Training of history of the fine arts (in private studio)
As we went in for art history with kids in private studio.
the Idea to acquaint absolutely small children with world art heritage arose incidentally, in 1992 when I studied on a third year of the Moscow university on office “art history“. One my acquaintance opened home children`s studio of the esthetic direction and suggested to work the fine arts with kids from three to seven years. There is a wish to tell a little about these occupations because everything about what the speech will go, is easily feasible in house conditions and almost does not demand special expenses.
Alas when I began to prepare for occupations, did not manage to find among extensive literature anything suitable to a case. In kindergarten “textbooks of methodics“ venerable teachers edified pupils of normal schools how to draw with kids rains - sticks, birdies - ticks, the suns - circles etc. All books on art stories (among them, by the way, were remarkable) were focused at least on elementary school, and generally - on even more advanced age. For kids nothing was. It was necessary to think up the own program constructed on the basis of a university course of history of world art, but adapted for children.by
For again organized studio one big room in the “Stalin“ three-room apartment was rented. In it there were a sofa and chairs to sit, the big moving apart table to draw and rather empty seat, a chtba to run and jump. The atmosphere turned out so comfortable that kids quickly enough began to feel at home. There was an old slide projector, the improvised screen was constructed - the big piece of a Whatman paper pins fastened directly to a carpet on a wall, over a sofa.
So the cozy, “house“ situation for our occupations developed. First I just selected ten slides, collected on them information, available to kids (mainly it were pictures of the Russian artists of the 19th century) and showed as cinema. At most ten minutes occupied it, and then after a five-minute break we put forward a table, got paints and drew - improvised (I suggested to choose by him a subject for drawing). >
Soon it turned out P that just it is not so interesting to watch and listen to the story as to discuss what they see. Especially as at once there were questions which it was necessary to answer (“And why the uncle has short such trousers? And this girl now still live or already died?.) . Vskoreprosmotr of slides turned into brisk conversation (sometimes, however, smoothly turning into noise and each other perebivaniye - then I quickly switched off a slide projector).It is even more interesting to
than occupation steel after the “interactive“ form of acquaintance to pictures was allowed - kids could approach the screen, touch the image, answer my questions, showing some details or heroes on the screen. Children of any age felt from it mad delight. It appeared besides that, since five-year age kids already rather easily cope with so primitive equipment as our slide projector (the plug-in frame in which two slides are located at the same time - one is shown, another is replaced at this time). We began to appoint “the duty operator“, and soon pictures showed everything.
“Operator“ sat down on a chair at a slide projector, and the others took seats on a sofa in front of the screen. Within fifteen minutes we considered mainly pictures (I then did not decide to show other art forms yet). I did a selection or on genres (for example, “still lifes“, “a picture - the fairy tale“, etc.) or thematic (for example, on the subject “Fall“). To be beyond kindergarten subject at that time there was not enough courage yet. After occupation the slide projector turned into “a magic lamp“, and in a break between drawing and the theory we arranged on the “shadow play“ screen. And after drawing - cleared the oilcloth soiled by paint the table and drank tea.
Experience came gradually. By the end of the first year of occupations it became clear by trial and error that it is possible and that you should not show to kids. (For example, some battle scenes, scenes of “Passion of the Christ“ and still, which - that could cause even tears in kids). Subjects which are most interesting to children were found. Popular and unpopular styles, the directions and genres of painting were “calculated“. The first texts of “stories on pictures“ were thought up.
that first year we had “attendants“ on the world of painting. Not I thought up them and even not children, and certain during that time unknown to me Americans. It were dreadful turtles - ninzya which their creators guessed to call by the names of great masters of the Renaissance - Donatello, Michelangelo, Raphael and Leonardo. These little monsters pursued me and further while the wave of their popularity at children at last did not settle. At my slightest mention of Leonardo pupils began to remember turtles. It was necessary to file these characters, if it was impossible to get rid of them in any way.
I then I the strong-willed decision changed to turtles a profession: we made one the painter, another - the sculptor, the third - the architect, the fourth - the schedule. Now peace monstrik accompanied us on our travel to the world of art and participated in games. I learned to draw turtles - ninzya in different types and suits, showing on their example as artists work. The smiling muzzles of our green friends appeared on badges which were received by winners of games. The best of pupils in the end of the year got self-made medals with the image of a turtle with brushes and paints at an easel. For me it was the big lesson - ability to reckon with interests and hobbies of children can give absolutely unexpected opportunities in search of approach to the pupil.I Tell
about it that at occupations with the child it is possible to attract to itself in assistants to any characters who are nice to your kid - from the Cheburashka to the Spiderman and if they are unpleasant to you - in your forces to change it.“ The attendant“ your travel the hero can carry on dialogue with the child - actively creators of children`s telecasts and the training computer programs use this method.
However, it is possible to think up such character also. The little man ridiculous drawn, cut out, molded or an animal, a soft toy, a favourite doll - yes anyone! - can tell by your voice to the kid an entertaining story. Toys on fingers are especially good - children joyfully communicate with them, sincerely forgetting that they the hare or a mouse are put on as a glove a mother`s hand and tell it by voice. Now I have a finger-type doll - a hare Kesha who shakes hands with each of pupils, pats on a back, but at the same time does not understand the fine arts at all, all the time is confused in names of pictures, and kids with pleasure correct it.
Pupils from studio opened for me unlimited opportunities of thematic drawing and a molding - that is under impression of what was seen, based on. Besides - it was not my idea. We looked somehow with kids of a picture of Vasnetsov at fantastic plots, among them there was “A hero at the crossroads“ - where the athlete at a stone, and around black crows and a skull lies … After “a slide -“ suggested children to draw with show a scene from some fairy tale. When pencil sketches were ready, suddenly saw in one of drawings - the five-year-old boy has the athlete`s silhouette on a horse, a skull and ravens. Drawing looked extremely expressively and is not similar to Vasnetsov at all. Already from the following occupation I offered for drawing and a molding of a subject mo to motives of what was seen. Tactics was correct - it was one more, additional fixing studied and at the same time drawing became nontrivial, the choice of subjects not just extended, but became inexhaustible!
over time quite accurate action program developed. With younger (3 - 4 years) classes in subjects best of all “worked“: the set of these subjects was immensely big, and on each subject in inexhaustible world art heritage there were suitable “illustrations“. “house“, “mother and children“, “city“, “flowers“, etc. could be P>
of the Subject habitual to kids, such as. Could be also more exotic:“ voyages“, “natural disasters“, or, say, fairy tales and stories (“Jesus Christ`s childhood“, “a story about the goddess Venus“, “as the tsar Pyotr the city built“). On one of subjects (and them the huge list was typed over time) 10 - 12 slides with works of art were selected, they were discussed in details, and then we sat down to draw based on what was seen.
Well, for example, subject “Sea“. Pictures can be picked up for it approximately so: Ayvazovsky and Shchedrin - the sea real, it is possible to choose its different states, various time of day, etc. Monet, Van Gogh, Signac - bright paints of the sea. At the same time children begin to get acquainted with various picturesque manners (it is possible to write with gentle easy dabs as Monet, it is possible - densely, pastozno (Van Gogh), or color points (Signac)). Then we watch the fantastic sea - it can be, for example, Bilibin`s illustrations to “Tsar Saltan“ or the “Stealing of Europe“ of Serov (“laughing“ the sea). Then everyone draws such sea what was pleasant to it more.
With 5 - 6 letka already not bad there takes place selection of subjects with observance of chronology. Already on the first occupation I select 10 - 15 pictures - for one of every era and I tell as if “the summary of the subsequent series“. I speak: at first we will go to Egypt, then to Greece, then to Rome, to Byzantium etc. “Travel on a time machine“ begin with the second lesson. It is possible to begin with our country - we go to ancient Kiev, then to Novgorod, to Moscow … The main thing - is beautiful to give everything.
Let`s say so. “Today the empress Ekaterina the Second invites all of you to a big ball in the Winter Palace. In clothes for you suits are prepared, the carriage waits at the gate. Now we change clothes, sit down and we go to a ball. We will be landed at the palace, we will bypass it around, and then we will come inside. Let`s climb a front staircase, we will pass a palace suite and we will leave directly in a ballroom. There we will also get acquainted with Eaterina and her environment“. Isn`t that so, what dazzling scope for the imagination and training? Here to you both suit, and surroundings of the second half of the 18th century, and ancient ceremonial portrait, and architecture of the Russian baroque, and interiors. And everything is perceived in a complex as the tale of the Cinderella, only the heroine can become any girl now, and the fantastic palace will take for it quite concrete shape.
still games which we suited with reproductions of various sizes - from calendar cards to wall charts increased further. Then games was at first a little - “guessing games“ (as the picture is called? who wrote? how call the hero? what genre of painting? what art form?) - that is what lay as if on a surface. The arsenal of games was replenished considerably over time, and especially - during the work with school students, but about it is another time …