;
mastering different stages the development of domestic (Russian and national) artistic culture as a unique and distinctive phenomenon of enduring world significance;
acquaintance with the classification of arts, comprehension of the general laws of creating an artistic image in all its forms;
interpretation of art forms, taking into account the peculiarities of their artistic language, the creation of a holistic picture of their interaction.
Educational objectives of the course objectives:
help the student to develop a strong and stable need for communication with works of art throughout his life, to find in them moral support and spiritual and value guidelines;
to contribute to the education of artistic taste, to develop the ability to distinguish true values from fakes and surrogates of mass culture;
prepare a competent reader, viewer and listener, ready for an interested dialogue with a work of art;
development of abilities for artistic creativity. Independent practice in specific arts;
creation of optimal conditions for lively, emotional communication of schoolchildren with works of art in the classroom, extracurricular activities and local history work.
Reflection of ideas about the world and life in myths. Myth as a fact of attitude. Cosmogonic myths. Ancient images at the heart of the vertical and horizontal model world: world tree, world mountain, road. Magic ritual as a way of illusory mastery of the world. The fertility rite is a reproduction of the primary myth. A ritual dedicated to Osiris. "The Great Exit" - the rite of resurrection of Osiris. Slavic agricultural rites. Christmastide. Maslenitsa. Russian week.
Semik. Ivan Kupala. Folklore as a reflection of the primary myth. The Tale of Princess Nesmeyana. The origin of art. The artistic image is the main means of reflection and knowledge of the world
in primitive art. Rock painting of the Paleolithic and Mesolithic in the Altamira and Lasko caves. Neolithic geometric ornament as a symbol of the transition from chaos to form. The imagery of architectural primary elements. Stonehenge.
Mesopotamia. The Mesopotamian ziggurat is the dwelling of a god. The ziggurats of Ettemeniguru in Ur and Etemenanki in Babylon. Glazed bricks and rhythmic patterns are the main decorative means. Ishtar Gate, Processional Road in New Babylon. The realism of images of wildlife is the specificity of the Mesopotamian fine arts.
Ancient Egypt. The embodiment of the idea of Eternal Life in the architecture of the necropolises. Pyramids at Giza. The ground temple is a symbol of the eternal self-rebirth of the god Ra. Temple of Amun-Ra at Karnak. The role of magic in the funeral cult. The decor of sarcophagi and tombs as a guarantor of Eternal life. The canon of the image of a figure on a plane. Sarcophagus of Queen Kaui. Tomb of Ramses IX in the Valley of the Kings.
Ancient India. Hinduism as a fusion of beliefs, traditions and norms of behavior. The Hindu temple is a mystical analogue of the victim body and the sacred mountain. Temple of Kandarya Mahadev in Khajuraho. Religious buildings of Buddhism as a symbol of space and divine presence. Big stupa in Sanchi. Features of Buddhist sculpture: the relief of the gates of the Great Stupa in Sanchi. Fresco painting of the cave temples of Ajanta.
Ancient America. A sacrificial ritual in the name of life is the basis of cult architecture and relief. The Pyramid of the Sun at Teotihuacan is the prototype of the temple architecture of the Mesamerican Indians. Temple of the god Huitzilopochtli in Tenochtitlan. Mayan complex in Palenque.
Cretan-Mycenaean culture. Cretan-Mycenaean architecture and decor as a reflection of the myth of Europe and Zeus, Theseus and the Minotaur. The Knossos Labyrinth of King Minos in Crete. Palace of King Agamemnon in Mycenae.
Ancient Greece. Mythology is the basis of the worldview of the ancient Greeks. The Acropolis of Athens as an Expression of the Beauty Ideal of Ancient Greece. The Parthenon is an example of high classics. Evolution of Greek relief from archaic to high classics. Temple of Athena at Selinunte. Temple of Zeus at Olympia. Metopes and the Ionic frieze of the Parthenon as a reflection of the mythological, ideological, aesthetic program of the Athenian Acropolis. Sculpture of Ancient Greece: Evolution from Archaic to Late Classics. Kuros and barks. The statue of Doryphoros is an example of the geometric style of Polykleitos. The sculpture of Phidias is the pinnacle of Greek plastic art. New beauty of the late classics. Scopas. Maenad. A synthesis of oriental and antique traditions in Hellenism. Sleeping hermaphrodite. Agesander. Venus of Melosskaya. Gigantism of architectural forms. Expression and naturalism of sculptural decoration. Altar of Zeus in Pergamum.
Ancient Rome. Architecture as a mirror of the greatness of the state. Specificity of Roman urban planning. Roman Forum, Colosseum, Pantheon. Layout of a Roman house. Frescoes and mosaics are the main means of decoration. House of the Vettii, home of the Tragic poet in Pompeii. Sculptural portrait. Julius Brutus, Octavian Augustus, Constantine the Great.
Early christian art... Types of temples: rotunda and basilica. The order of placement of mosaic decor. Christian symbolism. Mausoleums of Constance in Rome, Galla Placidia in Ravenna. Basilica of Santa Maria Maggiore in Rome.
Byzantium and Ancient Russia... Byzantine central domed temple as the abode of God on earth. St. Sophia Cathedral in Constantinople. Architectural symbolism of the cross-domed church. The order of placement of decor. Space, topographic, temporary symbolism of the cross-domed church and its stylistic diversity. Byzantine style: St. Sophia Cathedral in Kiev. Vladimir-Suzdal construction school: Church of the Intercession on the Nerl. Novgorod construction school: Church of the Transfiguration of the Savior on Ilyin. Byzantine style in mosaic decor. St. Sophia Cathedral in Constantinople. Church of San Vitale in Ravenna. St. Sophia Cathedral in Kiev. Byzantine style in icon painting. Iconostasis. Icon of Our Lady of Vladimir. The images of the Savior and the saints in the works of Theophanes the Greek. Deesis of the Annunciation Cathedral of the Moscow Kremlin. Moscow School of Icon Painting. Russian iconostasis. Andrey Rublev. Savior of the Zvenigorod rank. Rublev's icon "Trinity" is a symbol of the national unity of the Russian lands. Evolution of the Moscow School of Architecture. Early Moscow school. The Savior Cathedral of the Spaso-Andronikov Monastery. Renaissance tendencies in the ensemble of the Moscow Kremlin. Assumption Cathedral. Cathedral of the Archangel. Faceted Chamber. The tent-roofed temple as a figurative synthesis of the civorium temple and the Renaissance architectural elements... Church of the Ascension in Kolomenskoye. Dionysius. Fresco paintings on the theme of the Akathist in the Church of the Nativity of the Virgin in Ferapontov. Znamenny chant.
Western Europe. Pre-Romanesque culture: "Carolingian Renaissance". Architectural symbolism and mosaic decoration of the Chapel of Charlemagne in Aachen. Evolution of the basilical type of the temple. Church of Saint-Michel de Cuix in Languedoc. Fresco decoration of the pre-Romanesque basilica. Church of St. Johann in Muster. Creed of the Romanesque culture. Display of the life of a person in the Middle Ages in architecture, bas-reliefs, fresco decoration, stained glass windows of the monastery basilicas. Abbey of Saint-Pierre in Moissac. Church of St. Johann in Muster. Church of St. Aposteln in Cologne. A gothic temple is an image of the world. Church of Saint Denis near Paris. Internal decor of a Gothic temple: stained glass windows, sculpture, tapestries. Notre Dame Cathedral in Paris. Gregorian chant. The main stages in the development of the Gothic style. Regional features of the Gothic. France: Notre Dame Cathedral in Chartres, Saint Denis Abbey near Paris, Notre Dame Cathedral in Rouen. Germany: St. Peter's Cathedral in Cologne, Frauenkirche Church in Nuremberg. England: Cathedral of Westminster Abbey, London. Spain: Cathedral of Toledo. Italy: Church of Santa Maria Novella in Florence.
New art - Ars nova. Proto-Renaissance in Italy. Dante Alighieri's Divine Comedy as a reflection of Ars nova's aesthetics in literature. The ancient principle of "imitate nature" in painting. Giotto. Fresco cycle in the Scrovegni Chapel in Padua. Allegorical cycles of Ars nova on the theme of the Triumph of repentance and the Triumph of Death. Fresco cycle by Andrea da Bonaiuti in the Spanish Chapel of the Cathedral of Santa Maria Novella in Florence. Fresco cycle of the Master of the Triumph of Death at the Camposanto cemetery in Pisa. Musical current Ars is new. The specificity of Ars is new in the North. Jan Van Eyck. Altar "Adoration of the Lamb" in the Church of St. Bavo in Ghent.
China. The eternal harmony of yin and yang is the foundation of Chinese culture. The ensemble of the Temple of Heaven in Beijing as the embodiment of mythological, religious and moral ideas of Ancient China.
Japan. The cult of nature is the credo of Japanese architecture. Japanese gardens as the quintessence of Shinto mythology and philosophical and religious views of Buddhism. Garden of Eden of Byodoin Monastery in Uji. Ryoanji Philosophical Garden of Stones in Kyoto. Tea garden "Pines and Lutes" Villa Katsura near Kyoto.
Near East The image of paradise in the architecture of mosques and public buildings. Column Mosque of the Umayyed in Cordoba. Domed Blue Mosque in Istanbul. Registan Square in Samarkand. The image of a Muslim paradise in the architecture of palaces. Alhambra in Granada.
Place of the subject in the basic curriculum:
In grade 10, 35 hours are allocated for the study of world artistic culture at the basic level (at the rate of 1 academic hour per week).
Predicted results:
At the basic level, the course "World Artistic Culture" systematizes the knowledge about culture and art, obtained in the lessons of fine arts, music, literature and history, forms a holistic view of world art culture, the logic of its development in the historical perspective, its place in the life of society and each person.
For the academic subject "World Artistic Culture" at the basic level, the priority is: the ability to independently and motivated to organize their cognitive activity; establish simple real connections and dependencies; evaluate, compare and classify the phenomena of culture and art; search and critically select the necessary information in sources of various types(including those created in a different sign system - "languages" of different types of arts); use multimedia resources and computer technology to design creative works; own the basic forms of public speaking; understand the value of art education as a means of developing the culture of an individual; to determine their own attitude to the works of classics and contemporary art; be aware of their cultural and national identity.
In the senior grades of the school, a wide panorama of the development of world artistic culture from the beginnings to the present is provided. The chosen historical path of study allows students to summarize previously acquired knowledge, skills and abilities at a qualitatively new level, and most importantly - to develop an idea of the integral artistic models of the world.
The highest priority is, firstly, an in-depth study of the most important stages of the historical development of world culture, the motivation of the reasons for highlighting one of the types of art, the "germination" of ancient layers of culture in the art of the present time. Secondly, comprehension of the laws of changing artistic eras, styles and trends. The main system-forming principle at this stage is the concept of artistic style. Art masterpieces and the names of their outstanding creators are also studied in the general context of artistic styles and trends.
This work program can be implemented using traditional teaching technology, as well as elements of other modern pedagogical technologies:
Technologies for the development of critical thinking through reading and writing;
Computer technology (creating POWERPOINT presentations on some of the course topics and using CDs on the subject;
Technology of project activities.
Thus, the main form of organizing the educational process is the lesson. In addition to the lesson, a number of other organizational forms of teaching are used:
Lectures using presentations on selected topics;
Home independent work (includes work with the text of the textbook and additional literature for students)
Individual (consultation);
Group (students work in groups created on various bases: according to the pace of assimilation - when studying new material, according to the level of educational achievements - on generalizing lessons on the topic);
Frontal (teacher's work with the whole class at once at the same pace);
Pair (interaction between two students in order to implement mutual control).
Control of the level of knowledge, ability, skills of students
The work program provides for the formation of general educational skills and abilities in students, universal ways activities and key competencies. In this regard, the priority for the academic subject "World Artistic Culture" at the stage of secondary (complete) general education are:
Ability to independently and motivated to organize their cognitive activity;
Establish simple real connections and dependencies;
Assess, compare and classify the phenomena of culture and art;
Carry out a search and critical selection of the necessary information in sources of various types (including those created in a different sign system - the "languages" of different types of arts);
Use multimedia resources and computer technology to design creative works;
Possess the basic forms of public speaking;
Understand the value of art education as a means of developing the culture of an individual;
Determine your own attitude to the works of classics and contemporary art;
Be aware of your cultural and national identity.
Requirements for the level of training of students
As a result of studying the world artistic culture, the student must:
Know / understand:
The main types and genres of art;
Studied directions and styles of world art culture;
Masterpieces of world art culture;
Features of the language of various types of art.
Be able to:
Recognize the studied works and correlate them with a certain era, style, direction.
Establish style and plot connections between works of different types of art;
Use various sources of information about the world art culture;
Carry out educational and creative tasks (reports, messages).
Use the acquired knowledge in practice and everyday life:
To choose the paths of their cultural development;
Personal and collective leisure organizations;
Expressions of your own judgment about the works of classics and contemporary art;
Independent artistic creation.
Educational - thematic plan
(1 hour per week, 35 hours total)
№ p / p
Topic name
Total hours
Including
Counter-e
work
Offset
Section 1. Artistic culture of the primitive world
Section 2. Artistic culture of the Ancient world
Section 3. Artistic culture of the Middle Ages
Section 4. Artistic culture of the Far and Near East in the Middle Ages
list of educational and methodological support
Educational and methodological kit of the teacher:
L.G., Emohonova. World Art. Grade 10. (a basic level of). M .: Publishing Center "Academy". - 2012-2014
L.G., Emohonova. N.N., Malakhova. World art culture (basic level): Grade 10: Federal State Educational Standard: A book for a teacher with lesson planning and scripts individual lessons... M .: Publishing Center "Academy". - 2014
Collection "World Art Culture"
Music collection
Russian architecture
"Culture of Russia"
Antiqua- encyclopedia of ancient Greek and Roman mythology
Archi-tec.ru - history of architecture, styles of architecture, world architecture
ARHTYX.ru. General History of Art.
Belcanto.Ru - in the world of opera.
Classical music
World art t
Moscow architecture: materials for classes in Moscow studies
Virtual art gallery of Alexander Petrov.
Virtual catalog of icons.
Virtual Museum of Painting
Virtual Museum Louvre.
State Russian Museum.
State Tretyakov Gallery.
State Hermitage.
Ancient world. From primitiveness to Rome. Electronic application to the textbook on MHC.
Impressionism http: //.impressionism.ru
History of Fine Arts.
Moscow Kremlin: virtual tour.
Moscow Kremlin Museums.
26. Peoples and religions of the world.
Repin Ilya Efimovich.
Russian history in the mirror of fine arts.
Contemporary world painting.
Encyclopedia of St. Petersburg.
One collection -
Educational kit for 10th grade students:
L.G., Emohonova. World Art. Grade 10. (a basic level of). M .: Publishing Center "Academy". - 2012-2014
Annex 1
CALENDAR - THEME PLANNING
on World art culture
Class ___10__
Teacher Usoltseva Natalia Gennadievna
Number of hours
Total __35 ___ hours; in Week ___ 1 __hour.
Planned test lessons _ 2 _, credits ___, tests ___ hours;
The planning is based on: L.G., Emohonova. World art culture (basic level): program for grades 10-11: secondary general education / L.G. Emohonova, N.N. Malakhov. - M.: Publishing Center "Academy", 2014. - 48 p.
Textbook: L.G., Emohonova. World Art. Grade 10. (a basic level of). M .: Publishing Center "Academy". - 2012-2014
| Lesson topic | Number of hours | Lesson type | Content elements | Control type | Homework | date | Adjustment |
|
| Section 1. Artistic culture of the primitive world |
||||||||
| Myth is the basis of early ideas about the world | Lesson in learning new material | Myth as a fact of attitude. Cosmogonic myths. Ancient images at the heart of the vertical and horizontal model of the world: the world tree, the world mountain, road. Magic ritual as a way of illusory mastery of the world. The fertility rite is a reproduction of the primary myth. A ritual dedicated to Osiris. "The Great Exit" - the rite of resurrection of Osiris. | Oral survey | Lesson 1 cheat., | 04.09 | |||
| Slavic agricultural rites | Combined | Christmastide. Maslenitsa. Rusalnaya a week. Semik. Ivan Kupala. Folklore as a reflection of the primary myth. The Tale of Princess Nesmeyana. | Oral survey | Lesson 2 cheat., | ||||
| The origin of art. The artistic image is the main means of reflection and knowledge of the world in primitive art | Combined | Rock painting of the Paleolithic and Mesolithic in the Altamira and Lasko caves. Neolithic geometric ornament as a symbol of the transition from chaos to form. The imagery of architectural primary elements. Stonehenge | Oral survey | Lesson 3 cheat., | ||||
| Section 2. Artistic culture of the Ancient world |
||||||||
| The Mesopotamian ziggurat is the abode of a god. | Combined | Ziggurats in Ur and Babylon. glazed brick and rhythmic pattern: basic decorative means. Ishtar Gate, Processional Road in New Babylon. Realism of images of wildlife - the specificity of the Mesopotamian fine arts | Oral survey | Lesson 4 cheat., | ||||
| The embodiment of the idea of eternal life in the architecture of the necropolises. | Combined | Pyramids at Giza. The terrestrial temple is a symbol of the eternal self-rebirth of the god Ra. Temple of Amon-Ra at Karnak | Oral survey | Lesson 5 cheat., | ||||
| The role of magic in the funeral cult. | Combined | The decor of sarcophagi and tombs as a guarantor of Eternal life. The canon of the image of a figure on a plane. Sarcophagus of Queen Kaui. Tomb of Ramses IX in the Valley of the Kings | Individual work | Lesson 6 cheat., | ||||
| Hinduism as a fusion of beliefs, traditions and norms of behavior. | Combined | The Hindu temple is a mystical analogue of the victim body and the sacred mountain. Temple of Kandarya Mahadev in Khajuraho. | Oral survey | Lesson 7 cheat., | ||||
| Religious buildings of Buddhism as a symbol of space and divine presence. | Combined | Big stupa in Sanchi. Features of Buddhist sculpture: the relief of the gates of the Great Stupa in Sanchi. Fresco painting of the cave temples of Ajanta | Card tasks | Lesson 8 cheat., | ||||
| A sacrificial ritual in the name of life is the basis of cult architecture and relief. | Combined | The Pyramid of the Sun at Teotihuacan is the prototype of the temple architecture of the Mesamerican Indians. Temple of the god Huitzilopochtli in Tenochtitlan. Mayan complex in Palenque | Oral survey | Lesson 9 cheat., | ||||
| Cretan-Mycenaean culture | Combined | Cretan-Mycenaean architecture and decor as a reflection of the myth of Europe and Zeus, Theseus and the Minotaur. The Knossos Labyrinth of King Minos in Crete. Palace of King Agamemnon in Mycenae | Oral survey | Lesson 10 cheat., | ||||
| Mythology is the basis of the worldview of the ancient Greeks. | Combined | The Acropolis of Athens as an Expression of the Beauty Ideal of Ancient Greece. The Parthenon is an example of high classics. | Oral survey | Lesson 11 read., | ||||
| Evolution of Greek relief from archaic to high classics | Combined | Temple of Athena at Selinunte. Temple of Zeus at Olympia. Metopes and the Ionic frieze of the Parthenon as a reflection of the mythological, ideological, aesthetic program of the Athenian Acropolis. | Oral survey | Lesson 12 read., | ||||
| Sculpture of Ancient Greece: Evolution from Archaic to Late Classics. | Combined | Kuros and barks. The statue of Doryphoros is an example of the geometric style of Polykleitos. The sculpture of Phidias is the pinnacle of Greek plastic art. New beauty of the late classics. Scopas. Maenad. | Card tasks | Lesson 13 cheat., | ||||
| A synthesis of oriental and antique traditions in Hellenism. | Combined | Sleeping hermaphrodite. Agesander. Venus of Melosskaya. Gigantism of architectural forms. Expression and naturalism of sculptural decoration. Altar of Zeus in Perama | Oral survey | Lesson 14 cheat., | ||||
| Architecture as a mirror of the greatness of the state. | Combined | Specificity of Roman urban planning. Roman Forum, Colosseum, Pantheon. | Oral survey | Lesson 15 cheat., | ||||
| Layout of a Roman house | Combined | Frescoes and mosaics are the main means of decoration. House of the Vettii, home of the Tragic poet in Pompeii. Sculptural portrait. Julius Brutus, Octavian Augustus, Constantine the Great | Individual assignments | Lesson 16 cheat., | ||||
| Early christian art | Combined | Types of temples: rotunda and basilica. The order of placement of mosaic decor. Christian symbolism. Mausoleums of Constance in Rome, Galla Placidia in Ravenna. Basilica of Santa Maria Maggiore in Rome | Oral survey | Lesson 17 cheat., | ||||
| Section 3. Artistic culture of the Middle Ages |
||||||||
| Byzantine central domed temple as the abode of God on earth | Combined | St. Sophia Cathedral in Constantinople. Architectural symbolism of the cross-dome temple. The order of placement of decor. | Oral survey | Lesson 18 read., | ||||
| Space, topographic, temporary symbolism of the cross-domed church and its stylistic diversity. | Combined | Byzantine style: St. Sophia Cathedral in Kiev. Vladimir-Suzdal construction school: Church of the Intercession on the Nerl. Novgorod construction school: Church of the Transfiguration of the Savior on Ilyin. | Oral survey | Lesson 19 read., | ||||
| Byzantine style in mosaic decor | Combined | St. Sophia Cathedral in Constantinople. Church of San Vitale in Ravenna. St. Sophia Cathedral in Kiev. | Oral survey | Lesson 20 cheat., | ||||
| Byzantine style in icon painting. Iconostasis. | Combined | Icon of Our Lady of Vladimir. The images of the Savior and the saints in the works of Theophanes the Greek. Deesis of the Annunciation Cathedral of the Moscow Kremlin. | Card tasks | Lesson 21 read., | ||||
| Moscow School of Icon Painting. Russian iconostasis. | Combined | Andrey Rublev. Savior of the Zvenigorod rank. Rublev's icon "Trinity" is a symbol of the national unity of the Russian lands. | Oral survey | Lesson 22 cheat., | ||||
| Evolution of the Moscow School of Architecture. Early Moscow school | Combined | The Savior Cathedral of the Spaso-Andronikov Monastery. Renaissance tendencies in the ensemble of the Moscow Kremlin. Assumption Cathedral. Cathedral of the Archangel. Faceted Chamber. The tent-roofed temple as a figurative synthesis of the civorium temple and Renaissance architectural elements. Church of the Ascension in Kolomenskoye. Dionysius. | Oral survey | Lesson 23 cheat., | ||||
| Fresco paintings on the theme of the Greatness of the Theotokos | Combined | Dionysius. Fresco cycle of the Church of the Nativity of the Virgin in Ferapontov. Znamenny chant. | Oral survey | Lesson 24 cheat., | ||||
| Pre-Romanesque culture: "Carolingian Renaissance" | Combined | Architectural symbolism and mosaic decoration of the Chapel of Charlemagne in Aachen. Evolution of the basilical type of the temple. Church of Saint-Michel de Cuix in Languedoc. Fresco decoration of the pre-Romanesque basilica. Church of St. Johann in Muster. | Oral survey | Lesson 25 cheat., | ||||
| Creed of Romanesque culture | Combined | Display of the life of a person in the Middle Ages in architecture, bas-reliefs, fresco decoration, stained glass windows of the monastery basilicas. Abbey of Saint-Pierre in Moissac. Church of St. Johann in Muster. Church of St. Aposteln in Cologne. | Card tasks | Lesson 26 cheat., | ||||
| A gothic temple is an image of the world. | Combined | Church of Saint Denis near Paris. Internal decor of a Gothic temple: stained glass windows, sculpture, tapestries. Notre Dame Cathedral in Paris. Gregorian chant. | Individual assignments | Lesson 27 cheat., | ||||
| The main stages of the development of the Gothic style | Combined | Regional features of the Gothic. France: Notre Dame Cathedral in Chartres, Saint Denis Abbey near Paris, Notre Dame Cathedral in Rouen. Germany: St. Peter's Cathedral in Cologne, Frauenkirche Church in Nuremberg. England: Cathedral of Westminster Abbey, London. Spain: Cathedral of Toledo. Italy: Church of Santa Maria Novella in Florence | Oral survey | Lesson 28 cheat., | ||||
| Proto-Renaissance in Italy | Combined | Dante Alighieri's Divine Comedy as a reflection of Ars nova's aesthetics in literature. The ancient principle of "imitate nature" in painting. Giotto. Fresco cycle in the Scrovegni Chapel in Padua. | Oral survey | Lesson 29 chit., | ||||
| Allegorical cycles of Ars nova on the theme of the Triumph of Repentance and the Triumph of Death | Combined | Fresco cycle by Andrea da Bonaiuti in the Spanish Chapel of the Cathedral of Santa Maria Novella in Florence. Fresco cycle of the Master of the Triumph of Death at the Camposanto cemetery in Pisa. Musical current Ars is new. | Oral survey | Lesson 30 cheat., | ||||
| Specificity of Ars Nova in the North | Combined | Jan Van Eyck. Altar "Adoration of the Lamb" in the Church of St. Bavo in Ghent | Oral survey | Lesson 31 cheat., | ||||
| Section 4. Artistic culture of the Far and Near East in the Middle Ages |
||||||||
| Eternal harmony of yin and yang - the basis of Chinese culture | Combined | The Temple of Heaven Ensemble in Beijing - as the embodiment of mythological, religious and moral ideas of Ancient China | Oral survey | Lesson 32 cheat., | ||||
| The cult of nature is the credo of Japanese architecture | Combined | Japanese gardens as the quintessence of Shinto mythology and philosophical and religious views of Buddhism. Garden of Eden of Byodoin Monastery in Uji. Ryoanji Philosophical Garden of Stones in Kyoto. Tea Garden "Pines and Lutes" Villa Katsura near Kyoto | Oral survey | Lesson 33 cheat., | ||||
| The image of paradise in the architecture of mosques and public buildings | Combined | The Umayyad Column Mosque in Cordoba. Domed Blue Mosque in Istanbul. Registan Square in Samarkand. The image of a Muslim paradise in the architecture of palaces. Alhambra in Granada | Oral survey | Lesson 34-35 read., | ||||
| Final repetition | Generalizing lesson | Generalization on the course "World Art Culture" | Creative task | Lesson 1-35 Repeat | ||||
