Lesson for Sunday school: panel “Monastery. Category Archive: Images Drawing lessons in Sunday school topics
Topic: “The Cross of the Lord.”
Lesson 1–2.
Goals: Formation of the idea of the Cross of the Lord as an instrument of salvation.
Theoretical part.
Acquaintance with the shape of the Orthodox cross, crosses of other shapes.
An image of an Orthodox cross as the center of a decorative composition for the Feast of the Exaltation of the Holy Cross.
Analysis decorative elements, which can be used to complete the composition.
1st lesson: Preparatory drawing of the composition “The Cross of the Lord”
Lesson 2: Finishing the work in color.
Materials: Paper, pencil, felt-tip pen, watercolors (optional).
Topic: “Holiday card.”
Goals: Development of horizons, formation of ideas about the origins Slavic culture(writing, typography, font).
Introduction to poster graphics, type posters.
Development of creative abilities.
Strengthening skills in working with pencil and paints.
Lesson 3–4. "Initial" (initial).
Theoretical part.
1) From the history of the development of writing:
History of the font;
Creators Slavic alphabet St. brothers Cyril and Methodius.
2) From the history of printing:
The first handwritten books in Rus';
Printing house of Fedorov, the first book printer in Rus'.
Analysis of the shape, ornamentation and color scheme of the initial in handwritten books.
Practical part.
Lesson 3: Drawing a “letter letter” (initial) in pencil.
4th lesson: Ornamental design of the initial letter, work in color.
Materials: Paper, pencil, ruler, felt-tip pen, watercolor or gouache paints (optional).
Lesson 5. Monogram.
Theoretical part.
From the history of the development of writing.
Types of fonts. Old Slavonic ligature.
Analysis of variants of a composition of several letters.
Practical work.
Drawing a monogram from the first letters of your first and last name in color.
Material: Paper, pencil, felt-tip pen, watercolor.
Lesson 6. Font poster.
Theoretical part.
From the history of poster graphics.
About the composition of a type poster.
Practical part.
Making the inscription “Merry Christmas!” Church Slavonic or block font in color.
Materials: Landscape sheet, pencil, ruler, felt-tip pens, gouache.
Topic: “Orthodox Church.”
Goals: Formation of ideas about architecture, its types, temple architecture.
Consolidation of knowledge on perspective.
Development of creative abilities, spatial concepts, visual memory.
Strengthening skills in working with pencil and paints.
Lesson 7–8. Introduction to temple architecture.
Theoretical part.
From the history of temple architecture:
Analysis of the design and proportions of various temple structures.
From the history of our Church of the Nativity of Christ.
Analysis of the design and proportions of our temple.
Frontal and angular perspective of a cube.
Analysis of drawing composition options.
Practical part.
Drawing of the Church of the Nativity in pencil (from the side, three-quarter view or from the front).
Materials:
Paper, pencil, ruler.
Topic: “The Beauty of God’s World.”
Goals: Formation of an aesthetic sense when perceiving living nature and paintings of the landscape genre.
Development of reproductive skills and creative abilities, development of the eye, compositional sense.
Strengthening skills in working with paints.
Lesson 9 Winter landscape.
Theoretical part.
Analysis of paintings with a winter theme.
Comparison color range in paintings and nature.
Practical part.
Carrying out the painting “Winter in the Forest” without drawing in pencil.
(Dictation from the teacher).
Materials: Paper, gouache paints, palette, brushes.
Topic: “Your heavenly patron.”
Goals: Formation of ideas about the heavenly patron.
Knowledge about the portrait genre, types of portraits, proportions of the angel’s figure and details of his clothing.
Development of creative abilities.
Strengthening skills in working with pencil and paints.
Lesson 10–11. Day Angel.
Theoretical part.
Analysis of the proportions of the figure, face, wings, hairstyle, details of the angel's costume.
Analysis of artistic portraits: shoulder, chest, waist and full height.
Analysis of composition options for the Angel drawing (optional).
Practical part.
Lesson 9: Drawing an Angel in pencil.
Lesson 10: Color scheme of the drawing.
Materials: Paper, pencil, felt-tip pen, colored pencils, watercolor or gouache of your choice.
Topic: “The Feast of the Nativity of Christ.”
Goals: Formation of skills in compositional solution greeting card.
Development of creative abilities.
Strengthening skills in working with pencil and paints.
Lesson 11–12. Festive Christmas card.
Theoretical part.
Using knowledge and skills in developing a postcard composition depicting a winter background, a temple, trumpeting angels, and a holiday inscription.
Analysis of options for placing composition elements on a sheet of paper.
Analysis of the color scheme of the composition.
Practical part.
Drawing a postcard in pencil and color.
Use of decorating elements (sparkles).
Materials: Paper, pencil, watercolor or gouache of your choice, glitter, tinsel.
Topic: “Man is the pinnacle of God’s creation.”
Goals: Formation of ideas about man as the pinnacle of God's creation.
Development of creative abilities.
Consolidating skills in working with a pencil.
Lesson 13. Human's figure.
Theoretical part.
Fixing the proportions of the human figure, the human figure in motion.
Practical part.
Sketches and sketches of a human figure in motion.
Materials: Paper, simple pencil.
Topic: “Defenders of the Russian Land.”
Goals: Formation of ideas about man as the pinnacle of God’s creation, about heroism as a manifestation of the spiritual power of man, the formation of patriotic feelings.
Fixing the proportions of the human figure, the human figure in motion.
Knowledge from the history of the Fatherland, symbols, details of clothing and equipment of the Russian warrior.
Development of creative abilities.
Strengthening skills in working with pencil and paints.
Lesson 14. Holiday "Defender of the Fatherland Day".
Theoretical part.
Facts from the history of our Motherland about the holy heroes: Ilya Muromets, Alexander Nevsky, Dmitry Donskoy, militia heroes Minin and Pozharsky and others, heroes of the Great Patriotic War.
Analysis of clothing and weapons of a Russian warrior, uniforms of modern soldiers of various types of troops, some types of weapons, Vehicle(horse, tank, armored personnel carrier).
Analysis of works of fine art depicting heroes, and on themes of the Civil and Great Patriotic War.
Analysis of variants of the composition “Defender of the Fatherland” or “My dad (brother) in the army.”
Practical part:
Draw in color the figure of a Russian hero or a modern warrior with elements of weapons.
Materials:
Topic: “Home. Family".
Goals: Formation of concepts about family, how small church.
Knowledge of the features of Russian wooden architecture, the interior of a Russian hut, a palace.
Knowledge of the laws of frontal perspective, the ability to draw an interior in frontal perspective.
Development of spatial concepts.
Development of creative abilities.
Strengthening skills in working with pencil and paints.
Lesson 15. Interior – the inside of a building.
Theoretical part.
Interior of a Russian hut, palace. Modern interiors. Features of filling and interior design.
Frontal perspective of the interior.
Color in the interior.
Practical part.
Drawing of the interior of your own room (plot) in frontal perspective.
Materials: Paper, pencil, ruler
Topic: “Easter Holiday”.
Goals: Formation of a reverent “Easter” feeling when remembering the Resurrection of Christ.
Formation of an aesthetic sense in choosing the composition of a greeting card, its elements, and color scheme.
Development of creative abilities.
Strengthening skills in working with pencil and paints.
Lesson 16–18. Easter card.
Theoretical part.
About celebrating Easter in church and at home.
Analysis of Easter paraphernalia (temple, eggs, Easter cake, Easter, willows).
Analysis of postcard composition options including the interior of the room, holiday attributes, angels and holiday inscription.
Practical part.
Lesson 16: Making a drawing of an egg with a decorative ornament and the letters H.V. in color.
Lesson 17: Making a composition in pencil for a holiday card drawing including a frontal interior with a window.
Lesson 18: Making a postcard in color.
Materials: Paper, pencil, watercolor or gouache of your choice.
(The program was compiled by an art teacher
Minenko Irina Anatolyevna)
The training program includes:
-painting (technique of working with paints);
-drawing (technique of working with pencil);
-applied creativity (handmade crafts).
A special training program will make it easy to develop drawing and fine motor skills, creativity and creative thinking of the child. The program creates interest in creativity.
It develops imagination, fantasy, and emotional responsiveness.
Harmonizes a child (can calm an overexcited child, or “wake up” a inhibited child).
Helps train attention, memory, thinking as such, as well as hard work and independence.
Forms skills in visual arts.
At every lesson we learn something new, solve riddles, and talk. THERE IS TALENT IN EVERY CHILD! THE MAIN THING IS TO DEVELOP IT CORRECTLY!
Very often after a lesson I hear from parents: “It can’t be! My child doesn't draw THAT much at home! But he can’t! You drew this for him)))” NO! I didn't draw. It’s just that when little students come to my lesson, I see in them an adult, absolutely talented, I sincerely BELIEVE in their abilities, and most importantly, I never forget that EVERY PERSON CAN DRAW. You just need to help him open up a little.
To scold or not to scold a child for failure? Because something didn't work out for him? PRAISE!!! We criticize because they do not meet OUR expectations. It is likely that the child made ALL HIS efforts, but it simply didn’t work out…. And we immediately think that we didn’t try and start scolding. As a result, we completely discourage the desire to continue doing anything further. And we develop a fear of making mistakes. A child’s mistakes must be approached differently!!! There is no need to throw out your indignation, your fatigue after a hard day at work, getting angry at the unjustified expectation!!! What should be done? You must first note all the BEST things that the child did in this work. It can't be that EVERYTHING is bad. There's definitely something good. And you, as an experienced and adult person, should see this and show it and praise the child. And in general, the baby sees what he depicted, completely different from us. There can be no cliches here. On the contrary, we need to develop individuality in a small artist, and not if we draw something, then everyone should have everything the same. Every person, even the smallest, has the right to express his thoughts in his own way.
In our art studio we try to follow exactly this.
And most importantly, never engage in creativity with your baby if you are not in the mood. Children are emotionally very sensitive: a child will not draw if he does not feel your passion. One girl very often hums while drawing, thereby expressing the flight of her soul. And some parents also can’t sit still, they try to make their own amendments to the children’s drawings, especially dads. Our first exhibition of works took place at the opening of the Sunday school. From October 7 to October 14, children's drawings were on display in kindergarten No. 25 Lipetsk. New exhibitions are currently being planned. Take a look at our work - no two are alike!!!
Christian education and upbringing
42 min.
Explanations
The program of classes for children aged 5–14 years is part of systematic and continuous classes with children and adults in the parish of the Church of the Assumption of the Blessed Virgin Mary in Pechatniki. It is based on the Recommendations for organizing the educational process in the Orthodox Church. Sunday school(Journal of the Moscow Patriarchate, 1991, No. 18, pp. 51–54, as well as the magazine “Orthodox Community,” 1992, No. 5, pp. 53–64), Collection of educational programs (Law and Commandments of God. M., 1992) , uses practical experience for last years in the respective schools and serves as the basis for weekly thematic lessons with children.
The main directions of spiritual teaching for children (“Rule of Good”, “Rule of Prayer”, “Canon of Books”, “Rule of Personal Life in the Church”) are revealed not only in thematic lessons in the classroom, but also in combination with visits to other parishes, pilgrimages to monasteries , trips to nature, excursions to museums and exhibitions, home and school holidays, arts and crafts, singing, physical culture, as well as by participating in works of mercy, charity and education, in feasible children’s ministries, and in participation in divine services.
It is assumed that the child learns and consolidates the basic well-known concepts of church Christian life in the process of acquiring his own experience of church life, surrounded by senior mentors, parents and peers living in the faith and the Church. Therefore, the main focus is on trying to lay the foundations general worldview child, to help overcome those difficulties that weaken his childish immature faith, to arouse in him a desire to live by faith, to instill an interest in reading and studying the Holy Scriptures and church tradition.
Classes for children are held in different age groups: 5–6; 7–8; 9–11; 12–14 years old.
At first school year an introductory lesson with continuing education and an interview with new children are expected in order to find out the spiritual mood, age and psychological characteristics, the level of knowledge and interests of children, as well as to determine the goals and objectives of working with them for the coming year, to draw up individual group programs based on this curriculum, which also take into account the professional knowledge and personal spiritual experience of teachers. Every year there is a return to the main topics and concepts in accordance with the new capabilities of the child.
In an individual program, the teacher selects readings from the Holy Scriptures, stories related to the history of the church, the lives of saints, passages for reading or retelling from works that correspond to the topics of the lessons fiction.
For groups consisting of church-going children, general topics additionally include information about the current holidays of the liturgical year in which they participate, learning church prayers appropriate to their age and perception, elements of iconography and the Church Slavonic language.
The program has a number of applications.
Appendix 1. Literature for teachers.
Appendix 2. General model of organizing work in Sunday school.
Appendix 3. Examples of individual lessons according to individual programs.
Appendix 4. Practice of gaming techniques in Sunday school classes for different age groups.
Appendix 5. Scenarios for children's holidays (Christmas, Easter, Candlemas, Annunciation).
Margarita Belotelova
Part one
Target
To help children notice the beauty and reasonable structure of the world around them, to establish the concept of God as the Creator of the world. Learn to be grateful and caring towards all creation. Help the child enter into a living relationship with God, the world, and people. Awaken love for Jesus Christ by telling stories about His love for people. Teach the first skills of prayer. Prepare for participation in church sacraments.
Forms of classroom lessons
Story, reading, conversation, slide film, fine arts, dramatization of read stories, games, singing, listening to music.
IN junior groups a weekly lesson is more often considered as an independent lesson, not related to the previous one due to the peculiarities of perception of children of this age.
The form of the lesson should allow the child to demonstrate physical activity. For example, the narration is accompanied by gestures and sounds; children can repeat them, imitate movements, touch objects that illustrate the story, or completely dramatize the story they heard (game, puppet, or drawn reproduction). Creative work continues in the process of drawing, modeling, and in realizing the opportunity to make something. good simple games with singing and role-playing, excluding competition and not requiring complex rules.
Stories from the Holy Scriptures are offered to children for the sake of the impression they can make on the child’s soul.
Examples from fiction (stories, poems, moral tales) can be used to help us unpack the stories of Scripture or as readings that we seek to understand through the experiences of the Bible stories.
When choosing topics for classes, the teacher can focus on certain areas that form the area of the child’s basic ideas in his relationship with God and the world. Associated with these areas in the program is a selection of texts from the Holy Scriptures that we would like to introduce to children of this age.
It should be borne in mind that the event of the first confession for children 6–7 years old, both those already receiving communion and those just prepared to participate in the sacraments, is of exceptional importance. It is important that a child, prepared for constant and conscious communion of the Body and Blood of Christ, deeply feel the power of the Lord’s Love for all people, the joy of forgiveness of all who sincerely repent and the joy of the promise: He who eats My Flesh and drinks My Blood abides in Me, and I in him ( John 6:56).
Possible areas of thematic classes
1. Beauty and wisdom in the world around us.
The joy of communicating with the animal and plant world, grateful and careful attitude to everything living.
Man-made and miraculous.
Known and unknowable by man.
Visible and invisible in the world.
2. The concept of God as the Creator. The world is our home.
A story about the creation of the world in a form in which children would feel how God put into the created world the opportunity to grow and develop. God's blessing to Adam and his wife. Peace is a gift that a person is called to protect and transform.
3. A series of lessons on ancient Russian history.
The meaning of world sacred history is the history of salvation. Sacrifice in the name of Christ and peace between people.
4. Getting to know the temple.
Temple - House of God (slide film); acquaintance with the temple, church utensils and other objects located in the temple; bells and ringing, making models and plans of temples.
5. Getting to know the icon.
An icon is a world of another life truth and meaning. The legend about the first icon. History of Vladimir, Kazan and other icons Mother of God. Pilgrimages to them. Life icons.
6. The concept of worship.
Church worship is a conciliar communion with God in love for God and for each other. First concepts of liturgy.
7. About names and heavenly patrons. Lives of the Saints.
Meaning of the name. The naming of all living things by Adam. How the Lord revealed His name to the chosen people. About holiness. Acquaintance with the life of St. Sergius of Radonezh (pilgrimage to Radonezh and the Trinity-Sergius Lavra), St. Seraphim of Sarov, VMC. Catherine, Barbara, St. Nicholas, Archbishop Mirlikiysky, blgv. book Boris and Gleb and others. Demonstration of life stories in an accessible and interesting form for children.
8. Prayer - turning to God.
Texts from the New Testament: about the Lord's Prayer; prayer of the publican and the Pharisee, Gethsemane prayer.
Texts from the Old Testament: Solomon’s prayer upon ascending the royal throne, the story of the prophet Jonah as an example of the fact that what we want does not always coincide with what God wants; about the power of prayer, which healed the sick man contrary to what the prophet announced (the prayer of King Hezekiah).
9. Obedience and self-will.
Texts from the New Testament: the story of two sons sent to work in a vineyard; the story of the 12-year-old boy Jesus in the temple, the reason for His “disobedience” to Mother and Joseph; Mary and Joseph.
Texts from the Old Testament: the story of the Fall as man’s separation from God; Babel; Abraham's calling; how Balaam learned truth from his donkey.
10. Man’s desire for Good and Truth, for God. God's faithfulness to man. Christmas cycle.
Texts from the New Testament: the story of the coming of the Savior into the world.
Texts from the Old Testament: examples of the lives of the Old Testament righteous.
11. Love and care in the family, conflicts. The role of the family in preserving God's blessing to the people.
Texts from the New Testament: stories from the life of the Blessed Virgin Mary. Childhood of Jesus Christ. Candlemas. Flight to Egypt. Family life in Nazareth.
Texts from the Old Testament: the story of Noah; promise to Abraham; Isaac and his sons; the story of Joseph; stories about Tobit and his son Tobias.
Examples from the lives of Russian saints: relationships with the parents of St. Sergius of Radonezh and St. Seraphim of Sarov with his mother.
12. Mercy, compassion and caring attitude towards people and all living things.
Texts from the New Testament: about the Good Samaritan; multiplying joy by turning water into wine at a wedding in Cana of Galilee; miracle over the loaves; resurrection of the only son of the widow in Nain and the daughter of Jairus.
Texts from the Old Testament: how Abraham helped his nephew Lot; the resurrection of the widow's son by the prophet Elijah; a lesson in mercy to the prophet Jonah.
13. Good and evil in the world. About earthly and heavenly blessings.
Texts from the New Testament: about the merciful king and the evil servant; the parable of the rich man and the beggar Lazarus; about a rich young man; two mites for a poor widow; the parable of the workers in the vineyard; parable of the sower.
Texts from the Old Testament: Cain and Abel; the cities of Sodom and Gomorrah; stories about King David; Solomon's court.
14. Hard work. The Lord gives everyone his own talent.
Texts from the New Testament: the parable of the talents.
Texts from the Old Testament: building the tabernacle; Old Testament temple; wisdom of Solomon.
15. Lord and children.
Texts from the New Testament: a story about a boy who brought Christ his fish and bread to feed the crowd; blessing of children.
Texts from the Old Testament: the testimony of a little girl who led the military leader Naaman to the living and true God.
16. Repentance as a return to life created and given to us by God, a return to the House of the Father.
Texts from the New Testament: the parable of the publican and the Pharisee; return of the prodigal son.
Texts from the Old Testament: the repentance of the Ninevites.
17. Redeeming and saving power of suffering. Easter cycle.
Texts from the New Testament: the parable of the vinedresser who sacrifices his son; a story about the suffering, death and Resurrection of Jesus Christ.
Texts from the Old Testament: Abraham sacrifices Isaac.
18. About Faith.
Texts from the New Testament: Jesus and the Samaritan woman; faith of the Canaanite woman; parable of the paralytic; healing the blind; walking on the waters.
Texts from the Old Testament: Moses and the copper serpent; Elijah and the prophets of Baal.
19. O God's help in moments of danger.
Texts from the New Testament: taming the storm; An angel frees the apostles from prison.
Texts from the Old Testament: three youths in a fiery furnace; Daniel in the lions' den; prophet Jonah.
20. Epiphanies. Wisdom of God. Holy Trinity. Deity of the Holy Spirit.
Texts from the New Testament: The Baptism of Jesus; the Savior's commandment about baptism; Sermon on the Mount; Transfiguration; Pentecost.
Texts from the Old Testament: the appearance of God to Moses; the giving of the 10 commandments to the Jewish people (without considering the commandments themselves); appearance of three angels to Abraham.
Part two
First year of study
(possible starting age 9–11 years)
I topic. God is the Creator of the world and man
1. How does a person learn about God? (3 - 4 lessons).
1.1. The greatness and beauty of nature, its laws testify to the Creator.
In nature, man sees examples of unattainable beauty and wisdom. Everything in the world moves, grows and dies not according to its own will, but according to laws that cannot be changed. The joy of communicating with living nature. A grateful and caring attitude towards the environment. It’s good if a picturesque place is chosen for a walk where the temple is located.
Lesson forms
Slide film with a story, Socratic conversation. A trip to nature, games, drawing, a fire, getting to know the temple.
1.2. Visible and invisible in the world.
How do we know the visible and invisible in the world? The Lord Omnipresent is invisible with our eyes, but we see His deeds and can feel Him with our hearts.
Lesson forms
Socratic conversation, drawing on the topic of the lesson, story.
1.3. Holy Scripture and Holy Tradition.
God reveals Himself through the people He has chosen: prophets, saints. The fullness and perfection of God's Revelation in the God-man Jesus Christ. This is eternal life, that they may know You, the only true God, and Jesus Christ, whom You have sent (John 17:3). Completeness and perfection of God's knowledge.
Lesson forms
Story, Socratic conversation, work with illustrative material.
2. Creation of the world. Six days (5 - 6 lessons).
2.1. First day of creation.
Sources of our knowledge about the creation of the world. The biblical narrative and scientific data about the creative transformation of primordial matter on the “first day” of the world. The concept of "day" in the Bible.
Lesson forms
Story, reading, Socratic conversation, drawing on the theme of the creation of the “first day” on a damp sheet of paper with two colors (blue and yellow).
2.2. Second, third and fourth days of creation.
The creation of the world by the creative word of God on the second, third and fourth days according to the Bible and the corresponding knowledge of nature by man. " Controversial issues"(the origin of plants without the sun; why the Lord not only commands plants to exist, but commands the earth to produce them, etc.).
Lesson forms
Story, Socratic conversation using illustrative material, joint drawing, application on the general large sheet on the topic of the lesson.
2.3. Fifth and sixth days of creation.
The appearance of the "living soul", the blessing and command to grow and multiply according to the biblical narrative and the research of modern sciences. Acquaintance with the diversity of the world of birds, fish, animals using illustration material. Talk about your favorite animals. Excerpts from hagiographical stories dedicated to the special relationship between man and animal.
One of the lessons may be devoted to acquaintance with exhibitions and museums related to the topic (zoological, paleontological, biological, mineralogical, planetarium, etc.).
Lesson forms
Story, reading, Socratic conversation, modeling from plasticine, clay, “lithography” using natural material on the topic of the lesson.
2.4. Sixth day of creation.
Preparation for the creation of man: the universal order of visible creation is a constant ascent to the most perfect. The creation of Adam and his wife (biblical story). Life in paradise. Where to look for the image of God in man?
Lesson forms
A story, reading, Socratic conversation, drawing on the theme of heaven, a portrait of a loved one, etc.
2.5. Peace is a gift that a person is called to protect and transform.
What is God's motive for creating the world? Diversity of flora and fauna, the ability to develop all living things. The purpose of man in the world. The feeling of his deepest gratitude to the Creator. Creation of the world - greatest secret which we “understand by faith.”
Lesson forms
Story, reading, Socratic conversation, slide film.
II topic. Covenant (a person’s connection with God through loyalty to Him and God’s promises)
1. The first covenant between God and man.
What is a covenant? Law? Examples of agreements between people.
God's first prehistoric covenant with Adam. The Fall. Obedience. Cain and Abel. Repentance.
Lesson forms
Storytelling, reading, Socratic conversation, drawing, modeling and designing on the topic of the lesson, coloring drawings with corresponding scenes.
2. God's faithfulness to his covenant with man.
The beginning of human history. What is needed for people to live fairly? Who can make a law? Every covenant between God and man is a covenant of life and peace. Loyalty. Covenants with Noah, Abraham and Moses. What do the 10 commandments taught by the Lord to the Jewish people? Prophecies about the New Testament.
III topic. Divine providence for the salvation of man
1. Concept church holiday. Fasting as preparation for a holiday event.
What is a holiday? What holidays are there? Church holidays - experiencing the great events of the Gospel and church history, communion with eternity.
The concept of fasting. Church fasting is the path to the source that reveals the truth of God's will. Personal obligations during Lent.
2. God is the Savior of the world. Event of the Nativity of Christ.
God Himself desired to approach the man who had fallen away from Him so that he, without fearing Him, could again freely make his choice and return to God.
Preparing humanity for the incarnation of Christ the Savior. A story about the Mother of God, who was the pinnacle of the human race.
A great night in the history of the human race. The greatness of God's love is not connected with the glory of this world. The mystery of the incarnation.
Preparing gifts, learning songs, poems, rehearsing a play for the Nativity of Christ.
Children's holiday.
Lesson forms
Storytelling, reading, Socratic conversation, drawing on holiday themes: Bethlehem night, etc., acting out Christmas stories.
3. About the life and teachings of Christ.
Childhood of Jesus Christ. Candlemas. Flight to Egypt. Life in Nazareth. Baptism.
The care of Jesus Christ for people (marriage in Cana of Galilee, healing of the paralytic, feeding with bread...).
The Transfiguration of the Lord is the manifestation of Divine glory and the guarantee of the future glorification of man and all creation.
IV topic. Forgiveness and openness to each other as the beginning of the path to the joy of meeting the Resurrection of Christ and joining the Church of God
1. Family. Violations of love in the family. Parable of the Prodigal Son. The all-forgiving love of a father is an image of God’s love for people. Love bears all things, believes all things, hopes all things, endures all things (1 Cor 13:7).
2. Our willingness to not be strangers to each other. Forgiveness Sunday. Great Lent.
Lesson forms
Reading, conversation.
V topic. Temple. Basic concepts about worship
1. Personal prayer.
What is prayer? - Conversation, conversation, appeal to God.
What kind of relationships between people is the conversation related to? - Communication between father and son, elder and younger.
Why do we turn to elders? What relationships are important? - Trust, love, attention, reverence.
What does the verb “to pray” mean? Is it only with a request that we turn to God? What other feelings are we ready to express to someone who loves us? - Stories about your thoughts, feelings, needs, joys, expressions of your love.
What is important in communication between two people? - Listening and speaking skills. Do we always understand the interlocutor’s answer? How to hear God's answer?
The Lord sees and hears us wherever we are. Are the time and place of prayer important? Environment?
Approach the concept of the unity of the manifestation of feelings, mind and one’s own will in prayer; the distinction of petition, thanksgiving, repentance, praise; understanding that our desires do not always coincide with what God wants; that there may be a place and time when it is especially good to pray to the Heavenly Father.
Prayer in your own words.
Prayers: “Lord, bless!”, “Lord, have mercy!”, “Glory to God!”, “Lord, save and preserve!”.
Prayers for family and friends.
Lord's Prayer.
Lesson forms
Story, reading, Socratic conversation, making your own children's prayer book (designing the cover, writing down prayers, decorating the text with ornaments).
2. Congregational prayer. Temple.
IN loving family children often gather together around their father. The father rejoices at every child who comes and to everyone gathered. The Lord also rejoices in communion with each of us, but He also rejoices in the common congregational communion with Him of His entire family, the entire Church. “Where two or three are gathered in My name, there I am in the midst of them.”
A temple is a place of congregational prayer.
Church services are a conciliar communion with God in love for Him and for each other.
Temple (appearance, structure, decoration). Priests and their vestments.
Lesson forms
A story, a Socratic conversation, a visit to the temple.
3. Prayer and icon.
Event of the Annunciation (story about the event; comparison of icons and paintings dedicated to it).
Lesson forms
Story, work with illustrative material.
4. Worship and sacrament.
The existence of a certain course and order in the prayer life of the Church. The presence of the main and preparatory in it.
Can we see everything that exists? What is “mystery” and “sacrament”?
What do bread and wine mean to a person? What meaning does food have for us?
What miracles did Christ perform on bread and wine?
Last Supper. Sacrament of Communion.
5. First concepts of liturgy.
The sacrament of transmuting bread and wine into the Body and Blood of the Lord is performed at the liturgy - the most important divine service of Christians.
Explanation of the words "liturgy" and "Eucharist". Liturgy is the first service that ancient Christians began to perform after the Resurrection of Christ on Pentecost. Brief historical information about liturgy. Main parts of the service. Who are the catechumens and what do the faithful mean? Why do only the faithful gather in the temple to perform the sacrament?
Lesson forms
Story, Socratic conversation, visual arts, participation in worship.
VI topic. Victory of life
1. Events from the Entry of the Lord into Jerusalem to the Resurrection of the Lord.
The Mystery of the Resurrection of Christ. The Lord came to save, spiritualize and change the life of each of us.
2. Appearances of Christ after the Resurrection. The Ascension of the Lord and the Descent of the Holy Spirit on the Apostles. Church as a gate eternal Life. Personal path of a person in the Church.
Lesson forms
Story, Socratic conversation, visual arts, preparation for Easter.
Second year of study
I topic. Man, God, world
1. Human creative activity.
The inherent human ability to be creative. The world is a source of inspiration and material basis for man-made. The law of human creative action (first thought, then action; first an idea, then its embodiment; first contemplation, then creativity).
Lesson forms
Working with visual material, storytelling, Socratic conversation, listening to music, literary creativity, drawing, modeling, needlework.
2. Creation and creativity.
Slides - parallels, examples of how what exists in nature can serve as a model for creative activity person. Co-creation, the community of man and nature. How can you imagine the human author of the work you saw? Who is the Creator of things not made by hands? What can we learn about Him from His creation?
God calls His creation out of nothingness. The creative word of God. Divine seal marking human knowledge and art. The law of true creativity. Meanings of the biblical word "created" in Hebrew.
Trips, excursions based on lesson topics.
Lesson forms
Slide film, Socratic conversation.
3. God is the Creator human soul.
Laws of the human soul. Manifestations of her divine nature. Conformity to God and the calling to God-likeness. Internal prerequisites for evil and sin in primordial man and the world created by God. Human freedom of will as a manifestation of God's Love. Self-will. The emergence of evil in the world. God did not create evil.
Lesson forms
Slide film, story, Socratic conversation, drawing.
4. The greatness of the Lord's creations.
Creation of the invisible world. Inanimate matter. The emergence of life. Flora and fauna. The crown of God's creation. Comparing the biblical narrative with what modern science says. Man is a mediator between God and the world.
Lesson forms
Slide film about the origin of life on earth, conversation, drawing on a common sheet on the topic “Our world is God’s creation.”
5. God is Father, Almighty, Creator.
Showing unlimited love for us, God allowed us to call Him Father in prayer appeal to him. By His omnipotent will He supports the existence of the world He created and all the orders in it. 1st member of the Creed.
Lesson forms
Socratic conversation, story, visual creativity.
II topic. Glorification of the Creator
1. Introduction to the Psalter.
Authorship of the Psalter. The Psalter is a huge picturesque canvas of human life. Analysis of passages of psalms that express what worries the hearts of God’s faithful: grief over iniquities on earth, hope for the victory of light over darkness, repentance for personal sins, thirst for salvation from above.
Lesson forms
Story, reading, drawing.
2. The history of the creation of the world in worship.
Reading and analysis of Psalm 103. Excerpts from psalms used in evening worship.
Children's participation in the evening service in the temple.
Lesson forms
Reading, storytelling, listening to tape recordings of individual parts of the evening service, preparing for reading and singing in church.
III topic. The Nearness of God
1. Communion with God in a unanimous presence with “an undivided mind, an undivided heart and an undivided will.”
Deepening the concepts of prayer and fasting. Order of prayer using the example of the Psalter. A combination of prayer in your own words with canonical prayer. Prayer rule. Personal obligations during the Nativity Fast.
Lesson forms
Story, conversation, listening to recordings of liturgical prayers.
2. Revelation and knowledge of the Epiphany in the world.
The main events from the life of the Savior and the Mother of God (from those known from last year). Nativity of the Mother of God. Introduction to the temple. Annunciation. Nativity. Childhood of Jesus Christ. Candlemas. Flight to Egypt. Family life in Nazareth. Baptism of Jesus Christ.
Lesson forms
Looking at a children's illustrated Bible, telling a story, reading, drawing.
3. Christmas.
Preparation of the Christmas mystery as a new experience of the Christmas event and deepening the concept of a church holiday. Preparing holiday gifts.
Children's holiday.
Lesson forms
Reading Christmas stories, dramatization, learning songs, poems, visual arts.
IV topic. The love of God, which delivers man from evil and bestows the fullness of all good, is a call to our mercy, hope, faith and love
1. About the moral teaching of the New Testament in comparison with the Old Testament teaching.
Remember what a covenant is (First Year, Topic II). Legal-contractual equality of Old Testament man with God. In every law that is from God there is good. Law of conscience. Commandments about love for God and neighbor in the Law of Moses. Evangelical succession of the law: So in everything, whatever you want people to do to you, do likewise to them (Matthew 7:12).
The meaning of the law in the New Testament. The life of Jesus Christ on earth is the fulfillment of the law and the prophets.
Lesson forms
Story, conversation, visual arts.
2. Christ's call to love by examples of love.
Love is a free feeling that can only be called upon. The miracle at Cana of Galilee is an increase in joy; casting out demons, healing the sick, raising the dead - deliverance from suffering and the mortal consequences of sin; miracles over nature are the manifestation of Love, restoring man’s power over the elements, lost after the Fall.
The sacrament of the Church is Christ's ongoing miracle-working.
3. Virtues are God's gifts to man.
Every good gift and every perfect gift is from above, coming down from the Father of lights (James 1:17).
Faith. Hope. Knowledge. Wisdom. Honesty. Humility. Obedience. Patience. Fearlessness. Loyalty. Self-control. Kindness. Gratitude.
4. Desire for the Kingdom of God.
The Kingdom of Heaven and its origin in the heart of man [treasures hidden in the field (Matthew 13:44), pearl of great price (Matthew 13:45); house built on rock (Matthew 7:24); the parables of the mustard seed (Matt 13:44; Mk 4:31), the leaven (Matt 13:33), “let the little children come to me” (Mk 10:14), the Beatitudes (Matt 5:3).
Loyalty to God [about the unrighteous steward (Luke 16:1)].
Active love to your neighbor [ (Matthew 25:32); about St. Dr. Haase, about prmts. Grand Duchess Elizabeth Feodorovna and about mother Maria (Skobtsova)].
Non-judgment [about the bitch and the beam (Mt 7:3; Lk 6:41)].
Forgiving your neighbor (Matthew 18:21).
Repentance [parable of the prodigal son (Luke 15:11–32)].
Compassionate love [parable of the Last Judgment (Matthew 25:31–46)].
5. Commemoration of the dead. Parents' Saturdays.
V topic. Conciliar service to God
1. The temple is a reminder to a person of his highest calling.
Lesson form
Slide film.
2. Daily cycle of worship. Excerpts from psalms often used in worship. Liturgy. Its main parts. The main thing in each of them.
Lesson form
Storytelling, reading, acquaintance with specialized literature.
3. An icon is a form of expression of the inner harmony of a person, reconciled with God, with himself and with the world.
Lesson form
Slide film.
VI topic. Christian Faith and Confession
1. Life of the Savior. Christ is the God-man.
2–7 members of the Creed.
Lesson form
Slide film.
2. The sermon of the apostles. The life of the first Christians. 8–12 members of the Creed.
Lesson form
A story, reading, summarizing the basic concepts on the themes of the year that are expressed in the Creed, a “quiz” of questions that help reveal the content of the Creed.
Third year of study
I topic. Image of history
1. What is history?
The concept of history, translation of the word “history”. History is a story about a past event. Can we immediately explain an event when we see it? What stories are we familiar with?
(Make a story about the life of your group, illustrating it with drawings made in class, photographs, poems, songs brought in. Use chronicles of “settlements” in summer camps Sunday school.)
2. Mythopoetic language of the Bible.
What is the difference between a fairy tale and a short story? How is life described in a fairy tale? What is a fable? What is its meaning? How long do fairy tales and fables last? Fairy tales and fables are examples of parables. Why do we use parables? The example of King David and the prophet Nathan (2 Samuel 12).
(Write a fairy tale and make illustrations for it.)
What is poetic language? How is it different from the usual one? Is there always rhyme in a poetic text? rhythm? An example of a poetic text ((Proverbs of Solomon 8: 22–31); S.S. Averintsev. Poem about Saint Barbara. New world. 1989, No. 10, p. 151.) How is one born poetic text? What is inspiration? His sources. Can there always be Divine revelation behind what is revealed and based on visions? Which person is it available to?
Divine revelation about the creation of the world and man. How are scientific ideas about the world changing? Why does the biblical picture of the world not age? How old is she? Poetic parallelism in the description of the days of creation. The meaning of the creation of the world. The beginning of creation.
(Drawing on the themes of images of the creation of the world.)
3. Sacred history.
The beginning of human history. Sacred history is the experience of Divine revelation accumulated by humanity. Remember what stories have already been talked about (lesson 1). No story can be separate. The center of world history is the history of salvation and the relationship of the world and man with God.
II topic. History as the expectation of the Savior in the Old Testament
1. An inexhaustible thirst for forgiveness and liberation of humanity from evil and sin.
Evil in the world created by God. Flood and Tower of Babel. Noah's obedience. A thread of generations faithful to God.
2. Father of believers.
Abraham and his faithfulness to God. God's promise to the patriarch and his descendants. Keeping the Promise. Isaac and his sons. Joseph's story.
3. Giving the law to the people of God to limit the growing evil in the world.
Moses. His life in Egypt. The appearance of God in the Burning Bush. Exodus of the Israelites from Egypt. A forty-year journey through the desert. Construction of the tabernacle. Giving of the Ten Commandments.
4. The times of the prophets.
King David's love for God. The wisdom of King Solomon.
The essence of the ministry of the prophets. Hope in God and His salvation through the Savior of the world - the Messiah.
Prophets: Isaiah, Jeremiah, Jonah, Elijah, Elisha, Daniel.
5. Judea at the time of the birth of Jesus Christ.
Geographical and historical information.
(Story, conversation, slide films, built on associative perception and using images of Old Testament scenes in classic paintings; visual creativity on the topic of what was heard with the desire to imagine oneself in this situation; with the help of the teacher, a homemade map is drawn up, on which the places of all the events taking place are marked .)
III topic. History as Revelation in the New Testament
1. Epiphany in Christ.
Nativity of the Virgin Mary. Introduction to the Temple. Annunciation. Meeting between Mary and Elizabeth.
Nativity.
Meeting of the Lord. Flight of the Holy Family to Egypt. Massacre of the innocents. Return to Nazareth. Travel to Jerusalem.
John the Baptist. Christmas of St. John the Baptist, his life, his sermon.
Baptism of Jesus Christ.
Temptation of the Lord in the desert.
2. The evangelistic stage of the life of Jesus - the Son of Man and the Son of God.
First sermon in Nazareth.
The calling of the first disciples. Election of the 12 and 70 apostles.
Sermon on the Mount.
Lord's Prayer. Teaching about the Kingdom of God.
Relationship to God and neighbor.
Miracles of Christ.
Confession of Faith by the Apostle Peter. Transfiguration.
Prediction about the death of Jerusalem and the end of the world. Parable of the 10 virgins. Teachings of Jesus Christ about the Last Judgment.
The Raising of Lazarus. Meeting of the High Priests and Pharisees.
3. Redemptive suffering and death of the Lord. Resurrection and Ascension of Christ.
Entry of the Lord into Jerusalem. Curse of the fig tree. Expulsion of traders from the temple.
Last Supper. Betrayal of Judas.
Night in Gethsemane.
The trial of Jesus Christ.
Crucifixion and death of the Savior.
The removal of the Lord's body from the cross and the guarding of the tomb.
Resurrection of Christ.
The appearance of the risen Savior.
His Ascension into Heaven.
Simultaneously with the lessons on topic III, preparations are being made for the celebration of Christmas, and topics IV and V are also considered.
IV topic. Forgiveness in the Old Testament. Forgiveness of sins is a great gift to the man of the New Testament
Repentance as a return to life created and given to us by God. Old Testament and New Testament examples of repentance.
Whose sins you forgive, their sins are forgiven (John 20:23). Sacrament of repentance.
Confession and preparation for it.
About prayer.
Prayer of St. Ephraim the Syrian.
V topic. History of worship and its features
1. History of the temple and worship.
The first temple of God is the created world. The purpose of man is to seek God and be in communion with Him. The Fall destroyed man's constant connection with God. The era of searching for God and meeting Him.
The construction of a temple is a manifestation of not only human, but also God’s will. The Tabernacle of Meeting of Moses. Consecration of the new tabernacle. Her device. Worship in it. The Ark of the Covenant of God in Jerusalem during the reign of David. Temple of Solomon. The structure of the Old Testament temple (Holy of Holies, Holy Place, Porch. Courts: priestly, Israelis, women, pagans). Purpose of the temple. The disappearance of the Ark of the Covenant. "Ark" of the New Testament. Man is the temple of God.
The first meetings of Christians.
Order of worship.
2. Events of Old Testament and New Testament history in the paintings of churches.
[Excursions to temples.]
3. Events of Old Testament history in the evening service, irmos and troparia of the Matins canon; gospel narratives that became famous “songs” of worship.
4. The concept of litany.
5. Liturgy: its eternal meaning, parts of the liturgy.
6. The concept of the annual circle of worship, the weekly and daily circle.
VI topic. The beginning of Church history
1. The beginning of the earthly Church.
2. Divine services of the first centuries.
3. Persecution of Christians.
4. Fathers and defenders of the faith. The history of the Church is the history of its holiness.
5. Some concepts about the structure of the Church (succession in time, local unity and modern world).
6. Church earthly and heavenly.
Fourth year of study
I topic. Introduction to Tradition
Insight and experience. What is revelation? What does it take for one person to open up to another? What kinds of revelations are there? How does a person gain knowledge of something? What does it serve?
What kind of person is accessible to Divine revelation? Why is knowledge of God possible only for man?
Sacred Tradition and Sacred Scripture are the experience of Divine revelation and knowledge of God accumulated by humanity. Is this experience complete? What do the words of A. Khomyakov mean: Only he can understand a prophet who is a prophet himself?
What sacred things have been passed on to us by other people?
The Holy Scripture of the Church is the Bible;
Dogmatic decrees of the Ecumenical Councils, sacraments of the Church, canonical decrees, the works of the holy fathers, their lives, theological works and sermons;
Liturgical texts and rituals;
Church art.
The inequality of church tradition, its agreement with the living experience of the Church.
II topic. Bible - Word of God
1. History of creation. The Bible in the modern world (various editions, translations, circulations).
2. Books of the New Testament (Four Gospels. Acts of the Holy Apostles. Apostolic Epistles. Revelation of St. John the Theologian). Their history and brief description.
3. The books of the Old Testament (legislative, historical, teaching and prophetic) are the threshold of the coming of Christ.
4. Reading the Bible.
Readings from the books of the New Testament (Saturday, Sunday, holidays - in accordance with the annual cycle). Analysis and understanding of the meaning of what is read, the connection between reading and today's life, personal problems.
Reading skills in Church Slavonic and translation into Russian.
Regular home reading of the Old Testament books (from the Bible retold for older children) in the following order:
1) educational books (as help to a person in understanding obedience to the commandments of God, glorifying God and the path to prayer to Him);
2) legal books (as a majestic, wonderful picture of the origin of the earth and the universe and the history of development ancient world, life, character and beliefs of ancient people, special relationships established between God and the chosen people);
3) prophetic books (as a sermon of fidelity to the One Creator, predictions about the coming to earth of the Redeemer of the world - Christ and about the future destinies of humanity and the world).
Answers to questions about what you read. An attempt to disassemble and connect the texts with the New Testament in order to reveal the meaning of the Old Testament readings through the New Testament and to comprehend the latter through the Old Testament. Help children make connections between the texts of the Holy Scriptures themselves. Introduce reference literature.
III topic. True. Order. Rule. Chin
1. The concept of the dogmatic teaching of the Church. Resolutions of the Ecumenical Councils. Dogmas of the Orthodox Church.
2. The sanctifying meaning of the sacraments.
The concept of sacrament. Church sacrament. Sacrament and magical effect. Failure to understand the meaning of the sacrament deprives a person of participation in it. A Brief Explanation of the Seven Sacraments. The meaning of the sacraments in your own life.
3. Canons.
The concept of church canon law. The meaning and forms of the canon with the development of church tradition. A rule prohibiting trade in the Sacraments of the Church.
4. The lives of the saints are evidence of the authenticity of the Christian Gospel.
Holy Fathers of the Church. Patristic teaching. The nature of the exploits of the saints. Selected Lives.
5. Worship is public and private. Circle of worship (daily, weekly, annual).
The usual circle of church services.
Divine services of the day. General meaning and explanation. Knowledge of terms (troparion, kontakion, litany, parimia, kathisma, polyeleos, etc.).
Weekly circle. Singing individual voices.
Cyclicality of time and uniqueness. New Year's Eve. Start church year. Divine services of the year. Posts. Twelfth holidays.
The concept of private worship.
6. Liturgical texts in church practice.
The origin of liturgical texts and chants. Their authors.
Prayer rule. Compulsion to prayer.
Prayer services. Memorial service.
Liturgical books.
Theology of the icon, its connection with worship.
Akathist as an example of church hymnography.
IV topic. The Church is the assembly of the called, chosen from the world
1. The Eucharist as a Sacrament. Follow-up service.
2. Great saints of the 1st century.
3. History of persecution of Christians. The meaning of martyrdom.
4. Monasticism. Monasticism. Monasticism in the world. Monastic communities of the laity. Missionary work.
5. Lay ministry in the church
Explanatory note
The teaching of drawing in our school is somewhat contrary to the currently generally accepted methodology. The school has three main goals:
Do not ruin the natural gift of a student capable of drawing;
- teach drawing and develop artistic taste children who do not have any innate inclination to draw;
- prepare students for further professional training without causing harm.
At our school, children learn artistic perception of the world in literature lessons, folklore games, labor training, and calligraphy. In art classes he is taught to draw and love this activity. From 6 to 12 years of age, children are offered, in a specifically developed sequence, a simplified (non-professional) method of detailed sketching of various objects of living and inanimate nature. The child completes the drawing with his own frame. In addition to this work, children learn to draw from memory, but only those objects that have been drawn in detail.
The need for independent creativity is satisfied in reading and history lessons, when children are asked to illustrate various stories (6 hours a week).
Older children spend most of their art lessons copying artists' works.
The works to be copied have been carefully selected. They should show the author's personal kindness and love for the world around them. By “pulling” himself up to the author’s vision of the world, the child sometimes overcomes his own negative inclinations.
By the age of 12, many children acquire a strong interest in artistic creativity, a desire to capture what they see on their own, a delicate taste, a sense of composition, and color.
At the age of 13, with this baggage you can already move on to vocational training.
A school may have an icon-painting class, a class of masters of decorative arts, painting and graphics.
But if the school’s capabilities do not allow further additional training, then we can be satisfied that the children at least have developed the skills and desire to draw.
Thus, the goal of active education has been achieved: love and ability for the subject have been cultivated.
I year of study
Explanatory note
In the first year of study, drawing lessons are closely intertwined with other academic subjects.
During reading lessons, children color drawings made by the artist in an alphabet coloring book. During history lessons, children illustrate the teacher's story (homework); illustrate learned poems; a lot of drawings are done in science lessons; in Church Slavonic, the Cyrillic alphabet (alphabet) is drawn rather than written.
Thus, children's desire for independent creativity is satisfied.
Therefore, in drawing lessons, children are taught how to draw specific item. At the same time, given the young age of the students, not a professional approach is used (it can only cause boredom and despair), but a simplified method. Children perform a step-by-step contour drawing of, for example, a ladybug.
While drawing, you need to use riddles, songs, and fairy tales about the creature being depicted. If you tell something good about the object being captured while working, then it will be much better. The child must love what he depicts. You should get maximum effort from your child, especially when coloring. Children, at their own discretion, add whatever their heart desires to the drawn object. The drawing is “taken” into a frame, which the child can come up with himself if he is first shown 5-6 possible options for framing the work.
It has been noticed that children open to the world, fill the space around the depicted object big amount bugs, flowers, etc. Their frames are intricate, everything is painted brightly, colorfully and carefully. In other words, there is a desire to involve other creatures in the work of creative Love (and in the Christian understanding, the act of Creation).
Indifferent to life, lethargic or very selfish children leave the space around a poorly drawn object deserted. Certain mental anomalies are also visible in sharp angular lines; the desire to make depicted objects smaller indicates not only visual defects. The choice of color is also characteristic. A craving for dark colors (purple, blue, black) is always alarming: expect an inadequate reaction from a child in an ordinary everyday situation. Pale, fawn shades do not always indicate spiritual sophistication, but more often that the baby has the soul of an old man. He is lethargic, apathetic, and does not like fun children's games.
Copying drawings devoid of these shortcomings forces the child to strain his skills as much as possible. mental strength, introducing oneself to the generosity of the artist’s soul, to his spiritual health.
And vice versa, by forcing only a child with moral problems to express himself, you once again record and aggravate the illness of his soul.
Drawing lessons in our school, to one degree or another, heal the child's soul.
1.Performing contour drawings of objects flora. (Mushroom, acorn, cherries, apple, bunch of rowan, pine cone, spruce twig, leaves).
2. Making frames with floral patterns.
3. Making frames with geometric patterns.
4. Making contour drawings of various insects. ( Ladybug, fly, ant, beetle, butterfly, bee).
5.Performing contour drawings of pets. (Cat, pig, dog, cow, lamb).
6.Performing contour drawings of animals. (Bunny, bear, fox, hedgehog, mouse).
7. Making contour drawings of birds. (Chicken, cockerel, hen, gosling, duckling, sparrow, owl, swan).
8.Performing contour drawings of fish. (Whale, crucian carp, ruff, pike).
9. Performing contour drawings of inanimate objects. (Sun, bagel, cup, samovar, stove, dress, mittens, fur coat, boots).
10.Coloring with colored pencils.
11.Drawing from memory of previously depicted objects of living and inanimate nature.
12.Performing drawings with a complex composition consisting of several previously drawn objects.
All outline drawings are performed from the board, in detail, behind the teacher.
Methodical features
All types of work are not performed in strict sequence, but interspersed with each other. Drawings are made in one plane. For a six-year-old child, contour and color similarity are important. To prevent drawing objects of living and inanimate nature from becoming a boring activity for a child, these objects are given some anthropomorphism, for example: a bear has pants on, a cockerel has boots, a chicken has a bow on its head, the rays of the sun are braided, mushrooms and acorns have braids. , apples have eyes, mouths, arms and legs, etc. As already mentioned, you need to tell a fairy tale, or ask a riddle, or sing a song about the object being drawn.
If the material is not selected, then in your own words talk about the benefits that the depicted animals, plants, etc. bring to people and nature. When drawing a lamb, you can ask children a number of questions and tell them the answers. For example: What do we make from lamb wool? What could be better than felt boots in our walking winter? What are mittens made of? Who knows how feta cheese melts in your mouth?
When drawing a birch leaf, remember how much good a birch tree gives people: firewood, birch bark, tar, bathhouse brooms, etc.
Let me remind you once again: love begins everything. The child must love what
what he depicts.
Riddles offered to children should be figurative, and several riddles can be asked about one subject.
By the end of the first year, children should be able to:
1. Draw in detail, following the teacher, a number of objects of living and inanimate nature, make a contour drawing.
2. Carefully color your outline drawing with colored pencils.
3.Draw a frame with a floral or geometric pattern for your drawing.
4. Draw from memory individual objects of living and inanimate nature (about 10 pieces).
5. Draw a picture with a complex composition, where there are several objects that the child can draw from memory.
6. Use colored pencils to trace contour lines bright felt-tip pen. Coloring with a felt-tip pen is prohibited.
II year of study
Explanatory note
The second year of study duplicates the classes of the first year. As before, children learn contour drawing and coloring with colored pencils. The composition of the drawing becomes more complex, the poses of the depicted birds and insects change, i.e. a different contour drawing is done.
Ill year of study (8-9 years).
Explanatory note.
In the third year of study, the work of years I and II continues. The scope of drawn objects expands, the composition becomes more complex, and the variability of frames increases.
Lessons are accompanied by reading works of art(teacher reads).
By the end of the third year, children should be able to:
1.Draw a rather complex composition from the board after the teacher
drawings.
2.Draw about 30-40 objects in different positions from memory
(pose).
3.Create an intricate pattern for the frame.
IV year of study (9-10 years)
Explanatory note
In the fourth year of study, detailed sketches from the board are supplemented by drawings of postcards and various pictures. At this stage, an individual approach is important. It is necessary to take into account the innate drawing abilities of individual students and give them more to draw from. complex pictures. Since the teacher knows his students well (the children have another teacher in almost all subjects), he should feel what the child wants to draw at the moment: a plant or home interior, or an illustration for a fairy tale.
In the fourth year, work on a three-dimensional image begins. The first three-dimensional drawings are flowers and the temple of God.
The teacher shows on the board how to convey volume using color with colored chalks (you can also use white ones) using the example of a rose.
In the fourth year of study, children are offered a detailed drawing of initial letters from ancient Russian handwritten books. (“Gospel”, “Apostle”), screensavers and frames are copied from the same books.
By this time, in the lessons of the Church Slavonic language, the children had learned to write small texts, so it is possible to raise this skill to a fundamental level in drawing lessons. new level. After all, writing Cyrillic letters is an art.
Also in the fourth year of study, the first design work is done. Children make their own little illustrated books of proverbs or ABC pages.
1. Work on a three-dimensional drawing. Conveying volume using color.
Image of flowers (poppy, rose, rose hip, peony, pansy). Detailed drawing by the teacher.
2. Image of the temple. Three-dimensional drawing (Church of the Intercession on the Nerl, Novgorod St. Sophia Cathedral). Detailed drawing by the teacher.
3. Drawing three-dimensional pictures.
4. Drawing photographs.
5. Drawing from memory.
6. Work on the Cyrillic alphabet.
7. Work on the design of your books or just pages.
8. Copying initial letters, frames, headpieces from Old Russian manuscripts.
9. Drawing contour drawings (in detail).
Methodical features
Starting this year, an individual approach is possible. All children should begin to learn how to convey volume using color. But those students who, after repeated attempts, are unable to do it beautifully, can continue to draw pictures with a flat image. This remark applies to design work, drawing of complex capital letters, and sketches.
Children who have innate drawing abilities are the first to master these types of work. Others can try again in the middle or at the end of the year, or postpone these activities until the next class.
All students periodically draw from memory, come up with Cyrillic letters, come up with their own frames for drawings, and copy individual objects of living and inanimate nature after the teacher.
By the end of the fourth year, children should be able to:
1. Make contour drawings from memory of about 30 living and nonliving objects
nature (in different positions).
2. Color carefully with colored pencils.
3. Choose your own colors when coloring with a pencil.
4. Carry out a three-dimensional drawing of a rose, poppy, peony, pansy.
5. Draw some initials after the teacher, copying from the board
letters from old handwritten books, copy frames, screensavers.
V year of study (10-11 years old)
Explanatory note
In the fifth year of study, the work of the fourth year continues.
Working with a pen is fundamentally new. Students complete some pen and ink drawings using shading.
Drawing lessons are supported by calligraphy lessons, during which children write Cyrillic letters and sayings from the Holy Scriptures with a pen.
The fifth year of study completely coincides with the content of the fourth year. The only difference is that new postcards with three-dimensional images are used for copying; as before, preference is given to the image beautiful flowers and temples. Last year's postcards are distributed to students who were unable to cope with a three-dimensional drawing before.
By the end of the 5th year, children should learn to perform the same work as by the end of the 4th grade, but at a higher level.
Individual students must make little books. (“ABC”, “Proverbs”, “Studies from the Holy Scriptures”, books with folklore texts).
VI year of study (11-12 years old)
In the sixth year of study, the most capable children begin to work in watercolors. Coloring with colored pencils for 5 years and working with pen and ink prepared the children to quickly master the watercolor technique.
In the sixth year, work continues on drawing pictures (postcards), which are replaced by photographs for some children. Copying photographs prepares children for sketch work in the open air. Drawings are made from memory, and the ability to work with ink and pen is improved. Children learn to illustrate books.
By the end of the sixth year of study, students should be able to:
1. Make sketches from memory of about 40 objects of living and inanimate nature.
2. Use color to convey volume.
3. Draw in pen and ink using shading. Make your own handwritten book and decorate it artistically.
4. Some students should be able to draw photographic images.
5. Some students should be able to use watercolors.
VII year of study (12-13 years old)
In the seventh year of study, professional drawing training begins. If the school’s capabilities do not allow it to have an icon-painting class, a class of decorative painting, graphics, etc., the work that was carried out in the 6th grade can continue for up to 15 years.
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Agreed I approve
_________________ ________________________
Rector of the temple Director of Sunday
Nativity of Christ educational group
Ilovay village - Nativity Church of the Nativity of Christ
Archpriest Sergiy Baev p. Ilovai - Rozhdestvenskoe
“__”__________2015 Meshcheryakova Ekaterina Yurievna
"__"__________2015
Working programm
additional education
"Art"
(the initial stage)
Pervomaisky village
Explanatory note
Art- God's gift to people.It connectsuswith Godthen whenwe are tryingperceive it with spiritual gaze:in Godtruthand beauty.beautyand harmonyworld, conveyed by the artistin the work,attracts people's attention and makes them thinkabout the Creatorof the universein hisintegrityand diversity.
The Fine Arts program has been compiledbasedsecondary school programs,taking into accountfeaturesand traditionsChristianOrthodox faith.
Art education is one of the most important ways to develop a child’s personality, his spirituality, and creative potential.
Required in early age to establish a harmonious understanding of the world and a correct attitude to reality, which is possible only on the basis of moral values and spiritual foundations. It is important to reveal to children the purpose of art, as serving a person to elevate his spirit, the original purpose of the artist is to create works that serve, first of all, as spiritual food, representing the totality of beauty and highly moral, good meaning.
The study of the fine arts program is aimed at mastering the basic skills of artistic writing, gaining knowledge about composition, color, drawing, techniques for decorative depiction of plant forms and forms of the animal world, which contributes not only to artistic and aesthetic education, but also to the spiritual and moral development of the child. I want to notespiritual and moral orientation , as it helps shape the child’s personality through the means of spiritual art.
The program is designed for one year of study in the amount of 28 hours.
The Fine Arts program is aimed at achieving the following goals and objectives.
Target : development of moral and aesthetic responsiveness to the beautiful in life and art, providing freedom for artistic and creative solutions to the general educational task.
To achieve this goal, it is necessary to solve the followingtasks:
Consolidation of material studied in religious subjects.
Development of associative thinking, fantasy, imagination.
Formation of knowledge about the names of primary and composite colors, their emotional characteristics.
Formation of an emotional atmosphere in the classroom, an atmosphere of love and camaraderie, gradually drawing children into awareness of the topic, joint dialogue, reasoning, etc.
Establishing strong connections with the outside world, with a person (with oneself), involving children’s personal experiences (emotional, visual, everyday).
Using the method of decorating the classroom interior with children's works, designing exhibitions.
Using the free choice method in a system of restrictions (topic content, color, shape, design, etc.).
Developing perseverance, patience, accuracy, and mutual assistance skills.
Fine arts classes help develop morality and knowledge of Christian culture, strengthen faith in God, the ability to see and experience the beauty of the surrounding world as God’s creation, introduce people to the world of art, introduce them to works of painting and icon painting, artists and icon painters.Classes are closely related to the lessons of the Law of God and the church calendar.
When organizing educational and cognitive activities in the fine arts, it is appropriate to use variousworking methods: verbal; visual; practical; problem-search.
Fine arts classes are accompanied by conversations about love, compassion, respect and mercy for people, helping the sick and weak, caring for one’s neighbor, good and evil.
Along with training sessions The program includes exhibitions, holidays (Christmas, Easter, etc.), competitions, during which children have the opportunity to gain additional knowledge about folk traditions.
At mastering the program "Fine Arts" must be achieved as followsresults of training and education.
Subject results.
Pupils mustknow:
basics of color science, composition;
leading elements of visual literacy: line, stroke, tone in drawing and painting;
concepts: linear perspective, main, secondary, compositional center;
distinctive features of the main types and genres of fine art.
Pupils mustbe able to:
convey the mood at work;
convey on paper the shape and volume of objects, correlate them in space and, in accordance with this, change sizes;
perform decorative and design work on given topics;
master gouache and watercolor paints, graphic materials, and use improvised materials.
Personal results:
show interest in first creative success comrades;
show an emotional and value-based attitude towards the world around you;
demonstrate the ability to aesthetically and morally evaluate works of art,
assessing one’s own and others’ actions and the phenomena of life around them;
respond creatively to the events of life around you;
the ability to apply acquired knowledge in one’s own artistic and creative activities.
Educational and thematic plan
No.
Topic name
Number of hours allocated to study the topic
Theoretical
Practical
Introduction. "Our wonderful world"
The creation of man. Drawing "Butterfly".
Nativity of the Virgin Mary. Drawingautumn landscape in watercolor.
Protection of the Blessed Virgin Mary. Decorative drawing. We decorate the scarf with patterns.
The law of God and the affairs of people. Drawing “Good deeds of people.”
Biblical characters.Drawingpositive characters.
The word is a gift God's man.
The Virgin is introduced into the temple. Drawing winter landscape in watercolor.
Angel and angelic world. Manufacturing Christmas decorations"Angel".
. Still life drawing.
Nativity. Drawing- landscape “Christmas night”
From Christmas to Epiphany. Winter landscape "By the river".
Meeting of the Lord. Drawing of a little chick.
Forgiveness resurrection.
Gospel pRitchie. Drawing on the theme of one of the parables.
Annunciation of the Most Holy Lady. Drawing “First spring flowers”
Entry of the Lord into Jerusalem.Drawing a willow twig
Easter is a great holiday. Easter patterns. Painting eggs.
Temples. Frescoes.
"Day of Slavic Culture and Literature." Letter drawing.
Main content of the program
“Our Wonderful World” (1 hour)
Theory. God is in nature. What did the incomprehensible God do to reveal Himself to people?.
Practical part. Drawing of the world by representation.
The Creation of Man (1 hour)
Theory. Man is the crown of creation. Soul of man. Life of the first people in Paradise.People care about wildlife and the whole world.
Practical part. Drawing "Butterfly". The Garden of Eden on the wings of a butterfly on one side, autumn on the other.
Nativity of the Virgin Mary (1 hour)
Theory. Tradition about the birth of the Virgin Mary. Mother of God icons.Variety of color shades.
Practical part. Drawing autumn landscape in watercolor.
Intercession of the Blessed Virgin Mary (1 hour)
Theory. History of the Feast of the Intercession of the Blessed Virgin Mary.
Practical part. Decorative drawing. We decorate the scarf with patterns.
The Law of God and the Works of Men (1 hour)
Theory. Giving of the Law. How to live according to God's commandments?
Practical part. Drawing “Good deeds of people”
Biblical characters (2 hours)
Theory. The life of people after the Fall. Positive and negative characters in the Bible.
Practical part. Drawingpositive characters.
The Word is God's gift to man (2 hours)
Theory.About prayer. The Word of God and the Word of Man.
Practical part. Decor short prayer ornament based on ancient Russian motifs.
The Virgin is introduced into the temple (1 hour)
Theory. The Most Holy Theotokos as the forerunner of the New Testament. A story about the feast of the Entry into the Temple of the Blessed Virgin Mary.
Practical part. Drawing winter landscape in watercolor.
Angel and angelic world (2 hours)
Theory. Who are Guardian Angels?The meaning of color in Orthodoxy.
Practical part. Making a Christmas tree toy “Angel”.
(2 hours)
Theory. Fasting is work, but joyful work. Types of fasting.
Practical part. Still life drawing.
Nativity (2 hours)
Theory. Christmas as a picturesque subject. The Nativity of Christ in Russian painting.
Practical part. Drawing- landscape “Christmas night”
From Christmas to Epiphany (2 hours)
Theory. Christmas time. History of the celebration of Christmastide in Rus'.Baptism of the Lord in the Jordan. Epiphany water and its wonderful properties.
Practical part. Winter landscape “By the river”
Presentation of the Lord (1 hour)
Theory. History of the holiday.Folk customs and signs for Candlemas. Color spectrum.
Practical part. Drawing of a little chick.
Forgiveness Sunday (1 hour)
Theory. Forgiveness Resurrection is like a bridge leading to Lent. Maslenitsa.A series of objects in a still life as an expression of the semantic principle.
Practical part. Drawing a still life “Pancake meal”
Gospel p Ritchie (2 hours)
Theory. What is a parable? Compositional techniques to highlight the main and secondary.
Practical part. Drawing on the theme of one of the parables.
Annunciation of the Blessed Virgin Mary (1 hour)
Theory. The Annunciation is one of the most common subjects in Russian icon painting.
Practical part. Drawing “First spring flowers”
Entry of the Lord into Jerusalem (1 hour)
Theory. Palm Sunday. The meaning of the holiday. Variety of shades in surrounding reality.
Practical part . Drawing a willow twig
Easter is a great holiday (2 hours)
Theory. Holidays celebration and celebration of celebrations. History of the holiday. A variety of forms of objects in the surrounding reality. The dependence of the placement of the pattern on the shape of the object.
Practical part . Easter patterns. Painting eggs.
Temples. Frescoes (1 hour)
Theory. Temple concept. The meaning of the temple in Orthodoxy. Architecture and symbolism of the temple.
Practical part. Graphic design of the architectural appearance of the temple.
Day of Slavic Culture and Literature (1 hour)
Theory. Slovenian teachers Cyril and Methodius. Slavic language- the liturgical language of the Church.Decorative color scheme in the composition.
Practical part. Letter drawing.
The work uses various unconventional techniques drawing.
Poking with a hard semi-dry brush
Means of expression: texture of color, color.
Materials: hard brush, gouache, paper of any color and format, or a cut out silhouette of a furry or prickly animal.
the child dips the brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. Thus, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.
Finger painting
Means of expression: spot, dot, short line, color.
Materials: bowls with gouache, thick paper of any color, small sheets, napkins.
Image acquisition method: The child dips his finger into the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off.
Palm drawing
Means of expression: spot, color, fantastic silhouette.
Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins.
Image acquisition method: the child dips his palm (the entire brush) into the gouache or paints it with a brush (from the age of 5) and makes an imprint on paper. Draw with both right and left hands, painted different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.
Rolling paper
Means of expression: texture, volume.
Materials: napkins or colored double-sided paper, PVA glue poured into a saucer, thick paper or colored cardboard for the base.
Image acquisition method: The child crumples the paper in his hands until it becomes soft. Then he rolls it into a ball. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After this, the paper ball is dipped in glue and glued to the base.
Foam rubber impression
Means of expression: stain, texture, color.
Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber, soaked in gouache, thick paper of any color and size, pieces of foam rubber.
Image acquisition method: the child presses the foam rubber onto a stamp pad with paint and makes an imprint on the paper. To change the color, use another bowl and foam rubber.
Foam impression
Means of expression: stain, texture, color.
Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber, soaked in gouache, thick paper of any color and size, pieces of foam plastic.
Image acquisition method: the child presses the foam onto a stamp pad with paint and makes an imprint on the paper. To get a different color, both the bowl and the foam are changed.
Imprint with crumpled paper
Means of expression: stain, texture, color.
Materials: a saucer or plastic box containing a stamp pad made of thin foam rubber, impregnated with gouache, thick paper of any color and size, crumpled paper.
Image acquisition method: the child presses the crumpled paper onto a stamp pad with paint and makes an imprint on the paper. To get a different color, both the saucer and the crumpled paper are changed.
Wax crayons + watercolor
Means of expression:
Materials: wax crayons, thick white paper, watercolors, brushes.
Image acquisition method: child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted.
Candle + watercolor
Means of expression: color, line, spot, texture.
Materials: candle, thick paper, watercolor, brushes.
Image acquisition method: child draws with a candle on paper. Then he paints the sheet with watercolors in one or more colors. The candle pattern remains white.
Information and logistics
ensuring the educational process
Successful teaching requires certain conditions:
availability of a study room, blackboard;
availability of necessary technical means: computer, media projector;
Availability teaching aids: illustrated material, reproductions of icons and paintings by artists;
videos, disks;
tools and materials:colored and simple pencils, brushes, scissors, glue, watercolor paints, pastels, gouache paints, wax crayons, watercolor paper, colored paper, cardboard.
Educational literature for teachers
Abramova M. A. Conversations and didactic games in fine arts lessons: 1st – 4th grade. / Skrebtsova M. A. – M.: Humanit. Ed. VLADOS Center, 2003.
Shalina L. S. Lessons for the little ones / L. S. Shalina //Young artist. – 1991. - No. 6. – p. 45.
Vinogradova G. Drawing lessons from life: A manual for teachers. -M.: Education, 1980.
Educational literature for students and parents
Alekseev S.V. Encyclopedia Orthodox icon. – St. Petersburg, 2005.
Dreznina M.G. "Every child is an artist." M., 2002
Barilo O.S. Orthodoxy for children. – Kostroma, 2002.
Kameneva E. What color is the rainbow. – M.: Children's literature, 1977.
Form for monitoring and assessing the achievements of students
A priority role in assessing the results of the “Fine Arts” program is played by such forms of control and evaluation as the presentation of creative works at exhibitions for holidays, as well as participation in various competitions.
