Goals:

Formation of students' skills in depicting a person's face in accordance with proportion.

Developing students' ability to analyze, compare, and generalize.

Materials: album, simple pencil.

Equipment: Visual range:

Reproductions of portraits of artists.

Poster: “Face Proportions”

Samples of drawn faces.

Lesson progress

I. Org. moment. Checking readiness for the lesson.

II. Communicating the topic and purpose of the lesson

Guys, in the last lesson you got acquainted with the types of portraits. Today you will become familiar with the proportions of a person's face and learn how to depict a person's face in accordance with the proportion.

II. Repetition

And now, guys, let's review the material that you learned in previous lessons.

Name the genres fine arts. (Landscape, still life, animalistic genre, portrait, historical, everyday, mythological, battle genre)

What is a portrait? (Portrait is a genre of fine art in which the artist depicts people.)

What is a self-portrait? (The artist’s depiction of himself.)

Name the types of portraits depicted in the reproductions.

The front door is full-length, dedicated to a public figure, the grandeur of posture and gestures, the richness of clothing and interior are used, the merits of a person with an order and medals are shown.

Chamber - opposite to the front one, it uses shoulder, chest, waist images.

Psychological - shows the character traits of a person who thinks, reflects, etc.

Social - portraits ordinary people and nobles telling about the fate of people.

What are these portraits called based on the number of people depicted? (Individual, double, group.)

III. Explanation of new material. Practical work.

Today we will talk about how to draw a person's head and face.

Portrait is one of the most complex genres of fine art. Igor Grabar, famous Soviet artist and art critic, wrote: “As never before, I realized that the highest art is the art of portraiture, that the task of a landscape sketch, no matter how captivating it may be, is a trivial task in comparison with the complex complex of the human appearance, with its thoughts, feelings and experiences reflected in the eyes, the smile, the wrinkled brow, the movement of the head, the gesture of the hand. How much more exciting and infinitely difficult all this is!” Neither literary works, neither the works of historians, nor even reliably written memoirs can give such a vivid idea of ​​the character of a person and even entire eras and peoples as a true portrait.

What are proportions? (Proportions are the ratio of the dimensions of an object to each other. This means that the proportions of the head are the ratio of the sizes of parts of a person’s head to each other).

We will draw with a pencil. Everyone listens carefully to the explanation, looking at the board. The teacher shows the sequence of work on the board, while students work in the album at the same time. Mark all lines barely noticeable. (Barely touching the paper with a pencil, this will make it possible to use the eraser as little as possible in the future, making changes and clarifications).

In order to start drawing the head, you need to divide the sheet with a vertical dash line into two halves, since the face is symmetrical, that is, its left and right parts are similar, identical. Let's draw two horizontal lines below and above the oval of the face. Divide the resulting distance along the vertical line into three equal parts and draw two horizontal lines. Let's write the names of these lines. (Chinline, nose line, eyebrow line, hairline.)

Let's draw an oval face. The top part is slightly wider than the bottom. There are small depressions at ear level.

Let's start drawing the eyes in detail. Let's add an additional touch - line-line eye. It is located at a distance equal to half of one part of the face. Let's step back a little from the side of the oval of the face and put 2 symmetrical points. Let us arbitrarily mark the width of the eye.

The distance between the eyes is equal to the width of one eye. Eyebrows are located on the brow line. The distance between the eyebrow and the eye is equal to the height of the eye.

Let's start drawing the nose in detail. Draw a nose in the center of the face. The base of the nose is located on the line of the base of the nose. The width of the nose is equal to the distance between the eyes. The convexity of the nose is conveyed through the application of strokes and shadows.

Let's start drawing the mouth in detail. The width of the lips is equal to the distance from one pupil to the other.

Let's draw an additional line in the first part of the face, dividing in half the distance from the line of the base of the nose to the line of the chin. The lower lip is located on this line.

Let's start drawing the ears in detail. The ears are located between the line of the eyebrows and the line of the base of the nose. The upper part of the ear is at the level of the eyebrow, and the lower part is at the level of the tip of the nose.

Let's start with detailed drawing of the hair. Let's draw an additional line in the third part of the face, dividing in half the distance from the eyebrow line to the hairline. The hair is slightly fuller than the oval of the face; the entire upper part of the face is occupied by the forehead and hair.

We clarify the shape of the face: the temples are depressed (eyebrow line); cheek bones are convex; the chin protrudes forward.

The neck is slightly narrower than the face.

IV. Consolidation of what has been learned

How many equal parts is the distance from the jawline to the hairline divided into? (3)

What is the distance between the eyes? (The width of one eye.)

What is the distance of one pupil to the other? (Lip width)

What is located between the line of the eyebrows and the line of the base of the nose? (Ears.)

What is located on the line bisecting the distance from the chin to the base of the nose? (Lower lip.)

V. Lesson summary

Grading.

VI. Homework

Select portraits from magazines, newspapers, books.

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Lesson No. 19 (Art in 6th grade) ____________________

Lesson topic: The design of the human head and its proportions

Purpose of the lesson: to introduce students to the patterns in the design of the human head, the proportions of a person’s face, the size and shape of the eyes, nose, the location and shape of the mouth, to teach how to depict a human head; develop observation and creative activity; cultivate aesthetic taste, intensify cognitive interest in the world around us.

Materials: pencils, album, eraser.

Lesson type: combined.

Lesson progress:

Organizational moment

Greetings

Checking students' readiness for the lesson

2. Statement of the topic and purpose of the lesson.

Today in the lesson we will continue to get acquainted with one of the most complex and attractive genres - portraiture.

The topic of our lesson: “The design of the human head and its proportions.”

The purpose of the lesson is proposed to be formed by the students themselves using the table “Learn, study, learn, apply, create.”

Repetition and verification of D/Z

Survey of students on the material assigned for home: conversation, tests, work on cards on the topic “The image of a person - main topic art."

At the blackboard Two students are tested on their knowledge of types of portraits.

For weak students, tests are given on the history of the portrait. For the strong, cards with great portrait artists with “passes” of the artists’ names. While work is going on at the board, the class is surveyed from the front.

Portraits of Ancient Rome, the Renaissance, and Modern times are displayed on the screen. The correspondence of the image of a person with the arts of different eras is questioned frontally.

Working on the topic.

Guys, if you look at each other, you will see that everyone has a mouth, a nose, two eyes, eyebrows, a forehead, and hair above them. But, nevertheless, everyone is completely different. Why? Yes, because everyone is not alike - everyone different shapes and the sizes of eyes, lips, noses.

Our face is very mobile and can instantly express our inner state.

If we are sad, about to cry, the corners of our lips fall down, our eyebrows gather into a fold on the bridge of our nose or rise up. What if we're having fun? The lips “blur” into a smile, the corners rise up, rays-folds appear near the eyes and the eyes begin to shine like the sun. And if we are angry, our lips rise into a “stripe”, our eyebrows move over our eyes. We call all these muscle movements on the face facial expressions.

Now look at how to sketch different facial expressions on a person. (Demonstration of a diagram of facial expressions of the main ten emotions, where the positions and shape of a person’s eyes, mouth and forehead are shown with strokes).

But this is not enough to draw a portrait. Without knowing the proportions, the drawing turns out awkward.

Repetition of proportions (material from the previous lesson)

Proportions are the ratios of the sizes of parts that make up one whole.

It has been established that the line of the eyes runs exactly in the middle of the head, let's consider the placement of the remaining details of the face. (Demonstration and discussion of a schematic drawing of the structure of the human head). If the entire height of the head is taken as one, then it turns out that the crown will occupy 1/7 of this value, the forehead, nose and the distance from the nose to the lower point of the chin - 2/7 each. The mouth line is located approximately 1/3 of this distance. This value - 1/7 of the height of the head - turns out to be the modulus for the width of the head. It is laid 5 times in width. The distance between the eyes, as well as between the extreme points of the wings of the nose, the length of the eyes, the distance from extreme points eyes to the extreme points of the temples – still one.

The head is symmetrical and can be drawn on the basis of a conventional line that runs in the middle of the forehead between the eyes, along the nose, in the middle of the mouth and chin. This line is called the middle line and is used to construct paired symmetrical forms.

The main parts of the face include the eyes, nose, lips, and ears.

Leonardo da Vinci, classifying the shapes of the nose, divided them into “three varieties”: straight, concave (snub-nosed) and convex (hump-nosed). (Demonstration of drawings of the main shapes of the nose, eyes, lips). Lips, like eyes, are the most expressive parts of the face. They are very diverse in shape. The nature of the eyes and their placement can be varied: there are large and small eyes, more or less convex, etc.

4. Consolidation educational material: creative practical work.

Goal: to practice and consolidate techniques for depicting a human head.

Assignment: Draw a human head.

Let's draw an egg-shaped oval. Divide the oval in half horizontally - we will get an eye line and vertically. Divide the eye line into 5 equal parts. We draw the eyes with two arched lines.

The distance between the eyes is equal to the eye. Let's check.

Shade the pupil darker and the iris lighter. To prevent your eyes from popping out, cover your pupils with your eyelids.

Draw the upper eyelid, on which the eyelashes are located. We draw eyelashes in the direction from the nose. We draw the lower eyelid, draw eyelashes.

The eyebrows are located above the eyes. They are different for all people: oval, triangular or like wings. Let's draw them. Shade them in the direction from the nose.

But the shape of the nose resembles an elongated triangle. Look carefully at how the nose is drawn. From the eyebrows we draw two parallel lines to the bridge of the nose, slightly diverging towards the tip of the nose. We draw the wings of the nose with arched lines. We draw the nostrils using arcuate lines.

Everyone's lips are different, but remember that the line of the mouth is located 1/3 of the distance from the base of the nose to the end of the chin, the corners of the lips are at the level of the pupils of the eyes. We draw lines from the pupils down. From the middle, draw the upper lip with two arched lines to the left and right. Draw the lower lip with an arcuate line. Let's shade it. The upper lip is darker, the lower lip is lighter, as the light falls on it.

Draw the supralabial folds.

The size of the ear is equal to the distance between the line of the eyes and the line of the nose. From the side the ear looks like a snail, and from the front it looks like a semi-oval. We draw the ears closer to the head, draw the urine of the ear, and mark the pits.

Using a soft pencil, highlight the eyebrows, eyelashes, pupil, nostrils, and lips.

We denote the face with an arcuate line. Drawing hair. Create an image of a boy or girl.

During practical work, students make targeted walks in order to monitor the correct execution of work techniques; providing assistance to students experiencing difficulties in work; control of the volume and quality of work performed.

Lesson summary. Reflection:

The guys speak in a circle in one sentence, choosing the beginning of a phrase from the reflective screen on the board.

Today I found out...

It was interesting...

I realized that...

It was difficult...

Now I can...

I learned...

I will try…

Purpose: To familiarize students with the patterns of human head design

Objectives: develop observation skills, cultivate aesthetic taste; to develop the ability to find beauty, harmony, beauty in the internal and external appearance of a person, to activate cognitive interest in the world around us and interest in the learning process.

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The design of the human head and its basic proportions Author: Kayatkina Olga Vladimirovna MAOU Secondary School No. 84 Chelyabinsk, Chelyabinsk region Fine arts lesson in 6th grade

Goal: To acquaint students with the laws of the design of the human head. Objectives: to develop observation skills, to cultivate aesthetic taste; to develop the ability to find beauty, harmony, beauty in the internal and external appearance of a person, to activate cognitive interest in the world around us and interest in the learning process. Equipment: portrait sketches of people of different ages, made on a chalkboard with head sketches.

Proportions of the human head Proportions are the dimensional relationships of elements or parts of a form with each other. In artistic practice, there is a well-known method for determining proportions called sighting.

To learn how to draw a portrait, you should study the parts of the face.

The head as a whole is built on the principle of geometric volumes and its image consists of a combination of complicated geometric bodies. A. Durer Analytical drawing of the construction of the human head

How to draw eyes Eyes play a very important role in the similarity of a portrait to nature. You can start drawing the eye with its generalized shape; the eyeball has a spherical shape). Therefore, when starting to draw the eyes, you need to outline the eye sockets, while remembering that they are not located very close to the nose. The distance between the eyes is equal to the length of the eye itself. Next, having outlined the pupil, we begin to draw the eyelids.

Drawing a nose When drawing a nose, you must first carefully study its characteristic features: noses can be straight (1), snub (2) and with a hump (3).

Noses can be long, short, narrow and wide. The base of the nose is equal to the width of the eye. When outlining the nose, you need to remember that the middle of the facial line of the nose passes through the middle of its base and tip.

Nose drawing diagram

Drawing the lips Before you start drawing the lips, you need to mark the midline of the mouth (this is the line where the upper lip connects to the lower), then determine the length and thickness of the lips on this line (usually the lower lip is thicker than the upper, but it happens that they are equal by thickness). You also need to remember that the mouth is below the base of the nose. Next, you need to start outlining the outlines of the lips, trying to convey their characteristic shape (thin, thick, medium, even along the contour or with a curve on the upper lip).

Drawing ears Ears are usually located at the level from the eyebrows to the base of the nose. In order to correctly outline the ears, you need to draw an imaginary axis of the ear, which runs parallel to the line of the nose. Next, outline the general shape of the ear and draw the details.

Drawing the hair The hair beautifully frames the head and starts midway from the eye line to the crown of the head (the top point of the head). All hairstyles can be reduced to the most typical.

Practical work: the first method of drawing: Draw a head with variously correlated facial details (nose, lips, eyes, eyebrows, etc.)

the second way to complete the drawing

Homework: complete the portrait

“Proportions in life” - F. Reshetnikov. Golden spiral. Application method. Correlation of body parts in a child. Leonardo Pigano Fibonacci. Ratio. Composition of human proportions. Examination. Continue the sequence of numbers. Parthenon. Divide each number in the Fibonacci sequence by the previous one. Leonardo da Vinci.

“Problems on proportions” - Check the solution. Cheburashka and the crocodile Gena. One day the Tsokotukha Fly walked across the field and found some money. Problems on proportions. Vehicle speed. Physical education minute. The two quantities are inversely proportional. Farm cat Matroskin from Prostokvashino. Somewhere there is a spruce in the forest, under the spruce there is a squirrel. Solve the problem.

““Proportion” mathematics” - 90 people. Solve the equations. For “olympiads”: The simplest transformations of proportions: There are 80 people in the fifth grade of the school. Proportions. Proportion: There are 90 people in sixth grade. Basic property of proportion: Create new proportions from the given ones. Excellent students make up 20%. In which classes are there more excellent students and by how many?

““Ratios and proportions” 6th grade” - In 1794, Legendre gave a more rigorous proof of the irrationality of numbers? and?2. 45% of the total area was sown with corn. Ratio 2:10=0.2 Ratio 2k10 equals 0.2 39:3=13 Ratio 39k3 equals 13. And among the first place rightfully belongs to the Parthenon. The scale can be: numerical, linear. 80/100 * 0.45 = 0.36 - that is, 36 hectares are sown with corn.

““Proportions” mathematics grade 6” - We write the same relations in the form of equality. Average members. Make 4 correct proportions. Lesson topic. The main property of proportion. From the relationship, select equal. Guess the rebus. The equality of two ratios is called proportion. Proportions. Fill out the table. What is proportion?

“Whole and part” - Relationships between parts and the whole in the world around us and in mathematics. Authors: Atamanova Liza Nekhoroshkova Nadya. Observation of objects in the surrounding world and numerical equations. Objectives of the study. Let's take a look around... Materials used. Progress of the study. Conclusions. Parts and wholes exist in objects of the surrounding world and in numerical equalities.

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Lesson objectives:

1. Educational: introduce students to the patterns in the design of the human head, the proportions of the human face; give the concept of midline and facial symmetry; learn to depict a person’s head with variously correlated facial details.
2. Educational: develop observation skills.
3. Educators: cultivate aesthetic taste; to develop the ability to find beauty, harmony, beauty in the internal and external appearance of a person; activate cognitive interest in the world around us and interest in the learning process.

Equipment: multimedia equipment

Visual range: album with drawings-assistants - Application, presentation, album sheet, TM, 2M pencils, eraser, ruler.

Lesson progress

I. Organizational moment.

Checking students' readiness for the lesson.

II. Working on new material.

1. Report the topic of the lesson. Setting goals.

In the last lesson, we began to study the topic “The image of a person is the main theme of art”, we became acquainted with the history of the emergence of the genre - portrait, types of portraits in terms of size and number of depicted, and the technique of execution.

Slide 1

Today in the lesson we will continue the conversation about the genre, we will get acquainted with the rules for depicting a human head, proportions.

Slide 2

Jean Chardin said: “A brush, an arm and a palette are needed to paint, but the picture is not created by them.” How do you understand these words? What helps an artist create a picture?

Children: Feelings. Artists use paints, but they write with feelings.

2. Conversation with students about works of art.

Slide 3

I invite you to admire the paintings of artists V.A. Tropinin “Portrait of a Son”, Jean-Louis Veil “Portrait of a Girl in a Hat” (Portrait of Elizaveta Strogonova).

What can you say about the boy and girl as the artists depicted them?

Try to describe their appearance, condition, inner world.

Student answers.

First student: I will talk about the girl. Now, if I had such an opportunity now, I would also order my portrait from some famous artist. Because famous artist of course a great master. I'm looking at the picture of the girl, and I really like it. She is probably 12-13 years old, like me. She lived a long time ago, but I have a feeling that I could talk to her, but I don’t know what about yet. This girl has such a gentle face, a subtle smile, her hair is not disheveled, but looks so neat, as if it were an adult lady’s. And most importantly, she has a simply extraordinary hat: with large brims and decorated with fresh flowers. It's very beautiful! The girl is dressed, her name is Lisa, simply, but with great taste. It is clear that she is loved and cared for very much. And the artist, look how delicately he painted the lace! Just a piece of jewelry. I am sure that this young countess would never say a rude word or offend her servants. I think she loved to read and walk in the garden. It is clear that she is a well-mannered and very sweet girl. The artist is just great!

Second student: And I want to talk about the portrait of a boy. This is the son of the artist V.A. Tropinina. I think that the artist raised his son properly, because in the portrait he is a real tomboy. It seems to me that he seemed to have just returned from the yard, where he was playing with the hunting dogs. Or from the forest. It seems to me so, because he is not dressed for home, but for walking, so that he can frolic, run, and jump. And the peeking snow-white shirt reveals that he belongs to the noble class. Slightly curly golden hair, a well-defined chin and olive eyes suggest the future beauty of an adult man. At the same time, I see that this boy has a thoughtful, confident look, he knows a lot for his age, as he is taught by his home teachers. And I’m just sure that he doesn’t turn up his nose and is friends with the serf boys, which makes his appearance much more attractive.

Teacher: Thanks guys for interesting story. Let's think about the following questions.

Slide 4

What does an artist strive for when depicting a person?

How does an artist manage to convey experiences, the inner world of a person, his condition, beauty? Do you think it is easy to draw a person?

What knowledge must an artist master in order to depict a human face? (Children's answers)

3. Message on the topic of the lesson. Teacher's story.

Teacher: For artists, man has always been and remains the main object of the image. To depict a person, to convey his correct appearance, it is necessary to clearly understand the structure of forms human body, patterns of their formation. When working on the image of the human figure, the artist’s faithful assistant is anatomy. Artists realized this truth a long time ago. Many outstanding masters of the past studied anatomy by directly participating in surgical operations.

Slide 5

The section of anatomy needed by artists is called plastic anatomy and studies what forms the external forms of the body - the skeleton, muscles and skin.

Slide 6

When we admire perfect works of art, we are struck by the amazing harmony inherent in them, which is largely determined by such an aesthetic quality as the proportionality of the whole and details. The word “proportion” translated from Latin means “ratio”, “commensurability”.

Proportion is the harmonization of form work of art, proportionality is its aesthetic quality.

The proportionality of the parts creates the beauty of the form. All these properties underlie a competent drawing. In artistic practice, there is a well-known method for determining proportions, called sighting and the comparison method. However, no mechanical methods for determining proportions can replace a developed eye. It is this ability that needs to be developed in oneself through training.

Slide 6

The ideal proportions for the human head have been established, according to which it is divided horizontally from the crown to the end of the chin into two equal parts by the line of the eye sockets. Each of these halves can, in turn, be divided into two equal parts: the upper one by the hairline, and the lower one by the base of the nose. It turns out four equal parts. The distance between the eyes is taken to be equal to the width of the wings of the nose (or eye). The distance from the eyebrows to the base of the nose determines the size of the ears. In reality, such ideal proportions are rarely found in people, but it is necessary to know them in order to see deviations from the norm and better understand the individual proportions of living nature.

Bye general shape the head has not been solved, its proportions have not been found, it is impossible to move on to finishing the details. Portrait resemblance depends largely on correctly maintained general proportions.

It should be remembered that when determining proportions, it is better to compare the relationships of several parts in the drawing with the relationships of the same parts in kind.

Teacher: Let's consider the individual characteristics of facial details. Open albums with assistant drawings.

The nature of the eyes and their placement can be varied: there are large and small eyes, more or less convex; they can be planted so that their internal and external corners are located in a horizontal straight line; sometimes the internal corners are significantly lower than the external ones, etc.

Lips, like eyes, are the most expressive parts of the face. They are very diverse in shape, so it is necessary to capture and strive to convey their characteristic feature: their size, fullness; the lower lip can protrude strongly, and the upper lip hang over it, etc.

Leonardo da Vinci, classifying the shapes of the nose, divided them into “three varieties”: straight, concave (snub-nosed) and convex (hump-nosed). The nature of the nostrils and wings of the nose also varies among people. The nostrils can be rounded or narrow, the wings of the nose can be flat, convex, short, elongated. The noses are also varied in front: both wide and narrow.

The chin prominence and especially the lower edge of the jaw, which forms the border with the neck, are of great importance.

Physical education minute

1. Exercise to train the eye muscles: slowly move your gaze from right to left and back; repeat 8-10 times.
2. Starting position – sitting on a chair, legs bent, feet parallel. Raise your heels simultaneously and alternately, spreading your feet to the sides.
3. Starting position – standing. “Lock” - hold one hand behind the head, the other behind the shoulder blades. “Saw” several times, changing the position of your hands.

III.Practical work.

Slide 7

(The order of the drawing. Students perform the drawing on landscape sheets. The teacher performs the drawing on the board with comments, organizes observation of the location of parts of the face).

Teacher: The location of the parts on the face of each person is the same, but the shapes are different.

1. Let's draw a rectangle 10 cm by 14 cm. Divide the rectangle in half horizontally and vertically (give concepts: facial symmetry, midline- eye line).
2. The head is ovoid in shape. Draw in a rectangle.
3. Divide the eye line into 5 equal parts. We draw the eyes with two arched lines.

The distance between the eyes is equal to the eye. Let's check.

1. Draw the eyes: the eye has two pupils. One large one is colored, and the second small one is black. We paint over the pupils. To prevent your eyes from popping out, cover your pupils with your eyelids.
2. Draw the upper eyelid, on which the eyelashes are located. We draw eyelashes in the direction from the nose. Draw the lower eyelid. Draw eyelashes.
3. There are eyebrows above the eyes, let's draw them. Come up with the form yourself. Let's paint them in the direction from the nose.
4. Draw the nose. If you learn to draw a nose, you will learn to draw a person.

Divide the lower part of the head in half, draw a horizontal line - the line of the nose (tip). From the eyebrows we draw two parallel lines on the bridge of the nose, slightly diverging towards the tip of the nose. We draw the wings of the nose with arched lines. We draw the nostrils using arcuate lines.

1. We divide the part of the face from the line of the tip of the nose to the chin in half - the line of the mouth. The corners of the mouth are located under the pupils. We draw lines from the pupils down. The shape of the lips is different. From the middle, draw the upper lip with two arched lines to the left and right. Draw the lower lip with an arcuate line. Let's paint it over. The upper lip is darker, the lower lip is lighter, because... light falls on her.
2. Draw the supralabial folds.
3. We draw ears. The ears are located between the lines of the bridge of the nose and the tip of the nose. We draw the ears closer to the head, draw the earlobe, and mark the pits.
4. We highlight with a soft pencil: eyebrows, eyelashes, pupil, nostrils, mouth line.
5. We denote the face with an arcuate line. Drawing hair. Create an image of a boy or girl.

During practical work, the teacher makes targeted rounds: 1) monitoring the organization of the workplace; 2) monitoring the correct execution of work methods; 3) providing assistance to students experiencing difficulties; 4) control of the volume and quality of work performed.

IV. Lesson summary.

1. Exhibition of student works. Discussion. Grade.

Teacher: It is clear from your works that today you have taken the first step in mastering the technique of depicting a person. And although you didn’t get everything right at once quite clearly and proportionally, only by trying, constantly sketching any individual facial features of people, you can learn how to correctly depict a person and achieve similarities in portraits.

2. Conversation with students about the portrait of E Demidova, artist Robert Lefevre.

Teacher: I thought for a long time, guys, how to end our lesson. And finally, I decided to surprise you. I'm sure you'll be interested in looking at another portrait. Who do you think it is?

Slide 8

(Children's answers)

Teacher: With difficulty, but I was able to find for you a portrait of Elizaveta Alexandrovna Stroganova already at the age of about 30 years. She married a very rich mine owner, Nikolai Nikitich Demidov. Let's take a close look at both portraits - girls and ladies. Artists are different. I painted this picture French artist Robert Lefebvre in St. Petersburg. Do you think there are any similarities? Why did you decide this? What are these similarities?

(Children's answers)

Teacher: The similarity, of course, is perceptible; it is undoubtedly in the facial expression, in the gaze, in the turn of the head, in the posture. And of course, both portraits are not photographs - cold and glossy - but the work and soul of artists, and therefore they radiate warmth, beauty, tenderness, in fact, of one person, at different ages. Without a doubt, looking at these portraits is an aesthetic pleasure!

Slide 9

I would like to end our lesson with a poem by A. Dementyev.

And isn’t that why art is so precious?
What does not break the thread with the past,
Talking sometimes happy, sometimes sad
About everything that cannot be forgotten?
And about how the artist suffered
Near the silent canvas,
So that, overcoming the impossible,
Beauty rose to people.

V. Homework.

Prepare a message about facial expressions; perform an appliqué based on the image of a head with differently correlated facial details (optional, advanced level task).

Slide 10

Thanks for the lesson.

References:

1. N.G. Lee “Fundamentals of educational academic drawing” - Moscow. Eksmo, 2009 – 480 pp.: ill.
2. J. Hamm “How to Draw the Head and Human Figure”; lane from English A.V. Zhabtsev. – Minsk: “Medley”, 2008 – 128 p.: ill.