Studying folk art in elementary school in fine arts classes; the influence of Russian folk toys on the formation of a child’s personality. Presentations on art (lesson fine arts, drawing) on ​​topics on the Federal State Educational Standards, download for free

Abstract to the material

Fine Arts (fine arts) - 1st grade

All young children love to draw, but when they go to school, many lose interest in art lessons. The trouble is that the teacher cannot competently structure the lesson and kills the interest of first-graders in this activity, demanding the impossible from young schoolchildren. In an art lesson, a presentation in 1st grade allows the teacher to be...

Fine Arts (drawing) - 2nd grade

Fine art in 2nd grade with presentation is a favorite lesson for many schoolchildren. Modern electronic manuals have completely changed the usual lessons when the teacher needed most spend the lesson explaining the lesson material. And how much joy virtual trips to museums and art galleries, getting acquainted with the work of artists and contemplating amazing works...

Fine Arts (fine arts) - 3rd grade

An art lesson in 3rd grade with a presentation is a favorite and long-awaited subject in the school schedule of every junior student. It is in these classes that children have the opportunity to show creativity, show their abilities, reveal their character, and put their soul into the proposed work. Even those guys who will not become artists in the future, in elementary...

Fine Arts (fine arts) - 4th grade

A presentation on art in the 4th grade is a reliable visual aid for the teacher, which can interest every elementary school student in drawing or fine arts. In this regard, every modern teacher must be able not only to use the computer that is in his classroom, but also be able to create multimedia developments, masterfully...

Fine Arts (fine arts) - 5th grade

Presentations on art for grade 5 will help the teacher maintain students' interest in fine arts and drawing when the children move to secondary school. Illustrative material in these lessons should be present in large quantities. After all, students not only learn to draw, they first become acquainted with the history of the creation of things, with the biographies of artists, with...

Fine Arts (fine arts) - 6th grade

Presentations on art in the 6th grade are an indispensable material for conducting a modern fine arts lesson. Introduction to various types of art, learning to draw should be carried out using huge amount high-quality visibility. In the age of development computer technology There is no need to deprive the student of the opportunity to contemplate, while in the classroom, beautiful paintings that are well known to everyone...

Bibliographic description:

Nesterova I.A. Fine arts lesson at school [ Electronic resource] // Educational encyclopedia website

In modern Russian school The role of fine arts is growing as one of the most important general education subjects. An art lesson helps develop children's sensitivity to the world of beauty.

Art lesson according to Federal State Educational Standard

The Federal State Educational Standard regulates the main educational processes and stages of education in secondary school. Being an important element of the educational system, the subject of fine arts is subject to the requirements of the federal educational standard.

The purpose of fine arts lessons at school we can name the formation of artistic, aesthetic, spiritual and moral culture, the development of the creative potential of schoolchildren as a factor necessary for the progressive development and formation of students as individuals.

Being endowed with a system of educational educational tasks, depending on age group students, there are four types of fine arts lessons at school: drawing from life, decorative drawing, drawing on themes, conversations, about art.

Figure 1. Objectives of fine arts lessons

According to the standards of the Federal State Educational Standard, art lessons are conducted from the first to the sixth grade. The duration of the course is 213 teaching hours.

Figure 2. Distribution of teaching hours

If you look at it “by year of study,” then fine arts lessons are distributed in such a way that the largest number of hours is devoted to drawing from life

The dominance of drawing from life in art lessons is due to the following factors:

1. Drawing from life is a method of visual learning and gives excellent results not only in teaching drawing, but also in the overall development of the child.
2. Drawing from life is an excellent means of aesthetic education for children.

Drawing from life in a secondary school involves not only depicting objects using light and shadow drawing, but also teaching the elements of painting.

Since drawing from life is an excellent means of aesthetic education for children, it becomes obvious that by drawing a landscape, tree, flower from life, studying the nature of the shape of these objects, the child shows interest in the beauties of nature, in the richness and diversity of its shapes and colors.

Having carefully studied the requirements for fine arts lessons at school, it was found that in addition to drawing from life in general school curriculum The following is included:

1. pattern making assignments,
2. album design,
3. tasks for decorative design of premises.

Such tasks are aimed at developing the creative abilities of students and attracting them to socially useful work.

The purpose of decorative painting is to enable students to become familiar with the key principles of decorative art.

In a fine arts lesson at school, when teaching decorative drawing skills, children learn the composition of patterns, the laws of composition, continue to master the skills of working with watercolors, gouache, ink, and study the ornamental creativity of the Russian people, the peoples of the fraternal republics and other peoples.

Figure 3. Rules for decorative patterns

In fine arts classes at school, as part of thematic drawing classes, children receive the following skills:

1. depiction of various scenes from the surrounding life,
2. illustration of literary works,
3. creative compositions of paintings on various topics,
4. images on topics invented by the children themselves,

In an art lesson, children express their impressions and their way of perceiving the world around them through composition drawings. Special mention should be made of special talks on fine arts. They are organized mainly during extracurricular hours. During conversations, the teacher introduces schoolchildren to the life and work of outstanding painters, sculptors and architects. In addition, students will learn by what means artists achieved ideological depth and emotional expressiveness in their paintings.

Preparing a teacher for an art lesson

It is one of the important aspects reflected in the Federal State Educational Standard. The teacher’s readiness for the lesson, along with special training expressed in the basics of drawing, painting, creative arts, knowledge of the theory and history of fine arts, is determined by the following factors:

1. Clear orientation in the goals and objectives of teaching fine arts;
2. Knowledge of modern and relevant methods of drawing up outlines of fine art and art lessons;
3. Possession of art teaching skills that contribute to the assimilation of culture ensures mastery of knowledge.

Preparing a teacher for an art lesson– a key element of teaching this discipline in a modern school environment. It must fully comply with the requirements for the quality of teaching fine arts.

Preparing a teacher for a lesson includes the use of various programs, manuals, methodological literature, the study of innovative techniques, thematic plan to study each topic in the subject, lesson planning, i.e. drawing up a plan or lesson plan.

In accordance with the second generation Federal State Educational Standard, in the process of preparing for an art lesson, modern teacher must take into account a number of important aspects without which the lesson cannot be considered quality. The art teacher must understand that modern lesson differs from a traditional lesson and requires a different approach to presenting material.

Figure 4. Lesson types

A modern lesson is a lesson aimed at the formation and development of universal educational actions.

Separate attention should be paid to the lesson planning procedure. To do this you need the following:

1. Determining the topic of the lesson.
2. Definition didactic purpose lesson on a specific topic.
3. Determining the type of lesson;
4. Thinking through the structure of the lesson.
5. Lesson security.
6. Content selection educational material.
7. Choice of teaching methods.
8. Choosing forms of organizing teaching activities.
9. Assessment of knowledge, skills and abilities.
10. Lesson reflection.

Requirements for an art lesson

Currently, the Federal State Educational Standard voices a wide range of requirements for an art lesson. These include the use the latest achievements science, and the construction of a lesson based on the laws of the educational process. In addition, the art teacher is required to implement all didactic principles and provide conditions for productive cognitive activity students taking into account their interests. Interdisciplinary connections and connections with previously learned knowledge and skills, and reliance on the achieved level of student development, also play a huge role. Motivation and activation of all areas of students’ personality during the learning process in a fine arts lesson are also important.

Figure 5. Didactic principles

In a fine arts lesson, special emphasis should be placed on the development of emotional responsiveness, the development of the artistic and creative abilities of students, so that later they will be emotionally rich and open to the world of beauty.

The requirements for an art lesson according to the second generation Federal State Educational Standard include the presence of.

Routing lesson is a new type of methodological product that ensures effective and high-quality teaching of educational courses at school and the ability to achieve the planned results of mastering basic educational programs in accordance with the Federal State Educational Standard.

Figure 6. Structure of the technological map

One of the most important requirements for an art lesson is an adequately formulated goal of the lesson. The nature of the goal is shown in the figure below. In addition, the lesson goal statement should be clear and concise.

Figure 7. Characteristics of the purpose of the art lesson

The solution to the problems of teaching and educating students almost entirely depends on the organization and skillful delivery of lessons. Compliance with certain standards when conducting fine arts classes is a necessary element of successful teaching activities at school. Requirements for an art lesson are especially strict in relation to its structure. According to the Federal State Educational Standard, the structure of fine arts lessons in secondary school is not much different from the structure of lessons in other subjects and includes the following:

1. Organizing time,
2. checking homework,
3. explanation of new material,
4. independent work of students,
5. consolidation of the material covered,
6. summarizing.

One of the key requirements for an art lesson is variety and regular change of activities. In other words, art classes don't have to be monotonous. Since the possible list of activities in art lessons is quite wide, it is very easy to avoid monotony. Thus, in life drawing lessons, children engage in both drawing and painting, and in decorative drawing classes they make patterns, study fonts, create decorative compositions, and become familiar with the elements of artistic design. If we talk about lessons-conversations, then children learn new things about art during them.

Organizing an art lesson requires strict attention to time. It is usually sorely lacking. The teacher’s skill is manifested in the fact that in the allotted time for the lesson it is possible to do everything that was planned.

Each lesson is divided into strictly time-regulated stages:

1. Organizational stage of the lesson. It includes the following:

1. establishing proper discipline in the classroom,
2. registration of absences in the class register,
3. mood for educational work.

An important requirement for an art lesson is high level preparation of the teacher's workplace. All necessary materials must be brought and installed in advance in the required order.

In addition, the teacher needs to teach children to prepare for the lesson in advance, lay out drawing supplies in a certain order, and clean up and store them in a special place after work.

If in a previous lesson students were given a homework assignment, they need to check it, point out typical mistakes to the class and explain how to correct these mistakes.

2. Posting new material. The teacher explains the goals and objectives of the new topic, explains how the task should be completed, illustrates his explanations with visual aids - diagrams, drawings, methodological tables. To make sure students understand, the teacher asks the class questions as he explains.

3. Independent work students. After explaining the new material, the children begin to draw. The teacher carefully monitors the progress of the work. While the children are drawing, the teacher walks around the class, makes comments, gives some additional explanations, and sometimes, if necessary, corrects the student’s drawing.

Separately, it is necessary to pay attention to such aspects as age characteristics drawing by students. For example, children younger age draw quickly. The high speed of drawing creation is due to the fact that children are not yet accustomed to analyzing the results of their actions. As a result, the work is done based on the first impression and completely haphazardly. In such cases, the teacher should pay special attention to the methodological sequence of image construction. Students junior classes They mark the image not with light, barely noticeable lines, but with clear, thick lines that cannot be erased with an eraser. To overcome this, the teacher must verbally and visually show and explain why it is necessary to draw thin, barely noticeable lines.

The methodology of working with high school students becomes more flexible and individual, since it is difficult to predict in advance the results of the actions of individual students. To increase the interest of high school students, the use of ICT and other pedagogical innovations is recommended.

4. Summing up the work and completing the lesson. By the end of the work, the teacher selects the most successful and also the weakest drawings and shows them to the whole class, explaining their advantages and disadvantages.

So, the main requirements for an art lesson are the following:

1. use of the latest scientific achievements
2. building a lesson based on the laws of the teaching and educational process
3. implementation of all didactic principles
4. providing conditions for productive cognitive activity, taking into account their interests
5. interdisciplinary connections
6. connection with previously learned knowledge and skills, reliance on the achieved level of student development
7. motivation and activation of all areas of personality
8. logic and emotionality of all stages of educational activities, connection with life, personal experience of students
9. formation of practically necessary knowledge, skills, methods of thinking and activity
10. formation of the ability to learn, the need to constantly expand the amount of knowledge.

The general requirements for a fine arts lesson are specified in didactic, educational and developmental requirements.

These types of requirements were described and presented very well by I.P. Podlasnym. In his opinion, the didactic requirements include the following:

1. clear definition of the educational objectives of each lesson;
2. rationalization of the information content of the lesson, optimization of content taking into account social and personal needs;
3. implementation latest technologies cognitive activity;
4. rational combination various types, forms and methods;
5. creative approaches to the formation of lesson structure;
6. combination of various forms of collective activity with independent activity students;
7. ensuring operational feedback, effective control and management;
8. scientific calculation and skill in conducting a lesson.

I.P. Podlasy outlined a system of educational requirements for the lesson, which include:

1. determination of educational possibilities of educational material, activities in the lesson, formation and setting of realistically achievable educational goals;
2. setting only those educational tasks that organically follow from the goals and content of educational work;
3. educating students on universal human values, developing vital qualities;
4. attentive and sensitive attitude towards students, compliance with the requirements of pedagogical tact, cooperation with students and interest in their success.

The developmental requirements for the lesson are shown in Figure 8.

Figure 8. Developmental requirements for the lesson

An important element of a teacher’s work in preparing a fine arts lesson at school is drawing up an outline. The structure of the outline plan is regulated by the standards of the Federal State Educational Standard.

Structure of an art outline

When drawing up a plan for an art lesson, you should adhere to a certain form and structure. It should reflect everything that is presented in Figure 9.

Figure 9. Structure of a visual arts lesson outline

Now let's look at what should include art lesson plan.

1. First of all, you need to decide on the type of lesson. At the very beginning of drawing up a lesson plan, you need to indicate what type of lesson it will be devoted to:

1. drawing from life (drawing or painting),
2. decorative drawing,
3. thematic drawing,
4. conversation about art.

2. Then we decide on the formulation of the theme of the art lesson. Here we indicate the content of the educational work. For example, for drawing from life – “Drawing of a plaster vase”, for painting – “Still life from household objects”, for decorative drawing – “Making a pattern in a circle”, for thematic drawing – “Autumn in the forest”, for conversations about art – “ Types and genres of fine art."

3. After formulating the topic of the lesson, you need to write concisely and clearly the purpose of the lesson and its objectives.

4. The next step in drawing up an outline of an art lesson is a list of equipment. For example: two plaster vases, two natural tables, etc. In your notes you can also outline a diagram of the location of full-scale performances in the classroom.

5. Using a chalkboard. The chalkboard is included in the lesson equipment, but the specifics of our work require a special method of using it. Therefore, we highlight this issue in particular. The teacher needs to think about how to use the blackboard more rationally, how to compositionally place didactic material on its surface.

6. Each teacher must first draw up a plan and systematize the course of an art lesson. The content of the lesson should be presented in the form of a methodological note including the following:

1. what material will be covered in the lesson,
2. in what sequence it will be presented and how teaching time will be distributed.

Literature

1. Volyavko N.N. Technological map of the lesson how modern form planning pedagogical interaction between teacher and students // [Electronic resource] Access mode: http://festival.1september.ru/articles/630119/
2. Podlasy I.P. Pedagogy: 100 questions – 100 answers – M.: VLADOS, 2014

“The place of fine arts in the primary education system”

primary school teacher

Sazonova Natalya Leonidovna

Jr school age is the most favorable in moral and aesthetic education. It is very important to develop in a child the ability to deepen into himself, to understand the complexity and richness of his inner experiences, the ability to empathize and relate to the people around him.

This is facilitated by the subject “Fine Arts”.

The main goal of modern primary education is to educate and personal development child. Achieving this goal is impossible without the implementation of the tasks facing the educational field of “Art,” of which fine art is an integral part.

IN primary school the following tasks are solved:

Formation in students of an emotional and value-based attitude to the phenomena of reality and art;

Formation of artistic imaginative thinking as the basis for development creative personality;

Developing in schoolchildren the ability to perceive works of art as a manifestation of human spiritual activity;

Mastering the intonation-figurative language of art based on the emerging object of creative activity and the relationship between various types of art;

Formation of a holistic idea of ​​national artistic and musical culture and their place in world artistic culture.

U junior schoolchildren Unlike other age periods, personal orientation is determined by a focus on the external objective world; visual-figurative thinking and an emotionally sensitive perception of reality predominate for them; play activities remain relevant for them. The specificity of art, its artistic and figurative nature perfectly meet the personal needs of a child of primary school age. This determines the pedagogical potential and significance of the subjects educational field"Art" at the elementary school stage. By fully carrying out the tasks facing this educational area, teachers can successfully achieve the main goal of primary education - the development of the child’s personality.

Any type of art “thinks” in images, and the image in its own way artistic nature– complete. And in any artistic image, like in a drop of water, the whole world is reflected. Thus, the educational field “Art” contributes to the solution of another important task facing primary education - the task of forming a child’s holistic perception of the world around him. To solve this problem, elements of art are introduced into the teaching of other school subjects. There is a tendency to build education in the unity of principles and methods of teaching the fundamentals of science and art.

In elementary school, artistic and musical culture is formed among younger schoolchildren as an integral part of spiritual culture. Artistic and musical knowledge, skills and abilities are no longer the goal, but the main means of forming culture, composition, form, rhythm, proportions, space, color, sound, word, tempo.

THE PLACE AND ROLE OF ART IN THE MODERN UNDERSTANDING OF EDUCATION CONTENT

Knowledge(about nature, society, technology, history, culture, methods of activity, etc.).

Ways of activity(skills, skills).

Creative experience(solving creative problems).

Experience of emotional-value relationships(experience of feelings, experiences, interests, needs; social, moral, spiritual relationships, etc.).

In the modern concept of art education, these four components appear in inextricable unity, but in the reverse order of their significance in the artistic development of the student’s personality.

Artistic development in the concept is considered as a path to the humanization of the school. That's why the main goal of art education children is to instill in them an aesthetic attitude towards life.

Aesthetic attitude to life- this is a special personality quality that is necessary for a person’s responsible existence in the world. It is expressed in the following abilities:

directly feel like an integral part of the endless surrounding world;

see your continuation in the world around you;

feel a sense of belonging to another person and to human history and culture in general;

realize the non-utilitarian value of everything in the world;

realize your responsibility for everything in life, starting with your immediate environment.

The development of precisely this quality creates a solid foundation for moral, environmental, patriotic and other traditionally identified types of education.

An aesthetic attitude to the world underlies art, human artistic exploration of the world, and can be developed in children in the process of teaching artistic disciplines.

Teaching art (subjects of the aesthetic cycle: music, fine arts, literature, dance, theater, etc.) should begin in kindergarten and continue continuously in secondary schools and universities.

IN kindergarten and for six-year-olds at school artistic development should begin with a course undivided into individual types of art. At this age, the arts should become the predominant means of understanding the world around us and all objects.

A lesson as a form of teaching certain types of art is possible in the second grade of a comprehensive school. The teaching of art should end with an integrative course that introduces high school students to world artistic culture as a whole.

At all stages of art education pedagogical process should be based on psychological characteristics age of schoolchildren and a differentiated approach to the content of art education. It is important to distinguish between what is necessary for everyone as a factor in the development of personality and worldview, and what is necessary for future professionals.

Thus, primary education in the subject “Fine Arts” is part of the educational system “Art” and provides general art education, which is aimed at the spiritual, moral and aesthetic development of schoolchildren.

During the period of primary art education, in the process of realizing the main goal, that is, the education of an aesthetic attitude to life. The emphasis in teaching is on development:

emotional responsiveness when perceiving the surrounding world;

primary forms of artistic imagination;

the ability to express an emotional assessment of a phenomenon in sensory images.

The actual creative practice of junior schoolchildren should prevail over the work of perceiving art, which gradually and steadily expands and becomes more significant at the middle level. What is common to all types of art in fine arts lessons in primary school should prevail over specific features its individual types. At the secondary level, the specific means of expressiveness of the visual arts should become clearer for schoolchildren.

In conditions of variable training in various programs, it is important to note some commonality in the objectives of studying fine arts. Fine arts in school is designed to introduce schoolchildren to the world of plastic arts, the formation of artistic and imaginative thinking, the development of creative abilities, teaching the basics of visual literacy, the formation of practical skills in various types of visual arts, familiarization with the heritage of domestic and world art, etc.

Thus, an important facet of the upbringing and development of personality is the moral and aesthetic education of the child. It is the primary school age, in which the emotional and sensory perception of reality predominates, that is the most favorable in moral and aesthetic education. The feelings and experiences evoked by works of art and the child’s attitude towards them are the basis for acquiring personal experience and the basis for self-creation. This is the key to further development of interest in a person’s inner world, the ability to deepen into oneself, awareness of the complexity and richness of one’s inner experiences, the ability to empathize and relate to other people. The missed opportunity in moral and aesthetic education at the initial stage of education can no longer be compensated for in primary school.

Another important task of the educational field “Art” is the harmonization of the child’s abstract-logical and figurative thinking, which is especially important at the initial stage of education, when the child is just entering educational activities.

Switching students from science classes to arts classes helps reduce children's overload. Artistic activities have a significant psychotherapeutic effect on a primary school student, relieving neuropsychic stress caused by other lessons, thereby preserving the child’s health.

In the work program “VISUAL ARTS IN PRIMARY SCHOOL” an explanatory note is presented, which gives general characteristics academic subject in accordance with the new standard, the basic principles of the educational complex “School of Russia” are indicated, the value guidelines of the content of the educational subject are determined, personal, meta-subject and subject results of mastering the academic subject, the main content lines of the course “Fine Arts”, as well as the content of the course “Fine Arts” " (1 class).

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State educational institution

Secondary school No. 854

Agreed Approved by order

On the method. association of the head

2011 educational institution

Chairman No. _____from ________________

join method

_______________

Working programm

Visual arts in elementary school

1-4 grade

Educational and educational complex "School of Russia"

Plotnikova S.N.

FULL NAME. teacher-developer

2011

ART

EXPLANATORY NOTE

General characteristics of the subject

primary goal educational course “Fine Arts” - the formation of the artistic culture of students as an integral part of the spiritual culture, that is, the culture of world relations developed by generations. These values ​​are the highest values human civilization should be a means of humanization, the formation of moral and aesthetic responsiveness to the beautiful and ugly in life and art, that is, the vigilance of the child’s soul.

Course objectives:

Nurturing aesthetic feelings, interest in fine arts, enriching moral experience, readiness to express and defend one’s position in art and through art;

Development of imagination, creativity, abilities and skills of cooperation in artistic activities;

Mastering initial knowledge about the plastic arts, their role in human life;

Mastering basic artistic literacy, gaining experience in various types of artistic activities and various materials.

The objectives of the implementation of the subject area are the development of abilities for artistic, imaginative, emotional and value perception of works of fine art and the surrounding world, expression in creative works of one’s attitude to the surrounding world.

The work program is based on the program “Fine Arts and artistic work", developed under the leadership of the People's Artist of Russia, Academician of the Russian Academy of Education B. M. Nemensky and an exemplary program for fine arts (Series "Second Generation Standards", directed by A. M. Kondakov, L. P. Kezina). The program involves a holistic integrated course, including types of art: painting, graphics, sculpture, folk and decorative arts, and is built on the basis domestic traditions humane pedagogy. The goals of art education are to develop the emotional and moral potential of the child, to develop his soul through familiarization with artistic culture as a form of spiritual and moral search for humanity.

The program is based on the ideas and provisions of the Federal State Educational Standard for Primary General Education and the Concept of Spiritual and Moral Development and Personality Education of a Russian Citizen, the basic principles of the educational educational complex “School of Russia”:

1. The principle of citizen educationensures the implementation of the ideological basis of the Federal State Educational Standard - the Concept of spiritual and moral development and education of the personality of a citizen of Russia, which formulates the modernnational educational ideal. This is a highly moral, creative, competent citizen of Russia, who accepts the fate of the Fatherland as his own, aware of responsibility for the present and future of his country, strengthened in the spiritual and cultural traditions of the multinational people of the Russian Federation.
2. The principle of value guidelinesinvolves selection educational content and types of activities of younger schoolchildren, aimed at forming a harmonious system of personal values ​​in the process of learning and upbringing. The basis of the formed value system isbasic national valuespresented in the Concept of spiritual and moral development and education of the personality of a Russian citizen.
3. Learning principle in activities assumes that the achievement of the goals specified in the Standard and implemented in the educational complex “School of Russia” is ensured, first of all, by the formationuniversal educational actions (UAL): personal, regulatory , cognitive , communicative, which act as the basis of the educational and educational process.
4. The principle of working for resultsmeans purposeful and consistent activities of teachers and students to achieve personal, meta-subject and subject results of mastering the main educational program primary general education. For this purpose, the structure and content of textbooks includestask system,aimed at including younger schoolchildren in the activity-based mastery of educational material in order to master learning skills and develop the ability to independently successfully assimilate new knowledge, skills and competencies, including leading educational competence - ability to learn.
5. The principle of synthesis of tradition and innovationmeans relying on the besttraditions national school in combination with innovative approaches, ensuring the development of education in modern stage life of the country.
   IN training courses educational system "School of Russia" widely and consistently applies such innovations as the formation of universal educational activities, the organization project activities, work with various media, creating student portfolios, final complex works and others, of both a general and subject nature.
   Based on the development of the traditions of Russian art education and on the basis of a modern understanding of the requirements for learning outcomes, the School of Russia has built acomplete subject line of textbooks "art» (the principle of relying on personal experience child and expansion, enriching him with the development of culture is expressed in the structure of the textbook material):

In accordance with the requirements for the results of mastering the basic educational program of primary general education, textbooks for grades 1-4 in fine arts are aimed at achieving personal, meta-subject and subject results by students.

The course is designed asa holistic system of introduction to artistic cultureand includes, on a unified basis, the study of all main types of spatial (plastic) arts: fine arts - painting, graphics, sculpture; constructive - architecture, design; various types of decorative and applied arts, folk art - traditional peasant and folk crafts, as well as understanding the role of the artist in synthetic (screen) arts - the art of books, theater, cinema, etc. They are studied in the context of interaction with other arts, as well as in the context of specific connections with the life of society and man.

The systematizing method isidentifying three main types of artistic activityfor visual spatial arts:

- visual artistic activity;

Decorative artistic activities;

Constructive artistic activity.

Three methods of artistic exploration of reality - pictorial, decorative and constructive - in elementary school act for children as well-understood, interesting and accessible types of artistic activity: image, decoration, construction. The constant practical participation of schoolchildren in these three types of activities allows them to systematically introduce them to the world of art.

These three types of artistic activity are the basis for dividing visual-spatial arts into types: fine arts, constructive arts, decorative and applied arts. At the same time, each of the three types of activity is present in the creation of any work of art and therefore is the basis for the integration of the entire variety of types of art into a single system, divided not according to the principle of listing types of art, but according to the principle of distinguishing one and another type of artistic activity. Highlighting the principle of artistic activity focuses attention not only on the work of art, but also onhuman activity, identifying his connections with art in the process of daily life.

It must be borne in mind that in elementary school three types of artistic activities are presented in a playful form as Brothers-Masters of Image, Decoration and Construction. They first help to structurally divide, and therefore understand, the activities of the arts in the surrounding life, and to more deeply understand art.

Thematic integrity and consistency of course development help to ensure transparent emotional contacts with art at every stage of learning. The child rises year after year, lesson after lesson, through the steps of learning personal connections with the whole world of artistic and emotional culture.

The subject “Fine Arts” involves the co-creation of teacher and student; dialogical; clarity of tasks and variability of their solutions; mastering the traditions of artistic culture and improvisational search for personally significant meanings.

Basic kinds educational activities - practical artistic and creative activity of the student and perception of the beauty of the surrounding world and works of art.

Practical artistic and creative activities(the child acts as an artist) andart perception activity(the child acts as a spectator, mastering the experience of artistic culture) are creative in nature. Students master various art materials (gouache and watercolor, pencils, crayons, charcoal, pastel, plasticine, clay, various types of paper, fabric, natural materials), tools (brushes, stacks, scissors, etc.), as well as artistic techniques (appliqué, collage, monotype, modeling, paper plastic, etc.).

One of the tasks is constant change of art materials,mastering their expressive capabilities.Variety of activitiesstimulates students' interest in the subject, the study of art and is a necessary condition formation of everyone's personality.

Perception of works of artinvolves the development of special skills, the development of feelings, as well as mastery of the figurative language of art. Only in the unity of perception of works of art and their own creative practical work does the formation of imaginative artistic thinking of children occur.

A special type of student activity is the implementation of creative projects and presentations. This requires working with dictionaries and searching for a variety of artistic information on the Internet.

Development of artistic and imaginative thinkingstudents is built on the unity of its two foundations:development of observation skills, i.e. the ability to peer into the phenomena of life, anddevelopment of fantasy, i.e. the ability, based on developed observation, to build an artistic image, expressing one’s attitude to reality.

Observation and experience of the surrounding reality, as well as the ability to understand one’s own experiences, one’s inner world are important conditions for children to master the course material. Ultimate target - spiritual development of personality,that is, the formation in a child of the ability to independently see the world, think about it, express his attitude on the basis of mastering the experience of artistic culture.

The perception of works of art and practical creative tasks, subordinated to a common task, create conditions for deep awareness and experience of each proposed topic. This is also facilitated by appropriate music and poetry, which help children in the lesson to perceive and create a given image.

The Fine Arts program provides for alternating lessonsindividualpractical creativity of students and lessons

Collective forms of work can be different: work in groups; individual-collective work, when everyone does their part for a common panel or building. Joint creative activity teaches children to negotiate, set and solve common problems, understand each other, treat each other’s work with respect and interest, and a common positive result provides incentive for further creativity and self-confidence. Most often, such work is summing up some kind of big topic and the possibility of a more complete and multifaceted disclosure, when the efforts of everyone, put together, give a bright and holistic picture.

The artistic activity of schoolchildren in the classroom finds various forms of expression: depiction on a plane and in volume (from life, from memory, from imagination); decorative and constructive work; perception of reality and works of art; discussion of the works of comrades, the results of collective creativity and individual work on lessons; study of artistic heritage; selection of illustrative material for the topics being studied; listening to musical and literary works (folk, classical, modern).

Artistic knowledge, skills and abilities are the main means of familiarization with artistic culture. Facilities artistic expression- shape, proportions, space, light tonality, color, line, volume, texture of material, rhythm, composition - are mastered by students throughout their studies.

In the lessons, play dramaturgy is introduced on the topic being studied, connections with music, literature, history, and labor are traced.

The systematic development of the artistic heritage helps to understand art as the spiritual chronicle of humanity, as an expression of man’s relationship to nature, society, and the search for truth. Throughout the course of study, schoolchildren get acquainted with outstanding works of architecture, sculpture, painting, graphics, decorative and applied arts, and study classical and folk art from different countries and eras. Understanding the artistic culture of your people is of great importance.

Discussion of children's worksfrom the point of view of their content, expressiveness, originality, it activates the attention of children and forms the experience of creative communication.

Periodic organization of exhibitionsgives children the opportunity to see and appreciate their work again and feel the joy of success. Student work completed in class can be used as gifts for family and friends, and can be used in school decoration.

Place of the subject in the curriculum

The Fine Arts curriculum is designed for grades 1 - 4 of primary school.

1 hour per week is allocated for studying the subject, a total of 135 hours per course.

The subject is studied: in grade 1 - 33 hours per year, in grades 2-4 - 34 hours per year (at 1 hour per week).

Value guidelines for the content of the academic subject

The priority goal of art education in school isspiritual and moral developmentchild, i.e. the formation in him of an emotional, value-based, aesthetic perception of the world, qualities that meet the ideas of true humanity, kindness and cultural usefulness in the perception of the world.

The culture-creating role of the program also consists in educatingcitizenship and patriotism. First of all, the child comprehends the art of his homeland, and then gets acquainted with the art of other peoples.

The program is based on the principle “from the native threshold to the world of universal human culture.” Russia is part of a diverse and integral world. The child opens step by stepdiversity of cultures different nations and value ties that unite all people on the planet. Nature and life are the basis of the formed worldview.

Connections between art and human life, the role of art in everyday life, in the life of society, the importance of art in the development of every child is the main semantic core of the course.

The program is structured to give schoolchildren a clear understanding of the system of interaction between art and life. Widespread involvement is envisaged life experience children, examples from the surrounding reality. Working on the basis of observation and aesthetic experience of the surrounding reality is an important condition for children to master program material. The desire to express one’s attitude to reality should serve as a source for the development of imaginative thinking.

One of the main objectives of the course is the child’s developmentinterest in the inner world of a person, the ability to deepen into oneself, to become aware of one’s inner experiences. This is the key to developmentempathy abilitiesI through fairy tales, parables, situations from life, literary and musical series.

Any topic in art should not just be studied, but lived, i.e. passed through the student’s feelings, and this is only possible in an active form, in the form of personal creative experience.Only then, knowledge and skills in art become personally significant, are connected with real life and are emotionally colored, does the child’s personality develop, and his value attitude to the world is formed.

The special nature of artistic information cannot be adequately conveyed in words. Emotional, valuable, sensory experience expressed in art can only be comprehended through one’s own experience -living an artistic imagein the form of artistic actions. To do this, it is necessary to master artistic-figurative language and means of artistic expression. The developed ability for emotional assimilation is the basis of aesthetic responsiveness. This is the special power and originality of art: its content must be appropriated by the child as his own sensory experience.On this basis, the development of feelings, the mastery of the artistic experience of generations and the emotional and value criteria of life occur.

Personal, meta-subject and subject-specific results of mastering an academic subject

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

Personal resultsare reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the academic subject in the “Fine Arts” program:

• a sense of pride in the culture and art of the Motherland, one’s people;
• respectful attitude towards the culture and art of other peoples of our country and the world as a whole;
• understanding the special role of culture and art in the life of society and each individual;
• formation of aesthetic feelings, artistic and creative thinking, observation and imagination;
• the formation of aesthetic needs - the need for communication with art, nature, the need for a creative attitude towards the surrounding world, the need for independent practical creative activity;
• level of skills:

• mastering the skills of collective activityin the process of joint creative workin a team of classmates under the guidance of a teacher;
• ability to collaboratewith friends in the process joint activities, correlate your part of the work with the overall plan;
• the ability to discuss and analyze one’s own artistic activity and the work of classmates from the perspective of the creative tasks of a given topic, in terms of content and means of expression.

Meta-subject resultscharacterize the level

the formation of students’ universal abilities, manifested in cognitive and practical creative activities:

• mastering the skill of creative vision from the position of an artist, i.e. the ability to compare, analyze, highlight the main thing, generalize;
• mastering the ability to conduct dialogue, distribute functions and roles in the process of performing collective creative work;
• using information technology tools to solve various educational and creative problems in the process of searching for additional visual material, performing creative projects for individual exercises in painting, graphics, modeling, etc.;
• ability to plan and implement effectively learning activities in accordance with the task, find solutions to various artistic and creative problems;
• ability to rationally build independent creative activity, ability to organize a place of study;
• conscious desire to master new knowledge and skills, to achieve higher and more original creative results.

Subject resultscharacterize the experience of students in artistic and creative activities, which is acquired and consolidated in the process of mastering the academic subject:

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

Main content lines of the course “Fine Arts” grades 1-4 (135 hours)

The educational material is presented in four blocks:

"Types of artistic activity"(reflects the content of the educational material):

Perception of works of art (artistic image - H.o.);

Drawing (graphics, materials, means of expression, working techniques - G );

Painting (materials, color basics, means of expression – Ts);

Sculpture (materials, working methods, means – WITH );

Artistic construction and design (variety of materials, work techniques, modeling and design in human life, here architecture is A );

Decorative and applied arts (origins, synthetic nature of folk culture, fairy-tale images and the image of man, folk crafts of Russia - DPI);

"ABC of Art"(gives tools):

Composition (elementary techniques, compositional center, main and secondary, symmetry and asymmetry, rhythm, transmission of movement in composition - TO );

Color (color - primary and composite colors, warm and cold, color mixing, emotions and color), drawing (line, stroke, spot, tone, emotionality of lines) - C;

Form (variety of forms of the objective world, geometric shapes, natural, influence of shape on the character of the image, silhouette, proportions – F);

Volume (in space and on the plane, methods of transmitting volume, expressiveness of volumetric compositions, perspective - horizon line, basic laws - P);

"Significant Arts"(outlines the spiritual, moral, emotional and value orientation of the assignment topics):

The earth is our common home (observation of nature, landscape, buildings in nature, perception of works of art, vibrant cultures of the world, the role of nature in the nature of cultural traditions - Z);

My homeland is Russia (the nature and culture of Russia, the unity of the decorative system in decorating the home, household items, costume, human beauty, the image of the defender of the Fatherland - R );

Man and human relationships (the image of man in different cultures, portrait, images that awaken the best human feelings, evil feelings, themes of love, friendship, family - H);

Art gives people beauty (types of art, artistic materials and means of expression, role in human life, still life, artistic design - AND );

"Experience in artistic and creative activity"(contains types and conditions of activities where artistic and creative experience is acquired):

Ability to learn - U (organize workplace, plan work time, bring the work to a result, restrain emotions, take into account others, summarize the work);

Participation in various types of visual, decorative, design activities;

Mastering the basics of drawing, painting, sculpture, creative arts;

Mastering the basics of artistic literacy;

The choice and use of expressive means to realize one’s own idea (creative idea - Tk ), various artistic techniques and materials;

Conveying mood using color, tone, composition, space, line, stroke, spot, volume, texture of material;

Discussion and expression of your attitude to the work

Theme of the year: You depict, decorate and build

Three types of artistic activity (visual, decorative, constructive), which determine the entire diversity of visual spatial arts, are the basis for understanding the unity of the world of these visual arts. A playful, figurative form of introduction to art: three Brother-Masters - Master of Image, Master of Decoration and Master of Construction. To be able to see the work of one or another Brother-Master in the life around us - interesting game, from which the knowledge of the connections between art and life begins. Primary mastery of artistic materials and techniques.

Section 1. You are pretending. Meet the Image Master (8 hours)

The Image Master teaches you to see and depict. Primary experience of working with art materials, aesthetic assessment of their expressive capabilities.

Spot, volume, line, color are the main means of image.

Mastering the primary skills of depicting on a plane using line, spot, color. Mastering the primary skills of visualization in volume.

Images are all around us

Images in human life. By depicting the world, we learn to see and understand it. Development of observation and analytical capabilities of the eye. Formation of a poetic vision of the world.

Subject "Fine Arts". What will we learn in art lessons? Art cabinet - art workshop. An exhibition of children's works and the first experience of discussing them.

Meet the Image Master.

The Image Master teaches you to see

The beauty and diversity of the natural world around us.

Development of observation skills. Aesthetic perception of the details of nature.

Introduction to the concept of “form”. Comparison of the shape of various leaves and identification of its geometric basis. Using this experience to depict trees of different shapes.

Comparison of proportions of parts in composite, complex forms (for example, from which simple shapes consists of the body of different animals).

Can be depicted as a spot

Development of the ability of holistic generalized vision.

Spot as a method of image on a plane. Image on a plane. The role of imagination and fantasy in spot-based imagery.

A shadow is an example of a spot that helps to see a generalized image of a form.

Metaphorical image of a spot in real life(moss on a stone, scree on a wall, patterns on marble in the subway, etc.).

An image based on a spot in illustrations by famous artists (T. Mavrina, E. Charushin, V. Lebedev, M. Miturich, etc.) for children's books about animals.

Can be depicted in volume

Volumetric images.

The difference between an image in space and an image on a plane. Volume, image in three-dimensional space.

Expressive, i.e. figurative (resembling someone), three-dimensional objects in nature (stumps, stones, snags, snowdrifts, etc.). Development of observation and imagination in the perception of three-dimensional form.

Integrity of form.

Techniques for working with plasticine. Modeling: from creation large shape to work out the details. Transformation (change) of a lump of plasticine using methods of pulling and pressing.

Modeling of birds and animals.

Can be depicted with a line

Introduction to the concepts of “line” and “plane”.

Lines in nature.

Linear images on a plane.

Narrative possibilities of the line (line - narrator).

Multi-colored paints

Getting to know color. Gouache paints.

Skills in working with gouache.

Organization of the workplace.

Color. The emotional and associative sound of color (what does the color of each paint resemble?).

Sample of colors. Rhythmic filling of the sheet (creating a colorful rug).

You can also depict what is invisible (mood)

Expressing mood in an image.

You can depict not only the objective world, but also the world of our feelings (the invisible world). Emotional and associative sound of color. What mood do different colors evoke?

How to portray joy and sadness? (Depiction using color and rhythm can be non-objective.)

Artists and spectators (summarizing the topic)

Artists and spectators. Initial experience of artistic creativity and experience of perceiving art. Perception of children's visual activity.

We learn to be artists, we learn to be spectators. The final exhibition of children's works on the topic. Initial formation of skills of perception and evaluation of one’s own artistic activity, as well as the activities of classmates.

Initial formation of skills in perceiving easel paintings.

Introduction to the concept of “work of art.” Painting. Sculpture. Color and paints in artists' paintings.

Art Museum.

Section 2. You decorate. Meet the Master of Decoration (8 hours)

Decorations in nature. You need to be able to notice beauty.People rejoice in beauty and decorate the world around them.The Master of Jewelry teaches you to admire beauty.

Basics of understanding the role of decorative artistic activity in human life. The Master of Decoration is a master of communication; he organizes communication between people, helping them clearly identify their roles.

Primary experience in mastering art materials and techniques (appliqué, paper-plastic, collage, monotype). Primary experience of collective activity.

The world is full of decorations

Decorations in the surrounding reality. Variety of decorations (decor). People rejoice in beauty and decorate the world around them.

Meet the Master of Decoration. The Master of Jewelry teaches you to admire beauty and develop observation skills; it helps make life more beautiful; he learns from nature.

Flowers are the decoration of the Earth. Flowers decorate all our holidays, all events of our lives. A variety of flowers, their shapes, colors, patterned details.

You have to be able to notice beauty

Development of observation skills. Experience aesthetic impressions of the beauty of nature.

The Master of Decoration learns from nature and helps us see its beauty. Bright and discreet, quiet and unexpected beauty in nature.

The variety and beauty of shapes, patterns, colors and textures in nature.

Acquaintance with new possibilities of art materials and new techniques. Development of skills in working with paints and colors.

Symmetry, repetition, rhythm, free fantasy pattern. Introduction to the technique of monotype (imprint of an ink spot).

Graphic materials, fantasy graphic patterns (on the wings of butterflies, fish scales, etc.).

Expressiveness of texture.

Relationship between spot and line.

Volume applique, collage, simple techniques paper-plastics.

Suggested assignment plots: “Patterns on the wings of butterflies”, “ Beautiful fish", "Bird decorations".

Patterns that people have created

The beauty of patterns (ornaments) created by man. A variety of ornaments and their application in the human environment.

The Master of Decoration is a master of communication; he organizes communication between people, helping them clearly identify their roles.

Natural and figurative motifs in the ornament.

Figurative and emotional impressions from ornaments.

Where can you find ornaments? What do they decorate?

How a person decorates himself

A person's jewelry tells a story about its owner.

What can jewelry tell? What kinds of jewelry do different people have?

When and why do people decorate themselves?

Jewelry can tell others who you are and what your intentions are.

The Decoration Master helps to make a holiday (summarizing the topic)

There is no holiday without holiday decorations. Preparing for the New Year.

Traditional New Year's decorations. New Year's garlands, Christmas decorations. Decorations for the New Year's carnival.

New skills in working with paper and summarizing the material of the entire topic.

Section 3. You build. Meet the Master of Construction (11 hours)

Primary ideas about constructive artistic activity and its role in human life. Artistic image in architecture and design.

The Master of Construction is the personification of constructive artistic activity..The ability to see the structure of the shape of an object is the basis of the ability to draw. Different types of buildings. Primary skills to see the structure, i.e. the construction of an object.

Primary experience in mastering art materials and design techniques. Primary experience teamwork.

Buildings in our life

Initial acquaintance with architecture and design. Buildings in the life around us.

Buildings made by man. They build not only houses, but also things, creating for them the required form- comfortable and beautiful.

Meet the Build Master, who helps you figure out what different houses or things will look like, for whom to build them and from what materials.

Houses are different

Variety of architectural buildings and their purpose.

Ratio appearance building and its purpose. What parts can a house consist of? Components (elements) of a house (walls, roof, foundation, doors, windows, etc.) and the variety of their shapes.

Houses that nature built

Natural buildings and structures.

The variety of natural structures (pods, nuts, shells, burrows, nests, honeycombs, etc.), their shapes and designs.

The Master of Construction learns from nature, comprehending the forms and designs of natural houses.

The relationship between shapes and their proportions.

House outside and inside

The relationship and relationship between the appearance and internal structure of the house.

The purpose of the house and its appearance.

The internal structure of the house, its contents. Beauty and convenience of home.

Building a city

Construction of a game city.

The Construction Master helps you come up with a city. Architecture. Architect. City planning. Activities of an artist-architect.

The role of constructive imagination and observation in the work of an architect.

Techniques of working in paper-plastic technique. Creation of a collective layout.

Everything has its own structure

The design of the item.

Formation of primary skills to see the design of an object, i.e. how it is built.

Any image is an interaction of several simple geometric shapes.

We build things

Design of household items.

Development of primary ideas about the constructive structure of household items.

Development of constructive thinking and paper construction skills.

Introduction to the work of a designer: The Master of Construction comes up with shapes for everyday things. The Master of Decoration according to this form helps to decorate things. How do our things become beautiful and comfortable?

The city we live in (topic summary)

Creating an image of the city.

A walk around your hometown or village in order to observe real buildings: examining the street from the perspective of the creativity of the Master of Construction.

Analysis of the shape of houses, their elements, details in connection with their purpose. Variety of urban buildings. Small architectural forms, trees in the city.

Creating an image of the city (collective creative work or individual work).

Initial skills of collective work on a panel (distribution of responsibilities, combining parts or elements of the image into a single composition). Discussion of work.

Section 4. Image, decoration, construction always help each other (5 hours)

The common principles of all spatial-visual arts are spot, line, color in space and on the plane. Various uses in different types of art these elements of language.

Image, decoration and construction are different aspects of the artist's work and are present in any work that he creates.

Observation of nature and natural objects.Aesthetic perception of nature.An artistic and imaginative vision of the surrounding world.

Skills collective creative activity.

The Three Master Brothers always work together

Interaction of three types of artistic activity.

Three types of artistic activities are involved in the process of creating practical work and in analyzing works of art.

Three types of artistic activity (three Brother-Masters) as stages, the sequence of creation of a work. The Three Master Brothers are inseparable. They constantly help each other, but each Master has his own job, his own purpose (his own social function).

In a particular work, one of the Masters is always in charge; he determines the purpose of the work, i.e., whether it is an image, decoration or building.

Exhibition of the best works of students. Discussion of the exhibition.

"Dreamland". Creating a panel

Creation of a collective panel.

Image of a fairy-tale world. Masters help you see the world of a fairy tale and recreate it.

Collective work with the participation of all students in the class.

The expressiveness of the placement of elements of a collective panel.

"Spring Festival". Paper construction

Designing nature objects from paper.

Development of observation and study of natural forms. Spring events in nature (the arrival of birds, the awakening of bugs, dragonflies, insects, etc.).

Designing nature objects from paper (birds, ladybugs, beetles, dragonflies, butterflies) and decorating them.

A lesson in love. Ability to see

Perception of the beauty of nature.

Excursion into nature. Observation of living nature from the point of view of three Masters.

View slides and photographs with expressive details of spring nature (branches with budding buds, flowering catkins, blades of grass, snowdrops, tree trunks, insects).

Repetition of the theme “Masters of Image, Decoration and Construction learn from nature.” Brothers-Masters help to consider natural objects: structure (how it is built), decor (how it is decorated).

Hello summer! (topic summary)

The beauty of nature delights people; artists glorify it in their works.

The image of summer in the works of Russian artists. Painting and sculpture. Reproduction.

The ability to see. Development of spectator skills.

Creating a composition based on impressions of summer nature.

In search of new ideas for organizing visual arts lessons, we invite you to visit our special section dedicated to this topic.

Here you will find ready plans and lesson notes for each elementary school grade. Including events in the style of traditional folk crafts; or held specifically for any holiday; dedicated to seasonal changes in nature; illustrating children's literary works.

Drawing that becomes real art.

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All sections | Art. Fine arts in primary school

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