Lesson number 12.

Theme.

Target. - To acquaint students with the features of the Greek relief of the archaic periods and

Classics; to give an idea of ​​the reliefs of the temples of Athena in Selinunte, Zeus in

Olympia, Parthenon.

Develop the ability to compare works of one type of art to different

Historical time; to correlate the studied works with a certain era.

Express your own judgments about the works of the classics.

Equipment. Computer, projector, computer disk, illustrative and handouts on the topic.

Concepts and terms... Relief, decor, frieze, metope, composition.

Literature.

1. Martynov V.FY. World art culture: Textbook. - Minsk, 1999.

2. Guzik M.A. In search of the golden fleece. MHC in quizzes, puzzles, crosswords and cryptograms. - M., 1994.

3. Culturology. Study guide for students. - Rostov-on-Don, 1995.

4. Who is who in the ancient world. Directory. - M., 1993.

5. Art. Encyclopedia for children. Volume 1.2. "Avanta" - M., 1999.

Board decoration... Theme. Epigraph, problematic task.

Lesson type. Combined

Lesson organization form... School lecture. In consolidation, the elements of practical work.

Plan for learning new material.

1. Relief of the Temple of Athena in Selinunte:

2. Temple of Zeus at Olympia:

3. Metopes and the Ionic frieze of the Parthenon.

Epigraph.

Soul.

I. Vinkelman.

Problem task.After learning new material, complete activity 7 in your workbook. (Connect with arrows the images of Doric temples of the archaic and classical periods with the corresponding reliefs).

During the classes.

Organizational moment.

Repetition.

Using the picture material, identify the parts of the Greek temple (task 1).

Tasks 2, 3 of a higher level of difficulty.

Checking creative assignments.

Learning new material.

Name the topic, the purpose of the lesson, introduce the epigraph.

In relief, Greek art has reached the highest perfection. The peculiarity of the Greek relief is not in the transfer of portrait resemblance, but in the master's ability to find those forms that best reflect the essence of the plot.

We will trace the evolution (development) of the relief using the example of a Doric temple in different periods of the development of Greek culture.

Lecture plan.

Relief of the Temple of Athena in Selinunte:

Relief storyline;

Techniques and methods of conveying the main idea;

Features of composition, images of figures;

Shadow pattern.

Temple of Zeus at Olympia:

Subject lines of reliefs;

Ways to convey dramatic action.

Metopes and the Ionic frieze of the Parthenon.

Features of the composition of the metope and the Ionic frieze;

The idea of ​​the triumph of Athenian democracy in the image of the procession of the inhabitants of Athens in

the feast of the great Panathenaeus;

The rhythm of the relief, lack of expression, breakage, shocking.

In the course of the lecture, work is underway withCD illustrative material... The projector displays visual range:

Abduction of Europa. Metope of the Temple of Athena at Selinunte, 6th century BC

Running Nereids. Metope of the Temple of Athena at the mouth of the Sele River, 6th century BC

Zeus and Hera. Metope of the Temple of Athena at Selinunte, 6th century BC

Hercules and Titan. Metope of the Temple of Athena at the mouth of the Sele River, 6th century BC

Hercules and Deianira. Metope of the Temple of Athena at the mouth of the Sele River, 6th century BC

Phidias. Fight of a lapith with a centaur. The Parthenon Metope.

Phidias. Efebos with horses. The Parthenon Metope.

Water carriers. Northern Ionic frieze of the Parthenon.

Phidias. The gods of Olympus. Eastern Ionic frieze of the Parthenon.

In order to supplement and expand the material studied, students are invited to listen to messages about Phidias prepared by the children.

At the end of the lecture, we check what material was recorded in the table, make clarifications and additions.

Anchoring. Remind students of the problematic assignment. To update the studied material, we suggest watching a computer presentation, in which illustrative material was selected on the topic studied in the lesson (2-3 minutes). Further, the students independently complete task 7 in the workbook.

We collect notebooks.

Working with a document.(Handout for the lesson).

Read the document and draw a conclusion about the evolution of Greek relief from the archaic to the classics.

Homework.§12, reports of Greek sculptors (Polycletus, Scopas).

Students' notes in a notebook.

Theme. Evolution of the Greek relief.

Epigraph. As the depth of the sea remains always calm, no matter how much

The sea did not rage on the surface, just like the images created

Greeks, find among the excitement of passions a great and solid

Soul.

I. Vinkelman.

Features of the Greek relief of the archaic and classical periods.

Handouts for the lesson.

Working with a document.

“All these - now radiant, now formidable, living, dead, triumphant, perishing figures, these twists of scaly serpentine rings, these outstretched wings. These eagles, these bodies, these horses, weapons, shields, these flying clothes, these palms and these bodies, the most beautiful human bodies in all positions, bold to incredible, slender to music - all these diverse facial expressions, selfless movements of the members, this the triumph of malice, and despair, and gaiety, divinity, and divine cruelty - all this heaven and all the earth - yes, this is the world, the whole world, before the revelation of which an involuntary cold of delight and passionate reverence runs through all veins ... "(I. Turgenev)

Questions to the document.

What do you think is the beauty of the Greek relief?

Express your own judgments about the works studied in the lesson.

Reflection in specific content and stages of presentation

Motivation

The ability to check

EVOLUTION OF THE GREEK RELIEF FROM ARCHAIC TO HIGH CLASSICS

Temple of Athena at Selinunte

Temple of Zeus at Olympia

Metopes and the Ionic frieze of the Parthenon

Relief as a manifestation of the highest perfection of Greek art.

The evolution of Greek relief from the entertaining variegation of the archaic to the simple forms of the classics.

The relief of a Doric temple in different periods of the development of Greek culture: Temple of Athena in Selinunte (archaic); Temple of Zeus at Olympia (early classical period); Metopes and Ionic frieze of the Parthenon (high classics).

1. Professional mobility requires humanitarian knowledge.

2. View a modern look at the reliefs of Ancient Greece, from the point of view of the evolution of Greek culture.

3. Continue the harmonic analysis of the world in a sensory way, i.e. through art.

4. Continue the search for new meanings in the familiar.

- we conduct dialogues;

- we formulate questions on the topic of the lesson, answer them;

- we work with tests;

- we draw diagrams in a notebook;

- we write down the definitions;

- we carry out the tasks of the textbook and the teacher;

- we work with art history texts;

Technological map of lesson number 12 - grade 10

Student activities

Teacher activity

Student assignments

UUD

Didactic lesson structure

Organizing time

Are discussing new direction of activity

Attracts attention to a new search direction of activity. At each MHC lesson (or in advance) we look for "The most interesting fact related to art and the topic being studied."

Search work "The most interesting fact related to the Greek relief!"

Personal - motivate interest in the topic under study

Learning new material

Answer when asked what they know about the relief and its types.

Meet with

Annex 1

Perform

Exercise 1

Sets accents

1.Feature of the Greek relief - not in the likelihood and transmission of external similarity, butin the ability to find those forms and that linear rhythm that are extremely accurate reflect the essence of the plot and correspond to the architectural style.

2. Relief evolution went from the entertaining diversity of the archaic to the simple forms of the classics, strict and humane.

ARCHAICS
Metope of the Temple of Athena at Selinunte ( VI v. BC NS.) Stunning stylistic consonance of relief and heavy architecture.

The metope depicts Perseus, who, with the support of Athena, defeats the gorgon Medusa.

EARLY CLASSICS
Temple of Zeus at Olympia (beginning V century BC)

The Greeks found more spiritualized forms of relief, the interaction of which with architecture became easier and more subtle, because the spirit of rationalism overcame the resistance of matter and the temple took on drier, sharper outlines.Each relief conveys a dramatic action, and its expression is a simple movement, gesture. The metope of the Temple of Zeus at Olympia is decorated with a scene of the penultimate feat of Hercules, associated with the acquisition of the golden apples of the Hesperides - apples of eternal youth.

LATE CLASSIC

Parthenon Metopes (? - c. 431 BC)

The unique ability of Greek art to find the exact movement and rhythm of lines in order to reveal the inner consistency of the plot and create a coherent image. itevident in the reliefsmetope and Ionic frieze of the Parthenon - the creations of the great Phidias.

Assignment 2

"Phidias"

Subject - know the specific content component of the topic being studied:

Subject

Securing new material

Discuss assignment 2

Conducts mini-testing after completing tasks 1 and 2:

What new did Phidias bring to the relief?

What idea was expressed by the Ionic frieze of the Parthenon?

How does the appearance of the Parthenon combine the strict forms of the classics with the decorative brilliance of the archaic?

Control

Participate in mini testing

Controls mini-testing progress

Formulate two questions on the topic and write them down in a notebook

Subject

Know the specific content component of the topic being studied

Subject

Consolidation of basic knowledge and obtaining new ones within the framework of disciplinary educational programs

Reflection

Are discussing completing assignments and the lesson itself

Organizes and guides reflection,analyzes work on assignments

Metasubject

Reflect on school methods and skills to act

Communicative

Choose adequate speech constructions in a semantic educational dialogue.

Annex 1

Relief - kind of fine arts , one of the main types of sculpture, in which everything depicted is created using volumes protruding from the background plane. It is performed using cuts in, usually viewed from the front, which differs from a round sculpture. A figured or image is performed on a plane made of stone, metal, with the help of, and. Depending on the purpose, architectural reliefs differ (on , slabs).Relief types:

(low relief) - a view, a convex image protrudes above the background plane, as a rule, by no more than half the volume.

(high relief) - a kind of sculpture, the convex image protrudes above the background plane by more than half of the volume.

Counter relief (against and "relief") - a kind of in-depth relief, which is a "" bas-relief. It is used in and in forms (matrices) to create bas-relief images, etc.

Koilanaglyph (oren creux (ankryo)) - a type of in-depth relief, that is, a contour cut out on a plane. It was mainly used in the architecture of Ancient Egypt.

Task 1 "Types of relief"

Define the type of relief:

1.____________________

2.____________________

3.____________________

4.____________________

1 2 3 4

Assignment 2

"Phidias"

Read the text.

Find the description of the Parthenon metopes in the text.

Write the information you find in a notebook.

Phidias (approx. - approx.) - and, one of the greatest artists of the high classics. Friend . Phidias is one of the best representatives of the classical style, and about its significance it is enough to say that he is considered the founder of European art. Phidias and the Attic school of sculpture headed by him (2nd half of the 5th century BC) occupied a leading place in the art of high classics. This direction most fully and consistently expressed the advanced artistic ideas of the era. This is how art was created"Synthesizing everything progressive that was carried by the works of the Ionic, Doric and Attic masters of the early classics up to and including Myron and Paeonius" ... They note the great skill of Phidias in the interpretation of clothing, in which he surpasses both Miron and Polycletus.The clothes of his statues do not hide the body: they are not slavishly subordinate to him and do not serve to bare him. Most of Phidias's works have not survived, we can only judge about them by descriptions of ancient authors and copies. However, his glory was and colossal:

One of . Phidias worked on the statue of Zeus with his student and brother Panen.

« » - a giant image of a goddess brandishing a spear in Athenian. Built approx. to commemorate the victories over the Persians. Its height reached 60 feet and towered over all the surrounding buildings, shining from afar over the city. Bronze casting. Has not survived.

« » ... It was installed in Athenian, inside the sanctuary and represented a goddess in full armor. The most complete copy is considered to be the so-called."Athena Varvakion" (Athens), gold (clothing), ivory (hands, face), adorned with small precious stones.

The sculptural decoration (Parthenon, etc.) was carried out under his leadership

The sculptural decoration of the Parthenon, as noted, was carried out under the guidance of the great master and with his direct participation. This work is divided into four parts: external (). They were connected thematically along the sides of the building. A battle was depicted in the south. "

"Phidias showing the frieze of the Parthenon to friends",

painting by Lawrence Alma-Tadema, 1868 Pericles - Athenian strategist (c. 494 BC - 429 BC) Phidias - ancient Greek sculptor, architect

As Plutarch writes in his"Life of Pericles" Phidias was the main advisor and assistant in carrying out a large-scale reconstruction in Athens and giving it its present appearance in the style of high classics. Despite this, in relations with fellow citizens, Phidias was plagued by troubles (c. 432-431 BC). They began to accuse him of hiding the gold from which the cloak of Athena Parthenos was made. But the artist justified himself very simply: the gold was removed from the base and weighed, no shortage was found. The next charge caused much bigger problems. He was accused of insulting a deity: on the shield of Athena, among other statues, Phidias placed his and Pericles' profile(for details on the image, see) ... The sculptor was thrown into prison, where he died, either from poison or from hardship and grief. According to other sources, he died in exile c. Plutarch writes: “Since he was a friend of Pericles and enjoyed great authority with him, he had many personal enemies and envious people. They persuaded one of Phidias' assistants, Menon, to denounce Phidias and accuse him of theft. Envy of the fame of his works gravitated over Phidias ... When his case was examined in the National Assembly, there was no evidence of theft. But Phidias was sent to prison and died of illness there. "

It is named after Phidias.

The Parthenon is the most famous monument of ancient architecture, located on the Athenian Acropolis, the main temple in ancient Athens, dedicated to the patroness of this city and all of Attica, the goddess Athena the Virgin. NS. by the architect Callicrates according to the project of Iktin and decorated in the years BC. NS. under the leadership of Phidias under the reign of Pericles. Currently, it is in a dilapidated state, restoration work is underway.

Delphi, located on the southern slopes of Mount Parnassus, at an altitude of 570 m above sea level, the most famous of the sacred places of ancient Hellas, was famous in the ancient world for its temple of Apollo. Around 1400 BC. Delphi was the sanctuary of the earth goddess Gaia. The sanctuary flourished in the 7th-6th centuries BC.

To the north of the Mexican capital, at the spurs of the Eastern Sierra Madre mountain range, is Teotihuacan. In the period from 1 to 250. AD the center of Teotihuacan was built entirely, including the pyramids of the Sun and Moon, and the "Road of the Dead". The city was abandoned 700 years before the rise of the Aztecs in the 15th century

Erechtheion, a monument of ancient Greek architecture, made by an unknown author (421-415 and 409-406 BC) and is distinguished by an emphatically asymmetrical composition, subtle beauty of the two Ionian porticoes and the portico of the Caryatids. The Erechtheion was the central temple dedicated to the cult of the goddess Athena.

One hundred and twenty kilometers from the capital of the Republic of Sri Lanka - Colombo - is the ancient city of Kandy, which retained its independence until 1815. Kandy means "mountain" in translation, and the local name of the city of Maha Nuwara is the Great City. At the end of the 16th century (1590), when the Portuguese captured the southwestern and northern coasts of the island, the Sinhalese rulers went to the mountains and founded a state with the capital in Kandy. For 225 years the state was independent and only in 1815 the British managed to capture the city. In the center of the city is an artificial lake, the creation of the last king of Kandy. On the shore of the lake is Dalada Maligawa - the Temple of the Sacred Tooth of Buddha. Since 311, when the Tooth appeared on the island in the hair of Princess Hemamala, the relic has become a symbol of sovereignty.

The Church of the Holy Sepulcher in Jerusalem is the sacred center of Christianity, a religion that for two thousand years has spread throughout the planet and today unites about a third of the world's population. The Jerusalem Church of the Resurrection of Christ, better known as the Church of the Holy Sepulcher, was built on the site where Christ's earthly journey ended, and then where the events related to his crucifixion, burial and resurrection took place. The Church of the Holy Sepulcher includes about forty different buildings. The structure of the temple includes Mount Golgotha, on which the Savior was crucified, and the cave of the Holy Sepulcher. There are underground passages under the entire building of the temple. Today different parts of the temple are owned by different Christian denominations: Orthodox, Catholic, Armenian, Coptic, Syrian and Ethiopian. During its long history, the Church of the Holy Sepulcher was completely destroyed and rebuilt three times.

Subject, class
The world around you, grade 2

UMK
Educational system School 2100

Theme:
Continents and oceans

Lesson type on goal setting:
Learning new material

The purpose of the lesson:
Formation of a general idea of ​​our planet, continents and oceans; concepts of geography and geographical map;

Lesson Objectives:
1. To check the knowledge of students about the globe as a model of the Earth.
2. To acquaint with the new terms "ocean", "continent".
3. Give initial information about the oceans and continents of our planet.
4. Continue the formation of skills for working with the globe and the skill of oral storytelling.
5. To form communicative competence: the ability to conduct a dialogue, to coordinate their actions with the actions of a partner in joint activities.
6. Develop independence of thought, cognitive interest in the world around us.

Basic terms and concepts of the topic:
Ocean, sea, mainland, hemisphere, part of the world,

Planned results:
-personal
-subject
-metasubject

Cognitive UUD
1. We develop the ability to extract information from diagrams, illustrations, texts.
2. Present information in the form of a diagram.
3. Reveal the essence, features of objects.
4. Draw conclusions based on the analysis of objects.
5. Summarize and classify according to characteristics.
6. Be guided by the spread of the textbook.
7. Find answers to questions in the illustration.

Regulatory UUD
1. We develop the ability to express our assumptions on the basis of working with the material of the textbook.
2. Evaluate learning activities in accordance with the task at hand.
3. Predict the work ahead (make a plan).
4. Carry out cognitive and personal reflection.

Communicative UUD
1. Develop the ability to listen and understand others.
2. Build a speech utterance in accordance with the tasks.
3. Formulate your thoughts verbally.
4. Ability to work in pairs and in groups.

Personal results
1. We develop the ability to show our attitude towards the heroes, to express our emotions.
2. Evaluate actions in accordance with a specific situation.
3. We form motivation for learning and purposeful cognitive activity.

Organization of space
Desks arranged for group work

Lesson rules (if they exist)
Group rules, netbook rules

Types of assessment used
Self-esteem

Interdisciplinary connections
Rhythm, mathematics ("Square"), fine arts ("Spectrum of colors").

Forms of work
Frontal, individual

Hardware and software, network services
Mobile classroom, Classroom Management software, interactive whiteboard, multimedia projector

Resources used:
-literature;
- didactic materials
-links to ESM
1. [Download the file to see the link]

Test answers appear on the whiteboard with letters highlighted.
- And now, from the highlighted letters of the test answers, make up a word, and you will find out the purpose of our journey
- If with the help of astronomy we made a trip into space and looked at the Earth as if from the outside, then the following science offers us a journey through the Earth itself. And this science is called geography.
- What will help us make this journey?
An interactive whiteboard demonstration of a picture of the Earth from space
- What two types of the earth's surface can be seen in the image from space?
Demonstration of the "Water and Land" diagram on an interactive whiteboard

Look and answer what is shown in the pie chart.

Do you want to go on a trip around the world by correspondence?
- What kind of transport will we choose? Look at the map.

1 team sets sail
Assignment: Find 4 oceans. Set the largest and smallest.

Team 2 goes to look for 6 land areas.
Assignment: Mark the smallest and largest.

What do we need on the trip?
-What is more convenient to use?

On any journey, it is customary to keep a logbook. There is information about what was encountered on the way. - In any voyage, it is customary to keep a logbook. There is information about what happened on the road, or what happened on the way. Take your logs. We will move to the left, starting in the Western Hemisphere.
Now, submit a summary of your observations!

Describe the sections of water you saw. What do they have in common?
.

Describe the land areas you have encountered. What do they have in common?

What is their common name?

What do you think the lesson will be about today?
-What is more on Earth: water or land?
From the highlighted letters, students make up the word "Earth" and formulate the purpose of the trip

Children make guesses

- Most of the earth's surface is covered with water. These are the oceans of the Earth. And huge tracts of land that are surrounded by bodies of water.

Answers-assumptions of children sound

Answers-assumptions of children sound
- We think it will be a ship, because almost all space is occupied by water

Group work. Children work with hemisphere maps.

Globe or map, compass
-Globe looks more like our planet, but the map is more convenient to use. A map is an image of the Earth's surface on a plane.
Children fill out magazines

Group 1: Water: Atlantic Ocean, Pacific Ocean, Indian Ocean, Arctic.
-It is a huge expanse of water, stretching from one piece of land to another.
-They are called oceans
Group 2: Land: North America, South America, Eurasia, Australia, Africa, Antarctica
- These are large areas of land, surrounded on all sides by water.

Answers-assumptions of the participants of the trip.

4. Search for a solution to the problem

- What do you guys think, what could be called such land areas?
Let's check our assumptions using the textbook on p. 96.
(Huge tracts of land surrounded by water are called continents. There are six continents in total.)
The topic of the lesson appears on the blackboard: "Continents and oceans"
Children suggest titles.
They meet with insufficient knowledge. Experiencing difficulty. They suggest checking the textbook.
Formulate new knowledge
3 minutes

5.Exercise minute

Before the further journey, we will have a little rest.
Performing movements to music
2 minutes

6. Primary perception and assimilation of new knowledge

Now it's time to go. Let's first go to the largest continent, which is called: Eurasia. Find this continent on your map.

And now we will go to the hottest continent - to Africa. Find this mainland on the map. Africa is the second largest continent. This is the hottest continent. There are no winters here. The surface heats up to +70 degrees. Africa is called the "black continent" due to the fact that black people live there.
- And now, guys, our path lies in North America. Find North America on the map.
- Next stop in South America. This is the wettest continent. Find this continent on your map.
- Well, the next stop is on the smallest and driest continent - Australia. Find this continent on your map. The most unusual animals live here. From Latin the name of the continent means "South".
“And now our path lies in Antarctica, the coldest continent. It is shown on the map in both the western and eastern hemispheres. Find this continent on your map.
They find continents on their maps by analogy with the story of the teacher. They reinforce the concept of "mainland".
Find and show the oceans.
7 minutes

7. Consolidation of new knowledge and skills.

Let's go back to our routes. Now can you tell us more about your route? Prepare your stories.

- Make a conclusion: why do you need to know the map, continents and oceans?
1 group.
We crossed 4 oceans: Atlantic, Pacific, Indian, Arctic

Group 2.
We crossed 6 continents :: South America, Africa, Australia: North America, Eurasia, Antarctica

This allows you to travel on the map, easily find the places of the events you are interested in.
5 minutes

8. Independent creative use of formed skills and abilities

Classroom Management Program

- Guys, tell me, can the whale and fox animals travel together?

1. Get a creative assignment - group work
Task for the first group.
- Arrange the continents by area, starting with the largest

Task for the second group
- Arrange the oceans by area, starting with the smallest.
-No. They have different habitats. One can travel only on the continents, the other on water bodies.
Children complete assignments, send answers by message to the teacher
5 minutes

9. Generalization of the learned.

Classroom Management Program
Earth Model - ___________.
On the globe, ____________ is indicated in blue, ________________ is indicated in brown, yellow, and green.
On the globe there are _____ ocean and _______ continents.
Planet Earth is our common home and it should be __________!
The teacher transfers the task for each group using the program (transfer of files), the children of each choose the words that are suitable for the meaning: GLOBUS, WATER, DRY, FOUR, SIX, CARE, LOVE, insert them and send them to the teacher.
5 minutes

"I AM"-
"We"-
"A business"-
Reflective algorithm is implemented:
"I" (how I felt, what mood I was working in, whether I was satisfied with myself),
"WE" (was it comfortable to work in a small group, what difficulties were in communication),
"BUSINESS" (did you achieve the goal of the study, what difficulties arose, how to overcome your learning problems)
3 minutes

How the Earth's surface works
Encyclopedic reference
Most of the Earth's surface is covered with water. The land is distributed very unevenly, its separate massifs are separated by wide sea and oceanic spaces.
Such a distribution of land and sea has a great impact on the movement of air masses, sea currents and, in general, on the Earth's climate.
The continents are combined into two groups. The southern group is made up of Africa, Australia and South America. Many geographers include Antarctica in this group, which, like all those already mentioned, was part of Gondwana. The northern group includes North America and Eurasia. The northern continents stretch from the hot zone of illumination to the polar one, and the southern ones are mostly located in the hot zone.
Each continent has its own characteristics that distinguish it from others. No two continents are alike. Eurasia is the largest continent with a very diverse nature, North America is distinguished by great contrasts in nature, South America is the most humid and "green", Africa is the hottest, Australia is the driest, Antarctica is the coldest continent covered with ice.
Part of the world is the mainland or part of the mainland with adjacent islands. There are six parts of the world, like the continents: Europe, Asia, Africa, America, Australia with Oceania and Antarctica.
The geographical position is determined in relation to the equator, tropics, polar circles, large geographical objects.
The main difference between our planet is the abundance of oceans that make up a single World Ocean. The first division of the ocean into parts was carried out in 1650 by the Dutch geographer Vareniy. There are five oceans on our planet. The Southern Ocean washes the shores of Antarctica. Its northern border is drawn along the conditional line of convergence of waters of polar and temperate latitudes (between 50 "and 60" S).
The role of the ocean in the life of the planet is enormous. The ocean is a heat accumulator on the planet, which is determined by the remarkable properties of water. The ocean surface absorbs much more heat than the land surface. The ocean supplies moisture to the atmosphere, feeds land with precipitation. In the interaction of the ocean and land, the role of air masses is especially great.
Ocean currents play a huge role in the interaction of the ocean and land. They enhance the exchange of heat and moisture between them. Currents from the equator to the poles carry significantly more heat than air masses. The world water cycle ensures the flow of water from the ocean to land. This water flows into rivers, lakes, forms part of groundwater, moisturizes soils, and ensures the life of various organisms on land. Thus, the World Ocean, interacting with land, determines the appearance of our entire planet.

Study of additional material on the topic "Continents and oceans"
2 minutes

The technological map was developed for conducting a lesson in the second grade, on the topic "Continents and oceans" in order to form a general idea of ​​our planet, continents and oceans; acquaintance with the concept of geography and geographical map; To achieve this goal, the following tasks are solved: 1. To check the knowledge of students about the globe as a model of the Earth. 2. To acquaint with the new terms "ocean", "continent".
3. Give initial information about the oceans and continents of our planet. 4. Continue the formation of skills for working with the globe and the skill of oral storytelling. 5. To form communicative competence: the ability to conduct a dialogue, to coordinate their actions with the actions of a partner in joint activities.
6. Develop independence of thought, cognitive interest in the world around us. To conduct the lesson, you will need the following equipment: Mobile classroom, Classroom Management program, interactive whiteboard, multimedia projector. The technological map indicates the Internet resources used. The lesson assumes two forms of work: frontal and group, type of assessment: self-assessment.

The art of Ancient Greece played an important role in the development of the culture and art of mankind. It was determined by the social and historical development of this country, deeply different from the development of the countries of the Ancient East. In Greece, despite the existence of slavery, the free labor of artisans played a huge role until the development of slavery had a destructive effect on it. In Greece, within the framework of a slave-owning society, the first principles of democracy in history were formed, which made it possible to develop bold and deep ideas that affirmed the beauty and significance of man.

With the transition to a class society, a number of small city-states, the so-called city-states, were formed in Ancient Greece. Despite the presence of numerous economic, political, cultural ties, the poleis were independent states and each pursued his own policy.

Stages of development of the art of Ancient Greece:

1. Homeric Greece(12-8 centuries BC) - the time of the collapse of the tribal community and the emergence of slave relations. The emergence of the epic and the first, primitive monuments of fine art.

2. Archaic, or the period of the formation of slave-owning city-states (7-6 centuries BC) - the time of the struggle of the ancient democratic artistic culture with the remnants and remnants of old social relations. The formation and development of Greek architecture, sculpture, crafts, the flowering of lyric poetry.

3 Classic, or the heyday of the Greek city-states (5-4 centuries BC) - a period of high heyday of philosophy, natural scientific discoveries, the development of poetry (especially drama), the rise in architecture and the complete victory of realism in the visual arts. At the end of this period, the first crisis of the slave-owning society sets in, the development of the polis comes to a decline, which in the second half of the 4th century causes a crisis in the art of the classics.

3. Hellenistic period(late 4th-1st centuries BC) - a period of short-term recovery from the crisis through the formation of large empires. However, very soon there was an inevitable aggravation of all the insoluble contradictions of slavery. Art is losing the spirit of citizenship and nationality. Later, the Hellenistic states were conquered by Rome and included in its power.

Polis were constantly at odds with each other, however, united in the event of an attack on Greece by a common enemy (this was the case with Persia and Macedonia). Every citizen had the right to participate in government. Naturally, among free citizens there were internal contradictions, often expressed in the struggle of the demos (people) against representatives of the aristocracy.

In Ancient Greece, physical strength and beauty were especially appreciated: pan-Greek competitions were organized in Olympia (Peloponnesian Peninsula). In the Olympiads, the time was kept, and statues were erected to the winners. Of great importance in the development of aesthetic perception were theatrical performances, originally associated with cult celebrations, including in honor of the patrons of the policies (for example, the festival of the Great Panathenae for the Athenians). The religious beliefs of the Greeks retained their connection with folk mythology, thus intertwining religion with philosophy and history. A characteristic feature of the mythological foundation of Greek art is its anthropomorphism, that is, the deep humanization of mythological images.

Most of the monuments of ancient Greek art have not reached us in originals; many antique statues are known to us from ancient Roman marble copies. During the heyday of the Roman Empire (1-2 centuries AD), the Romans sought to decorate their palaces and temples with copies of the famous Greek statues and frescoes. Since almost all large Greek bronze statues were melted down in the years of the death of ancient society, and the marble ones were mostly destroyed, it is often only from Roman copies, usually inaccurate, that one can judge a number of masterpieces of Greek culture. Greek painting in the originals has also hardly survived. Late Hellenistic frescoes, sometimes reproducing earlier examples, are of great importance. Images on Greek vases give some idea of ​​the monumental painting. Written testimonies are also of great importance, the most famous of them are:"Description of Hellas" Pausanias,Pliny's "Natural History""Pictures" of Philostratus, senior and junior,"Description of the Statues" by Callistratus,"Ten Books on Architecture" by Vitruvius.

Art of Homeric Greece

(12th - 8th centuries BC)

This time is reflected in epic poems - The Iliad and "Odyssey", of which Homer is considered to be the author. During the Homeric period, Greek society as a whole still retained its clan structure. Ordinary members of the tribe and clan were free farmers, partly shepherds. Slavery was of an episodic and patriarchal nature, slave labor was used (especially at the beginning) mainly in the economy of the tribal leader and military leader - Basileus. Basileus was the head of the tribe, and united in his person judicial, military and priestly power. He ruled the congregation together with the council of elders - bule. On the most important occasions, a popular assembly - agora - was held.

The monumental architecture of ancient Greek temples, which originated in the Homeric period, used and in its own way reworked the type of megaron that had developed in Mycenae and Tiryns - a hall with a passage and a portico. The expressive ornamental character of the Aegean world was alien to the artistic consciousness of the ancient Greeks.

The earliest surviving works of art are vases"Geometric style", decorated with brown paint on the pale yellow background of an earthen vessel. The most complete picture of this style is given by the Dipylon vases. These are very large vessels, sometimes as tall as a person, and had a funeral or cult purpose. On the Dipylon amphoras, the ornament is especially abundant: the pattern most often consists of purely geometric motifs, in particular the meander braids (the meander pattern has been preserved throughout the development of Greek art). A schematized plant and animal ornament was also used.

An important feature of the later Dipylon vases is the introduction of primitive subject images with schematized figures of people into the pattern. These plot motives are very diverse: the rite of mourning for the deceased, the competition of chariots, sailing ships, etc.

The sculpture of this period has come down to us onlyko in the form of small plastics, mostly of a cult nature. These are small figurines depicting gods or heroes, made of terracotta, ivory or bronze.

"Horse" and " Hercules and the centaur", Olympia

"Plowman", Boeotia

Apollo, Boeotia

The monumental sculpture of Homeric Greece has not reached our time. Its character can be judged from the descriptions of ancient authors. The main type of such sculpture was the so-called xoans - idols made of wood or stone.

By the 8th century BC include the remains of monuments of early Greek architecture.

Temple of Artemis Orphia in Sparta (reconstruction)

Remains of a temple in Thermos in Aetolia and xframe in Dreros in Crete. They used some traditions of Mycenaean architecture, mainly a general plan similar to the megaron: the altar-hearth was placed inside the temple, 2 columns were placed on the facade. The most ancient of these structures had walls of adobe bricks and a wooden frame on a stone plinth.

Greek Archaic Art

(7-6 centuries BC)

The power of the head of the tribe - Basileus - back in the 8th century. BC. was strongly limited by the domination of the clan aristocracy - the Eupatrides, who concentrated wealth, land, slaves in their hands - and then, in the 7th century. BC, disappeared altogether. The archaic period became a time of fierce class struggle between the clan nobility and the people. The Eupatrides strove to enslave the free communes, which could lead the Greek society along the path of the eastern slave states. It is no coincidence that some of the monuments of this time resemble ancient Eastern art. Full or partial victory of the broad mass of free peasants, artisans and merchants led to the establishment of the ancient version of the slave society.

During the 7-6 centuries. BC. expanded Greek settlements - colonies were formed along the shores of the Mediterranean and Black Sea. Of particular importance in the further history of ancient Greek culture were the settlements in southern Italy and Sicily - the so-called Great Greece.

During the archaic period, a system of architectural orders was formed, which formed the basis for all further development of ancient architecture. At the same time, plot vase painting flourishes and the path is gradually outlined to depicting a beautiful, harmoniously developed person in sculpture. The addition of lyric poetry is also important, which means an interest in the world of a person's personal feelings.

Evolution of Greek sculpture

In general, the art of the archaic period is conditional and schematic. Ancient myths and legends are becoming the subject of widespread reflection in the visual arts. By the end of the archaic period, themes taken from reality began to penetrate into art more and more often. By the end of the 6th century BC. classical tendencies begin to come into ever greater contradiction with the methods and principles of archaic art.

Even in ancient times, the art of Greece created a new type of building that became a reflection of the ideas of the people - a Greek temple. The main difference from the temples of the Ancient East was that it was the center of the most important events in the social life of citizens. The temple was the repository of the public treasury and artistic treasures, the square in front of it was a place of meetings and festivities. The architectural forms of the Greek temple did not take shape immediately.

Types of Greek temples

The temple dedicated to the god was always facing the east, and the temples dedicated to heroes deified after death turned to the west, towards the kingdom of the dead. The simplest and oldest type of stone archaic temple was Temple "In antas". It consisted of one small room - naosa open to the east. On its facade, between antami(i.e. the protrusions of the side walls) 2 columns were placed. It was not suitable for the main structure of the polis, therefore it was most often used as a small structure, for example, a treasury in Delphi:

The more perfect type of temple was prostyle, on the front facade of which 4 columns were placed. V amphiprostyle the colonnade adorned both the front and rear façades, where the entrance to the treasury was.The classic type of Greek temple became peripter, i.e. a rectangular temple surrounded on all 4 sides by a colonnade. The main structural elements of the peripter are simple and deeply popular in origin. In its origins, the construction goes back to wooden architecture with adobe walls. From here there is a gable roof and beamed ceilings, the columns ascend to the wooden posts. The architects of Ancient Greece sought to develop the artistic possibilities hidden in the structure of the building. This is how a clear and integral artistically meaningful architectural system developed, which later, among the Romans, was called warrants, which means order, build.

In the Archaic era, the Greek order was formed in two versions - Doric and Ionic. This corresponded to the two main local schools of art. Doric order embodied the idea of ​​masculinity, and ionic- femininity. Sometimes in the Ionic order, the columns were replaced by caryatids - statues of dressed women.

The Greek order system was not a stencil, mechanically repeated in every decision. The order was a general system of rules, and the solution was always creative and individual in nature and was consistent not only with the specific tasks of construction, but also with the surrounding nature, and during the classical period - with other buildings of the architectural ensemble.

The Doric peripter temple was separated from the ground by a stone foundation - stereobath, which consisted of 3 steps. Login to naos(the rectangular room of the temple) was located behind the colonnade from the side of the main facade and was decorated with a pronaos, reminiscent of a portico"Temple in antah". Sometimes, in addition to the naos, there was also opistode- a room behind the pumping station, with an exit towards the rear facade. Naos was surrounded on all sides by a colonnade -"Pteron"(wing, peripter - a winged temple on all sides).

The column was the most important part of the order. The column of the Doric order in the archaic period was squat and powerful - the height is equal to 4-6 lower diameters. The column's trunk was cut by a series of longitudinal grooves - flute... Columns of the Doric order are not geometrically exact cylinders, except for a general narrowing upward, they had some uniform thickening at a height of one third - entasis.

The column of the Ionic order is taller and thinner in proportion, its height is equal to 8-10 lower diameters. She had a base from which she seemed to grow. The flutes, in the Doric column converging at an angle, in the Ionic column are separated by flat cuts of the edges - from this the number of vertical lines seemed to double, and due to the fact that the grooves in the Ionic column were cut deeper, the play of light and shadow on it was richer and more picturesque. The capital had an echinus forming 2 graceful curls.

The system of the Doric order in its basic features was formed already in the 7th century. BC. (Peloponnese and Greater Greece), the Ionic order was formed by the end of the 7th century. BC. (Asia Minor and island Greece). Later, in the era of the classics, the third order, the Corinthian one, was developed, which was close to the Ionic one and was distinguished by the fact that the columns in it were more elongated in proportions (up to 12 lower diameters) were crowned with a lush basket-shaped capital made of floral ornament - stylized acanthus leaves - and curls (volutes).

Earlier temples often had too heavy capitals or too short columnar trunks; the aspect ratio of the temple was often disproportionate. Gradually, all the flaws disappeared.

Temple of Hera (Heraion) at Olympia, 7th century BC.

Temple of Apollo in Corinth (Peloponnese), 2nd half. 6 c. BC.

In archaic architecture, coloring found its place, the main ones were most often combinations of red and blue. The tympans of the pediments and the backgrounds of the metopes, triglyphs and other parts of the entablature were painted, the sculpture was also painted.

Temples of Ionia, i.e. the cities of the coast of Asia Minor and the islands were distinguished by their especially large size and luxury of decoration. This is reflected in the connection with the culture of the East. These temples found themselves outside the main line of development of Greek architecture. The architecture of the classics developed all the best aspects of the Ionic order, but remained alien to lush luxury, this feature was developed only in the era of Hellenism. The most famous example of archaic temples of Ionia is the Temple of Artemis in Ephesus (2nd half of the 6th century BC) - dipter, more than 100 m in length

Model of a temple in Istanbul in Miniaturk park

The archaic period was the heyday of artistic crafts, especially ceramics. Usually the vases were covered with artistic painting. In the 7th and especially in the 6th century. BC. a system of permanent forms of vases was formed, which had different purposes. The amphora was intended for oil and wine, the crater was for mixing water with wine during the feast, wine was drunk from the kilik, incense was kept in the lekith for libations on the graves of the dead. During the early archaic period (7th century BC), a style imitating the East prevailed in Greek vase painting; a number of ornaments were borrowed from the East. In the 6th century. BC. came the so-called black-figure vase painting. The patterned ornament was replaced by a clear silhouette pattern.

Crater of Cletia, made in the workshop of Ergotim (560 BC) or Vase François

The vase painting of another no less famous master, Andokides, is known for its realistic motives, which sometimes conflict with the methods of plane archaic vase painting: an amphora with the image of Hercules and Cerberus (The Pushkin State Museum of Fine Arts).

For the first time in Greek art, the painting of the late black-figure vases gave examples of a multi-figure composition in which all the characters were in real relationship. As realism grew in Greek art, vase painting tended to overcome flatness. This resulted in about 530 AD. BC. to a whole revolution in the technique of vase painting - to the transition to red-figure vase painting, with light figures on a black background. Fine examples were created in Andokides' workshop, but all the possibilities were revealed to the fullest already in the period of classical art.

The development of archaic sculpture was contradictory. Almost until the very end of the archaic period, strictly frontal and motionless statues of the gods were created. This type of statues includes:

Goddess with Pomegranate, Berlin Museum

The seated figures of the rulers were distinguished by the oriental spirit ( archons) located along the road to the ancient temple of Apollo (Didimeion) near Miletus (in Ionia). These schematic, geometrically simplified stone statues were made very late - in the middle of the 6th century. BC. The images of the rulers are interpreted as solemn cult images. Such statues were often colossal in size, also imitating the Ancient East in this sense. Particularly typical of the archaic period were erect nude statues of heroes, or, later, warriors - kuros... The appearance of the image of the kouros was of great importance for the development of Greek sculpture, the image of a strong, courageous hero or warrior was associated with the development of civil consciousness, new artistic ideals. The general development of the type of kouros went in the direction of ever greater fidelity of proportions, a departure from conventional decorative ornamentation. This required radical shifts in human consciousness that took place after the reforms of Cleisthenes and the end of the Greco-Persian wars.