A message on the topic the sun is a source of light. Development of a lesson on learning about the world on the topic: “The sun is a source of light and heat”
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The presentation on the topic "Classicism" can be downloaded absolutely free on our website. Project subject: MHC. Colorful slides and illustrations will help you engage your classmates or audience. To view the content, use the player, or if you want to download the report, click on the corresponding text under the player. The presentation contains 17 slide(s).
Presentation slides
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Classicism is a style in the art of the 17th – early 19th centuries. The very concept of “classicism” translated from Latin means “exemplary”. Features: - appeal to ancient culture as a model; - declaration of the idea of a perfect society; - the advantage of duty over feeling; - exaltation of reason and rationality; - subordination of a person to the state system.
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The concept of the classicism style in architecture is rationality, constructiveness, materiality, distinguished with the help of clear rhythms and soft plastic combinations. The laws of beauty are determined by the means of reason. In architecture, these are the means of mathematics and geometry. One becomes fully convinced of the enduring value of ancient art, that all the laws of beauty have already been found, and in order to understand these laws, one turns to ancient architecture.
Antique orders and ornaments are widely used. Creative borrowing of forms, compositions and examples of art from the ancient world returns the columned portico, which is the dominant compositional part of the building, to the architecture. The façade is completed on both sides by projections or small porticos. This technique not only emphasizes the grandeur and dominance of the main portico, but also helps to perceive the building as a plastic whole, asserting itself in the surrounding space.
Jacques-Germain Soufflot Pantheon. 1790 Paris
Architecture
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A remarkable monument of this style in France is the ensemble of the royal palace at Versailles. It was built in several stages, starting from the first half of the 17th century, and it was completed in 1679. The architect Mansar gave the palace a strict, solemn appearance.
Distinguished by its particular clarity, symmetry and constructiveness, the plan of Versailles includes an extended main palace; two front yards; one-story Grand Trianon palace; three avenues radiating from the main palace; alleys; swimming pools; channels; fountains. The center of the entire architectural layout of Versailles is the royal palace. Enfilades of luxurious state rooms lead to the apartments of the king or queen.
Thought out to the smallest detail, the rationally organized ensemble is an example of an ideal state, built according to the laws of reason and harmony.
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From the palace the terraces of the Versailles Park go down and the alleys move away towards the Grand Canal. The plan of the park is strict and geometric, wide spaces are easily visible. The composition is based on straight lines, regular planes of lawns and ponds. The complete subordination of nature to the will and mind of man, reflected in the layout of the park, is fully consistent with the concept of classicism: not everything in nature is beautiful, but only what is natural, unchanging, and stable.
Fountains, sculptural groups, relief compositions complete the decoration of this most wonderful French, so-called “regular” park, which served as a model of landscape art for all of Europe
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An example of mature French classicism of the 17th century. is the Louvre - a royal palace in Paris. Stretching 173 m in length, decorated on two floors with a massive colonnade and risalits protruding in the middle and at the corners of the façade in the form of classical porticoes, it gives the impression of power and stern grandeur, expressing the idea of the inviolability of law and order.
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In the middle of the 18th century. classicism in France is experiencing its rebirth. The surge of increased interest in antiquity is reinforced by the discovery of remarkable monuments of artistic culture during excavations of the ancient cities of Pompeii and Herculaneum, which were once buried during a volcanic eruption. A prominent representative of the “new” classicism in architecture is Jacques-Anji Gabriel.
Tall columns of the Corinthian order, placed on the plinth, unite the two floors. The building has a flat roof ending in a balustrade. Strict harmony and simplicity are combined in it with a feeling of calm dignity.
His views on classicism found expression in the Petit Trianon, the country palace of the French king in Versailles, which rather resembled a small mansion.
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The square, rectangular in plan, is connected to the city by the rays of three alleys. It is surrounded on two sides by the green areas of the Tuileries Gardens and the Champs Elysees, and on the third by the river. The ensemble is closed by two buildings, with wings covering the square on the fourth side.
New urban planning tasks put forward by time are also embodied in Gabriel’s work. The Place de la Concorde, planned by him, represents the triumph of a single, clearly organized space of the urban environment.
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The composition of the square receives its final completion in the Empire period, i.e. mature classicism, thanks to the construction of the Madeleine Church (architect Pierre Vignon, 1806).
Classicism in its last stage takes on massive, heavy forms. Large planes of the walls are contrasted with decorative finishing elements. In the Church of the Madeleine we again see the monumental forms of the ancient peripterus.
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Appeal to the ideals of ancient art brings something new to the understanding of the image of an ideal person, as well as clarity, simplicity, and proportionality to his clothing. Initially, Parisian fashionistas and fashionistas tried to accurately copy antique clothes. Men wore a short tunic that reached to the knees and was held at the waist by a belt, a cloak was put on over the tunic, and they also wore sandals with ribbons tied around the legs. Women wore a long, light tunic cut at the sides, tied under the chest with a belt and beautifully draped. With her entire appearance, the woman was supposed to resemble a marble sculpture. That is why clothes were worn exclusively in white. Powder came into fashion in large quantities, with which fashionistas covered not only their faces, but also their necks, chests, backs, and arms.
Jacques-Louis David Portrait of Madame Verninac. 1977
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As the style develops, the costume ceases to be an exact reproduction of the ancient one. The need to adapt to the climate of Western Europe required the return of sleeves and a blind collar. Long dresses are made from one-color, usually white, fabric with embroidery along the lower edge of a somewhat shortened skirt. The straight cut gives the dress a cylindrical shape, but now it is decorated with numerous bows and frills. It is also characterized by a very high waist and a fluffy collar that covers the neck. In men's fashion, ancient traditions no longer manifest themselves, but the principles of classicism - rationalism, rigor, functionality and efficiency - are fully inherent in men's clothing of this period.
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Comfortable and varied furniture dates back to the examples of Ancient Greece and Rome. Compared to the furniture of the previous style, it is simple and calm, has a solemn and cold appearance. The silhouette of the furniture is dominated by straight lines, the proportions are expressive and harmonious. The laconic decor goes back to ancient ornamental motifs: acanthus leaves, meander, oak and laurel garlands, legs covered with flutes.
The solid heaviness of the forms is emphasized by the legs tapering downwards in the form of thin columns, decorated with a capital on top. The armrests of the chairs also have a straight shape and rest on volutes with acanthus sheet. Seating furniture is distinguished by its particularly fine lines and soft outlines.
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The artists and sculptors of classicism are not interested in the specific character of a person, filled with individual originality, but in a typical, generalized image. The indispensable conditions for works of painting and sculpture, as well as architecture, remain symmetry, harmony, and a mood of elation. The main subjects are mythological scenes. The attention of artists is focused on outstanding personalities of history and ideal mythological heroes. Masters of the realistic movement, developing within the framework of classicism, observe everyday life full of contradictions.
Painting and sculpture
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Nicolas Poussin (1594 - 1bb5), who is the trendsetter of this style of painting, depicts scenes from ancient mythology, ancient history, and scenes from the Bible with extraordinary power of feeling. Using their example, the artist reveals the possibilities of education and self-improvement of a modern person. His works are full of citizenship and high moral impulse. As befits the painting of classicism, these works carry the idea of majestic calm, sublime poise, and presence of mind.
Arcadian shepherds. 1638-1639.
Inspired by the art of Antiquity and the Renaissance, the artist depicts an ideal hero who does not lose self-control, self-confidence, or readiness for heroism in any test.
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Claude Lorrain (real name Claude Jelle) is an artist who managed to open a new page in the genre of idyllic landscape. Despite all the typicality of the compositional techniques used, characteristic of landscape painting of classicism, the artist managed to breathe new life into the old classicist scheme, which led to the renewal of the genre in the 19th century. Lorrain managed to create paintings filled with amazing picturesque charm, in which, with some theatricality characteristic of the works of classicism, one can feel the living breath of nature and the air.
Landscape with the nymph Egeria mourning Numa Pompilius. 1669 g
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In Russia, classicism originated in the 18th century, after the reforms of Peter I. Lomonosov carried out a reform of Russian verse, developed the theory of “three calms,” which was essentially an adaptation of French classical rules to the Russian language. The images in classicism are devoid of individual features, since they are designed primarily to capture stable generic characteristics that do not pass over time, acting as the embodiment of any social or spiritual forces. In Russia, classicism originated in the 18th century, after the reforms of Peter I. Lomonosov carried out a reform of Russian verse, developed the theory of “three calms,” which was essentially an adaptation of French classical rules to the Russian language. The images in classicism are devoid of individual features, since they are designed primarily to capture stable generic characteristics that do not pass over time, acting as the embodiment of any social or spiritual forces. Classicism in Russia developed under the great influence of the Enlightenment - the ideas of equality and justice have always been the focus of attention of Russian classic writers. Therefore, in Russian classicism, genres that require the author’s obligatory assessment of historical reality have received great development: comedy (D. I. Fonvizin), satire (A. D. Kantemir), fable (A. P. Sumarokov, I. I. Khemnitser), ode (Lomonosov, G. R. Derzhavin). V.L. Borovikovsky. Portrait of G.R. Derzhavin In connection with Rousseau’s proclaimed call for closeness to nature and naturalness, crisis phenomena were growing in classicism of the late 18th century; The absolutization of reason is replaced by the cult of tender feelings - sentimentalism. The transition from classicism to pre-romanticism was most clearly reflected in German literature of the era of Sturm and Drang, represented by the names of J. W. Goethe (1749-1832) and F. Schiller (1759-1805), who, following Rousseau, saw art as the main force of education person.
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Music Music of the classical period, or music of classicism, refers to the period in the development of European music approximately between 1730 and 1820. The concept of classicism in music is firmly associated with the work of Haydn, Mozart and Beethoven, called the Viennese classics and who determined the direction of further development of musical composition. The concept of "music of classicism" should not be confused with the concept of "classical music", which has a more general meaning as the music of the past
“The sun is a source of light and heat.”
To ensure the perception, comprehension and primary memorization of ideas about the Sun as the closest star to the Earth, about its size and distance from the Earth to the Sun; show the importance of the Sun for all life on Earth; about the ancient luminary - the deity and his image in folk art.
To foster respect for the history and traditions of ancestors, to form correct self-esteem, interaction and solidarity in the team.
Develop coherent speech when defending a project.
1. Organizational and preparatory stage.
What will we do with you to become friends with nature?
To become a friend of nature, to learn all its secrets,
To solve all the riddles, learn to observe.
Together we will develop the quality of attentiveness.
And our curiosity will help us find out everything.
Only together, only together, should we study nature.
2. Setting learning goals.
What is nature?
What kind of nature is there?
What objects belong to inanimate nature?
What objects do we classify as living nature?
Would you like to go on a trip? Where would you like to travel?
Guess the riddle: You warm the whole world,
You don't know fatigue
Smiling at the window
And everyone calls you... (sun)
Is it possible to travel to the Sun?
I propose to find out what natural objects the Sun belongs to? (Inanimate nature. It is in the sky and is visible only during the day.). Prove it.
Slide
The conclusion is: The sun is an object of inanimate nature.
How cheerful and kind it is! Sunny wishes us a good day and great work!! Who's ready to get to know him better?
What is the sun?
The sun is a coin,” the stingy one grumbled.
No, a frying pan! - the glutton cried.
“No, it’s a loaf,” the baker said.
Compass,” the sailor said with conviction.
The sun is a star, the astronomer explained.
“A kind heart,” the dreamer decided.
So, everyone answers differently. We will also answer this question.
What questions do you think you should find answers to in order to learn more about the Sun?
What is this?
What form?
What size?
How far?
How much weight?.
Why is it necessary?
Let's turn to our experts.
Who found the meaning of “Sun” in the dictionary?
LERA “SUN” is the central body of the Solar System, a hot plasma ball. Chemical composition: hydrogen – about 90%, helium – 10%, other elements – less than 1%. The source of solar energy is the nuclear transformation of hydrogen into helium in the central region of the sun. Temperature 15 million 0 C.”
Do you understand everything in this text? ( No)
In what style is the text written? ( In scientific. To understand it, you need to know scientific terms.)
But we can highlight the main and understandable things. (information understandable for children is highlighted on the slide).
Sun Shape
What does the Sun look like?
On the board and on your cards are drawings of objects whose shape is similar to the Sun. Color them.
Let's check. What objects did you color? What shape does the sun have? (ball shape)
Working from the textbook
You can also find information on the textbook page page 101 (reading the text and answering questions about the content)
Let's draw a conclusion based on what we read. Why is the Sun important to the Earth?
A word from the expert...
SEREZHA The sun has warmed and illuminated the Earth for billions of years. Thanks to its light and warmth, life arose and continues to develop on earth.
ZHENYA For people and all living things on Earth, the Sun is a source of light and heat; crops and life on the planet depend on it. People have always revered the Sun and this can be seen in oral folk art.
Slide 6 (children do physical exercises)
The sun is shining brightly in the sky, children are going out for a walk.
We found ourselves in the forest and sat down on the grass.
Flowers rose in a clearing in the forest.
They reached out to the sun, they smiled at the sun.
The leaves of the flowers are turned towards the sun.
The buds will unfurl and drown in the sun.
And many more poets dedicated their poems to the Sun.
Work according to the textbook: Let's read the poem by Yakov Akim “Our Light, Sun!” ( p. 98).
How long do you think it will take us to fly to the sun?
What do you think, is the Sun harmful or beneficial?
4. Formation of skills in scientific organization of work.
We must scientifically substantiate the importance of the Sun for life on Earth. For this, in addition to theoretical knowledge, we also need practical knowledge.
ARTHUR DRAWING I observed the appearance of the Sun on Earth. It rises from the East and brings light and warmth, and when it enters the West, it becomes dark and cool, and there is a change of day and night. And depending on the height of the Sun and the movement of the Earth around it, the seasons change.
KATE DRAWING I had this experience. I planted two shoots. The first one was placed in a well-lit room, and the second one was placed in a dark room. The conclusion was this: only in the light can plants grow well, but in the dark they die. This means that all life on Earth depends on the Sun.
GLORY MIRROR For my experiment, I took a mirror and pointed it at the sunbeam. On the ceiling I saw a bright spot “sunbeam”. This suggests that sunlight is reflected in objects.
Since ancient times, people decorated dishes, clothes, composed riddles and proverbs about the sun. Holidays were held in his honor.
NASTYA B. The ancient Slavs revered the Sun as a deity. YARILO (Yar). The first time Yarilov's Day was celebrated in April - as a holiday of rebirth to life. The second time is closer to mid-summer. Young people gathered outside the village, they chose a girl, this was Yarila’s bride, they dressed her in all white, and decorated her head with a wreath. They placed her near a birch tree, danced around her, sang songs, and honored Yarila and Yarilikha. With the onset of darkness, numerous candles were lit - this is a sign of the return of the Sun.
Let's go back to the question we asked at the beginning of the lesson.
Can we go on a trip in the sun?
6. Reflection.
Guys, our lesson has come to an end. Did you like him? Complete the mood for the suns.
The sun makes people happy and warms the earth with its warmth. It gives its warm rays to each of us. It lives in every person, and from this we become kinder, more affectionate, more attentive. The sun lives in each of us!
Children! Be like the Sun! Our heart loves the words “I love you!” - it will learn to say these words to a pebble, a sparkling grain of sand, grass, a flower... and the whole world.
A kind person has a radiant, sunny smile. Let's once again give our smiles to each other.
7. Lesson summary:
Summarize:
found out
remembered
I repeated
surprised
Teacher assessment of children.
8. Homework:
Page _____ task ____
Today you were artists of thought, words, images, feelings and created a wonderful verbal picture. At home you are artists of the brush. Draw your picture, give it a name, come up with a story.
What do you think, is the Sun harmful or beneficial?
1. The sun is...
o Satellite
o Planet
2. A star consists of...
3. The sun belongs to...
o Wildlife
o Inanimate nature
o Man-made objects
4. The sun has the shape...
5. The sun brings...
o Harm and benefit
6. Scientists who study stars are called...
o Astronomers
The sun is the source of light and heat on Earth
Subject: The sun is the source of light and heat on Earth.
The purpose of the lesson: to form ideas about the sun and the solar system, the dependence of the existence of living nature on sunlight and heat, teach to establish connections between living and inanimate nature.
Expected results: students should have an idea about the significance of the Sun for living nature, understand the structure of the solar system.
Equipment: subject pictures on the topic of the lesson.
Lesson type: Learning new material.
During the classes:
І Organizational moment
II Updating of references knowledge
Forecasters' report
Game "Living - Nonliving"
Purpose of the game: to consolidate knowledge about living and inanimate nature.
The teacher shows pictures depicting various natural objects; when they see a non-living object in the pictures, the students clap their hands; the living object sits silently.
What about living nature?
What about inanimate nature?
II Motivation for educational activities
Guessing the riddle
You warm the whole world,
You don't know fatigue
Smiling at the window
And everyone calls you ..... (sun)
What nature is the sun?
Didactic exercise
Target: determine the meaning of the sun for all life on earth.
"Associative Bush"
Drawing up a diagram of students’ answers to a problematic question:
What do you think the sun gives to living nature?
Sample answers from children:
III Lesson topic message
What do you think the topic of today's lesson will be?
Today we will talk about the Sun as a source of light and heat on Earth
I V Perception and awareness of new material
Close your eyes and try to remember, do we always see the Sun the same?
Imagine early morning, the Sun is rising in the sky, what is it like?
And now it’s evening, the sun is setting below the horizon, what it looks like at this moment.
Photo “Sunrise-Sunset”.
Look at the photo and determine in which picture you see the sunset? Where is the sunrise? Noon? What kind of sun is there? (miscellaneous)
Now let’s find out what scientists say about the Sun. To do this, we will work in groups. Each group takes their logbook, finds worksheet #1, reads the task and completes it.
The Sun is the closest star to Earth. It's a huge fireball. It seems like a small circle to us because it is very far from us. In fact, the Sun is many, many times larger than the Earth. Imagine that a grain of wheat is the Earth, and a large watermelon is the Sun. The Sun is about that many times larger than the Earth.
The sun is at the center of the solar system. Planets move around it. Each planet has its own orbit (path of movement). Planets never collide with each other. The Solar System includes nine planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto. The planets and the Sun resemble a friendly family.
Questions for groups:
Is the sun a planet or a star?
What does the Sun look like?
What are the dimensions of the Sun?
Where is the Sun located in the Solar System?
What planets are included in the solar system?
When the groups are ready to answer, one representative from the group comes out and reads the answers to the questions posed. All acquired knowledge is summarized.
Photo "Sun".
The sun is a big ball of fire.
The sun is a star.
The sun is the head of the solar system.
Since ancient times, people have worshiped the Sun. They decorated dishes, napkins, clothes with solar patterns, and composed proverbs, riddles, and chants. Holidays were held in his honor. Soon we will celebrate Maslenitsa (welcome spring and call for the sun). Here's the song I suggest you learn:
Fizminutka
Sunshine, sunshine,
Look out the window!
Our children are dancing
They wave to the sun,
The flatbread is being rolled out
They are waiting for you.
They're calling you into the yard
They sing songs loudly.
V Generalization and systematization of knowledge
Didactic exercise
"Why do I need the sun"
Roles are distributed between the children: snake, squirrel, tree, flower, man.
Each of the children, on behalf of their character, tells what benefits the sun brings to them. Other students can complement the answers.
Start your answer like this
I am a tree - thanks to sunlight, oxygen is released from my leaves
I'm human - I get vitamin D from the sun.
Imagine that we are people of different professions: doctors, grain farmers, travelers, poets, artists. We must tell others that without the Sun, life on Earth is not possible. Write on your worksheets what a representative of your profession can tell you about the Sun.
Texts for discussion in groups:
1. He doesn’t need a doctor
Who is my friend?
The skin will darken -
He'll get better himself. (The sun heals)
2. The juicy sweet fruit is ripening,
The spikelet grows, grows,
The sun pours streams of light,
This time of year is summer. (Gives warmth and food)
3. Shine on us, sunshine, shine,
It's easy to live with you,
And even a song along the way,
It sings itself. (Helps you navigate on the road, improves your mood)
4. We were born to live joyfully,
To give flowers and smiles to each other.
So that grief disappears, trouble disappears,
May the bright sun always shine. (Gives light)
When the groups are ready to answer, one representative from the group comes out and reads the answers to the questions posed.
Conclusion: What good deeds does the sun do?
The sun illuminates, warms, cheers, heals, feeds. The sun is the main source of light and heat, without it there would be no life on Earth.
VI Lesson summary
Choose the sun on the table that matches your mood:
If you have learned a lot of new things, the lesson is interesting - cheerful sunshine;
I didn’t learn anything new - sad sun.
I want this little sun to bring joy, warmth, comfort to your home, to warm you on sad days, may the sun protect you and take care of you (the teacher gives suns to children).
For the most curious
Additional didactic material ial
Color the seasons. Determine what place the sun occupies at different times of the year.
