Art and education articles. Where to study contemporary art in Russia. Production of luminous finishing materials and paving slabs under the Oscar franchise
Investments from 60,000 rub.
Conducting psychological games is one of the trends in the intellectual services market. This is one of those very businesses where investments are tens of times lower than the possible profit in the first months of operation.
Investments from 300,000 rub.
The school of mental arithmetic is a popular and stable business. To start, 300 thousand rubles are enough, which will pay off within six months. How to earn 100 thousand rubles per month on accounts?
Investments from 60,000 rub.
Open your own production of unique pet products. Home mini-factory with 100% payback.
Investments from 100,000 rub.
A profitable idea for making money for makeup artists is to open makeup courses. You can start with 100 thousand rubles and ambitions in your pocket. This step will not only bring profit, but will also improve your business reputation.
Investments from 1,000,000 rub.
Training centers are a popular business area, the potential of which is only just being revealed in Russia and in which free and profitable niches can be found. What is needed to open an educational center?...
Investments from 49,000 rub.
City walking tours are a leisure activity that allows you to delve deeper into the history of the streets. In the business plan, we will consider excursions with elements of a performance that can bring in from 80 thousand rubles.
Investments from 740,000 rub.
A children's club is a popular developmental and socially responsible business that, in addition to deep moral satisfaction, is capable of generating a monthly profit of more than 900 thousand rubles.
Investments from RUB 635,800.
How to open a language school in a city with a population of more than 1 million people. Starting investment - 635,800 rubles. Net profit- 140,000 rubles, profitability - 17.5%.
According to experts, the online education market in Russia shows an annual growth rate of 25%. At the same time, the volume Russian market is only 10.5 billion rubles in 2016, while...
Investments from RUB 3,620,000.
Investments in opening the club will amount to RUB 3,620,000. Source - own cash. Project payback period – 16 months
We provide everything you need for a full start in a short time with minimal investment.
Investments from RUB 2,800,000.
Investments in a private chocolate museum will amount to RUB 2,828,000. The predicted period for achieving payback is 19 months.
Investments from RUB 4,640,000.
Business plan for driving school "Steering Wheel and Wheel"
The payback period of the project is 24 months, the discounted payback period is 25 months. Net present value (NPV) – RUB 7,114,361, which significantly exceeds the initial investment...
Investments from RUB 14,530,000.
The cost of the project will be 14,530,000 rubles, of which 10,530,000 will be the initial investment in the opening, and 4,000,000 rubles. – working capital. Payback period - 32 months.
Investments from 60,000 rub.
Production of luminous finishing materials and paving slabs under the Oscar franchise
New types of finishing materials that can be produced even at home. We offer to produce: luminous paving stones, tiles for the house, facade stone.
Investments from RUB 50,000,000.
The profitability of such an undertaking is not very high, but it is determined precisely depending on the number of students - the more of them, the better, of course. The payback period for such a project is certainly very...
Investments from 500,000 rub.
Even good school You can open a sommelier for an amount of up to 500 thousand rubles, but at first you cannot count on a profitable business. Everything is connected with the fact that the first months of work will be directed...
Investments from 1,000,000 rub.
The cost of opening a museum can be either very small or very significant; an average simple museum can be opened (without taking into account the collection, the cost of which, as has been noted, cannot be estimated at all...
Investments from 100,000 rub.
A training business can be profitable. However, unlike the situation a few years ago, competition in the educational segment is already quite intense these days. Therefore, we hope for success...
Psychological salon "1000 ideas"
Psychological salon "1000 ideas" is its own business that changes lives. Unique format, 25 ready-made programs, turnkey training. Investment 80,000 rub.
Art higher education institutions in Moscow have always held a special place. Political changes and economic turmoil in the country do not make the competition any less: the love of art overcomes any thoughts about daily bread and financial gain. And this despite the fact that only a few graduates manage to establish themselves professionally, find success, and with it prosperity. However, the fact remains: there are usually half as many free places in such universities as there are people willing to take them.
Talents and fans
As in the case of theater universities, when entering an art school, they will look for the presence of a certain spark in an applicant, which is usually called talent. Indeed, everyone can hold a pencil or brush in their hands, but only one person out of a hundred or a thousand can create something unique.
It is not possible to give an absolutely precise definition of the concept of “talent”: in art everything is too subjective. Unfortunately, any creative profession depends entirely on the opinions of viewers and critics. That’s why many experts advise: before you cross the threshold of an art university, you should think about whether you can spend many years of your life in obscurity, bitterly regretting the fact that your works never made the proper impression on the public. After all, all the play of colors, the clarity of lines, the consistency of style in a work of art are created with only one single purpose - to shock the world and express oneself.
The professional prospects of future artists, designers, and architects are quite illusory. The cost of their work can vary greatly - everything will depend on the capricious and fickle luck fairy. Efficiency, ability to find mutual language With the customer today, professional qualities are no less important.
Preparing for admission to an art university
The list of art universities in the capital is not very large, but getting an education within their walls is considered prestigious all over the world. High level teaching in them was set by the founding fathers of these educational institutions. These include the Moscow State Academic Art Institute named after V.I. Surikov, Moscow Art and Industrial University named after. S. G. Stroganova, Russian Academy of Painting, Sculpture and Architecture, All-Russian State Institute of Cinematography named after. S. A. Gerasimova and the art and graphic department of Moscow Pedagogical State University. It is imperative to mention the St. Petersburg State Academic Institute of Painting, Sculpture and Architecture named after. I. E. Repin - this university, which has centuries-old traditions, was founded in the middle of the 18th century under the patronage of Empress Elizabeth Petrovna. According to the Charter in force at that time, they studied there for 15 years. Today, the official period for obtaining an education has been shortened, but in order to become a student, an applicant will literally have to spend years preparing for admission.
Each of the listed universities has its own art school or preparatory courses. Training and preparation in them takes from several months to two years. It is worth mentioning, however, that officially no one gives their graduate guarantees of admission. Moreover, at the preparatory courses at the Surikov Institute, teachers bluntly warn that “one of our own” will not have to wait for any concessions - everyone does so on a general basis. Preparatory classes, as a rule, are paid, not to mention the fact that the applicant has to provide himself with auxiliary materials - paints, brushes, pencils, papers, stretchers, canvases... The price can vary: for a tube of paint, for example, from 10 up to 1000 rub. And the subframe costs at least 2000 rubles.
In addition, when entering an art university, it is very important to take into account one subtlety: when analyzing applications, the greatest preference is given to those applicants who either graduated from specialized art schools (for example, Children's Art School No. 1 named after V. A. Serov on Prechistenka, Moscow Academic art lyceum Russian Academy arts), or have a secondary vocational education in art schools (Moscow State Academic Art School in Memory of 1905 or Moscow Art School (College) of Applied Arts). This is done because this kind of higher education does not tolerate random people who suddenly have the desire to be artists, restorers or architects. The competition between applicants is quite tough, and the best of the best must be accepted, so it is necessary to make plans for admission in advance, taking into account your own capabilities.
Specialty exams
First, you should decide in which direction you would like to apply your creative impulses. The profession of an artist has several varieties, for example, painter, restorer, theater artist. The number of specialties that can be obtained at an art university includes such as sculptor, architect, art critic, painting teacher, feature film artist, film costume designer, animation film and computer graphics artist. And the first thing you will be asked to do upon admission is to provide a preview creative works in accordance with the chosen path. As a rule, these are drawings: a portrait and a human figure, painting - a portrait with hands, compositions. Those who pass this selection are allowed to take the entrance examination. Exams in the specialty are held in workshops (with the participation of sitters) over several days. Special items include:
- drawing (two tasks): portrait and standing nude figure (on paper with graphite pencil); the paper is issued directly on the spot or the applicant uses his own, marked with a seal admissions committee;
- painting: one portrait with the hands of a seated sitter (on canvas oil paints or tempera, gouache, watercolor - upon admission to the Faculty of Graphics); the applicant must bring with him a canvas measuring up to 70 cm on the larger side;
- composition: work on a given topic can be in any technique.
Then the examination papers are reviewed and grades are assigned. If the number of points scored is enough to pass the competition, then you will be asked to write an essay on a given topic, history (orally), the history of Russian artistic culture and, in some cases, a foreign language. If you still fail to enroll in the full-time department, paid departments are at your service, average cost studies for which sometimes reaches $4500-5000.
University addresses
Moscow State Academic Art Institute named after V.I. Surikov: Faculty of Painting, Sculpture, Theory of Fine Arts; Moscow, Tovarishchesky lane, 30 (metro stations "Taganskaya", "Marksistskaya");
Faculty of Graphics and Architecture: Moscow, Lavrushinsky per., 15 (building opposite the entrance to Tretyakov Gallery, art. metro stations "Novokuznetskaya", "Tretyakovskaya").
Moscow Art and Industrial University named after. S. G. Stroganova: Moscow, Volokolamskoe sh., 9 (metro station "Sokol").
Russian Academy of Painting, Sculpture and Architecture: Moscow, st. Myasnitskaya, 21 (metro station "Chistye Prudy"); Kamergersky lane, 2 (metro station "Okhotny Ryad").
All-Russian State Institute of Cinematography named after. S. A. Gerasimova: Moscow, st. Wilhelm Pieck, 3 (metro station "Botanical Garden").
St. Petersburg State Academic Institute of Painting, Sculpture and Architecture named after I. E. Repin: St. Petersburg, Universitetskaya embankment, 17 (metro station "Vasileostrovskaya").
Rating of architectural and art universities
Ministry of Education and Science Russian Federation approved the rating of higher educational institutions based on the results of their activities. Data collection to determine the ranking of universities and specialties has been carried out since the middle of the 2004 academic year.
When determining the rating, many parameters were taken into account: the quality of the teaching staff, the number of students different forms training, the presence of students from other countries; volume scientific research, publishing activities, providing students with dormitories, dispensaries, etc.
| Place | Name of the university |
| 1 | Moscow Architectural Institute ( state academy) |
| 2 | Moscow State University of Arts and Industry |
| 3 | Ural State Academy of Architecture and Art (Ekaterinburg) |
| 4 | St. Petersburg State Academy of Arts and Industry |
| 5 | Novosibirsk State Academy of Architecture and Art |
| 6 | Rostov State Academy of Architecture and Art |
| 7 | Krasnoyarsk State Art Institute |
SCHOOL LYUDMILA VALENTINOVNA
Doctor of Pedagogical Sciences, Professor, Academician of the Russian Academy of Education, Director of the Federal State Scientific Institution "Institute
art education" RAO; Moscow
Annotation:
The article highlights the current state of Russian education in the field of various types of art, gives a general idea of the new direction of humanitarian knowledge - art pedagogy, and sets out the principles of artistic didactics (associativity, variability, imagery, improvisation). The author highlights the general features of art pedagogy and consistently reveals the main existing approaches to educating the younger generation through art (mono-artistic, polyartistic, universal, etc.).
At the World Conference on Art Education in Seoul (May, 2010
year) research in the field of education through the arts was initiated. IN
Currently in Russia, as well as in some other CIS countries, they have prepared
Concepts of education through art, which are the fundamental basis for
further research in this area. A promising direction within
international cooperation with the UNESCO Office in Moscow, Commonwealth countries
Independent States, Moscow state university culture and
arts is the implementation of a long-term project to create and develop “Web-
Observatory of Art Education in the CIS Countries." Web observatory
is a web portal that primarily provides access to
National information databases on art education in
participating countries.
The Web Observatory involves systematic monitoring of the development
art education in Russia, near and far abroad and will
contribute to the support of cultural diversity and cultural heritage, more
intensive inclusion of art in the education of children and youth at all levels,
dissemination of innovative approaches in education, and ultimately - increasing its
quality.
UNESCO's Roadmap for Arts Education lists a number of
principles of constructing education in the field of art. People often ask what it means
Is this called a “road map”? I recently heard the term from the Prime Minister
Russian Federation, this concerned the economic sphere. For me it's a plan, a strategy, a plan, an action.
a lot of everyday work that will lead to results when artistic
education will actually be one of the most important mechanisms for transmitting all
systems of spiritual values, preservation and reproduction of cultural traditions.
In the theory and practice of modern Russian art education
A new direction in the humanities has emerged - art pedagogy. Under
“Pedagogy of art” is understood as creatively developing pedagogy, covering
theory and practice of aesthetic education and art education. Pedagogy
art as an independent field was formed throughout the 20th century through the efforts of
researchers and artists who put forward humanistic ideas of “education through
art”, “formation of a culture of creative personality”, “awakening
human in man”, “introduction to art as a spiritual culture”, etc.
Without denying the importance of general didactics regulating educational
process, the creators of art pedagogy put forward the following new principles,
principles of artistic didactics:
- associativity, coming from the inherent feature of art to generate in
in human consciousness, phenomena derived from perceived ideas, images, meanings;
- improvisation as an unexpected and creatively transformative side
organization of the learning process;
- imagery that helps to reveal the phenomena of artistic reality in
their depth and integrity;
- variability as a consistent change in the plan during implementation
artistic images.
But I want to emphasize that a new direction, art pedagogy, is emerging
based on the development of leading scientific schools: “Theory and practice of artistic
education and development" (A. V. Bakushinsky); "Integrated learning and
polyartistic education" (B. P. Yusov); “Art as part of spiritual culture
humanity" (D. B. Kabalevsky, B. M. Nemensky); "Theory of aesthetic education"
(A.I. Burov); “Theater education (Yu. I. Rubina, P. M. Ershov) and
film education" (Yu. N. Usov).
The presence in scientific schools of representatives of different directions, having their own
individual creative style, system of ideas and innovative ideas in connection with
the problem of the formation of human artistic culture as part of his spiritual
culture, allows for a deeper understanding and awareness of the methodological prerequisites
formation of schools, expands ideas about the historical roots of certain
phenomena of national culture and art. Common features of pedagogy are highlighted
arts that are developed in the research laboratories of the Institute: these are
conceptual, scientific, artistic.
Conceptuality is expressed, first of all, in the approach to artistic
education as an integral and absolutely obligatory part of spiritual culture
person, when a person’s views on art cannot be separated from views on
life.
Scientificity lies primarily in the way of considering artistic
and life problems by a method adequate to the nature of human cognition,
arising from the nature and laws of art. Hence the need
formation of a philosophical level of thinking among schoolchildren.
Artistry manifests itself as an approach dictated by the essence of itself
the object under study (knowable); as a guiding principle for content selection and
methodological foundations for its disclosure; as an organizing principle, manifested in
organic unity of content and forms of art education.
At the present stage of development of Russian art education
its main approaches are highlighted.
The mono-artistic approach is based on general and in-depth study
individual types of art (music, fine arts, choreography, etc.) in
within the compulsory curriculum or in extracurricular artistic activities.
This approach is implemented in the system of general secondary education, music,
art, choreographic schools, secondary and higher education institutions
vocational education.
A polyartistic, that is, holistic, approach to teaching, when in the center
process is not the subject of study (music, fine arts, word
etc.), but the child himself, with the inherent polyartistic nature of childhood. Classes in
within the framework of this approach, they assume the harmonious development of a growing person with
with help different types children's creativity– musical, visual,
theatrical, choreographic, etc. This stimulates the development of creative
imagination of children, which is a prerequisite for further educational activities. IN
Currently, this approach is most widely used in preschool institutions
education and primary school.
A third approach to art education that is increasingly
relevance at the present time, based on the use of art as a method
teaching subjects in the humanities, natural sciences and mathematics
directions. Example wide application this approach is the perception
works of musical and visual art, access to the pages
biographies of outstanding domestic and world scientists: physicists, biologists,
physiologists and others who looked for support and ground for new thoughts in art,
ideas and experiments.
When studying native and foreign languages actively used
intonation method, derived from intonation theory. This theory takes its toll
the foundations of music, the art of words and the art of movement, the key of which is
intonation as a carrier of figurative meaning. This approach becomes innovative in
practice of teachers-innovators, teachers-researchers.
The most promising is the fourth approach to artistic
education, which can be presented as a universal method of the School of the Future.
The essence of the approach is to teach all academic subjects in a single
cultural and historical context and based on general patterns and kinship
scientific and artistic knowledge.
In this case, art is not illustrative for educational purposes.
disciplines not related to art, but becomes a process and a result
comprehension of any cultural phenomenon (spiritual, material) and the nature of this
phenomena that gave rise to physical, chemical, biological and other laws. And then
the younger generation is developing a holistic picture of the world in all its diversity and
unity. This method finds its implementation in the practice of individual
educational institutions of innovative type associated with the activation
creative potential and general children's talent, where in the process of experimental
activity confirms the high efficiency of the idea of its use.
LITERATURE
1. Lazarev M.A. 2013. On the question of the relationship between philosophical and figurative knowledge of the world. - Humanitarian
space. International almanac. 2(4): 666-674.
2. Scientific schools in art pedagogy: monograph. Part I. / edited by: L.G. Savenkova. – M.: Publishing house
RAO, 2008.
3. Humanitarianization of education in work practice educational institutions. Collection of articles / Department
education of the city of Moscow; [ed.-comp. E.A. Ermolinskaya, ed. L.G. Savenkova]. – Moscow: Intellect-Center,
2014.
The general education system of art education was based on teaching drawing, since writing hieroglyphs required certain skills. Drawing training was structured in two directions: developing the technique of free hand movement and firmness in making reliefs and writing papyri. The main method is copying and memorization. The education system had strict discipline requirements. Although only privileged layers of Egyptian society could receive education, corporal punishment was practiced (they spent 3 months in stocks). Professional education On the one hand, it was of a tribal nature, when the secrets of craftsmanship were passed on from father to son, and on the other hand, vocational schools were organized. The leading professional school of fine arts was the Memphis Court School of Architects and Sculptors. During the time of Ramses II and his successor, there was an institute for artists in Egypt, where students could choose their teachers. Teaching methods in this educational institution was torn in the tables, which served as methodological instructions for the step-by-step execution of work. In particular, such a technique as constructing a human figure on a grid was used. This was not just an attempt to enlarge the image, but a prototype of a modular grid, which made it possible to enlarge the image, construct a frontal and side image, since the intersection of the grid lines took place at certain nodal connections. The drawing was built from any place along this grid. The image was not detected with definition general form, and with mechanical preparation of calculations of proportions. In teaching sculpture, the standard method and the method of unfinished work were used as a visual aid for understanding the stages of work. Thus, it is obvious systems approach to teaching fine arts, a theoretical basis was laid for the practice of 11 fine arts, the laws of depiction and training of future artists were established for the first time. Whether there was a theory of the learning process (didactics) has not been established. However, there were pedagogical works (author Tauf). Education was based not on studying the surrounding reality, but on memorizing established canons. Fine art in Egypt was already a general education discipline. Lecture No. 4 “The system of art education in Ancient Greece" The art of Ancient Greece is the greatest layer in the history of world fine art. The works created during this period amaze contemporaries with their proportionality, realism, harmony with environment. Therefore, there is a natural interest in the art education system, which, in turn, is a significant stage in the history of the development of art education as a whole. Fundamental changes in the education system of Ancient Greece are associated, first of all, with a change in worldview and, as a consequence, a change in religion and social consciousness within the framework of the same slave-owning economic formation. The pantheon of Greek gods, in contrast to the Egyptian zoomorphic ones (later with human bodies), was anthropomorphic. The afterlife was imagined by analogy with reality. And preparation for the transition to another world was not so all-consuming. In general, the worldview of the ancient Greeks was of a humanistic nature, aimed at identifying the patterns of reality, and the beauty of the human body was considered the standard of harmony, that is, the proportionality of parts relative to the whole. This aesthetic ideal is expressed in the words of Pericles 12 (the ancient Greek strategist who led Athens during its heyday): “We love beauty combined with simplicity, and wisdom without effeminacy.” However, everything new created by the Greeks has a foundation. And this foundation is Egyptian art. Greek artists developed a system of canons and methods of sculpting developed in Egypt. For example, the brothers Telecles and Theodore from Samos, living in different cities, took up the task of fulfilling the order of the Samians for the statue of Apollo Pythian. Independently of each other, they each made their half of the statue so skillfully that when connected, both halves came together. This successful progress of work was facilitated by adherence to the Egyptian method of working on a sculptural work. Subsequently, the Greeks took a new approach to the problem of training and education. Realism is the basis of Greek art. The artists argued that a strict pattern reigns in the world, and the essence of beauty lies in the harmony of parts and the whole, in correct mathematical proportions. In 432 BC. Polycletus from Sicyon wrote an essay on the proportional laws of the construction of the human body and, for the first time in history, solved the problem of congestion. The image of the human body has become natural and lifelike. “Doriphorus” (spearman) stands out as an example of the execution of sculpture according to the new canons. Drawings from this sculpture were made not only by future professionals, but also by children in secondary schools. Another great sculptor of the late classics, Praxiteles, created his own canon, in which the proportions of the body were somewhat lengthened in relation to the Polycletean canon. We know about the teaching methods of this period from the later theoretical works of the Roman historians Pliny, Pausanius and Vetruvius, as well as on the basis of surviving artifacts. Moreover, there are not many artifacts of Greek easel art left: sculpture has come down to us mainly in Roman copies, which do not convey the full depth of ancient Greek art; painting artifacts are also few in number. History of the first methodological developments in the fine arts of Ancient Greece it is associated with the names of Polygnotus and Apollodorus of Athens. Polygnotus, having formed a circle of artists in Athens, where he was given citizenship rights, began his teaching activities. He urged artists to strive for reality. However, he mastered only linear drawing, without rendering light and shade. But here too the line worked to convey space. Pliny writes: “Polygnotus... who painted women in translucent clothing, covered their heads with colorful caps and was the first to introduce a lot of new things into painting, as soon as he began to open his mouth, show his teeth and give variety instead of the previous motionless face.” Aristotle noted that Polygnotus ideally conveyed the shape of the human body and drew life-size models. However, the painting seemed to be a drawing painted in monochrome. The real revolution in the field of drawing and teaching methods is attributed to Apollodorus of Athens, whom Pliny refers to as the “luminary of art.” The merit of Apollodorus lies in the fact that he was the first to introduce chiaroscuro and began to model the volume of a form in a drawing. This was considered a miracle. There was a need for other teaching methods that considered the patterns of light and shadow distribution relative to the light source. Painting began to be based on the play of warmth and coldness. Apollodorus was not just a talented artist, but also an excellent teacher. One of his students was Zeucis (420-380 BC). In one of his epigrams, Apollodorus called him “the thief of my art.” Zeukis's method was based on a close study of nature, understanding the laws of beauty through observation. There is a legend that Zeukis painted a boy carrying grapes. 14 birds flocked to the grapes, so it was skillfully drawn. And the master was upset: “If I had portrayed the boy as skillfully as I did, the birds would not have flown, they would have been scared.” The rivalry between Zeucis and another significant artist, Parrhasius, is famous. Pliny writes: “It is reported about Parrhasius that he entered into a competition with Zeucis. Zeukis brought a picture in which grapes were depicted so well that birds flocked. Parrhasius brought a panel painted so plausibly that Zeucis, proud of the birds' verdict, began to demand that the panel be removed and the picture itself shown. And then he realized his mistake and gave up the palm under the influence of noble shame.” Parrhasius also proved himself as an artist-theorist, writing a treatise on drawing, in which Special attention devoted to line and its work in creating the illusion of space. “After all, the outline should consist of its own line and end in such a way as to hint at what is hidden. Characteristic features of his teaching: - clarity in conveying the outlines of objects; -linearity in conveying the shape of objects; -active work from nature; -combination of highly technical drawing with knowledge of the laws of realistic construction of the human body; - mastery of means of light and shadow drawing; -the desire to convey the realism of the image, reaching an end in itself. In the 4th century BC. e. There were several famous schools of drawing: Sikyon, Ephesus, Theban. The Theban school, founded by Aristides, attached importance to light and shadow effects, the transfer of sensations and illusions. The Ephesian school - Ephranor or Zeukis - was based on the sensory perception of nature, its external beauty. 15 The Sicyon school - founded by Eupompus - was based on scientific data from natural science and strictly adhered to the laws of depicting real nature. This school required the greatest accuracy and rigor of drawing. She influenced the further development of fine art. Eupompus (400-375 BC) was an outstanding teacher and painter. He encouraged his students to study the laws of nature based on scientific data, mainly mathematics. This is a fundamentally new method – observation + analysis. Pupil Eupompus - Panfil gave great importance drawing as a general educational subject, since when drawing a person not only conveys the shape of an object, but also learns its structure. Panfil worked a lot in the field of contact between drawing and geometry, since he believed that the latter develops spatial thinking. On the door of his school was written: “People who do not know geometry are not allowed here.” The duration of Panfil's training was 12 years and cost one talent (26.196 kg of gold). By the 4th century BC. e. Ancient Greek artists began to develop the theory of perspective. However, it had little resemblance to the one created by Phillippo Brunelleschi (with one vanishing point). This is most likely a perceptual perception of reality. Thus, in the history of Western European art, two directions appeared and still exist today: drawing from a color spot and from a constructive analysis of form. The masters of Ancient Greece encouraged their students to study nature on a scientific basis; preference was given to knowledge rather than impulses of inspiration. Therefore, learning to draw was of paramount importance. Students painted mainly on beech tablets covered with wax, a metal or bone stick. Art schools of Ancient Greece are a private workshop-studio, reminiscent in their principle of private workshops of the Renaissance. 16 Result: - new teaching methods, based on drawing from life; - the task of a draftsman is not only to copy objects, but also to understand the laws of their construction; - drawing in secondary school as a tool for understanding the surrounding reality; - development of canons for constructing the human body according to the laws of visible reality scientific knowledge; - man is the crown of beauty, everything in him is proportionate and harmonious, “Man is the measure of all things” (Heraclides). Lecture No. 5 “Art education in Ancient Rome» The artistic heritage is significant in its value for world culture. But it has a different character than the Greek one. It's all about the worldview of the Romans. They, like the Greeks and Etruscans, were pagans, but their religion, and hence their artistic imagination, was more prosaic than the Greek, their worldview more practical and sober. The Romans created their own wonderful theater, sharp comedy, memoirs, developed a code of laws (Roman law was the basis of all European jurisprudence), new forms in architecture (the discovery of concrete gave new constructive possibilities for the construction of giant buildings and vaulted ceilings) and fine arts (historical relief, realistic sculptural portrait, statuary sculpture, interesting examples of monumental painting). After the conquest of Greece by Rome, a closer acquaintance with Greek art began, which the Romans revered as a model. “The ignorant conqueror was conquered by the art of a conquered people.” 17 In the 2nd century. BC e. Greek language was common in high society. Works of Greek art filled public buildings in Rome, residential buildings, and country villas. Then, in addition to the originals, many copies of the famous Greek works of Myron and Phidias appeared. Scopas, Praxiteles, Lysippos. But the poetic inspiration of Greek art, the very attitude towards the artist as the chosen one of the gods who endowed him with talent, never existed in Rome. Hence the art education system, which provided only the skills of a high-class artisan, a copyist. Indeed, among the polished mechanical copies, the original Greek sculpture appears so alive in its play of planes that it seems like a light breeze on a hot day. Rome did not introduce anything fundamentally new into the teaching methodology of fine arts. Although it was considered good form to engage in fine arts in high Roman society. But this was nothing more than a tribute to fashion. Thus, the utilitarian thinking of the Romans did not have the best effect on the development of art education in this country. Lecture No. 6 “Working methods in medieval art” Medieval art is a special stage in world artistic development. One of his main features- close connection with religion, its dogmas, hence spiritualism, asceticism. Religion and its social institution - the church - were a powerful ideological force, the most important factor in the formation of the entire feudal culture. In addition, the church was the main customer of art. Finally, we should not forget that the clergy was the only educated class at that time. Therefore, religious thinking shaped all medieval art. However, 18 this does not mean that the real contradictions of life did not find expression in medieval art, that medieval artists did not strive to search for harmony. The figurative structure and language of medieval art is more complex and expressive than the art of antiquity; it conveys the inner world of man with greater dramatic depth. It more clearly expresses the desire to comprehend the general laws of the universe. The medieval master sought to create a grandiose artistic picture of the world in architecture, monumental painting and sculpture that adorned medieval temples. But in the artistic system itself, the artistic method of medieval art, there was inherent limitation, which was reflected primarily in the extreme conventions, in the symbolism and allegorism of figurative language, to which the truthful transmission of the beauty of the physical body was sacrificed. The achievements of realistic art of antiquity were consigned to oblivion. Ghiberti wrote: “So, during the time of Emperor Constantine and Pope Sylvester, the Christian faith prevailed. Idolatry was subjected to the greatest persecution, all statues and pictures of the most perfection were broken and destroyed. Thus, along with the statues and paintings, the scrolls and records, drawings and rules that gave instructions to such a sublime and subtle art perished.” art was built without relying on science - only the attention and faithful eye of the artist. Physicality was preserved only by borrowing images from ancient art (Orpheus - the image of the young Christ the Shepherd). However, these borrowings did not last long. The image of the young Christ was replaced by the cult of eldership with its own figurative structure. The basis of training during this period is mechanical copying. However, in medieval art there was a system that tried to find certain patterns in the construction of the image. This is the Villars de Honnecourt system. Its essence lies in the construction of abstract mathematical calculations, the search for geometric patterns, the cabalistics of numbers, and not in the search for patterns in the structure of natural forms. Byzantine art were distinguished by greater canonicity compared to the art of medieval Europe. And here we practiced working from samples. An interesting work on the methods of fine art of Byzantium has survived to this day. This is “Erminia, or Instructions in the art of painting” 1701-1745, written by the Athonite monk Dionysius of Fourna (Furnographiot). It contains many facts regarding the craft of a painter (how to make a copy, coals, brushes, adhesives, primers, detailed instructions on the method of painting faces, clothes) and much more. For example, about how to make copies: “...stick your oil-soaked paper to the four edges of the original; make black paint with a small amount of yolk and carefully outline the design with it and apply shadows; then prepare the white and fill in the gaps and use the thinnest white to mark the light areas. Then an outline of the image will come out, because the paper is transparent, and all the features of the original are visible through it.” Another example of copying: “If there is neither a drawing nor a stain on the back side of the original, then put unoiled paper on it, hold it against the light against the window... and, seeing all the features, carefully draw them on your paper, and mark the light with red paint " So, in the Middle Ages: - the main method of teaching was copying from samples, which contributed to the development of craft work; - learning process - independent work as part of an artel of craftsmen. 20