19.03.2015

Description of the painting by Mstislav Dobuzhinsky “Doll”

Most of his life, Mstislav Valerianovich Dobuzhinsky lived in Russia, where he was born. Petersburg was his home for a long time. The artist loved him and dedicated many of his cityscapes to him. They usually depict discreet houses, old courtyards. The works are usually done in the style of Symbolism or Art Nouveau. One of the paintings on this topic is "Doll", which was written in 1905. A look directed at the window of a dilapidated house falls on the doll. She lies in the right corner of the windowsill, carelessly thrown and forgotten by her mistress. Outside the window, according to the logic of things, there should be a landscape big city what was Petersburg. But instead, there is an old, rickety barn that is not at all urban looking. A half-grown path winds to the sides, and a dense forest begins right behind a wooden fence. It looks more like a rural landscape than an urban view from the window.

In the whole picture, abandonment, neglect, emptiness shine through. This is just confirmed by a forgotten or deliberately abandoned doll. She recalls the distant years of past childhood, when little Mstislav had to tear his childish heart and filial love between separated parents. He loved them both, and they lived in different cities, because of which the boy had to make constant moves, living in turn with his mother, then with his father. Nevertheless, his childhood was carefree compared to adulthood, which is why nostalgic notes sound so distinctly in the painting "Doll". It is possible that the author had some connection with this toy. personal memories or else it must be seen as an attribute of the lost past, which cannot be returned, because it is time itself. One way or another, but near this window with an old doll, you can indulge in memories.

Ovsei Ovseevich Driz is a poet. (1908 - 1971) Ovsey Driz was born on March 16 (29), 1908 in the town of Krasnoye not far from Vinnitsa. His father, Shika Driz

He studied at the Kiev Art College. Served in the border troops. Author of many poetry collections. Ovsey Driz wrote a lot for children. His poems have been translated into many languages.His poems were highly appreciated by both ordinary readers and well-known masters of Russian versification.

Ovsey Driz became known in great Soviet literature primarily as a children's poet. His poems literally radiate with kindness and jokes. This is how he was known in Russian and other languages. And so he really was in the original language. But this is not the whole truth about his work. The truth is that not all the works of Ovsey Driz for adults have been translated, and only by reading them in the original language, one can feel the deeply national tragedy of his work. Ovsey Driz wrote poems for children at a time when there were almost no children left in the Soviet Union who could read these poems. The poet himself was married to a non-Jewish woman, and his own son could not read his father's poems in the original.

What season? (summer ended) - on the threshold between the end of summer and the beginning of autumn.

Read the poem to yourself.

Formulate questions that will help us better understand this poem (recording the questions proposed by the children on the board)

What is "top-top" and "jump-hop"?

What are the items “tram-tam-tam” and “doo-doo”?

What do all these items have in common?

What mood is created by reading this poem?

Let's try to answer these questions that you yourself have formulated.

Has everything been deciphered in this poem?

(Masha says that “top-top” and “jump-hop” are a boy and a girl, and Misha says that this is a big dog and a kitten. ”

And what do you think? (The images created by the poet can be deciphered in different ways)

And what are the "ding-ding" and "tick-tock" objects?

Did Masha and Misha understand the same way?

How did you understand?

Masha says that “tram-tram-there” and “doo-doo” are a drum and a pipe, and Misha thinks that these are tin soldiers and a train (show toys)

What is your opinion?

Let's check it out (playing the pipe, drumming) - a few students are trying to play.

What are these items? (living and non-living)

What do all these encrypted living and non-living objects have in common?

(All these objects are sounding or having a voice)

Why does the poet call them that? (Sounding images are the embodiment of not only sounds and noise, but movement and life)

Hike to the "Museum House" Illustration by M. Dobuzhinsky "Doll".

Music by P.I. Tchaikovsky "Disease of the Doll"

What associations arise?

Find a painting by Mstislav Dobuzhinsky "Doll" in the "Museum House"

Guys! This is not the first time we have made a trip to the "Museum House"

Mstislav Valerianovich Dobuzhinsky - painter, graphic artist, theater designer.

Ask the questions we need to answer in order to analyze this picture. (Writing questions on the board)

Outside the window is the height of summer or the coming autumn? (using a magnifying glass and a frame)

(Faded, like faded tan colors next to green flowers talking about the coming autumn.

Do you think there is anyone in the house besides the doll?

See if there are curtains on the window, has it been opened for a long time? (The absence of curtains, a hook-lock on the window exacerbates the feeling of abandonment and emptiness in the house)

Consider the doll

Take the frame. Select the fragment in the picture that is, in your opinion, the main one.

What is the artist's experience?

What impression is created: silence and abandonment or noise and children's fun?

(A lonely doll in an uncomfortable position; an empty corner of the yard, visible through the window and colors - everything indicates that everyone has left, everything creates the impression of emptiness and abandonment.)

What experiences does the artist want to share with us?

Return once again to Ovsey Driz's poem "Summer is over."

What experience does the artist Dobuzhinsky share with us?

Do the poem and the painting display similar themes and similar experiences?

(The poem is called “Summer is over” and the watercolor is called “Doll”, so we can say that the works have different themes, but they embody similar experiences).

Provinces. Voronezh

Artist Mstislav Valerianovich Dobuzhinsky is a famous Russian and American painter, a recognized master of the urban landscape, art critic and memoirist.

Today I want to bring to your attention a few works of the artist. And the very first of these works is “Doll”. Why did I pay attention to her? It turns out that 2nd grade students are invited to write an essay on this picture. Don't you think the world has just gone crazy?

Thank God that I don’t need to write such an essay - how can this be put into words? And what can a second-grade student say about the plot? It's almost "War and Peace" in painting.

Artist Mstislav Dobuzhinsky was born in Novgorod in 1875 in a military family. His father served in St. Petersburg and retired with the rank of major general. After the birth of Mstislav, the parents divorced and the mother of the future artist (singer, liberal) left the family and left. Mstislav stayed with his father.

Subsequently, he met with his mother several times and even periodically lived with her.

For some time Mstislav lived with his father in Chisinau, then he studied at the gymnasium in Vilna. And only then there was training at the Imperial School of the Society for the Encouragement of Arts in St. Petersburg.

The artist began to exhibit his works in 1902, was a member of the World of Art association.

Already in the Soviet period (in 1922) he received the title of professor at the Academy of Arts, in Petrograd. He worked a lot for theaters, in particular for the BDT.

In 1924 he received Lithuanian citizenship and left the USSR. For some time he worked in Riga, then he left for France, wrote for the Paris Theater N.F. Baliyeva, taught in private schools, drew for Lithuanian newspapers.

In 1935 he moved to England, and in 1939 to the USA, where he worked a lot and died in 1957.

Mstislav Dobuzhinsky often said that his favorite city was Petersburg. Not the main avenues and squares, but the "wrong side" of the city - courtyards, streets, city outskirts. Not a parade uniform, but a soul.

And the artist was looking for this hidden soul not only in St. Petersburg.

Paintings by the artist Mstislav Valerianovich Dobuzhinsky

House in St. Petersburg

Vilna. night scene

Channel. Haarlem

Chernigov. Warehouses

Old Vilna

Glass street in Vilna

Kindergarten in the city

Cathedral in Kaunas

Chernyshevsky bridge

London. Monument

Courtyard of the House of Arts

Blue living room. Sketch of the scenery for the first act of "A Month in the Country" by I. Turgenev

Vilna. Market at the wall

gas factory

Provinces

Night in Petersburg

Petersburg. Alexandrinsky Theater

Petersburg. Wash at the New Admiralty

Petersburg. Fontanka. Summer Palace of Peter the Great

Chernihiv

In mouths. Winter in the city

October idyll (1905)

Vilna. old wall

Urban types (Grimaces of the city)

Embankment in St. Petersburg

Glaziers Street in Vilna

Routing lesson on literary reading

Lesson topic

O. Driz "Summer is over." Hike to the "Museum House": M. Dobuzhinsky "Doll"

Target

Formation of primary research skills in junior schoolchildren when working with artwork.

Tasks

Educational : to learn to observe the word, its ambiguity, subtext; behind the development of the plot, the actions of the characters; learn to analyze, compare, generalize, draw conclusions, form your own point of view, defend it with the help of the text.

Developing: develop artistic figurative speech, logical and creative thinking, Creative skills.

Educational: to cultivate a culture of reading, a culture of communication with each other and with the teacher.

Planned results

Subject: literary, research skills of younger schoolchildren when working with a literary text; the main qualities of a full reading (correctness, awareness, fluency and, as a result, expressiveness.

Formed UUD

Personal: Learns self-esteem based on the criterion of the success of educational activities

Regulatory: Be able to listen in accordance with the target setting, accept and save the learning task; Be able to plan your action in accordance with the task;

Communicative: Be able to shape your thoughts in oral; Understand the content of the work;

Cognitive: To be able to highlight essential information from the teacher's story; carry out the actualization of life experience; To be able to extract the necessary information from various creative, intellectual games, put forward a hypothesis and substantiate it; Be able to convert information from one form to another: compose answers to questions

Basic concepts

Intersubject communications

Connection with the Russian language, painting

Equipment

Textbook

additional literature :

Self-assessment sheet

Presentation for the lesson, etc.

Tasks of the lesson stage

(type of work)

Activity

teachers

Assignments for students

Activity

students

Planned results

Time

subject

UUD

I . Organizing a class for work

Tasks:

Motivate, interest students in the upcoming work in the lesson. Create a comfortable, emotional atmosphere in the classroom.

Well - ka, check everything buddy,

Are you ready to start the lesson?

Everything is in place

Is it all right

Pen, book and notebook?

Is everyone seated correctly?

Is everyone watching closely?

Everyone wants to receive

Just a five-star rating?

Listen to the teacher, answer his questions;

Develop their artistic figurative speech, logical thinking; learn to express their point of view.

Be able to extract essential information from the teacher's story; carry out the actualization of life experience; (Cognitive

UUD). Be able to formulate your thoughts orally;(Communicative UUD).

2 minutes

II . Message topics and setting goals and objectives of the lesson.

Tasks:

To create a creative and at the same time business atmosphere with elements of search, reflection at the stage of determining the topic, the purpose of the lesson and tasks.

Let's check homework. What homework was given to you.

With what view of the world did we meet yesterday?

What does the value depend on? (from point of view)

Today we will continue talking about different points of view. And the poet Ovsey Driz and the artist Mstislav Dobuzhinsky will help us.

To find out the name of the poem, you need to decipher the entry.

Key: 41823611096751

Answer: "Summer is over"

Read the text, make assumptions, draw conclusions.

With the help of the teacher, they formulate the topic of the lesson and set a goal, define tasks.

They learn to observe, listen, draw conclusions, predict, express their opinion, conduct a dialogue, realize their educational task.

To be able to extract the necessary information from various creative, intellectual games, put forward a hypothesis and justify it (Cognitive UUD);

Be able to listen in accordance with the target setting, accept and save the learning task (Regulatory UUD).

2 minutes

III . Learning new material

1. Preparation for the perception of new material.

Tasks:

to expand students' understanding of the phenomena, events depicted in the work, to provide new information in order to promote conscious perception.

Do you know such a writer?

Ovsei Ovseevich (Shike) Driz (1908-1971) - Jewish Soviet poet who wrote in Yiddish. All his work is permeated with childhood impressions.

His plays were made into cartoons. His poems-tales were included in the anthology of fairy tales of the world. He was welcomed in any audience: in kindergartens, schools, work collectives. He was full of new ideas.

Let's look at the portrait of the writer.

How do you think he treats people? (kindly, with soul and heart).

At what age is the writer depicted?

How did you get it?

Microout.

How do you think the way you dress characterizes a person?

Look at how the writer is dressed.

(strict suit, butterfly)

Answer the teacher's questions; predict the content of the work;

Get acquainted with literary concepts, forming a competent reader; learn from the results of observations to draw conclusions; enrich their vocabulary; expand their horizons.

Be able to plan your action in accordance with the task (Regulatory UUD ).

Be able to convert information from one form to another: compose answers to questions (Cognitive UUD )

3 - 5 min

2. Primary reading, checking the quality of perception, primary synthesis.

A task:

Provide a holistic perception of the text; expressiveness of reading as a guarantee of correct perception of the content;

What do you think this poem is about?

Let's read and find out what this poem is about.

Did you like the poem? What did you notice? (Some words are in bold)

Read them.

Do you understand their meaning?

Why did you understand these words differently? What does it depend on? (from point of view)

What do all encrypted living and non-living objects have in common?

Why did the poet encrypt them in this way?

The author encrypted people and objects so that each reader could imagine them in their own way, be able to play with these sounding words, characterize everything that they mean, in accordance with their point of view.

How has life changed without them in the country? Find confirmation in the text, and the fragments highlighted in blue will help you with this.

What mood do these words create for you? (sadness, feeling of drooping, loneliness)

Which image emphasizes loneliness even more clearly? (doll image)

Read the last part of the poem.

Name the theme of the piece. (Summer is over, and the cottage is empty)

Who told us this story? (author - narrator)

What feeling fills him?

What is the main idea of ​​this poem? (With the onset of autumn, life in the country freezes, and all the remaining objects feel lonely)

Read the poem in such a way as to convey a feeling of loneliness and sadness.

Listen to the piece; answer the teacher's questions; analyze the correctness of the forecast.

There is a self-assessment of one's own abilities in the expressiveness of reading; there is an interest in reading, in current events;

Be able to analyze the degree of expressiveness of reading (cognitive UUD)

Understand by ear the content of the work (communicative UUD);

Carry out mutual control; accept and save the learning task (regulatory UUD).

10 min.

3. Secondary reading. Analytic - synthetic work with text.

A task:

To form the skills of correct, conscious, fluent and, as a result, expressive reading; primary research skills when working with text; complex to carry out educational and educational tasks in the process of working on a work;

Find a reproduction of Mstislav Dobuzhinsky's painting "Doll" in the museum house. Consider it.

What do you see? (the window of a country house is shown in the foreground, a doll lies on the windowsill, outside the window we see an empty garden)

Outside the window is the height of summer or has autumn come?

What colors does the artist use to depict this season? (faded, nondescript, yellowish-brown tones speak of the coming autumn, and only bright green spots remind of the passing summer)

Do you think there is anyone in the house besides the doll?

Pay attention to whether there are curtains on the window, has it been opened for a long time? (there are no curtains on the window, the hook - the lock on the window is closed - this creates a feeling of abandonment and emptiness in the house)

What impression do you get: silence and abandonment or noise and children's fun? (A feeling of silence and abandonment is created: a lonely doll forgotten by someone; a corner of an empty courtyard outside the window; the color scheme selected by the artist - everything indicates that the house is empty)

Consider the doll. What can you say about her? (she is forgotten, abandoned, alone)

What experiences does the artist share with us? (In autumn, people leave their dachas, you can’t hear the noise of voices, children’s laughter, it’s empty and boring)

Students read, reflect, answer questions from both the teacher and the students; they observe the “word”, the development of the plot (the feelings and experiences of the lyrical hero); analyze, compare, generalize, draw conclusions, form their own point of view, defend it with the help of the text;

They learn to read expressively, meaningfully, reflect on current events, compare different kinds arts;

They learn to observe, analyze, compare, generalize, draw conclusions, form their own point of view, defend it with the help of text.

Consciously and arbitrarily build verbal statements in oral form; justify your opinion; to analyze the objects of the work with the allocation of essential and non-essential semantic features (cognitive UUD);

Allow for the possibility of people having different points of view, including those that do not coincide with their own, and focus on the position of a partner in communication and interaction (communicative UUD);

15 minutes.

4. The work of students in microgroups

A task:

To form primary research skills in schoolchildren when working with a work of art; personal, communicative, cognitive and regulatory learning activities; develop creative abilities.

Now we will work in small groups.

1 task.

Write a short story on behalf of the doll.

2 task

Imagine that you are next to our heroes. Share your impressions.

3 task.

Imagine that you are in this place, try to write together a story about what you saw using your own words. The story begins like this: Once I managed to visit this place ...

4 task.

Collectively write a story about the inhabitants of this place. Describe them in your own words.

5 task

Together try to compose a story about our heroes. Describe how you see them.

Students discuss the task, distribute roles, make a joint decision regarding the content of the project, its presentation, protection, etc.

They learn to work in various positions of the Reader - (critic; theorist; publicist; artist; author), developing research skills in working with a literary text, developing creative abilities; learn to apply previously acquired knowledge in practice.

Schoolchildren learn to think creatively, speak to the public, defending their project (cognitive UUD);

They learn to coordinate efforts to solve a learning problem, to agree and come to a common opinion in joint activities; consider the opinions of others; work in a team, speak to an audience and represent the interests of a microgroup (communicative UUD);

They learn to accept and maintain the learning task, to make adjustments (regulatory UUD).

5 – 10 min.

IV . Summing up the lesson.

A task:

Summarize the knowledge gained by students and consolidate.

The teacher sums up, reinforces the previously acquired knowledge with the students, evaluates the work of the students.

What works have we met?

What unites them?

Do the poem and painting have similar themes or experiences?

The poem is called “Summer is over”, and the painting is called “Doll”, which means that these works have different themes. And the experiences that the poet and the artist convey are similar: with the onset of autumn, life in the country freezes, the house becomes empty and lonely.

You guys are great, you did a good job today.

Open diaries, write down homework.

Students express their thoughts, formulate conclusions about main idea works and those products of educational activity that they received at the stage of collective work.

Students learn to interpret the content of a work.

Learn to verbalize your thoughtsCommunicative UUD );

Learn to generalize, establish analogies, build logical reasoning(Cognitive UUD)

5 minutes

V . Reflection

A task:

Encourage students to evaluate their work in class.

Organizes reflection and self-assessment of educational activities.

If you were interested in the lesson and you liked everything, raise the green circle, if you were bored - yellow, if you didn’t like it, blue.

Raise your mugs.

Thank you for the lesson.

Goodbye.

Students express their thoughts on both the content of their work in the lesson and the consolidation of the knowledge gained.

Students learn to define both their main general educational task and the task from the point of view of their literary education.

They learn to evaluate the correctness of the performance of an action at the level of an adequate retrospective assessment (Regulatory UUD).

They learn self-esteem based on the criterion of success in educational activities (Personal UUD ).

Many paintings by B.M. Kustodiev are filled with a special impressionistic beginning. They are distinguished by a sense of lyricism, understatement, when the image itself is more like a photographic frame in its abruptness and liveliness of the moment. One of these works can be called a picture of B.M. Kustodiev "Japanese doll". The painting was created in 1908 and is one of the author's early paintings. To date, the "Japanese Doll" is kept in one of the best museums in the country in the Tretyakov Gallery in Moscow.

Painting by B. M. Kustodiev “Japanese Doll” (1908)

The painting depicts the painter's beloved daughter Irina. A girl in a fluffy white dress with many frills and decorations enthusiastically examines a completely new unusual doll presented to her.

This Japanese-style doll, dressed in a bright blue kimono with a colorful floral ornament, is exactly the personification of a beautiful, distant, unearthly image. The Japanese doll is quite large, with a traditionally pale face and brightly defined eyes and lips, which embody and fashion an even more expressive appearance. The girl tightly grasped in her arms unusual toy, as if intending in this way to solve the mystery of the dissimilarity of this doll from other things and other kinds of trifles in her house.

The girl seemed to plunge into these puppet features, so unusual and unlike anything else. Beautiful japanese doll constantly captured the attention of our heroine.

In general, the picture is distinguished by a peculiar compositional construction, like a photograph that accidentally and completely unintentionally captured some moment of reality, which reflected the ordinary course of life. Kustodiev's painting, both in general and for this canvas, is characterized by a certain kind of disparity in color plans, their contrasting, confident distribution.

The space of the picture is precisely divided into two worlds: the world of the workshop, where the artist’s very little daughter plays quietly, sitting on a wide windowsill, and the world behind the glass, the world of bright green summer. In combination, these two worlds give rise to an enhanced sense of peace, the unhurried flow of time, when the whole time of childhood is still ahead.

There are still so many miracles ahead, impossible desires, surprises and secrets that you yourself involuntarily feel this special atmosphere of Kustodiev's canvases, in which, perhaps, the color or the academic drawing of all the folds and draperies is not so important, but this very feeling of childhood, the feeling of life right now, at this very moment. It is the impression that underlies his paintings, some kind of strong feeling, impulse, emotion. Is it because of this that all his canvases are so noticeable, alive, close and understandable to us.