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План-конспект урока "Живопись" 10 класс

План-конспект открытого урока
английского языка по теме
«Живопись» (10 класс)
Учитель: Иванова И.Е.
21 декабря 2009 г.
Цель: Развитие иноязычной коммуникативной компетенции
учащихся.
Задачи:
Практические:
развивать у учащихся умения монологической речи;
развивать у учащихся умения понимать иноязычную
информацию на слух;
Воспитательные:
формировать у учащихся уважение и интерес к культуре
других стран;
формировать потребность в практическом использовании
английского языка в социально-культурной сфере;
воспитывать культуру общения.
Развивающие:
развивать у учащихся интерес к изучению английского
языка;
углублять познавательные мотивы;
развивать умения описывать, интерпретировать,
критически оценивать произведения искусства, выражать
свое мнение.
Образовательные:
обобщить и расширить знания учащихся о мировом
художественном наследии;
расширить общий и лингвистический кругозор учащихся.
Оборудование: компьютеры; доступ в Интернет (сетевой режим
работы с сайтами: www.moma.org,
www.moma.org/destination/destination.html,
www.enchantedlearning.com; медиапроектор; интерактивная доска;
компьютерные презентации с материалом урока и о художниках,
подготовленные учащимися; раздаточный материал (ксерокопии
оригинала картины и эскиз для раскрашивания, ксерокопии текста
с интерпретацией картины экспертом, ксерокопии вопросов для
описания картины); цветные карандаши.
Ход урока:
I. Организационный момент
Приветствие. Сообщение темы и целей урока.
Teacher:
Visual art is a vast subject, including all kinds of pictures and
sculptures. Artists make art for many reasons. Hundreds of years ago –
when many people couldn’t read – paintings were often designed to
illustrate stories. And a lot of paintings were made to decorate
churches. More recently, artists have begun to paint to express their
own feelings or explore ideas, or just to create something beautiful.
People have always argued about art – how to make it? What it should
like and why. But there are no wrong answers. What kind of art you
enjoy is up to you.
So, today we are going to speak about art, painting in particular. We
shall learn interesting information about famous artists and pictures,
we shall visit the Museum of Modern Art in New York, we shall practice
our skills in describing pictures.
II. Речевая зарядка
Teacher: Answer my questions:
Are you interested in art? What art in particular?
What world-famous artists do you know?
Have you ever been to any picture galleries or museums?
Have you ever tried your hand at any of the arts?
Teacher: Now look at the quotation of a well-known English writer W.
Somerset Maugham.
“There is nothing but art. Art is living. To attempt to give an object of art
life by dwelling on its historical, cultural or archaeological association is
senseless…” (W. Somerset Maugham “The Summing Up”)
What do you think about it?
II. Повторение лексики по теме
Teacher: But first let’s revise the vocabulary of this theme.
1) Styles of Painting.
Put the letters in correct order
Lireasm
Resurlism
Thgoic
Presnismioex
Bicusm
Coroco
Mancismroti
Ctstraab
Keys:
Realism
Surrealism
Cubism
Rococo
Romanticism
Abstract
Gothic
Expressionism
2) Guess what style it is
1. It’s the art that doesn’t represent recognizable objects.
2. It promotes accurate, detailed depiction of nature or
contemporary life. It rejects imaginative idealization in favour of
close observation.
3. It’s the conception of art as imitation of nature. Its subject
included landscapes, tress, houses, street scenes. The artists paid
attention to effects of light and movement.
4. The key concept of this style is that essence of the object can only
be shown from different points of view at once. Its works reject
perspective in favour of geometric forms.
5. The art in which common objects (such as comic strips, soup
cans, road signs, and hamburgers) were used as subject matter.
Keys:
1. Abstract
2. Realism
3. Impressionism
4. Cubism
5. Pop Art
3) Match the pictures and their names
“The Rooks Have Come”
“Lilacs”
“Flora”
“At Madam Jenoa’s Café”
“Madonna Benois”
“Rye”
“Artist’s Studio”
“Remember!”
4) Match the paintings and the artists
1. “The Rooks Have Come”
2. “Lilacs”
3. “Flora”
4. “At Madam Jenoa’s Café”
5. “Madonna Benois”
6. “Rye”
7. “Artist’s Studio”
8. “Remember!”
a) Leonardo da Vinci
b) Ivan Shishkin
c) Rembrandt van Rijn
d) Henri Matisse
e) Alexei Savrasov
f) Paul Gauguin
g) Michail Vrubel
h) Nikolay Roerich
Keys:
The Rooks Have Come”
“Lilacs”
“Flora”
“At Madam Jenoa’s Café”
“Madonna Benois”
“Rye”
“Artist’s Studio”
“Remember!”
e) Alexei Savrasov
g) Michail Vrubel
c) Rembrandt van Rijn
f) Paul Gauguin
a) Leonardo da Vinci
b) Ivan Shishkin
d) Henri Matisse
h) Nikolay Roerich
III. Аудирование
Просмотр презентации о Пабло Пикассо, подготовленной учащейся
класса.
Pablo Picasso was born on October 25,1881, in the town of Malaga
(Spain, Andaluzia). His christened full name was Pablo Diego Jose'
Francisco de Paula Juan Nepomuceno Mari'a de los Remedios Crispi'n
Crispiniano de la Santi'sima Trinidad Ruiz y Picasso That were the
sequence of the names of holy men and his family relatives. Picasso
was the maiden surname of his mother which he took for himself. His
father’s name was Hose Ruis, it was too ordinary and at the same time
he was also an artist.
Pablo showed his drawing talent since early childhood. He studied
at his father’s since 7. He had to draw paws of pigeons on the father`s
pictures. But once his father asked him to complete the picture of the
quite large still life, and he was surprised at his son`s technique so
much, that he by legend left off his own painting
When Pablo was 13 he brilliantly entered the Barselona Academy
of Arts. The preparation for the exam took usually one month for others
students. Pablo used only one week. The examiners were surprised at
his mastership and he was taken to the Academy in spite of his
adolescent age. His father and uncle settled to send Pablo to Madrid
Academy "San Fernando" known as the main School of Art in Spain. So
Pablo came to Madrid in 1897 when he was 16. However classes at
School of Art lasted not a long time (less than one year). He was
captured with the charm of the style of Madrid life and studied works of
the impressionists of those days: Diego Velaskes, Fransisco Goya and
particularly El Greko
IV. Работа с Интернет-ресурсами
Teacher: And now we shall visit the virtual museum where we can
learn some information about Pablo Picasso and his work “Three
Musicians”.
Сначала учащиеся посещают сайт
www.moma.org/destination/destination.html, где знакомятся с
экспозицией музея, прослушивают рассказ о художнике, о картине
«Три музыканта», участвуют в интерактивной игре, складывая эту
картину из кусочков.
Затем учащиеся посещают сайт www.moma.org, где
прослушиваю аудиозапись описания картины экспертами,
опираясь на текст:
The Museum of Modern Art, MoMA Highlights, New York: The Museum of
Modern Art, revised 2004, originally published 1999, p. 101
At the left of a bare and boxlike space, a masked Pierrot plays the clarinet. At the right,
a singing monk holds sheet music. And in the center, strumming a guitar, is a
Harlequin, in Picasso's art a recurring stand-in for the artist himself.
Pierrot and Harlequin are stock characters in the old Italian comic theater known as
commedia dell'arte, a familiar theme in Picasso's work. The painting, then, has a
whimsical side, epitomized by the near-invisible dog: its head is about halfway up the
canvas on the left, one of several subtle browns, and we can also make out front paws, a
hind leg, and a jaunty tail popping up between Harlequin's legs. Overall, though, the
work's somber background and large size make the musicians a solemn, even majestic
trio.
The intricate, jigsaw-puzzle-like composition sums up the Synthetic Cubist style, the
flat planes of unshaded color recalling the cutout and pasted paper forms with which
the style began. These overlapping shapes are at their most complex at the center of the
picture, which is also where the lightest hues are concentrated, so that an aura of
darkness surrounds a brighter center. Along with the frontal poses of the figures, this
creates a feeling of gravity and monumentality, and gives Three Musicians a
mysterious, otherworldly air.
2006
The three musicians and dog conjure a bygone period of bohemian life, enjoyed here by
Picasso in the guise of a Harlequin flanked by two figures who may represent poet–
friends of the artist's: Guillaume Apollinaire, who was recently deceased, and Max
Jacob. The patterned flatness of the work is derived from cut–and–pasted paper, and
stands in stark contrast to the sculptural monumentality of Picasso's Three Women at
the Spring, also painted in the summer of 1921.
Затем отвечают на вопросы.
What is the title of the work of art?
Who created it?
What genre is it? A landscape? A portrait? A seascape?
What colours do you see most of or at least of in this work of art?
What objects or shapes do you see first in this painting?
Why do you think this is the first thing you noticed?
What is the mood of painting?
What feelings or emotions do you experience?
What music would you choose to this picture?
What is the main idea of the picture?
VI. Релаксация
Использование презентации «Зрительные иллюзии» для отдыха глаз.
VII. Групповая работа. Развитие умений монологической речи
Teacher: And now we shall see one more picture of Picasso “A
Child with a Dove”. It was created in 1901. It is situated at the
National Gallery in London.
During the Blue period Picasso often had plots where the Weak
protected the Weakest. The painter saw a hope and safety and the only
opportunity to survive in this severe world. A small child is holding a
dove with love and care, protecting and warming it.
Затем учащиеся делятся на группы, посещают сайт
www.enchantedlearning.com, где находят эскиз картины и
раскрашивают ее. После этого готовят описание картины, опираясь
на план.
The Plan of the Description
The subject (what is represented in the picture).
The composition (how the space of the picture is used).
The colour scheme (how different colours are handled).
The details (what details the artist introduces and how they are
related to the subject).
The general impression the picture makes.
Затем представляют свои описания в виде монологического
высказывания.
VIII. Конец урока
Teacher: I would like to finish our lesson with the words of a famous
English poet John Keats (1795 – 1821):
A thing of beauty is joy for ever:
Its loveliness increases: it will never
Pass into nothingness…
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