Rus Articles Journal

We go to the museum with the child of

How to make family visit of the museum a bright remarkable event that the meeting with art was for the child interesting and saturated?

Many parents willingly take

with themselves children on exhibitions in the museums, however not all can correctly organize these visits. Adults often do not know how to communicate with children in the museum about what it is possible to talk to them there. As a result children have very indistinct impressions of visit of the museums and communication with masterpieces of art does not exert a great influence on their art development.

Here one example. The Muscovite Natasha, the schoolgirl Z - go a class, often goes with mother to exhibitions. It was in Pushkin Museum of Fine Arts, in the State Tretyakov gallery, Showroom on Small Georgian. But she did not remember any picture. From Museum of Fine Arts it in memory had only memories that went to the museum with the girlfriend of mother and that there were many pictures, painted by bright paints. That`s all. And after visit of the museum there passed only two weeks. How to make a meeting with art for the child interesting and saturated?

Analysis of a situation. Preparation for visit of the museum. The first arrival to the museum has to become an event in the child`s life. Therefore it is undesirable to combine it with other significant events - for example, from the beginning of study at school, with return from summer camp or from giving, etc. It is better that “opening“ of the museum by the child happened against rather equal tide of life. Then in consciousness of the child images of outstanding works which will take the central place in smysloporozhdayushchy systems of understanding of art can be imprinted and by that will define further art development of the child.

It is desirable for p to warn the child about the preparing visit in advance. It is good to show it one - two reproductions from those pictures at which you assume to look in the museum. At the same time it is necessary to explain that a reproduction much less the original, less bright and distinct. Let your child will invite someone from friends. It is very important that it could go to the museum with the friends, but not with yours. The child should have an opportunity to share impressions with the person concerning whom he assumes the equal rights for a work assessment. It is simpler to it to express the opinion to the peer, than the adult. The child also understands the peer better.

of Feature of the first visit of the museum. It is necessary to remember that in the museum besides pictures and sculptures there is a set of other things which draw attention of little visitors: big ladders, huge halls, unusual interior. And the situation is unusual for children: people go carefully, about something quietly exchange words. How here to behave - it is unclear. Therefore it is good to make so the plan of visit that children could master space of the museum gradually.

Should allow to children to sit on sofas (if, of course, it is allowed by rules of the museum), to examine ladders, walls and chandeliers, to have a look at work of cashiers. Let the child himself will submit tickets to the controller, will look in a window at the street. Without a thing it it will be difficult for little visitor of the museum to concentrate on perception of pictures - he will constantly distract. These impressions can sometimes be the most important for the child. Here, for example, my impressions about the first visit of the State Hermitage.

“In 50 - x years our family lived in Leningrad (St. Petersburg now). My father, the naval officer, studied then in Academy. I did not go to school yet. We rented the small room in a communal flat on Big Podyacheskaya. I remember, lived in peace and friendship and I did not notice wretchedness of a situation of our house. And once parents led me in the Hermitage. The palace outside was familiar to me as I did not go to kindergarten and therefore walked with mother on the city much. And here we entered... Before me the magic ladder unexpectedly appeared: white with gold! Main ladder of the Winter Palace. I quailed from this magnificence and could not move a little. Probably, parents understood my state. The father took me by hand and surely moved forward, mother went on the other hand. I calmed down and under such reliable cover ascended to a ladder. I was not hurried and allowed to admire all these infinite gold curls. What was then, I almost do not remember.

Upon termination of Academy of the father was transferred to service to other city, and the second time I got to the Hermitage, being already a pupil of the tenth class. The ladder again unexpectedly appeared before me in all the is white - gold magnificence. I suddenly remembered the impressions of the first visit of the museum. Father at the left. It has a strong warm hand. Mother on the right. All it seemed to such acquaintances and the family! And now, many years later, at each visit of the Hermitage I experience the same experiences. Likely, therefore the huge imperial museum seems to me cozy and close.

Parents to these an emphasis are surprised with

to how I remembered this moment. I was then only about five years old. I very much appreciate these memoirs. It seems to me that they affected my interest in art“.

should note

In these memoirs of the adult that attitude toward art is connected with the situation of the first visit of the museum. Participation of close people was extremely important in this event. Thanks to them the little boy managed to master an architectural masterpiece. And the museum was stamped on his memory in an image of a happy event of the childhood. Many people, likely, can remember similar cases from the life. Such happy events make an integral part of the structures of consciousness providing understanding with the person of art.

Communication with children in museum halls. Many children or do not aim in relation to the perceived picture at all, or these purposes are very not certain. Therefore the adult should try to organize so viewing that children were “aimed“ first of all at perception of an artistic image of a picture. It is possible to recommend several receptions. Here the first of them. Choose in the hall a picture with pronounced emotional contents. Ask children that remarkable and interesting they in it saw. There are two types of children`s answers. At one there are instructions on mood which is caused by a picture, on feelings and experiences of heroes, on actions which sense is defined by all picture in general. All this various aspects of an artistic image. In other answers children can point to separate details of a picture, to compliance or discrepancy of color of the image to subject coloring untrue object. These are already the particulars though which are taking place, but not defining an essence of an artistic image. The adult should support instructions on feature of an artistic image, to let children know that this most important in a picture. On the course of conversation it is possible to tell the facts from history of work of the artist on a picture, from his biography, to supply with the information on a method of work of the artist. But all this has to be connected with a complete image of a picture.


For example, discusses a picture Yu. Pimenova “New Moscow“ (State Tretyakov gallery). Children can note what is represented “as though rain expected to fall“, “everything is washed“, purely, is fresh. It is necessary to praise such answers, and then to develop this thought:“ Here Moscow is represented as if new life begins“. Instructions of children on separate parts of the image should be estimated as true, but minor. For example, some children can tell that in the picture “New Moscow“ the woman driving is represented and that it seldom happens. It is possible to answer it very simply:“ Yes, seldom so happens, but for this reason the artist wrote driving the woman. To emphasize feeling of novelty and change in everything“.

A here other reception. Suggest children to choose from all pictures in the hall the most joyful in their opinion (if, of course, in this hall there are pictures which maintenance can be interpreted as joyful). Let children at first will discuss among themselves what of pictures answers the set definition. And then ask them to prove the opinion. It is possible to suggest children to choose the most severe or disturbing picture on mood.

Should remember

that children strongly differ on ability to understand the figurative maintenance of a picture. It can be caused by a difference in experience of their graphic activity and perception of art, specific features of development of the emotional sphere, erudition and many other. Therefore you should not become angry if your child states naive and as it seems to you, silly judgments. It is necessary to try to understand what business, as the following example in.

the Pupil 3 - go a class considers M. Saryan`s picture “Mountains. Armenia. 1923“ in the State Tretyakov gallery. The boy is perplexed: “What it? One paints and nothing is clear!“ To it it is really unclear as it costs close and does not see all picture entirely. The adult takes away the boy far away from a picture and suggests to look at it once again. The young viewer is delighted: “As it is beautiful! And strips - it appears fields in mountains! And here some action happens“.

Parents often do not suspect

as thinly children of 7 - 10 years can feel an image of a picture. There is one case. Mother with the daughter of eight years watch Zh. Somari`s portrait of work of O. Renoir in Museum of Fine Arts of A.S. Pushkin. The girl, showing on a picture, asks mother: “Of what this aunt dreams?“ - “And here „ dreams “? - with irritation mother answers. - This is the famous actress. You see, shadows on a chin are made in the violet color. From - for it many abused the artist, and now he one of the best-known“. The girl bashfully looks down - her not to a picture any more. And she very thinly captured an essense of the image created by O. Renoir. At one time his picture was called “Dreamer“. And mother burdened with the erudition did not notice that the daughter is on the threshold of the, independent opening, pictures. It was possible just to answer:“ Yes, really dreams. Let`s look at a picture and we will think what it can dream of“. Who knows up to what depth this work for the child could reveal.

Adult in general should be

very careful in the estimates of pictures and works of artists. The matter is that children of 7 - 10 years often perceive judgments of the adult, without correlating sense of these judgments to the maintenance of the analyzed subject. It is necessary to hear from the little audience of expression in whom the art estimates stated by the way by their excited parents are brought to the level of the general principles and laws. For example: “Impressionism - now that`s something like it, and all the rest nonsense!“ Or:“ In old time there were real masters, and now one potboilers“. It prevents children to belong to the maintenance of a picture on the basis of own sensory perception. And without such relation education of the developed art taste is impossible.

Careless judgments of parents of art in the presence of children often lead

to penetration into consciousness of so-called idea of “a naive formalism“ (or “naive aestheticization“) which essence consists in denial of communication of life and art in general. Usually it is expressed in a work assessment from the point of view of refinement of a form. If “the naive realism“ is characteristic of mass public, then the small refined part of fans of art is fond of a formalism more. Obviously expressed formalism seldom occurs at younger school students. In cases known to us children just reproduced judgments of the excited parents. More it is definitely possible to state existence of idea of “a naive formalism“ in the advanced teenage and youthful age. However, in this case it is better to speak not about naive understanding of art, and about excessively abstruse.

Often parents are interested in

what pictures children can show and what it is impossible. There are no basic restrictions in this respect. You should not focus only attention on pictures with the image of a nudity. It is better to show them among other works. It is necessary to avoid discussion of the pictures with the image of violence scenes and also which are excessively overloaded with allegories.

do not have

also basic restrictions for genres. Children with pleasure watch both landscapes, and still lifes, and genre works. There are, however, differences concerning children to painting and graphics connected with special appeal of color to children of this age. Therefore that the child had favorable impressions of the museum, the first visit is better to devote painting expositions. And the schedule can leave to other time.

Second visit of the museum. It is better to organize it weeks through two, the first impressions are still fresh. It is good to begin excursion with the hall already familiar to children. But the task should be given another. It is possible, standing in the center of the hall, to ask children to define what pictures, in their opinion, can belong to one artist? If children answer correctly, then it is possible to ask them to explain how they guessed. Answers can be the most different. The adult should support first of all instructions on the general approach of the artist to painting, on a community of art problems which were solved by the master. Of course, at the same time it is necessary to choose the respective hall of the museum. For example, in the State Tretyakov gallery children easily define a community of portraits of the peasants created by A. E. Arkhipov (1862 - 1930). They usually note that in his pictures bright rich colors, mood cheerful, all motley, elegant. It, certainly, reflects also features of a creative method of the artist.

children have a set of questions of how the artist of this or that effect tries to obtain. For the qualified answer, of course, it is necessary to know art well. If you find it difficult to give the answer, then it is possible “to return“ to the child his question: “And how you think?“ Let the child will reflect at a picture.

After visit of the museum. At the correct organization of excursion for a long time remain with children in memory of impression of the museum. But also they fade over time. Therefore it is useful to maintain interest of your child in the art museums during the periods between excursions. Books on art in this case can play a huge role.

it is good to p to have in the house albums with reproductions of pictures from those museums which were visited by your child. It is possible to recommend the following work. Suggest the child to find in the book or an album of a reproduction of those pictures which he saw in the museum. Ask it who the author of these pictures that of them it is known. It is good if the child points to some features of figurative contents. Surely praise it for it. If he points only to separate images, then agree and pay its attention to features of an image which managed to be kept in a reproduction. It is also possible to ask whether the reproduction is similar to the original. If the child notices that she not absolutely precisely transfers the original, distorts an image a little, then explain to him that it is connected with difficulties of printing. It is desirable for p to have

in a home library of the book in which stories about works of art are connected with the description of various aspects of activity of artists. It is very interesting and important for children of 7 - 10 years.

it is Also useful for p to have children`s books with illustrations of the famous artists. Many outstanding masters of the 20th century were engaged in an illustration of children`s books. Therefore in many domestic museums and at exhibitions children can see works of artists whom they already know according to the favourite books. Experiences from such meetings can be very strong.

At last if houses the child wants to draw something on the impressions of the museum, then it is necessary to support in every possible way him in this undertaking. As a rule, it will be naive attempts of reproduction of a plot or form of separate works. But thereby connection of perception of art, very important for children of this age, with their graphic activity can be established.