Training of history of the fine arts (house) of
“MOTHER, SAME YOU are MONA LISA“
As we with the three-year-old son studied art history.
In life of almost each woman there comes such time when it has to take the considerable break in work connected with the child`s birth. I went on a maternity leave from school where I quite successfully taught history of the fine arts. The pupils seeming such small to birth of my son were suddenly adult and solid. And the kid grew, started walking and to speak, a bit later - to draw, and unexpectedly took a keen interest to thick albums on painting and architecture and multi-colored cards - the reproductions which a lot of were available in our house.
Still to me had to deal with children of 4 - 12 years. Now suddenly it turned out that 4 years - not so early to start acquaintance to the fine arts, and can already and late. Can object: you should not draw conclusions from experience of occupations with one, own child. In total so, only this experience is so other than my school lessons what I cannot but just share it - and suddenly it will seem to someone interesting?
The matter is that working at school, I always followed the program and pourochny plans made by me for the reporting. In private studios where it was also necessary to work, there are more opportunities for creative approach, but parents impose quite fair requirements also there: the child has to acquire something, to learn something for a certain term. Therefore I tried in all possible ways to enclose information maximum in light children`s heads.
But houses did not constrain us time frames (academic year), plans and programs. We had no place to hurry - in a stock at us an immense reserve of time (when I began, the kid was only two years old!) . Making use of all that knowledge and experience that I saved up for these five years of work with pupils, I could teach much also the boy - a difference only that I both mother, and the teacher in one person and consequently, I can impose some requirements only to myself!
Six “precepts“ of house trainingby
to me was given free rain, and I the strong-willed decision exempt myself from everything that so held down in work with other people`s children. Here they - our internal of the rule of house occupations :
- of Any regularity. We will be engaged only when it is wanted by my kid. Will not want? Let`s carefully provoke. Let`s palm off the book, the picture. Itself I will sit down to watch an album. I will include SD - a disk with painting. Still does not want? Well it is also not necessary then. (This rule I use in everything - and in occupations with the son drawing and a molding, and in training in reading and the account, and in familiarizing with a household. An exception - only for books: day without the read page!!!)
- Not to try “to push“ into the child large volume of information for once. I was a little surprised, having read Cecile Lupan`s book, its council when training history of art to show to the kid much - many different pictures for once and very quickly. It is unclear. And if it liked one, and he also wants to look only at it? No, we will watch so much how many my boy will want. If it liked one picture - will say only about it.
- Not to allocate the subject “art history“ in separate occupation. “Well, the kid what we will do? To cut paper? Give!“ Carefully I palm off red, orange and yellow paper. Together we cut out leaves. Then we will paste them on brightly - a blue cardboard - the autumn leaf fall will turn out. And, of course, we will talk about fall... Look, this picture is called - “Indian summer“. And this is “Autumn day“. Leaves on trees are written by tiny points of gold and orange paint... And it - “Late fall“. Naked, an ebony - any leaflet... (On Levitan`s pictures it is possible to acquaint with any season).
- Not to divide “occupation“ and game at all. , however, I never did It - even with pupils. Phrases “and we will be engaged now“ to my son it was not necessary to hear. Emergence “on a scene“ pictures - reproductions can happen in the course of game.
For example, we play with “legovsky“ horses and little men, and right there emerges - imperceptibly so - some picture with the image of the rider (well, for example, “Powerful skok“ Vasnetsova or, say, a horse portrait of Charles V Titian).
... We built from a blue terry towel on a floor the sea with the ships. Here the towel was wrinkled - at the sea a storm... Here it was smoothed - a calm... If it is careful to put in this moment two cards nearby - Ayvazovsky`s reproductions - on one rough, on another the quiet sea, - absolute interest in pictures is guaranteed!
- Not to observe any sequence, not to adhere to a chronological order and not to build in advance the plan of occupations. has enough It to me at work. At home it is possible to begin to watch an album from any place, to randomly put slides, from SD - a disk with works of art randomly “to pull out“ any artist, to throw pictures from different places absolutely spontaneously! Just everything has to be near at hand. I for this case have the card file (cards stand on the shelf in a chronological order - strictly on styles and eras), the videoshop (slides and SD - disks) and the library (art albums).
- It is obligatory to show to the child originals - originals. Though some. Even in towns there are art galleries and the city artists. For residents of the capital city it is simply inexcusable to hold the child on “short rations“ of reproductions. Practice showed that the children who are not seeing originals treat reproductions also, as to photos from family albums.
When my boy the first time asked to show it an art card, he told: “I want the photo“. Then we immediately went to the museum.
So, being guided by these six precepts, I began to admit slowly my boy to world art heritage. Now, later over a year after the beginning, I can tell surely - everything “worked“! The kid not bad “joined“ and is not overloaded at all. He remembered that it was interesting to it, but somewhere in his children`s subconsciousness, it would be desirable to trust, also another that did not draw its attention yet sits. But sometime, having become the adult, my boy will see, apparently, an unfamiliar monument and, perhaps, will remember it...
“Art history“ home-style -
is, first of all, “MUSEUM“ . So my son called any art album earlier.“ To watch the museum“ - meant, to sit down with an album as with the book, in an easy chair and to leaf through pictures until the kid does not stop and will not ask some question. (Naturally, mother has to be in that case ready to answer). At first albums stood far, under glass. When I understood that I the son`s relation to the book rather trembling (in three years he did not tear any page), began to put albums to places, more available to it. Now it can at desire take them and find the necessary pictures.
“IGORYASHIN MUSEUM“. the Remarkable invention borrowed partially from Cecile Lupan. On 100 photos a format 10 x 15 I insert into a photo album on the taste cards - reproductions of different eras, styles, the countries and art forms (including architecture, both applied art, and graphics). On a cover the word “museum“ is written by capital letters. I put this album on the shelf where there are informative books - not for reading, and just for viewing - with animals, plants, toys etc.“ The museum“ is good the fact that its “exhibits“ are easily replaced. Generally my son watches “museum“. Sometimes drags it to me to ask about something. And sometimes asks to look together. After such viewings I already precisely know what pictures in an album need to be replaced.
By the way, small reproduction of pictures and other monuments often occur in different magazines. They can be cut out and pasted on white paper a format 10 x 15 - here and additional “cards“ in a collection.
“ARCHITECTURAL ETUDES“. > any construction material - from primitive cubes and boxes to the designer of “LEGO“ Suits b. Plus - pictures with the image of some buildings. We put pictures nearby and we begin to build. First we built together. Then the son began “to create“ itself, and then resorted on kitchen and pulled me to watch what “hyam“ (“temple“) he constructed - moreover and with a dome!
as a result from a “legovsky“ set of cubes turned out not only “house“ (and also “market“, “station“, “hospital“ etc.) - but also “lock“, “arch“, “church“, “the palace with columns“. All this brought a considerable variety game. What is still interesting - now, later my boy does not play these games indifferently by interesting buildings in Moscow - will surely note, “what beautiful temple“. (And still a year ago the crane near church interested much more, than she).
“GREAT SCULPTOR“ . My kid rolled a curve sphere from plasticine and put it on other piece of plasticine. I quickly attach to it eyes, a nose and ears and I declare: “It is a bust!“ Then I find the first bust in Igoryashiny “museum“. It appears - the Roman sculptural portrait. The kid looked through - found still:“ Egyptian“ Vrubel. Slowly we join a sculpture.
By the way, plasticine - not the only means for such acquaintance. Both sticky snow, and wet sand will approach. Walking in the winter wood, we rejoiced each thaw - what opportunities for sculptural exercises! There is and still a recipe if you are afraid of plasticine in your pure apartment: mix 1 part of flour with 1 part of salt, add a little water and dry wallpaper glue - and dough for sculpture is ready! Plasticine is washed better, than. However, volume figures leave the test worse, but it is possible to do magnificent reliefs! (For example, sockets, masks, garlands, as on classical mansions, or figures of people - as on the Greek friezes). And if to dry all this couple of days on the sun, then it is possible to paint then with gouache - the color relief will turn out. (As, for example, on gate of ancient Babylon).
“to WATCH ARTISTS“ . So my son calls five-minutes at the computer monitor when I put SD - a disk with painting and I allow it to watch five minutes pictures. He would look longer! Naturally, it is more preferable - a slide projector. (I just carried away the in school, and it is difficult to buy now). To show slides - if you have them - it is possible anywhere: on a door, on monophonic light wall-paper, on the leaf of a Whatman paper which is hung up on a wall on the white sheet or a big pillowcase pinned to a carpet. Special chic - on a ceiling (if the slide projector small - can be arranged also it: terribly it is pleasant to children!). Slides give the chance of “interactive“ communication with a masterpiece: it is possible to touch, potykat a finger, to stroke. It is interesting to tell about a picture, showing as where is.
“we go TO GALLERY“. We “plunge“ into art more than a year, and periodically I hear from the son: “Mother, when we go to the real museum again?“ . Means, the client ripened. Without preparation to go there is no special sense - in this case probability that it will be interesting to the child much less. There is a special pleasure in recognition. “Mother, look - “Demon“! My darling! And this Demon broke... And it is the Demon too? And why there is no such picture at our place?“ . So, in advance to explain where we go. To show if it is possible how the building looks outside and from within. To look reproduction of what should be seen - and it is desirable not once. In advance (but not on the visit course) to warn that it is impossible to run, rustle, touch exhibits!!! (Inspectors in the museum are not too kindly located to so young visitors).
U us two rules at visit of the museums are. The first - the child himself chooses a route. The picture interested - itself will stop, will look. It is possible to advise, however, quietly what to look at, but not to drag if does not want.
Second - at the first signs of fatigue (sits down in each hall on benches, runs through all hall, turning on anything attention, aches or poor-mouths) - immediately home, as if we did not want to look at something else., of course, our acquaintance to the fine arts is not limited to This
. In our life it strongly took the place of the kind friend in acquaintance to world around. I already told that on landscapes it is possible to tell about seasons. And still - about change of day and night, about the weather phenomena... And, having only one Savrasov`s album (Vasilyeva, Kuindzhi).
Animal painters represent animals; still lifes and landscapes show flora in all its beauty. (A still life, in addition, - also acquaintance to the world of ancient things).
by means of reproductions can travel around the different countries. There is such genre - a veduta, an architectural landscape. In the Moscow Museum of Fine arts (of Pushkin) there is Canaletto`s picture “A betrothal of the Venetian doge with the Adriatic Sea“. My son for the first time learned about Venice on it.
By the way, about natural phenomena. We here with Igor suited a small house volcanic eruption by means of soda, vinegar and red paint (Found a task in the English “Encyclopedia for the preschool child“). Left convincingly. And then long examined “The last day Pompeii“ Bryullova. Strong impression!
the Subject picture helps to get acquainted with history, religion, literature. We approached evangelical stories through painting. At first there were Renaissance Madonnas, then - pictures of life and the Passion of the Christ. Then - icons. And now I slowly began to tell about the Annunciation and Christmas, the Epiphany and Transformation, the Crucifixion and Revival. When before eyes - Maria and little Jesus`s images, God - the Father and angels, apostles and prophets, the story becomes clear even to the three-year-old.
Now we also begin to master antique mythology and the Russian epic epos. And how many ahead of interesting!
the works which are permanently admiring everyone who for the first time sees them Are. It is masterpieces (in translation from French - “masterpiece“ - perfection). For us “The girl with peaches“ or “The Sistine Madonna“ - the images spread around, habitual to an eye. And the kid looks a new, not turbid view. Sometimes, together with it having looked at a familiar picture as for the first time, it was possible to see what did not pay attention earlier to. For example, a huge transparent tear that shivers in a corner of an eye of the vrubelevsky “the Sitting Demon“...
... Remarkable confirmation that all my efforts were not vain became overheard one night at a bed of already almost fallen asleep son: “Mother, and you are Mona Lisa“...