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How to make a still life out of paper. Paper applique: Fruit freshness

Usually still lifes are used for interior decoration. They are hung on the walls, placed on tables or shelves. And they also give it as a gift.

Let's take colored and textured paper - illustrations of old magazines, pieces of beautiful fabric, candy wrappers, confetti. Let's arm ourselves with scissors, a hole punch, a pencil, and felt-tip pens. And let's get down to business.

Colored still lifes

Translated from French, still life is “dead nature.” Not a very beautiful translation... But the compositions themselves are very beautiful and quite alive.

These are a variety of arrangements of fruits and vegetables, branches and flowers, household items and even toys.

Usually still lifes are used for interior decoration. They are hung on the walls, placed on tables or shelves. And they also give it as a gift. Contemporary artists and designers create still lifes from a variety of materials. Why don’t we make still lifes? Well, at least from the most ordinary paper?

Lykova A.I.

Paper applique for kids is a wonderful activity that allows you to make simple and at the same time beautiful crafts with your own hands.

Decorative applique can have many faces - you can make monochrome images from black paper on a white background. This could be a picture of a city. Colored paper or cardboard can make a wonderful basket with flowers, geometric fruits, a rose, a heart, a still life, and so on. Subject applique allows you to create various crafts. You can use ready-made templates, blanks and master classes to create step-by-step beautiful paper applications. Simple templates for applications made from colored paper can include, for example, a Christmas tree with balls, a tree with apples, and others. You need to apply a drawing to the base sheet. In addition to ready-made templates, you can use children's coloring books or come up with a sketch yourself.

Paper applique is a wonderful activity.

Parents whose children create paper applications should ensure that this activity is safe for their children.

You should not leave a small child under 5 years old alone in the room if there are scissors next to him. Cutting paper with them risks injury.
Also, do not leave it near the glue. An inquisitive child can drink this substance.
To instill in your child an interest in creating paper applications, you should start creating them yourself in front of him. This will certainly interest the child.

Gallery: paper applique (25 photos)

Application for children and beginners (video)

Paper applique: ideas for 3rd grade

What interesting paper applications can be made in 3rd grade? For example, a flower. The technique for making it is quite simple. The work is carried out in 2 stages: in the first, an origami flower is made from colored paper, and in the second, it is glued to cardboard or another surface. You can make origami not entirely, but in parts.

The technique of making a flower is quite simple

So here's the way to do it:

You need to take a bright-colored material from which the petals will be cut. For example, yellow color. It is necessary to cut out 6 petals, the approximate size of which is 8-9 cm. For children, it is recommended to first draw a leaf with a pencil and then cut it out with scissors.
To make the future application voluminous, you should round off the petals with a pencil or scissors.
3rd grade is the school period when children strive to be creative. They can be asked to come up with an original center of the flower. For example, it could be candy or a mother’s face cut out from a photograph. The selected center of the application is attached to the surface. If it is a paper element, then you just need to glue it.
The petals are glued around the center. But if the central element is small, you must first glue the petals to the surface. This will make the child's work easier.
Then the flower stem is made from paper. The sheet must be folded several times like an accordion so that its colored side “looks” at the person.
The stem is glued to the surface under the petals.
After this, you need to cut out 2 leaves of a green flower from paper. They can be glued symmetrically or not.

It turns out to be a very beautiful and creative postcard that a child can give to someone close to them.

Templates for application in second grade

In second grade, crafts should be somewhat simpler than in the previous version. For example, you can make a snowman.

In second grade, crafts should be easier

Work plan:

The surface for application is selected. It is best to use cardboard paper as a basis, but it should not be white, as the snowman will then merge with the background.
Circles with a diameter of 10 cm are cut out of white paper. One circle will be used as the snowman's head, and the rest will have to be bent in half, but not too much. This is done to form a fold line.
The process of gluing the bottom of the snowman begins. The paper is coated with glue and attached to a cardboard sheet. The head is glued.
Then you can start gluing the bottom. One circle with a fold line should be glued under the head, and then the remaining circles should be glued onto it, one by one. The result is a three-dimensional application.
Cut out a snowman's hat from blue colored paper. To give it a woolen look, you need to use a blue marker or felt-tip pen and draw the threads.
Elements of the snowman such as buttons and a carrot nose are also cut out of paper.

To complete the composition, it is worth gluing a piece of knitting thread under the snowman’s head. This is reminiscent of edging sewing. The thread will be his scarf.

Application made of colored paper for children

How to make a vase with daffodils:

Such work should always begin with choosing the background of the application. Since daffodils are white flowers, it is recommended to choose a blue base.
The vase should be made first. It can be any color, but not blue or white for obvious reasons. A sheet of paper is folded in half. On one side of it the outline of a vase is drawn. Then you need to cut out this outline. The finished vase template is carefully glued onto the paper or cardboard base of the craft.
After this, you can cut out the daffodil leaves. Since this flower has straight and long ones, making them will be easy. A thin sheet of green paper is folded in half and an outline is drawn on it, gradually tapering towards the top.
Then the vase and leaves are attached to the paper base using glue.
The daffodils themselves need to be made like this: squares are cut out of white paper. The side of the squares should be no more than 10 cm. After this, their edges must be processed with scissors. The flowers will be convex, and the applique itself will be voluminous.
The center of each daffodil will be a yellow dot. To make the craft more neat, first glue the center onto the base, and only then the flower itself.

Such work should always begin with choosing the background of the application.

Sparkles should complete the composition.

How to make a still life from colored paper for 6th grade?

When creating such a craft, it is important to think in advance what elements will be present in the composition. This is necessary in order to select the paper of the desired color.

So, the work plan is as follows:

After the colored sheets for the still life elements have been prepared, you should select a base sheet. It is recommended to use cardboard paper.
On colored paper, use a pencil to draw the outlines of the desired figure. For example, the outline of a banana is drawn on yellow paper.
The resulting figures are cut out of paper.
At this stage you need to think about the type of composition. For children in grade 6, a more complex craft should be completed. As an option, you need to draw a basket in advance on cardboard paper in which all the elements of the composition will lie.
Using glue, the elements are carefully attached to cardboard paper.

The applique is completed with glitter or drawing other details with a pencil.

You will need:

Regular (packaging) cardboard

Colored cardboard

Colored corrugated cardboard

Colored paper

Scissors

PVA glue

1. Prepare white corrugated cardboard and cut out an oval from it, approximately 30 x 45 cm in size. This oval will serve as a fruit dish.

2. Use regular cardboard to cut strips 2-3 cm wide and of different lengths.

3. Prepare orange cardboard and cut out 2 circles from it, these will be your oranges. Glue small pieces of thick cardboard on the opposite side of the oranges.

4. Take green paper and cut out 15-20 leaves from it. They can be of different sizes. You can use sheets of different shades of green.

5. Leaves should be glued to the top edge of the dish. Glue the oranges the same (see image).

6. Take yellow cardboard and cut out a pear from it. Cut out a circle from red paper.

7. To make the apples, take bright red cardstock and cut out fruit from it. Yellow crepe paper is suitable for bananas.

8. You should glue pieces of thick cardboard to the back of the fruit.

9. Now glue all the fruits to the dish.

10. Use red corrugated cardboard to cut out 4-5 cherries. You can cut out 4-5 plums from blue cardboard.

11. Prepare shiny green cardboard and cut out 10-12 circles of different diameters from it. These will be your grapes.

12. You can place the grapes on a plate close to each other so that you get a bunch of grapes. You can add leaves made of colored paper to the grapes.

13. Use yellow and brown paper to cut out the stems for the apples and pears. Glue these tails to the craft.

Department of Education of the city. Elektrostal Moscow Region

Municipal educational institution for additional education of children

Center for additional education for children "ROSTOK"

Methodological development on the topic:

« Towards still life through modeling, appliqué and drawing"

Performed:

additional education teacher Dudina Irina Vladimirovna

G.o. Elektrostal

2012 years

annotation

This methodological development examines the experience of integration in the classes of fine arts and arts and crafts in the additional educational program “World of Arts” of such types of artistic creativity as drawing from life, modeling and appliqué, which makes it possible to gradually prepare children of primary and secondary school age for the creative and interesting process of drawing from life still life.

A technological map of a chain of classes aimed at preparing children for performing a still life, a lesson plan on the topic: “Drawing from life a still life “Vase and Fruit””, a method of step-by-step execution of a still life in accordance with the pedagogical tasks to be solved in teaching children of primary and secondary school age are presented. .

Problem mastering the basics of still life drawing from life children of primary and secondary school age relevant and significant.

Much attention is paid to the issues of developing children's interest in drawing still life from life, instilling faith in their own strengths and in their creative abilities.

Appendix 1 gives examples of children performing still life objects during modeling classes from plasticine, salt dough and clay. Appendix 2 presents the works of children of primary school age made using the mixed appliqué technique. Performing exercises on mixing colors and practicing strokes in different techniques (watercolor, gouache, pastel) is presented in Appendix 3. Also in Appendixes 3 and 4 are presented a visual aid for the step-by-step execution of a simple and more complex still life, examples of still life execution by children and a teacher using different artistic materials. Compositional schemes for performing more complex still lifes are given in Appendix 4.

The proposed methodological development is addressed to teachers of secondary schools and institutions of additional education for children engaged in educational activities in the subject of fine arts.

«... the more drawings made

from nature, the easier it will be

depict what is fictitious,

read or heard"

D. Mitrokhin, graphic artist

EXPLANATORY NOTE

Classes in fine arts andDecorative and applied creativity is given great opportunities in the development, training and education of children and adolescents, contributes to the satisfaction and development of aesthetic needs, introducing them to universal human values and artistic culture.

Today, in the practice of teaching children the fine arts, teachers do not pay enough attention to drawing from life (academic drawing) and often replace it with drawing from an idea or copying images from posters with illustrations, and most often with drawing on free themes.

The relatively small number of children studying in additional education compared to school classes allows the teacher to pay more attention to individual work with children, explain in detail to each child the rules and laws of drawing, help them see the main thing and convey it expressively in the drawing.

A distinctive feature of classes in the system of additional education for children is also that most educational tasks are designed for a longer time, compared to lessons at school. Wide possibilities are also open in the field of using various artistic materials, both in fine art and decorative and applied activities, various techniques and methods of working with them. In general, additional education opens up great opportunities for creativity and revealing the child’s inner world.

Drawing lessons are the oldest way of human development during the period of personality formation. Every child in art classes a new vision of the world opens up. Children who were involved in the visual arts in childhood gained the joy of feeling nature and understanding of beauty on Earth.

According to the concept of L.S. Vygotsky, mastering drawing can be considered as mastering one of the means of cultural development of the individual, related to the development of higher mental functions. Children's creativity is the process of a student learning about the world around him, about himself, and a way of expressing his attitude to what he knows. The famous aphorisms of P. P. Chistyakov read: “Art loves to be inspired and carried away by it,” “To feel, to know and to be able to do so is complete art.” The main task of an additional education teacher is to provide an opportunity to express the pure energy of children’s creativity, thereby realizing the value-personal potential of the child. To discover the creative potential of a child’s personality, the teacher provides him with what he must master in perfect form.

The topic of drawing a still life from life is relevant because it forms in children an aesthetic attitude to reality, graphic skills in depicting three-dimensional objects, develops a vision of beauty, a variety of real forms of objects, and develops compositional thinking. Drawing from life ultimately ensures the growth of the pupil’s creative potential, influences the improvement of taste, skill, technique, the ability to transmit light, volume of form, material, and allows the child to express his feelings, experiences and moods.

As part of the World of Arts program, children master various types of fine and decorative arts (drawing, painting, modeling, appliqué, collage, artistic painting, working with natural materials). They also study different techniques for working with different art materials (watercolor, gouache, ink, pastel, acrylic paint, etc.). An important place in the program is occupied by folk arts and crafts and traditional painting (Khokhloma, Gorodetskaya, Zhostovo, Gzhel).

As the practice of working with children at the initial stage of training within the framework of the “World of Arts” program shows, children have uncertainty in drawing from life and some students do not show a keen interest in this topic. This is due, first of all, to insufficient artistic preparation for this work.

Every teacher, in order to achieve educational goals, tries to solve the problem of students’ interest in the fine arts, and follows the path of finding interesting solutions that captivate children to creativity.

N Traditional and decorative arts can be an effective means of developing artistic interest, artistic and creative activity of students based on pedagogical influence on the components of the motivational sphere, the needs of artistic and creative activity.

Consistent implementation of a chain of activities that gradually leads children to drawing a still life from life increases the interest of students, and also gives children the opportunity to strengthen and develop fine motor skills of their hands, develop their eye, thinking, and visual memory.

Teaching children the ability to “see” the material, presenting the opportunity to choose a painting technique when creating artistic images, develops in them the skills of a holistic solution to the image.

Target: teach children to feel form, make a composition, see color, volume and convey all the beauty of still life objects.

Tasks:

Arouse interest among students in drawing still life from life.

To promote the development of perception of color, shape, volume.

Teach the basics of composition and perspective.

Teach to convey shape, color, volume, proportions of an object, spatial arrangement.

To develop artistic taste, the ability to see and feel beauty.

Develop visual memory and ability to analyze.

To promote the formation of skills to adequately evaluate one’s drawings and see creative features in the works of others.

MAIN PART

Numerous observations show that the active work of thought, imagination, visual memory, participation of the emotional and volitional sphere of the child’s personality will give positive results in drawing from life only if one knows the theoretical foundations of the image and the methods of drawing various objects. O. Rodin said this expressively: “Art is only a feeling. But without knowledge of volumes, proportions, colors, without sleight of hand, the most living feeling is paralyzed..."

To touch three-dimensional objects, the chain of classes begins with modeling the simplest objects from plasticine and salt dough (vegetables, fruits, tea accessories). Children of primary and secondary school age work with plasticine, clay and salt dough (in Appendix 1, Fig. 1, 2).

To study and develop the composition, the teacher suggests making a still life from previously sculpted objects. This work can be either individual or collective. Each child offers his own solution in composing the composition. The best version of the composition is taken as a basis. The details of the composition are glued onto hardboard and then painted by children (in Appendix 1, Fig. 3, 4). During clay modeling classes, the teacher then asks the children to fashion a simple-shaped jar or vase, hollow inside. Children analyze, reason, compare the shape and size of different products (in Appendix 1, Fig. 5, 6).

In this lesson, the teacher gives basic information about rustic dishes and Gzhel ceramics and its beauty. When working on a vase, children feel like pottery artists; a creative process is underway; children try to feel the volume and shape of their creation.

Work using the Applique technique is carried out with children of primary school age. With the help of the teacher, children cut out vegetables and fruits from colored paper. Make up a still life on a cardboard plate from cut out vegetables and fruits. In this lesson, as in the modeling lesson, the muscular system of the arms, fine motor skills, imagination and sense of composition develop (Appendix 2).

In the last lessons of the complex cycle, the teacher invites children to draw the simplest objects from life (vegetables and fruits), so that the child feels and shows the volume in color in the drawing, conveying chiaroscuro (Appendix 3).

Children who have passed the modeling stage more easily perceive the shape, volume and structure of objects, and therefore drawing from life occurs faster and with better quality.

When working from life, children use art materials such as watercolor, gouache, and pastel. To master and strengthen knowledge of color schemes, illuminated and shadow surfaces of objects, children and their teacher perform exercises on mixing complementary colors (Appendix 3). Work is also underway to observe natural objects in nature and become familiar with their depiction in works of art.

Children compare objects, analyze the color of objects, how it depends on illumination, how the color of the sun affects the color of the shadow surface. In a playful way, children remember cold and warm colors to use shades in the illuminated part of the object and in the shadow.

The teacher uses various art materials with children in different classes:

In the watercolor technique, children use the technique of pouring “color into color” (strokes are very close).

The gouache technique uses the “separate stroke” technique, where the strokes can be dotted, elongated, arched, located according to the shape of the object or in one direction.

In pastel technique:

The teacher can offer children to draw vegetables and fruits from life either separately or in the setting of a simple still life.

In classes from life of a group of objects, the teacher gives the concept of still life and the compositional solution of a group of objects. Children compare and analyze which object is larger and which is smaller; which one is closer, which one is further; which object blocks another and by how much. From each vantage point, a group of objects is viewed differently. The teacher invites 2nd and 3rd students to draw on the board the arrangement of vegetables or fruits, as the children see them from their place. Having prompted and corrected mistakes on the board, all children begin to work on arranging objects (fruits, vegetables) on the plane of a sheet of paper. Children draw the outlines of objects in a simple still life with a pencil and begin to work in colors.

To determine the tasks that should be set when teaching drawing from life, it is necessary to formulate the requirements for competent realistic drawing.

In a competent execution of a realistic drawing, it is necessary to correctly convey:

shape of objects

basic proportions and ratios of quantities

perspective and volume of objects

relationship between parts of an object

item color

Children of primary school age draw a simple still life from life in class. For middle school children, drawing a still life from life becomes more complicated; a jug or vase with fruit, a vase with flowers and fruit are introduced into the setting.

Technological map of the occupation chain

Subject

Goal, objectives

Structure and summary of the lesson

Methods

Necessary materials and equipment

Execution example

1. Modeling fruits of different shapes: apple, pear, lemon (plasticine, salt dough).

Target: develop interest and form a value-based attitude towards DPI. (modeling), to develop knowledge about the traditional method of sculpting from a whole piece.

Task:

teach how to sculpt three-dimensional objects of different shapes from a whole piece of plasticine (or salt dough); consolidate the techniques of sculpting, stretching, pressing, smoothing.

to cultivate an aesthetic attitude towards nature and the ability to see volume in depicted objects.

develop fine motor skills, the ability to sculpt fruits of different shapes.

Generating interest in the activity. Demonstration and discussion of children's still life panels, samples made in a non-standard way from salt dough.

Explaining new material and consolidating previously acquired knowledge.

2) Practical part

Training exercise on the development of fine motor skills of the hand, feeling the shape, plasticity of the material of salt dough and plasticine. Rolling balls, flattening, pulling, working with a stack, etc.

Modeling vegetables and fruits from a whole piece of plasticine and salt dough.

Execution steps:

Modeling the base for fruits and vegetables (balls).

2. Modeling fruits and vegetables of various shapes from a ball base.

3. Drawing up a still life panel

Independent composition of a still life. Discussion of successful compositional solutions, joint selection of the best option.

The final composition of a still life panel from sculpted fruits and vegetables by gluing them onto thick cardboard or hardboard pre-decorated in color (for an example of making a still life panel, see the Appendix...)

Discussion;

A game;

Verbal;

Visual;

Practical;

Encouragement;

Reliance on life experience;

Assessment, self-esteem,

Control and correction;

Oilcloth; colored plasticine; salty dough; stacks; primed hardboard base; glue "Titan" (PVA is possible).

Visual materials: dummies of fruits and vegetables;

Children's works; samples made by the teacher

(from plasticine)

(from salt dough)

2. Still life applications “Vegetables or fruits on a saucer” (colored paper)

Target: to develop knowledge and skills in the field of artistic appliqué from colored paper.

Tasks:

1. teach to spatially represent and depict the shape of fruit in a still life using the mixed appliqué technique (cut, tear-off).

2. Foster love for the world around us.

3. Develop a sense of composition (placing 2 or more objects on a large sheet of paper).

1) Motivation and stimulation of children's activities.

Generating interest in the activity. A conversation about the artistic features of using mixed applique in creating a still life composition. Demonstration of children's works, samples made using the mixed appliqué technique.

Explanation of the technology for performing still life using mixed appliqué. Pay attention to how with the power of small tear-off pieces of paper you can create light parts of objects.

2) Practical part

Drawing up a still life of vegetables or fruits using mixed appliqué.

Drawing from nature of vegetables, fruits (models)... and plates on colored paper. Cutting objects along the contour using scissors with blunt ends. The white thin paper is torn into small pieces. Next, the children, placing the cut out fruits and vegetables on a plate, create the composition of a simple still life. After choosing a successful composition, each child glues all the fruits and vegetables onto plates, which are then glued onto colored cardboard.

The children independently determine the light sides of still life objects and stick tear-off pieces of white paper onto these areas. (see Appendix for an example...)

Emotional stimulation;

Verbal;

Visual;

Practical;

Encouragement;

Reliance on life experience;

Creation of visual and figurative representations;

Assessment, self-esteem,

Control and correction;

Colored cardboard, colored paper; white thin sheet of paper; glue (glue stick); scissors with blunt ends; pencil.

Visual range:

Dummy fruits and vegetables; plate; children's works and samples made by the teacher.

3. Drawing of fruits (from life)

Target: to develop graphic skills in depicting three-dimensional objects of simple shape, to contribute to the formation of vision.

Task:

teach to identify shades of cold and warm colors and the volume of an object.

cultivate love for the world around us.

develop a sense of composition, the ability to analyze shape, color, spatial arrangement of objects.

1) Motivation and stimulation of children's activities.

Viewing and discussion of picturesque still lifes by artists, samples of drawings of individual fruits in color and different techniques (watercolor, pastel, gouache).

Using the example of a simple still life, an explanation and discussion of the composition of the still life, proportions, shapes, relationships between objects, light contrast of nearby objects, background and objects. Determining the volume of objects using chiaroscuro.

2) Practical part

To develop the perception of shapes and volumes of different fruits and vegetables, a game is played. Children, by touching the bag, determine and explain the shape of the object and give the name of the fruit or vegetable.

Exercise Different options for mixing paints.

Option 1. Working with watercolors on wet paper. Infusion of primary colors and formation of additional colors (see Fig. Appendix...)

Option 2. Working with gouache.

Shades pre-mixed on the palette with thick strokes). Straight and arched strokes are practiced.

Option 3. Work in pastel.

A) oil pastel Work with strokes with different shades of warm and cold colors.

B) Dry pastel. Work with straight and arched strokes with the thin part of the pastel and strokes with the wide side, rubbing the strokes and strokes with your finger to mix colors and obtain the effect of transparency of the drawing.

Drawing fruits and vegetables in pencil and then in color using gouache, or watercolor, or pastel as desired.

3 ) Summarizing. Teacher's recommendations. Pay attention to the choice of colors and correct volume transfer taking into account the selected technique.

Emotional stimulation;

Discussion;

A game;

Verbal;

Visual;

Practical;

Encouragement;

Reliance on life experience;

Creation of visual and figurative representations;

Assessment, self-esteem,

Control and correction;

A4 sheet of paper; palette; watercolor; gouache; pastel (dry and oil); brushes (squirrel No. 2, 5, 8); pencil; Visual range:

natural fund (models);

reproductions of picturesque still lifes; Children's drawings; teacher's drawings.

4. Modeling a vase (clay)

Target: to form in students an idea of the connection between the aesthetic and functional qualities of dishes, the ability to design an artistic form.

Tasks:

Teach how to sculpt a three-dimensional object from clay, reinforce the techniques of sculpting, stretching, smoothing, pressing.

To cultivate a love for our native nature, its history and traditions; instill respect for people's work.

Develop artistic taste and cognitive activity, develop fine motor skills of the hands.

1) Motivation and stimulation of children's activities.

Brief cultural and historical information about the beauty and characteristics of rustic dishes and Gzhel ceramics. Demonstration of samples and photographs. Comparison of rustic dishes and Gzhel ceramics in terms of size and lightness.

Explanation and demonstration by the teacher of the stages of sculpting hollow objects.

2) Practice

Modeling of hollow-shaped objects by children (vases, jars, mugs, cups of choice and taking into account the child’s level of preparation)

Execution steps:

Stage 1. Kneading a piece of clay. When choosing a mug, children roll a cylinder; when choosing a vase or jar, they roll a ball.

Stage 2. Using a teaspoon, select the core from a cylinder or ball.

Stage 3. By kneading the walls of the future product, making the product thinner, they give the desired configuration to the product.

Stage 4. The finished product is smoothed with your thumb, giving it a smooth surface.

Stage 5 Design of the product, if necessary, in small details (for example, see Appendix). Products are left to dry at room temperature. In another lesson, it is painted with Gzhel painting using gouache paints.

Observance of proportions, symmetry and correctness of forms are noted.

Emotional stimulation;

Discussion;

A game;

Verbal;

Visual;

Practical;

Encouragement;

Reliance on life experience;

Creation of visual and figurative representations;

Assessment, self-esteem,

Control and correction;

Blue (maybe red) clay;

Stacks; plastic or wooden base for modeling; cloth; oilcloth; a jar of water; tea spoon.

Visual range:

Samples, photographs of rustic pottery and Gzhel ceramics

5.Drawing of a still life “Vase and fruit” (2 lessons).

5.1. Draw a still life, observing the proportions and rules of composition (construction in pencil)

5.2. Draw a still life with volume and color (gouache)

The development of classes on this topic is presented below.

Lesson outline on the topic:

“Drawing from life still life “Vase and fruit””

Classes are designed for children 8-10 years old.

2 lessons of 2 hours each.

Target: expand students’ knowledge about the genre of fine art (still life), deepen their understanding of the form, volume, methods of coloring a still life, color and shade processing.

Tasks:

Educational: introduce and teach the basics of composition and perspective, linear construction, methods of drawing from the general to the specific, the ability to analyze.

Developmental: develop attention, visual memory, eye, sense of proportion, color perception, artistic taste.

Educating: to cultivate love for the world around us, determination, perseverance, accuracy, the ability to see and feel beauty.

Equipment:

For the teacher: full-scale setting, still life “Vase and fruit” against a background of beige fabric, table-poster “Still life” (stage-by-stage construction), compositional diagrams of still lifes, children’s drawings of vegetables and fruits.

For students: gouache, paper, brushes, graphic materials.

Visual range:

K. Korovin “Still life. Flowers and fruits."

V. Van Gogh “Sunflowers”

I. Mashkov “Fruit on a saucer”

K. Petrov-Vodkin “Still life with apples”

P. Konchalovsky “Tray and vegetables”

P. Kuznetsov “Flowers and Melons”

Z. Serebryakova “Basket with zucchini”

Progress of the lesson:

Organizational part.

Introductory part. Explanation of new material.

The teacher suggests remembering the genres of fine art and focusing on one interesting genre - still life.

If you see in the picture

Cup of coffee on the table

Or fruit drink in a large decanter,

Or a rose in crystal,

Or a bronze vase,

Or a pear or a cake,

Or all items at once -

Know that this is a still life.

The teacher reminds you of the rules of construction, compositional solutions, and the step-by-step implementation of painting techniques for drawing a simple still life of 2-3 fruits and vegetables, completed in the previous lesson. Next he offers to get acquainted with a still life of a more complex composition. In a dialogue with the children, the teacher discusses the artistic features of reproductions of still lifes by famous artists posted on the board.

Problematic issues:

What types of still life do you know?

Find the distinctive features of the presented still lifes and comment.

What colors (warm or cool) predominate in still lifes and why?

What unites the objects of a still life?

How do artists convey the volume of vegetables and fruits on the flat surface of paintings? Why are lighter strokes on all fruits and objects located on one side, and darker ones on the other? (children's answers)

What role does sunlight play in a still life? Sunlight, illuminating objects, makes them light on one side (light) and dark on the other (shadow). Light and shadow help convey the three-dimensional image of objects, their reality.

Which still life reproductions did you like best and why? Name the authors of still lifes (children's answers).

The teacher explains different compositional schemes for constructing still lifes according to the table (see Appendix 4). To consolidate knowledge, the teacher asks children to read the presented diagrams and answer the following questions:

What do vertical and horizontal lines in the image of objects (axial lines) indicate?

Determine which objects in still lifes are located closer and which are further away? Explain why?

What is composition? ( This is the combination of parts of an educational drawing, a work of art for the most vivid expression of their content. This is the correct arrangement of objects on a sheet of paper).

Game warm-up .

To develop imagination and sense of form, a game warm-up is carried out.

The teacher places on the table a box with dummies of fruits and vegetables of different textures, shapes, and sizes.

All children are invited to come to the table and, with their eyes closed, take one object in their hands and determine its shape, texture and purpose. Children mentally “sculpt” the shape of an object. The teacher offers the one who got the apple and pear to put them aside for a still life. In this game, children use their thinking, fine motor skills, and touch.

The teacher composes a still life with a vase (jug), fruit and draped fabric. Before you compose compositional scheme children carefully examine the still life and analyze the features of its construction. The guys determine the main object in a still life, compare large and small objects, which are located closer, which are further away.

Working on a pencil drawing.

On the chalkboard, the teacher demonstrates the sequence of linear construction of the still life “Vase and Fruit” (compositional diagram).

The teacher pays special attention to the correct compositional arrangement of the still life on a sheet of paper. Attention is paid to the combination of small and large volumes, determining the place for the main subject, determining the general outlines of the image on the surface of the future drawing, and detailed drawing of a separate subject. Drawing a symmetrical object begins with a vertical center line. When drawing, it is important to teach children to isolate the parts that make up objects and to be able to compare them with each other in height and width.

In the graphic representation of objects, round bases and boundaries between the component parts of objects, which turn into ovals in the drawing, should be indicated. The location of the still life image should be in the center of the sheet, not too small and not too large.

The teacher invites the children to compose a still life from their workplace, because depending on the viewing angle (perspective), the arrangement of objects in the still life depends.

Independent work.

Using short segments-strokes, students use a pencil on a piece of paper to outline the general location of the still life, the contours of all objects, observing the proportions and arrangement of objects in the still life, mark the boundaries of highlights, shadows, all objects and the environment. Evaluation of drawings made in pencil. Analysis of work, recommendations for eliminating errors.

2nd lesson

Working on a still life in color.

Viewing and analysis of reproductions of picturesque still lifes. The teacher reminds children about the distribution of colors into warm and cold (color wheel); about how you can mix paints to get shades of cold and warm colors; how to compare the obtained shades with those seen in nature. Then the teacher and students examine the color scheme of objects in the still life and analyze the coloring in the shadow and in the light, the illumination of objects, glare, and determine contrasting colors and color spots on the drapery.

The teacher shows on a piece of paper the step-by-step implementation of a vase, pear, apple in color using consistent color saturation and definition of shadow, light, penumbra, volume of objects and space.

Independent work.

At stage 1 children begin to work with the general color characteristics of the still life. To do this, prepare a low-saturated color and apply a transparent layer to all parts of the design, excluding glare.

At stage 2 painting models the three-dimensional shape of all objects and conveys their illumination. Using separate strokes, children enhance the color saturation of the illuminated sides. The color of the shadows is solid and is influenced by the environment. They are covered with darker paints. Each stroke applied to depict shadows must be taken in relation to the color of the adjacent surfaces of other objects and other shadows in terms of hue, saturation and lightness.

At stage 3 In their work, children continue to model the volume of form and space with more subtle shades of color. Each stroke placed on paper is checked against the still life, alternately moving the eye first to the image, then to nature. This allows you to see whether the color proportion that exists in nature is conveyed. The depiction of color shades in light, penumbra, shadow gradually leads to a subtle modeling of form, to the depiction of space and illumination.

At the 4th final stage all colors are generalized, if necessary, some parts are highlighted with a more saturated color, and excessively bright ones that break out from the general color scheme are extinguished. The drawing is complete.

Throughout the lesson, the teacher corrects the children’s work and repeatedly helps the children and corrects mistakes.

Summary of the lesson.

View and evaluate completed work.

Analysis of still life execution and mistakes made.

Conclusion

The development of a series of lessons, a lesson plan “Drawing a still life from life”, its didactic support and its implementation is the path to the development of the child, to his knowledge and comprehension of what he sees.

The proposed lesson notes are suitable for both primary and secondary school children. All activities together give the child a lot of positive emotions, setting him up to continue the creative process. Changing types of creativity relieve tension, increase interest, and correct the psychological state of the student.

To deeply penetrate the artistic atmosphere of still life, the child masters all the artistic knowledge and skills of this art.

In the process of working on the still life, the children experienced complete and deep satisfaction from the creative process. Children learned the beauty of an object, and through it a love for the surrounding and objective world was cultivated.

List of sources and literature used

Dankevich E. Modeling from salt dough. – St. Petersburg, 2001

In the summer we eat a lot of different delicious fruits and berries. So you can make a Still Life applique with your children.

Application. Still life

Materials and tools

■ Packaging cardboard

■ Colored corrugated cardboard

■ Colored cardboard

■ Colored paper

■ Scissors

■ PVA glue

Making work

1. Cut out a 30 x 45 cm oval from white corrugated cardboard. This is a fruit dish.

2. Cut strips 2-3 cm wide of varying lengths from packaging cardboard.

3. From orange cardboard, cut out 2 circles - oranges. Glue pieces of thick cardboard on the back side.

4. Cut out 15-20 leaves of different sizes from green paper of several shades.

5. Arrange the leaves along the top edge of the dish. Glue leaves and oranges (Fig. 1).

6. Cut out a pear using a stencil from yellow cardboard (Fig. 2), and a ruddy circle from red paper.

7. Cut out 2 apples using a stencil from bright red cardboard, and several bananas from yellow corrugated paper (Fig. 3). Glue pieces of thick cardboard to the underside of the fruit and glue the fruit onto the plate.