Blended Learning Technology Lesson

Module "Change of work areas"

Item - World art culture Grade 11

Lesson topic "The variety of styles in the culture of the 17th-18th centuries"

So much news in 20 years

and in the realm of the stars,

and in the area of ​​planets,

the universe crumbles into atoms,

All ties are torn, everything is crushed into pieces.

The foundations have been shaken and now

everything has become relative to us.

John Donne (1572-1631) poet

The purpose of the lesson

Reveal characteristics variety of cultural styles of the 17th-18th centuries.

Tasks

Determine the pattern of changing artistic styles.

Develop students' ability to select and analyze information. The ability to verbalize one's feelings and feelings

Educating students more conscious perception of works of art.

lesson type - in generala lesson in the complex application of knowledge / a lesson in developmental control /.

Form of study : frontal, group

Formed UUD

Communicative – the acquisition of skills to take into account the position of the interlocutor (partner), organize and implement cooperation and cooperation with the teacher and peers, adequately perceive and transmit information.

cognitive

the ability to express the main idea and isolate the main meaning.

the ability to analyze a task from different points of view and on the basis of different parameters.

Personal

ability to listen and hear the interlocutor.

the ability to formulate one's position in a correct and convincing manner, showing respect for the position and opinions of other people.

Regulatory (reflexive)

The ability to control one's speech, taking into account the communicative situation, ethical and sociocultural norms.

The ability to predict the perception of the interlocutor.

Lesson equipment : personal computer (4 pcs.), interactive board, multimediavideo projector, audio recordings, tape recorder, presentation for the lesson in the format of the programMicrosoftofficePowerPoint, handouts (reproductions of works, cards with texts, test tasks).

Lesson plan

1.Organizing time 1-2 min.

2. Introduction to the topic2-3 min.

3.Front survey3-5 min.

4. The main stage of the lesson25 -30 min.

5. Summing up the lesson3-5 min.

6. Reflection1-2 min.

7. Conclusion1-2 min .

During the classes

Organizing time - greetings.

/ On the slide is the name of the topic of the lesson, an epigraph. The teacher starts the lesson against the background of sound IV parts of the cycle "The Seasons" by A. Vivaldi - "Winter" /

2.Introduction to the topic

XVII-XVIIIcentury - one of the brightest and most brilliant eras in the history of world artistic culture. This is the time when the usual, seemingly unshakable picture of the world was rapidly changing, the collapse of the ideals of the Renaissance took place in the public consciousness. This is the time when the ideology of humanism and belief in the limitless possibilities of man were replaced by a different sense of life.

Each time carries its inherent laws and expediencies. It is known that works of architecture, sculpture, music, arts and crafts, painting, etc. are a kind of means of encoding “cultural messages”. We communicate with past eras using our ability to abstract perception. Knowing the "codes", and in our case these are the features and signs of art styles of the 17th-18th centuries, we will be able to perceive works of art more consciously.

So, today our task is to try to identify the pattern of changing styles and learn to see the “code” of a particular style (slide concept “style”).Style is a sustainable unity means of expression characterizing artistic originality works or collections of works.

3 . Frontal survey - Guys, who can name the main styles in the art of the 17th-18th centuries?Students name the main styles given period(mannerism, baroque, rococo, classicism, romanticism, realism).

Over the course of a series of lessons, you have become familiar with each of them. We, of course, agree with the statementcontemporary Russian art critic Viktor Vlasov: "Style is the artistic experience of time"

Let's briefly describe each of them.A verbal definition is given for each style.

4. The main stage of the lesson . So, today we are working on the “Change of work areas” module. The class is divided into 4 groups, each of which performs its task. Your ability to work together, consulting with each other and coming to a common opinion is very important.

Group "A" (weak students) works with handouts, which must be distributed among the 6 named styles. Here you have the definition of style, and the features of each of them, reproductions of paintings, sayings and poetic lines. famous people.

Group "B" (students of secondary education) works with test items on our topic.

You need to correlate the name of the paintings with the name of the author, the style with the name of the painting, the features of the style with its name, etc.

And the group - "D”(excellent students), she works with the presentation “Styles in Art of the 17th-18th centuries ...” on laptops with Internet access. it practical work, it contains difficult tasks that require deep knowledge of the MHC subject.

Guys, you complete tasks for 10-12 minutes, and then change your working areas: group “A” moves to the place of group “B” and vice versa; group "C" changes from working area group "D". I am a teacher, I work closely with group “A”, and my assistants work with the other three - winners of the MHC Olympiads, let's call them tutors.On the slide - « Tutor - from the English "tutor" - curator, mentor, educator. A tutor can help solve organizational issues, support the desire to complete assignments and independence, solve organizational problems, establish contact between students, psychologically set up a ward for productive work, and is a link between students and a teacher.

During the lesson, you are invited to find out the reason for the change in styles and try to identify patterns in this process. This will be the result of our today's work.

Students work in groups. The teacher unobtrusively monitors the process of completing assignments, and if possible corrects the answers within the group. Tutors coordinate the work in each group.

With group "A" more painstaking and carefully controlled work is needed. For higher motivation, it is necessary to create problem situations and set individual tasks. For example, when determining the style of a painting, draw Special attention students on the details in the reproduction, which will help to more accurately cope with the task. And in working with poetic text find keywords or phrases that help define the style and direction in art.

5. Summing up the lesson.

Well, let's find out how you coped with the task and what conclusions did you draw?Representatives of each group express their point of view .... The teacher indirectly leads the students to the correct formulation of answers: creative people have always strived for something new, unknown, which made it possible to create new masterpieces; 17-18 centuries - the time of scientific discoveries, which led to a change in all spheres of life, including art; changing styles is a natural process of mastering the world according to the laws of beauty, a natural reflection of human life….

The final word of the teacher - Thus, we have come to the conclusion that the environment, the environment and the reflection of the world in motion becomes the main thing for artXVII – XVIIIcenturiesHowever, art is by no means limited to the aesthetic sphere. Historically, works of art performed not only aesthetic (artistic) functions in culture, although the aesthetic has always been the essence of art. Since ancient times, society has learned to use the powerful effective force of art for a variety of social and utilitarian purposes - religious, political, therapeutic, epistemological, ethical.

Art is a settled, crystallized and fixed form of mastering the world according to the laws of beauty. It is aesthetically meaningful and carries the artistic concept of the world and personality.

6. Reflection

And now try to evaluate today's lesson and your attitude towards it. The questionnaire is anonymous.

/ against the background of the sound of L. Beethoven's play "For Elise" /

7. Conclusion

And now it remains for us to evaluate your work. The members of each group receive the same marks. So the scores are... (group “A” gets a well-deserved “four”, and the rest of the students, I think you will agree with this, get a mark of “five”).

Thanks everyone for the lesson!

Vanyushkina L.M., Modern Lesson: World Artistic Culture, St. Petersburg, KARO, 2009.

Dmitrieva N.A., Short story Arts, Moscow, Art, 1990.

Danilova G.I., World Artistic Culture: Programs for Educational Institutions. Grade 5-11, Moscow, Bustard, 2010.

Danilova G.I., World art culture. Grade 11, Moscow, Interbook 2002.

Polevaya V.M., Popular art encyclopedia: Architecture. Painting. Sculpture. Graphic arts. Decorative arts, Moscow, " Soviet Encyclopedia", 1986.

Blended Learning Technology Lesson

Module "Change of work areas"

Subject - World artistic culture Grade 11

Teacher of the MHK and music, the highest qualification category - Ochirova Z.M., “Honorary Worker general education»

Lesson topic"The variety of styles in the culture of the 17th-18th centuries"

So much news in 20 years

and in the realm of the stars,

and in the area of ​​planets,

the universe crumbles into atoms,

All ties are torn, everything is crushed into pieces.

The foundations have been shaken and now

everything has become relative to us.

John Donne (1572-1631) poet

The purpose of the lesson

Reveal the characteristic features of the diversity of cultural styles of the 17th-18th centuries.

Tasks

Determine the pattern of changing artistic styles.

Develop students' ability to select and analyze information. The ability to verbalize one's feelings and feelings

Educating students more conscious perception of works of art.

lesson type - generalizing lesson of complex application of knowledge/lesson of developing control/.

Form of study: frontal, group

Formed UUD

Communicative– the acquisition of skills to take into account the position of the interlocutor (partner), organize and implement cooperation and cooperation with the teacher and peers, adequately perceive and transmit information.

cognitive

the ability to express the main idea and isolate the main meaning.

the ability to analyze a task from different points of view and on the basis of different parameters.

Personal

ability to listen and hear the interlocutor.

the ability to formulate one's position in a correct and convincing manner, showing respect for the position and opinions of other people.

Regulatory (reflexive)

The ability to control one's speech, taking into account the communicative situation, ethical and sociocultural norms.

The ability to predict the perception of the interlocutor.

Lesson equipment: personal computer (4 pcs.), interactive whiteboard, multimedia video projector, audio recordings, tape recorder, presentation for the lesson in Microsoft Office PowerPoint format, handouts (reproductions of works, cards with texts, test tasks).

Lesson plan

1. Organizational moment 1-2 min.

2. Introduction to the topic 2-3 min.

3.Front survey 3-5 min.

4. The main stage of the lesson 25 -30 min.

5. Summing up the lesson 3-5 min.

6. Reflection 1-2 min.

7. Conclusion 1-2 min.

During the classes

Organizing time- greetings.

/On the slide is the name of the topic of the lesson, an epigraph. The teacher starts the lesson against the background of soundIVparts of the cycle "The Seasons" by A. Vivaldi - "Winter" /

2.Introduction to the topic

The 17th-18th centuries is one of the brightest and most brilliant eras in the history of world artistic culture. This is the time when the usual, seemingly unshakable picture of the world was rapidly changing, the collapse of the ideals of the Renaissance took place in the public consciousness. This is the time when the ideology of humanism and belief in the limitless possibilities of man were replaced by a different sense of life.

Each time carries its inherent laws and expediencies. It is known that works of architecture, sculpture, music, arts and crafts, painting, etc. are a kind of means of encoding “cultural messages”. We communicate with past eras using our ability to abstract perception. Knowing the "codes", and in our case these are the features and signs of art styles of the 17th-18th centuries, we will be able to perceive works of art more consciously.

So, today our task is to try to identify the pattern of changing styles and learn to see the “code” of a particular style (slide concept “style”). Style is a stable unity of expressive means that characterizes the artistic originality of a work or a set of works.

3 .Frontal survey- Guys, who can name the main styles in the art of the 17th-18th centuries? Students name the main styles of this period (mannerism, baroque, rococo, classicism, romanticism, realism).

Over the course of a series of lessons, you have become familiar with each of them. We, of course, agree with the statement of the modern Russian art historian Viktor Vlasov: “Style is the artistic experience of time”

Let's briefly describe each of them. A verbal definition is given for each style.

4. The main stage of the lesson. So, today we are working on the “Change of work areas” module. The class is divided into 4 groups, each of which performs its task. Your ability to work together, consulting with each other and coming to a common opinion is very important.

Group "A" (weak students) works with handouts, which must be distributed among the 6 named styles. Here you have the definition of style, and the features of each of them, reproductions of paintings, sayings and poetic lines of famous people.

Group "B" (students of secondary education) works with test items on our topic.

You need to correlate the name of the paintings with the name of the author, the style with the name of the painting, the features of the style with its name, etc.

And the group - "D" (excellent students), she works with the presentation "Styles in art of the 17-18th centuries ..." on laptops with Internet access. This is a practical work, it contains difficult tasks that require deep knowledge of the MHC subject.

Guys, you complete tasks for 10-12 minutes, and then change your working areas: group “A” moves to the place of group “B” and vice versa; group "C" changes with the working area of ​​group "D". I am a teacher, I work closely with group “A”, and my assistants work with the other three - winners of the MHC Olympiads, let's call them tutors. On the slide- « Tutor - from the English "tutor" - curator, mentor, educator. A tutor can help solve organizational issues, support the desire to complete assignments and independence, solve organizational problems, establish contact between students, psychologically set up a ward for productive work, and is a link between students and a teacher.

During the lesson, you are invited to find out the reason for the change in styles and try to identify patterns in this process. This will be the result of our today's work.

Students work in groups. The teacher unobtrusively monitors the process of completing assignments, and if possible corrects the answers within the group. Tutors coordinate the work in each group.

With group "A" more painstaking and carefully controlled work is needed. For higher motivation, it is necessary to create problem situations and set individual tasks. For example, when determining the style of a painting, pay special attention to the details in the reproduction, which will help to more accurately cope with the task. And when working with a poetic text, find key words or phrases that help determine the style and direction in art.

5. Summing up the lesson.

Well, let's find out how you coped with the task and what conclusions did you draw? Representatives of each group express their point of view .... The teacher indirectly leads the students to the correct formulation of answers: creative people have always strived for something new, unknown, which made it possible to create new masterpieces; 17-18 centuries - the time of scientific discoveries, which led to a change in all spheres of life, including art; changing styles is a natural process of mastering the world according to the laws of beauty, a natural reflection of human life….

The final word of the teacher- Thus, we have come to the conclusion that the environment, the environment and the reflection of the world in motion becomes the main thing for the art of the 17th - 18th centuries. However, art is by no means limited to the aesthetic sphere. Historically, works of art performed not only aesthetic (artistic) functions in culture, although the aesthetic has always been the essence of art. Since ancient times, society has learned to use the powerful effective force of art for a variety of social and utilitarian purposes - religious, political, therapeutic, epistemological, ethical.

Art is a settled, crystallized and fixed form of mastering the world according to the laws of beauty. It is aesthetically meaningful and carries the artistic concept of the world and personality.

6. Reflection

And now try to evaluate today's lesson and your attitude towards it. The questionnaire is anonymous.

/ against the background of the sound of L. Beethoven's play "For Elise" /

7. Conclusion

And now it remains for us to evaluate your work. The members of each group receive the same marks. So the scores are... ( group “A” gets a well-deserved “four”, and the rest of the students, I think you will agree with this, get a mark of “five”).

Thanks everyone for the lesson!

Vanyushkina L.M., Modern Lesson: World Artistic Culture, St. Petersburg, KARO, 2009.

Dmitrieva N.A., A Brief History of Arts, Moscow, Art, 1990.

Danilova G.I., World Artistic Culture: Programs for Educational Institutions. Grade 5-11, Moscow, Bustard, 2010.

Danilova G.I., World art culture. Grade 11, Moscow, Interbook 2002.

Polevaya V.M., Popular Art Encyclopedia: Architecture. Painting. Sculpture. Graphic arts. Decorative art, Moscow, "Soviet Encyclopedia", 1986.

In the art of the 17th - 18th centuries, various artistic styles. The presentation gives brief characteristics styles. The material corresponds to Danilova's textbook "World Artistic Culture" grade 11.

Download:

Preview:

To use the preview of presentations, create an account for yourself ( account) Google and sign in: https://accounts.google.com

Slides captions:

Style diversity of art of the XVII-XVIII centuries Brutus Guldaeva S.M.

In Europe, the process of separation of countries and peoples has been completed. Science has expanded knowledge about the world. The foundations of all modern natural sciences were laid: chemistry, physics, mathematics, biology, astronomy. The scientific discoveries of the beginning of the 17th century finally shook the image of the universe, in the center of which was man himself. If earlier art affirmed the harmony of the Universe, now man was afraid of the threat of chaos, the collapse of the Cosmic world order. These changes were reflected in the development of art. The 17th-18th centuries is one of the brightest pages in the history of world artistic culture. This is the time when the Renaissance was replaced by the artistic styles of baroque, rococo, classicism and realism, which saw the world in a new way.

ARTISTIC STYLES Style is a combination artistic means and techniques in the works of the artist, artistic direction, the whole era. Mannerism Baroque Classicism Rococo Realism

MANERISM Mannerism (Italian manierismo, from maniera - manner, style), a trend in Western European art of the 16th century, which reflected the crisis of the humanistic culture of the Renaissance. Outwardly following the masters High Renaissance, Mannerist works are distinguished by complexity, intensity of images, mannered sophistication of form, and often sharpness of artistic solutions. El Greco "Christ on the Mount of Olives", 1605. National. Gal., London

Characteristic features of the style Mannerism (artsy): Sophistication. pretentiousness. Image fantastic, underworld. Broken contour lines. Light and color contrast. Shape lengthening. Instability and complexity of poses.

If in the art of the Renaissance a person is the lord and creator of life, then in the works of Mannerism he is a small grain of sand in the world chaos. Mannerism embraced different kinds artistic creativity– architecture, painting, sculpture, decorative – applied art. El Greco "Laocoon", 1604-1614

The Uffizi Gallery of the Palazzo del Te in Mantua Mannerism in architecture expresses itself in violations of the Renaissance balance; using architectonically unmotivated structural solutions that cause the viewer to feel uneasy. The most significant achievements of Mannerist architecture include the Palazzo del Te in Mantua (the work of Giulio Romano). The building is sustained in a mannerist spirit Uffizi Galleries in Florence.

BAROQUE Baroque (Italian barocco - whimsical) is an artistic style that prevails late XVI until the middle of the 18th century. in European art. This style originated in Italy and spread to other countries after the Renaissance.

CHARACTERISTIC FEATURES OF THE BAROQUE STYLE: Splendor. pretentiousness. Curvature of forms. Brightness of colors. An abundance of gilding. An abundance of twisted columns and spirals.

The main features of the Baroque are splendor, solemnity, splendor, dynamism, life-affirming character. Baroque art is characterized by bold contrasts of scale, light and shadow, color, a combination of reality and fantasy. Cathedral of Santiago - de - Compostela Church of the Sign of the Virgin in Dubrovitsy. 1690-1704. Moscow.

Particularly noteworthy is the Baroque fusion various arts in a single ensemble, a great degree of interpenetration of architecture, sculpture, painting and decorative arts. This desire for a synthesis of the arts is a fundamental feature of the Baroque. Versailles

CLASSICISM Classicism from lat. classicus - "exemplary" - artistic direction in European art of the XVII-XIX centuries, focused on the ideals of ancient classics. Nicolas Poussin "Dance to the Music of Time" (1636).

CHARACTERISTIC FEATURES OF CLASSICISM: Restraint. Simplicity. Objectivity. Definition. Smooth contour line.

The main themes of the art of classicism were the triumph of public principles over personal ones, the subordination of feelings to duty, the idealization of heroic images. N. Poussin "The Shepherds of Arcadia". 1638 -1639 Louvre, Paris

In painting, the logical unfolding of the plot, a clear balanced composition, a clear transfer of volume, the subordinate role of color with the help of chiaroscuro, and the use of local colors have acquired the main importance. Claude Lorrain "Departure of the Queen of Sheba" The artistic forms of classicism are characterized by strict organization, balance, clarity and harmony of images.

In the countries of Europe, classicism existed for two and a half centuries, and then, changing, was reborn in the neoclassical trends of the 19th - 20th centuries. The works of classicist architecture were distinguished by the strict organization of geometric lines, the clarity of volumes, and the regularity of planning.

ROCOCO Rococo (French rococo, from rocaille, rocaille - a decorative motif in the shape of a shell), a style trend in European art of the 1st half of the 18th century. Church of Francis of Assisi in Ouro Preto

CHARACTERISTIC FEATURES OF ROCOCO: Refinement and complexity of forms. Fancifulness of lines, ornaments. Ease. Grace. Airiness. Flirtatiousness.

Originating in France, rococo in the field of architecture was mainly reflected in the nature of the decor, which acquired emphatically elegant, sophisticated and sophisticated forms. Amalienburg near Munich.

The image of a person lost its independent meaning, the figure turned into a detail of the ornamental decoration of the interior. Rococo painting was predominantly decorative. Rococo painting, closely associated with the interior, was developed in decorative and easel chamber forms. Antoine Watteau "Departure for the island of Cythera" (1721) Fragonard "Swing" (1767)

REALISM Realism (French réalisme, from late Latin reālis “real”, from Latin rēs “thing”) is an aesthetic position, according to which the task of art is to capture reality as accurately and objectively as possible. The term "realism" was first used by the French literary critic J. Chanfleury in the 50s. Jules Breton. "Religious Ceremony" (1858)

CHARACTERISTIC FEATURES OF REALISM: Objectivity. Accuracy. Concreteness. Simplicity. Naturalness.

Thomas Eakins. "Max Schmitt in a boat" (1871) The birth of realism in painting is most often associated with the work of the French artist Gustave Courbet (1819-1877), who opened his personal exhibition "Pavilion of Realism" in 1855 in Paris. realism was divided into two main areas - naturalism and impressionism. Gustave Courbet. "Funeral in Ornan". 1849-1850

Realistic painting has become widespread outside of France. AT different countries it was known under various names, in Russia - itinerant. I. E. Repin. "Barge haulers on the Volga" (1873)

Conclusions: In the art of the 17th - 18th centuries, various artistic styles coexisted. Diverse in their manifestations, they nevertheless possessed unity and commonality. Sometimes completely opposite artistic solutions and images were only original answers to the most important questions of the life of society and man. It is impossible to express unambiguously what changes have occurred to XVII century in the mindset of people. But it became obvious that the ideals of humanism did not stand the test of time. The environment, the environment and the reflection of the world in movement become the main thing for the art of the 17th - 18th centuries.

References: 1. Danilova G.I. World Art. Grade 11. - M.: Bustard, 2007. Literature for additional reading: Solodovnikov Yu.A. World Art. Grade 11. - M .: Education, 2010. Encyclopedia for children. Art. Volume 7.- M.: Avanta+, 1999. http://ru.wikipedia.org/

Perform test tasks: Each question has several possible answers. Correct, in your opinion, answers should be marked (underline or put a plus sign). For each correct answer you get one point. The maximum amount of points is 30. The amount of points scored from 24 to 30 corresponds to the test. Arrange the epochs, styles, trends in art listed below in chronological order: a) Classicism; b) Baroque; in) Roman style; d) Renaissance; e) Realism; f) Antiquity; g) Gothic; h) Mannerism; i) Rococo

2. Country - the birthplace of the Baroque: a) France; b) Italy; c) Holland; d) Germany. 3. Match the term and definition: a) baroque b) classicism c) realism 1. strict, balanced, harmonious; 2. reproduction of reality through sensory forms; 3. lush, dynamic, contrasting. 4. Many elements of this style were embodied in the art of classicism: a) antique; b) baroque; c) gothic. 5. This style is considered lush, pretentious: a) classicism; b) baroque; c) mannerism.

6. Strict organization, balance, clarity and harmony of images are characteristic of this style: a) rococo; b) classicism; c) baroque. 7. The works of this style are distinguished by the tension of the images, the mannered sophistication of the form, the sharpness of artistic solutions: a) rococo; b) mannerism; c) baroque. 8. Paste architectural style“Architecture……… (L. Bernini, F. Borromini in Italy, B. F. Rastrelli in Russia) is characterized by spatial scope, fusion, fluidity of complex, usually curvilinear forms. There are often deployed large-scale colonnades, an abundance of sculpture on the facades and in the interiors "a) Gothic b) Romanesque style c) Baroque

9. Representatives of classicism in painting. a) Delacroix; b) Poussin; c) Malevich. 10. Representatives of realism in painting. a) Delacroix b) Poussin; c) Repin. 11. Periodization of the Baroque era: a) 14-16 centuries. b) 15-16 century. c) 17th century (late 16th-mid 18th century). 12. G. Galileo, N. Copernicus, I. Newton are: a) sculptors b) scientists c) painters d) poets

13. Match the works with styles: a) classicism; b) baroque; c) mannerism; d) rococo 1 2 3 4

Plan - lesson summary

Topic: "The emergence of new styles inXVII – XVIIIcenturies"

The purpose of the lesson:

– educational (give an idea of ​​the main artistic styles that arose inXVII – XVIIIcenturies);

– developing (to form the ability to understand the stylistic diversity of art, the skills of analyzing specific works of art);

– educational (to educate interest in art and form an understanding of its value).

Equipment:

– board (designation of the topic of the lesson, names of styles, new terms, names and names of the masters who worked in each particular style);

– a laptop with speakers (for demonstrating illustrations of paintings by artists and listening to audio recordings).

During the classes

Organizing time.

Good afternoon class. Today we will study new theme, which will allow us to make a brief overview of what we will get acquainted with in more detail in the following lessons. We will talk about the styles that appeared in European art during the Late Renaissance and developed until the end.XVIIIcenturies

Make sure you have notebooks and pens on your desks. today you have to record a lot of important information.

Explanation of new material.

So, the topic of our lesson is “The emergence of new styles inXVII – XVIIIcenturies"(I draw the attention of the children to the topic: it is written on the blackboard and highlighted in chalk) .

Before we start, let's try to remember what the situation was in the Western European art of the endXVIin.

Starting from the second half of it, the fall of Italian painting is already noticeable, and the further it goes, the stronger and stronger it becomes. The heyday is followed by an imitative period. The individual traits of brilliant masters are transformed by their imitators into mannerisms and canons.
Many famous masters, with all the perfection of their technique and successful approximation to the models, lack a sense of proportion - the first condition for beauty and serious dignity. There is a "falling out" of the principles of painting, characteristic of the Renaissance, into exaggeration. This exaggeration forms the basis of a new artistic style.

Mannerism (from lat. reception, manner) (the new term and its translation are written on the board, as are the names of representatives of this style, I draw the attention of the children to these notes and ask them to transfer them to their notebooks) reflects the crisis of the Renaissance ideas about the ideal.

Mannerism appeared in Italy, but very quickly became a pan-European style.

2 factors contributed to this:

activity Italian masters outside Italy;

wide distribution of paintings, graphics, engravings and DPI by Mannerist masters.

The term itself belongs to the biographer and painter Giorgio Vasari, who calls it a new painting system, which is characterized by 3 main features:

Sharpness of images;

Expression of postures, elongation of the proportions of figures;

Light and color contrasts(the above principles are also fixed by students and then they are analyzed using examples of paintings by artists representing the style).

All three principles were reflected in the works of the Mannerist masters, who are considered to be:

- Allesandro Allori ;

- Francesco Parmigianino;

- Jacopo Tintoretto.

Mannerists are also consideredrepresentatives of the School of Fontainebleau in France andEl Greco in Spain.

In literature and music, the term "mannerism" is used more widely than in fine arts; are called mannerist literary works, which are characterized by the complexity of the syllable and syntax, the use of bizarre and fantastic images.

A vivid example of this is the two-volume novel "Euphues" by John Lily, which gave rise to the term "Euphuism", meaning a highly artificial and pretentious style.

Mannerism in music is the work of Carlo di Vinosa, which is characterized by harmony, change of pace, and vivid expression.

Despite all of the above, very often art historians do not single out mannerism at all as a separate style, but is considered only an early stage of one of the grandest trends in art.XVII – XVIIIcenturies -baroque .

Baroque is read in a synthetic style, i.e. artificially created on the basis of two previous trends - renaissance and mannerist. From the first he got splendor and solidity, from the second - dynamism and emotionality.

The Baroque dominated European art from the endXVIto the middleXVIIIcentury and embraced all types of creativity, most fully reflected in architecture and fine arts.

The term comes from the Portuguese wordbarocco what does pearl mean irregular shape. However, in Italian there is an equivalentbaroque - lush, red, strange. Actually, these three words - lush, red, strange - and defined baroque art - bright, luxurious, drowning in gold and velvet(the term and its interpretations are copied from the board) .

Baroque made a great impression on people, so it soon took root in Catholic countries, becoming an indispensable attribute of the power and might of the Pope. It is for this reason that the greatest monuments of Baroque architecture are churches and monasteries.

A striking example of this is St. Peter's Square and Cathedral in Rome by the architects Lorenzo Bernini and Francesco Borromini.

Traditionally, representatives of the Baroque are:

- architects Lorenzo Bernini and Francesco Borromini

- painters Caravaggio, Carracci, Peter Paul Rubens and Rembrandt van Rijn (the names of the masters written on the board are copied by the children in a notebook) .

Baroque art, both in architecture and in sculpture and painting, is characterized by:

Contrast, combining light and shadow;

Dynamics;

Passion for spectacular entertainment, pomp and brightness(principles can be written down, or they can only be indicated orally, as they will be dealt with in subsequent lessons in more detail) .

Multicolored sculpture, molding, carving, mirrors, murals, plafond painting, tens of meters of silk, velvet and brocade in the decoration of the premises - this is the vast legacy that the Baroque left us.

All these decorative elements subsequently helped Charles Lebrun and Louis Levo - architect and sculptor - to realize the project of the greatest monument of palace and park architecture, Versailles. But more on that later.

And while we have a centuryXVIII, its first half. The Louis kings, the monarchs of the Bourbon dynasty, seek to consolidate their power, emphasizing the "elected" status by all available means. The vast royal court demands entertainment and luxury. They are not satisfied with the splendor of the baroque, they need something they need something less pretentious, but more elegant. It becomes a godsend new style"gallant festivities" - Rococo.

Rococo (from fr. rocaille - decorative motif in the form of a shell) - this is a style or style direction in the art of France in the first halfXVIIIcentury(the name of the style is copied by the children from the board along with the names of its representatives) .

The term "rococo" did not appear immediately, later they began to call so contemptuously the mannerism that was inherent in the style.

Rococo is characterized by:

Graceful, refined forms,

Idyllic (pastoral) or sensual scenes,

Dim colors, subtle play of light, foggy images(each of the principles is analyzed on the example of the paintings of the artists below) .

AT contemporary art criticism Four outstanding French decorators are considered to be representatives of the Rococo:François Boucher, Antoine Watteau, Nicolas Lancret and Jean Fragonard .

These four painters, in the process of their activity, created the style whose paintings and furniture adorned the palaces. the richest people France for many years.

Rococo is a chamber style (small forms), mainly painting and sculpture, a considerable place in it is also given to the DPI.

The themes of the works fluctuate within the framework of mythological and pastoral subjects.

However, excessive attraction to Cupids and Venuses, beautiful shepherds and shepherds, ultimately ruined this style.

In the mid 50sXVIIIcentury, Rococo has been criticized for mannerisms, excessive sensuality and ridiculous complication of composition.

The Age of Enlightenment crept up unnoticed and dealt a crushing blow to the principles by which Rococo developed. First of all, the Enlightenment, with its new ideals, affected architecture, which had never been strong point rococo. Masters began to be attracted by the severity and calmness of ancient, for the most part, Greek architecture.

The growing interest in antiquity was facilitated by the discovery in 1755 of the city of Pompeii with a rich artistic heritage, as well as the study of architecture in southern Italy. The result of new trends was a high style in art and literature called classical.

So,classicism (children copy the term from the board) is a style in literature and artXVIII- startXIX, who turned to the ancient heritage as a norm and an ideal model.

This style appeared in France, then spread to other countries with artists and architects, who were actively invited to the courts of European monarchs, as carriers of the knowledge of "absolute harmony".

Artists, writers and architects of classicism believed that piece of art is the fruit of reason and logic, therefore it must be devoid of chaos and fluidity of forms.

Based on ancient art, the masters developed a number of principles, in accordance with which all representatives of the style undertook to create:

Depiction of high (heroic and moral) ideals;

Strict organization of logical, clear images;

Color restraint(all of these principles are demonstrated to children with the help of illustrations of works of art by classical masters) .

It may seem that the establishment of such rigid frameworks impoverished art forms styles, turning them into templates. However, it is not. It is known that it was the architects of classicism who managed to create those palaces and park ensembles that now delight the whole world.

Three eminent architects - Jules Hardouin-Mansart, André Le Nôtre, and later Louis Le Vaux - build Versailles - the brightest example classical art.

Versailles, built of white marble, is the embodiment of all the canons of the ancient heritage. Outside - this is clarity, clarity, simplicity of form. Inside - the second birth of the Baroque style. Why this happened, we will try to find out in the next lesson.

The largest representatives of classicism are:

- architects Jules Hardouin-Mansart, Andre Le Nôtre, Louis Leveau;

- sculptor Antonio Canova;

- artists Jacques-Louis David and Nicolas Poussin (Children copy the names of the masters in notebooks) .

During the time of Napoleon, who saw the purpose of art in glorifying his personality, his exploits, classicism was reborn into a solemn and in many ways more integral style - Empire.

As for the music of the classical period, the “Viennese circle” stands out here - Haydn, Mozart and Beethoven. The literature of classicism is represented by the work of Molière and Voltaire in the West, Lomonosov, Novikovsky and Griboyedov in Russia.

Summarizing.

Today we got acquainted with four new styles of European art, analyzed the characteristic features of each of them, and also looked at illustrations of typical representatives. In the next lesson, we will continue the study of these styles, dwelling in more detail on the most grandiose of them - baroque.

Homework assignment.

Now write down the homework. Read paragraph No. 1 in the textbook, 1 - 3 parts of it. And think about the answer to the question: “Which of the stylesXVII – XVIIIcenturies did you like it more?” explain why. It's all. Thank you all for your attention, everyone is free.

Bibliographic list

Danilova G.I. World art culture: from the 17th century to the present. 11 cells Basic level: textbook. for general education institutions. – M.: Bustard, 2012. – 366, p.

Emokhonova L.G. World Art. Proc. for 10 - 11 cells. general education institutions. At 3 hours. Part 2. - M .: Education, 2012. - 255 p.

Virtual Museum of PaintingsmallBay. Electronic Encyclopedia of the Museum of Art and History / , 10/8/2016

October 8, 2016

< http:// smallbay. en/ rocoko. html> , 8.10.2016

< http:// smallbay. en/ classic. html> , 8.10.2016

slide 1

slide 2

Art critic A.A. Anikst noted: “confidence in the imminent and inevitable triumph of the positive principles of life disappears. The feeling of its tragic contradictions is aggravated. The former faith gives way to skepticism. The humanists themselves no longer trust reason as a good force. Able to renew life. They also have doubts about the nature of man - whether good principles really dominate in it.

slide 3

Stylistic diversity of art of the XVII-XVIII centuries. Mannerism Baroque Classicism Rococo Realism

slide 4

Mannerism (Italian manierismo, from maniera - manner, style) is a trend in European art of the 16th century, reflecting the crisis of the humanistic culture of the High Renaissance. The main aesthetic criterion is not following nature. The mannerists distorted the harmonious principle inherent in them, cultivating ideas about the precariousness of human destiny, which is in the power of irrational forces. The works of these masters are distinguished by sharp coloristic and light and shade dissonances, complexity and exaggerated expressiveness of poses and motives of movement, elongated proportions of figures, virtuoso drawing, where the line outlining the volume acquires an independent meaning. G. Arcimboldo El Greco El Greco Christ Carrying the Cross

slide 5

P. Rubens. Marchioness Brigitte Spinola Doria Renbrant. "Christ during a storm on the Sea of ​​Galilee" V.V. Rastrelli. Ambassadorial Staircase Baroque (Italian barocco, literally - bizarre, strange), one of the dominant styles in the architecture and art of Europe and Latin America in the late 16th - mid-18th centuries. Baroque embodied new ideas about the unity, infinity and diversity of the world, about its dramatic complexity and eternal variability; his aesthetics was built on the collision of man and the world, ideal and sensual principles, reason and irrationalism. Baroque art is characterized by grandiosity, pomp and dynamics, intensity of feelings, passion for spectacular spectacle, the combination of illusory and real, strong contrasts of scales and rhythms, materials and textures, light and shadow.

slide 6

Bryullov Karl. The last day of Pompeii Bryullov Karl. Narcissus Looking into the Water by Nicolas Poussin. Triumph of Neptune Poussin Nicolas Classicism, an artistic style in European art of the 17th-early 19th century, one of the most important features of which was the appeal to forms ancient art as an ideal aesthetic and ethical standard. The principles of rationalistic philosophy underlying classicism determined the view of theorists and practitioners of the classical style on a work of art as a fruit of reason and logic, triumphing over the chaos and fluidity of sensually perceived life. In classicist painting, the main elements of form modeling were line and chiaroscuro, local color clearly reveals the plasticity of figures and objects, separates spatial plans paintings.

Slide 7

Pompeo Batoni Diana and Cupid Watteau Antoine Dance of Sebastian Ricci Abraham and three angels Rococo (French rococo, from rocaille, rocaille - a decorative shell-shaped motif), a style trend in European art of the 1st half of the 18th century. Passion for exquisite and complex shapes, bizarre lines, much like the silhouette of a shell. Subtle transfusions of color and at the same time somewhat faded in color rococo painting. Complex love affairs, transience of hobbies, daring, risky, human actions challenging society, adventures, fantasies. Rococo artists were characterized by a subtle culture of color, the ability to build a composition with continuous decorative spots, the achievement of general lightness, emphasized by a light palette, a preference for faded, silvery-bluish, golden and pink hues.

Slide 8

Realism (from French realisme, from Latin realis - material) - in art in a broad sense, a truthful, objective, comprehensive reflection of reality by specific means inherent in the types of artistic creativity. The common features of the method of realism is the reliability in the reproduction of reality. Accuracy, concreteness, unbiased perception of life, attention to common folk types, a heartfelt perception of life and nature, simplicity and naturalness of human feelings. Ilya Repin Barge haulers on the Volga

Slide 9

In the art of the XVII-XVIII centuries. there were different artistic styles. Diverse in their manifestations, they had a deep inner unity and commonality. Sometimes completely opposite artistic solutions and images were only original answers to the most important questions of life and society.