Enhancing creativity of students in drawing the human figure

? Rhythm: The regular alternation comparable pattern elements that contribute to achieving clarity and expressive composition, clarity of perception.

? Angle: If you look at the person above or below, then the usual outline of his figure changed. Those parts of the body that are closest to us, will appear larger, and those that further - less. The figure will be as if shorter. This change in shape is called perspective. Translated from the French - "shortened". Artists often use perspective, when you have to draw a strong move or when in a small space of the canvas or paper should be placed great shape. Angle increases the impression of motion, makes the picture more expressive. Foreshortening also called unexpected, interesting shapes or turn of the head.

? Chiaroscuro: One of the most important means of emotional expression. Gradations of light and dark, the brightness distribution of the different colors, shades, allowing to take the shape or volume of the object. Helps the artist to better convey the scope and features of the form of the model. When drawing a portrait with the light one side of the face or figure brings out the best, others are less noticeable, as absorbed by shadows. The model is - is perceived differently in bright, diffuse and low light. Sometimes on the dark part of the figure appears more bright spot as a result of the reflection of light rays incident from nearby objects. This is called a reflex.

Thus the concept of light and shade are:

- Light - the most illuminated part of the model;

- Highlight - the light spot on the illuminated;

- Shade - the shaded part;

- Penumbra - a place of transition from light to dark;

- Drop shadow - the shadow of one form to another;

- Reflex - shades of shadow under the influence of color and light rays from the surroundings.

An example of the use of light and shade can serve drawing "Portrait of a Girl" Francesc Sulphur see Appendix 1, Fig. 54, as well as drawing Dieter Vyuttge "Moscow Girl".

? Tone: From the Greek "Tonos" - "stress", "Stress", "The Power» 37,83 .

? Light Tone: The simplest element of light and shade, the degree of lightness, saturation, single light visible area - part of the form, the shadow or the illuminated object, etc.

? Colour: Source simplest element as the real color and color in the work of art: the quality of every shade that matches each segment of nature, or an image with respect to the primary colors of the spectrum. Tone color expresses specificity (eg, lemon yellow, fiery red, etc.) and notes the changes of color in the direction of greater or lesser brightness, more or less shaded, does not affect the essence of the color of the object.

? The tone: color building art, basic shade, umbrella, or subordinates all color pictures. Paint in such a "tone painting" share a common tone (eg, silver, gold, warm, cold, etc.)

? Tone Relations: Degree distribution of light and shadow in the picture and in the field. To correctly determine the tonal relationships in the figure, you need to master the whole vision.

Coherent vision - this gradation relationship you have to learn coherent vision of the entire model, not focusing on individual elements. In this case, you will see production as a focus, a little fuzzy, but it is easy to determine the gradation of tones.

? The tone palette: Gradations tone from the lightest to the darkest layer pencil. Usually work on a drawing begins with identifying the most dark and light areas, and for these two extremes are building other tonal relationships. The darkest place in the picture taken in full force pencil and the brightest spot will remain the white paper. All other tonal gradations of tone stack in between these two extremes. Such a division would give the image and credibility of the expression pattern.

In order to master the whole vision and correctly determine the tonal relationships, to do short-term drawings (sketches), and study the works of the acknowledged masters of the portrait. For example, work on the tone ratio figure Dieter Vyuttge "Moscow Girl" can be divided into four stages 17,87 .

? Outline: For a deeper exploration of drawing techniques before a long pattern to make sketches. Outline drawing in teaching methodology is given a special place. Precise nature of the model means a sketch helps to shape coherent vision to understand the tonal relationships, teaches composition, prepares for further creative work. Sketches - is one form of the figure, which is a fast, concise sketch of the small size. Sketches called fast, concise sketches of small size. Sketches can quickly learn the characteristics of the model. As a rule, the outline is transferred to the general impression of nature, represented the most important and significant, without thorough attention to detail.

? Design: Artwork auxiliary character, is preparatory to a larger work and indicating its intention or basic compositional similarities.

? Study: Artwork auxiliary character, made from nature for a more thorough study it.

? Long Figure: Getting the job done, you have to define the format of the sheet material and for drawing. The size of half a sheet of drawing paper should be considered the most convenient for the drawing. Material for drawing may be different, but the most expedient to take pencil. Erroneously applied the pencil lines easily removed with an eraser. Divide the drawing process into stages, but remember that from start to finish drawing all these stages are closely intertwined, a smooth transition from one to another.

? Song: Translated from the Latin meaning "drawing, connection." Under the composition is understood a certain location of the object in space and its relationship to other objects or objects. Composition in the picture - this construction work, the location of the model in the plane sheet so that the artist's intention. Depending on the task, you can draw a model in a full-length, half-length portrait to do, focus on the face of a model or even any part of the face. Thus, the composition is one of the primary means of artistic expression pattern.



CHAPTER 3. The practical part

3.1 Analysis of programs for fine arts and art work, edited by BM Nemensky

First of all, we chose this program because it provided more hours, but it is in the 6th grade for the study of this topic is dedicated to full (first) quarter of the year (8:00). During this period, you can continuously and without relying on the residual knowledge to introduce and teach the children to see the beauty of the human figure.

Investigating the problem of enhancing the creative activities of students in drawing the human figure, we set the following objectives:

o study to analyze the literature on the subject.

o To study and analyze the current program BM Nemensky "Fine arts and art work 1 - 9 classes."

o Examine ways to increase creativity in the program.

o Create a thematic lesson planning on "Graphic representation of a human figure."

o Develop a training on "Graphical figure of a man," and to test them in practice.

In order to study and identify the most effective forms, methods and techniques, in which the formation of creative graphic skills will proceed more successfully, has been studied and analyzed by the program in fine arts and art work, edited by BM Nemensky.

The task of art is:

- The formation of students' moral aesthetic responsiveness to the beautiful and the ugly in life and in art;

- The formation of artistic and creative activity of students;

- Mastery of figurative language of art through the formation of artistic knowledge, skills and abilities.

The proposed program is structured to give students a clear understanding of the system of interaction of art and life. It provides broad involvement of the life experiences of children, living pieces of reality. Working on the basis of observation of reality is essential for the successful development of children the program material. The desire to surrounding reality, their relationship to it should be a source of independent creative research.

Artistic activity pupils in class to find a variety of forms of expression: the image on the plane and in the volume (from life, from memory, on the proposal); decorative and constructive work, the perception of the events and artwork (slides, prints), discussion of work colleagues, the results of its own collective work and individual work in the classroom, the study of the artistic heritage; selection of illustrated material to the topics being studied, listening to music and literary works (folk, classical, modern).

On the lessons to introduce gaming dramatization studied subject, serial connection to music, literature, nature, history, and labor. In order to form the experience of creative communication in the program come the collective task.

Development of artistic perception and practice presented in the program, their meaningful unity.

The diversity of practices leads students to understanding the phenomena of artistic culture, the study of works of art and artistic life of the community is reinforced by practical work of students.

In the selection of educational material is fundamentally important to identify moral and aesthetic content of various art events, which can be traced both in practice and in the education of artistic heritage. The systematic development of the artistic heritage helps to realize the art, for example, the spiritual annals of mankind, as the knowledge of the truth about human nature, society, as a search for truth. Throughout this course students are introduced to outstanding works of architecture, sculpture, painting, drawing, documentaries - works of art, he studied classical and folk art from different countries and eras. An introduction to the art begins in the primary grades, expanding gradually from inner circle to the art of his native land, the art world.

In 5 - 8 classes studied in depth in certain types and genres of art in the context of historical development.

Thematic programs help ensure the integrity of strong emotional connection to art students, to introduce them to the artistic culture.

Artistic knowledge and skills are the primary means of initiation to art culture, introduced a broad educational context. Artistic skills are grouped around common issues: the shape and proportions, space, color, line, volume, texture, materials, rhythm, composition. These means of artistic expression, students learn for 1 - 7 classes.

The program focuses on three ways of artistic understanding of reality: the fine, decorative and constructive, and early in the school are the children as they are well understood, interesting and accessible artistic activity: images, decoration, construction.

Permanent private student participation in these three activities can systematically append them to the world of art. Ability to process materials obtained in class work, are fixed in the modeling and design of, and skills in the field of decorative arts and industrial design are used in labor training. After school students broaden and deepen the lessons received ideas about the connection between art and life.

Therefore, in spite of the alleged freedom of pedagogical creativity must constantly keep in mind the structural integrity of the program, the main goals and objectives for each year and quarter.

As well, it is this program will allow us more open to the topic of children. During the time that offers us BM Nemensky, we also have time to introduce and teach children to use different materials.



3.2 Initial diagnosis of knowledge and skills of students

In order to identify the knowledge and skills of students on "Proportions and means of expression when drawing graphics human figure," we conducted a primary diagnosis of the level of prior knowledge of children.

We used the following methods:

- Testing,

- Drawing tests (human figure).

Knowledge, in turn, can manifest themselves in the stories, pictures, and other creative works. Child in connection with this offer to execute these tasks.

First, on the subject has been compiled and tested, the purpose of which was to identify the theoretical knowledge of students on the topic.

The test was evaluated by five-point scale: grade "5" if the students answered 90% - 100% of the questions correctly, assessment of "4", 75% to 89%; satisfactorily evaluated the students who responded to more than 50%, and less than 74% of the questions correctly, and the students responded to less than 49% of the questions correctly, considered with the job and they are graded "2."

Children were asked to answer 15 multiple choice questions.

Test

Title: "The proportions and means of expression when drawing graphics human figure"

Purpose: To determine the level of students' knowledge on the subject.

Questions:

1. Main graphics, which (pencil, pen, brush) with contour lines, lines, spots, in one or more colors?

a) Painting

b) Figure

a) Application

2. Important means of emotional expression. Gradations of light and dark, the brightness distribution of the different colors, shades, allowing to take the shape or volume of the object?

a) The general tone

b) The light tone

c) Chiaroscuro

3. The main characteristics of digital proportions when drawing the male figure: shoulder width equal to the height of the head, taken ...

a) 2 times

b) 1.5

a) 2.5 times

4. Digital proportion main characteristics when drawing female figure: shoulder width woman is ...

a) 2.5 times

b) 2 times

c) 1.5

5. What is the unit of measurement in proportional body image?

a) Head

b) Hand

c) leg

6. Type of fine art, which include drawing, and based on it, printed art images, including etching, lithography?

a) Painting

b) Graphics

a) Sculpture

7. Rubbing a piece of paper lines and strokes held pencil, pastels, and other graphic materials?

a) Hatching

b) Line

c) Feather

8. The work of art auxiliary character, is preparatory to a larger work?

a) Sketch

b) Study

a) Design

9. The work of art auxiliary character, made from nature for a more thorough study it?

a) Sketch

b) Study

c) Sketch

10. Height is the height of the average man's head, taken ...

a) 7.5 times

b) 7 times

a) 8 times

11. Translated from the Latin word "proportionality". The value of primary and secondary figures in relation to each other?

a) Perspective

b) Proportion

c) Profile

12. One variety of the figure, which is a concise, quick sketch of a small size?

a) Sketch

b) Sketch

a) Study

13. Shadow from one form to another?

a) Drop Shadow

b) The penumbra

c) the own shadow

14. Most illuminated part of the model.

a) Light

b) Glare

c) Reflex

15. Translated from the Latin "Connection", "Drawing" means ...

a) Composition

b) The color

a) Circuit

The key to the test:

Answer Question number

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

A

B

In

After processing the test, we obtained the following data, which can be viewed in Table 3.1.

Table 3.1. data of primary diagnosis, 6 "A" Class (22 persons)

№ Name Total number issue

1 Abanin P - + + + - + + - + + - + - + 60

2 Beloborodova H - + - + + + + ----- + + - 46

3 Belosludtsev A --- + + + + ------ + + 40

4 Buslaeva H + --- + + + - + + --- + - 46

5 Varfalameev K + + --- + - + + + - + - + 53

Sparrow and 6 - + + + - + + - + - + - + 53

7 Gabova S - + + + - + + + - + - + + - + 66

8 Danilevich P - + + - + + ------ + - + 40

9 Ibragimov E + - + ---- + --- + - + 33

10 Karandasheva A + - + + + + + --- + + + - + 66

11 Karpova - + --- + - + + + + --- 46

12 Kopteva E - + + + - + + + - + + + + - + 73

Kurochkin 13 K - + - + - + + - + - + - 46

14 Lagushina A - + + - + + - + + + + - + 60

15 Makushin and - + - + + + - + - + + - + + 60

16 Martemyanov D + - + - + --------- + 26

17 Ponamarev C + --- + - + - + + - + - 46

18 Plyuhin B + + - + + + + + ----- + - 53

19 Skutin D - + - + - + + ---- + - 26

Ushakov and 20 + + + - + + + - + + --- + - 60

21 Frolov D + - + + --- + - + + ---- 46

22 Cherepanov C + - + + + + + --- + + - + + 66

Total (%) 45 59 59 59 54 63 68 45 22 54 41 36 50 31 59

On this initial diagnosis, we can determine the basic knowledge of students, then you need to focus the children in the study of new topics. According to the test (see Table 3.1.) Suggests that children do not orient themselves in matters of artistic works, as well as on issues related to digital proportions of the human figure. Therefore, when working with children should be given special attention precisely these shortcomings.

The next task was drawing tests (human figure). The purpose of this task to identify the practical knowledge and skills of children when drawing the human figure.

Guys offer a standard sheet of white A4 and a pencil. The same children were given the task to draw the human figure from life in a standing position. To perform this task is given 20-25 minutes.

The test was evaluated by the following criteria:

1. knowledge of the proportions of a human figure,

2. possession of a pencil,

3. arrangement on a plane sheet

4. truth images

5. creativity,

6. the eraser.

7. originality of execution.

"1" point raised in the event that all the signs are virtually absent, "2" points are provided that signs are available, but are mild, "3" points, if all the features are available, but with a few errors, and "4" points if the features are expressed strongly enough.

The results of this test can be seen in Table 3.3.

In our opinion the drawing tests is of particular importance to identify skills students can use the results to determine the extent of the initial skills of children in the art of drawing.

According to test results, we can conclude that the children did not know the proportions of the human figure and did not know how to compose an image on a sheet of paper, the basic mistakes when painting: too large head, short arms, long legs, unrealistic images, poor layout.

3.3 Sample thematic planning on "Graphic human figure"

With the goal of our study: Enhance creativity of students and enhance understanding of the use of means of expression when drawing graphics human figure, we identified a number of tasks: perform the initial diagnosis, to make a case planning lessons on "Graphic representation of a human figure", to block classes.

The main goal of training is, the activation of the creative activities of students, building knowledge and skills in working with children.

Tells the story of the image of a human figure, and students are encouraged to own, without any help and without having to draw the figure proportions from nature. Performed tonal decision. Teacher uses illustrations from the application of research paper.

At the end of the lesson children should know: a brief history of art with the human figure.

The second lesson, "the study of the basic proportions of the human figure."

Starts with the story, but with an explanation of the canon, describes the age differences, to come to an explanation of proportions, spoke in detail about the basic proportions of the average man (on the blackboard with chalk shows the sequence of work). Children make sketches, which are then used in the next lesson. Teacher uses illustrations from the application of research paper.

At the end of the lesson children should know and be able to all the basic proportions of the human figure drawing and be able to apply knowledge in practice.

The third lesson, "drawing the human figure."

Devoted to exercises aimed at developing graphic skills, to enhance creativity. Use these exercises as a verbal painting, exercise on the formation of spatial reasoning second half, copying the. Teacher uses templates and tables.

At the end of the lesson children should know and be able to: techniques of drawing, use the exercises activate creativity.

The fourth lesson, "drawing the human figure from life, in a standing position," Split into two lessons. The children there is a goal to draw the human figure from life with all proportions. The first lesson more theory than practice, and the second lesson is almost entirely devoted to independent work. Teacher uses illustrations from the application of research paper.

At the end of the lesson children should know and be able to: apply the early knowledge of the proportions in practice, the right way to build a human figure.

The fifth lesson, "drawing the human figure from life, in a standing position"

Continuation of the fourth. Graphic work performance.

At the end of the lesson children should be able to: perform a human figure in the chart.

The sixth lesson, "drawing the human figure, using imagery"

Describes the graphics capabilities, as well as children try to draw different graphic materials. Teacher uses illustrations from the application of the thesis, on the blackboard with chalk views showing expression of graphics.

At the end of the lesson children should know and be able to: know the range of graphic material, to know the basic techniques of drawing, to be able to use the knowledge acquired.

The seventh lesson, "drawing the human figure in motion"

Describes the dynamics and beauty of the moving shapes. Children make up the composition of the self-representation. Teacher uses illustrations from the application of research paper.

At the end of the lesson children should know and be able to: know the techniques of drawing the human figure in motion, to be able to transfer the dynamics of a human figure.

Eighth lesson "Draw Man"

Children provided a free theme, but with the person. Guys use whichever material and any equipment.

At the end of the lesson children should know and be able to: use the acquired knowledge in practice, and self-assess their strength.

3.4 Verification diagnostics knowledge and skills of students

In order to determine the level of skills and knowledge acquired in the classroom art on "Proportions and means of expression when drawing graphics human figure", we performed the test diagnostics.

We used the same methods as in the time of initial diagnosis:

- Testing,

- Drawing tests (human figure).

Benchmark had similar issues as the primary. The results can be seen in Table 3.2.



Table 3.2. diagnostic test data, 6 "A" Class (22 persons)

№ Name Total number issue %

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1 Abanin P - + + + + + + + - + + + - + 73

2. Beloborodova H + + + + + + + + + + + --- + 80

3 Belosludtsev A + + + + + + + + - + + + + + + 93

4. Buslaeva H + + + + + + + ----- + - + 60

5 Varfalameev K + + + + + + + + + + + + - + 86

6. Sparrow and + + + + + + + + + + + + + - + 93

7 Gabova S + + + + + + + + + + + + + - + 93

8 Danilevich P - + + + + + + - + - + + + + + 80

9 Ibragimov E + + + + + + + + + + + + - + 86

10 Karandasheva A + + + + + + + + + + + + + - + 93

11. Karpova + + + + + + + + + + + + + - + 93

12. Koptev E + + + + + + + + + + + - + + + 93

13. Kurochkin to + - + + + + - + + + - + 60

14 Lagushina A + + + + + + + + + + + + + - + 93

15 Makushin and + + + + + + + + + + + --- + 80

16 Martemyanov D - + + + + + - + - + + + + + 73

17. Ponomarev C + + + + + + + + + - + + + + + 93

18 Plyuhin B + + + + + + + + + - + + + + + 93

19 Skutin D + + - + + + - + + + + + --- 66

20. Ushakov and + + - + + + + + + + + + + + 86

21 Frolov A + + + + + + + + + + + + + + + 100

22 Cherepanov C + + + + + + + + + + + + + + + 100

Total (%) 86 95 86 95100100 91 82 82 77 95 82 68 41 95

Chart number three on the table number 2. 3.2: "The percentage of correct answers for each student"

Chart number 4 on the table number 2. 3.2: "The percentage of correct answers to a particular question"

According to the results of diagnostic test, we can conclude that the students have learned enough of this stuff in the classroom. Children know the proportions and can correctly zakomponovat image, as well as cope with the tone Awards, fewer mistakes and not make them so rude.

According to a comparative diagnosis (Table 3.3.), So you can conclude that after each lesson, children begin to me better perform their work, pay attention to the proportionality of the image and position it on the form.

Table 3.3. the comparative diagnosis, 6 "A" Class (22 persons)

№ Name Type of diagnosis. Average

Mark students

1 Abanin P 2 points 3 points 4 points 3

2 Beloborodova H 3 points 3 points 4 points 3.3

3 Belosludtsev A 1 point 2 points 3 points 2

4 Buslaeva H 2 points 4 points 4 points 3.3

5 Varfalameev 1ball to 2 points 3 points 2

6 Sparrow and 2 points 3 points 4 points 3

7 Gabova S 2 points 4 points 4 points 3.3

8 Danilevich P 1 point 2 points 3 points 2

9 Ibragimov E 1 point 2 points 3 points 2

10 Karandasheva A 3 points 4 points 4 points 3.6

11 Karpova 4 points 3 points 4 points 3.6

12 Kopteva E 2 points 3 points 2 points 2.3

13 Kurochkin to 2 points 3 points 4 points 3

14 Lagushina A 1 point 2 points 3 points 4

15 Makushin and 2 points 2 points 4 points 2.6

16 Martemyanov D 4 points 3 points 4 points 3.6

17 Ponamarev With 1 point 2 points 4 points 2.3

18 Plyuhin B 2 points 3 points 4 points 3

19 Skutin D 2 points 3 points 3 points 2.6

20 Ushakov and 1 point 2 points 4 points 2.3

21 Frolov D 1 point 3 points 4 points 2.6

22 Cherepanov With 4 points 4 points 3 points 3.6

Average score of the successful fulfillment 2.1 2.9 3.6

3.5 Stages of the creative work

Creative work is a folder "book", which describes and shows various materials for work in the schedule, how to work with graphics, described and shown the proportions made the finished drawing the human figure. For this work used different materials (pencil, charcoal, pastel). Was also used a computer to create images of bright showy. The creative work was done in the following sequence:

1. Selection and ordering of the material;

2. The choice of format;

3. The choice of the plot;

4. Performing sketch;

5. The layout on the format of the figures;

6. Detailed study of drawing the human figure;

7. Ordering and layout of selected material.

A3 selected, as it is most suitable for the job, the vertical position allows greater use of its space.

This creative work can be used as a visual aid in the classroom in the school of fine arts.



CONCLUSION

Art of drawing - a single creative and learning process, which allows us to develop observation, imagination, fantasy, hand-eye coordination, in addition to purchase a special vision and sophistication of perception. It is hard to imagine a creative person, do not have these qualities.

Drawing - the most important means of study and reflection of reality, the fundamental principle of realist art. For the artist drawing - this is the best school that teaches him to see, looking at the world around, compare, analyze what they see.

Theoretical and practical significance of the study lies in the fact that we have in practice proved activating and developing the function of art in creative activities. Revealed that the most important prerequisite for the artistic development of the pupils is the breadth and diversity of their interests.

Therefore, we believe that this issue is very important because without activating the creative activity of interest and cannot set up a child to perform further work on the future of work. In the practical part, we tried to identify the most effective forms, methods and techniques in which the artistic and graphic skills students will proceed more successfully.



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37. Schipanov AS Young lovers brush and chisel. / AS Schipanov - M: Education, 1975 - 255s.: Ill.



APPLICATION

Plan - summary of lesson number 1 on the visual arts

Theme of the lesson: The concept of human beauty

Objective: To provide students with basic knowledge in the field of drawing the human figure.

Objectives:

1. Learn the basics of creating pictures with people, to learn to see and understand the beauty of the figure of a man;

2. Contribute to the development of spatial thinking and eye, as well as boost the creativity;

3. Educate aesthetic taste, and love of beauty.

Material and Equipment:

For the teacher: Plan - summary of lessons, illustrations and tables.

For students, white A4 sheet of paper, pencil and eraser.

Type of lessons: lesson-talk.

The structure of the lesson:

1. Organizing time

2. Post subject and purpose of the lesson

3. Introductory conversation. The presentation of the new material

4. Explanation of independent work

5. Independent work

6. Analysis of student work

7. Up the lesson

8. Homework

Stages of the lesson content of lesson note

1. Organizational aspects.

2. Post subject and purpose of the lesson.

3. Introductory conversation. The presentation of new material.

4. Explanation of independent work

5. Independent work.

6. Analysis of works

7. Up the lesson.

8. Homework. Greeting. Checking readiness class for the lesson.

On today's lesson we'll try to see the beauty of the human figure, elegance of execution.

Talk about the image of a human figure is not possible, without touching the history of art, because it is the only subject that represented artists of all schools at all times and in all countries.

Draw the person - a very difficult thing. Thousands of people come from all over the world for it, trying to convey the features of a living person, his body posture, movement. I can safely say that the portrait is as old as man lives on earth. Strikes, what were those first skillful artists! Human figures in ancient images are flexible and nimble, dexterous and skillful. People are drawing on the stones in the ancient rock drawings.

This was the original home of the modern portrait of a fascinating country of Egypt. Roads many arts lead us to our roots is here, to the shores of the Nile. Egyptian artists based their drawings with regular alternation of figures, plants, flowers, colors, why there is a sense of rhythm.

The ancient Greeks were very life-loving. The world that surrounds them, taught them mobility. On ancient Greek vases depicting figures running people. Beauty in Greek - is a sports, endurance, and physical development. The Greeks also believed that the mind and the power of human expression in his calmness, steadiness. So the characters are Greek sculptures - people are friendly, beautiful and harmonious.

At different times in the principles of the human body are very different, for example: pictures of ancient Greece different from those of the Middle Ages and in the Renaissanc. Image of a human figure can express certain religious beliefs, political aims and moral principles. In this case, the body of man is the personification of the forces and values in conflict in mythological and religious subjects. At various times paintings of individuals and do not carry a religious meaning, are the exception to the rule. Myths of Ancient Greece and Rome, as well as scenes from the Bible for centuries inspired western artists to create painting.

Once artists rejected the traditional mythological and biblical scenes, they began to create paintings that reflect real life. On the paintings began to depict specific people for specific occupations, nothing symbolizes. Artists sought to show the real life of that observed in the streets, in the countryside or in their environment.

In today's lesson, I would like you to show me what you're capable of in the performance of the human figure. Here is a man, you have to draw it from that position as you see it. On this mission you will play 25minut.

Criteria for evaluating student work.

- Compliance with a given topic;

- Is it true compositional placement drawing.

- Accuracy of work, originality, correctness of the implementation, the layout on the page, use the eraser.

"5" - all criteria are met.

"4" - a slight inaccuracy in the composite placement, violated the basic rules of using a rubber band.

"3" - violated the compositional structure drawing is incorrect, inaccurate, erased.

"2" - the work is not done carefully, without the desire, the work does not match the theme.

Art reflects the world around us, it's interesting, it's exciting about people, about nature. Art can deeply worried man - this is its great strength.

Try to draw the figure from life, observing all the proportions so that you can see and understand the beauty and flexibility.

In parallel with the story is showing reproductions

Show similar patterns corresponding to a given time.

Showing reproductions.

Students do the work yourself.

Plan - summary of lesson number 2 on the fine arts

Subject lessons: Learning the basic proportions of a human figure

Objective: To provide students with basic knowledge in the field of drawing the human figure with all the basic proportions

Objectives:

4. To study the basic proportions of a human figure, taught how to see and understand the proportions in the figure of a man;

5. Promote the development of creativity, spatial thinking and eye;

6. Nurture an aesthetic sense and creative vision.

Material and Equipment:

For the teacher: Plan - summary of lessons, illustrations and tables.

For students, white A4 sheet of paper, pencil and eraser.

Type of lessons: lesson-talk.

The structure of the lesson:

1. Organizing time

2. Post subject and purpose of the lesson

3. Introductory conversation. The presentation of the new material

4. Explanation of independent work

5. Independent work

6. Analysis of works

7. Up the lesson

8. Homework

Stages of the lesson content of lesson note

1. Organizing time

2. Post subject and purpose of the lesson.

3. Introductory conversation. The presentation of the new material

4. Explanation of independent work.

5. Independent work.

6. Analysis of works

7. Up the lesson

8. Homework Greeting. Checking readiness class for the lesson.

On today's lesson we will explore with you the basic proportions of the human figure.

In order to draw the human figure correctly obey all proportion.

At different times there were different canons, which determined the growth and proportions of the human body - the standard of beauty. For example: Egyptians created a special type of image or "canon" - they drew the human body and its head in profile. Thus, the man was more expressive. Leonardo da Vinci, who studied and deeply analyze the experience of the ancients, by developing the right image of the human figure, tried on the basis of literature data to restore the so-called "old square". He fulfilled the drawing, which shows the pattern in a ratio proportionate human body parts. To develop a canon of proportions worked such famous masters of the Renaissance, as S. Botticelli and Michelangelo.

Proportion of any living organism, growing, changing. The proportions of the young child are very different from the proportions of the adult. However, each person has his specific proportions. The shape and movement of the human body in many ways defines the skeleton. It plays a role in the structure of the frame pieces. Useful, passing figure form of the human body, its skeleton schedule, even when it is inside and you can only imagine. With these fellows can easily pass any motion. First draw like wire skeletons, and then turn it into a human, increasing volume. Now details, trying to convey the characteristic movement and personality traits of the person.

The word "proportion" comes from the Latin proportio - proportionality - and means a definite correlation parts of a person or object from each other in size.

The concept of "human body" includes those parts of the body like the head, torso and limbs - two arms and legs.

The proportions of the human body are measured in the heads, ie, measuring the height of the head is, therefore, the growth of the average human head height is taken 7.5 times, and the length of his torso, is the height of his head taken 3 times.

Long reach of the average man will be equal to the height of the head to take 3 and 1/4 part, and long legs, head height is taken 3.5 times.

Hip width equal to the height of the head taken 1.5.

I spoke about this general proportions for adults, but as you know the male figure is different from women:

Shoulder width male figure is the height of the head taken 2 times, in contrast to the female figure, which has a width equal to the height of the head shoulders taken 1.5.

Waist Width male figure is the height of the head taken 11/4 times, in contrast to the female figure, which has a width equal to the height of the head waist taken in one time.

This is the basic proportions and dimensions that need to know when painting the human figure.

As I said, before starting to paint a person should be a circuit of main lines of hands, legs, shoulders, pelvis, and all along the axis of symmetry of the human body.

I give you a few minutes to ensure that each of you made small sketches figure with all the proportions of which I told you, and if you listen to me carefully, I think that you will not make any trouble.

Criteria for evaluating student work.

- Compliance with a given topic;

- Is it true compositional arrangement drawing, observing the proportion of the drawing.

- Accuracy of work, originality, correctness of the implementation, the layout on the page, use the eraser.

"5" - all criteria are met.

"4" - a slight inaccuracy in the composite placement, violated the basic rules of using a rubber band.

"3" - violated the compositional structure drawing is incorrect, inaccurate, erased.

"2" - the work is not done carefully, without the desire, the work does not match the theme, and the main thing is not observed proportion.

Fortunately, the canon of proportions is not something that ever given, and certain absolutes exist only in their definitions. Those who study the art, and therefore to experiment, to try to do, these definitions should be calm. The artist, who are familiar with (the proportion - one of them), knows, and where and how to get around and break them.

To try to make brief sketches (OT 3 to 5 sketches) in compliance with the human figure proportions.

In parallel with the story is showing reproductions

Plan - summary of lesson number three on the fine arts

Subject lesson: Drawing the human figure.

Objective: To learn to use different ways of drawing the human figure. (Use exercises that activate the creative abilities of students)

Objectives:

1. Teach drawing shapes on verbal description by volume figures from clay;

2. Develop imagination and creative vision of objects, spatial thinking, attention;

3. Nurture an aesthetic sense, graphic skills.

Material and Equipment:

For the teacher: Plan - summary of lessons, illustrations and tables.

For students, the album A4, pencil, eraser, clay, card.

Type of lessons: Lesson Workshop.

The structure of the lesson:

1. Organizing time

2. Post subject and purpose of the lesson

3. Explanation of independent work of students

4. Independent, creative work of students

5. Analysis of student work

6. Up the lesson

Stages of the lesson content of lesson note

1. Organizing time

2. Post subject and purpose of the lesson

3. Explanation of independent work

4. Independent, creative work

5. Explanation of independent work

6. Independent, creative work

7. Explanation of independent work

8. Independent, creative work

9. Explanation of independent work

10. Independent, creative work

11. Analysis of student work

12. Outcome lesson Hello. Check the readiness of students to the lesson.

Today's lesson we will be unusual, and we will draw unusual, different, new ways.

To you in the future was not boring and interesting, I would like to add to our lessons unusual ways of drawing.

Practical exercises are necessary for development of various techniques of image of a human figure. Each exercise shows the possibilities for quick sketches or detailed pictures.

Verbal drawing: First, we will discuss the future design, layout, location on the landscape sheet of paper, and then make a quick sketch from life.

Everyone understands the problem? Can begin to be considered?

The next exercise is good to use modeling clay (for formation of spatial thinking): I will distribute to you a piece of clay, you have to pull through the form of a single piece, to create a human body, trying to keep all proportion. Line of work is from the general to the specific.

Everyone understands the problem? Can begin to be considered?

On the development of mindfulness, when children learn to make rubbings from the pictures, reproductions, following proportions: I will distribute your finished drawings, and your task will be that of the right to copy them to a clean sheet, not forgetting the proportions.

All work is assessed a general assessment. Since all the work was done quickly, the special requirements for the accuracy of performance was not, therefore, evaluated the accuracy, layout, attention, originality, and the speed with which you wish to work was performed.

In today's lesson, you'll have worked in full, well done, I hope that in the future, these exercises will help you

Plan - summary of lesson number four on the fine arts

Lesson number 1 of 2

Subject lesson: Drawing the human figure from life in a standing position

Purpose: To learn how to draw the human figure with the observance of proportions.

Objectives:

1. Run drawing the human figure from life;

2. Develop graphic skills, artistic taste;

3. Educate aesthetic taste and culture.

Material and Equipment:

For the teacher: Plan - summary of lessons, illustrations and tables.

For students, music, pencil and eraser.

Type of lessons: lesson-talk.

The structure of the lesson:

1. Organizing time

2. Checking homework

3. Conversation

4. Explanation of the sequence of drawing the human figure

5. Independent work of students' drawing the human figure from life "

6. Up the lesson

Stages of the lesson

Note the lesson

1. Organizing time

2. Checking homework

3. Conversation

4. Explanation of the sequence of drawing the human figure

5. Independent work of students

6. Outcome lesson Hello. Check the readiness of students to the lesson.

In the previous lesson, homework was, to try to make brief sketches of the human figure.

The desire to capture yourself or another person's appearance is peculiar artist. In the short-term or long-term figures important to convey the plastic body, its design features, the proportions and characteristics. People in terms of forming a complex object. One can imagine that the head - a ball neck - is the cylinder, the chest - barrel, arms and legs - also a cylindrical shape, and so on body shape and motion of a person in many ways defines the skeleton. This frame. Wire schematic drawings to help understand how best to convey features of various movements.

Only constant training hand-eye during image of a human figure can lead to success. Recommended every spare minute to give the sketches and drawings from nature: in transport, in the library, in the cafeteria, with family and friends. The outline should be done transparent to the model to capture natural postures and movements. When a person reads, watches TV, sewing, working on the computer or engaged in other business, it often retains a long position, or repeating the same motion, which significantly facilitates the process image. Drawing people from different points of view will gather interesting material for future work. Watching people try to figure out how to start a movement as to maintain balance even with a sudden change of direction.

The sophisticated drawings of a human figure from life show the beauty of the structure of the body, especially the modeling of form through light and shadow.

Human figure is one of the most complex objects in the image. It is required to represent not only the right but also expressive.

From drawing, try mentally fit model in any geometric shape. Think about the nature of nature, try to pass it in the picture quality. Do not forget the expressive poses.

Light lines draw general body shape, draw a line in the direction of axial movement. Note the position of the head relative to the body proportions of the figure, the nature of the form.

Representing a person must represent real proportions that we see in reality, and then check circuit Draw details, indicate chiaroscuro. Performing design, aim to work on different parts of it at the same time, compare them with each other to maintain the integrity of the image. Bar must be applied according to the form in order not to lose their shape, the volume you submit figures. Do not forget about the proportions of the figure.

Drawing the human figure from life, in a standing position, with observance of proportions.

In the next lesson, we'll continue to draw the human figure

Interviews were conducted in parallel with the display of visual aids.

In parallel with the explanation show a sequence of drawing on the board.

Remind proportion construction figures.

Plan - summary of lesson number 5 on the visual arts

Lesson number 2 of 2

Subject lesson: Drawing the human figure from life in a standing position

Purpose: To learn how to draw the human figure with the observance of proportions.

Objectives:

1. Run drawing the human figure from life;

2. Develop graphic skills, boost the creative activity;

3. Nurture artistic taste.

Material and Equipment:

For the teacher: Plan - summary of the lesson.

For students, music, pencil and eraser.

Type of lessons: lesson-fixing.

The structure of the lesson:

1. Organizing time

2. Post subject and purpose of the lesson

3. Checking studied knowledge

4. Independent work of students' drawing the human figure from life "

5. Analysis of works

6. Up the lesson

Stages of the lesson content of lesson note

1.Organiza-tional time

Post subject and purpose of the lesson

2. Checking studied knowledge

3. Independent work of students' drawing the human figure from life "

4. Analysis of works

5. Outcome lesson Hello. Check the readiness of students to the lesson.

In the previous lesson we began to draw the human figure from life, in today's lesson, we will continue this theme.

But first, let's again remember all the necessary proportions to be observed.

1. What is the unit of measurement in proportional body image?

(Head)

2. Continue: shoulder width male figure is the height of the head, taken ...

(2 times)

3. Shoulder width of the female figure is ...

(1.5 times)

4. Height is the height of the average man's head, taken ...

(7.5 times)

Well, fellows, I see that you remember the proportions, now start to work.

Criteria for evaluating student work.

- Compliance with a given topic;

- Is it true compositional arrangement drawing, observing the proportion of the drawing.

- Accuracy of work, originality, correctness of the implementation, the layout on the page, use the eraser.

"5" - all criteria are met.