World of Art(1898-1924) - an artistic association formed in Russia in the late 1890s. Under the same name there was a magazine published since 1898 by members of the group. The founders of the “World of Art” were the St. Petersburg artist A. N. Benois (he made illustrations for various works, mainly graphics. Then he began to create sketches of theater costumes and the scenery for the theater itself) and theater figure S. P. Diaghilev.

Bakst - created sketches for ballet costumes,

Dobuzhinsky – associated with books and lithography, famous picture"Man with Glasses"

Creates an image dead nature and the same dead person. Figure in backlight

K. Somov created portraits.

"Lady in Blue" feeling of pain

He also painted a portrait of A. Blok and “masquerade”

The artists of the “World of Art” considered the aesthetic principle in art a priority and strove for modernity and symbolism, opposing the ideas of the Wanderers. Art, in their opinion, should express the personality of the artist. These were mostly graphic artists and a few sculptors.

Lansere E. was not interested in modern life, he depicted fantasies of memories of the 18th century. He turned to the following topics: Masquerade balls, memories of the times of Louis 16, the architecture of that time, the fragility of human life, aristocracy.

The artists were not inspired by modern life; it seemed ordinary and boring. They were looking for something refined and aestheticizing reality. To be an artist you need to know everything, to be a kind of generalist. The classic period in the life of the association fell on 1900-1904. - at this time the group was characterized by a special unity of aesthetic and ideological principles. Artists organized exhibitions under the auspices of the World of Art magazine.

30. “Blue Rose.” Aesthetic program. Representatives.

In principle, such an association did not exist. It was very ephemeral. There was an artist Borisov-Musatov - an ideologist. after his death, a group of artists were inspired by his ideas and created an exhibition featuring paintings by Borisov-Musatov (posthumous exhibition).

Borisov-Musatov, born in Saratov, fell ill as a child, moved very poorly and was a hunchback, but nevertheless received an honors degree. education in Paris. I used canvas with interwoven threads, rubbed in a liquid primer, painted matte, the effect of a tapestry was obtained, as if the picture was woven and not painted. Mainly he depicted his sister, her friends and guests coming to the house, all in the style of the 17th-18th century, vintage dresses and paraphernalia. His paintings were a dream of the past, as if life existed only in the past. The colors are pale pastel, very soft paintings, as if enveloping. The background is often decoratively painted.

"Reservoir"

The pattern of the trees echoes the pattern of the capes, the picture seems to be cropped like in a camera. An atmosphere of silence, convention.

“Boy with a dog” harmony of nature

Self-portrait with sister, very bold composition, cropping format

"ghosts"

Borisov-Musatov's house, his sister, the atmosphere of flowing moisture, like a picture through a window in raindrops.

He knew how to create an atmosphere, escaped reality into an imaginary world.

"Blue Rose"- an exhibition held in 1907 in Moscow, in which painters P. Kuznetsov, N. Sapunov, S. participated. Sudeikin, N. Krymov, M. Saryan, sculptor A. Matveev and others. There were no more exhibitions.

The group of these inspired artists included:

Pavel Kuznetsov

Martiros Saryan

Sapunov and Sudeikin - theater artists from St. Petersburg

The exhibition was opened on March 18, 1907 in Moscow on Myasnitskaya Street in the house of porcelain manufacturer M. Kuznetsov and was organized at the expense of N.P. Ryabushinsky, a philanthropist, publisher of the magazine “Golden Fleece” and an amateur artist., title "Blue Rose", as expressing a poetic dream of unrealizable beauty.

The basis of the exhibition " Blue Rose” consisted of works by participants in an earlier exhibition - “Scarlet Rose”, held in 1904 in Saratov. (there were also works by Borisov - Musatov, as well as Vrubel, Saryan, Sudykin, works from the Abramtsevo workshop). The Moscow exhibition marked the beginning of the late phase of Russian symbolism. In comparison with the graphically linear works of masters from St. Petersburg, united in the “World of Art” and dominating the artistic life of the Russian Empire at the beginning of the 20th century, the works of young authors from Moscow amazed viewers with gentle, smoky, seemingly melting colors and unsteady, elusive forms. Most of the paintings presented at the exhibition were created in the Art Nouveau style in its Moscow version. At the same time, some of the works seemed to anticipate the emergence of avant-garde movements of the 1910s - expressionism, primitivism.

The display of works by young Moscow innovators caused intense controversy among the artistic intelligentsia.

Kuznetsov

"Mirage in the Steppe"

He made a trip to Kyrgyzstan and Kalmykia. He lived there for a long time and communicated with nomads, making hikes across the steppe. He depicted primitive everyday things, elements of rituals. The main idea: the world is not what a person sees, but what he feels while perceiving the world.

"Shearing"

Left for Egypt.

"Egyptian", geometric. Style, stylized figure, with conditional color and conditional light, against the background of a palm tree.

"Still life. bananas", the composition is implausible, but we believe in it

"Street in Cairo"

"Date palm"

"Self-portrait."

Landscape France. The blurry works somehow fit into the silhouette.

Sudeikin.

"Set design" for the ballet.

Voronezh region

GOBU NPO VO "PU No. 56"

Program

artistic and aesthetic education of students

The program was developed

literature teacher

Trubitsyna Maria Viktorovna

Program passport:

Name:

Program for artistic and aesthetic education of students

GOBU NPO VO

"Vocational School No. 56 of Rossoshi"

Implementation deadlines:

2011-2014 academic years

Performers:

teachers,

1st-3rd year students,

parents, librarians, Sunday parish school teachers

Legislative basis for the development of the program:

Law “On the Education of the Russian Federation”;

Constitution of the Russian Federation;

The concept of modernization of education

Full name of educational institution:

State educational state-financed organization

primary vocational education

Voronezh region

"Vocational School No. 56 of Rossoshi"

GOBU NPO VO "PU No. 56"

Educational institution address:

396659, Voronezh region,
Rossosh, pl. Oktyabrskaya, 152
tel./fax (47396/296) 2-77-89
e - mail

Organizational and legal form:

State educational budgetary institution

primary vocational education

Voronezh region

"Vocational School No. 56 of Rossoshi"

Founder:

Department of Education, Science

and youth policy of the Voronezh region

Explanatory note

In the modern world, where along with hopes there is anxiety about the fate of humanity and the planet, the education of future generations is most importantVspirit of humanism. Today's priority universal human values connectedWithsuch an understanding of man, which is equally based on his biological, psychophysiological and cultural unity.

In the conditions of aesthetic development and aesthetic education, unlike other forms of education, all these levels of human development as a representative of the race are involved.

The person of the future must be a creator, a person with a developed sense of beauty and active creativity. “I am convinced,” writes one of the leading representatives of English theoretical thought, Herbert Read, “that never before in world history has artistic education been as important as it is now, and how important it will be for the coming years... I don’t want to say that artistic education will solve all problems. But I think that we cannot survive as a civilized nation without developing to a considerable extent the aesthetic element of life."

Aesthetic activity- this is a spiritual-practical, emotional-rational activity of a person, the content of which is the construction of an individual picture of the world through the creation of expressive artistic images, and the goal is the harmonization of one’s relations with the world, modeling the image of “I”, the formation of the “I-concept of the creator”.

Artistic image underlies the aesthetic experience conveyed to adolescents and is a central, connecting concept in the system of aesthetic knowledge. An aesthetic attitude can only be formed in an attitude towards the perception of artistic images and the expressiveness of phenomena.

Artistic activity is an activity specific in its content and forms of expression, aimed at the aesthetic development of the world through art.

The ability to perceive is central to aesthetic development. work of art and the independent creation of an expressive image that is distinguished by originality (subjective novelty), variability, flexibility, mobility... These indicators relate to both the final product and the nature of the activity process, taking into account individual characteristics and age capabilities.

The artistic and aesthetic education program “Beauty will save the world” is built in accordance with the needs and interests of students, since the educational educational process aimed at knowledge, development, formation moral system assessments, self-realization and design of own activities of future construction workers.

The program is built on the following principles:

development and education creativity students;


collective activity and self-discovery in the stage and living space;


formation of a basic culture of personality and self-realization in the social space.

This program is designed for the 2011–2014 academic years and covers 1st–3rd year students. The “Beauty will save the world” program is aimed at developing moral, artistic and ethical values, accumulated diverse, including aesthetic impressions, knowledge, skills and abilities necessary in later life, to educate the moral culture of the individual, moral consciousness and culture of society with its refraction into behavior.

Positive emotions play important role in the life of a teenager, the teenager opposes them to the avalanche of negativity that splashes out on him today in the most different situations. The teacher must teach the children to express time in their own voice, in their own self.

Artistic and aesthetic education helps to discover and know oneself, gain confidence, overcome internal lack of freedom, fear, a teenager becomes more liberated, learns to formulate and express his thoughts publicly, appears creative activity, sociability, the uniqueness of one’s own personality and the uniqueness of other team members.

The artistic and aesthetic education program does not set the goal of studying methods, techniques and styles of any type of art, the main thing is the development of creative abilities, spiritual world and the formation of an interesting, extraordinary personality, ready for adult life.

Program goals:

To cultivate the need to assimilate new information, teach how to think and act, express one’s opinion, and analyze the life situation.

To form a creative personality capable of independently mastering moral values.

Tasks:

Develop the need to acquire knowledge.

Involve students in artistic and creative activities and introduce them to aesthetic culture.

Develop taste and creativity.

Instill love for your native land and nature.

Develop and improve intellectual, psychophysical, physical and creative activities.

Increase students’ motivation for cultural forms of recreation

The assigned tasks are accomplished through educational and extracurricular activities: from gameplay to educational. Performances, competitions, open lessons, concerts, miniatures, dramatizations, performances bring festivity into the lives of students and help to reveal individual abilities.

Organization of children's leisure time is carried out according to the after-hours plan educational work, compiled taking into account the traditions of the school, with the involvement of the maximum number of students.

Principles of artistic and aesthetic activity

1. Development principle

2. The principle of individuality

3. The principle of creativity and success

4. Principle of support and trust

5. Principle of responsibility

Basis for program development

The situation of social development, the intensifying processes of man's search for the meaning of existence and his place in the world, leads to the need to deepen artistic and aesthetic education.

Artistic and aesthetic education is education through art. Art – artistic creativity can be the main mentor in the formation of personality. The main thing is to help the young man and girl, teach them to see and understand beauty. It is art that should act as a “protective belt” for the younger generation, protect them from those media that spread ideas of violence, cruelty and can cause personal and psychological trauma, becoming a source aggressive behavior teenagers All types of arts form a person’s worldview, a system of emotional and value ideas about interaction with nature and society, and set the person up for self-improvement, self-education and harmony in relationships with nature.

Basic principles of the program:

Proportionality between classroom and extracurricular activities.

Technological equipment ( methodological developments, scripts, technical means, etc.)

Consistency (calendar dates, frequency of clubs, sections, events).

Accessibility (in accordance with psychological and pedagogical abilities).

Expediency.

Realism (in accordance with school resources).

Aesthetics (conduct, design, content).

Main pedagogical idea

Creating conditions for socially significant determination for the future. Formation of a scientific worldview, a value view of society, labor, material and spiritual wealth of the people, active civic position. Pedagogy of cooperation, methodology of collective creative work, project method, person-oriented technology

Main directions of the program

Artistic and aesthetic

education (HEV)

Organization

cultural leisure

Educational process

Construction of the educational process, both teaching art in individual subjects and integrated teaching, providing a holistic view of the diversity of all types of arts

Combination of various leisure activities (artistic, intellectual, etc.)

Extracurricular educational work

Speech at

school, city, district and regional events

Organization of the structure of the educational environment

Extracurricular work

Creation of subject lines, interaction with the youth center, museum, city library, etc.

Establishing connections with educational institutions. The work of circles and sections (for example, a circle Sunday school) on the basis of the school

Working with family

Parental education

The role of the family in raising a harmonious personality

Artistic and aesthetic education is carried out in the process of familiarization with nature, different types of art and active inclusion in various types of artistic and aesthetic activities. It is aimed at introducing people to art.

Special place The program focuses on introducing students to fiction as an art. Fiction contributes to the development of aesthetic and moral feelings, speech, intelligence, and establishes a positive attitude towards the world. In the structure of the program, fiction as a means comprehensive development occupies a place between moral, labor and artistic-aesthetic education. In the process of reading, students get acquainted with writers and poets, exchange opinions about what they read, the features of artistic prose and poetic speech.

In different study groups the program provides:

development of interest in various types of art (literature, fine arts, decorative applied arts, music, architecture, etc.);

the formation of artistic and figurative ideas, an emotional and sensory attitude to objects and phenomena of reality, the education of aesthetic taste, emotional responsiveness to beauty;

development of creative abilities in artistic-speech and musical-artistic activities;

teaching the basics of creating artistic images, developing practical skills and abilities in different types artistic activity;

development of sensory abilities: perception, sense of color, rhythm, composition, ability to simply express objects and phenomena of reality in artistic images;

joining the best examples domestic and world art.

Main events throughout the year

Events

Time spending

Holiday "Day of Knowledge".

September

Health Day

September

Concert program"Happy Teacher's Day"

October

Relaxation evening “Autumn rules the roost”

October

Holiday "Mother's Day"

November

Intellectual marathon (olympiads in subjects)

November

Contest New Year's newspapers

December

New Year's carnival

December

Osvoboditelnaya station

January

Celebrating Defender of the Fatherland Day

February

“Bird Day” Station “Vesennyaya”

March

March

Carrying out an event for Great Victory Day.

May

Health Day “In a healthy body, healthy mind»

May

Holiday Kind words

May

Excursions, hikes.

June

Calendar traditional events on artistic and aesthetic education of students:

September

Ceremonial line dedicated to the Day of Knowledge;

"Initiation into freshmen."

Competition "History of an old relic"

October

Festive concert for Teacher's Day;

newspaper competition "Teacher's Day";

drawing competition “Mom’s eyes”

exhibition of arts and crafts

November

"Autumn Kaleidoscope"

Photo presentation competition " Golden autumn»

Decade of a healthy lifestyle Campaign “I choose life!”

Poster competition “Say NO!”

Competition of poems, mottos

Preparation of booklets about the dangers of smoking, alcohol and drugs

December

Opening of Father Frost's workshop;

competition for the best New Year's card;

competition "The most elegant New Year's office"

January

KTD "The Origins of Folk Traditions". Folklore competition and game program “Tales of deep antiquity...”

Evening in the library “Once on Epiphany evening”

Essay competition “Liberators of the city of Rossosh”

holiday " Last call»;

February

Soldier's song competition “Feelings scorched by war”;

reading competition;

Decade of healthy lifestyle

drawing competition "Defender of the Fatherland Day"

Folklore and game program “Farewell to Winter”

March

Decade of healthy lifestyle

April

Competition for the funniest photo;

May

Festive concert “Victory Day”; reading competition;

KTD “Live and Remember!”;

drawing and poster competition

“War through the eyes of children”;

reporting concert"Festival of the Good Word"

Piggy bank of events

Oral journals:

· “The obvious is the incredible”

· “My ancestry”

· "Family traditions"

Games:

· "Welcome!"

· “Secrets around us”

· “What rules do we live by?”

· “Your civil rights”

Disputes:

· “Is it possible to change your character?”

· “What does it mean to control yourself?”

· “How would I like to see my friend, my team?”

· “Why is it important to protect the honor of the team and be a collectivist?”

· “Is it possible to become beautiful?”

· “What is human spirituality?”

· “What is beauty in fashion, in life, in art?”

“He who sows untruth will reap misfortune”

· “Reasonable and moral always coincide”

· “Who has it easier to live - a cultured person or an uncultured person?”

· “Do you have to love everyone?”

Proof Games:

· "Trial of people's vices"

· "Drug Addiction Trial"

· "Alcoholism Trial"

· “Lies in the dock”

· "Theft Trial"

Evenings:

· "Gold autumn"

· "Order of your grandfather"

· “My little Motherland”

Quizzes:

· “Classics of literature about good and evil”

· “Victory in the Great Patriotic War”

· “New Year’s. By country and continent"

· “Our little brothers”

Conversations:

· "Tell me about me"

· “How to study yourself”

· “What does it mean to be a good son, daughter?”

· “Know how to preserve the honor of your grandparents and the good memory of them”

· "Tell me about yourself"

· “There is strength in friendship”

· “To have a friend, you have to be one”

Crafts exhibitions:

· "Skillful fingers"

· “Nature and Fantasy”

"Generous Maslenitsa"

Meetings with interesting people:

· "Advice from the Wise"

· “Defenders of the Motherland are visiting us”

· “History through the eyes of my relatives”

· “National traditions in my family”

· “My ancestry”

Essay competition:

· “Me and my older brother”

· “I am responsible for the younger ones in the family”

· "My neighbours"

· “What does it mean to be human?”

· “Take care of your honor from a young age”

· “The most dear person”

Correspondence travel:

· “My relatives live here”

· “The roads of the great geographical discoveries»

· “By countries and continents”

Travel games:

· “Names of travelers on the map of our country”

· « Good morning, veteran"

· "Holiday surprise"

· « Snow fairy tale»

Conducting classroom hours:

"In alliance with beauty"

"How beautiful this world is"

"Beauty is all around us"

« Good manners»

Sparkles of colorful affairs

· "World Presentation"

· "Sociodrama"

· "Different opinions"

· "Public lecture"

· “Five minutes with art”

· “Invitation to tea”

"The tree you planted"

· “Tournament of Etiquette Experts”

· "Discussion swing"

· “Living room (poetic, musical, theatrical)”

· "Intellectual auction"

· « Big circle»

· “Dialogue with the Century”

· “Day of good surprises”

· "Journey into your past"

· “Problems and Arguments”

· "Free conversation"

· "Smeshinka"

· "Ethical training"

· “Envelope of Friendly Questions”

· “In one bundle”

Creative competitions:

· For the best poem about...the queen of sciences - mathematics

· Drawings on the theme... (“Victory Day”)

· On best congratulations Happy Teacher's Day).

· Acting skills.

· For the best report from... (workshop, canteen).

· Propaganda presentations.

· Young amateur photographers.

· For the best holiday wall newspaper.

· For the best scientific abstract about... (the dangers of smoking).

· Musical parodies.

· Bouquets (ikebana).

· Performers of folk songs.

· Drawings on glass (stained glass, New Year's origami).

The main lines of artistic and aesthetic education

1 course

The ability to perceive the beauty of nature. The beauty of nature in the works of poets, writers, artists. Development artistic abilities.

Respect for folk art and cultural monuments. Development of artistic abilities. The beautiful and the ugly.

The ability to create beauty. The beauty of everyday life. Development of artistic abilities.

General laws of beauty. Rhythm. Harmony. Development of artistic abilities.

2nd year

The ABC of theatre: script, director, characters, actors, performance, poster. Russian folk toy. Russians folk songs. Development of artistic abilities.

Russian folk crafts. folk song in the works of Russian composers. Development of artistic abilities.

Theater in Russia. Russians and Soviet performers world famous folk songs. Development of artistic abilities.

The revival of folk crafts today. Folk song and popular music Today. Development of artistic abilities.

Manifold theatrical life Today. Contemporary painting and sculpture. Development of artistic abilities.

3rd year

The concept of aesthetics. The role of folk art in the development of modern culture. Protection of cultural monuments. Ways to increase cultural level. Development of artistic abilities.

The concept of elite and mass culture. Man as the creator of his own appearance. Beauty, male and female. Dignified and vulgar life are like antipodes. The ideal man and woman. The ability to see and create beauty. Development of artistic abilities.

Expected results

Artistic and aesthetic awareness of students. Increasing artistic and aesthetic education: artistic taste, manner of communication, appearance, value orientation; artistic and aesthetic development (practical skills).

Increase in students motivated for cultural forms of recreation.

Aesthetic focus
educational process.

The unity of educational work presupposes an aesthetic impact on students in the process of teaching all academic disciplines. Everything matters - the content of the educational material, the ways and means of its presentation, the colorful figurative speech of the teacher, aesthetically designed visuals, modern technical means.

Work on aesthetic education should permeate every element of the lesson. The knowledge gained in the lessons of literature, history, social studies, and history of architecture is reflected in the educational and extracurricular activities of students.

We assign a serious role in the artistic and aesthetic education of students to extracurricular activities, where we strive to teach them to perceive and appreciate nature and art, and instill skills of cultural behavior (behavioral aesthetics).

The artistic and aesthetic direction is represented by interest clubs:

Literary and poetry circle “Fine Literature”

Creative workshop “Rainbow of Creativity”

Club at the Sunday parish school “Aesthetics of Everyday Life”

For the effectiveness of work on artistic and aesthetic education, a methodological base has been created:

artistic and aesthetic education programs;

thematic planning of work;

lesson notes, leisure and holiday scenarios.

To achieve the full development and upbringing of a student, it is necessary to coordinate the efforts of the educational institution and the family in which he is being raised.

Therefore, we build cooperation with the family in two directions:

involvement of the family in the educational and educational process organized by the educational institution.

increasing the psychological and pedagogical culture of parents is carried out through parent meetings and consultations.

The effectiveness of work on artistic and aesthetic education depends on the coordination of work with other institutions. The school staff works closely with the library. Prasolova, local history museum, youth center, other institutions of the city of Rossosh.

LITERARY AND POETRY CLUB

Creative workshop

Circle

at the Sunday parish school

"Everyday Aesthetics"

INTEREST CLUB HEAD

Trubitsyna Maria Viktorovna

literature teacher

Regulations on the literary and poetry club

1. General provisions

Club "Fine Literature" is a literary club of interests. The specifics of the club are determined by attention to the development of students’ creative abilities and the popularization of poetic and literary heritage.

2. Tasks:

expand and deepen program material on literature and the Russian language; develop independence and creative initiative of students; train the mind and memory; awaken interest in the subject, in works of literature; to develop skills of social behavior and useful activities.

Goals:

popularization of poetic and literary heritage;

nurturing love for one’s native land; instilling a culture of communication;

nurturing a sense of beauty;

development of stage skills;

nurturing an active life position;

updating what is known about the Russian language;

awareness of the Russian language as a national value;

nurturing love for the homeland;

formation of responsibility for historical memory;

development of the ability to construct coherent statements;

nurturing the linguistic culture of the individual;

developing an idea of ​​the richness and expressiveness of language;

developing interest in the native language;

encouragement to work independently with dictionaries and reference books;

expanding the vocabulary and horizons of students:

identifying modern ways of development of the Russian language;

formation of ideas about positive and negative phenomena in the modern Russian language;

instilling a culture of dialogue;

education of politeness, tactfulness

discussion, exchange of impressions about the works of modern writers;

watching film adaptations of works of art,

meeting interesting people,

design of thematic collections,

photo presentations, excursions.

4. Organization of club activities:

The club is based on regular members from among 1st-3rd year students;

all students interested in the topic proposed for discussion can take part in club meetings;

School teachers can take part in the work of the club;

The organization of the work of the club is carried out by the head of the club.

5. Club membership:

members of the club are school students;

admission to club membership is carried out at its meetings during the academic year;

Participation in the work of the club allows membership in other studios, circles and clubs.

6. Club management:

the club is managed by its director;

Club activities continue throughout the academic year;

The club's activists prepare for club meetings: organize events according to the plan; Responsible for the timely preparation of reporting materials based on the results of the six months; works to attract new club members; develops a club work plan for the current academic year;

the asset appoints someone responsible for holding the next meeting or takes on organizational responsibilities for its holding.

7. Control over the activities of the club

Control over the activities of the club is carried out by the Deputy Director for HR Management L.V. Grebenchenko.

Work plan for 2013 – 2014 academic year. year

month

Events

well

September

Meeting first year students. Organization of the work of the “Fine Literature” club

Drawing up a plan for 2013 - 2014.

Thematic selection “My city Rossosh”. Essay competition " Glorious names my small homeland"

Thematic line dedicated to the Day of the Elderly

Meeting “On the culture of behavior on the Internet” (on the occasion of Internet Day in Russia (September 30)

first

second

third

October

Art competition

poetic works"Gold autumn"

Thematic selection “Russia is famous for its teachers”

19 Dedicated to Lyceum students... Literary Lounge

23 – 55 years ago B. Pasternak was awarded the Nobel Prize in Literature. Thematic selection about the laureates Nobel Prize

first

first

second

november

Quiz “In the world of Russian words”

Creative workshop " Expressive reading poems" (as part of preparations for the amateur art show)

“My Mother” competition of poems, essays, creative and artwork

21 – World Greetings Day. Presentation on communication culture

100 years (1913) – “Childhood” by M. Gorky. Watching a film adaptation about the childhood of Maxim Gorky

second

first

second

third

December

Intellectual game "The smartest"

85 years old (1928) – “Who to be?” V.V. Mayakovsky. My Profession Oral Story Contest

5 – 210 years since the birth of F. Tyutchev, Russian poet (1803-1973). Poetry winter day. Reading competition.

Master Class. Preparation for an amateur art competition.

first

January

Club meeting. Watching a movie

2014 is the Year of Culture in Russia. Decree on holding the Year of Culture in Russia.

Design of bulletins “The streets of our city are named after them.” "They defended our city"

January 25 is Russian Students' Day (Tatyana's Day). Festive meeting of the club.

first

first

second

third

February

Oral story competition about the culture of communication.

Presentation competition for Valentine's Day “My Valentine”

February 21 – International Mother Language Day (since 1999) Conversation about the meaning of the mother tongue.

first

second

March

205 years ago the first book of fables by I.A. was published. Krylova. Competition for best performance Krylov's fables

Competition for artistic design of poetic works “Mom, dear mother...”

March 21 is World Poetry Day (since 1999). Poetic living room. My favorite poem

Visiting performances at the Rams Theater

first

second

third

April

"Orthodox traditions of celebrating Easter in Russia." Meeting with a Sunday School teacher.

Creative workshop for World Book Day (April 23). Meeting with a librarian

first

second

May

May 3 is World Press Freedom Day. Meeting with a librarian about new items in the library collection.

Reading competition “We are commanded to preserve this world”

"Feast of the Good Word"

Summing up the club's work.

Rewarding active participants

first

second

June

Participation in events dedicated to the Day of Judaism CHILD PROTECTION

“A smile will make everyone brighter”

Statements from school students different years:

Life is beautiful when you are in it!!!

Life is beautiful when your loved ones and family are happy!!! This is what makes life wonderful!!!

Life is wonderful when your dreams come true!!!

Life is beautiful, the main thing is to be able to survive those times when it seems different!!!

Life is truly wonderful!!! You need to see only a positive lesson in everything!!!

Life is beautiful, if you always think positively)))) what you think about, you will attract - that is the secret of life, you should always smile, even when you are sad.

Life is beautiful when your family loves you!!!

Life is beautiful when people respect each other.

Expected results

By bringing up beauty, we teach teenagers subtle observations, deep penetration into the world of art, and cultivate the desire to create beauty around them with their own hands. The main thing here is the creation of favorable conditions for the development of the creative nature of students, the creation of a relationship between art and educational subjects, aimed at ensuring holistic artistic and creative development. We believe that the life of a young person should be bright, colorful, and emotional. It is important that adolescents are included in this process and are active participants. It is necessary that they sing, dance, create works of art (even if not masterpieces). Vocal, theater, dance, and fine arts classes should become a means of self-expression and self-affirmation. Concerts and art festivals, literary salons, musical lounges and exhibitions of drawings, photos, and elegant crafts - all these are our school traditions.

Conclusion

The work of the entire team in artistic and aesthetic education for many years is yielding results. By the end of training, the level of education of students increases, the number of offenses decreases, positive habits appear, work and creative skills are formed, and the ability to communicate and live among people develops.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

Textbook information	Number of copies in the library at the time of program approval
Name, neck		The year of publishing
Aesthetics

Additional:

1. Bazin, A. What is cinema? / A. Bazin. – M.: Progress, 1972. – 200 p. 1 copy in the library of KemSU.

2. Berdyaev, creativity, culture and art /. – M.: Mysl, 1994. – 400 p. 1 copy in the library of KemSU.

3. Bransky, and philosophy. The role of philosophy in the formation and perception of a work of art using the example of the history of painting / . – Kaliningrad, Amber Tale, 1999. – 674 p.

4. Borev. In 2 volumes - Smolensk: Rusich., 1997

5. Vlasov, encyclopedic dictionary of fine arts /. - Tt. 1-8. – St. Petersburg, ABC-classics, . 1 copy in the library of KemSU.

6. Voronova, O. The art of sculpture / O. Voronova. – M.: Art, 1981. – 164 p. 1 copy in the library of KemSU.

7. Gavryushin, Russian religious aesthetics // Philosophy of Russian religious art. - Vol. 1. – M.: Progress, 1993. – p. 7-33.

9. Ziberkvit, M. World of music / M. Ziberkvit. – M.: Muzyka, 1988. – 194 p. 1 copy in the library of KemSU.

10. Illustrated history of world theater. – M.: Art, 1999. – 370 p. 1 copy in the library of KemSU.

11. History of aesthetics. Ed. . - M.: graduate School, 1965. – 260 p. 1 copy in the library of KemSU.

12. Korzukhina, I. The art of dance / I. Korzukhina. – M.: Art, 1979. – 178 p. 1 copy in the library of KemSU.

13. Kostin, V. Language of fine arts / V. Kostin. – M.: Art, 1978. – 180 p.

14. Krivtsun, . / . - M.: Aspect Press, 19c. (132 copies in the KemSU library, 10 copies in the educational and methodological office of the department).

15. Encyclopedic dictionary of painting. Ed. M. Laclotte, J.-P. Cousin. – M.: Terra, 1997. – 890 p.

16. Aesthetics. / , ; Ed. . - M.: Center, 1998. – 240 p. (10 copies in the library of KemSU, 5 copies in the educational and methodological office of the department).

17. Aesthetics. Dictionary. Ed. – M.: Progress, 1987. – 300 p. 1 copy in the library of KemSU.

18. Yakovlev, . / . - M.: Gardariki, 19c. (5 copies in the KemSU library).

19. Yakovlev, / . – M.: Higher School, 2000. – 315 p. 1 copy in the library of KemSU.

Forms of current, intermediate and milestone control

Questions for individual and independent work

1. Main schools and concepts in the aesthetics of Ancient Greece

2. Aesthetic views of the Middle Ages

3. Aesthetic views of the Renaissance

4. Basic aesthetic concepts of the 19th - 20th centuries

5. The formation of tragedy and comedy as a genre

6. Additional aesthetic categories: beautiful

graceful, terrible, complete

7. Features of Eastern and European engravings

8. Iconography as a special type of painting

9. The connection between architecture and sculpture

10. Architecture and landscape

11. The concept of “cultural spectator”

12. The relationship between the artist and society

13. Main film genres and their development

14. Reasons for changes in human attitudes in the 20th century

15. The paths of realism in the 20th century

16. Formal search in art and its meaning

17. Aesthetics as a holistic view of the world

Sample questions for the exam:

1. Aesthetics as a science.

2. Variety of forms of aesthetic activity.

8. Multifunctionality of art: educational and inspiring functions.

9. Multifunctionality of art: social-transformative, compensatory and cognitive-heuristic functions.

10. Multifunctionality of art: artistic-conceptual and information-communicative functions.

11. Multifunctionality of art: function of anticipation, aesthetic and hedonistic functions.

12. Art as a social phenomenon.

13. Artistic image as a form of artistic thinking.

14. Theory and psychology of artistic creativity.

15. Theory and psychology of artistic perception.

16. Morphology of art.

17. Historical dynamics of the arts.

18. Kalokagathia as a principle of artistic consciousness of the ancient Greek era.

19. Aesthetic concept Aristotle.

20. Byzantine aesthetics.

21. Aesthetic system of Romanesque and Gothic.

22. Medieval literature. Principles of aesthetic development of material.

23. Artistic ideals European Renaissance.

24. Aesthetic principles of Baroque.

25. Aesthetic principles of classicism.

26. Aesthetics of the European Enlightenment.

27. The concept of art of romanticism.

28. Hegel’s aesthetic system.

29. Origins of non-classical aesthetics.

30. Aesthetics of modernism and postmodernism of the twentieth century.

World of Art". Aesthetic program. Representatives.

World of Art(1898-1924) - an artistic association formed in Russia in the late 1890s. Under the same name there was a magazine published since 1898 by members of the group. The founders of the “World of Art” were the St. Petersburg artist A. N. Benois (he made illustrations for various works, mainly graphics. Then he began to create sketches of theater costumes and the scenery for the theater itself) and theater figure S. P. Diaghilev.

Bakst - created sketches for ballet costumes,

Dobuzhinsky – associated with books and lithography, famous painting “Man with Glasses”

Creates image of the dead nature and the same dead person. Figure in backlight

K. Somov created portraits.

"Lady in Blue" feeling of pain

He also painted a portrait of A. Blok and “masquerade”

The artists of the “World of Art” considered the aesthetic principle in art a priority and strove for modernity and symbolism, opposing the ideas of the Wanderers. Art, in their opinion, should express the personality of the artist. These were mostly graphic artists and a few sculptors.

Lansere E. was not interested in modern life, he depicted fantasies of memories of the 18th century. He turned to the following topics: Masquerade balls, memories of the times of Louis 16, the architecture of that time, the fragility of human life, aristocracy.

The artists were not inspired by modern life; it seemed ordinary and boring. They were looking for something refined and aestheticizing reality. To be an artist you need to know everything, to be a kind of generalist. Classical period in the life of the association occurred in 1900-1904. - at this time the group was characterized by a special unity of aesthetic and ideological principles. Artists organized exhibitions under the auspices of the World of Art magazine.

Read also: Historical situation and originality of English literature of the 17th century. Themes. Plots. Representatives. Puritans and the theater. The culture of a railway transport worker: moral and aesthetic culture, the culture of relationships at work and in everyday life. Lecture 8. The role of color in design objects. Aesthetic expressiveness, artistic imagery and compositional integrity of design works. World of Art". Aesthetic program. Representatives. Modernism in European art. General characteristics. Aesthetic program, creative techniques. Representatives. Precision as a specific French phenomenon of the 17th century. Characteristics of aesthetics, main genres, representatives. Voiture. Durfe. Scuderi The philosophy of the Renaissance, its characteristic features and representatives.

« Jack of Diamonds» - initially this name was given to an exhibition of artists (December 1910 - January 1911), who later became part of the creative association of the same name, since 1911 - the Society of Artists “Jack of Diamonds”. At first, the association included mainly Moscow painters - later it included St. Petersburg artists and representatives of other cities, and many artists from Western Europe (French and German) took part in the exhibitions. Existed until December 1917.

Name: until 1917, convicts were called “jacks of diamonds”

old French card jargon, according to which jack (fr. valet- servant, lackey) denomination in combination with the suit of diamonds (fr. Carreau- squares) was considered and called - “fraudster”, “rogue”.

They relied on the style of popular prints, primitive folk art, and signs. The artists of “Jack of Diamonds” rejected the traditions of both academicism and realism XIX century. Their work is characterized by pictorial and plastic solutions in the style of P. Cezanne (post-impressionism), Fauvism and Cubism.

The style is rough, paints are applied pasty, there is a violation of proportions and perspective, asymmetrical compositions, rough forms, only oil and local paints.

Konchalovsky

Osmerkin

Larionov

Goncharova

Rozhdestvensky and others

Larionov is Goncharova's husband. Depicts soldiers and soldiers on vacation, writes as if he is not trained from. Art, depicts the primitive existence of man.

"Soldier on Rest"

“self-portrait” by Larionov, the work seems to be carved from wood, as if it were the work of a craftsman

Goncharova

“Whitening the Canvas” simplified composition, mask-like faces, heavy painting.

“Spanish Flu” A semi-abstract painting, there is no direct perspective, the colors are conditional. Much is devoted to the depiction of peasants. The Jack of Diamonds was often painted by mentally ill children. They depicted naked bodies a lot, but they depicted them as barbarians or savages.

Konchalovsky and Mashkov companion portrait. We traveled around Italy and painted this portrait during the trip. They portrayed what they were passionate about, created the energy of themselves and what they created, in a raw, straightforward way. They depicted notes, weights, musical instruments and paintings. Themselves are athletic in shape

Mashkov - mostly painted still lifes rougher than Cezanne's

In 1912, a number of artists who gravitated towards primitivism, cubo-futurism and abstractionism broke away (brothers Vladimir and David Burliuk, Natalya Goncharova, Mikhail Larionov, Kazimir Malevich, etc.), organizing an exhibition called donkey tail.

The association collapsed in 1917, shortly after Pyotr Konchalovsky and Ilya Mashkov left the “Jack of Diamonds” in 1916.

On the initiative of former members of the “Jack of Diamonds”, an association was formed in 1925 "Moscow painters", later transformed into "Society of Moscow Artists"(OMH).

32) Modernism in Russian art.
three main stages: early - 80s, mature - 90s and late - the beginning of the 20th century. In Russia, the prehistory of modernity coincided with the initial stage of its history. Before Art Nouveau in the 80s, critical realism dominated in painting, early impressionism was formed, Art Nouveau in Russia was formed in line with national concepts, for artists of the emerging Art Nouveau was more important national tradition.
New humanism, It is based on awareness of the dignity of the individual, first of all, sympathy for the people because of their serfdom. His freedom and education have been the guiding star of the Russian intelligentsia since the Decembrist uprising. The development of social life, which was suppressed in every possible way by the feudal-church reaction, is increasingly taking on the character of a liberation movement, which, in addition to the peasantry, by the end of the 19th century also involved the working class, which in European countries had already given rise to a broad social democratic movement.
Art Nouveau in Russia is not only the aesthetics of nouveau riche mansions and apartment buildings, here money made money in line with capitalist development; Art Nouveau - and the aesthetics of the theater, with the revolution in the theater (Moscow Art Theater), with the theater (Komissarzhevskaya) and drama (Chekhov, Gorky, Andreev), which became the mouthpiece of liberation ideas.
The vast majority of artists openly sided with the people, even from the world of art circles, not to mention Valentin Serov, who through the windows of the Academy of Arts saw a cavalry attack and soldiers shooting at a crowd of workers with their families. The graphics of the 10s clearly demonstrate the emergence of democratic art in Russia with aesthetic and moral parameters that would soon be perceived as Soviet.
“The World of Art,” breaking away from Wandering, represents modernity in its most poetic period.
“Jack of Diamonds” rejected the style of “World of Art”, any mysticism in the mood and symbolism of “Blue Rose”. The task was set to overcome impressionism in all its modifications and return painting to the subject, as in folk art. the artists of “Jack of Diamonds” “looked for inspiration in folklore, in popular prints, in gingerbread products from Arkhangelsk...
"Union of Russian Artists"
"Blue Rose"
Representatives: Serov, Levitan, Serebryakova (peasant theme of women's and children's purity and beauty), Vrubel, K.F. Yuon
in architecture - Shekhtel (built private mansions, Yaroslavsky railway station)
We remember that the work of Mikhail Vrubel was rejected by his contemporaries as decadence, which generally extended to young artists, including even Valentin Serov. Vrubel's style, which formed an organic part of the Russian version of the Art Nouveau style.

Vrubel was not keen on plein air painting like Vasnetsov; he was also far from the realism of the Itinerants, who, in his opinion, neglected formal tasks. At the same time, Vrubel has noticeable academic traits - in the a priori nature of beauty. But Vrubel consistently overcomes academicism. Ornamentality becomes a distinctive quality of Vrubel’s graphics and painting.
* “Girl against the background of a Persian carpet” - at the same time puts forward the ornamental principle as the principle of the composition of the picture as a whole. Sketches of ornaments made by Vrubel were realized in ornamental panels located along the ships of the vaults of the Vladimir Cathedral. The artist created the ornaments in a new style, choosing images of peacocks, lily flowers and a wickerwork of plant forms as the initial forms. “Models” taken from the animal and plant world are stylized, schematized, one image is, as it were, woven into another. Vrubel uses curved lines.

33) Characteristics of Russian domestic and foreign art of the 19th and early 20th centuries. Styles and directions. Chronology.
Russian art at the turn of the 19th-20th centuries. Genre painting 1890-1900 Polemics between individual artistic groups and increased activity in artistic life are signs of the turn of the century. The task is to bring art closer to life, to bring art into life and transform it with the beauty of the surrounding world. Modern style. Changes in painting. Role everyday genre in Russian art at the turn of the 19th-20th centuries. Lyrical landscape in the works of I.I. Levitan (1860-1900). The works of M. Vrubel and V. Serov.
Artists of the "World of Art" (1898-1924). Modern style.

Russian theme in art of the late 19th and early 20th centuries. (M. Nesterov, A. Ryabushkin, B. Kustodiev).

Associations and directions in Russian art of the early 20th century. Russian avant-garde of the early 20th century. Associations “Blue Rose” (1907), “Jack of Diamonds” (1910), “Donkey’s Tail” (1912).

K. Malevich (1878-1935) and Suprematism. Creative program of V. Kandinsky (1866-1944) and “The Blue Rider”.

P.N. Filonov (1883-1941), - the founder of analytical art. MAI Group. Russian art of the 1920-1930s. Socialist realism.

34) Directions of modernism. Chronology. Representatives.
(from the French Moderne - newest, modern) - an artistic and aesthetic system or a set of art movements that emerged in the 1920s, seeking unconventional methods artistic exploration of reality.
The birth date of modernism was 1863 - the year of the opening of the “Salon of the Rejected” in Paris. the main goal is original works based on internal freedom and a special vision of the world by the author and carrying new means of expression, often accompanied by a challenge to established canons.

In a narrow sense, modernism is considered as an early stage of avant-gardeism, the beginning of a revision classical traditions. Decadence and avant-gardeism are considered his early stages. In Russian aesthetics, “modern” means the artistic style of the late 19th - early 20th centuries that historically preceded modernism (Russian Art Nouveau, Art Nouveau, Art Nouveau, Secession, etc.), so it is necessary to distinguish between these two concepts in order to avoid confusion.

Modernist movements in art:

· Abstract art

· Abstract expressionism

Avangard

Acmeism

· Dadaism

· Post-Impressionism

· Surrealism

· Futurism

· Expressionism

· Symbolism

· Primitivism

Representatives:

· Artists

· Vasarelli

· Vlaminck

· Kandinsky

· Kirchner

· Lisitsky

· Malevich

· Mondrian

· Picasso

35) Fauvism. Figurative-plastic language. Representatives. Fauvism (from the French Fauves - wild) is the name of the movement that was assigned creative group young Parisian artists A. Matisse, A. Derain, M. Vlaminck, A. Marquet, R. Dufy, C. van Dongen, who jointly participated in exhibitions in 1905-1907. The group did not have a clear program. The artists were united by the desire to create images using bright, open color. Nature is a reason for creating expressive compositions. The works of these artists were distinguished by the absence of cut-off modeling and the desire to harmonize color spots. The Fauves had one step left before abstractionism.

Henri Matisse (1869-1954), a member of the Parisian group of artists who called themselves the Fauves, abandoned the modulation of colors in order to once again create impressive, simple and clear surfaces of color, arranged in a subjectively felt balance in relation to one another. Together with Braque, Derain, Vlaminck, he belonged to the Parisian group of “Wilds”. As a result of many years of intensive work, Matisse gradually moved away from light-shadow modulation. His motto was: “The flatter, the more artistic.” He gradually moves to a flat-decorative style of painting, turning the picture into a decorative pattern.

36) A. Matisse
Matisse was the son of hereditary artisans. His mother in free time painted the plates. Henri Matisse receives a law degree and becomes a clerk. During his illness, he reads a beginner's guide to painting. His father sends him with letters of recommendation to study in the studio of the artist Bouguereau (1891), but he is looking for something else. Matisse enters the School of Fine Arts in the workshop of Gustave Moreau. Moreau respects the talent of another. An atmosphere of creativity and experiment reigns in his workshop. Matisse turns to the experience of the Impressionists in 1897 (still life “Blue Pot and Lemon”). Matisse painted kilometers of laurel leaves and was a watchman at the theater. He paid a lot of money for Cezanne's Bathers. The picture inspired him to create edevrov. In 1905, Matisse goes to the Mediterranean Sea. His “Collidra View” is the flight of a liberated man. The dam broke and an avalanche of the brightest, purest colors rained down on the world. Unthinkable, crazy, forbidden by everyone art academies the world's colors found their place on the master's canvases. In 1905, an exhibition was held in which Matisse, Derain, Vlaminck, Rouault and other artists participated. Matisse showed her the painting " Open window" The critic Louis Vauxcelles called the paintings wild, and their authors wild or fauves. There was nothing outrageous about Matisse, which is also typical of Russian avant-garde artists. From his youth, he loved to dress elegantly and adored stylish things. He did not set out to amaze and puzzle. His finds and discoveries are the result of honest work. In 1907, Matisse began collaborating with the famous Russian art collector Sergei Ivanovich Shchukin, who provided the master with normal work without disruption until 1912. Matisse’s style is characterized by extreme simplicity of form, compositional clarity and balance, the absence of cut-off modeling, flat spots of pure color and major key (“Dance”, “Music”, “Still Life with Carpet”, “Red Room”).

37) Cubism. Figurative-plastic language. Representatives.
Picasso is considered the inventor of cubism with his painting “Les Demoiselles de Avennon” (1907), but this is most likely an expression of the search of many artists. The theorists of Cubism are the painters J. Metzinger and A. Gleizes. The Cubists tried to understand the internal structure of objects; they tried to expand the limits of optical vision. To the three dimensions of Renaissance space, the Cubists added a 4th – time. In 1911 they exhibited their works at the Salon of the Rejected. The Cubists - Pablo Picosso, Georges Braque, Juan Gris, M. Duchamp - used color for their combinations of light and shadow. They were primarily interested in form, transforming objects. They achieved the impression of convexity using tonal gradations. First of all, they reduced the variety of shapes to the elements of rectangle, triangle and circle. Cézanne's polychrome richness, which spanned the entire spectrum, they reduced mainly to black, white, grey, ocher, brown and blue. They used the contrast of light and shadow in all the possibilities of its multi-tonality. Paintings began to be likened to relief, and their content was reduced to a few household items. Musical instruments, due to their sophistication and functional beauty of form, inspired painters and became objects of still lifes. As a contrast to the linear forms and solid surfaces, pieces of fabric, imitation pieces of wood and wooden gratings were used. Later, real objects began to be added to the painted geometric shapes, such as plywood, glass, sheet metal, fabric, pieces of wallpaper and newspapers, and individual typographic letters. The shapes of objects were separated from their natural, organic environment and coordinated with abstract geometric shapes. The Cubists developed new forms of shallow multidimensional perspective, which made it possible to present an object in the form of many intersecting and translucent planes, concentrated along the axis of the composition. The object was depicted simultaneously from many points of view as a combination of geometric shapes. According to the Cubists, the painting presented not only the external appearance of the object, but also knowledge about it. The constructive similarity and interconnection of all objects is something that Cubists pay attention to. The first stage of the development of cubism is associated with analytical compositions, the second stage is characterized by abstract still lifes.

Picasso paints the paintings “Dance with Veils”, “Woman with a Fan”, “Three Women”. In 1908, the Bateau-Lavoir association was created. In 1911 it was formed a new group cubists in the workshop of Villon, who was joined by Duchamp, Gleizes, Metzinger, Le Fauconnier, Léger, Picabia, Kupka.

Cubism manifested itself most consistently in the work of J. Braque (1882-1963) (“Bach Arias”, “The Portuguese”).

38) P. Picasso
"blue period" -1903-1904
"pink period" - 1904-1907
"Picasso's neoclassicism"
* Portrait of Gertrude Stein.
* Guernica

"Blue" and "pink" periods

In 1900, Picasso went to Paris, where he visited World's Fair. It was there that Pablo Picasso became acquainted with the work of the Impressionists.
Blue period. Barcelona was named "blue" in 1903-1904. The works of this time clearly express the themes of old age and death, and are characterized by images of poverty, melancholy and sadness (“Woman with a Bun of Hair,” 1903; Picasso believed: “he who is sad is sincere”); people’s movements are slowed down, they seem to be listening to themselves (“Absinthe drinker “Beggar Old Man with a Boy”, 1903; “Tragedy”, 1903). The palette contains blue shades. Depicting human suffering, Picasso during this period painted blind people, beggars, alcoholics and prostitutes. Their pale, somewhat elongated bodies in the paintings are reminiscent of the works of the Spanish artist El Greco.

*A work of the transition period - from “blue” to “pink” - “Girl on a Ball” (1905

pink period
In 1904, Picasso settled in Paris, the so-called “Rose Period” began, in which the sadness and poverty of the “Blue Period” was replaced by images from the more vibrant world of theater and circus. The artist preferred pink-gold and pink-gray tones, and the characters were mainly traveling performers - clowns, dancers and acrobats; the paintings of this period are imbued with the spirit of the tragic loneliness of the disadvantaged, the romantic life of traveling comedians (“The Family of an Acrobat with a Monkey”, 1905).

From experiments with color and conveying mood, Picasso turned to the analysis of form: conscious deformation and destruction of nature ("Les Demoiselles d'Avignon", 1907), a one-sided interpretation of Cezanne's system and a passion for African sculpture lead him to a completely new genre. Together with Georges Braque, whom he met in 1907, Picasso becomes the founder of Cubism - artistic direction, who rejected the traditions of naturalism and the visual-cognitive function of art.

enlarges and breaks volumes, dissects them into planes and edges that continue in space, Perspective disappears, the palette tends to monochrome, and although the original goal of Cubism was to reproduce the feeling of space and heaviness of masses more convincingly than with the help of traditional techniques, paintings Picasso is often reduced to incomprehensible puzzles. To restore contact with reality, Picasso and Georges Braque introduced typographic fonts, elements of “tricks” and rough materials into their paintings: wallpaper, pieces of newspaper, matchboxes. Still lifes begin to predominate, mainly with musical instruments, pipes and tobacco boxes, sheet music, bottles of wine, etc. - attributes inherent in the lifestyle of the artistic bohemia of the beginning of the century. The collage technique connects the facets of a cubist prism into large planes (Guitar and Violin, 1913) or conveys in a calm and humorous manner the discoveries made in 1910-1913 (Portrait of a Girl, 1914). In the “synthetic” period, there also appears a desire for harmonization of color, balanced by compositions that at times fit into an oval. The actual cubist period in Picasso’s work ends shortly after the outbreak of the First World War

39) Expressionism (expression)
-it was considered impossible to make the viewer shudder through realism. Some people call it “new substance”. This is a dissonance of colors and shapes, but with recognizable elements. It was believed that art was no longer needed, therefore colors were minimal, painting was fading away.
Representatives:
Associations: “Blue Rider” - formed by Kirchner and Helkel.
Composition: Schmidt Rottler, Mark Franz, Max Pechstein. James Ensor, Edvard Munch.
one of the directions of avant-gardeism. The first generation of expressionists correlates with the activities German group"Bridge" (1905-1912). Their rich and multi-colored painting gives way to a flat and graphic style of painting. The Bridge group was organized in Dresden by students of the Faculty of Architecture of the Higher Technical School. The expressionists considered the Belgian James Enser with his masks and Edvard Munch, whose paintings are called “cries of time,” to be their predecessors. From 1906 to 1912 Most exhibitions are held either in Dresden or Cologne. Expressionism is characterized by broken lines, color contrast, and deformed space. In 1910, V. Kandinsky and F. Marche organized an almanac called “The Blue Rider”, and the following year - an exhibition with the same name. This exhibition marked the beginning of the second association of expressionists (1911-1914). Macke, Kampendong, Klee, Kubin, and Kokoschka joined this association. The expressionists - Munch, Kichner, Haeckel, Nolde and the artists of the Blue Riders group - Kandinsky, Marc, Macke, Klee - again tried to return painting to its psychological and spiritual content. The goal of their work was to present inner spiritual experience with the help of shapes and colors, to convey to the viewer the internal tension that the author experiences. The work of Paul Klee is distinguished by the extraordinary scope of its use of color possibilities. He composed harsh, cheerful and dark melodies of color. Derain's work reflected a sense of the cruelty of the environment and sympathy for man.
The Documenta exhibition took place
Abstraction – lyrical (Kandinsky) and geometric (Malevich and Destail) This is the time of the appearance of the airplane, the artist can now see the world from above, from the heights of flight:
*Highways and lanes
*Inner Requiem
Piet Mondrian and his compositions.

40) Futurism. the general name for the artistic avant-garde movements of the early 20th century in poetry and painting, mainly in Italy and Russia.
In 1908, mathematician Herman Minkowski formulated a change in worldview: “From now on, the concepts of “time” in itself and “space” in itself are condemned to oblivion.
In the visual arts, futurism was based on Fauvism, borrowing color ideas from it, and from Cubism, from which it adopted artistic forms, but rejected cubic analysis (decomposition) as an expression of the essence of a phenomenon and strived for a direct emotional expression of the dynamics of the modern world.

o
Giacommo Balla

· Umberto Boccioni

· David Burliuk

· Julius Evola

· Carlo Carra

· Mayakovsky

Main artistic principles- speed, movement, energy, which some futurists tried to convey using fairly simple techniques. Their paintings are characterized by energetic compositions, where the figures are fragmented into fragments and intersect sharp corners, where flashing forms, zigzags, spirals, and beveled cones predominate, where movement is conveyed by superimposing successive phases on one image - the so-called principle of simultaneity.

The basis of works of futurist painting, sculpture and architecture is the expression of movement in two forms: “penetration into the interior” and “simultaneity”
*(sculptor Umberto Boccioni “Bottle deployed in space”)

Futurism - style in fine art and its features

Futurism Let's this time get acquainted with the exalted artistic style called futurism. I think everyone has heard the combination “futuristic future”, “futuristic landscape”. I associated these phrases with technology of the future, with some kind of extraterrestrial technology. But in fact it turned out that this is a little wrong. Undoubtedly, the futurists admired the coming technological civilization and its values. But this is not a utopian world of the future - this is the world of the present with new artistic means of self-expression and such concepts as energy fields, movement, man-made sounds. But first things first.

The Futurists were revolutionaries in art. Some of them considered themselves supporters of social revolution, and saw their role in modern art as renewing it in the same way as true revolutionaries renew social life. Unlike representatives of other avant-garde movements who were terrified of the approaching industrial era, the futurists accepted the future with exalted optimism and absolutized external signs technical civilization as new values ​​marking the model of the future world order. Futurism

Racing car, rushing like shrapnel, seemed to them more beautiful than any ancient statute. Futurists devote their poems and paintings to the car, train, electricity, and train stations. In socio-political terms, they saw the cleansing of the world from old junk in wars and revolutions. War is the only hygiene in the world. They greeted the First World War with delight, many of them volunteered to fight and died.

Another important feature of the aesthetics of Futurism was the desire to introduce sound into fine art through purely visual means. The noises that burst into the world along with new technology fascinated the futurists so much that they strive to convey it in their works. The first exhibition of Italian futurists was held in Paris in In Russia, futurism was most clearly expressed in literature, for example, the work of Mayakovsky and some other poets. In fine arts Russian futurism did not result in a holistic artistic system.

40. FUTURISM. FIGURATIVE-PLASTIC LANGUAGE. REPRESENTATIVES. Futurism - 1910-20 an artistically avant-garde movement in poetry and painting, mainly in Italy and Russia. Futurists were not interested in content, but in form. They invented new words, used jargon, the language of posters and posters. task: rejection of traditions, a break with the ideology and ethical views of predecessors. Futurists accepted the future with delight and optimism, and absolutized the external signs of technical civilization as new values. Intoxicated by the latest achievements of technology, they sought to cut out traditional culture with the knife of technicism, urbanism and new science. In the visual arts, futurism was based on Fauvism, borrowing color ideas from it, and from Cubism, from which it adopted artistic forms. The main artistic principles are speed, movement, energy, which some futurists tried to convey using fairly simple techniques. Their paintings are characterized by energetic compositions, where the figures are fragmented and intersected by sharp angles. They strive to activate the viewer, as if to place him in the center of their works and transfer their dynamism into the viewer’s psyche. Familiarity with the achievements of physics and psychology leads futurists to the desire to depict not the objects themselves, but the energy, magnetic, and mental fields that form them. the desire to introduce sound into the visual arts. The first exhibition of Italian futurists was held in Paris in 1912 and then traveled to the art centers of Europe (London, Berlin, Brussels, etc.) The exhibition did not reach Russia, but the Russians themselves picked up the ideas of futurism. In Russia, after painting, futurism was especially reflected in literature (Khlebnikov, then Mayakovsky). In the fine arts, Russian futurism did not develop into a holistic artistic system. This term rather denoted a variety of trends in Russian avant-gardeism - post-Cézanne, a decorative version of cubism, neo-primitivism, searches consonant with expressionism, fauvism, dadaism, experiments in abstract form-building. Futurism as an artistic and aesthetic movement ended with the outbreak of the First World War. Balla, Giacomo. ITALY. Balla is a representative of the first wave of futurist art, from whose work U. Boccioni and A. Severini studied. the artist joins the art. group of Marinetti, the founder of futurism. He co-edited the "Manifesto of Futurist Artists" and transferred futurism to other areas of art: sculpture and applied art - theatrical design and costume. Boccioni, Umberto. Italian artist, student of Balla. co-author of the “Technical Manifesto of Futurist Painting.” Boccioni is passionate about the idea of ​​​​transmitting movement in the medium. In Paris, Boccioni became close to the Cubists, and this was reflected in his work. Especially sculpture. He was the author of the “Manifesto of Futurist Sculpture”. Boccioni was the most brilliant and gifted personality in the futurist movement. In 1915 he went to the First World War and died. In Russia, the first futurists were the artists the Burliuk brothers. David Burliuk is the founder of the futurist colony “Gilea” on his estate. He rallied Mayakovsky, Khlebnikov, Kruchenykh, Benedikt Livshits, Elena Guro around him. In the first manifesto, “A Slap in the Face of Public Taste,” there is a call: “Abandon Pushkin, Dostoevsky, Tolstoy, etc. and so on. from the steamship of modern times." Terentyev is an artist. Kamensky is a poet, one of the first Russian aviators. Cubo-futurism is a direction in which different time artists such as Malevich, Burliuk, Goncharova, Rozanova, and others worked.
	41. ABSTRACT ART.FIGURATORY-PLASTIC. LANGUAGE, REPRESENTATIVES. The direction of non-figurative art, which abandoned the depiction of realistic forms. The symbol of modernism, abstract art, emerged in the 1910s, establishing a new tradition that did not involve images. The rejection of mimesis freed art from the need to imitate reality and opened up opportunities for experimentation with form and color, which was carried out by numerous representatives of the avant-garde. The birth of abstraction dates back to the time of Kandinsky’s creation - “The First Abstract Watercolor”, dated 1910, possibly retroactively, since the real date of the appearance of abstraction should be considered the publication of his article “On the Spiritual in Art.” Consistent transformation of reality - what the impressionists and post-impressionists first began to do - naturally led to the emergence of abstract art. From the very beginning, abstract art developed in two directions. The first direction is geometric abstraction; it is characterized by regular, clearly defined configurations. The Russian artist Kazimir Malevich, the Dutchman Piet Mondrian, and the Frenchman Robert Delaunay worked in this direction. The second direction is lyrical abstraction. Artists working in this direction preferred a free-flowing form filled with shimmering, pulsating colors. Artists: V. Kandinsky, K. Malevich, P. Mondrian, D. Balla, P. Klee, F. Léger, A. Rodchenko.
	42. The work of Wassily Kandinsky. Wassily Kandinsky came from a family of merchants, descendants of Siberian convicts. During his high school years he began to study music and painting. At the age of 30, Kandinsky gave up his career as a lawyer and left Moscow for Munich to study art. The capital of Bavaria was then considered one of the centers of European art. There, Kandinsky became an active participant in the local art scene, the organizer (together with F. Marc) of the Blue Rider association (1911), the main stronghold of early German expressionism, and one of the pioneers of abstract art. The artist worked all his life in Europe, with the exception of the period from 1914 to 1921. After the revolution, Kandinsky could not get along in Russia, he was invited to teach at the new Bauhaus art school, and he agreed. This helped him become worldwide famous artist Russian origin. The significance of Kandinsky's work goes beyond the discovery of the abstract "manner": he, along with Malevich, is the creator of the foundations of modern art. His book “On the Spiritual in Art” (1911) is, without exaggeration, the most influential artistic theory of the century. The artist is a hand which, by means of one or another key, expediently vibrates human soul" In avant-garde art, the artist acquires unlimited power over the viewer, and Kandinsky was the first to take this power. Kandinsky's path to abstraction lay through symbolism and expressionism: he was one of the few Russian artists who neglected the spectacular cubist technique. Since 1909, Kandinsky has divided his works into “impressions” (the expression of impressions from nature), “improvisation” (the expression of impressions of his “inner nature”) and “compositions” (the peak of conscious creative ambitions). Composition, for Kandinsky, is synonymous with creativity. Its highest embodiment was abstraction, although the artist did not come to it right away. Abstraction for Kandinsky was not a one-time decision to build a new world, as it was a little later for Malevich and his followers. Kandinsky's paintings up to the 1920s retain hints of imagery even in his most radical works. Kandinsky always wanted “not to look at the picture from the outside, but to revolve in the picture, to live in it.” The artist demands the same “rotation” from the viewer. When the Nazis closed the Bauhaus, he moved to France. He was creative until his death.
	43. WORK OF KAZIMIR MALEVICH Russian and Soviet avant-garde artist of Polish origin, teacher, art theorist, philosopher. The founder of Suprematism - one of the earliest manifestations of abstract art of modern times. primarily known for his controversial and controversial work "Black Square". In the Soviet Union, for many years the artist’s name was under an unspoken ban. During his life, Malevich himself also contributed a lot to confusing the facts of his personal and creative biography as much as possible. In 1910 he took part in the first exhibition of the “Jack of Diamonds”. Then “Donkey’s Tail” and others. Malevich designed a number of publications by Russian futurists. His painting of these years demonstrated the domestic version of futurism, called “cubo-futurism”: a cubist change in form, designed to assert the intrinsic value and independence of painting, was combined with the principle of dynamism cultivated by futurism [“The Grinder (The Flickering Principle)” Work on scenery and costumes for the production at the end 1913 futuristic The opera “Victory over the Sun” was interpreted by Malevich as the formation of Suprematism. In painting at this time, the artist developed themes and plots of “abstruse realism”, which used alogism and irrationality of images as a tool of destruction traditional art; illogical painting, expressing abstruse reality, was built on a shocking montage of heterogeneous plastic and figurative elements “Lady at a tram stop” “Aviator” “Comp. with Mona Lisa”, “An Englishman in Moscow” Malevich wrote the first brochure “From Cubism to Suprematism”. New pictorial realism. This is a manifesto book. It was not entirely in vain that Malevich was worried about his invention. His comrades strongly opposed declaring Suprematism the heir of Futurism and uniting under its banner. They explained their rejection by the fact that they were not yet ready to unconditionally accept the new direction. The black square seems to have absorbed all the forms and all the colors of the world, reducing them to a plastic formula where the polarity of black dominates ( complete absence color and light) and white (simultaneous presence of all colors and light). An emphatically simple geometric form-sign, not linked either associatively, plastically, or ideologically with any image, object, concept that already existed in the world before it, testified to the absolute freedom of its creator. The black square signified the pure act of creation carried out by the artist-demiurge. Malevich called his art “New Realism,” which he considered a step in the history of world artistic creativity.
	44. Russian avant-garde. Cubofuturism. The Russian avant-garde is a complex, heterogeneous and contradictory movement that developed in Russia from 1910 to 1932. and included many movements of abstract, non-figurative and non-figurative art. It arose under the influence of French Cubism and Fauvism, Italian Futurism and German Expressionism, which in turn had a huge, largely determining impact on all the art of Western modernism and the avant-garde. The evolution of the Russian avant-garde allows us to roughly distinguish three periods in it. The first occurs in 1910-1915. and is known under the name of Cubo-Futurism. The second lasts from the end of 1915 to 1924 and signifies the heyday, the highest rise of the avant-garde. In these years, production art and other trends were added to cubo-futurism, suprematism, constructivism. The third period covers 1925-1932, when the avant-garde spreads to all types of art. however, in general, it gradually fades away and in 1932, due to the dissolution of all independent associations, it ceases to exist. The formation of the Russian avant-garde occurs against the backdrop of an exceptionally intense artistic life - both internal and external - that Russia has led since the end of the last century. During these years, numerous exhibitions of the latest trends in foreign art are organized. Many Russian artists make pilgrimages to Paris and other western centers. In Munich, the group “Blue Rider” appeared (1911), in which Russian artists (W. Kandinsky, M. Verevkina, A. Jawlensky) played an active role. In Russia itself there is a great diversity of artistic movements. The main centers of formation of the Russian avant-garde were the St. Petersburg “Youth Union” (1909-1917) and the Moscow “Jack of Diamonds” (1910-1916), which included many future avant-garde artists: N.I. Altman, V.D. and D.D. Burliuki, K.S. Malevich, V.E. Tatlin, P.N. Filonov, M.Z. Chagall, A.A. Exter. The first avant-garde association proper was Gileya, founded in 1912 by D. Burdyuk, which included some of the above, as well as poets V.V. Mayakovsky. V. Khlebnikov. A.E. Twisted. Unlike the Western avant-garde, the Russian avant-garde was able to unite cubism and futurism into cubo-futurism, and within it - painters, poets and critics, among whom poets set the tone. Their common ideological and aesthetic basis was a premonition of imminent and inevitable upheavals. the result of which will be the birth of a new world and a new humanity. Hence the destruction or bizarre mixture of traditional genres and styles, the denial of aesthetic taste, the desire of the futurists to isolate poetic language in its pure form, freeing it from generally accepted meanings and meanings, from everything that connects it with the old world, or to create a completely new, “abstruse” » language - with new words, grammar and syntax. The main figures of cubo-futurism in poetry were V.V. Mayakovsky (1893-1930) and V. Khlebnikov (1885-1922). The first launched his “attack” on the traditional classical art, as well as on the contemporary trends of modernism - symbolism and acmeism. His new language It is distinguished by its bright expressiveness, it is filled with deep drama, powerful energy and sharp dynamism, it has an original graphic structure thanks to the use of the “column” and “ladder”. V. Khlebnikov became one of the most radical reformers of poetic language. He equally showed an irresistible passion for experimentation. He was also an ardent advocate of the maximum convergence of science and poetry, seeing in this the way to create a “new mythology” and a “superlanguage” of the future man. V. Kandinsky is developing a version of non-figurative painting that is different from cubo-futurism, inspired by expressionism and calling it abstract. He outlined his understanding of such painting in the work “On Spirituality in Art.” M. Chagall also does not break with traditional painting, combining it with neo-primitivism and expressionism, influenced by cubism, futurism and surrealism. Its bright, colorful, fantastic, bordering on
	the absurdity of the paintings - “Me and the Village”, “Above the City”, etc. - are often inspired biblical themes and plots, poeticize daily life. P. Filonov, in his “analytical art,” develops an original theory of “organic form.” Influenced by Expressionism and Cubo-Futurism and using the language of geometric forms, he also does not abandon figurativeness. The novelty of his method lies in the fact that the elements and forms that make up his paintings are organically dependent on each other