Lesson in fine arts on the topic “Decoration of a Russian hut.” Lesson at the museum “Russian hut decoration” stop – Housewares

Lesson in fine arts on the topic “Decoration of a Russian hut.”VIIClass.

The topic is designed for two lessons

Usedtextbook"Decorative and applied arts in human life." Goryaeva N.A., Ostrovskaya O.V.; Moscow "Enlightenment" 2003.

Type of activity: Binary lesson (double lesson).

Lesson type: Learning new material.

Model used: Model 1.

The purpose of the lesson: Introduce students to the interior of a Russian hut.

Lesson Objectives:

1.Give students a figurative idea of the organization and wise design of the interior space of the hut.

2. Give an idea of the life of Russian peasants in the 17th-18th centuries.

3. Use drawings to consolidate the acquired knowledge.

4. Cultivate interest in the life of peasants and the traditions of our people.

Providing a lesson:

For the teacher . 1) Reproductions of samples of household items.

2) Literature exhibition: “Russian Hut” by N.I. Kravtsov; T.Ya. Shpikalov “Folk Art”; Textbook for 8th grade; magazine “Folk Creativity” (1990, No. 2).

3) Demo PC.

For students. Albums. Pencils, eraser, paints (watercolor, gouache). Workbook on fine art.

Lesson plan:

Org. part – 1-2 minutes.

Communicate the goals and objectives of the new material – 1-2 minutes.

Teacher's story "Life of Peasants."

Practical work. Drawing the interior of a hut.

Summary of lesson 1.

Work in color.

Summary of lesson 2

I.Organizing time

Establish proper discipline in the classroom. Mark those who are absent. Communicate the goals and objectives of the new material.

II. Teacher's story "Life of Peasants"

Rice. 1. Interior view of the hut.

Since ancient times, we have read and watched Russian folk tales. And often the action took place inside a wooden hut. Now they are trying to revive the traditions of the past. After all, without studying the past, we will not be able to assess the present and future of our people.

Let's go up to the red carved porch. It seems to invite you to enter the house. Usually, on the porch, the owners of the house greet dear guests with bread and salt, thus expressing hospitality and wishes for well-being. Passing through the entryway, you find yourself in the world of home life.

The air in the hut is special, spicy, filled with the aromas of dry herbs, smoke, and sour dough.

Everything in the hut, except the stove, is made of wood: the ceiling, smoothly hewn walls, benches attached to them, half-shelves stretching along the walls, below the ceiling, floors, a dining table, stoltsy (stools for guests), simple household utensils. There was always a cradle hanging for the baby. We washed ourselves from a tub.

The interior of the hut is divided into zones:

At the entrance to the hut, on the left is located Russian stove.

rice. 3. Russian stove

What role did the stove play in the life of a peasant hut?

The stove was the basis of life, the family hearth. The stove provided warmth, they cooked food and baked bread in it, they washed children in the stove, and the stove got rid of illnesses. And how many fairy tales are told to children on the stove. No wonder it says: “The stove is beautiful - there are miracles in the house.”

Look how important the white bulk of the stove lies in the hut. In front of the mouth of the stove there is a well-arranged shelf - a wide thick board on which pots and cast iron pots are placed.

Nearby in the corner there are grips and a wooden shovel for removing bread from the oven. Standing on the floor nearby wooden tub with water. Next to the stove, between the wall and the stove, there was a dowel door. It was believed that behind the stove, above the golbets, lived a brownie - the patron saint of the family.

The space near the stove served as the female half.

Fig.4. Red corner

In the front right corner, the brightest, between the windows there was red corner, red bench, red windows. It was a landmark to the east, with which the peasants’ idea of paradise, blissful happiness, life-giving light and hope was connected; they turned to the east with prayers and incantations. It was the most honorable place - spiritual center of the home. In the corner, on a special shelf, there were icons in frames polished to a shine, decorated with embroidered towels and bunches of herbs. There was a table under the images.

Important events in the life of the peasant family took place in this part of the hut. The most valuable guests were seated in the red corner.

From the door, along the stove, there was a wide bench. The neighbors who came in were sitting on it. Men usually did household chores on it - weaving bast shoes, etc. The old owner of the house slept on it.

Above the entrance, in half the room under the ceiling, near the stove they strengthened wooden floors. Children slept on the floors.

Occupied a significant place in the hut wooden loom- krosno, on it women wove woolen and canvas fabrics, rugs (paths).

Near the door, opposite the stove, there was a wooden bed on which the owners of the house slept.

Fig.5.

For a newborn, an elegant dress was hung from the ceiling of the hut cradle. It was usually made of wood or woven from wicker. Rocking gently, she lulled the baby to the melodious song of a peasant woman. When dusk fell, they burned a torch. For this purpose the forged socialite.

rice. 6.

In many northern villages of the Urals, houses with painted interiors have been preserved. Look at the strange bushes that have bloomed.

III. Practical work.

Students are asked to make a pencil sketch of the interior of a Russian hut.

Various types of hut interiors are considered:

Explanation of building the interior of a hut using the example of different options.

VI. Reviewing the material covered with students.

Thus, we come to the next section of our topic, “Decoration of a Russian hut.” Now everyone is trying to revive the traditions of the cultural and spiritual life of the Russian people, but for this you need to understand and study everything. And the first question for the class:

What is the appearance of the hut?

What main material was used in the construction of the hut?

What natural materials were used in the manufacture of dishes and household items?

What zones was the interior of the hut divided into?

What rules did you apply when building the interior of the hut?

What riddles and sayings do you know on the topic “Russian hut?”

(“Two brothers look at each other, but they don’t get together” (floor and ceiling)

“One hundred parts, one hundred beds, each guest has his own bed” (logs in the wall of the hut)), etc.

VII. Continuation of the practical part - drawing the interior in color.

When painting, all shades of brown, ocher, and not bright yellow are used. Stages of drawing in color:

We paint the walls with different shades of brown.

We paint the floor and ceiling with a different shade of ocher.

The glass in the window is gray.

Furniture – the next shade of brown.

The stove can be painted light gray, light light brown.

VIII. Exhibition of children's works. Analysis.

Students hang their work in a designated area. Students are encouraged to analyze their own work. Using leading questions:

What did you want to show in your work?

What means of artistic expression did you use?

How are the works presented similar and how are they different?

Have you applied the laws of perspective in your works?

What are your impressions of this work?

Teacher rating. I liked the way you worked, I liked your work on the construction, the color scheme, and the ability to correctly convey the life of Russian peasants.

IX. Completion of the lesson and homework assignment.

At the end of the lesson, students are informed that we will continue work on getting to know the traditions of the Russian people in the next lesson. Communication of constructive,...

During the lesson, students tell a story about the history of Russian housing construction. Students' reports about everyday objects

Lesson

... on passed Topics and making drawings and riddles. Next stage lesson consists of from asking riddles By passed topics... recall Russians folk songs, ditties. Children By fulfill them as desired. PUZZLES Decoration huts Four...

Work program in fine arts for the 2013-2014 academic year (1)

Working programm

Maga. 2-3 subject. Decoration Russian huts House - ... By stylistic feature. Decorative art in the modern world. (8 hours) Introduction on lessons ... From decoration and interior Russian huts ...

Art work program for grades 5-9 1 hour per week

Working programm

World. (7 hours) Introduction on lessons with a wealth of varieties of ceramics, ... works By arts and crafts on topic"Let's decorate... From list below, select and underline the items included in decoration and interior Russian huts ...

Technological map of the lesson.

Lesson topic: Decoration of a Russian hut.
Item: art.
Class: 5th grade.

Basic textbook: Fine arts. Decorative and applied arts in human life. 5th grade / N.A. Goryaeva, O.V. Ostrovskaya; edited by B.M. Nemensky.- M.: Education, 2013. – 20 p.
Lesson objectives: Continue the study of decorative art and its place in society; introduce children to the traditional housing of northern peoples, the main fragments of decorating a wooden house
Educational
To help students gain knowledge about the ancient roots of folk art, to get acquainted with the traditional housing of the northern peoples; create a fragment of wooden house decoration in the process of performing creative work
Developmental
To promote the development of students' thinking skills, cognitive interest, the ability to find the necessary information, the ability to make a graphic drawing of a fragment of a wooden house decoration, the formation of various types of thinking, memory, attention and speech.
Educational
To promote a tolerant attitude towards each other, a culture of mental work, develop communication skills, develop the ability to perceive emotionally, the ability to explain, express one’s attitude and aesthetically evaluate the decoration of a traditional home.
Lesson type A lesson in discovering new knowledge.
Basic Concepts Hut, cage, basement, stupefying horse, pier boards, pediment, platbands, ornament
Interdisciplinary connections Art, history
Resources Multimedia projector; multimedia presentation; tables depicting elements of a traditional hut; table depicting the traditional dwellings of the northern peoples.
Problem-based learning methods, partially search-based, verbal, visual, explanatory and illustrative.
Planned results
Metasubject:
navigate traditional peasant household art, issues of a multicultural nature, reflecting the unity and diversity of cultures of the peoples of Russia;
Subject: the ability to identify in works of peasant applied art the close connection of utilitarian-functional and artistic-figurative principles, constructive, decorative and visual elements, form and decor.
Personal: development of aesthetic needs in communication with folk arts and crafts, creative abilities, observation, visual memory, imagination and fantasy, emotional and value attitude towards folk craftsmen and their creations, communication skills in the process of joint practical creative activity.

During the classes

1. Self-determination for activity.
Org. mom.(1-2 min) Organizes a situation of students’ self-assessment of readiness for upcoming activities. Performs readiness assessment/self-assessment based on the following criteria:
- the correct choice of educational supplies,
-correct and neat arrangement of objects on the desk,
-independent preparation,
- mood for the lesson. Communicative: argue your position.
Regulatory: be able to organize the place of study.

2. Updating knowledge.(5 min) Conversation about the ancient roots of folk art.
- “What did we talk about in the last lesson?”
- “Where did people also use these symbols?”
- “What did the Russian people call their house?”
A conversation about the traditions of Russian architecture, the concept of “traditional hut”. - “On ancient symbols of folk art”
- “On items and clothing, in home decoration”

Explain the meaning of the concept “Izba”.
Cognitive: determine affiliation based on identifying essential features.
Personal: respect the culture of folk art; understand the roles of culture and art in human life;
Communicative: cooperation with the teacher and students, expressing your thoughts, arguing, engaging in conversation, listening and understanding others, participating in dialogue.

3. Statement of the problem and educational task.
(5 min) --What do you think the lesson will be about, what is the topic of the lesson?
- What knowledge do we lack to depict a Russian hut? - “Decoration of a Russian hut” -
They talk about the topic, separating knowledge from ignorance.
-“Get acquainted with the traditional Russian hut dwelling and its details”
They formulate a goal, fix the learning task, and suggest their actions. Regulatory: together with the teacher, determine the goal of the action, articulate the plan, offer versions, learn to evaluate the success of your task, admit mistakes.

4. Discovery of new knowledge.
(7-8 min.) Acquaintance with the main elements of Russian housing, their symbolic meaning. (Presentation. “Decoration of a Russian hut.”) A story about a traditional hut.
They perceive the presentation. Analyze new information about the elements of Russian housing. They talk about the meaning of a peasant's home.
Regulatory: be able to plan and competently carry out educational activities in accordance with the task.
Cognitive: development of value orientations for joint cognitive activity to discover new knowledge.
Communicative: planning educational cooperation (constructing speech statements: the ability to listen and hear, answer questions posed, the ability to accept another, listen, manage one’s behavior.

5. Primary consolidation
(4 min) Working with the textbook p.29.
- “Why did people decorate and continue to decorate their homes?”
- “What can the three-part structure of a northern peasant hut and its decor tell us about?
Fizminutka
They quickly stood up, smiled,
They pulled themselves higher and higher.
Well, straighten your shoulders,
Raise, lower.
Turn right, turn left,
Touch your hands with your knees.
Sat down, stood up, sat down, stood up,
And they ran on the spot. Participate in dialogue.
“This was done to attract the forces of light and goodness to the house, and to protect ourselves from evil forces.”
- “The roof and the upper part of the house were associated in folk ideas with the sky, the cage with the earth, and the basement with the underworld.” Cognitive: find information in a textbook; analyze and generalize, draw conclusions, operating with objects and their images.
Regulatory: manage your activities
6. Independent work with self-test according to the standard.
(15 minutes)
- “Using watercolors or gouache, depict a fragment of the decoration of a wooden house - the platband. Make the trim decorations intricate, elegant, weaving familiar images into the pattern. Try to maintain symmetry." Drawing the platband. The use of painting and graphic materials, expressive means of ornamental compositions (laconicism, generalization, expressiveness of the visual motif; rhythm, symmetry) in creative work.
Regulatory: be able to rationally build independent creative activity.
Cognitive: independent creation of activity algorithms during creative work.
Personal: be able to observe and fantasize when creating figurative forms.
7. Inclusion in the knowledge system and repetition.
(7 min) - “Evaluate the results of your work and how to achieve them” (with commenting).
- “What new did you learn in class?”
- “What was the topic of the lesson?”
- “What was the purpose of your activity?”
- “Have you achieved your goal?”
- “What new concept did you learn about in class?” Exhibition of drawings.
View and discuss completed work.
Students' answers Communicative: control, correction, evaluation of classmates' actions, ability to argue their point of view.
Personal: be able to discuss and analyze one’s own artistic activity and the work of classmates from the standpoint of the creative tasks of a given topic, in terms of content and means of expression.
Cognitive: master the skill of creative vision from the position of an artist, i.e. the ability to compare, analyze, highlight the main thing, generalize.
8. Reflection on educational activities.
(2 min) To evaluate your achievements during the lesson, ask the following questions:
Today in class I...
I managed...
I can praise...
I'm not enough...
I did my best…
-“Analyze each of your activities in the lesson.”
(emoticon cards) Student answers Regulatory: learn to evaluate the success of your task, admit mistakes.
Cognitive: strive to master new knowledge and skills, to achieve higher and more original creative results.
Personal: goodwill, emotional and moral responsiveness.
9. Homework. Select illustrations for fairy tales depicting the interior decoration of a hut. Recording your homework in your diary. Personal: value and semantic guidelines.

Handout.

Introspection
This lesson is the second in the “Ancient Roots of Folk Art” section of the Fine Arts curriculum. When planning the lesson, the following factors were taken into account: the age of the children, the educational and psychological characteristics of the students.
This lesson is connected with the previous one and works for subsequent lessons on the topic: “The inner world of a Russian hut”, “Design and decoration of folk household items”, “Russian folk embroidery” and “Folk festive costume”.
The following teaching methods were used in the lesson: problem-based learning, partially search-based, verbal, visual, explanatory-illustrative, practical, the method of frontal organization of students, motivation for learning activities, cognitive-reflective.
During the lesson, various forms of work were used: frontal work, work in pairs, individual work.
In order to improve the quality of education for students, computer technologies were used in the classroom.
Type of activity- discovery of new knowledge, so it has the following structure:
1. Self-determination for activity. Org. moment.
2. Updating knowledge.
3. Statement of the problem and educational task.
4. Discovery of new knowledge.
5. Primary consolidation.
6. Independent work with self-test according to the standard.
7. Inclusion in the knowledge system and repetition.
8. Reflection on educational activities.
9. Homework.
At the stage of self-determination, the method of students’ emotional mood for work was used in the lesson activities.
At the stage of updating knowledge, to update knowledge, a problematic dialogue on the issues of the previous lesson was used to help move on to new material. Thus, conditions were created during the lesson for students to be active.
At the stage of problem statement and educational task, children talked about the history of the origin of words, read a textbook, identified a topic, and worked in pairs.
The types of speech activity of students in class are varied: listening, reading, dialogue. Reinforcement of new material was given in the form of practical independent work. Alternation and change of types of activities ensured the maintenance of students’ efficiency and activity in the lesson. Carrying out physical exercises helped relieve fatigue among students.
Throughout the lesson, dialogical communication with students was organized. Students freely expressed their opinions without fear of criticism from the teacher. All this helped create a favorable psychological climate in the classroom.
At the end of the lesson, the work on the topic was summed up and reflection was carried out, thereby directing students to feedback.
The structure of the lesson and its content that I have chosen are rational for solving the tasks and studying the stated topic.
The meta-subject approach to the lesson was carried out by attracting students’ knowledge from history and art lessons.
The objectives of the lesson were implemented, the program requirements were taken into account.
We can conclude that this form of training allows you to organize equal communication, create a favorable psychological climate and an atmosphere of cooperation.

Summary of a fine arts lesson in 5th grade on the topic: “Decoration of a Russian hut”

Shamsutdinov Ramil Farukovich, teacher of fine arts, Secondary School No. 75, Ulyanovsk.
Description of the material. I offer you a summary of a fine arts lesson in 5th grade. The material in this lesson is aimed at developing interest in folk culture, cultivating a sense of belonging to the history and culture of one’s people.
Lesson summary: “Decoration of a Russian hut.”
Lesson objectives:
-familiarization of students with the external decoration of a Russian hut;
- deepening students’ knowledge about traditional folk buildings;
-development of a sense of patriotism, interest in the history and culture of one’s people, in the treasures of folk art.
Tasks:
Educational: expanding students’ knowledge about carved and painted elements used to decorate Russian huts
Developmental: development of creative imagination, fantasy, ability to understand and appreciate beauty.
Educational: promoting aesthetic perception of reality through cognitive and practical activities; - fostering a respectful attitude towards the culture and customs of one’s people, a desire to increase spiritual and moral traditions.

Materials for the lesson:
- Samples of carved and painted home decorations
- Slides with elements of a Russian hut
- Paints, palettes
- Presentation
Musical range: Russian folk music.

Lesson Plan

1. Organizational moment.
2.Motivation of students. Updating existing knowledge.
The originality of the art of peoples living in different climatic zones of the country. Features of the structure of a peasant hut
Originality of decor.
The difference between the decorative decoration of the Russian hut in the Volga region and in the North of Russia.
3. Preparation for creative work.
4. Presentation of new material.
The thoughts, dreams, hopes of any person are connected with the present and directed towards the future. Thanks to the fact that when thinking about the future, we turn to the past, there are folk traditions, folk art, including the art of building a home. The art of every nation begins with architecture. Once upon a time in Rus', forests surrounded villages and villages with a tight wall. Russian architecture preserves the people's memory. Memory helps us live fully, create, and affirm new things.
One of the famous specialists V.S. Voronov wrote: “art born by a people’s collective is always brilliant, always retains enormous fruitful and undying energy of influence on individuality and is always an example of the greatness and power of true creativity.”
Folk art today represents the core connecting modern artistic culture with the origins of human civilization.
Russian hut...
-What is a house, a hut for a person in this boundless world?
- What is a house (dwelling) for a Russian person? (celestial chariot)
-Why?
Man, feeling unprotected from external forces, sought to create his own world, his own home - kind and cozy. And therefore, it is no coincidence that if you pay attention to peasant houses in villages and villages, you will not be able to find two houses identical in external decoration.
- Why do you think? (because each owner of the house tried to make his house beautiful, cozy, distinguished by its carved or painted decoration, that is, it had its own individual “face.”
The names of the structures and decorative elements themselves are interesting and mysterious.
The pediment is redundant, the front part is a face, the windows are eyes. It’s amazing that the appearance of the hut is so humanized. (slide show)
The masters covered not only interior items with wonderful carvings, but also the hut itself.
The peasant house was called dear, dear, as they call a dear person. Home - shelter in its significance was on the same level as such concepts as life, goodness, native land.
The Russian hut consisted of three parts:
the upper part is the life of the soul, therefore the brightest, most beautiful, elegant;
horse - heavenly chariot;
log house - they started building from it, this is a person’s life.
a cell is a windowless room in which barrels of jam and pickles were stored (in the northern regions of our country).
- Guys, tell me, what is the name of the element of decoration located on the roof itself? (horse, horse). (The conversation is accompanied by a slide show).
- Why did the Russian man put the horse on the roof of the house?
- Is it just for decoration or is there a deeper meaning?
Moreover, it was simply impossible for one person to hoist the skate. The whole world, the whole village, erected a huge larch log, with the image of a horse carved from the rhizome, and the whole world rejoiced at the successful completion of the work. (slide show)
This is what the great Russian poet S.A. wrote about this. Yesenin: “The horse in Greek, Roman, Egyptian and Russian mythology is a sign of aspiration, but only one Russian man thought of putting it on his roof, likening his hut under it to a chariot.”
It turns out that for a Russian person the image of a horse on the roof meant much more than decoration; it personified the sun, became a solar sign, under the protection of which the house and peasant family were located.
Russian culture is all protective, designed to protect people.
One of the common images of a Russian hut is the image of a mermaid - bereginya (slide show).
Our ancestors were able to capture their observations of the movement of the sun across the sky in the figurative structure of the pediment of the house.
Boards - towels decorate the front gable of the hut (slide demonstration).
Symbols of the sun and earth on carved towels of peasant huts.
The left end of the piers symbolized the morning rising sun, and the right end symbolized the evening setting sun.
-Why did peasants most often depict the sun in their ornaments (carved and painted)?
Because the well-being of the family of a peasant farmer depended on the sun. The dream of the sun was also explained by the fact that it was often rare and therefore so desirable in the harsh northern regions.
Pricheliny - “abysses” of huts (incantatory ornamentation).
The windows of the huts had frames with carved flowers, herbs or images of various animals.
Through the front windows, the light of the sun and news of village life entered the hut. The window connected the world of home life with the outside world, and that is why the decor of the windows was so solemnly decorated.
On the platbands one could see figures of birds pecking grapes and images of fantastic animals.
“You touched the fields with rays,
Smiled with cheerful fire,
You seemed like a circle and a diamond,
It even seemed like you were a horse,” wrote the poet B. Dubrovin.
5. Setting a creative task.
- make a sketch of the decoration of the pediment of the house - option 1
- make a sketch of the decorative design of the window (with carved frames - option 2)
- perform decorative design of windows with shutters - option 3
- make a sketch of the decorative decoration of the front facade of the house (pediment, red window, windows with carved elements on the front facade of the house) - option 4.
- present your drawing to your classmates.
6. Pedagogical guidance of students’ creativity.
7. Summing up the lesson.
- What did we succeed in today’s lesson?
- What failed and why?
- What did you learn in the lesson?
8. Analysis of student work, grading.
Russian people lived in close collaboration with nature and the surrounding world, expressing their ideas about it in symbolic images, as if calling upon the powerful forces of nature as allies.
Questions for reflection:
- Why do people decorate their homes?
- What can the decor of a peasant hut tell about?
- Name the elements of the hut.
Resources for preparing for the lesson:
ON THE. Goryaeva O.V. Ostrovskaya. Decorative and applied arts in human life. M. Education, 2006
M.A. Nekrasova Folk art of Russia. Folk art as a world of integrity. M., 1983

Subject: "Decoration of a Russian hut"

Lesson type: lesson on learning new material

Target :

Learn to understand and explain the integrity of the figurative structure of a traditional peasant dwelling, expressed in its three-part structure and decor.

Tasks:

formation of general cultural, educational, cognitive, information competencies of students;

learn to reveal the symbolic meaning, the meaningful meaning of signs-images in the decorative decoration of the hut;

get acquainted with the structure and decor of a peasant home;

learn to identify and characterize individual details of the decorative decoration of the hut as a manifestation of constructive, decorative and visual activity..

Visual range:

Slides with elements of a Russian hut

Multimedia presentation

Textbook N.A. Goryaeva, O.V. Ostrovskaya “Fine arts 5th grade. DPI in human life", M.: "Enlightenment, 2013

Equipment: computer, multimedia projector, screen, presentation “Decoration of a Russian hut”;

Dictionary : Cage - a covered rectangular wooden frame with windows, a door, and a floor.

During the classes:

I. Lesson organization. (3 min)

1. Greeting.

2. Checking students' readiness for the lesson.

II. Introduction to the topic. (6 min.)

Guys! Families in Rus' were large; fathers, grandfathers, and grandchildren gathered under one roof. It’s easier to keep a house together, work in the fields, and go fishing.

The ancient Slavs invested the deepest meaning in the construction of a house, because in this case a person is likened to the gods who created the Eternal Universe. Man built his world, creating something new that did not exist in nature and that should serve and protect the entire race.

Izba is a Russian wooden log house (mostly rural, but beforeXVII- XVIIIcenturies and urban).

What types of houses existed?

House "brus" - a house covered with a gable symmetrical roof,

The "koshel" house - a hut and a courtyard stand side by side, covered with a common gable roof.

A “verb” house is a house in which the utility part is located on the side and behind the entryway. The plan resembles the letter "G".

Now let's think about how the house was divided in popular ideas?

What do you think the roof was associated with in popular ideas? (with the sky)

What about the cage? (with the ground).

Podklet (underground)? (with the underworld).

The peasant house became like a small Universe, symbolizing the connection between man and the cosmos.

And now we will get acquainted with the decorative decoration of the hut.

III. Learning new material. (8 min.)

Lesson topic: “Decoration of a Russian hut”

Let's start with the roof. She is crownedstupid horse - the personification of strength, goodness and beauty, symbolized the sun moving across the sky.

Board-towel – decorates the front of the upper part of the hut;pier boards - go down the edge of the roof. They depicted symbols of the sun (round rosettes), symbols of the earth (a circle with a rhombus inside, rhombuses, rectangles).

The solar signs on the towel symbolize the midday sun, at the end of the pier on the left side - the morning rising sun, and on the right the evening setting sun.

Look at the illustrations on pages 24-26. This is how the Volga region huts were decorated. Notice how elegant the pediment and window casings are. Here we see floral patterns and images of fantastic creatures: half-humans, half-fish, magical birds, good-natured lions.

IV . Summarizing. (2 minutes.)

Today we introduced you to Russian folk wooden architecture using the example of a peasant hut.

And let's repeat, what symbolic images can be seen in the patterned decoration of the huts? (symbolic images of the sun, earth, birds, plants, animals, fantastic creatures)

V Task (19 min)

Make a graphic drawing of a fragment of a wooden house decoration.

VI Checking the task (2 min)

CROSSWORD “RUSSIAN HOUSE”

What was the name of the Russian traditional house?

Children:

- IZBA

Guys, what material was used in the construction of the Russian hut?

Children:

- TREE

Teacher:

The huts were made of wood. Hence the name "village". Russian people knew how to appreciate the amazing beauty and warmth of wood, its calm strength.

Look at the house

And find the windows in it.

Here is the red window

Everything is decorated.

Teacher:

- What were the names of the carved boards that decorated the windows?

Children:

-CASH

Teacher:

Windows are the eyes of the house. What kind of carved board is located above the windows? Name it?

Children:

- FRONT BOARD

Teacher:

Guys, how many of you remember the name of the patterned board that is located in the center of the roof?

Children:

- TOWEL

Teacher:

Look at the roof. It is crowned with a log in the shape of a horse's head. What is it called?

Children:

- ROOF END

Teacher:

- The house is well decorated

And protected from evil.

Patterned boards not only gave the house an elegant, festive look. But they protected and protected him.

Teacher:

Patterns can be different: floral, geometric, zoomorphic - they can depict fantastic creatures (mermaids, lions, fairy-tale birds, etc.)

Remember the importance of symmetry when depicting a pattern that will decorate your window.

Lesson in fine arts on the topic “Decoration of a Russian hut.” VII class.

The topic is designed for two lessons

Used textbook"Decorative and applied arts in human life." Goryaeva N.A., Ostrovskaya O.V.; Moscow "Enlightenment" 2003.

Type of activity : Binary lesson (double lesson).

Lesson type: Learning new material.

Model used : Model 1.

The purpose of the lesson: Introduce students to the interior of a Russian hut.

Lesson Objectives :

1.Give students a figurative idea of the organization and wise design of the interior space of the hut.

2. To give an idea of the life of Russian peasants in the 17th and 18th centuries.

3. Use drawings to consolidate the acquired knowledge.

4. Cultivate interest in the life of peasants and the traditions of our people.

Providing a lesson:

For the teacher . 1) Reproductions of samples of household items.

2) Literature exhibition: “Russian Hut” by N.I. Kravtsov; T.Ya. Shpikalov “Folk Art”; Textbook for 8th grade; magazine “Folk Creativity” (1990, No. 2).

3) Demo PC.

For students. Albums. Pencils, eraser, paints (watercolor, gouache). Workbook on fine art.

Lesson plan:

Org. part – 1-2 minutes.

Communicate the goals and objectives of the new material – 1-2 minutes.

Teacher's story "Life of Peasants."

Practical work. Drawing the interior of a hut.

Summary of lesson 1.

Work in color.

Summary of lesson 2

I.Organizational moment

Establish proper discipline in the classroom. Mark those who are absent. Communicate the goals and objectives of the new material.

II. Teacher's story "Life of Peasants"

rice. 1. Interior view of the hut.

The air in the hut is special, spicy, filled with the aromas of dry herbs, smoke, and sour dough.

rice. 2.

The interior of the hut is divided into zones:

At the entrance to the hut, on the left is located Russian stove.

rice. 3. Russian stove

What role did the stove play in the life of a peasant hut?

Look how important the white bulk of the stove lies in the hut. In front of the mouth of the stove there is a well-arranged shelf - a wide thick board on which pots and cast iron pots are placed.

The space near the stove served as the female half.

Fig.4. Red corner

Important events in the life of the peasant family took place in this part of the hut. The most valuable guests were seated in the red corner.

From the door, along the stove, there was a wide bench. On which the neighbors who came in were sitting. Men usually did household chores on it - weaving bast shoes, etc. The old owner of the house slept on it.

Above the entrance, in half the room under the ceiling, near the stove they strengthened wooden floors. Children slept on the floors.

Occupied a significant place in the hut wooden loom- krosno, on it women wove woolen and canvas fabrics, rugs (paths).

Near the door, opposite the stove, there was a wooden bed on which the owners of the house slept.

Fig.5.

rice. 6.

In many northern villages of the Urals, houses with painted interiors have been preserved. Look at the strange bushes that have bloomed.

III. Practical work.

Students are asked to make a pencil sketch of the interior of a Russian hut.

Various types of hut interiors are considered:

Explanation of building the interior of a hut using the example of different options.

VI. Reviewing the material covered with students.

What is the appearance of the hut?

What main material was used in the construction of the hut?

What natural materials were used in the manufacture of dishes and household items?

What zones was the interior of the hut divided into?

What rules did you apply when building the interior of the hut?

What riddles and sayings do you know on the topic “Russian hut?”

(“Two brothers look at each other, but they don’t get together” (floor and ceiling)

“One hundred parts, one hundred beds, each guest has his own bed” (logs in the wall of the hut)), etc.

Lesson II.

VII. Continuation of the practical part - drawing the interior in color.

When painting, all shades of brown, ocher, and not bright yellow are used. Stages of drawing in color:

We paint the walls with different shades of brown.

We paint the floor and ceiling with a different shade of ocher.

The glass in the window is gray.

Furniture is the next shade of brown.

The stove can be painted light gray, light light brown.

VIII. Exhibition of children's works. Analysis.

Students hang their work in a designated area. Students are encouraged to analyze their own work. Using leading questions:

What did you want to show in your work?

What means of artistic expression did you use?

How are the works presented similar and how are they different?

Have you applied the laws of perspective in your works?

What are your impressions of this work?

Teacher rating. I liked the way you worked, I liked your work on the construction, the color scheme, and the ability to correctly convey the life of Russian peasants.

IX. Completion of the lesson and homework assignment.

At the end of the lesson, students are informed that we will continue working on getting to know the traditions of the Russian people in the next lesson.

At the end of the lesson, folk music is played.

Students get up and put their work places in order.