Открытый урок "Человек и искусство"
методическая разработка (английский язык, 10 класс) по теме

10th Form

Visual Art

Objectives:

1. Teaching students to understand the differences between the styles of visual art.
2. Organizing original research work on the text
3. Practice in listening
4. Speaking practice

Equipment: a computer and a screen for demonstrating slides on; slides; loudspeakers; audio disc to the English course; blanks with tables for filling in; textbooks; the presentation “Edgar Degas”, two video films about art

Development of the lesson

1. A short video film demonstrating landscapes by French impressionists (Приложение 1)

2. Greeting the students

What do you think our lesson is dedicated to today?

3. Warming-up activities

(some motivating task, it may be a talk on some up-to-date event or some purpose communicative task: a guessing game, a problem situation or any other self-disclosing activities.)

– Why do people create art?

-How can we divide people in their knowledge of art

– What picture-making materials do you know?

– Do you think laymen can understand art?

-Why was the invention of oil paints a revolution in art?

(Students come to the conclusion that everybody can understand art in his own way and according to his development, that people can be divided into laymen and connoisseurs of art, people create art to express their feelings, emotions)

4. Announcing of the objectives of the lesson

– There are as many ways of making pictures as there are artists. Painters often show their preference to a particular genre and style, they create their pieces following particular tendencies and art movements. Today we are going to analyze different styles in painting and learn how to tell one style from the other. Then you’ll watch a video film about the most well-known museums in Great Britain, listen to the tape and learn about one of the greatest French painters and have a talk on his biography and creative work.

5. Watching a video film about the British Museum and the Tate Modern Museum.

Приложение 2

-You will watch a 3 minute video film about two museums in London. While you will be watching it you should write down adjectives with the help of which the guide describes collections which these museums house.

(the answers are: eye-catching, fascinating, unbelievably huge, magic, amazing, beautiful, diverse)

Possible questions:

- When was the British Museum founded? (in 1753)

- Where is the Tate Modern Museum located (on a bridge across the Thames)

- How did the building housing the Tate Modern Museum serve before 2000? (a power station)

- What works of art are exhibited in the Tate Modern Museum? (created after 1900)

6. Revision of words on the topic, word-formation

(work with the textbook)

Students are suggested to do the task on word-building at page 26, ex. 26. Individual work after which answers are checked.  Приложение 3 (Слайд 1, 2)

7. Informative reading

(Work with the textbook)

– Will you take you books and find the text “Old and New Art” on page 13? Before the text there is a column of words, can you guess their meaning? Read them paying attention to the stresses, please:

1. abstract art
2. romanticism
3. cubism
4. expressionism
5. impressionism
6. classicism
7. realism

– The text tells us about styles in painting and gives the representatives of art tendencies. Will you look through the text?

(Students scan the text)

– Now each of you will get an individual card with a table in it, your task is to fill in the table using the text. In the columns you are to put down the distinguishing features of the art styles.

(The work will result in a table like this)

8. The use of the new knowledge

– So, you’ve finished your research work, you’ve made the classification of the characteristic features of different tendencies in art, and I’m sure that now you can tell one art style from the other. Here are some pieces of visual art, you are to recognize their styles, use your tables if you need.

(The computer is switched on and reproductions of different painters are projected on the screen, students name the art styles) (Слайды 3-16)

9. Reflection on personal experience

– Do you think you’ve got any new knowledge at the lesson? Can you use it? So, you can explain the difference between the styles to any layman now, can’t you?

Besides it, visual art includes portraits, self-portraits, still lifes, landscapes, seascapes, biblical or genre paintings, sculptures, carvings. Here are some paintings, you should refer them to one of the above categories.

(The computer is switched on and reproductions of different painters are projected on the screen, students name the genre) (Слайды 17-30)

10. Practice of listening

– Now, you’ll listen to a text about one of the best representatives of the French impressionism Edgar Degas. Find ex.5 on page 8, look at the statements and say if they are true, false or not mentioned..(O.V.Afanasyev, I.V.Mikheeva, CD to the course “English”X, track 3)

(Students listen to the text twice if it is necessary and do ex. 5, p. 8)

11. Speaking practice

– Now we’ll watch the presentation about Edgar Degas but there’ll be only slides but no texts to them. So, your task is to comment the slides using the information about the painter from the previous exercise. (Приложение 4)

(Students watch the presentation, more skillful ones comment on the slides while watching it for the next time.)

12. Summing up

– You homework for the next lesson is to prepare a short report on one of art styles we’ve learned today, it will be the basis for your future presentation on any art style and you’ve just seen the example of it. You are to name the representatives and the most important works of the style you’ve chosen.

You marks today… (giving marks)

Have you any questions? So, I wish you good luck!

                     Государственное бюджетное образовательное учреждение

                                Гимназия № 1566 «Марьинская»

О Т К Р Ы Т Ы Й  У Р О К

АНГЛИЙСКОГО ЯЗЫКА В 10 КЛАССЕ

по теме  “Visual Art ”

Учитель Божко Н. Н.

11 октября 2012 г.

                                             Москва 2012

Degas was born in Paris, France, the oldest of five children of a banker. The family was wealthy. Degas' mother died when he was thirteen, after which his father and grandfather were the main influences on his early life.  

Degas is often identified as an Impressionist. Impressionism originated in the 1860s and 1870s. The Impressionists painted the realities of the world around them using bright colors, concentrating primarily on the effects of light.

Technically, Degas differs from the Impressionists in that he "never adopted the Impressionist color fleck". He was often as anti-impressionist; as Degas himself explained, "no art was ever less spontaneous than mine. What I do is the result of reflection and of the study of the great masters; of inspiration, spontaneity, temperament, I know nothing."[25] Nonetheless, he is described more accurately as an Impressionist than as a member of any other movement. His scenes of Parisian life, his off-center compositions, his experiments with color and form, and his friendship with several key Impressionist artists—all relate him  to the Impressionist movement.[26]

Degas began to paint early in life. By the age of eighteen, he had turned a room in his home into an artist's studio. His father, however, expected him to go to law school. Degas enrolled at the Faculty of Law of the University of Paris in November 1853, but made little effort at his studies. In 1855, Degas met Jean Auguste Dominique s whose advice he never forgot: "Draw lines, young man, and still more lines, both from life and from memory, and you will become a good artist."] In April of that same year, Degas received admission to the École des Beaux-Arts, where he studied drawing.[6] In July 1856, Degas traveled to Italy, where he would remain for the next three years. In 1858 he made the first studies for his early masterpiece, The Bellelli Family.

Portraiture was more important for Degas than for any of the other impressionists. Some of his portraits are among the best produced in Western art since the Renaissance, and many reveal his profound understanding of human nature. In the Belleli Family (1859), a group portrait executed in Naples of his aunt, her husband, and their two daughters, Degas caught the divisions within a family. Belleli's emotional separation from his wife is suggested by his pose and by his physical isolation within the room, as he sits cramped at a fireplace, with his back to the viewer. One of the daughters repeats the triangular form of her mother, who shields her, while the other, shown in a more unstable pose, seems to be divided in her loyalties. Among Degas's other portraits are the Head of a Young Woman (1867), Diego Martelli (1879), and Estelle Musson (1872-1873), the blind wife of Degas's brother René.

His favorite subjects were ballet dancers, women at their toilette, café life, and race-track scenes. He made notes and sketches from living models in motion. From these he organized his finished work in the studio, not directly from nature as his contemporaries did. Moreover, he created many daring compositional innovations. Influenced by Japanese prints and especially by photography, Degas diverged from the traditional ideas of balanced arrangements. He introduced what appeared to be accidental cutoff views, off-center subjects, and unusual angles, all quite carefully planned. Sometimes he effected a remarkable balance by giving special weight to the focus of interest, as in Woman with Chrysanthemums and Foyer of the Dance. 

After 1866 Degas produced bronze statues of horses and dancers, up to 3 or 4 feet high, which complemented his interest in these subjects in his paintings. His bronze and painted wax figures of dancers, like the Little Dancer of Fourteen Years (1880-1881), are often clothed in real costumes, an innovation that gives them a remarkable immediacy. In the statues of dancers, Degas catches the figures in a transitory moment, as they are about to change position. As in the paintings, Degas strips the dancers of any glamour.

Degas began to experience problems with his eyes in the early 1870s. Within ten years, he shifted to sculpture and pastels, which did not demand such good eyesight. By 1908 he was no longer able to sculpt or paint, and he wandered the streets of Paris. When he died in 1917, Degas left behind some 2,000 paintings and 150 sculptures.