Teacher - Usoltseva Natalia Gennadievna. Migulinskaya secondary school

Emokhonova L.G. World artistic culture. Lesson 8 Grade 10 Ancient India Buddhist places of worship are a symbol of the cosmos and the divine presence. Great stupa in Sanchi. FEATURES OF BUDDHIST PLASTIC AND PAINTING Relief of the gate of the Great Stupa in Sanchi. Fresco paintings of the Ajanta cave temples. Kazaretina O. V.

The contemplative perception of the colorful world, filled with sounds and aromas inherent in Indians, was considered as an ideal state of mind, which could be supported by a reasonable attitude to one’s needs. It is no coincidence that one of the most widespread religions in India - Buddhism - taught to achieve peace by renouncing desires that give rise to suffering.

The emergence of Buddhism with its tradition of ritual circumambulation in a clockwise direction around the “tree of wisdom” (Bothi tree) dictated the emergence of new architectural forms. Bothi tree. Buddha under the Boti tree. http://www. vokrugsveta. ru/encyclopedia/index. php? title=%D 0%91%D 0%BE%D 0%B 4%D 1%85%D 0%B 3%D 0%B 0%D 1%8 F

The classic form of a Buddhist religious building - a stupa - is a monolithic brick hemisphere. Her sacred plane symbolizes the cosmos and the divine presence. The divine presence is marked by a central point - the source of the origin and death of the universe. STUPA is an architectural structure of a memorial nature, which is a repository (“vessel”) for various kinds of relics. According to Buddhist tradition, the Buddha, in response to a question about how he should be buried, silently overturned the patra (begging bowl). The hemisphere of the inverted bowl correlates with the mound of burial mounds, and the contents of the stupa - a relic - can be correlated with the precious contents of sacred vessels. Upon Buddha's achievement of nirvana (the ultimate goal of Buddhist teaching), his earthly body, in accordance with accepted practice, was cremated (fire in eschatology is a means of purification, rebirth) and acquired the status of a relic (power, ashes - the sacred center).

The dome of the stupa follows the shape of a burial mound and is essentially a giant reliquary, since it hides a crystal ark with the ashes of Buddha. This is what the Great Stupa in Sanchi looks like (1st century BC). The subsequent conflict that arose between the followers of the doctrine of the right to own the ashes of the Buddha (the dispute over the sacred center, “truth”) was resolved by dividing it into eight parts (differentiation of the sacred center) and building eight stupas accordingly. A stupa as an architectural structure is one of the conditions for conducting a Buddhist ritual (worship and circumambulation in a clockwise direction pradakhsina-patha).

The Great Stupa was once covered with snow-white plaster, the dazzling radiance of which was complemented by the glow of the gilded spire. The spire is topped with three umbrellas, symbolizing the celestial spheres and three Buddhist values: Buddha, the Teaching and the monastic community.

The smooth surface of the stupa is effectively set off by a red sandstone fence. It outlines the space of the ritual circumambulation and, as it were, reproduces the movement of the stars and the sun around the world mountain.

The passage to the stupa is provided by gates located along the axes north - south, west - east. They form a cross, the center of which coincides with the central point of the imaginary universe and means the uniform spread of the Buddha's teachings in all directions. In addition, the gate marks the border of two worlds, the sacred and the earthly.

Sanchi Gate The gate consists of two square pillars and three curved horizontal beams, which are connected by sculptures or slabs. The reliefs on the pillars and beams of scenes from the life of the Buddha make them look like illustrated manuscripts once carried by wandering storytellers from village to village.

Great stupa in Sanchi. III-II centuries BC e. (fence of the 2nd century BC, gate of the 1st century BC). West Gate

Tree of Wisdom The relief of the western gate, for example, reproduces the “tree of wisdom” - the most common motif in Buddhist fine art. Followers of the religious teachings of Buddha are moving towards the tree, decorated with flower wreaths, on both sides: here are celestial maidens soaring in the air with garlands and vessels in their hands, and pot-bellied tree spirits riding mythical lions, and the wealth of Kubera, the favorite deity of merchants, and themselves merchants.

The symmetrical arrangement of figures around a tree with a thick round crown, the linear rhythm of prayerfully folded hands, heavy bracelets repeating the outline of the pedestal from which the tree grows give the whole composition the outline of a circle, evoking associations with the wheel of Fate, launched thanks to the Teacher’s enlightenment.

In addition to the “wisdom tree,” signs are reproduced on the gates, reminiscent of key events in the life of the Buddha and designating the Buddha himself, until in the 2nd century. n. e. his anthropomorphic image did not develop. Tree of Wisdom

The bull (zodiac sign of Gautama) symbolizes birth, the lotus flower - meditation, the wheel and deer serve as an allegory of the first sermon, the Wheel of Teaching

the feet hint at the real presence of the Buddha and denote the spiritual mark left by the Teacher on earth, the stupa - entry into nirvana. The seal of Buddha and the symbol of happiness in the Buddhist tradition is the swastika - a sign found in pre-Aryan Indian culture as the embodiment solar energy and its distribution to the four cardinal directions.

Over time, at the base of the stupa on the path of the religious procession, a statue of Buddha began to be placed - standing, walking or sitting in the pose of a holy hermit who had achieved enlightenment.

The closeness of Indians to nature led to the emergence of a pictorial canon that approaches natural forms: a slender figure like a banyan tree, legs like a gazelle, a “lion body” - broad shoulders, a thin waist, an eye shape reminiscent of the delightful curves of a lotus. The distinctive signs of the Buddha are the signs of the greatest wisdom: a bulge on the crown of the head, a birthmark on the forehead, elongated earlobes.

Along with the stupa, the place of worship of Buddhism was a cave temple, where prayer halls were adjacent to the dwellings of the monks. Ajanta 100 photos of Ajanta 1280 x960

The main decoration of cave temples was painting. In the cave temples in Ajanta (IV-VII centuries) it covers wide spaces of walls and ceilings.

Among the lush greenery, lush flowers, intertwined vines, dotted with pink, purple, red fruits, coffee-beige monkeys sway, their tails hooked on the branches; dark gray elephants march majestically, displaying their snow-white tusks; orange-black tigers lurk in the thickets, arching their backs to leap. Procession at slans

This luxurious colorful world, expanding the space above your head, destroys the very hint of the pressure of the rock. Figuratively conveying the fabulous abundance and richness of the plant and animal kingdom, the frescoes also serve the religious idea of the sacredness of the cave as the womb of the world mountain.

Unlike the relief images in Sanchi, illustrating the life story of the Buddha, the Ajanta paintings are dominated by everyday, genre scenes that seem to flow into one another, presenting the audience with a chain of life phenomena. It is no coincidence that Ajanta painting, due to its richness of subjects, is considered an encyclopedia of Indian life.

Here, in luxurious gardens with exotic plants and clear ponds, black-haired beauties bask; Girls in the garden

Fresco from a cave at Ajanta. II century BC e. – VII century n. e. Copied by master Sarkis Khachaturyan

here in city squares, among pedestrians, water distributors, and magicians, religious processions, elephants and carts move; here various visitors flood the reception hall of the palace in anticipation of the ruler (see color incl., Fig. 10, 11). And all this is bright and festive. One cycle is separated from another by columns, courtyards, and gates that do not interfere with the overall panorama. Court scene

The atmosphere of living life in Ajanta's paintings is created by poses, an accurately captured type, and an extremely precise line of drawing. Prince's bath

This is especially evident in female images, full of grace and elegance. They embody the Indian ideal of female beauty: wide hips, thin waist, heavy breasts, egg-shaped head, long hair, almond-shaped eyes and elongated eyebrows. Girls swing

To convey the flirtatious, inviting and at the same time elusive gaze of seductive women, artists depicted half-closed eyes with a narrow, deliberately elongated slit, so it was not clear where and at whom the beauty was looking, which is what the poets asked her about: Iradani on a swing

Calling for love, and languid, and waiting for an answer, full of takers, looking now sideways, now straight, never lying, with huge and tender eyes, oh simple-minded, oh modest, whose eyes will you look into? (Translation by N. Gorskaya) Bodhisattva Girl with a Tray

Indra - “Lord”, Lord, deity of the Hindu pantheon, warrior god, Thunderer, king of the gods, ruler of the East, patron of the military squad. Flying Indra. Cave temple No. 7

The culture of Ancient India can be interpreted as a metaphor for the sacred, because the basis of architecture, sculpture, painting, poetry, dance, music, and theatrical performance here was the idea of the Absolute. At the same time, generous, abundant nature developed among Indians a love of contemplation and a penchant for joys and pleasures. In this regard, they drew inspiration not only from the boundless desire for the Absolute, but also from a sensual love of life. It is no coincidence that the ascetically austere simplicity of the interior of the temple is associated with heaven and intended for the gods, while the lush exterior decor is aimed at people. Such a magical fusion of the depth of mystical teachings and the luxurious fantasy of the sultry south makes Indian culture so attractive at all times.

Dharmachakra (Sanskrit “wheel of dharma”, “wheel of law”) is a mandala, a symbol of the continuous circle of birth and death (samsara) in dharmic religions. Traditionally depicted as a stylized wheel with five, six or eight spokes. Meaning: Usually the eight spokes are interpreted as an image of the components of the Noble Eightfold Path: correct understanding(Right View), Right Aspiration (Right Determination), Right Speech, Right Action (Right Conduct), Right Livelihood (Right Livelihood), Right Effort, Right Mindfulness (Right Direction of Thought), Right Concentration. The image of bhavacakra - another visually similar well-known symbol in the form of the wheel of samsara (Sanskrit “wandering”, “circulation”) demonstrates the endless cycle of existence, characterized by birth, death and rebirth in various locations.

The stupa can be figuratively divided into 5 main parts: top - 1, umbrella 2, spire - 3, sphere - 4 and base - 5.

imgdescription" title="" alt="">

Work program for the course

World Art:

"From the origins to the 17th century"

(level: general education, basic)

Teacher – Usoltseva Natalia Gennadievna

Young specialist

The work program is based on:

L.G., Emokhonova. World artistic culture (basic level): program for grades 10-11: secondary general education / L.G. Emokhonova, N.N. Malakhova. - M.: Publishing center "Academy", 2014. - 48 p.

2015/2016 academic year

EXPLANATORY NOTE

The work program for the course World Artistic Culture for grade 10 is compiled on the basis of the following standards - legal documents:

Federal Law No. 273-FZ dated December 29, 2012 “On education in Russian Federation»;

Federal basic curriculum, approved by order of the Ministry of Education of the Russian Federation dated 03/09/2004 No. 1312 (hereinafter referred to as FBUP-2004);

The federal component of the state standard of general education, approved by order of the Ministry of Education of the Russian Federation dated March 5, 2004 No. 1089 “On approval of the federal component of state standards of primary general, basic general and secondary (complete) general education” (for VI-XI (XII) grades studying according to FC GOS-2004)

Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189 (as amended on December 25, 2013) “On approval of SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions”;

Order of the Ministry of Education and Science of the Russian Federation dated March 31, 2014 No. 253 “On approval of the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, and secondary general education”;

Letter of the Ministry of Education and Science of the Russian Federation dated April 29, 2014 No. 08-548 “On the federal list of textbooks”;

Order of the Ministry of Education of the Irkutsk Region dated August 12, 2011 No. 920-mr “On the regional curriculum of educational institutions of the Irkutsk Region” (for grades VI-XI (XII) continuing their education in the FC GOS-2004);

Sample curriculum Sample core educational program basic general education (approved by the decision of the federal educational and methodological association for general education, protocol dated 04/08/2015 No. 1/15);

The work program was developed on the basis of: L.G., Emokhonova. World artistic culture (basic level): program for grades 10-11: secondary general education / L. G. Emokhonova, N. N. Malakhova. - M.: Publishing center "Academy", 2014. - 48 p.

The textbooks corresponding to the program are:

The course of world artistic culture systematizes knowledge about culture and art acquired in an educational institution that implements programs of primary and basic general education in the lessons of fine arts, music, literature and history, forms a holistic idea of world artistic culture, the logic of its development in a historical perspective, about its place in the life of society and every person. The study of world artistic culture develops a tolerant attitude towards the world as a unity of diversity, and the perception of one’s own national culture through the prism of world culture allows a more qualitative assessment of its potential, uniqueness and significance. The problem field of domestic and world artistic culture as the generalized experience of all humanity provides students with inexhaustible “building material” for self-identification and building eigenvector development, as well as for a clearer understanding of one’s national and cultural identity.

The developing potential of the course in world artistic culture is directly related to the ideological nature of the subject itself, on the material of which various historical and regional systems of worldview, captured in vivid images, are modeled. Taking into account the specifics of the subject, its direct access to the creative component of human activity, the program places emphasis on active forms of learning, in particular on the development of perception (function - active viewer/listener) and interpretive abilities (function - performer) of students based on updating their personal emotional, aesthetic and sociocultural experience and their mastery of elementary techniques for analyzing works of art.

Educational goals and objectives of the course:

The study of world artistic culture at the level of secondary (complete) general education at the basic level is aimed at achieving the following goals:

development of feelings, emotions, figurative and associative thinking and artistic and creative abilities;

education of artistic and aesthetic taste; needs for mastering the values of world culture;

mastering knowledge about styles and trends in world artistic culture, their characteristic features; about the heights of artistic creativity in domestic and foreign culture;

mastering the ability to analyze works of art and evaluate them artistic features, express your own judgment about them;

using acquired knowledge and skills to broaden one’s horizons and consciously form one’s own cultural environment.

studying masterpieces of world art created in various artistic and historical eras, comprehending the characteristic features of the worldview and style of outstanding artists and creators;

the formation and development of concepts about the artistic and historical era, style and direction, understanding the most important patterns of their change and development in historical, human civilization;

awareness of the role and place of Man in artistic culture throughout its historical development, reflection of the eternal search for an aesthetic ideal in the best works of world art;

comprehension of the system of knowledge about the unity, diversity and national identity of the cultures of various peoples of the world;

mastering the various stages of development of domestic (Russian and national) artistic culture as a unique and original phenomenon of enduring global significance;

familiarity with the classification of arts, comprehension of the general principles of creating an artistic image in all its forms;

interpretation of types of art, taking into account the peculiarities of their artistic language, creating a holistic picture of their interaction.

Educational goals of the course objectives:

to help the student develop a strong and sustainable need to communicate with works of art throughout his life, to find moral support and spiritual and value guidelines in them;

contribute to the education of artistic taste, develop the ability to distinguish true values from fakes and surrogates of mass culture;

prepare a competent reader, viewer and listener, ready for an interested dialogue with a work of art;

development of abilities for artistic creativity. Independent practical activity in specific types of art;

creating optimal conditions for lively, emotional communication between schoolchildren and works of art in lessons, extracurricular activities and local history work.

Reflection of ideas about the world and life in myths. Myth as a fact of worldview. Cosmogonic myths. Ancient images at the basis of the vertical and horizontal model of the world: the world tree, the world mountain, the road. Magic ritual as a way of illusory mastery of the world. The fertility rite is a reproduction of the primary myth. Ritual dedicated to Osiris. “The Great Exit” is a rite of resurrection of Osiris. Slavic agricultural rituals. Christmas time. Maslenitsa. Mermaid week.

Semik. Ivan Kupala. Folklore as a reflection of the primary myth. The Tale of Princess Nesmeyan. The birth of art. The artistic image is the main means of reflecting and understanding the world

in primitive art. Paleolithic and Mesolithic rock art in the caves of Altamira and Lascaux. Neolithic geometric ornament as a symbol of the transition from chaos to form. Imagery of architectural primary elements. Stonehenge.

Mesopotamia. Mesopotamian ziggurat - the dwelling of god. Ziggurats Etemeniguru in Ur and Etemenanki in Babylon. Glazed brick and rhythmic pattern are the main decorative means. Ishtar Gate, Processional Road in New Babylon. Realism in images of living nature is a specific feature of Mesopotamian fine art.

Ancient Egypt. The embodiment of the idea of Eternal Life in the architecture of necropolises. Pyramids at Giza. The above-ground temple is a symbol of the eternal self-rebirth of the god Ra. Temple of Amun-Ra at Karnak. The role of magic in the funeral cult. Decoration of sarcophagi and tombs as a guarantor of Eternal Life. Canon of the image of a figure on a plane. Sarcophagus of Queen Kauya. Tomb of Ramesses IX in the Valley of the Kings.

Ancient India. Hinduism as a fusion of beliefs, traditions and norms of behavior. A Hindu temple is a mystical analogue of a sacrificial body and a sacred mountain. Kandarya Mahadeva Temple in Khajuraho. Religious buildings of Buddhism as a symbol of space and divine presence. Great stupa in Sanchi. Features of Buddhist sculpture: relief of the gate of the Great Stupa in Sanchi. Fresco paintings of the Ajanta cave temples.

Ancient America. Sacrificial ritual in the name of life is the basis of cult architecture and relief. The Pyramid of the Sun in Teotihuacan is a prototype of the temple architecture of the Mesamerican Indians. Temple of the god Huitzilopochtli in Tenochtitlan. Mayan complex in Palenque.

Creto-Mycenaean culture. Cretan-Mycenaean architecture and decor as a reflection of the myth of Europa and Zeus, Theseus and the Minotaur. Knossos Labyrinth of King Minos in Crete. Palace of King Agamemnon in Mycenae.

Ancient Greece. Mythology is the basis of the worldview of the ancient Greeks. The Athenian Acropolis as an expression of the ideal of beauty of Ancient Greece. The Parthenon is an example of high classics. The evolution of Greek relief from archaic to high classic. Temple of Athena in Selinunte. Temple of Zeus at Olympia. Metopes and the Ionic frieze of the Parthenon as a reflection of the mythological, ideological, aesthetic program of the Athenian Acropolis. Sculpture of Ancient Greece: evolution from archaic to late classic. Kuros and barks. The statue of Doryphoros is an example of the geometric style of Polykleitos. The sculpture of Phidias is the pinnacle of Greek sculpture. New beauty of the late classics. Skopas. Maenad. Synthesis of eastern and ancient traditions in Hellenism. Sleeping hermaphrodite. Agesander. Venus of Melos. Gigantism of architectural forms. Expression and naturalism of sculptural decoration. Altar of Zeus in Pergamon.

Ancient Rome. Architecture as a mirror of the greatness of the state. Specifics of Roman urban planning. Roman Forum, Colosseum, Pantheon. Roman house layout. Frescoes and mosaics are the main means of decoration. House of the Vettii, home of the Tragic Poet in Pompeii. Sculptural portrait. Julius Brutus, Octavian Augustus, Constantine the Great.

Early Christian art. Types of temples: rotunda and basilica. The order of placement of mosaic decor. Christian symbolism. Mausoleums of Constantius in Rome, Galla Placidia in Ravenna. Basilica of Santa Maria Maggiore in Rome.

Byzantium and Ancient Rus'. Byzantine central-domed temple as the abode of God on earth. Cathedral of St. Sophia in Constantinople. Architectural symbolism of the cross-domed church. The order of decor placement. Cosmic, topographical, temporal symbolism of the cross-domed church and its stylistic diversity. Byzantine style: St. Sophia Cathedral in Kyiv. Vladimir-Suzdal construction school: Church of the Intercession on the Nerl. Novgorod construction school: Church of the Transfiguration on Ilyin. Byzantine style in mosaic decor. Cathedral of St. Sophia in Constantinople. Church of San Vitale in Ravenna. Cathedral of St. Sophia in Kyiv. Byzantine style in icon painting. Iconostasis. Icon of Our Lady of Vladimir. Images of the Savior and saints in the works of Theophanes the Greek. Deesis of the Annunciation Cathedral of the Moscow Kremlin. Moscow school of icon painting. Russian iconostasis. Andrey Rublev. Spas of the Zvenigorod rank. Rublev's Trinity icon is a symbol of national unity of Russian lands. The evolution of the Moscow architectural school. Early Moscow school. Spassky Cathedral of the Spaso-Andronikov Monastery. Renaissance trends in the ensemble of the Moscow Kremlin. Assumption Cathedral. Cathedral of the Archangel. Faceted Chamber. The tented temple as a figurative synthesis of the ciborium temple and Renaissance architectural elements. Church of the Ascension in Kolomenskoye. Dionysius. Fresco paintings on the theme of Akathist in the Church of the Nativity of the Virgin Mary in Ferapontovo. Znamenny chant.

Western Europe. Pre-Romanesque culture: "Carolingian Renaissance". Architectural symbolism and mosaic decor of the Charlemagne Chapel in Aachen. Evolution of the basilica type of temple. Church of Saint-Michel de Cuxa in Languedoc. Fresco decoration of the pre-Romanesque basilica. Church of St. Johann in Müster. Credo of Romanesque culture. Representation of human life in the Middle Ages in architecture, bas-reliefs, fresco decoration, stained glass windows of monastery basilicas. Abbey of Saint-Pierre in Moissac. Church of St. Johann in Müster. Church of St. Aposteln in Cologne. The Gothic temple is an image of the world. Church of Saint Denis near Paris. Interior decor of a Gothic temple: stained glass windows, sculpture, tapestries. Notre Dame Cathedral in Paris. Gregorian chant. The main stages of the development of the Gothic style. Regional features of Gothic. France: Notre-Dame Cathedral in Chartres, Saint-Denis Abbey near Paris, Notre-Dame Cathedral in Rouen. Germany: St. Peter's Cathedral in Cologne, Frauenkirche in Nuremberg. England: Westminster Abbey Cathedral in London. Spain: Toledo Cathedral. Italy: Church of Santa Maria Novella in Florence.

New art - Ars nova. Proto-Renaissance in Italy. “The Divine Comedy” by Dante Alighieri as a reflection of Ars nova aesthetics in literature. The ancient principle of “imitating nature” in painting. Giotto. Fresco cycle in the Scrovegni Chapel in Padua. Allegorical cycles of Ars nova on the theme of the Triumph of Repentance and the Triumph of Death. Fresco cycle by Andrea da Bonaiuti in the Spanish Chapel of the Cathedral of Santa Maria Novella in Florence. Fresco cycle of the Master of the Triumph of Death in Pisa's Camposanto cemetery. The musical movement of Ars Nova. The specificity of Ars is new in the North. Jan Van Eyck. Altar "Adoration of the Lamb" in the Church of St. Bavo in Ghent.

China. The eternal harmony of yin and yang is the basis of Chinese culture. The ensemble of the Temple of Heaven in Beijing as the embodiment of mythological and religious-moral ideas of Ancient China.

Japan. The cult of nature is the credo of Japanese architecture. Japanese gardens as the quintessence of Shinto mythology and the philosophical and religious views of Buddhism. Garden of Eden at Byodoin Monastery in Uji. Ryoanji Philosophical Rock Garden in Kyoto. Tea garden "Pines and Lute" at Villa Katsura near Kyoto.

Near East The image of paradise in the architecture of mosques and public buildings. Columnar Umayyed Mosque in Cordoba. Domed Blue Mosque in Istanbul. Registan Square in Samarkand. The image of Muslim paradise in the architecture of palaces. Alhambra in Granada.

Place of the subject in the basic curriculum:

In the 10th grade, 35 hours are allocated for studying world artistic culture at a basic level (at the rate of 1 academic hour per week).

Predicted results:

At a basic level, the course “World Artistic Culture” systematizes knowledge about culture and art acquired in the lessons of fine arts, music, literature and history, forms a holistic idea of world artistic culture, the logic of its development in a historical perspective, its place in the life of society and each person.

For the academic subject “World Artistic Culture” at the basic level, the priority is: the ability to independently and motivatedly organize one’s cognitive activity; establish simple real connections and dependencies; evaluate, compare and classify cultural and artistic phenomena; search and critically select the necessary information from sources various types(including those created in a different sign system - “languages” of different types of arts); use multimedia resources and computer technologies to design creative works; master the basic forms of public speaking; understand the value of art education as a means of developing personal culture; determine your own attitude towards works of classics and modern art; be aware of your cultural and national identity.

In high school, a broad panorama of the development of world artistic culture from its origins to the present is provided. The chosen historical path of study allows students to generalize previously acquired knowledge, skills and abilities at a qualitatively new level, and most importantly, to develop an understanding of holistic artistic models of the world.

The highest priority becomes, firstly, an in-depth study of the most important stages of the historical development of world culture, the motivation of the reasons for highlighting one of the types of art, the “germination” of ancient layers of culture in the art of the present time. Secondly, understanding the patterns of changing artistic eras, styles and movements. The main system-forming principle at this stage is the concept of artistic style. Masterpieces of art and the names of their outstanding creators are also studied in the general context of artistic styles and movements.

This work program can be implemented when using traditional teaching technology, as well as elements of other modern pedagogical technologies:

Technologies for developing critical thinking through reading and writing;

Computer technologies (creation POWERPOINT presentations on some course topics and the use of CDs on the subject;

Technologies of project activities.

Thus, the main form of organizing the educational process is the lesson. In addition to the lesson, a number of other organizational forms of training are used:

Lectures using presentations on selected topics;

Home independent work (includes working with the text of the textbook and additional literature for students)

Individual (consultations);

Group (students work in groups created on various bases: according to the pace of learning - when studying new material, according to the level of educational achievements - in lessons summarizing the topic);

Frontal (the teacher works with the whole class at once at the same pace);

Pair room (interaction between two students for the purpose of mutual control).

Monitoring the level of knowledge, skills and abilities of students

The work program provides for the development of general educational skills and abilities in students, universal methods of activity and key competencies. In this regard, the priorities for the academic subject “World Artistic Culture” at the stage of secondary (complete) general education are:

The ability to independently and motivatedly organize one’s cognitive activity;

Establish simple real connections and dependencies;

Evaluate, compare and classify cultural and artistic phenomena;

Carry out a search and critical selection of the necessary information in sources of various types (including those created in a different sign system - “languages” of different types of arts);

Use multimedia resources and computer technologies to design creative works;

Master the basic forms of public speaking;

Understand the value of art education as a means of developing personal culture;

Determine your own attitude towards works of classics and modern art;

Be aware of your cultural and national identity.

Requirements for the level of student preparation

As a result of studying world artistic culture, the student must:

Know/understand:

Main types and genres of art;

Studied directions and styles of world artistic culture;

Masterpieces of world artistic culture;

Features of the language various types art.

Be able to:

Recognize the studied works and correlate them with a certain era, style, direction.

Establish stylistic and plot connections between works of different types of art;

enjoy various sources information about world artistic culture;

Carry out training and creative tasks(reports, messages).

Use acquired knowledge in practical activities and Everyday life:

To choose the paths of your cultural development;

Organization of personal and collective leisure;

Expressing one’s own judgment about works of classics and modern art;

Independent artistic creativity.

Educational and thematic plan

(1 hour per week, total 35 hours)

№ p/p

Topic name

Total hours

Including

Counter

work

Test

Section 1. Artistic culture of the primitive world

Section 2. Artistic culture of the Ancient World

Section 3. Artistic culture of the Middle Ages

Section 4. Artistic culture of the Far and Middle East in the Middle Ages

list of educational and methodological support

Teacher's teaching and methodological kit:

L.G., .Emokhonova. World Art. Grade 10. (a basic level of). M.: Publishing center "Academy". – 2012-2014

L.G., Emokhonova. N.N., Malakhova. World artistic culture (basic level): 10th grade: Federal State Educational Standard: A book for teachers with lesson planning and scenarios for individual lessons. M.: Publishing center "Academy". – 2014

Collection "World Art Culture"

Music collection

Architecture of Russia

"Culture of Russia"

Antiqua - encyclopedia of ancient Greek and Roman mythology

Archi-tec.ru – history of architecture, architectural styles, world architecture

ARHTYX.ru. General history of art.

Belcanto.Ru – in the world of opera.

Classical music

World art t

Architecture of Moscow: materials for classes in Moscow studies

Virtual art gallery of Alexander Petrov.

Virtual catalog of icons.

Virtual Museum of Painting

Virtual Louvre Museum.

State Russian Museum.

State Tretyakov Gallery.

State Hermitage Museum.

Ancient world. From primitiveness to Rome. Electronic application to the textbook on MHC.

Impressionism http://.impressionism.ru

History of fine arts.

Moscow Kremlin: virtual tour.

Museums of the Moscow Kremlin.

26. Peoples and religions of the world.

Repin Ilya Efimovich.

Russian history in the mirror of fine art.

Contemporary world painting.

Encyclopedia of St. Petersburg.

Single collection -

Educational kit for 10th grade students:

L.G., .Emokhonova. World Art. Grade 10. (a basic level of). M.: Publishing center "Academy". – 2012-2014

Annex 1

CALENDAR - THEMATIC PLANNING

By World artistic culture

Class ___10__

Teacher Usoltseva Natalia Gennadievna

Number of hours

Total __35 ___hour; in Week ___ 1 __hour.

Planned control lessons _ 2 _, tests ___, tests ___ hours;

Planning is based on: L.G., Emokhonova. World artistic culture (basic level): program for grades 10-11: secondary general education / L.G. Emokhonova, N.N. Malakhova. - M.: Publishing center "Academy", 2014. - 48 p.

Textbook: L.G., .Emokhonova. World Art. Grade 10. (a basic level of). M.: Publishing center "Academy". – 2012-2014

	Lesson topic	Number of hours	Lesson type	Content elements	Type of control	Homework	date	Adjustment
Section 1. Artistic culture of the primitive world
	Myth is the basis of early ideas about the world		Lesson on learning new material	Myth as a fact of worldview. Cosmogonic myths. Ancient images at the basis of the vertical and horizontal model of the world: the world tree, the world mountain, road. Magic ritual as a way of illusory mastery of the world. The fertility rite is a reproduction of the primary myth. Ritual dedicated to Osiris. “The Great Exit” is a rite of resurrection of Osiris.	Oral survey	Lesson 1 reading,	04.09
	Slavic agricultural rituals		Combined	Christmas time. Maslenitsa. Rusalnaya a week. Semik. Ivan Kupala. Folklore as a reflection of the primary myth. The Tale of Princess Nesmeyan.	Oral survey	Lesson 2 reading,
	The birth of art. The artistic image is the main means of reflecting and understanding the world in primitive art		Combined	Paleolithic and Mesolithic rock art in the caves of Altamira and Lascaux. Neolithic geometric ornament as a symbol of the transition from chaos to form. Imagery of architectural primary elements. Stonehenge	Oral survey	Lesson 3 reading,
Section 2. Artistic culture of the Ancient World
	Mesopotamian ziggurat, home of the god.		Combined	Ziggurats at Ur and Babylon. glazed brick and rhythmic pattern: the main decorative means. Ishtar Gate, Processional Road in New Babylon. Realism of images of living nature - the specificity of Mesopotamian fine art	Oral survey	Lesson 4 reading,
	The embodiment of the idea of eternal life in the architecture of necropolises.		Combined	Pyramids at Giza. The above-ground temple is a symbol of the eternal self-rebirth of the god Ra. Temple of Amun-Ra at Karnak	Oral survey	Lesson 5 reading,
	The role of magic in the funeral cult.		Combined	Decoration of sarcophagi and tombs as a guarantor of Eternal Life. Canon of the image of a figure on a plane. Sarcophagus of Queen Kauya. Tomb of Ramesses IX in the Valley of the Kings	Individual work	Lesson 6 reading,
	Hinduism as a fusion of beliefs, traditions and norms of behavior.		Combined	A Hindu temple is a mystical analogue of a sacrificial body and a sacred mountain. Kandarya Mahadeva Temple in Khajuraho.	Oral survey	Lesson 7 reading,
	Religious buildings of Buddhism as a symbol of space and divine presence.		Combined	Great stupa in Sanchi. Features of Buddhist sculpture: relief of the gate of the Great Stupa in Sanchi. Fresco paintings of the Ajanta cave temples	Card tasks	Lesson 8 reading,
	Sacrificial ritual in the name of life is the basis of cult architecture and relief.		Combined	The Pyramid of the Sun in Teotihuacan is a prototype of the temple architecture of the Mesamerican Indians. Temple of the god Huitzilopochtli in Tenochtitlan. Mayan complex in Palenque	Oral survey	Lesson 9 reading,
	Creto-Mycenaean culture		Combined	Cretan-Mycenaean architecture and decor as a reflection of the myth of Europa and Zeus, Theseus and the Minotaur. Knossos Labyrinth of King Minos in Crete. Palace of King Agamemnon in Mycenae	Oral survey	Lesson 10 reading,
	Mythology is the basis of the worldview of the ancient Greeks.		Combined	The Athenian Acropolis as an expression of the ideal of beauty of Ancient Greece. The Parthenon is an example of high classics.	Oral survey	Lesson 11 reading,
	The evolution of Greek relief from archaic to high classic		Combined	Temple of Athena in Selinunte. Temple of Zeus at Olympia. Metopes and the Ionic frieze of the Parthenon as a reflection of the mythological, ideological, aesthetic program of the Athenian Acropolis.	Oral survey	Lesson 12 reading,
	Sculpture of Ancient Greece: evolution from archaic to late classic.		Combined	Kuros and barks. The statue of Doryphoros is an example of the geometric style of Polykleitos. The sculpture of Phidias is the pinnacle of Greek sculpture. New beauty of the late classics. Skopas. Maenad.	Card tasks	Lesson 13 reading,
	Synthesis of eastern and ancient traditions in Hellenism.		Combined	Sleeping hermaphrodite. Agesander. Venus of Melos. Gigantism of architectural forms. Expression and naturalism of sculptural decoration. Altar of Zeus in Perama	Oral survey	Lesson 14 reading,
	Architecture as a mirror of the greatness of the state.		Combined	Specifics of Roman urban planning. Roman Forum, Colosseum, Pantheon.	Oral survey	Lesson 15 reading,
	Roman house layout		Combined	Frescoes and mosaics are the main means of decoration. House of the Vettii, home of the Tragic Poet in Pompeii. Sculptural portrait. Julius Brutus, Octavian Augustus, Constantine the Great	Individual tasks	Lesson 16 reading,
	Early Christian art		Combined	Types of temples: rotunda and basilica. The order of placement of mosaic decor. Christian symbolism. Mausoleums of Constantius in Rome, Galla Placidia in Ravenna. Basilica of Santa Maria Maggiore in Rome	Oral survey	Lesson 17 reading,
Section 3. Artistic culture of the Middle Ages
	Byzantine central-domed temple as the abode of God on earth		Combined	Cathedral of St. Sophia in Constantinople. Architectural symbolism of the cross-dome temple. The order of decor placement.	Oral survey	Lesson 18 reading,
	Cosmic, topographical, temporal symbolism of the cross-domed church and its stylistic diversity.		Combined	Byzantine style: St. Sophia Cathedral in Kyiv. Vladimir-Suzdal construction school: Church of the Intercession on the Nerl. Novgorod construction school: Church of the Transfiguration on Ilyin.	Oral survey	Lesson 19 reading,
	Byzantine style in mosaic decor		Combined	Cathedral of St. Sophia in Constantinople. Church of San Vitale in Ravenna. Cathedral of St. Sophia in Kyiv.	Oral survey	Lesson 20 reading,
	Byzantine style in icon painting. Iconostasis.		Combined	Icon of Our Lady of Vladimir. Images of the Savior and saints in the works of Theophanes the Greek. Deesis of the Annunciation Cathedral of the Moscow Kremlin.	Card tasks	Lesson 21 reading,
	Moscow school of icon painting. Russian iconostasis.		Combined	Andrey Rublev. Spas of the Zvenigorod rank. Rublev's Trinity icon is a symbol of national unity of Russian lands.	Oral survey	Lesson 22 reading,
	The evolution of the Moscow architectural school. Early Moscow school		Combined	Spassky Cathedral of the Spaso-Andronikov Monastery. Renaissance trends in the ensemble of the Moscow Kremlin. Assumption Cathedral. Cathedral of the Archangel. Faceted Chamber. The tented temple as a figurative synthesis of the ciborium temple and Renaissance architectural elements. Church of the Ascension in Kolomenskoye. Dionysius.	Oral survey	Lesson 23 reading,
	Fresco paintings on the theme of the Greatness of the Virgin Mary		Combined	Dionysius. Fresco cycle of the Church of the Nativity of the Virgin in Ferapontovo. Znamenny chant.	Oral survey	Lesson 24 reading,
	Pre-Romanesque culture: "Carolingian Renaissance"		Combined	Architectural symbolism and mosaic decor of the Charlemagne Chapel in Aachen. Evolution of the basilica type of temple. Church of Saint-Michel de Cuxa in Languedoc. Fresco decoration of the pre-Romanesque basilica. Church of St. Johann in Müster.	Oral survey	Lesson 25 reading,
	Creed of Romanesque culture		Combined	Representation of human life in the Middle Ages in architecture, bas-reliefs, fresco decoration, stained glass windows of monastery basilicas. Abbey of Saint-Pierre in Moissac. Church of St. Johann in Müster. Church of St. Aposteln in Cologne.	Card tasks	Lesson 26 reading,
	The Gothic temple is an image of the world.		Combined	Church of Saint Denis near Paris. Interior decor of a Gothic temple: stained glass windows, sculpture, tapestries. Notre Dame Cathedral in Paris. Gregorian chant.	Individual tasks	Lesson 27 reading,
	The main stages of development of the Gothic style		Combined	Regional features of Gothic. France: Notre-Dame Cathedral in Chartres, Saint-Denis Abbey near Paris, Notre-Dame Cathedral in Rouen. Germany: St. Peter's Cathedral in Cologne, Frauenkirche in Nuremberg. England: Westminster Abbey Cathedral in London. Spain: Toledo Cathedral. Italy: Church of Santa Maria Novella in Florence	Oral survey	Lesson 28 reading,
	Proto-Renaissance in Italy		Combined	“The Divine Comedy” by Dante Alighieri as a reflection of Ars nova aesthetics in literature. The ancient principle of “imitating nature” in painting. Giotto. Fresco cycle in the Scrovegni Chapel in Padua.	Oral survey	Lesson 29 reading,
	Allegorical cycles of Ars nova on the theme of the Triumph of Repentance and the Triumph of Death		Combined	Fresco cycle by Andrea da Bonaiuti in the Spanish Chapel of the Cathedral of Santa Maria Novella in Florence. Fresco cycle of the Master of the Triumph of Death in Pisa's Camposanto cemetery. The musical movement of Ars Nova.	Oral survey	Lesson 30 reading,
	Specificity of Ars nova in the North		Combined	Jan Van Eyck. Altar "Adoration of the Lamb" in the Church of St. Bavo in Ghent	Oral survey	Lesson 31 reading,
Section 4. Artistic culture of the Far and Middle East in the Middle Ages
	The eternal harmony of yin and yang is the basis of Chinese culture		Combined	The ensemble of the Temple of Heaven in Beijing - as the embodiment of mythological and religious-moral ideas of Ancient China	Oral survey	Lesson 32 reading,
	The cult of nature is the credo of Japanese architecture		Combined	Japanese gardens as the quintessence of Shinto mythology and the philosophical and religious views of Buddhism. Garden of Eden at Byodoin Monastery in Uji. Ryoanji Philosophical Rock Garden in Kyoto. Tea Garden "Pines and Lute" of Villa Katsura near Kyoto	Oral survey	Lesson 33 reading,
	The image of paradise in the architecture of mosques and public buildings		Combined	Columnar Umayyad Mosque in Cordoba. Domed Blue Mosque in Istanbul. Registan Square in Samarkand. The image of Muslim paradise in the architecture of palaces. Alhambra in Granada	Oral survey	Lesson 34-35 reading,
	Final repetition		Summary lesson	Generalization of the course “World artistic culture”	Creative task	Lesson 1-35 repeat

Rostov region

Municipal budgetary educational institution

Verkhnedonsky district

Migulinskaya secondary school

(MBOU Migulinskaya secondary school)

I APPROVED

Director of MBOU Migulinskaya secondary school

Order dated___________ No. ______

I.A. Bulatova

WORKING PROGRAMM

By World artistic culture

(specify academic subject, course)

Level of general education (grade)

secondary general education grades 10-11

(primary general, basic general, secondary general education indicating class)

Number of hours ___69____

Teacher Sushkina Elena Petrovna

The program is developed based on:

Collection: Programs of general education institutions: World artistic culture “Academic school textbook.” 10–11 grades. – M.: “Enlightenment”, 2008.

	Explanatory note


	Thematic planning grade 10
	Thematic planning grade 11
	Planned results of the study of MHC
	Educational, methodological and logistical support of the educational process
	Calendar thematic planning Grade 10 (Appendix)
	Calendar-thematic planning grade 11 (Appendix)

Explanatory note

The work program on world artistic culture is based on

Federal component of State educational standards of primary general, basic general and secondary (complete) general education - Moscow: “Drofa” 2006

Federal basic curriculum and model curricula for educational institutions of the Russian Federation implementing general education programs - Moscow: “Drofa” 2006

Programs of general education institutions: World artistic culture “Academic school textbook.” 10–11 grades. – M.: “Enlightenment”, 2008. and is focused on the textbooks “World Artistic Culture” 10th grade and “World Art Culture” 11th grade (basic level) / L.G. Emokhonova - M. Publishing center "Academy" 2010

The study of world artistic culture in secondary school is aimed at achieving the following goals:

development of a spiritual and moral personality that respects the cultural traditions of the peoples of Russia and other countries of the world;

education of artistic and aesthetic taste and culture of perception of a work of art;

development of feelings, emotions, figurative, associative, critical thinking;

mastering systematized knowledge about the patterns of development of cultural and historical eras, styles, trends and national schools in art; about values, ideals, aesthetic standards using the example of the most significant works; about the specificity of the language of different types of art;

mastering the skills to analyze works of art and develop one’s own aesthetic assessment;

using acquired knowledge and skills to broaden one’s horizons and consciously form one’s own cultural environment.

General characteristics of the subject

The study of world artistic culture develops a tolerant attitude towards the world as a unity of diversity, and the perception of one’s own national culture through the prism of world culture allows a more qualitative assessment of its potential, uniqueness and significance.

Taking into account the specifics of the subject, its direct access to the creative component of human activity, the program places emphasis on active forms of learning, in particular on the development of perception (function - active viewer/listener) and interpretive abilities (function - performer) of students based on updating their personal emotional, aesthetic and sociocultural experience and their mastery of elementary techniques for analyzing works of art.

In terms of content, the program follows the logic of historical linearity (from the culture of the primitive world to the culture of the twentieth century). In order to optimize the load, the program is based on the principles of highlighting the cultural dominants of the era, style, and national school. Using the example of one or two works or complexes, the characteristic features of entire eras and cultural areas are shown.

Domestic (Russian) culture is considered in inextricable connection with world culture, which makes it possible to appreciate its scale and general cultural significance.

Place of the subject in the curriculum

The federal basic curriculum for general education institutions of the Russian Federation allocates 69 hours for the compulsory study of the educational subject “World Artistic Culture” at the level of secondary general education at the basic level. Of these, in the 10th grade - 35 hours, in the 11th grade - 34 hours, at the rate of 1 academic hour per week.

According to the working calendar, the study of MHC in the 10th grade is 35 hours, in the 11th grade - 34 hours.

Due to the fact that the date of the lesson of the MHC training course in the 10th grade falls on the holiday 03/08/2017, the number of training sessions on calendar-thematic planning in the 10th grade was 34 hours.

	Number of hours
Grade 10
Artistic culture of the primitive world
Artistic culture of the Ancient World
Artistic culture of the Middle Ages Western Europe
Artistic culture of the Far and Middle East in the Middle Ages
Total
Grade 11
Artistic culture of the Renaissance
Artistic culture of the 17th century
Artistic culture of the 17th-19th centuries
Artistic culture of the second half of the 19th – early 20th centuries
Artistic culture of the 20th century
Total
Total

Grade 10

Artistic culture of the primitive world

Myth is the basis of early ideas about the world. Cosmogonic myths. Ancient images. World tree, world mountain, road. Magic and ritual. Fertility ritual. Ritual dedicated to Osiris. Slavic agricultural rituals. Christmas time. Maslenitsa. Mermaid week. Semik. Ivan Kupala. Folklore as a reflection of the primary myth. The Tale of Princess Nesmeyan. The birth of art. The artistic image is the main means of reflecting and understanding the world in primitive art. Rock art of the Altamira and Lascaux caves. Geometric ornament. Imagery of architectural primary elements. Stonehenge

Artistic culture of the Ancient World

Mesopotamia. Mesopotamian ziggurat - the dwelling of god. Ziggurats at Ur and Babylon. Glazed brick and rhythmic pattern are the main decorative means. Ishtar Gate, Processional Road in New Babylon

Ancient Egypt. The embodiment of the idea of eternal life in the architecture of necropolises. Pyramids at Giza. The above-ground temple is a symbol of the eternal self-rebirth of the god Ra. Temple of Amun-Ra at Karnak. Magic. Decor of tombs. Canon of the image of a figure on a plane. Tomb of Ramesses IX in the Valley of the Kings

Ancient India. A Hindu temple is a mystical analogue of a sacrificial body and a sacred mountain. The role of sculptural decoration. Kandarya Mahadeva Temple in Khajuraho. Buddhist places of worship are a symbol of space and divine presence. Great stupa in Sanchi. Features of Buddhist plastic art and painting. Relief of the gate of the Great Stupa in Sanchi. Fresco paintings of the Ajanta cave temples

Ancient America. Indian temple architecture. Mesamerica as the embodiment of the myth of the sacrifice that gave life. Pyramid of the Sun in Teotihuacan. Temple of the god Huitzilopochtli in Tenochtitlan. Mayan complex in Palenque

Creto-Mycenaean culture. Cretan-Mycenaean architecture and decor as a reflection of myth. Knossos labyrinth palace of King Minos on Crete. Palace of King Agamemnon in Mycenae

Ancient Greece. The Greek temple is an architectural image of the union of people and gods. The Athenian Acropolis as an expression of the ideal of beauty of Ancient Greece. The Parthenon is an example of high classics. The evolution of Greek relief from archaic to high classic. Temple of Athena in Selinunte. Temple of Zeus at Olympia. Metopes and Ionic frieze of the Parthenon. Sculpture of Ancient Greece from archaic to late classic. Kuros and barks. Polykleitos. Doryphoros. Phidias. Torso of a goddess. Skopas. Maenad. Synthesis of eastern and ancient traditions in Hellenism. Sleeping hermaphrodite. Venus de Milo. Gigantism of architectural forms. Expression and naturalism of sculptural decoration. Altar of Zeus in Pergamon.

Ancient Rome. Features of Roman urban planning. Public buildings from the republican and imperial periods. Roman Forum, Pantheon, Colosseum. Roman house layout. Fresco and mosaic are the main means of decoration. House of the Vettii, home of the Tragic Poet in Pompeii. Sculptural portrait. Marcus Junius Brutus, Octavian Augustus, Constantine the Great.

Early Christian art. Types of Christian churches: rotunda and basilica. Mosaic decor. Christian symbolism. Mausoleum of Constantius in Rome. Mausoleum of Galla Placidia in Ravenna. Basilica of Santa Maria Maggiore in Rome

Artistic culture of the Middle Ages

Byzantium and Ancient Rus'. Byzantine central-domed temple as the abode of God on earth. Cosmic symbolism. Cathedral of St. Sophia in Constantinople. Picturesque decoration of the cross-domed church. Topographical and temporal symbolism of the temple. Stylistic diversity of cross-domed churches of Ancient Rus'. Cathedral of St. Sophia in Kyiv. Church of the Intercession on the Nerl. Church of the Transfiguration on Ilyin in Novgorod. Byzantine style in mosaic decor. Cathedral of St. Sophia in Constantinople. Church of San Vitale in Ravenna. Byzantine style in icon painting. Icon of Our Lady of Vladimir. Theophanes the Greek. Deesis of the iconostasis of the Annunciation Cathedral of the Moscow Kremlin. Formation of the Moscow school of icon painting. Russian iconostasis. Andrey Rublev. Spas of the Zvenigorod rank. The Trinity icon is a symbol of national unity of the Russian lands. Moscow architectural school. Early Moscow architecture. Cathedral of the Savior Not Made by Hands of the Spaso-Andronikov Monastery. Renaissance features in the ensemble of the Moscow Kremlin. Assumption Cathedral. Cathedral of the Archangel. A new type of tent temple. Church of the Ascension in Kolomenskoye. Fresco paintings on the theme of the Greatness of the Virgin Mary. Dionysius. Fresco cycle of the Church of the Nativity of the Virgin in Ferapontovo. Znamenny chant

Western Europe. Pre-Romanesque culture. "Carolingian Renaissance". Architecture, mosaic and fresco decor. Chapel of Charlemagne in Aachen. Basilica of Saint-Michel de Cuxa in Languedoc. Church of St. Johann in Müster. Romanesque culture. Representation of human life in the Middle Ages in the architecture of monastery basilicas, bas-reliefs, frescoes, stained glass windows. Abbey of Saint-Pierre in Moissac. Church of St. Johann in Müster. Church of St. Aposteln in Cologne. Gothic. The Gothic temple is an image of the world. Church of Saint Denis near Paris. Architecture and sculptural decor of a Gothic temple. Interior decor of the temple: stained glass windows, sculpture, tapestries. Notre Dame Cathedral in Paris. Gregorian chant. The main stages of the development of the Gothic style. Regional features of Gothic. France. Notre Dame Cathedral in Chartres. Abbey of Saint Denis near Paris. Notre Dame Cathedral in Rouen. Germany. Cathedral of St. Peter in Cologne, Frauenkirche in Nuremberg. England. Westminster Abbey Cathedral in London. Spain. Cathedral in Toledo. Italy. Church of Santa Maria Novella in Florence

New art - Arsnova. Proto-Renaissance in Italy. Ars aesthetics are new in literature. Dante Alighieri. "The Divine Comedy". The ancient principle of “imitating nature” in painting. Giotto. Fresco cycle in the Scrovegni Chapel in Padua Allegorical cycles of Arsnov. Andrea da Bonaiuti. "Triumph of Repentance." Spanish Chapel of the Church of Santa Maria Novella in Florence. Master of the Triumph of Death. "Triumph of Death" Camposanto cemetery in Pisa. Arsnov's musical movement. The specificity of Ars is new in the North. Jan Van Eyck. Altar "Adoration of the Lamb" in the Church of St. Bavo in Ghent

Artistic culture of the Far and Middle East in the Middle Ages

China. The interaction of yin and yang is the basis of Chinese culture. Architecture as the embodiment of mythological and religious-moral ideas of Ancient China. Temple of Heaven in Beijing.

Japan. Japanese gardens as the quintessence of Shinto mythology and the philosophical and religious views of Buddhism. Garden of Eden at Byodoin Monastery in Uji. Ryoanji Philosophical Rock Garden in Kyoto. Tea Garden "Pines and Lute" of Villa Kachura near Kyoto

Near East. The image of heaven in the architecture of mosques. Umayyad Mosque in Cordoba. Domed Blue Mosque in Istanbul. Registan Square in Samarkand. The image of Muslim paradise in the architecture of palaces. Alhambra in Granada.

Grade 11

Artistic culture of the Renaissance

Renaissance in Italy

Humanism is the basis of the Renaissance worldview. Early Renaissance. Florence as the embodiment of the Renaissance idea of the “ideal” city. Scientific treatises. Leon Battista Alberti. "Ten books about architecture." Order in architecture. Filippo Brunelleschi. Dome of the Cathedral of Santa Maria del Fiore. Shelter of the Innocents. Piazza Santissima Annunziata. Church of San Spirito.

The image of a square and street in painting. Masaccio. “The Resurrection of Tabitha and the Healing of the Paralytic,” “Almsgiving,” “Healing by the Shadow.” Renaissance realism in sculpture. Donatello. Relief "Herod's Feast". Statue of David.

High Renaissance. Qualitative changes in painting. Leonardo da Vinci. Altarpiece "Madonna with a Flower". "Mona Lisa". Rafael Santi. Stanzas in the Vatican. Fresco "Parnassus".

High Renaissance aesthetics in sculpture. Michelangelo Buonarroti. Medici Chapel in the Church of San Lorenzo in Florence.

Venetian school of painting. Aesthetics of the late Renaissance. Titian. “Earthly Love and Heavenly Love”, “Pieta”. The role of polyphony in the development of secular and religious musical genres. The transition from “strict writing” to madrigal. Giovanni da Palestrina. "Mass of Pope Marcello." Carlo Gesualdo. Madrigal "I languish without end."

Northern Renaissance

Features of the Northern Renaissance. The grotesque carnivalesque character of the Renaissance in the Netherlands. Pieter Bruegel the Elder (Muzhitsky). "The Battle of Carnival and Lent." Picturesque cycle “The Months”: “Hunters in the Snow.”

The mystical character of the Renaissance in Germany. Albrecht Durer. Engravings of the “Apocalypse”: “The Four Horsemen”, “The Sound of the Trumpet”. Diptych "Four Apostles".

The secular nature of the Renaissance in France. School of Fontainebleau in architecture and fine arts. Jules Lebreton. Fontainebleau Castle. Rosso Fiorentino. Gallery of Francis I. Jean Goujon. Fountain of nymphs in Paris.

Renaissance in England. Dramaturgy. William Shakespeare. The tragedy "Romeo and Juliet", the comedy "The Taming of the Shrew".

Art cultureXVIIcentury

Baroque

A new worldview in the Baroque era and its reflection in art. Architectural ensembles of Rome. Lorenzo Bernini. St. Peter's Square. Piazza Navona. Bridge of St. Angel. New interior design. Lorenzo Bernini. Tent-ciborium in St. Peter's Cathedral.

Specifics of Russian Baroque. Francesco Bartolomeo Rastrelli. Winter Palace in St. Petersburg. Catherine Palace in Tsarskoe Selo. Smolny Monastery in St. Petersburg.

Baroque painting. Plafond painting. Giovanni Battista Gaulli (Baciccia). "Adoration of the Name of Jesus" in the Church of Il Gesu in Rome. Interaction of Baroque and Realism trends. Peter Powell Rubens. Altar triptychs “The Raising of the Cross” and “The Descent from the Cross” in the Cathedral in Antwerp. "The Education of Marie de Medici." Rembrandt Harmens van Rijn. "The Denial of the Apostle Peter."

Baroque music. Claudio Monteverdi. Opera "Orpheus". Arcangelo Corelli. Concerto grosso "On Christmas Eve". Johann Sebastian Bach. Passion of the St. Matthew Passion: “Have mercy on me, Lord.”

Classicism

The art of classicism. "Grand Royal Style" of Louis XIV. Versailles. Classicism in the fine arts of France. Nicolas Poussin. "Kingdom of Flora", "Orpheus and Eurydice"

Art cultureXVIII- first halfXIXcentury

Rococo

The origins of Rococo in painting. "Gallant Celebrations" by Antoine Watteau. "Island of Cythera" Rococo interior. Picturesque pastorals by Francois Boucher. Rococo music. Musical, "bagatelles" by François Couperin

Neoclassicism, Empire style

Music of the Enlightenment. Joseph Haydn. Sonata-symphonic cycle. Symphony No. 85 “Queen”. Wolfgang Amadeus Mozart. Opera "Don Giovanni". "Requiem": Diesirae, Lacrimosa. Ludwig van Beethoven. Fifth Symphony. “Moonlight Sonata”.

The image of the “ideal” city in the classicist ensembles of Paris and St. Petersburg. Jacques Ange Gabriel. Place Louis XV in Paris. Giacomo Quarenghi. Academy of Sciences in St. Petersburg. Andreyan Dmitrievich Zakharov. Admiralty in St. Petersburg.

Imperial style in architecture. Specifics of the Russian Empire style. Karl Ivanovich Rossi. Palace Square, Mikhailovsky Palace in St. Petersburg. Empire interior. White Hall of the Mikhailovsky Palace in St. Petersburg. Neoclassicism in painting. Jacques Louis David. "Oath of the Horatii." Classicist canons in Russian academic painting. Karl Pavlovich Bryullov. "The last day of Pompeii". Alexander Andreevich Ivanov. “The Appearance of Christ to the People”

The origins of the classical music school in Russia. Mikhail Ivanovich Glinka. Opera "A Life for the Tsar". March of Chernomor, Persian Choir from the opera “Ruslan and Lyudmila”. Overture "Night in Madrid". Lyrical romance “I remember a wonderful moment.”

Romanticism

The romantic ideal and its embodiment in music. Franz Schubert. Vocal cycle "Winter Retreat". Richard Wagner. Opera "Tannhäuser". Hector Berlioz. "Fantastic Symphony" Johannes Brahms. "Hungarian Dance No. 1"

Romanticism painting. Religious subjects. John Everett Milles. "Christ in the house of his parents." Literary theme. Dante Gabriel Rossetti. "Beata Beatrice". Exotic and mystical. Eugene Delacroix. "The Death of Sardanapalus." Francisco Goya. "Colossus". The image of a romantic hero. Orest Adamovich Kiprensky. “Portrait of Evgr. V. Davydov"

Artistic culture of the second half of the 19th - early 20th centuries

Realism

Social topics in painting. Gustave Courbet. "Funeral in Ornans." Honore Daumier. Series "Judges and Lawyers". Russian school of realism. The Wanderers. Ilya Efimovich Repin. "Barge Haulers on the Volga". Vasily Ivanovich Surikov. "Boyaryna Morozova".

Directions in the development of Russian music. Social theme in music. Modest Petrovich Mussorgsky. Song "Orphan". Appeal to the Russian rite as a manifestation of nationality in music. Nikolai Andreevich Rimsky-Korsakov. “Farewell to Maslenitsa” from the opera “The Snow Maiden”. Historical theme in music. Alexander Porfirievich Borodin. “Polovtsian Dances” from the opera “Prince Igor”

Lyrical and psychological principles in music. Peter Ilyich Tchaikovsky. Ballet "The Nutcracker". Theme "Man and Rock" in music. Peter Ilyich Tchaikovsky. Opera "The Queen of Spades".

Impressionism,symbolism post-impressionism

The main features of impressionism in painting. Claude Oscar Monet. "Magpie". Pierre Auguste Renoir. "The Rowers' Breakfast" Impressionism in sculpture. Auguste Rodin. "Citizens of the City of Calais". Impressionism in music. Claude Debussy. "Gardens in the Rain", "Clouds".

Symbolism in painting. Gustave Moreau. "Salome" ("Vision"). Post-Impressionism. Paul Cezanne. "Apples and Oranges." Vincent Van Gogh. "Sower". Paul Gauguin. "Landscape with peacocks."

Modern

The embodiment of the idea of absolute beauty in modern art. Gustav Klimt. "Beethoven Frieze". Modernism in architecture. Victor Horta mansion of Tassel in Brussels. Fedor Osipovich Shekhtel. The building of the Yaroslavsky railway station in Moscow. Antonio Gaudi. Cathedral of the Sagrada Familia in Barcelona.

Myth-making is a characteristic feature of Russian Art Nouveau in painting. Valentin Aleksandrovich Serov. "Odysseus and Nausicaa", "The Rape of Europa". Mikhail Alexandrovich Vrubel. "Demon Seated" Specifics of Russian modernism in music. Alexander Nikolaevich Scriabin. "Poem of Ecstasy"

ArtisticcultureXX

Modernism

Modernism in painting. A new vision of beauty. Aggression of color in Fauvism. Henri Matisse. "Dance". Vibration of the pictorial surface in expressionism. Arnold Schoenberg. "Red Look" Deformation of forms in cubism. Pablo Picasso. "The Maidens of Avignon" Refusal of figurativeness in abstract art. Vasily Vasilyevich Kandinsky. "Composition No. 8". Irrationalism of the subconscious in surrealism. Salvador Dali. "Tristan and Isolde".

Modernism in architecture. Constructivism. Charles Edouard Le Corbusier. Villa Savoye in Poissy. Soviet constructivism. Vladimir Evgrafovich Tatlin. Tower of the III International. "Organic" architecture. Frank Lloyd Wright. "House Over the Waterfall" in Bear Run. Functionalism. Oscar Niemeyer. Ensemble of the city of Brazil.

Synthesis in the art of the 20th century. Director's theatre. Konstantin Sergeevich Stanislavsky and Vladimir Ivanovich Nemirovich-Danchenko. Moscow Art Theater. Performance based on the play “Three Sisters” by Anton Pavlovich Chekhov. Epic theater. Bertolt Brecht. "A kind man from Sichuan."

Cinema. Sergei Mikhailovich Eisenstein. "Battleship Potemkin" Federico Fellini. "Orchestra Rehearsal"

Stylistic heterogeneity of music of the 20th century. Dodecaphony of the “New Viennese school”. Anton von Webern. "Light of the eyes" “New Simplicity”, Sergei Sergeevich Prokofiev. Ballet "Romeo and Juliet". Philosophical music of Dmitry Dmitrievich Shostakovich. Seventh Symphony (Leningrad). Polystylistics of Alfred Garrievich Schnittke. "Requiem".

Thematic planning

Grade 10

Masterpieces of world artistic culture. Mythological foundations in mass rituals, folklore, customs, fairy tales. Form the foundations of artistic thinking

features of primitive art; main types and genres.

Students should be able to:

recognize the studied works and correlate them with a certain era, style, direction; -establish stylistic and plot connections between works of different types of art; use various sources of information about world artistic culture; carry out educational and creative tasks (reports, messages);

Students should know/understand:

main types and genres of art; studied directions and styles of world artistic culture; masterpieces of world artistic culture. architectural monuments of the Ancient, Middle and New Kingdoms of Egypt; the concept of “canon”;

Features of the fine arts of Ancient Egypt. Studied works of architecture and fine art of Ancient Western Asia.

the world-historical significance of the artistic culture of Ancient Greece; masterpieces of artistic culture included in the treasury of world art.

architectural structures of Ancient Rome, achievements of Byzantine architecture;

Students should be able to:

Expressing one’s own judgment about works of classics and modern art;

Students should know/understand:

main types and genres of art; studied directions and styles of world artistic culture; masterpieces of world artistic culture.

the main styles of architecture of the Western European Middle Ages; masterpieces of architecture.

features of Romanesque and Gothic style sculpture

features of the fine arts of Ancient Rus'; names of great artists of Ancient Rus'

architectural monuments of the ancient Russian state, Veliky Novgorod, Vladimir-Suzdal, Moscow principality.

Students should be able to:

recognize the studied works and correlate them with a certain era, style, direction; establish stylistic and plot connections between works of different types of art; use various sources of information about world artistic culture; carry out educational and creative tasks (reports, messages);

use acquired knowledge in practical activities and everyday life to: choose the paths of your cultural development; organizing personal and collective leisure; expressing your own judgment about works of classics and modern art; independent artistic creativity.

Artistic culture of the Far and Middle East in the Middle Ages – 3 hours

Students should know/understand:

the meaning and unique character of Chinese artistic culture. Masterpieces of architecture.

originality and uniqueness of Japanese art.

historical roots and significance of Islamic art

Students should be able to:

recognize the studied works and correlate them with a certain era, style, direction;

establish stylistic and plot connections between works of different types of art; use various sources of information about world artistic culture; carry out educational and creative tasks (reports, messages);

Grade 11

Artistic culture of the Renaissance - 9 hours

Students should know/understand:

Students should be able to:

Artistic Culture XVII – 5 hours

Students should know/understand:

features of the emergence and main features of styles and trends in world artistic culture;

masterpieces of world artistic culture;

basic expressive means of artistic language of different types of art;

the role of sign, symbol, myth in artistic culture;

art historical terms and use them;

Students should be able to:

compare artistic styles and correlate them with a certain historical era, direction, national school, name their leading representatives;

search, select and process information in the field of art;

argue your own point of view in discussions on problems of world artistic culture;

carry out educational and creative tasks (essays, reports, summaries, reviews, compositions, reviews)

use acquired knowledge and skills in practical activities and everyday life.

Artistic culture of the 18th - first half of the 19th centuries – 8 hours

Students should know/understand:

history of the painting, information about the author.

belonging to a cultural and historical era, artistic style or movement.

belonging to the genre: domestic, battle, portrait, landscape, still life, interior.

Students should be able to:

compare artistic styles and correlate them with a certain historical era, movement, national school, name their leading representatives;

understand art historical terms and use them;

search, select and process information in the field of art;

argue your own point of view in discussions on problems of world artistic culture;

carry out educational and creative tasks (essays, reports, summaries, reviews, compositions, reviews)

use acquired knowledge and skills in practical activities and everyday life

Artistic culture of the late XIX - XX centuries. - 7 o'clock

Students should know/understand:

main types and genres of art;

studied directions and styles of world artistic culture;

masterpieces of world artistic culture;

features of the language of various types of art.

Students should be able to:

conduct debate and discussion.

use acquired knowledge in practical activities and everyday life for:

choosing the paths of your cultural development;

organizing personal and collective leisure;

independent artistic creativity.

Artistic culture of the XX centuries. - 5 o'clock

Students should know/understand:

main types and genres of art;

studied directions and styles of world artistic culture;

masterpieces of world artistic culture;

features of the language of various types of art.

Students should be able to:

understand the types of sculpture, musical genres, and painting genres.

determine the cultural and historical era to which works of music and painting belong.

look for information from various historical sources,

use it to write a report or message.

conduct debate and discussion.

use acquired knowledge in practical activities and everyday life for:

choosing the paths of your cultural development;

organizing personal and collective leisure;

expressing your own judgment about works of classics and modern art;

independent artistic creativity.

Criteria for evaluation:

emotionality of perception various phenomena of culture and art, the desire for knowledge, interest in the content of lessons and extracurricular forms of work;

attitude awareness to the phenomena being studied, facts of culture and art (mastering the basic patterns, categories and concepts of art, its styles, types, genres, language features, integration of artistic and aesthetic concepts);

playback acquired knowledge in active work, development of practical abilities and skills, methods of artistic activity;

personal value judgments about the role and place of culture and art in life, about their moral values and ideals, about the modernity of the sound of masterpieces of the past (learning the experience of generations) in our days;

transfer of knowledge, skills and abilities received in the process of aesthetic education and art education, in the study of other school subjects; their representation in interpersonal communication and the creation of an aesthetic environment for school life, leisure, etc.

System o Assessment of the achievement of the planned course results is carried out using:

control and diagnostic materials in the form of tests;

creative works;

organizing project/educational and research activities with subsequent protection of the results obtained

Testing theoretical knowledge on a subject involves not just answers to formulated questions, but one’s own interpretation in creative artistic activity.

1. Note-taking- promotes learning this type of activity, better memorization, and correct systematization of the material being studied;

the mark “5” is given for the presence and completeness of the notes;

mark “4” is placed for summary notes;

mark “3” is given for inaccurate interpretation in the use of terms, negligence in design;

the mark “2” is given for a violation of the logic of the summary, inconsistency with the content; as well as for failure to complete the task;

2. Homework, which can be creative or exploratory in nature, which meets the requirements for the subject

the mark “5” is given for the presence of a task, the use of additional information resources, the use of computer technology;

a mark of “4” is given for a brief, insufficiently illustrated task,

the mark “3” is given for negligence, inaccuracy, for complete copying from a source without reflection and lack of one’s own position;

a mark of “2” is given for failure to complete the task;

3. Criteria for evaluating work in the form of project defense (presentation)

mark "5" - the structure, content and design of the project fully meet the requirements for the implementation of project activities; when defending the project, the work received a complete understanding, argumentation, fluency in the material, clarity and accuracy of answers to questions, and speech culture were demonstrated.

mark "4" - minor inaccuracies in the design of the project; when defending the project, there was insufficient argumentation and presentation of the work, unclear answers to questions.

mark "3" - in the substantive part of the project the topic of the project is not fully disclosed, during the defense there is weak argumentation and incomplete presentation of the work, shortcomings in answering questions.

mark “2” – projects that do not meet the basic requirements for project activities.

4. Olympiad tasks are divided into three groups. The tasks of the first group are aimed at testing knowledge about specific phenomena of art and culture. To complete the tasks of the second group, they require the ability to evaluate works of art and carry out their critical analysis at an accessible level. Essay-type tasks require the ability to think about artistic phenomena and the connections between art and human life.

Assignments are distributed to each student printed form. For participation in the school tour, students receive a grade in the magazine:

A grade of “5” is given if the student scores from 70 to 100 points.

A grade of “4” is given if the student scores from 50 to 70 points.

The score “3” is given from 30 to 50 points.

The grade “2” is not given, it is suggested to do creative work at home.

5. Abstracts.

A grade of “5” is given if the student completed the written work in accordance with all requirements and, during the defense, demonstrated research methods, deep knowledge of theoretical knowledge and practical skills, as well as personal or social significance of the work.

A grade of “4” is given if the student has not clearly formulated his position during the defense, if there are minor shortcomings in the structural and content component.

A grade of “3” is given if the requirements for written work are not met, as well as if the oral defense is not logical and convincing enough. It requires the ability to think about artistic phenomena, about the connections of art with life and man.

1. Oral answers

2. Sinkwine (“visual” express survey) is designed both for the development and diagnosis of students’ ability to generalize and imaginative thinking. Specific types of tasks: after getting acquainted with a work of art, students are asked to write (in 5-10 minutes) a) one noun; b) two epithets; c) three verbs; d) a four-word phrase associated with the work; e) one word expressing the essence of the works. The evaluation criterion can be the completion of a task at the level of essential, semantic comprehension of the content of the work, which is assessed by the teacher or classmates after the exchange of works. Another option is the fact of completing the entire task in the allotted time - “passing”.

Planned results of the study of MHC

The study of art and the organization of educational, artistic and creative activities in the learning process ensures the personal, social, cognitive, and communicative development of students. Schoolchildren's emotional and spiritual sphere is enriched, value orientations and the ability to solve educational, artistic and creative problems are formed; artistic taste is cultivated, imagination, figurative and associative thinking are developed, the desire to take part in socially significant activities, in art projects of the school, cultural events of the region, etc.

As a result of mastering the course content, the intellectual and emotional development of the student’s personality is harmonized, a holistic view of the world is formed, imaginative perception develops, and through aesthetic experience and mastery of methods of creative self-expression, knowledge and self-knowledge are realized.

General school graduates will learn:

perceive the phenomena of artistic culture of different peoples of the world, realize the place of domestic art in it;

understand and interpret artistic images, navigate the system of moral values presented in works of art, draw conclusions and conclusions;

describe the phenomena of musical and artistic culture, using appropriate terminology;

structure the studied material and information obtained from other sources; apply skills and abilities in any type of artistic activity; solve creative problems.

Requirements for the level of preparation of students in grades 10 - 11:

Art education in a general school should provide students with the opportunity to:

have an understanding of the genres and styles of classical and modern art, the features of artistic language and musical dramaturgy;

determine affiliation works of art to one of the genres based on characteristic means of expression;

know the names of outstanding domestic and foreign composers, artists, sculptors, directors, etc., recognize their most significant works;

reflect on a familiar work, expressing judgments about the main idea, means of its implementation, intonation features, genre, form, performers;

give a personal assessment of the music played in class and outside of school, arguing their attitude to certain musical phenomena;

perform folk and modern songs, familiar melodies of studied classical works;

carry out creative tasks, participate in research projects;

use knowledge about music and musicians, artists acquired in lessons when compiling a home music library, video library, etc.

Educational, methodological and logistical support

educational process

Educational and methodological set “World Artistic Culture”

L.G. Emokhonova “World artistic culture” grades 10-11 // Programs of educational institutions: World artistic culture “Academic school textbook”. 10–11 grades. – M.: “Enlightenment”, 2008.

L.G. Emokhonova. World Art. 10 grades 2011 Academy

L.G. Emokhonova. World Art. 11th grade 2011 Academy

Kun N.A. Legends and myths of Ancient Greece / N.A. Kun. – M., 2005.

Lisovsky V.G. Renaissance architecture. Italy/V.G.Lisovsky. – St. Petersburg, 2007.

Russian painting: encyclopedia / ed. G.P.Konechna. – M., 2003.

Stepanov A.V. Renaissance art. Italy. XIV–XV centuries/A.V. Stepanov. – St. Petersburg, 2005.

Stepanov A.V. Renaissance art. Italy. XVI century/A.V.Stepanov. – St. Petersburg, 2007.

Encyclopedia of 20th century art/comp. O.B. Krasnova. – M., 2003

Encyclopedia for children. Art, - volume 7, parts 1, 2, 3. 2004 Avanta

Encyclopedia for children. Religions of the world, - volume 6, parts 1, 2. 2004 Avanta

Encyclopedia for children. Countries. Peoples. Civilizations. - volume 13. 2004 Avanta

CDdisk Masterpieces of Russian Painting 2001 Cyril and Methodius

CDdisk Artistic Encyclopedia of Foreign Classical Art 2001 cominfo

2 CDdisk Great Encyclopedia 2001 Cyril and Methodius

2 CDdisk History of Art 2003 Cyril and Methodius

CDdisk World Art Culture 2003 Cyril and Methodius

Online resources

http://www. edu. ru - Federal educational portal.

http://www. artclassic. edu. ru - Federal educational portal. Collection of educational resources on the Moscow Art Gallery (search for works of art by time, country, style, etc.).

http://www. artproject. ru/Menu. html - World Encyclopedia of Art.

http://www. arts-museum. ru - State Museum of Fine Arts named after. A. S. Pushkin.

http://www. Tretyakovgallery. ru - State Tretyakov Gallery.

http://www. shm. ru - State Historical Museum.

http://vmdpni. ru - All-Russian Museum of Decorative, Applied and Folk Art (VMDPNI).

http://www. rublev-museum. ru - Central Museum of Ancient Russian Culture and Art named after. Andrey Rublev.

http://www. hermitagemuseum. org - State Hermitage Museum.

http://rusmuseum. ru - Russian Museum (St. Petersburg).

http://peterhofmuseum. ru - State Museum-Reserve "Peterhof".

http://www. tzar. ru - State Museum-Reserve Tsarskoe Selo.

http://kuskovo. ru - Kuskovo Estate Museum.

http://www. tsaritsyno. net - State Historical-Architectural, Art and Landscape Museum-Reserve "Tsaritsyno".

http://www. museumot. com - Toy Museum (Sergiev Posad).

http://www. dionisy. com - Museum of Frescoes of Dionysius ( Vologda Region, Kirillovsky district, Ferapontovo village).

http://nzsk. org. ua - National Historical and Cultural Reserve "Sofia of Kiev" (Kyiv, Ukraine).

http://www. louvre. fr - Louvre (Musee du Louvre).

http://www. arts-et-metiers. net - Paris Museum of Arts and Crafts (Musée2e des arts et me2étiers).

http://www. musee-picasso. fr - Picasso Museum (Paris, France).

http://www. daliparis. com - Salvador Dali Museum (Paris, France).

http://www. museodelprado. es - Madrid Prado Museum (Museo Nacional del Prado).

http://www. mnac. cat - National Museum of Art of Catalonia (Museu Nacional "Art de Catalunya; Museo Nacional de Arte de Catalnña).

http://www. smb. spk-berlin. de - State Museums of Berlin (Staatliche Museenzu Berlin).

http://www. skd. museum - State art collections of Dresden (Staatliche Kunstsammlungen Dresden).

http://dresdenmuseum. com - Old Master Art Gallery (GemaldegalerieAlteMeister) in Dresden (Dresden Art Gallery).

http://www. mdbk. de - Museum of Fine Arts in Leipzig (MuseumderbildendenKuü#nsteLeipzig).

http://www. fine-arts-museum. be - Royal Museums of Fine Arts in Brussels

http://mv. vatican va - Vatican Museums (MuseiVaticani)

Application

to the work program

according to MHC for 10th grade

for the 2017-2018 academic year. G.

Calendar and thematic planning

lessons of World Artistic Culture in 10th grade

Number of hours according to the work program 35

1st half 16 hours

2nd half 18 hours

	date		Lesson topic
	plan	fact	Lesson topic
Artistic culture of the primitive world – 3 hours
			Myth is the basis of early ideas about the world
			Slavic agricultural rituals
			The Birth of Art
Artistic Culture of the Ancient World – 13 hours
			Mesopotamia. The Abode of God - the Ziggurat
			Ancient Egypt. Necropolises – eternal life?
			Canons in fine arts.
			Temples of Ancient India. Religious buildings of Buddhism.
			Temple architecture of pre-Columbian America
			Creto-Mycenaean architecture and decor
			Ancient Greek temples - an order system.
			Archaic relief images and sculpture.
			Sculpture of Ancient Greece from Archaic to Late Classical and Hellenistic
			Features of urban planning of Ancient Rome
			Roman house layout
			Ancient Roman sculptural portrait
			Early Christian temples
Artistic culture of the Middle Ages – 15 hours
			Byzantine central-domed temple
			Topographical and temporal symbolism of the Orthodox church
			Byzantine school of mosaic decoration
			Byzantine style in icon painting.
			The emergence of the Moscow school of icon painting
			Moscow architectural school. Tent temple.
			Frescoes of Orthodox churches.
			Pre-Romanesque culture and the Carolingian Renaissance.
			Romanesque culture.
			Gothic. The Gothic temple is an image of the World.
			Regional features of the development of the Gothic style.
			The main stages of the development of Gothic
			Proto-Renaissance in Italy.
			Arsnov's musical movement.
			Arsnova of Northern Europe
Artistic culture of the Far and Middle East in the Middle Ages - 3 hours
			Chinese culture and its basis Yin and Yang
			Japanese culture union of Shintoism and Buddhism
			The image of Muslim paradise in the architecture of mosques and palaces.

Application

to the work program

according to MHC for 11th grade

for the 2017-2018 academic year

CALENDAR AND THEMATIC PLANNING

lessons of World Artistic Culture in 11th grade

Number of hours according to the work program 34

Number of hours for calendar and thematic planning 34

1st half 16 hours

2nd half 18 hours

	date		Lesson topic
	plan	fact	Lesson topic
Artistic culture of the Renaissance (9 hours)
Renaissance in Italy (5 hours)
			Early Renaissance
			Squares and streets in painting
			High Renaissance
			High Renaissance sculpture
			Venetian school of painting
Northern Renaissance (4 hours)
			Features of the Northern Renaissance. Netherlands.
			The mystical character of the Renaissance in Germany
			Renaissance in France
			Renaissance in England
Art cultureXVIIcentury (5 hours)
Baroque (4 hours)
			Architectural ensembles of Rome
			Specifics of Russian Baroque
			Baroque painting
			Baroque music
Classicism (1 hour)
			Classicism in the fine arts of France
Art cultureXVII – XIXcenturies (8 hours)
Rococo (1 hour)
			Origins of Rococo in painting
Neoclassicism, Empire style (5 hours)
			Music of the Enlightenment
			Classicist architectural ensembles of Paris and St. Petersburg
			Imperial style in architecture
			Neoclassicism in painting
			Classical music school of Russia
Romanticism (2 hours)
			Romantic ideals in music
			Romanticism painting
Artistic culture of the second halfXIX– startedXXcenturies (7 hours)
Realism (3 hours)
			Social themes in painting
			Directions in the development of Russian music
			Lyrical-psychological beginning in music
Impressionism, symbolism, post-impressionism (2 hours)
			Impressionism in painting, sculpture and music.
			Symbolism and Post-Impressionism
Modern (2 hours)
			The idea of absolute beauty in modern art
			Specifics of Russian Art Nouveau in painting and music
Art cultureXXcentury (5 hours)
Modernism (5 hours)
			Modernism in painting. A new vision of beauty.
			Modernism and constructivism in 20th century architecture
			Synthesis in the art of the 20th century. Cinema
			Stylistic heterogeneity of 20th century music
			Postmodernism. Final lesson