Метод навчально-ігрового проектування.
Сутність та особливості навчально-ігрового проектування:
– у процесі створення ігрового проекту по-новому, творчо, вирішуються педагогічні задачі;
– у підготовці та розробці проекту студент виступає активним суб’єктом навчальної діяльності, викладач посідає місце керівника, консультанта; на підготовчому етапі викладач створює оптимальні умови для успішної роботи над ігровим проектом;
– у процесі роботи над проектом студенти набувають певних знань, умінь, навичок, комунікативних та дослідницьких здібностей, певного рівня готовності до інноваційної діяльності;
– в ігровому проектуванні важливе місце займають контрольно-оцінювальні процеси й особливо рефлексія власної діяльності з боку студента.
Етапи навчально-ігрового проектування можна представити в такому вигляді:
1) аналіз проблемних ситуацій, вибір теми, визначення проблеми, постановка мети;
2) створення творчих груп (3-4 особи), визначення рольового статусу кожного учасника проекту;
3) вибір методів і засобів досягнення мети, складання програми дій;
4) пошук інформації студентами, її аналіз та обробка;
5) оформлення результатів ігрової проектної діяльності;
6) підготовка до презентації ігрового проекту;
7) презентація та захист ігрового проекту кожною групою;
8) аналіз і загальне обговорення результатів ігрового проектування, його оцінка.
Вважаємо, що виділені етапи навчально-ігрового проектування можна узагальнити, зберігаючи загальну логіку, яка відображає сутність проектної діяльності та ігрових технологій, і представити в такому вигляді: підготовчий; розробки ігрового проекту (дослідницький); представлення проекту та післяпроектний (рефлексія та оцінка проекту).
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У проектній роботі студенти залучаються до створеної педагогом пошукової навчально-пізнавальної діяльності. Використання проектних технологій робить можливим формування та розвиток пошуково-дослідницьких, комунікативних, технологічних, інформаційних компетенцій, формує креативність, стимулює інтелектуальну активність, розвиває комунікативні вміння, допомагає формувати міжпредметні зв’язки, вчить використовувати інформаційно-телекомунікаційні технології у вивченні іноземної мови, допомагає оволодіти навичками роботи в групі, формує соціальну мобільність.
Таким чином, у процесі застосування проектного підходу у навчальному процесі відбувається комплексна взаємодія всіх складових цього процесу: концептуальної, ілюстративної, тренажерної, контролюючої та ін.
Використання ігрових компонентів, наприклад, «квестів» може сприяти розумінню і засвоєнню навчального матеріалу. Під квестом розуміють комп’ютерну гру, під час якої гравець має досягти певної мети, використовуючи власні знання і досвід, а також спілкуючись з учасниками квесту. Така технологія навчання має переваги над традиційними технологіями, адже вона:
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– розвиває креативну компетенцію як показник комунікативного володіння
іноземною мовою на певному рівні;
– дозволяє тренувати різні види мовленнєвої діяльності і поєднувати їх у
різних комбінаціях;
– допомагає усвідомити мовленнєві особливості та навички;
– допомагає сформувати лінгвістичні здібності;
– створює комунікативні ситуації;
– сприяє автоматизації мовленнєвих дій;
– сприяє реалізації індивідуального підходу;
– інтенсифікує самостійну роботу студента;
– дозволяє економити час;
Крім того, все це підвищує мотивацію студентів, оскільки в даному випадку вивчення мови стає не ціллю, а засобом створення кінцевого продукту діяльності. Навіть найслабші студенти можуть проявити себе тут в повній мірі, виконуючи посильні для них завдання, і, в результаті, кожен студент робить свій внесок у створення проекту.
Розглянемо метод проектів та кейс-метод, які відносяться до неімітаційних методів. Є.С. Полат відзначав, що метод проектів передбачає визначену сукупність навчально-пізнавальних засобів та дій студентів, які дозволяють вирішити ту чи іншу проблему в результаті самостійних пізнавальних дій та припускають презентацію цих результатів у вигляді конкретного продукту діяльності [17, c. 127].
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Кейс-метод (case-study) – техніка навчання, яка використовує опис реальних ситуації (професійних, економічних, соціальних). Кейс-метод передбачає перехід від методу накопичення знань до діяльнісного, практико-орієнтованого щодо реальної діяльності підходу. Це один з найбільш випробуваних у практиці метод навчання навичкам прийняття рішень та вирішення проблем. Мета цього методу – навчити слухачів аналізувати інформацію, виявляти ключові проблеми, вибирати альтернативні шляхивирішення, оцінювати їх, знаходити оптимальний варіант і формулювати програми дій [13, с.91]. Студентам пропонується конкретна реальна ситуація (case), викладена письмово, яку вони мають проаналізувати, розібратися всуті проблеми, запропонувати варіанти вирішення проблеми, вибрати найкращий варіант. Тому кейс-метод можна вважати складним багатоаспектним методом навчання, який включає як дослідну, так і аналітичну діяльність.
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Однією з основних завдань викладача, який використовує кейс-метод, є залучення студентів до аналізу, обговорення та вирішення проблем. Для цього дуже важливо виконання двох умов: матеріал кейса повиненпредставляти для студентів професійний інтерес і передбачати можливість особистого вкладу студента в свою освіту і в освіту своєї „команди”. Цікавий матеріал і можливість застосування професійних знань стимулює участь в дискусії. Бажання вирішити проблему спонукає студентів не просто прочитати кейс, але ретельно його вивчити, опанувати фактами і деталями. В ході такого вивчення відбувається оволодіння новою лексикою, ідіомами, новими синтаксичними структурами, які багаторазово зустрічаються в тексті. Крім того, необхідність виступу перед членами групи з обґрунтуванням своєї думки на нерідній мові, змушує студентів ретельно готувати і логічно вибудовувати свої висловлювання. Професійне знання і впевненість у здатності позитивно вирішити проблему, що стоїть перед групою, є додатковим стимулом для оволодіння комунікативними вміннями на іноземній мові.
Апробування своїх комунікативних здібностей в ході дискусії дає можливість кожному учаснику виявити свої слабкі сторони і стимулює бажання працювати в напрямку вдосконалення знань з іноземної мови.
Завдяки ігровій діяльності краще розвиваються індивідуальні здібності студентів, оскільки вони не відчувають психологічного тиску відповідальності, який властивий звичайній навчальній діяльності. У процесі гри відбувається навчання дії за допомогою самої дії. Засвоєння знань здійснюється в контексті певної діяльності, що створює ситуацію необхідності знання. Гра дає змогу позбутися шаблонів і стереотипів, здатна змінити ставлення студентів до будь-якого явища, факту, проблеми. Вона стимулює інтелектуальну діяльність студентів, вчить прогнозувати, досліджувати та перевіряти правильність прийнятих рішень і гіпотез, виховує культуру спілкування, формує вміння працювати в колективі та з колективом. Все це визначає функції навчальної гри як засобу психологічного, соціально-психологічного та педагогічного впливу на особистість. Педагогічне і психологічно продумане використання гри стимулює розумову діяльність. А це підвищує інтелектуальну активність, пізнавальну самостійність та ініціативність студентів.
Соціально-психологічний вплив гри виявляється в подоланні студентом страху говоріння, у формуванні культури спілкування, особливо культури ведення діалогу. Гра формує здатність приймати самостійні рішення, оцінювати свої дії та дії інших, сприяє активізації знань.
Інтерактивні ігрові методи навчання іноземній мові спрямованіна розвиток культури спілкування і формування особистості, яка володіє креативним та аксиологічним потенціалом, технологіями творчого саморозвитку, самовдосконалення, самоактуалізації. Застосування сучасних інтерактивних методів навчання дає можливість вилучити із навчально-виховного процесу малоефективні способи передачі знань, сприяє формуванню іноземної комунікативної компетенції у говорінні у студентів ВНЗ, а також забезпечує впровадження системно-діяльнісного підходу та реалізацію особистісно-орієнтованого навчання[26].
Ігровий підхід не є визначальним способом засвоєння навчального матеріалу, але він значно збагачує педагогічну практику і розширює можливості студентів.
Дослідження, проведене нами дозволило дійти висновку, що одним із найбільш перспективних шляхів удосконалення підготовки майбутніх фахівців, озброєння їх необхідними знаннями, практичними вміннями є впровадження активних форм та методів навчання. Традиційні методи навчання, розраховані на відносно стабільну навчальну інформацію, на сучасному етапі є малоефективними. Обсяг інформації з предмета «Іноземна мова» настільки швидко змінюється як за кількістю, так і за насиченістю, що узагальнити його і повністю засвоїти таким чином неможливо. Великого значення в цих умовах набуває самопідготовка, глибоке осмислення теоретичних і практичних основ майбутньої професії. Цьому повною мірою відповідають ігрові методи. Такі методи навчання забезпечують усвідомлену зацікавлену розумову діяльність студентів, активне сприйняття теоретичного матеріалу в навчальному процесі, розвиток навичок самостійного вироблення рішень з проблемних питань.
Аналіз досліджуваного матеріалу показав, що основні положення теорії ігрової діяльності були сформульовані і розроблені класиками педагогіки К. Д. Ушинським, Д. І. Писаревим, А. С. Макаренком, видатними психологами і педагогами Л. С. Виготським, Л. С. Рубінштейном, О. М. Леонтьєвим та іншими. У сучасній педагогіці відомі вчителі-новатори Є. М. Ільїн, С. М. Лисенкова та В. Ф. Шаталов, які, організовуючи навчальну й виховну діяльність учнів, широко використовують ігрові ситуації. Впровадження МАН розглянуто П. М. Щербанем, В. А. Рибальським, О. О. Вербицьким та ін.
Для отримання даних про стан проблеми підвищення рівня професійної підготовки студентів при навчанні спеціальним дисциплінам був проведений констатуючий експеримент, яким було охоплено 30 студентів 1 курсу спеціальностей «Початкова освіта» , «Дошкільна освіта»: рівень сформованості навичок говоріння, читання , аудіювання та письма.
Матеріали для перевірки навичок читання, говоріння:
Read & translate the text. Retell it/answer the questions.
A Real Balzarini
Miles Wakefield hurried up to the house of Arnold Blair. Blair’s advertisement was published in all the daily newspapers & he was sure that others had seen it too. Blair had a Balzarini for sale & he was selling it cheaply. The price was only 75 dollars. Miles couldn’t miss such a wonderful chance. He knew that he could sell it later with profit. Balzarini, of course, was no great master, but his sunny landscapes were nice.
He had rung at least three times before the door was opened by a boy of about sixteen. There was something strange about this boy. He looked upset. Miles felt that the boy wanted to tell him something. Before the boy could make up his mind, a deep voice was heard from somewhere in the house, “Who is it, Davey?” Miles followed the boy into a small living room. A tall, white-haired man rose from his chair as Miles & Davey entered. Miles saw at once that the man was blind.
“I hear you have a Balzarini.”
“All right. Davey, you are free for some time.”
It was clear that the old man didn’t want the boy to hear them discuss the agreement. “It’s my last hope,” said the old man. “I’ve refused to sell the picture many times, until now. It’s too dear to me. But I need money. Come, it’s in the next room.”
Miles followed the old man into the next room. A second later Davey joined them. “There!” said the old man. “My Balzarini!” He showed to the opposite wall. Hanging there was a plain black frame. Behind the glass there was nothing. Miles caught the boy’s look. It was full of sadness. “A beautiful canvas isn’t it?” Miles swallowed hard. “Why… I don’t think I can afford to buy it. It’s too expensive. I supposed to spend about fifty…” The empty frame was taken down, wrapped in a piece of paper and handed to Miles.
When Miles had gone with the empty frame under his arm the boy & the grandfather returned to the room where the frame had hung. The boy went to a box in the corner, took out another empty frame, & hung it where the first had been. Then the old man & the boy sat down & began to wait. They were completely ready for the next dealer.
Answer the questions:
1. Miles Wakefield & Arnold Blair were old friends, weren’t they?
2. Did Arnold Blair invite Miles Wakefield to see him?
3. What was strange about the boy who opened the door?
4. Why did the old man want to sell his picture?
5. What impressions did the picture of Balzarini make on Miles?
6. Did Miles Wakefield guess that he had been cheated?
Read & translate the text. Retell it/answer the questions.
TheGreatDiamondHoax
One night in 1871, two strangers arrived at the San Francisco office of a rich businessman George Roberts. The strangers informed the secretary that their names were Philip Arnold & John Slack. They said that they had come to discuss important business with her boss. They entered a spacious office carrying a small leather bag.
Arnold told Roberts that it contained diamonds. The newcomers showed him a box with precious stones. They said that they were looking for businessmen to invest in their mine which they had registered & begun to explore but they were lack of money. The cunning businessman showed little interest in what Arnold & Slack were telling him. He called an experienced expert in. The expert examined the diamonds & confirmed that they were genuine. So Roberts told the men that he was happy to invest there & then.
News of the new mine spread quickly all over the city. Many businessmen wanted to invest as well when they learned that Roberts himself trusted Arnold & Slack. And in the following weeks lots of them gave thousands of dollars to Arnold and Slack.
When some of the investors wanted to visit secret location, Arnold & Slack said that they would take them there the next day & the investors could dig for diamonds themselves. And when they did, they really found some. But it was all a hoax. In fact, Arnold & Slack had bought the diamonds in London for $ 35,000, returned to the USA & buried them in the earth. The diamonds were real but the mine was fake. Arnold & Slack disappeared with & 660,000 of investors’ money.
Answer the questions:
1. Why did Philip Arnold & John Slack arrive at San Francisco?
2. Whom did they want to see in the city?
3. Did Roberts agree to invest into the mine?
4. Why did other businessmen believe Arnold & Slack?
5. What proof did Arnold & Slack present?
6. What was their profit?
Завдання для перевірки навичок письма:
Write essay. Choose one of the themes: “I Want To Be A Teacher”, “ The Role Of English In My Life”, “My Good And Bad Habbits”.
У ході експерименту було відзначено, що значна частина студентів знання лексичного та граматичного матеріалу засвоюють здебільшого формально: правильно відтворюючи вивчений матеріал, не можуть застосовувати їх у нових комунікативних ситуаціях. З завданням перевірки навичок письма , засвоєних раніше тем впорались 100 % студентів, з якісним показником 51,6%. Завдання з перевірки навичок читання також впорались вдало , якісний показник - 78 %. Завдання з перевірки навичок говоріння, яке потребувало конструювання власних думок, вміння вибрати з текста головне,
Побудувати своє зв’язне висловлювання у логічній послідовності та довести свою думку викликало найбільші труднощі. З Завданням впорались 100 % студентів, проте якісний показник- 38,7%.
Отримані результати переконливо доводять необхідність впровадження нових активних методів навчання, які б сприяли підвищенню мовленнєвої активності студентів, мотивації монологічного і діалогічного мовлення продуктивного характеру, спонукання висловлювання та обґрунтування своїх думок, розширення уявлень студентів про культуру, традиції та звичаї різних країн для формування міжкультурної компетенції майбутнього фахівця, навичок говоріння у процесі іноземної мови.
Отже, алгоритм проведення ділової гри складається з трьох етапів. Перший - підготовчий. Всі учасники гри знайомляться зі структурою і змістом, цілями і завданнями гри, системою стимулювання, отримують інструктивну та методичну літературу, розподіляють ролі.Другий етап - це самостійна робота студентів в ігрових групах. Етап складається з чотирьох ігрових циклів. Перший ігровий цикл представляє ситуацію “Отримання інформації ”. Другий ігровий цикл передбачає аналіз даної інформації. Третій ігровий цикл - це міжгрупова дискусія, яка починається з повідомлення, обговорення та висловлювання своїх думок, вражень, формулювання висновків.
Як показали наші дослідження, під час дискусії студенти набувають досвіду соціального й емоційно-морального спілкування, активної співпраці, вміння зрозуміти інші погляди, розвивають критичність, здатність оцінювати себе та інших.
В четвертому ігровому циклі підводяться підсумки роботи кожної ігрової групи.
Третій етап – заключний. Керівник гри аналізує роботу команд на всіх етапах, звертає увагу на вдалі рішення, допущені помилки. Визначаються переможці. Проводиться анкетування учасників для подальшого вдосконалення методики ігрових занять, їх проведення та для того, щоб створити певне уявлення про їх ефективність. Аналіз анкет показує, що ігри вчать застосовувати отримані теоретичні лексичні знання на практиці, розвивають творчі здібності, виховують почуття колективізму, посилюють інтерес до майбутньої праці та впевненість у правильному виборі спеціальності. Анкетування дає дуже багатий матеріал для подальшого вдосконалення методики ігрових занять і розуміння психології студентів.
Проаналізовані психолого-педагогічні аспекти взаємодії учасників ігрових занять.
Результати нашого дослідження підтверджують, що одним із засобів навчання студентів адекватного ставлення до формування взаємовідносин, розвитку вміння розв’язувати непорозуміння та конфліктні ситуації виступають ігрові форми навчання. Різноманітні ігрові дії, за допомогою яких розв’язується те чи інше розумове завдання, підтримують і посилюють інтерес до обраної професії.
Наведемо приклади уроків з використанням активних ігрових методів для формування міжкультурної компетенції та навичок говоріння, читання, аудіювання та письма в ході проведення формуючого експеримента на 30 студентах 1 курсу спеціальностей «Початкова освіта» , «Дошкільна освіта» протягом серії уроків з однієї з тем «Мистецтво в нашому житті».
THEME:THE WORLD OF PAINTING
LESSON 1
FAMOUSPAINTERS
Цілі: вдосконалювати навички вживання PastPerfectandPastPerfectContinuous і навички вимови, аудіювання, читання й письма; розвивати культуру спілкування й мовленнєву реакцію ; розширити уявлення студентів з даної теми, виховувати зацікавленість у розширенні своїх знань.
Procedure
1. Warm-up
1) What famous painters do you know? What are they famous for?
2) What styles do they represent?
3) What techniques do you like most: oil painting, water coloring, graphite, sketching?
2. Speaking
► Work in groups.
Each group take any picture from p. 115 (homework) and describe it using the following questions.
1) What style does this picture represent?
2) How do the colors make you feel?
3) How is the perspective of the painting?
4) Does the painting make you feel happy or sad?
5) Is it a somber or an energetic painting?
6) How about the colour sequence? Is it cool or warm?
7) Isn’t this a dynamic painting?
8) Isn’t this a somber painting?
9) What time of day is this painting?
10) What does the artist want to say?
3. Writing
► Grammar practice.
Do ex. 1, 2, 3, p. 116.
4. Reading and speaking
►Role- play. One of you will be a guide. You will tell us about the life of some artist. Others will ask you questions about it. Take the texts. Prepare your report .
You will show the artist s portaits, and the most famous their paintings.
Work in 2 groups.
Ask and answer the questions to learn some information about a famous artist.
| Text for guides report- student A |
| Van Gogh was born in Holland in 1853. He worked at many jobs, such as at an art gallery, a school, a bookstore, as a preacher, and at last, he became an artist. He didn’t have a very happy life. He painted sad paintings with poor people in them. His paintings were always very dark until he saw some colorful Japanese paintings. Then Van Gogh started painting happier paintings. Most of his work was in the Postimpressionist style. |
| One day, he moved to live with his brother because he was unhappy where he lived, and he wanted to find someone to paint with. When he finally found someone, he wished he hadn’t. Van Gogh and the other artist did not get along. After this, Van Gogh became so sad that he cut part of his ear off! |
| After these things happened, he painted one more gloomy painting. It was called Wheatfield with Crows. After he finished it, he shot himself. His famous works are The starry Night, Wheatfield with Crows, sunflowers and, of course, self portrait. |
Questions for exbition visitors:
1) When was Claude Monet born?
2) Where was he born?
3) Where did he study art?
4) Was he married?
5) What style did he represent?
6) What were his paintings like?
7) What are his famous works?
| Text for guides report- student B |
| Claude Monet was born in 1840 on November 14 in Paris. He grew up in Le Haver, near the sea. Even when he was young he was a very good artist. His pictures were so good that an art supply store let him hang his pictures in their window. Monet’s parents did not want him to become an artist because they thought he would not make a good living. That did not stop him though. When he was 20, he studied art at an inexpensive art school in Paris. |
| Monet often went on trips around France to paint. Sometimes, his friend Camille came along. Camille later became Monet’s wife. They had two sons, Jean and Michel. In 1878, Camille got sick and died. A few years later, Monet got married again to a woman named Alice. Later, Monet and his family moved to Giverny, a small town near Paris. This is where he painted his Impressionist wheatstack and cathedral paintings that became very famous. Their house also had a wonderful garden with a lily pond that had a Japanese bridge across it. These were his favorite things to paint. |
| Monet died in 1926 in Giverny. Many people came to his funeral. Unlike many artists, he was famous even before he died. Now his house in Giverny is a museum that is visited by many people. His famous works are Morning Haze, Poppies Blooming, Lily Pond |
Questions for exbition visitors:
1) When was Van Gogh born?
2) Where was he born?
3) Where did he study art?
4) Was he married?
5) What style did he represent?
6) What were his paintings like?
7) What are his famous works?
5. Writing
► Grammar practice Do ex. 4, 5, p. 117.
6. Summary
If you could buy a great work of art, what would it be? (style, title, artist’s name.)
7. Homework
Ex. 6, p. 117.
LESSON 2
MUSEUMS
Цілі: формуватинавичкивживанняновихлексичниходиниць; вдосконалюватинавичкичитання, аудіюванняйусногомонологічногомовлення; розвиватипізнавальніінтереси студентів ; виховуватиправильнеставленнядомистецтва, атакожзагальнукультуру студентів,формувати міжкультурну компетенцію студентів.
Procedure
1. Warm-up
1) What artist was famous for his paintings of lily ponds? (Claude Monet)
2) Who was both a scientist and a painter? (Leonardo Da Vinci)
3) What artist cut off part of his ear? (Van Gogh)
4) Monet painted in what style? (Impressionism)
5) What is a painting of a bowl of fruit usually called? (still life)
6) Who was a surrealist painter? (Salvador Dali)
7) Who painted Guernica? (Pablo Picasso)
2. Speaking
Do ex. 1, p. 118.
3. Reading and speaking
Read the following list of the most famous world museums and say which one would you like to visit and why.
METROPOLITAN MUSEUM OF ART, New York City — the Met’s goal is to collect, preserve, study, exhibit, and stimulate appreciation for and advance knowledge of works of art that collectively represent the broadest spectrum of human achievement at the highest level of quality, all in the service of the public.
BRITISH MUSEUM, London — housed in one of Britain’s architectural landmarks, the collection is one of the finest in existence, spanning two million years of human history. You will find art and antiquities from ancient and living cultures. Admission is free.
THE TATE MUSEUM, London — is Britain’s national museum of international modern art and consist of the Tate Britain, Tate Liverpool, Tate St Ives, and Tate Online, part of the group now known simply as Tate.
THE VATICAN MUSEUMS, Rome — is comprised of the papal apartments of the medieval Apostolic Palace decorated with frescoes during the Renaissance, the Sistine Chapel the exhibition rooms of the Vatican Apostolic Library and the actual museums.
MUSEU NACIONAL DEL PRADO, Madrid — modest but intelligently chosen collection of superb art work is shown.
THE HERMITAGE, St. Petersburg — Excellent quality images of the best 2000 holdings in the museum that contains more than three millions of the world’s masterpieces.
THE SMITHSONIAN, Washington, DC — the world’s largest museum complex and research organization composed of 16 museums and the National Zoo in the Washington, D.C., metropolitan area.
MoMA (MUSEUM OF MODERN ART), New York City — Moma’s purpose is to bring together the established and the experimental, the past and the present all people. It’s collection includes works of architecture and design, drawings, painting and sculpture, photography, prints and illustrated books, film, and media.
THE UFIZZI, Florence, Italy — excellent quality pictures are shown for top Italian artists’ works like Botticelli, Veronse, an Giorgione. It is one of the oldest and most famous art museums of the Western world.
CENTRE GEORGES POMPIDOU, Paris. It houses the Musee National d’Art Moderne which is the largest museum for modern art in Europe.
THE LOUVRE, Paris — from the Mona Lisa to The Raft of Medusa, from Venus de Milo to the Victory of Samothrace, the site is definitely worth your visit.
THE GUGGENHEIM, Bilbao, Spain is a museum of modern and contemporary art which houses some of the 20th century’s greatest works of art. Guggenheim in Bilbao has become as artistically renowned as the paintings that hang from its walls.
4. Speaking skills.
Do ex. 2, p. 118.
5. Listening
Do ex. 3, 4, p. 118.
6. Reading
►Role – play. Work in pairs.
Read a piece of information about the Prado. Make your own !!!!about the Prado or other museums. Make advertising announcement proving why the Prado or other museum is worth visiting.
The Museo del Prado is a museum and art gallery located in Madrid, the capital of Spain. It features one of the world’s finest collections of European art, from the 12th century to the early 19th century, based on the former Spanish Royal Collection. Founded as a museum of paintings and sculpture, it also contains important collections of other types of works. A new, recently opened wing enlarged the display area by about 400 paintings, and it is currently used mainly for temporary expositions. El Prado is one of the most visited sites in the world, and it is considered to be among the greatest museums of art. The principal attraction takes root in the wide presence of Velzquez, Francisco de Goya (the artist more extensively represented in the collection), Titian, Rubens and Bosch, of that it possesses the best collections that exist on a global scale.
The collection currently comprises around 7,600 paintings, 1,000 sculptures, 4,800 prints and 8,200 drawings, in addition to a large number of works of art and historic documents. By 2012 the Museum will be displaying about 1300 works in the main buildings, while around 3,100 works are on temporary loan to various museums and official institutions. The remainder are in storage.
The best known work on display at the museum is Las Meninas by Velazquez. Velazquez not only provided the Prado with his own works, but his keen eye and sensibility was also responsible for bringing much of the museum’s fine collection of Italian masters to Spain.
Pablo Picasso’s renowned work Guernica was exhibited in the Prado upon its return to Spain after the restoration of democracy, but was moved to the Museo Reina Sofia, which is mainly dedicated to Spanish art, in 1992 as part of a transfer of all works later than the early 19th century to other buildings for space reasons.
7. Summary
1) Are all museums important?
2) Do you think museums in other countries are more or less interesting than those in your own country?
3) Which country has the best museums in the world?
8. Homework
Ex. 5, p. 119.
LESSON 3
VISITING MUSEUMS
Цілі: вдосконалюватинавичкиусногомовленняйчитання; розвиватикультуруспілкуванняймовленнєвуреакціюстудентів; виховуватиестетичнийсмакізагальнукультурустудентів, поглиблювати уявлення про музеї різних країн, формувати міжкультурну компетенцію студентів.
Procedure
1. Warm-up
Do ex. 1, p. 121.
2. Listening
Listen to the text about museums and answer the questions.
1) Where are usually famous museums concentrated?
2) What types of art galleries are there?
3) What else except paintings can we see in art museums?
4) Why are museums so important?
5) What is the best way to learn the history of any country?
There are literally thousands of art galleries all over the world. Almost every city has an art gallery but there are some art galleries that are known all around the world. People will travel across the world just to see some of these famous art galleries and the master pieces that they house inside.
Probably the most famous art gallery in the world is ‘The Louvre’ in Paris. The most famous piece of art in the Louvre is the Mona Lisa, by Leonardo Da Vinci. This famous painting is kept under high security as it tops the list of art thieves the world over. The Louvre also houses many other famous paintings by Da Vinci and hundreds of other famous artists.
The Metropolitan Museum of Art in New York City, is a renowned location for beautiful art masterpieces. This museum has an impressive assortment of American paintings. In addition to these, it also has paintings and statues by famous artists such as Botticelli, Raphael, and El Greco. This makes it a global museum.
London has an amazing gallery known as The National Gallery. This gallery boasts of some of the finest examples of European art, including paintings by Raphael, Manet, Leonardo Da Vinci, Renoir, and Monet. This gallery has a very large number of paintings and some of the most famous ones are: Sunflowers, by Vincent van Gogh, The Virgin of the Rocks, by Leonardo Da Vinci, and Venus and Mars, by Sandro Botticelli.
Not all galleries across the world are homes to the old masters. Many of them offer representations from the twentieth century. Among the most famous contemporary art galleries and museums is the George Pompidou Center in Paris. The architecture is unique as well, since the piping and ducts are on the outside, rather than being hidden behind walls.
Contemporary art galleries and museums typically feature not only paintings, drawings, and prints, but exhibits of furniture, sound, light, and even music. Visiting these galleries can be a fascinating visit through the past few decades and shows how much style and taste has changed.
Most of the major European cities are home to at least a national and a contemporary gallery. Usually there are also private galleries. Any time you visit a major metropolitan area, be sure to include the galleries in your itinerary. It’s a wonderful way to learn about a country and its cultures. History and its changes are reflected in the art on display.
If you plan on buying some art pieces, you won’t be able to do so at the national galleries. You can however visit private galleries in your pursuit of owning some major works. These probably won’t include Renoir’s or Van Gogh’s, but you will find many wonderful pieces that you’ll be able to call your own. Art auctions are often held at Christie’s and other art houses. This is another way of obtaining some incredible works of art.
Art as an expression of our culture, thought process and creativity has no parallel. Viewing these masterpieces in an art gallery transposes the viewer into the mind and time of the creator who has shaped our culture.
3. Рольова гра. Робота в парах. Презентація своїх рекламних буклетів про музеїв світу. Рекламування музеїв.
Підсумки гри. Анкетування студентів.
1. What leaflet do you like best of all? Why?
2. What museum do you prefer to visit? Why?
3. What pictures would you like to see? Why?
4. Is it interesting to make your own leaflet? Why?
5. What role do you prefer: being guide or visiter?
► Practiсe the new vocabulary.
Find the new words in the descriptions of museums and translate the sentences with them. Fill in the gaps with the new words (Word File p. 121)
1) The Van Gogh Museum will ___ 135 of his paintings. (Display)
2) The curriculum ___ courses in art history. (Include)
3) This ___ dates from the 17th century. (Exhibit)
4) The museum has over 5,000 ___ of historical interest. (Item)
5) The museum ___ a number of original artworks. (Contain)
6) The guidebook ___ a great choice of interesting places which are worth visiting. (Include)
7) The Van Gogh ___ the world auction price record of $ 82.5m. (Hold)
8) Our new art gallery displayed some unusual ___ last week. (Exhibit)
6. Summary
Would you become really intelligent if you spent a year wandering through museums?
7. Homework
Write a short paragraph about museums in your city.
LESSON 4
BRITISH PAINTING
Цілі: вдосконалюватилексичнінавичкийнавичкичитання, аудіюванняйговоріння; розвиватилогічнемислення; виховуватиінтересіповагудосвітовихцінностеймистецтва, формувати міжкультурну компетенцію шляхом поглиблення знань про культурні цінності народів світу.
Procedure
1. Warm-up
1) Have you ever gone to an exhibition?
2) Do you know any art galleries? Are there any in the place where you live?
3) Are you interested in art?
4) In your opinion, is art an important part of culture?
2. Grammar practice
Do ex. 1, 2, p. 123.
3. Reading
Do ex. 3, p. 123.
Key: 1 outstanding; 2 created; 3 painted; 4 observation; 5 portraitist; 6 representatives; 7 well-known; 8 masters; 9 impressionists; 10 countryside; 11 contain; 12 landscape; 13 sitter; 14 painting.
4. Role- play. Work in groups. Task isdiscriminating. Today three of you will be artists: Sir Joshua Reynolds, Sir Thomas Lawrence, Thomas Gainsborough, John Constable. You will tell us about your life and show your best pictures. Some students will be their pupils and fans. Others will be critics. Critics will make their conclusion about artists report and their works.
FACT CARDS
| Sir Joshua Reynolds |
| • was born in Devonshire in 1723. |
| • a portrait painter |
| • the most prominent figure in the English school of painting |
| • one of the founders and first President of the Royal Academy |
| • promoted the «Grand Style» in painting which depended on idealization of the imperfect |
| • died in 1792 and buried, St. Paul’s Cathedral, London, England |
| Sir Thomas Lawrence |
| • was born in Bristol in 1769 |
| • English painter |
| • in 1794 he was a Royal Academician, and he became the fashionable portrait painter of the age |
| • had all the qualities of personal manner and among English portrait painters he takes a high place |
| • president of the Academy from 1820 to his death |
| • died in 1830 in London |
| Thomas Gainsborough |
| • was born in Suffolk in 1727. |
| • one of the great masters of 18th-century portraiture and landscape painting. |
| • painted fancy pictures of scenes of the rural poor |
| • in 1768 Gainsborough became one of the founders of the Royal Academy |
| • after 1784 Gainsborough refused to exhibit at the Royal Academy, and instead, created his own showings at his London house in Pall Mall. |
| • produced about 200 landscapes and about 800 portraits of the English aristocracy. |
| • died in 1788 and buried, St. Anne Churchyard, Kew, London, England |
| John Constable • an English landscape painter • was born in Suffolk in 1776 • in 1799 was send to the Royal Academy in London to study art. • loved the countryside, and his best work was of outdoor scenes in his native Suffolk and his London home in Hampstead • found the success in France where his 1821 master work The Haywain was exhibited at the Paris Salon of 1824. • died in 1837 and buried, St. John-at-Hampstead Churchyard, London, England |
5. Listen report and answer the questions:
1) What English painters is this article about?
2) What trend were they representatives?
3) When did they live?
4) Who travelled a lot?
5) Who never left his native country?
6) What was the difference in their techniques?
The landscape painters Turner and Constable were influential exponents of romanticism, an artistic movement of the late 1700s to mid-1800s that emphasized an emotional response to nature. Turner, who traveled extensively, often infused his dramatic seascapes and landscapes with literary or historical allusions. Constable, who never left England, preferred more straight forward depictions of placid rural scenery.
Working in the studio from sketches and his imagination, Turner blended his oil paints in fluid layers of translucent color, called glazes. Constable, sometimes painting directly outdoors, applied flickering touches of thick, opaque oils. Despite their differences in temperament and technique, Turner and Constable evoke the same worship of nature that imbues the literature of their contemporaries, the romantic poets Wordsworth, Coleridge, Byron, Shelley, and Keats.
6. Summary
1) Do you think anyone can be an artist or do you need a special talent?
2) How would the world be different without artists?
7. Homework
Do ex. 5, p. 125.
LESSON 5
MODERN ART
Цілі: вдосконалюватинавичкиусногомовленняйчитання; розвиватикультуруспілкуванняймовленнєвуреакціюучнів; виховуватиестетичнийсмакізагальнукультурустудентів, розширити уявлення студентів про сучасне мистецтво, його види, представників сучасного мистецтва,сформувати їх власне ставлення до цього.
Procedure
1. Warm-up
Put up the modern art prints all around the classroom. Then ask your students to write down their thoughts about the art they have just seen. Once they have done this, go around the class and ask each student to make a brief statement about their impressions of the art prints. You can hear: I could paint that! A child could do that. What is it? What does it mean? It’s so simple. That’s not art!
2. Speaking
Some ideas for discussion:
1) The price of these works and why they are so expensive.
2) Is it art? Why or why not? What is art? What’s the point?
3) Is it worthwhile?
4) How do these paintings compare to art in the students’ own cultures?
5) Which ones do students like? Dislike? Which are the strangest?
3. Writing and speaking
► Practiсe the vocabulary.
Each group collectively generates a list of 10 words to describe the paintings in general, consulting a dictionary when needed. Challenge learners to find the most descriptive words they can. Each group then chooses what they consider to be their two most original words and explains them to the class. The word lists are posted around the room for the duration of the unit for easy reference.
4. Speaking
► Work in pairs.
Tell about the artists and their paintings. (Checking the homework)
5. Listening
Listen to a piece of information about Andy Warhol and answer the questions.
1) What is Andy Warhol famous for?
2) When and where was he born?
3) When did he start drawing?
4) What did he study in the institute?
5) What was the reason to move to New York?
6) Why was he unhappy there?
7) What trend made him famous? Why?
8) What can be depicted on pieces of Pop Art?
Andy Warhol was born in Pittsburgh, Pennsylvania in 1928. Andy was born with a natural talent for art. His mother encouraged him with his drawings. His teachers thought he had such a good talent for art that he should go to weekend art class. When his family saved enough money to send Andy to art college, he went to Carnagie Institute of Technology, where he studied design and illustration. That’s where he developed his unusual art style.
When he graduated from school he went to New York City for a job. He got jobs doing magazine illustrations, decorating department store windows, greeting cards, record albums, book covers, and suns, clouds, and raindrops for television weather reports. He still was not satisfied because he was not famous.
His friend suggested he draw every day items. This was called Popular, or Pop Art. Now, that made him famous! Being famous was his dream. People liked his pictures because they were bright, attractive, and familiar. Warhol liked getting peoples ideas for new drawings.
He also tried making films. One of his films was a man sleeping for six hours. Warhol died in 1987. By that time, he was a famous artist. His artworks made people think of the important, everyday things in their lives. His famous works are Campbell’s soup Can, 100 soup Cans, money
6.Role- play. Work in groups. Make your own modern art schools. Create your own style of art. Prove that it is new contemporary art. Use the questions.
1) Have your attitudes towards modern / contemporary art changed in any way?
2) For example, do you like it more / less?
3) Do you understand it better?
4) Do you think it is worthwhile or not?
5) Does it make you think?
SOME IDEAS-IN-BRIEF ABOUT CONTEMPORARY ART
• It is a form of communication.
• It says something. It’s not just pretty.
• It takes into account our senses.
• It reflects society.
• It gives meaning or new understanding to the world.
• It begins inward and moves outward.
• It is the spirit of the time.
• It’s about making statements.
• We know it is art by the discussion it generates.
• If it transmits a point or message, it is art.
• We need to understand the context within which the art has emerged to understand it.
• It makes you think.
• It is open to interpretation.
• Understanding modern art is like learning a new language.
• Contemporary art is the art of our times.
7. Homework
Research an artist or a work of contemporary art (from our country) and write a short report using the following layout:
• Title:
• Name of artist:
• Description of the work:
• Your response to the work:
LESSON 6
MODERN OR CONTEMPORARY?
Цілі: вдосконалюватинавичкиусногомовленняйчитання; розвиватикультуруспілкуванняймовленнєвуреакціюучнів; виховуватиестетичнийсмакізагальнукультуруучнів.
Procedure
1. Warm-up
Listen to the following information and think out which art is modern and which is contemporary.
Modern art includes artistic works produced during the period extending roughly from the 1860s to the 1970s, and denotes the style and philosophy of the art produced during that era. The term is usually associated with art in which the traditions of the past have been thrown aside in a spirit of experimentation. Modern artists experimented with new ways of seeing and with fresh ideas about the nature of materials and functions of art. A tendency toward abstraction is characteristic of much modern art.
Contemporary art can be defined variously as art produced at this present point in time or art produced since World War II. The definition of the word contemporary would support the first view, but museums of contemporary art commonly define their collections as consisting of art produced since World War II.
Neo-expressionism, Funk art, Street art, Futurism, Impressionism, Virtual art, Symbolism, Cyberarts, Fauvism, Cubism, Pop art, New European Painting, Surrealism, Postmodern art, Graffiti Art, avant-garde.
Key:
| Modern art | Contemporary art |
| Impressionism | Funk art |
| Futurism | Graffiti Art |
| Cubism | Neo-expressionism |
| Symbolism | Cyberarts |
| Fauvism | New European Painting |
| Surrealism | Street art |
| Pop art | Virtual art |
| avant-garde | Postmodern art |
2. Speaking
Presentation of the reports. (Checking the homework)
3. Reading and speaking
► Role – play “Art Expert”. Work in pairs.
Read a piece of information from a website and fill in the chart. Then tell your partner shortly about your painter.
Name: _______________________________________
Born: ________________________________________
Birthplace: ____________________________________
Education: ____________________________________
Work experience: ______________________________
What painted: _________________________________
Where to find his works: _________________________
| British Art and Artists at Red Rag Gallery |
| Artist: Michael KIDD |
| Michael Kidd was born in London in 1937. He studied at Wimbledon School of Art where he gained a scholarship to the Royal College of Arts. Fellow art students included the film director Ridley Scott and artist David Hockney. After leaving the Royal College of Art Kidd worked as an art director in some of London’s leading advertising agencies before moving the USA. |
| In 1966 Michael Kidd moved to New York to work as a creative director. Follow ing his return to the UK he began directing T.V. and Cinema commercials in Europe, America and the UK and undertaking work for British Airways, Coca Cola, Lloyds and Barclays Bank, Ford Motor Company and many more. |
| From 1981 Michael Kidd began painting between film shoots. Slowly painting became more important to him and more people started to buy his modern art. As a result Kidd eventually gave up directing to become a full-time artist. |
| All of Michael Kidd’s modern art work shows a strong imaginative streak, quirky at times, surreal at others. Kidd tends to produce paintings on themes — gardens, chateaux, coastal, cities, whatever subject holds his interest. |
| Michael Kidd says he tends to ‘think in terms of numbers’. He is fascinated by ‘patterns and mathematics, the poetry of the indecipherable’. Kidd’s modern art shows his characteristic pleasure with what he calls ‘playing with different perspectives — giving the illusion of the reality, and keeping it simple’. |
| Michael Kidd modern art is available at Red Rag Bath Art Gallery |
| Latest British Art and Artists at Red Rag Gallery |
| Artist: Martin LEMAN |
| Martin Leman has been best known for his exquisite paintings of cats. He is one of the most popular contemporary British artists, he also has an avid following abroad, especially in America and Japan. Leman’s illustrated books have sold well over half a million copies and his etching shown at the Royal Academy in 1998 was an instant sell out. |
| Martin Leman was born in London in 1934. He studied at Worthing School of Art and later at London’s Central School of Art. He initially worked as a designer, illustrator and typographer in advertising and publishing. |
| In the early 60’s Martin Leman became a full time professional artist making painting his main occupation. A turning point in Martin’s career was a painting of a small tabby cat situated in a decorative interior. It sold immediately and so begun his long association with cats. |
| Martin Leman is also well known for his often humorous paintings of the female form and American folk art styled paintings. More recently he has turned his undoubted talent to paintings of landscapes, topiary and stones. Leman has been described as ‘the most sophisticated of “naive” British artists, but unlike many so-called nave or primitive painters, he had a thorough artistic training. |
| Although born and still living in London, Martin Leman has a special affinity with Cornwall and in particular St Ives, which forms the background to some of his most notable cat paintings. Leman’s design for a signed limited edition campaign poster played a valuable part in fund raising for the Tate St Ives. |
| Martin Leman has exhibited internationally, and is a regular exhibitor at London’s Royal Academy Summer Exhibition. His paintings are held in many private art collections throughout the world. |
| In addition to Red Rag British Art Gallery Martin Leman art work has been exhibited at other leading British Art Galleries. Each painting at Red Rag is sourced from the Martin Leman artist studio and like all Red Rag British art and Contemporary art it can be shipped worldwide. |
4. Summary
Do you agree with the following quote “Art is not what you see, but what you make others see”? (Degas) What do think about it? Express your opinion.
5. Homework
Get ready a piece of information as for contemporary art (artists, paintings, museums)
LESSON 7
ART IN OUR LIFE
Цілі: вдосконалюватинавичкиусногомовленняйчитання; розвиватикультуруспілкуванняймовленнєвуреакціюстуденів; виховуватиестетичнийсмакізагальнукультурустудентів.
Procedure
1. Warm-up
1) What is art?
2) What do you know about pictorial movements? Name some of them.
3) What time were they developing?
4) What art form do you like best? Why?
5) What would life be like without art?
2. Listening
► Do the quiz.
1) Who painted ‘The Scream’ (the famous painting of a man screaming the sun set as red as blood behind him.)?
a) Oskar Kokoschka
b) Marc Chagall
c) Egon Schiele
d) Edvard Munch
2) Which famous twentieth century artist painted “100 Cans” (Pop Art)?
a) Andy Warhol
b) Roy Lichtenstein
c) Piet Mondrian
d) Jeff Koons
3) What is Pablo Picasso’s style of artwork called?
a) Realism
b) Cubism
c) Abstract
d) Romanticism
4) With which 20th century art movement were Salvador Dali, Rene Magritte, and Andre Breton associated?
a) Surrealism
b) Dadaism
c) Post-Impressionism
d) Outsider
5) How many paintings did Van Gogh sell in his lifetime?
a) One hundred
b) Fifty-four
c) Sixteen
d) One
6) This is the combination of pieces of cloth, magazines and other found objects to create artwork. What is it called?
a) Collage
b) Found Art
c) Outsider
d) Surrealist
7) Which type of paint dries the most quickly?
a) Acrylic
b) Watercolor
c) Gouache
d) Oil
8) How long did Leonardo da Vinci spend painting the Mona Lisa’s lips?
a) 8 months
b) 12 years
c) 10 weeks
d) 2 years
9) When and where was the first pencil invented?
a) France in the 1300s AD
b) China in 800 AD
c) England in the 1500s AD
d) Eygpt in 500 BC
Key: 1 d; 2 a; 3 b; 4 a; 5 d; 6 a; 7 a Acrylic paints are touch-dry in minutes, and fully dry in a week or two (Oil paints are touch-dry in 2-7 days, depending on thickness and climate, and fully dry in 6 months to 2 years.); 8 b; 9 c England in 1565.
3. Reading
►A Game. Work in pairs.
Cut out and shuffle the parts of the two biographies. Students in pairs have to sort out the cards to make the biographies complete.
SALVADOR DALI
| Salvador Dali was born in Spain in 1904. When he was a child, he |
| showed strange behavior and often interrupted his class in school. As he got older, |
| he started to paint pictures that came from his dreams. |
| His dreams and his paintings were scary and unreal. Dali |
| went to art school in Madrid, Spain. He got kicked out, |
| and never finished. He even spent time in jail. However, he continued to paint, |
| and his art style became known as Surrealism. Salvador Dali drew everyday items, |
| but changed them in odd ways. For example, one of his paintings is of melting clocks. Before he died |
| at the age of 85 in 1989, Dali had created works in film, ballet, opera, fashion, |
| jewelry, and advertising illustrations. |
LEONARDO DA VINCI
| In 1452, Leonardo Da Vinci was born in an Italian town called Vinci. He |
| lived in a time period called the Renaissance, when |
| everyone was interested in art. Even though Da Vinci was a great artist, he |
| became famous because of all the other things he could do. He |
| was a sculptor, a scientist, an inventor, an architect, a musician, |
| and a mathematician. When he was twenty, he |
| helped his teacher finish a painting called The Baptism of Christ. When |
| he was thirty, he moved to Milan. That |
| is where he painted most of his pictures. DaVinci’s |
| paintings were done in the Realist style. |
4. Speaking
Do ex. 6, p. 125.
5. Summary
In groups discuss the following quotes briefly and express your opinions as for them.
1) There is no must in art because art is free. (Wassily Kandinsky)
2) We all know that art is not truth. Art is a lie that makes us realize the truth. (Pablo Picasso)
3) A man paints with his brains and not with his hands. (Michelangelo)
6. Homework
Take any of the statements from ex. 6, p. 125 and write a short essay on it.
LESSON 8
UKRAINIAN PAINTING
Цілі: вдосконалюватинавичкиусногомовленняйчитання; розвиватикультуруспілкуванняймовленнєвуреакцію, студентів; виховуватиестетичнийсмакізагальнукультурустудентів, формувати уявлення про українське мистецтво, своє вставлення до нього, патріотичні почуття, шанобливе вставлення до своєї Батьківщини.
Procedure
1. Warm-up
1) What kind of art is your country famous for?
2) What famous art galleries do you know in Ukraine?
2. Reading and speaking
Read the paragraphs about Ukrainian artists and say what art forms they represented.
SERHII VASYLKIVSKY (Izium 1854 — Kharkiv 1917)
Vasylkivsky was one of the most prolific Ukrainian artists of the prerevolutionary period and an expert on Ukrainian ornamentation and folk art. In 1876 he entered the St. Petersburg Academy of Fine Art. He painted Ukrainian landscapes a lot. He left behind almost 3,000 works of art, sketches, drawings, a great number of which were lost during World War II. He was the first, after Taras Shevchenko, to draw upon subject matter from Ukraine’s past and completed a number of works on historical and ethnographic themes.
MYKOLA PYMONENKO (Kiev 1862 — Kiev 1912)
Pymonenko was one of the most popular artists in Ukraine who continued the Realist tradition in Ukrainian genre painting. He studied at the school of iconography of the Kiev Monastery of the Caves, in M. Murashko’s school and in the St. Petersburg Academy of Art. Famous Realist artists like Ilya Repin and Arkhyp Kuindzhi influenced his artistic development and world view. From 1893 he participated in traveling exhibitions. His works were displayed in Munich and Paris where he was elected member of the International Union of Art and Literature (sponsored by Auguste Rodin, among others). He painted the mural, Dormition of the Mother of God in the Church of St. Cyril in Kiev at the invitation of Mykhailo Vrubel and was an academician of painting from 1904. His works are often referred to as the encyclopedia of Ukrainian village life. The main theme of Pymonenko’s painting is the accurate depiction of that life. He was attracted to folk rituals. Following in the footsteps of Shevchenko, he coloured his realism with the romanticism of Ukrainian ethnography.
FEDIR KRYCHEVSKY (Lcbedyn, Sum 1879 — lrpyn’, Kiev 1947)
Krychevsky acquired the fundamentals of art at the Moscow School of Painting, Sculpture and Architecture, (1896-1901). He continued his education at the St. Petersburg Academy of Art (1907-1910). Upon graduation, he received a scholarship to travel abroad and he visited Paris, Munich, Vienna, Berlin and Rome. He returned to live and work in Kiev. During the 1920’s and 1930’s he was professor at the Kharkiv and Kiev Art Institutes. He was an erudite scholar and specialist in folk art. Together with his brother, Vasyl, a distinguished architect and artist, he acquired a collection of works by peasant craftsmen (kylymy — rugs), sheepskin coats, (plakhty — wrap-around skirts) and kerchiefs. Enriched by a great body of knowledge, he developed his own system of art in which he combined Realist principles with a search for new methods of expression.
OLEKSANDR BOHOMAZOV (Yampil, Sumshchyna 1880 — Kiev 1930)
Bohomazov studied at the Kiev Art School with Murashko and others. He was expelled in 1905 for participating in student strikes. He continued his education in Moscow in private studies. In 1914 he organized the artists’ group, Kil’tse (The Circle) which included young Ukrainian avant- garde artists. In the 1920s he became a member of ARMU (the Association of Revolutionary Art of Ukraine). From 1922 he taught at the Kiev Art Institute. Bohomazov, together with Alexander Archipenko (Oleksandr Arkhypenko) and Alexandra Exter (Oleksandra Ekstcr), was one of the founders of Ukrainian Cubo-Futurism. Initially attracted to Symbolism, he chose to seek other art forms. His new style he called Spectralism.
3. Role – play. Work in groups. Some of you will be interior designer. Others will be customers. You had to decorate your interior. What kind of painting would you like to have there? Designers will offer their ideas for decoration. Customers will choose the best one.
4. 2. Reading
Read the text and say if the National Art Museum of Ukraine reflects the history and culture of our country.
NATIONAL ART MUSEUM OF UKRAINE
One hundred years ago, at the beginning of the history of the National Art Museum of Ukraine, which was first called the City Museum of Antiques and Art, there was hardly any concept of Ukrainian professional art. Ukraine was always famous for its national ethnographical applied art. The founders of the museum’s collections decided to prove that this opinion was wrong and defined the list of main representatives of Ukrainian fine art. These scientists have included in the list not only those who were born and worked in Ukraine, but also those national-conscious artists who lived abroad. They thought that foreigners who worked in Ukraine have enriched a national culture too. These principles were the basis of their collective work.
So works of T. Shevchenko, I. Repin, V. Borovikovskiy, V. Tropinin, N. Pimonenko, M. Vrubel, N. Ge, G. Narbut, A. Murashko and V. Krichevskiy became a part of the museum’s collection. The collectors have found even some older works ranging from medieval icons to Cossacks times portraits of military and church leaders and humorous comic pictures “Cossack Mamay”. Things came to collection from different areas ranging from far western Galitsia to eastern Tchernigovshina areas. They looked for masterpieces of Ukrainian art in Moscow and Saint Petersburg and even wrote correspondence to Ukrainian artists living in Europe and America.
Today there are a lot of new works of art coming to museum’s collections. Among these new comings are: unique icon relief “St. George in His Lifetime” dating to the 12th century; works of the founder of international abstractionism Kazimir Malevitch, who was native Ukrainian; masterpiece of Ukrainian rococo “The Great Martyr” icon, graphics of world famous Ukrainian living in the USA, Y. Gnizdovskiy. Now there are thousands of exhibits presented in the museum’s collection.
The 1990s were the time when museum came to an international level. For the first time in the museum’s history its collections were exhibited in famous museums of Canada, France, Denmark, Croatia. The world discovered an advanced culture of the country with 10,000 years of history. As a result, some previously infamous artists became a part of international art elite. For example, A. Petritskiy is considered to be one of the best set designers of the 20th century, V. Yermilov is known as the most laconic constructivist of the 20s, and O. Bogomazov is ranked as one of the best futurists of Europe.
Those exhibitions also have discovered the Ukrainian side of some famous Russian artists as O. Exter, A. Arkhipenko, D. Burluk.
The items from museum’s collections often become the sensations on international exhibitions. In 1997 on “The Fame of Byzantium” exhibition the 12th century icon “St. Geroge in His Lifetime” gained the steadfast attention of the specialists
5. Homework
Search some information about Ukrainian painters and get ready to present it in the class.
LESSON 9
WRITING ESSAYS
Цілі: формуватинавичкиписьма; вдосконалюватинавичкиусногомовлення, читання; розвиватикультуруспілкуванняймовленнєвуреакціюучнів; виховуватизацікавленістьурозширеннісвоїхзнань.
Procedure
1. Warm-up
1) What is an essay?
2) What purposes of writing essays can be?
3) In your opinion, what should you do to start writing an essay?
2. Speaking
Present your reports about Ukrainian painters. (Checking the homework)
3. Grammar practice
Fill in the correct form (Present Perfect Simple or Present Perfect Continuous).
Tom. Hi Ana. I (try) to ring you several times today. Where (you / be) __ ?
Ana. I (be)_ at home all the time. But I (clean) the house all day, so maybe I didn’t hear the phone ring.
Tom. (you / clean) __ everything now?
Ana. No, not yet. I (tidy / not) ____ up the kitchen yet. But why are you here?
Tom. Don’t you remember? Jane (invited) ___ us to her birthday party and we (buy / not) ____ a present for her yet.
Ana. Oh, that’s right. (you / find out / already) ____ what she wants?
Tom. Well, she (learn) __ Spanish for a year and wants to spend her next holiday in Mexico. Maybe we could get her a guide book.
Ana. That’s a good idea. There is a good bookshop in the big shopping centre. I (see) __ some nice books about Mexico there recently.
Key:
Tom. Hi Ana. I have tried to ring you several times today. Where have you been?
Ana. I have been at home all the time. But I have been cleaning the house all day, so maybe I didn’t hear the phone ring.
Tom. Have you cleaned everything now?
Ana. No, not yet. I have not tidied up the kitchen yet. But why are you here?
Tom. Don’t you remember? Jane has invited us to her birthday party and we have not bought a present for her yet.
Ana. Oh, that’s right. Have you already found out what she wants? Tom. Well, she has been learning Spanish for a year and wants to spend her next holiday in Mexico. Maybe we could get her a guide book.
Ana. That’s a good idea. There is a good bookshop in the big shopping centre. I have seen some nice books about Mexico there recently.
4. Reading and speaking
Do ex. 1, p. 127.
5. Reading
Do ex. 2 (a), p. 128.
6. Speaking
Do ex. 2(b), p. 128
►Role-play the situation at the exam. Work in pairs.Cut out and shuffle Student B’s cards to make him / her choose the correct answer.
| Student A | |
| 1) | What are the main parts of an essay? |
| 2) | Why is an essay divided into these parts? |
| 3) | What are the parts of an introduction? |
| 4) | Why does an introduction have these parts? |
| 5) | What kinds of information can be put into each part? |
| 6) | What are the main parts of a body paragraph? |
| 7) | Why does a body paragraph have these parts? |
| 8) | What are some common patterns of information in essays? |
| Student B |
| Introduction, body, conclusion |
| This Arrangement makes the reader’s job easier. The information is presented in an order that is clear and logical |
| General topic, narrowing the focus, thesis |
| Organized in this way, an introduction gives background to the topic and then focuses more and more on the specific topic. This enables the reader to understand the thesis more easily and completely. The reader can then read the body of the essay while making predictions about the kinds of information that will be given in the body |
| The general topic contains background information, locating the topic of the essay in a broader context. The next part narrows the focus by providing more specific information that the reader may need in order to understand the thesis. The thesis then appears, giving the main argument of the essay that follows |
| Topic sentence and support |
| Beginning with a topic sentence gives the reader a clear idea of what kind of information is to follow. The support gives detailed information relating to the topic sentence |
| Many longer essays (and letters to the editor, business documents, case studies, etc.) use the pattern: situation, problem, solution, evaluation. Other common patterns also occur |
7. Reading
Do ex. 3, 4, p. 129.
8. Speaking
Do ex. 6, p. 129.
9. Summary
Do ex, p. 129.
10. Homework
Ex. 7, p. 131.
Мета експерименту полягала в перевірці можливості використання та ефективності застосування ігрових засобів для формування міжкультурної компетенції студентів. Формуючий експеримент був проведений протягом 9 уроків з теми ««Мистецтво в нашому житті» і охопив 30 осіб.
Для визначення доцільності застосування методики ігрових занять ми, поставивши за мету з’ясувати думку студентів, використали такий метод педагогічного дослідження, як анкетування (таблиця 1).
Таблиця 1
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