Drawing lesson in Sunday school. Category Archives: Pictures

Explanatory note

Teaching drawing in our school is somewhat contrary to the now generally accepted methodology. The school has three main goals:

Do not ruin the natural gift of a student capable of drawing;
- to teach to draw and develop the artistic taste of children who do not have any innate inclination for drawing;
- prepare students for further vocational training without harming them.

Artistic perception of the world in our school the child learns at the lessons of literature, folklore games, labor training, calligraphy. In drawing lessons, he is taught to draw and love this activity. From 6 to 12 years old, children are offered a simplified (non-professional) way of drawing in detail various objects of animate and inanimate nature in a specifically developed sequence. The child completes the drawing with his own frame. In addition to this work, children learn to draw from memory, but only those objects that have been drawn in detail.

The need for independent creativity is satisfied in the lessons of reading and history, when children are invited to illustrate various subjects (6 hours a week).

Most of the time in drawing lessons, older children copy the work of artists.

Works for copying are carefully selected. They should show through the author's personal kindness and love for the world around him. "Pulling" himself up to the author's vision of the world, the child sometimes overcomes his own negative inclinations.

By the age of 12, many children acquire a strong interest in artistic creativity, a desire to capture what they see on their own, a delicate taste, a sense of composition, and color.
At the age of 13, with this baggage, you can already move on to vocational training.

The school may have an icon-painting class, a class of masters of decorative art, painting and graphics.

But if the possibilities of the school do not allow to continue further additional education, then we can be satisfied that the children have at least developed skills and a desire for drawing.

Thus, the goal of active education has been achieved: love and ability for the subject has been brought up.

I year of study
Explanatory note

In the first year of study, drawing lessons are closely intertwined with other academic subjects.

At reading lessons, children color the drawings made by the artist in the coloring alphabet. In history lessons, children illustrate the teacher's story (homework); illustrate learned poems; many drawings are done in science lessons; in Church Slavonic, the Cyrillic alphabet (alphabet) is drawn rather than written.

Thus, the craving of children for independent creativity is satisfied.
Therefore, in drawing lessons, children are taught how to draw a specific object. At the same time, given the infancy of students, not a professional approach is used (it can only cause boredom and despair), but a lightweight method. Children perform a step-by-step contour image, for example, a ladybug.

While drawing, you need to use riddles, songs, tales about the creature being depicted. If during the work something good is said about the object being captured, then it will succeed much better. The child must love what he portrays. You should seek maximum effort from the child, especially when coloring. To the painted object, the kids, at their discretion, add what the soul desires. The drawing is "taken" into a frame that the child can come up with on his own, if he is first shown 5-6 possible options for framing the work.

It has been noticed that children who are open to the world fill the space around the depicted object with a large number of insects, flowers, etc. Their frames are intricate, everything is painted brightly, colorfully and carefully. In other words, there is a desire to involve other creatures in the work of creative Love (and in the Christian understanding, in the act of Creation).

Indifferent to life, lethargic or very selfish children leave the space around the somehow painted object empty. Certain mental anomalies are also visible along sharp angular lines; the desire to make the depicted objects smaller is evidence not only of visual defects. The choice of color is also characteristic. The craving for dark colors (purple, blue, black) is always alarming: expect an inadequate reaction from the child in a normal everyday situation. Pale, fawn shades do not always speak of spiritual sophistication, but more often that the baby has the soul of an old man. He is lethargic, apathetic, does not like cheerful children's games.
Copying drawings devoid of these shortcomings makes the child strain his mental strength to the maximum, attaching himself to the generosity of the artist's soul, to his spiritual health.

And vice versa, by forcing a child with moral problems to express himself, you once again fix and aggravate the illness of his soul.
Drawing lessons in our school, to one degree or another, heal the child's soul.

1. Performing contour drawings of flora objects. (Fungus, acorn, cherries, apple, bunch of mountain ash, cone, spruce twig, leaves).
2. Making frames with floral ornaments.
3. Execution of frames with a geometric ornament.
4.Performance of contour drawings of various insects. (Ladybug, fly, ant, beetle, butterfly, bee).
5.Performance of contour drawings of pets. (Cat, piglet, dog, cow, lamb).
6. Performing contour drawings of animals. (Bunny, bear, fox, hedgehog, mouse).
7.Performance of contour drawings of birds. (Chicken, cockerel, hen, gosling, duckling, sparrow, owl, swan).
8.Performance of contour drawings of fish. (Whale, carp, ruff, pike).
9. Performing contour drawings of inanimate objects. (Sun, bagel, cup, samovar, oven, dress, mittens, fur coat, boots).
10. Coloring with colored pencils.
11. Drawing from memory, previously depicted objects of living and inanimate nature.
12. Performing drawings with a complex composition, consisting of several previously drawn objects.
All contour drawings are done from the blackboard, in detail, after the teacher.

Methodological features

All types of work are performed not in strict sequence, but mixed with each other. Drawings are made in one plane. For a six-year-old child, contour similarity and color similarity are important. So that drawing objects of animate and inanimate nature does not become boring for the child, these objects are given some anthropomorphism, for example: the bear is wearing pants, the cockerel has boots, the chicken has a bow on its head, the rays of the sun are braided, mushrooms, acorns , apples have eyes, mouths, arms and legs, etc. As already mentioned, it is necessary to tell a fairy tale, or make a riddle, or sing a song about the object being drawn.
If the material is not selected, then in your own words tell about the benefits that the depicted animals, plants, etc. bring to people and nature. Drawing a lamb, you can ask the children a series of questions and prompt them with answers. For example: What do we make from lamb wool? What could be better than felt boots in our walking winter? What are mittens knitted from? Who knows how cheese melts in your mouth?

When drawing a birch leaf, remember how much good a birch gives people: firewood, birch bark, tar, brooms for a bath, etc.

Let me remind you once again: love starts everything. The child must love
what it depicts.

Riddles offered to children should be figurative, and several riddles can be guessed about one subject.

By the end of Year 1, children should be able to:

1. Draw in detail, after the teacher, a number of objects of animate and inanimate nature, make a contour drawing.
2. Carefully color your outline drawing with colored pencils.
3. Draw a frame with a floral or geometric ornament for your drawing.
4. Draw from memory individual objects of living and inanimate nature (about 10 pieces).
5. Draw a picture with a complex composition, where there are several objects that the child can draw from memory.
6. Use colored pencils, circle the contour lines with a bright felt-tip pen. Coloring with felt-tip pen is prohibited.

II year of study
Explanatory note

The second year of study duplicates the lessons of the first year. As before, children are taught contour drawing, coloring with colored pencils. The composition of the drawing becomes more complicated, the poses of the depicted birds and insects change, i.e. another contour drawing is done.

Ill year of study (8-9 years).
Explanatory note.

In the third year of study, the work of Years I and II continues. The coverage of drawn objects expands, the composition becomes more complicated, the variability of frames increases.

Lessons are accompanied by reading works of art (read by the teacher).

By the end of Year III, children should be able to:

1. Drawing after the teacher from the board is quite complex in composition
drawings.
2. Draw from memory about 30-40 objects in different positions
(pose).
3. Come up with an intricate pattern for the frame.

IV year of study (9-10 years)
Explanatory note

In the 4th year of study, a detailed sketch from the blackboard is supplemented by drawing postcards and various pictures. At this stage, an individual approach is important. It is necessary to take into account the innate ability to draw in individual students and give them more complex pictures to draw. Since the teacher knows his students well (children have another teacher in almost all subjects), he must feel what he wants to draw at the moment for the child: a plant or a home interior, or an illustration for a fairy tale.

In the fourth year, work begins on a three-dimensional image. The first three-dimensional drawings are flowers and the temple of God.

How to convey volume with the help of color, the teacher shows on the board with colored crayons (you can also use white ones) using the example of a rose.

In the fourth year of study, children are offered a detailed drawing of letters-initials from ancient Russian handwritten books. ("Gospel", "Apostle"), headpieces and frames are copied from the same books.

By this time, in the lessons of the Church Slavonic language, the children had learned how to write small texts, so it is possible to raise this skill to a fundamentally new level in drawing lessons. After all, writing Cyrillic letters is art.

Also in the fourth year of study, the first design work is done. Children make their own little illustrated books of proverbs or alphabet pages.

1. Work on a three-dimensional drawing. Conveying volume with color.
Image of flowers (poppy, rose, wild rose, peony, pansies). Detailed drawing for the teacher.
2. Image of the temple. Volumetric drawing (Church of the Intercession-on-Nerl, Novgorod St. Sophia Cathedral). Detailed drawing for the teacher.
3. Drawing three-dimensional pictures.
4. Drawing photo pictures.
5. Drawing from memory.
6. Work on the Cyrillic alphabet.
7. Work on the design of your books or just pages.
8. Drawing initial letters, frames, headpieces from ancient Russian manuscripts.
9. Drawing contour drawings (in detail).

Methodological features

From this year, an individual approach is possible. How to convey volume with the help of color, all children should begin to learn this. But those students who, after repeated attempts, fail to do it beautifully, can continue to copy pictures with a flat image. This remark applies to design work, and sketching complex capital letters, sketches.

Children who have an innate ability to draw are the first to master these types of work. The rest can try again in the middle or at the end of the year, or postpone these classes until the next class.

All students periodically draw from memory, come up with Cyrillic letters, come up with their own frames for drawings, copy individual objects of living and inanimate nature after the teacher.

By the end of Year 4, children should be able to:

1. Make contour drawings from memory of about 30 living and non-living objects
nature (in different positions).
2. Carefully color with colored pencils.
3. Independently select colors when coloring with a pencil.
4. Perform a three-dimensional drawing of a rose, poppy, peony, pansies.
5. Draw after the teacher, copying from the board, some initial
letters from old handwritten books, copy frames, screensavers.

V year of study (10-11 years old)
Explanatory note

In the 5th year of study, the work of the 4th year continues.
Fundamentally new is pen work. Students complete some pen and ink drawings using hatching.
Drawing lessons are assisted by calligraphy lessons, during which at this time the children write Cyrillic letters and sayings from the Holy Scriptures with a pen.

The V year of study completely coincides with the content of the IV year. The only difference is that new postcards with a three-dimensional image are used for sketching, as before, preference is given to the image of beautiful flowers and temples. Postcards from last year are distributed to students who could not cope with a three-dimensional drawing before.
By the end of the 5th year, children should learn to do the same work as by the end of the 4th grade, but at a higher level.
Individual students should make books. ("ABC", "Proverbs", "Studies from the Holy Scriptures", books with folklore texts).

VI year of study (11-12 years old)

In the sixth year of study, the most capable children begin to work in watercolor. Coloring with colored pencils for 5 years, working with pen and ink prepared the children for a quick mastery of the watercolor technique.
In the sixth year, work continues on drawing pictures (postcards), which for individual children are replaced by photographs. Photocopying prepares children for etude work in the open air. Drawings are made from memory, the ability to work with ink and pen is improved. Children learn to illustrate books.

By the end of Year 6, students should be able to:

1. Make sketches from memory of about 40 objects of living and inanimate nature.
2. Use color to convey volume.
3. Draw with pen and ink using hatching. Make your own handwritten book, decorate it artistically.
4. Some students should be able to draw photographic images.
5. Some students should be able to work with watercolors.

VII year of study (12-13 years old)

In the 7th year of study, professional training in drawing begins. If the possibilities of the school do not allow to have an icon-painting class, a class of decorative painting, graphics, etc., the work that was carried out in the 6th grade can continue until the age of 15.

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Theme: "The Cross of the Lord"

Lesson 1-2.

Goals: Formation of the idea of ​​the Cross of the Lord as an instrument of salvation.

Theoretical part.

Acquaintance with the form of the Orthodox cross, crosses of a different form.

An image of an Orthodox cross as the center of a decorative composition for the feast of the Exaltation of the Holy Cross.

Analysis of decorative elements that can be used to complete the composition.

Practical part.

1st lesson: Preparatory drawing of the composition "The Cross of the Lord"

2nd lesson: Finished in color.

Materials: Paper, pencil, felt-tip pen, watercolors (optional).

Theme: "Holiday card".

Goals: The development of horizons, the formation of ideas about the origins of Slavic culture (writing, printing, font).

Acquaintance with poster graphics, font poster.

Development of creative abilities.

Consolidation of skills in working with a pencil and paints.

Lesson 3-4. "Cap" (initial).

Theoretical part.

1) From the history of the development of writing:

Font history;

The creators of the Slavic alphabet of St. brothers Cyril and Methodius.

2) From the history of printing:

The first handwritten books in Russia;

Printing house of Fedorov, the first book printer in Russia.

Analysis of the form, ornamentation and color scheme of the initial in handwritten books.

Practical part.

3rd lesson: Making a drawing of a “letter letter” (initial) in a pencil.

4th lesson: Ornamental decision of the initial letter, work in color.

Materials: Paper, pencil, ruler, felt-tip pen, watercolor or gouache paints (optional).

Lesson 5 Monogram.

Theoretical part.

From the history of the development of writing.

Types of fonts. Old Slavonic tie.

Analysis of variants of the composition of several letters.

Practical work.

Making a monogram drawing from the first letters of your first and last name in color.

Material: Paper, pencil, marker, watercolor.

Lesson 6 Font poster.

Theoretical part.

From the history of poster graphics.

On the composition of the font poster.

Practical part.

Execution of the inscription "Merry Christmas!" Church Slavonic or chopped font in color.

Materials: Album sheet, pencil, ruler, felt-tip pens, gouache.

Theme: "Orthodox Church".

Goals: Formation of ideas about architecture, its types, temple architecture.

Consolidation of knowledge in perspective.

Development of creative abilities, spatial representations, visual memory.

Consolidation of skills in working with a pencil and paints.

Lesson 7-8. Acquaintance with temple architecture.

Theoretical part.

From the history of temple architecture:

Analysis of the construction and proportions of various temple structures.

From the history of our Church of the Nativity of Christ.

Analysis of the construction and proportions of our temple.

Frontal and angular perspective of the cube.

Analysis of options for the composition of the picture.

Practical part.

Making a drawing of the Church of the Nativity in pencil (side, three-quarters or front).

Materials:

Paper, pencil, ruler.

Theme: "The beauty of God's world."

Goals: The formation of an aesthetic sense in the perception of wildlife and paintings of the landscape genre.

The development of reproductive skills and creative abilities, the development of an eye, a compositional sense.

Consolidation of skills in the work of paints.

Lesson 9 Winter landscape.

Theoretical part.

Analysis of paintings with a winter theme.

Comparison of colors in paintings and nature.

Practical part.

Performing the painting work "Winter in the Forest" without drawing with a pencil.

(Under the dictation of the teacher).

Materials: Paper, gouache paints, palette, brushes.

Theme: "Your heavenly patron."

Goals: Formation of ideas about the heavenly patron.

Knowledge about the portrait genre, types of portrait, proportions of the figure of an angel and details of his clothes.

Development of creative abilities.

Consolidation of skills in working with a pencil and paints.

Lesson 10-11. Day Angel.

Theoretical part.

Analysis of the proportions of the figure, face, wings, hairstyle, details of the angel's costume.

Analysis of artistic portraits: shoulder, chest, waist and full-length.

Analysis of options for the composition of the Angel's drawing (optional).

Practical part.

9th lesson: Drawing an angel in pencil.

10th lesson: The color scheme of the picture.

Materials: Paper, pencil, felt-tip pen, colored pencils, watercolor or gouache of your choice.

Theme: "The Feast of the Nativity of Christ."

Goals: Formation of skills in the compositional solution of a greeting card.

Development of creative abilities.

Consolidation of skills in working with a pencil and paints.

Lesson 11-12. Festive Christmas card.

Theoretical part.

The use of knowledge and skills in the development of a postcard composition depicting a winter background, a temple, trumpeting angels, a festive inscription.

Analysis of options for placing composition elements on a sheet of paper.

Analysis of the color scheme of the composition.

Practical part.

Making a postcard drawing in pencil and color.

The use of decorating elements (sparkles).

materials: Paper, pencil, watercolor or gouache of your choice, glitter, tinsel.

Theme: "Man is the pinnacle of God's creation."

Goals: Formation of ideas about man as the pinnacle of God's creation.

Development of creative abilities.

Consolidation of skills in working with a pencil.

Lesson 13 Human's figure.

Theoretical part.

Fixing the proportions of the human figure, the human figure in motion.

Practical part.

Sketches and sketches of a human figure in motion.

Materials: Paper, simple pencil.

Topic: "Defenders of the Russian land."

Goals: Formation of ideas about man as the pinnacle of the Lord's creation, about heroism as a manifestation of the spiritual strength of man, the formation of patriotic feelings.

Fixing the proportions of the human figure, the human figure in motion.

Knowledge from the history of the Fatherland, symbols, details of clothes and equipment of the Russian warrior.

Development of creative abilities.

Consolidation of skills in working with a pencil and paints.

Lesson 14 Holiday "Defender of the Fatherland Day".

Theoretical part.

Facts from the history of our Motherland about the holy heroes: Ilya Muromets, Alexander Nevsky, Dmitry Donskoy, militia heroes Minin and Pozharsky and others, heroes of the Great Patriotic War.

Analysis of the clothes and weapons of the Russian warrior, uniforms of modern soldiers of various types of troops, some types of guns, vehicles (horse, tank, armored personnel carrier).

Analysis of works of fine art depicting heroes, and on the themes of the Civil and Great Patriotic War.

Analysis of variants of the composition "Defender of the Fatherland" or "My dad (brother) in the army".

Practical part:

Make a drawing in color of the figure of a Russian hero or a modern warrior with elements of weapons.

Materials:

Topic: “Home. A family".

Goals: Formation of concepts about the family as a small church.

Knowledge of the features of Russian wooden architecture, the interior of a Russian hut, palace.

Knowledge of the laws of frontal perspective, the ability to draw the interior in frontal perspective.

Development of spatial representations.

Development of creative abilities.

Consolidation of skills in working with a pencil and paints.

Lesson 15 Interior is the interior of a building.

Theoretical part.

Interior of a Russian hut, palace. Modern interiors. Features of filling and interior design.

Frontal perspective of the interior.

Color in the interior.

Practical part.

Drawing of the interior of one's own room (plot) in frontal perspective.

Materials: Paper, pencil, ruler

Theme: Easter.

Goals: The formation of a reverent "Easter" feeling when remembering the Resurrection of Christ.

Formation of an aesthetic sense in the choice of the composition of a greeting card, its elements, color scheme.

Development of creative abilities.

Consolidation of skills in working with a pencil and paints.

Lesson 16-18. Easter card.

Theoretical part.

On the celebration of Easter in church and at home.

Analysis of Easter paraphernalia (temple, testicles, Easter cake, Easter, willows).

An analysis of postcard composition options including the interior of the room, holiday attributes, angels and a festive inscription.

Practical part.

Lesson 16: Making a drawing of an egg with a decorative ornament and the letters H.V. in color.

Lesson 17: Execution in pencil of the composition of the drawing of a holiday card with the inclusion of a frontal interior with a window.

Lesson 18: Making postcards in color.

Materials: Paper, pencil, watercolor or gouache of your choice.

(The program was compiled by a teacher of fine arts

Minenko Irina Anatolievna)

Learning to draw: about drawing lessons at the Sunday school at the church in Kostino
Author: teacher of the Law of God Ekaterina Bocharova, hramvkostino.ru

Every Sunday, the children of our middle and senior groups have drawing lessons under the guidance of young and talented teachers Kazymova Tamara Yuryevna and Dyachkova Nina Yuryevna.
For many students, an hour spent in the art classroom is their favorite lesson of all subjects in school. And this is not surprising. After all, one of the main features of drawing is its focus on the result. The children have the opportunity to see the fruits of their labors and show them to their loved ones, receive praise and benevolent criticism, which is very important for a child.

A significant factor in the successful creative process is the psychological environment in which Sunday school students express themselves and improve. In the classroom, little artists are allowed to freely communicate with each other, consult, share their impressions - all this creates a friendly atmosphere in which children look for answers to their questions, learn to be attentive, notice the beauty of God's world and man. In the process of drawing, a young man develops the skills and abilities necessary in later life: to see, observe, concentrate, analyze, and ultimately feel. Children who draw develop imaginative thinking, they begin to see the whole picture “as a whole”, not individual objects or a person, but in the environment, in the environment.

Of particular interest is the variety of types and forms of classes. One lesson is not like the previous one, each has its own unique zest:

Collective work. On a large paper format, children develop a composition on a given or selected topic, draw a drawing and begin to work with paints. Often they do not agree with each other, then the teachers and "apprentices" all together learn to resolve misunderstandings, listen to each other, give in and come to a common decision. Often such joint works subsequently become decorations for performances, fragments of scenery at Sunday school holidays.

Drawings on a separate sheet. This type of creativity is characterized by a greater concentration of the artist on his emotions, feelings and desires. Here, the individuality of each child, his personal preferences, views on certain things and the world as a whole are more clearly visible. The smaller the format of the canvas, the more attention is required from the young painter to small details and subtle nuances of the future masterpiece.

Poem work. The guys try to reproduce on paper their associations from the poetic work they heard. It can be a poem related to the season or the state of nature, a holiday, or, for example, shades of the same color:

C. Black
Green poems (fragment)

All the edges are green,
Green pond.
And the green frogs
They sing a song.

Christmas tree - a sheaf of green candles,
Moss - green floor.
And a green grasshopper
Made a song...

Poetry makes the child think, and gives rise to his creative thought, which will be reflected in the future drawing. It is interesting that the final result may not be related to the poem in any way, it becomes a colorful expression of the emotional mood of the child, formed under the influence of the rhymes heard.

Poetry illustration. In this type of art work, the guys make sketches on the topic they heard. It is especially good to reproduce in color those poems in which the beauty of nature is vividly and in detail described, for example:

I. Bunin
Falling leaves (fragment)

Forest, like a painted tower,
Purple, gold, crimson,
Cheerful, colorful wall
It stands over a bright meadow.
Birches with yellow carving
Shine in blue azure,
Like towers, Christmas trees darken,
And between the maples they turn blue
Here and there in the foliage through
Clearances in the sky, that windows.

Drawing from nature. Most often these are thematic still lifes. Performing such tasks, children learn to compare shades and shapes, try to correctly convey the proportions of objects and their color, and get acquainted with the basics of perspective.

Performing works of imagination on the topics: "kindness", "what I would like to see from the window in spring", "the world illuminated by God's light". In such works, teachers set students a variety of artistic tasks, for example, working with a limited number of colors, using shades of the same color, etc.

Portraits. Probably one of the most difficult and interesting visual genres. Sometimes the guys are given the task of drawing a portrait in the image. For example, a portrait of a desk mate in the form of a season or a fairy tale hero. This is done in order to make it more interesting to draw and the little artist has learned to compare shapes, sizes, moods.

Paper crafts, appliqués, mixed media work using interesting materials and tools. Thanks to the creative approach of teachers, the children have the opportunity to get painting skills not only with pencils and paints, but also with crayons, pastels, and graphite. Works are carried out using corrugated and compressed paper, various fabrics.

In the classroom there is always an atmosphere of creativity and mutual interest of the children in each other. The foundation of the classes is self-expression and the free will of the child. No one is forcing or forcing anyone. Teachers have an individual approach to each of the children, based on respect for the child as a unique personality. Often the work takes place under classical music. The works of famous composers contribute to the concentration of attention and a more sensitive perception of the surrounding world. Music usually sets the mood for the topic of the lesson and allows children to find more interesting solutions.

Tamara Yuryevna: We try to conduct classes in such a way that the children in the process of drawing learn not only the skills of working with form, color, perspective, but also develop good qualities in themselves: diligence, attention to each other, the ability to bring the work started to its logical conclusion, perceive the authority of elders, feel harmony and beauty. After all, drawing is a wonderful way to look at God's world with different eyes, to try to change yourself for the better.

Nina Yuryevna: The main goal of our lessons is to meet children with God. We strive to ensure that the children, through the perception of beauty, learn to notice the manifestations of Divine love, care and mercy for people. We hope that our classes will help students and their parents to become kind, sympathetic, sensitive people, members of the Church, true Christians.

Author: teacher of the Law of God Ekaterina Bocharova,

Director of Department Savenko Larisa Yurievna, teacher of the highest qualification category, graduate of the Volgograd State Academy of Architecture and Civil Engineering, master of art education. 19 years of teaching experience. She has been working at the Children's Art School "Resurrection" since 1998. Students of Savenko Larisa Yurievna repeatedly became laureates of city, all-Russian and international competitions, continued their education at the universities of Volgograd; Ilya Anikeev won a cash prize at the VI International Children's Drawing Competition for the best postcard Art City, St. Petersburg.

Savenko L.Yu. in different years she became the laureate of the open city festival "Artsintez-competition" among teachers, was awarded a cash prize, laureate and diploma winner of the Regional plein-air competition in the nomination "Graphics", laureate of the All-Russian competition "Blagovest", laureate and teacher-master of the International Spiritual and Singing Competition and fine arts "Russia is called Holy", was awarded a special prize "For the professionalism and high level of the presented works." Awarded with Diplomas, Certificates of Honor and Letters of Appreciation for high pedagogical skills and professional training of competition laureates. Awarded with Certificates of Honor and Letters of Appreciation from the Ministry of Education and Science of the Volgograd Region, the Volgograd Regional Duma, the Volgograd City Duma, the Administration of the Kirovsky District of Volgograd, the Administration of the Children's Art School "Resurrection", a Letter of Appreciation from parents and graduates of the Children's Art School "Resurrection" of the Department of Fine Arts and other awards . She conducts an active pedagogical and creative activity: attends various modern master classes, was awarded a diploma for achievements in art education in the master class "Decorative Painting of Fabric".

Methodological developments :

• Additional general educational general developmental program in the direction of "Fine Arts" (drawing, painting, composition, sculpture, plein air)
• Additional pre-professional general education program in the field of fine arts "Painting" (drawing, painting, composition, plein air)
• Methodology for the formation of the spiritual and moral basis of the personality of students in the process of teaching the academic discipline "Plein Air"
• Outline of the lesson on the academic discipline "Plein Air"
• Development of didactic games for the discipline "Drawing".

A fragment of the lesson "And we draw and sing", teacher L.Yu. Savenko

The teaching staff of the department

1. Litvinova Galina Borisovna , teacher of the highest qualification category, holder of the status title "teacher-master", graduate of the Alma-Ata Pedagogical Institute (graphic art department, diploma with honors), member of the expert commission for the certification of teachers of art disciplines, laureate of All-Russian, regional, city creative competitions and festivals.

creative projects, implemented by G.B. Litvinova on the basis of the department: 1) "Old Russian Letters" (learning the basics of calligraphy); 2) "Writing an icon according to the ancient canon" (use of traditional technologies and materials); 3)"Icon-painting images of revered saints" (execution of a series of works in batik technique); 4) "Portrait with a personalized icon" (modern understanding of Orthodox traditions in the visual arts through the formation of students' personal attitude towards them), 5) "Pushkin and Music.

Competitions, exhibitions, festivals are always bright and significant events in the life of every student, but no less important is the creative process of preparing and creating a work, from its conception to the moment of design, presentation and awarding.

/ "

2.
Zabneva Elena Vladimirovna - teacher of the highest qualification category. Secondary vocational education, Kasimov Pedagogical College, teacher-artist. 30 years of teaching experience. He has been working at the Children's Art School "Resurrection" since 2000. He is a laureate of the All-Russian competitions "Blagovest" and "Russia is called Holy." The students of Elena Vladimirovna have repeatedly become laureates of city, all-Russian and international competitions, there are those who have entered art universities. He conducts an active creative activity: he revives the traditions of ancient Russian facial sewing. The icons embroidered by Elena Vladimirovna are in the temples of Volgograd and in the offices of the Children's Art School "Resurrection".

3.
Lysikova Alexandra Vasilievna , teacher of the highest qualification category. Higher education: Moscow State University for the Humanities named after M.A. Sholokhov, artist-teacher. Over 12 years of teaching experience. She has been working at the Children's Art School "Resurrection" since 2013. He is a laureate of the All-Russian competitions "Blagovest" and "Russia is called Holy." Alexandra Vasilievna's students have repeatedly become laureates of city, all-Russian and international competitions. She conducts an active pedagogical and creative activity: she is engaged in easel painting, owns many types of traditional art painting, constantly improves her skills: she attends modern master classes, masters new artistic techniques and technologies (she has mastered the technique of sand painting).

5.
Bytsulya Irina Grigorievna , teacher of the first qualification category. Higher education, Volgograd Social and Pedagogical University, teacher-artist. Teaching experience - 7 years, in the Children's Art School "Resurrection" - 7 years. He is a laureate of the International competition "Russia is called Holy". Students of Irina Grigoryevna are laureates of city, all-Russian and international competitions. Leads an active creative activity as an artist-designer.

The history of the emergence of the department of fine arts of the Children's Art School "Resurrection" began with the history of the creation of the school. At the origins of the creation of the department were teachers Zabneva Elena Vladimirovna, Litvinova Galina Borisovna, Savenko Larisa Yurievna. Leskova Inna Alexandrovna, Candidate of Pedagogical Sciences, Associate Professor, has been a permanent teacher of theoretical disciplines for many years of the department's existence. Since 2006, a young and promising specialist has been working at the department Bytsulya Irina Grigorievna. Over the years, the teaching staff was joined by Lysikova Alexandra Vasilievna and Uskach Irina Anatolievna. In the period 1998-2012 she taught at the department Safonova Muza Viktorovna, a unique teacher of ancient Russian facial sewing, whose works were exhibited at exhibitions in St. Petersburg, Moscow, adorn the churches of Volgograd and the Volgograd region.