Music lesson “Eternal themes in art”
7th grade 01/26/2015
Topic of the 2nd half of the year: “Composer and time.” Module: “Musical dramaturgy.”
The purpose of the lesson : through music, convey deep thoughts, pain about the immeasurable suffering of people, reveal the struggle between two principles: good and evil.
Tasks:
Educational: get acquainted with the history of the Great Patriotic War, learn about the siege of Leningrad and its consequences; reproduce the image of war in the works of Shostakovich.
Educational: to instill in children feelings of patriotism and love for the Motherland; to form emotional responsiveness to musical works.
Developmental : develop the ability to navigate on a map, work with sources; development of a culture of listening, development of musical and aesthetic taste.
Lesson type : learning new material.
Lesson format: integrated music and history lesson using ICT
Lesson developed using technologyan integrated approach to training and development.
Methods:
Method of organizing educational activities
Analysis of a specific situation
Method of intonation-style comprehension
Method of control and self-control
Immersion method
Interactive interaction :
Application of computer technologies (video sequences, slides)
Students work in micro groups
Musical material :
D.D. Shostakovich. 7th symphony. “Leningradskaya” 1 part “Invasion Episode”
Equipment :
computer;
projector (TV)
presentation;
poetry;
Handout;
dictionary of emotions;
During the classes
I. Organizational moment
II. Learning a new topic
Epigraph: "Let there be light"
in your window!
(70th anniversary of the Great Victory
dedicated)
Teacher: - Life, death, immortality are the eternal themes of the spiritual culture of humanity in all its divisions. Prophets and founders of religions, philosophers and moralists, figures of art and literature, teachers and doctors thought about them. Life and death, light and darkness, the struggle of light and dark forces, war and peace are two opposing entities, two concepts that are absolutely incompatible with each other. People's destinies, actions, settings, emotions - everything in them is absolutely opposite. All this makes up the circle of eternal themes of art. In music, as in life, there are also eternal themes.
Guys, think about what oppositions you can name related to the image of these different worlds:
For example, the world of creation, the world of creativity - the world of collapse, the world of destruction, good-evil
Children's answers:
Satiety-hunger;
Victory-defeat;
Love-hate;
Bravery-fear andfeat in the name of humanity
Works that reflect “eternal themes” are destined to have a long life. They continue to excite minds, finding more and more new incarnations in drama, fine art, and music.
The theme of “War and Peace” is one of the eternal themes of art. People started fighting back in the Stone Age and still can’t stop. More than 15 thousand wars have been recorded and described in the history of mankind!
Teacher: What could be more terrible than war?! She brings only tears and suffering...
We know a lot about the war, we have heard a lot about it, because the Great Patriotic War came to every home. One of the most terrible and tragic villages in history was the defense of Leningrad.
III. Learning new material
Teacher: - Guys, what do you think determined the choice of material for today’s lesson? What date awaits us literally tomorrow?
What will be the purpose of our lesson?To reveal the struggle between two principles: good and evil, war and peace, to convey deep reflections and pain about the immeasurable suffering of people through music.
Teacher: And we will do this using the example of D. D. Shostakovich’s Leningrad Symphony.
Before we start talking about this work, let's remember what a Symphony is?
How is a symphony constructed?
What is the basis of the 1st movement of a classical symphony? (sonata form).
(on the board - draw a diagram of the structure of 1 part of the sonata form).
What is the musical image in the work?
What is musical dramaturgy?
Exercise : while listening to the symphony, characterize the music using your dictionaries of emotions. (work in micro groups). We work as the lesson progresses.
Teacher: To introduce us to the topic, I invite a Historian and Art Critic
Historian 1:
In June 1941, Nazi Germany invaded the Soviet Union and Leningrad soon found itself under a siege that lasted 18 months and resulted in countless hardships and deaths. In addition to those killed in the bombing, more than 600,000 Soviet citizens died of starvation. Many froze or died due to lack of medical care - the number of victims of the siege is estimated at almost a million.
Art critic 1 :
But, despite all the severity of this time, death, hunger, fear, people did not lose the ability to think, dream, believe, hope, create and compose. And a striking example of this is the personality of the great Russian composer D.D. Shostakovich. His Seventh Symphony, called “Leningrad”, is one of the outstanding musical works of the Great Patriotic War. A significant part of the symphony was created by the composer in the autumn of 1941 in Leningrad, during the days of the mortal struggle with the enemy. He wrote it in a house that was shaken almost every minute by explosions. Shostakovich later said: “I looked at my beloved city with pain and pride. And he stood, scorched by fires, battle-hardened, having experienced the deep suffering of a fighter, and was even more beautiful in his stern grandeur. How could I not love this city, built by Peter, and not tell the whole world about its glory, about the courage of its defenders... My weapon was music.”
Teacher : Today we have a unique opportunity to listen to D. D. Shostakovich himself. Let's listen to what he has to say about his work.
Video No. 1. Film about Shostakovich
Teacher: The seventh symphony consists of 4 movements, but the first is the most significant. D. D. Shostakovich himself wrote this: “The first part tells how a formidable force burst into our beautiful peaceful life - war.”
First part begins with a broad, sing-song epic melody. It embodies the image of the Motherland. It develops, grows, and is filled with more and more power. Side Batch also songlike. It's like a calm lullaby. Its melody seems to dissolve in silence. Everything breathes the calm of peaceful life.
But then, from somewhere far away, the beat of a drum is heard, and then a melody appears: primitive, similar to couplets - an expression of everyday life and vulgarity. It's like puppets moving. .
At first the sound seems harmless. But the theme is repeated 11 times, increasingly intensifying. Its melody does not change, it only gradually acquires the sound of more and more new instruments, turning into powerful chord complexes. So this topic, which at first seemed not threatening, but stupid and vulgar, turns into a colossal monster - a grinding machine of destruction. It seems that she will crush all living things in her path.
The writer A. Tolstoy called this music “the dance of learned rats to the tune of the pied piper.” It seems that the learned rats, obedient to the will of the rat catcher, enter the battle. This is the famous episode of the fascist invasion - “Episode of the Invasion”, a stunning picture of the invasion of destructive force.
We will now listen to a fragment of the symphony.Documentary It will help us to imagine the picture of that time, the conditions in which the symphony was created, the attitude that gripped the people of besieged Leningrad.
A fragment of part 1 sounds. Video. No. 2
Music teacher: A word from the historian
Historian#2
- The composer's symphonies are a unique monument to the history of mankind. On December 27, 1941, the symphony was completed. The premiere took place in Kuibyshev, performed by the Bolshoi Theater Orchestra under the direction of S. Samosud. After this, the symphony was performed in Moscow and Novosibirsk. But only on August 9, 1942, in besieged Leningrad, the famous performance of Dmitry Shostakovich’s Seventh (“Leningrad”) Symphony took place. The organizer and conductor was Karl Ilyich Eliasberg, the chief conductor of the Leningrad Radio Orchestra. The authorities insisted on an urgent premiere. After all, the symphony was dedicated by the author to the feat of his native city. It was given political significance. Musicians were gathered from everywhere to perform it. Many of them were exhausted. Before the start of rehearsals, we had to put them in the hospital - feed them, treat them. On the day the symphony was performed, not a single enemy shell fell on the city: by order of the commander of the Leningrad Front, Marshal Govorov, all enemy points were suppressed in advance. The guns were silent while Shostakovich's music sounded. It was heard not only by the residents of the city, but also by the German troops besieging Leningrad. They say that the Germans, having heard the sounds of the Leningrad symphony through loudspeakers, were simply taken aback - they were absolutely sure that the city was dead. Many years after the war, the Germans said: “Then, on August 9, 1942, we realized that we would lose the war. We felt your strength, capable of overcoming hunger, fear and even death..."
Starting from its performance in besieged Leningrad, the symphony had enormous propaganda and political significance for the Soviet and Russian authorities.
IV. Consolidation
On January 27, 1944, Leningrad saluted with 24 salvoes from 324 guns in honor of the complete elimination of the enemy blockade - the defeat of the Germans near Leningrad.
- You lost the war, executioner,
I barely laid my hand on the city!
What is the truth now?
what a thunderstorm happened
like a frenzied dream,
What a delusion of pride it seemed!
So let the world hear today
Russian fireworks peal.
Yes, it takes revenge, rejoices, breathes!
Victorious Leningrad!
January 27, 1944, Olga Berggolts
08.08.08. At the beginning of the lesson, we talked about war and peace, about how humanity cannot stop fighting with each other. On August 21, 2008, a fragment of the first part of the symphony was performed in the South Ossetian city of Tskhinvali, destroyed by Georgian troops, by the Mariinsky Theater orchestra conducted by Valery Gergiev.
Video No. 3 Valery Gergiev
- Why did Gergiev choose the Leningrad Symphony for the wounded city?
- “This symphony is a reminder to the world that the horror of the siege and bombing of Leningrad must not be repeated...” (V. A. Gergiev)
Homework assignment: writing an essay “You explained music in words”
The teacher reads out the most interesting lines from the essays of former students as an example.
Teacher: Those who were born after the war can no longer understand much and cannot survive what the war generation experienced. You can only listen to the stories of those who survived, and try to feel what they experienced and keep it in memory... And pay tribute to eternal respect and eternal gratitude.
Song "Let there be light in your window"
Photos of veterans. Presentation
Grading. Summarizing.
Work in microgroups using cards:
Oppositions:
Man is a barbarian
Welcome -
World -
Creation -
Revival -
Victory -
Conflict -
Collision -
Struggle -
The world of creativity of the mind - the world of destruction and cruelty
Questions:
What image does the music create?______________________________________________________________
What did you imagine while listening to her?________________________________________________
What does she sound like at the beginning of the episode?_______________________________________________
How many musical images?_________________________________________________
What is the importance of rhythm?__________________________________________________________
What means of expressiveness are used to develop the invasion?_________________________________________________________________________
_____________________________________________________________________________
The concept of “art” is known to everyone. It surrounds us throughout our lives. Art plays a big role in the development of humanity. It appeared long before the creation of writing. From our article you can learn about the role and tasks.
What is art? general information
The concept of “art” is quite multifaceted. Usually it refers to a branch of human activity that can satisfy one spiritual need, namely the love of beauty. Art is a special form of social consciousness. It is precisely this that represents the artistic reflection of human life. Thanks to it, you can find out how people lived in a different time period.
The very first author who revealed the concept of “art” was Charles Bateau. He created a whole treatise in which he classified this branch of human activity. His book The Fine Arts Reduced to One Principle was published in 1746. Charles Bateau believes that they can be defined according to several criteria. The author is sure that art brings pleasure, and it is also of a spiritual, not physical nature.
The concept of “art” includes painting, music, poetry, architecture and much more that we encounter every day. Any type of artistic activity has certain positive qualities. Each sphere of art has a special way of reproducing reality and artistic tasks. All types of artistic activity are divided into types and genres.
Art is usually divided into three groups:
- tonic (music and poetry);
- figurative (architecture, painting and sculpture);
- mixed (choreography, acting, public speaking and others).
There are various types of art:
- spatial, in which, thanks to construction, a visible image is revealed (sculpture, architecture);
- temporary, in which the composition unfolding in real time (poetry, music) acquires significance;
- spatio-temporal - entertainment art (circus performance, cinema, choreography).
Graphic arts
Graphic art is a type that includes drawing and printed graphics of images (engraving, minotopy, etc.). Its means of expression are contour, stroke, background and spot. It is known that this is the most popular form of fine art. In its content and form, graphics have much in common with painting.
Engraving is a type of graphics in which the drawing is a printed impression. It is applied with a special engraver. The engraving can be depicted on metal, wood and linoleum.
Another popular type of graphics is a special method of flat printing, in which the surface of a stone serves as the printing plate. This type was invented in 1798. The image is applied to the stone using a special ink or pencil.
The art of graphics is the most ancient of all existing ones. The first images exist from the Neolithic and Bronze Ages. Our ancestors scratched designs on cave walls and rocks. After some time, the images were applied to weapons and household items. After writing appeared, graphics were used in the design of letters, books and charters.
Methods for copying designs were unknown for many years. That is why all images were created in a single copy. It is no secret that today such graphic drawings are in demand among collectors.
In the mid-20th century, specialists began to develop black and white graphics techniques. More than 20 graphic texture options were created. Training manuals were published. Today graphics occupies a leading place in art.
Bento
Bento is an unusual art for children and adults. It's no secret that many parents don't know how to teach their child to eat healthy. Today, there is a large selection of unhealthy and even dangerous foods on store shelves. A new type of art can come to the rescue - bento. It appeared in China. This is the term the Chinese use to describe the food they pack in special boxes and take with them to school or work. A bento is a work of art that you can eat. Talented housewives and chefs create figurines and small paintings from food. The main difference between such food is balance and the presence of a large amount of vitamins. The Chinese create edible works of art only from healthy food.
Bento is an art for children and adults, thanks to which the child will be happy to eat healthy foods. In our country it is not yet so popular, but several masters are already known who have mastered this technique.
The influence of art on the consciousness and life of a child. How to explain modern works of art to a child?
Art plays an important role in a child's life and the development of his personality. Today, absolutely every person should have at least basic knowledge about this or that field of activity. Society is rapidly developing, and therefore each personality must be multifaceted. Many modern parents try to instill in their child a love of art as early as possible. For this purpose, a considerable number of parenting methods have been developed that can be used from the first months of a child’s life.
The child receives an understanding of the types of art at school. Typically, parents, teachers and educators pay a lot of attention to writing, reading, counting and other subjects for which the left hemisphere of the brain is responsible. To develop the right, you will need to engage in music, dancing and other types of arts. It is important to develop both hemispheres of the brain in order to later become a fully formed personality.
Thanks to mastering art in a child:
- personality is formed;
- the level of intellectual potential increases;
- moral guidelines are formed;
- the ability of creative thinking develops;
- self-confidence appears and self-esteem increases;
- memory and attention develops;
- horizons expand.
In order to introduce a child to art, it is important first of all to organize an area in which all the materials necessary for creative activity will be stored. You will need to have several books about art at home. From early childhood, a child needs to read them. It is important to discuss everything you have learned. To get acquainted with art, you will need to visit museums, galleries, theaters and exhibitions with your child at least once a month. Under no circumstances should you throw away drawings, applications and crafts created by children. Thanks to them you can see the creative growth of the child. It is also important to enroll him in a thematic club as early as possible, activities in which he will like.
Some works of modern art cause bewilderment not only from children, but also from adults. It is not uncommon for one child or another to not understand the architecture that was designed by the modernists. It is important to explain to the student that any work of art is an important stage in the development of humanity.
Abstract paintings raise many questions in children. There are a considerable number of special publications, thanks to which parents can show their child how difficult it is to create such a work of art. One of them is “Kandinsky to himself.”
Children are often interested in whether modern and primitive art can be compared. You can find out this and much more in our article.
Art. The history of its development in Russia
There are a large number of different types of art known. Each of them has its own characteristics and advantages. Almost everyone knows what fine art is. Children are introduced to it at an early age.
This is a type of artistic activity, thanks to which a master can, using special means, reproduce the world around him. Its history in Russia is divided into two periods, the border of which was marked by Peter's reforms. B was closely connected with icon veneration. The icons had their own unique artistic style. The purpose of such works of art is to show prayerful composure and peace in communication with God. This is precisely what explains the presence of certain artistic means in icons. Over time, the masters mastered and schools of icon painting opened. The most famous work is considered to be “Trinity” by A. Rublev. Icons from the 15th and 16th centuries are distinguished by their harmony of colors.
In the 17th century, icons of the “Fryazh script” were popular. They are characterized by elements of Western European painting, namely oil paints, a semblance of light and shadow modeling, and accurate depictions of people and nature. Interest in the icon as a work of art arose only in the 19th century.
Old Russian sculpture existed in the form of stone and wood carvings. Most often, masters depicted images of saints. Particular attention was paid to the face. In the 18th and 19th centuries, sculptors and painters from other countries were in demand. After some time, domestic masters became popular.
In the 18th century, it became most popular. It is characterized by the rigor of the design, the convention of color and the use of scenes from the Bible and mythology. Thus, national art gradually emerged.
In 1860-1880, the first galleries opened, and domestic masters became famous throughout the world. New directions are gradually emerging. Each of them occupied an important place in the formation of cultural heritage. In the 18th and 19th centuries, humanity not only knew what fine art was, but also actively used it.
Themes explored in art
Surprisingly, all the themes and problems that the masters reveal in their works of art have been relevant for many centuries. The ancient Romans argued that art, unlike human life, is eternal. This is no coincidence. Themes in art highlight social issues that are often encountered today. That is why they are of great value to humanity. Masters often reveal the theme of love, nature and friendship in their works.
Over time, trends in art change and new masters appear, but the themes and images remain unchanged. That is why any work remains relevant for many years.
Art and its role
The role of art in the life of society is invaluable. It is based on an artistic and figurative reflection of reality. Art shapes the spiritual appearance of people, their feelings, thoughts and worldview. The figurative recreation of reality creates our personality. Art helps you develop and improve yourself. And also to get to know the world around you and yourself.
Art is cultural heritage. Thanks to works of art, you can find out how people lived at one time or another. Recently, various art techniques have become especially popular. Through art you can learn to control yourself. By creating an artistic object, you can forget about problems and get rid of depression.
Art and its tasks
Maxim Gorky believed that the tasks of art lie in the moral and aesthetic assessment of all significant phenomena. The writer said that thanks to this you can learn to understand yourself, fight vulgarity, be able to understand people and find something good in them. Today three functions of artistic activity are known. The objectives of art are research, journalism and education. Masters believe that the function of artistic activity is to bring beauty into the souls and hearts of people. Nikolai Vasilyevich Gogol argued that the task of art is to depict reality.
Modern and primitive art
Many people are interested in, At first glance, this is impossible. However, it is not. If we perceive art as a way of personal self-expression, then both the modern and the primitive are on the same plane. By comparing them, you can understand how a person’s perception has changed.
Human thinking has become more abstract. This indicates the active development of intelligence. Over time, man has changed his priorities and today perceives life differently than his primitive ancestors. Previously, masters were interested in the appearance of the object and its form, but now emotions play a major role in the works. This distinction has existed since the late 19th century.
Let's sum it up
It is important to develop not only the left, but also the right hemisphere of the brain from an early age. To do this you need to practice art. It is especially important to pay due attention to the creative development of the child. We strongly recommend doing this from the first years of his life. Not everyone understands the role, tasks and types of art. The briefly described information in our article allows you to gain basic knowledge about various artistic fields of activity.
Back forward
Attention! Slide previews are for informational purposes only and may not represent all of the presentation's features. If you are interested in this work, please download the full version.
Goals: To prove that love, the beauty of human feelings and relationships is one of the main themes in various types of art in all times and eras.
Tasks:
- Tell about musical masterpieces in various genres, created on the basis of one literary work by W. Shakespeare “Romeo and Juliet”.
- To consolidate theoretical knowledge about the overture and ballet using examples of the music of P.I. Tchaikovsky and S.S. Prokofiev.
During the classes.
Slide No. 1. (title)
Teacher:
The theme of love has always attracted artists. The world knows many literary and poetic stories about love, musical masterpieces, and paintings by great artists. Today in our class we will perform musical works of various genres and eras, but they are all created on the basis of one literary creation by W. Shakespeare - “Romeo and Juliet”.
Slide number 2.
Shakespeare (1564-1616) sang in poetry the story of a young man and a girl from Verona. His creation is an internationally recognized masterpiece. Thanks to Shakespeare, the names of Romeo and Juliet are so well known to everyone, having become a symbol of true, true love.
Slide number 3.
It is not easy for loving hearts at all times to defend their choice against human inertia, belligerence and all kinds of inequality. But love knows no boundaries or restrictions. The plot of "Romeo and Juliet" is one of the examples of love that died under the conditions of that time.
Slide No. 4 (the text of the statement expands automatically)
Shakespeare's tragedy brought Verona the glory of the city of Romeo and Juliet. The inhabitants of this famous city say:
“Here with us, love is in the air, and if you have hot blood, a tender heart and even a little imagination, take a walk along the darkest, narrowest alley, and you will certainly meet two charming ghosts there, who have been wandering around Verona for centuries : Romeo and Juliet!
Slide number 5.
And therefore Verona will always be full of romantics and lovers from all over the world, who are looking for and finding here places associated with the unfading legend of love.
It is not surprising that such a beautiful and sad story was continued in other genres of art: symphonic and ballet music, opera, theater, cinema, musicals.
Slide number 6.
The famous fantasy overture “Romeo and Juliet” by P.I. Tchaikovsky is the composer's first appeal to the creative heritage of the great English playwright.
Let's remember what is called an overture in music?
Children:
Orchestral introduction to opera, ballet, film. Sometimes it is an independent work and has a program title.
Slide number 7.
The idea to create a symphonic work was suggested by composer Balakirev. The plot became a plot for Tchaikovsky for the rest of his life. The best orchestras in the world include this work in their concert programs. Tchaikovsky revised the overture three times. It is in the latest edition that it is well known today.
The music of the overture is based on themes that personify the main images and collisions of Shakespeare's tragedy.
Slide No. 8 (video fragment starts automatically)
Feud Theme: a mad onslaught of anger and hatred. Short blows of swords will ring, the alarming, energetic sounds of a street fight between the indomitable Montagues and Capulets, with their discord and mutual revenge turning the peaceful streets of Verona into a bloody battlefield.
Slide No. 9 (video fragment starts automatically)
Love Theme: from the sensitive silence the theme of love is born. It contains such fullness of tenderness, such languor and bliss... a wide-spreading bright melody. A soft, almost lulling movement, sighing sounds of the horn, and the melody grows, becomes more lively and sweet.
And after the death of the heroes, after the cry of despair, the theme of the love of Romeo and Juliet rings in the high, enlightened voice of the violins.
Slide No. 10 (the text of the statement expands automatically)
The theme of love was especially admired by N.A. Rimsky-Korsakov, he wrote: “How inspired! What inexplicable beauty, what burning passion! This is one of the best themes of all Russian music!”
During the composer's lifetime, the Romeo and Juliet overture enjoyed great success with both the public and critics. As one of Tchaikovsky's most famous and beloved compositions, this overture was performed in Tchaikovsky memorial concerts after his untimely death.
Slide No. 11 (video fragment starts automatically)
In September 1935, Sergei Prokofiev (1891-1953) completed his work on the music for the ballet Romeo and Juliet. This work is recognized as brilliant and very popular all over the world.
Ballet in three acts, thirteen scenes, with a prologue and epilogue. In the role of Juliet - Galina Ulanova; Romeo - Konstantin Sergeev.
Let's remember the characteristic features of the ballet genre in music.
Children:
Ballet is a theatrical performance where the characters express everything through singing. For the ballet, sets are made and costumes are sewn. The ballet is performed by a symphony orchestra under the direction of a conductor.
Slide No. 12 (memory text expands automatically)
Juliet had a special role in the life of Galina Ulanova. She recalled: “For a long time I couldn’t start preparing the part of Juliet with any of my students. Saying goodbye to her is the same as saying goodbye to a living person. Once I was in Italy, we were taken to Verona. In Verona, I stood in front of Juliet's balcony, at the monument above the crypt. And here, at Juliet’s crypt, I felt that I would never dance again, it was very sad. It was as if I had gone through something... It was evening when I called Katya Maksimova: tomorrow we start rehearsing Juliet.”
Slide No. 13 (video fragment starts automatically)
The image of Shakespeare's heroine is perhaps the brightest and most piercing color in the creative palette of the ballerina Ulanova. In St. Petersburg, on the Alley of Heroes of Victory Park, a bronze bust was installed, depicting the artist in the famous role.
Slide number 14.
Later, many famous ballet dancers performed in this production: Raisa Struchkova, Marina Kondratyeva, Maya Plisetskaya, Natalia Bessmertnova, Ekaterina Maksimova, Valentina Kozlova. There are two famous film versions of Prokofiev's ballet. The music in Prokofiev's ballet conveys the subtlest psychological movements of the human soul, the richness of Shakespearean thought, passion and drama. Prokofiev managed to recreate Shakespearean characters in the ballet in their diversity and completeness, deep poetry and vitality.
Slide No. 15 (video fragment starts automatically)
The humor and mischief of Juliet are the girls and the simplicity of the Nurse.
Slide No. 16 (video fragment starts automatically)
The wisdom of Pater Lorenzo.
Slide No. 17 (video fragment starts automatically)
The festive and exuberant color of Italian streets.
Slide No. 18 (video fragment starts automatically)
Poetry of love of Romeo and Juliet.
Slide No. 19 (video fragment starts automatically)
And also, the drama of the death scenes - all this is embodied by Prokofiev with skill and enormous expressive power. Turning to Shakespeare was a bold step for Soviet choreography, since, by all accounts, it was believed that the embodiment of such complex philosophical and dramatic themes was impossible through the means of ballet. Prokofiev, showing innovation, proved the opposite.
Slide number 20.
It would be strange if the famous Shakespearean story were not reflected in the most popular form of art - cinema. There are several film versions of Romeo and Juliet. But perhaps the most popular film “Romeo and Juliet” is the film by Italian director Franco Zeffirelli, released in 1968. The main roles were played by very young actors – Olivia Hussey and Leonard Whiting. The film by Franco Zeffirelli features beautiful music by composer Nino Rota, who is most famous in the field of cinematic music for his inimitable creativity. One of the conservatories in Italy is named in his honor. He collaborated with many directors. In 1974, Rota received an Oscar for best music for the film “The Godfather” and wrote music for all of Federico Fellini’s films.
Slide No. 21 (video fragments of the film start automatically)
The most famous motif in the film “Romeo and Juliet” was the theme of love - it varies throughout the film and accompanies all the main scenes of Romeo and Juliet. Harmoniously intertwined with the film narrative, music acts as a narrator. This music is recognized as classical and has even become a kind of musical calling card for Romeo and Juliet. In the year the film was released, the song “What is a Youth” took first place in popularity, displacing even the hits of the Beatles. Arrangements of this song have entered the repertoire of many singers and orchestras. The latest edition features music by Nino Rota performed by the Prague Philharmonic Orchestra.
I want to end my story with words from the song:
The carefree tribe of first love!
In an old play, where there is poison and a dagger
An irreparable action is being carried out.
God, save me and protect me from disasters
Faithful slaves of love.
Eternal themes of art and life
Goal: through communication with different works of art, try to understand that the language of art does not change over time and that it is based on spiritual values developed by humanity.
Tasks:
development of an emotional and conscious attitude towards works of art of various eras and movements;
through the “sounding” of artistic images, learn to understand how an artist becomes a chronicler of his era, reflecting its pulse;
develop in students the ability to analyze, synthesize, and reflect on the basis of the lesson material (music by J. S. Bach, reproductions of paintings, figurative performance of the songs “Golden City”, “Candles”);
learn to express your attitude towards the eternal values developed by humanity;
expand the cultural and artistic horizons of students through acquaintance with music and paintingXVIII-XX centuries
Lesson form: reflection lesson.
Equipment: portraits of J. S. Bach, B. Grebenshchikov, F. da Milano, candle, photographs of the organ, candle flame, reproductions of paintings (T. Gainsborough “Lady in Blue”, A. Venetsianov “At the Harvest”, B. Kustodiev “ Merchant's wife at tea"), interactive board.
Lesson script
“Ideas change, but the heart remains the same.”
F. M. Dostoevsky
1. organizational moment
Greeting students. Getting ready to work.
– Today we have an unusual lesson - a reflection lesson. What will we think about? Let the saying “Ideas change, but the heart remains the same”, which belongs to the Russian writer, help usXIXcentury to F. M. Dostoevsky.(The statement and portrait of the writer are on the screen of the interactive whiteboard.) How do you understand these words? (children's answers)
– Indeed, years pass, entire eras fly by, generations of people change, but feelings of kindness, hope, and faith remain, which help in difficult times. And it doesn’t matter when the artist lived – many years ago or today. If he is a true master, he will create a work that will excite many generations of people, bringing them “consolation and support.” We will meet works of art created in different eras and try to understand how they influence our contemporaries, and therefore you and me.
Listening to music “Golden City”
Conversation.
– Did you recognize the music that was played at the very beginning? (“Golden City” by B. Grebenshchikov, F. Canova da Milano)
(Display of portraits of F. Canova da Milano and B. Grebenshchikov on the interactive board.)
– What is this song about? (about an ideal city where there is no evil, violence, where there is a lot of light)
– What is the character of the inhabitants of this city? (these are gentle, dreamy, sympathetic people)
– Let's perform the song and try to truthfully express the intonation of the authors.
(Performance of the song “Golden City.”)
– Did you get the image of the song? (we tried to convey the image of Beauty, Kindness, Tenderness)
– And if this music touched us even a little in our souls, then it was not created in vain. She becomes a “consolation and support” for us.
– Why modern rock musician Boris Grebenshchikov turned to the melody of the musician of the endXVIcentury Francesco da Milano? (this was a kind of kinship of souls; in different eras, art creators sought to find that source of light that would help people overcome difficulties on their path in life)
– Probably, such a master who helped people gain confidence in their abilities was the composer Johann Sebastian Bach.(On the screen is a portrait of J. S. Bach.)
– Remember which country gave Bach to the world? (Germany)
– Look: Bach is completely different from our contemporaries - both his clothes and his hairstyle are different. The composer lived a long time ago - more than 250 years ago.
– They say that you can understand a person’s inner world by their appearance. Do you think he was a frivolous person? (students talk about the composer’s inner world: a serious, calm, attentive look, probably demanding of themselves and others)
– The fact that he was a demanding person is evidenced by the fact that the composer wrote his main works already in adulthood.
Message about the composer (advanced task for a group of students)
Johann Sebastian Bach, the youngest son of Johann Ambrosius, was born in Eisenach in 1685, on March 21. He was a court musician in Weimar for Duke Johann Ernst, an organist in the church in Mühlhausen and Weimar, and director of chamber music at the Grand Duke's Anhaltkethen court. In 1723 he was appointed director of the music choir in Leipzig.
After listening to fragments from the composer’s biography, students note that his life was “on wheels”; the composer moved from place to place.
In those days, the life of a musician was difficult; the constant search for income forced him to look for a new place of work. Biographers also said that the composer had too independent a disposition, and he wrote music that was “insufficiently obsequious.” For a long time, Bach worked in the church, accompanying the service. Therefore, he wrote a lot of music for the organ - a powerful, loud-voiced instrument, the sound of which rivals an entire symphony orchestra.(An image of an organ appears on the screen.)
Bach, like many other people, overcame one life's troubles after another. His family was with him. Bach came home from work tired. And the family met him in the living room at the table, sharing their impressions of the past day. Let's listen to this conversation.
(Listening to the organ Prelude in E minor.)
– What was the nature of the conversation? How did they talk to each other? Was the dialogue calm or nervous? (they spoke with respect to each other, no one interrupted anyone; measured, calm speech)
– How did you understand this? (the music suggested: calm, unhurried tempo, quiet dynamics, voices sounded alternately)
– What could the conversation be about? (children's answers)
– Such agreement in music is called polyphony (from Greek “polyphony”).
(The definition of “polyphony” is on the screen.)
– My mother, Anna Magdalena, helped keep the home warm. Bach's first wife died, and Anna Magdalena became a real mother for the children, and for Bach himself, a friend who helped him overcome difficulties. The composer dedicated the music to Anna Magdalena - a kind of letter of recognition.
(Scherzo from Suite No. 2 by J. S. Bach sounds.)
After listening, students share their impressions, pay attention to the mood, means of expression, and the solo instrument with a gentle voice - the flute.
(On the screen there is an image of a flute.)
(On the screen - the definition of “homophony”.)
– What would you call this music? (butterfly, joke, cloud, fluttering) Why? (children's answers)
– Bach himself called it "Scherzo".(On the board there is a new word “scherzo”.)
– Scherzo means “joke” in Italian. At the time of the composer, musical names were usually given in Italian, since professional music appeared in Italy.
– Why do you think the composer named his music this way? (children's answers) Perhaps because he wanted to see his wife and children smiling, for a moment forgetting the troubles of life.
Next, students are divided into groups. Each group is given sheets of paper and markers. They are invited to depict the music of the “Scherzo”, to feel its pulse, the movement of the melody. Also on the board screen one/two students show the pulse of the music. After completing the task, there is a discussion of the work completed. Each group defends its project and analyzes the students’ work at the board. Next, the guys come to the conclusion that music moves continuously, carrying our imagination along with it.
After this, students are asked to look at the female portraits and determine which of the images is closest in intonation to the music of the Scherzo.
(On the screen there are female portraits: peasant women (A. Venetsianov “At the Harvest”), merchant women (B. Kustodiev “Merchant’s Wife at Tea”), noblewomen (T. Gainsborough “The Lady in Blue”).)
Children reflect on the images. “The Lady in Blue” has a fleeting smile, barely noticeable, light, graceful, similar in intonation to “Scherzo.” This is no coincidence, since both works were created at approximately the same time, inXVIIIcentury, which contemporaries called the “Gallant Age”. That’s why the joke is elegant, subtle, a little hidden, intelligent.
– Do you think this music can be called contemporary to us? (it is possible, because Bach expressed sincere feelings for his family, and we understood this; but these days these feelings are expressed more openly)
– What attracted you most to Bach's music? Maybe she helped you in some way? (music helps you listen carefully to your interlocutor, treat each other more carefully, and kindly)
– Indeed, music helps a person to remain kind and responsive to the people around him.
– Remember that when members of the Bach family met after a difficult day, they sat around a round table, lit candles and talked about their daily affairs. With what feelings? (with kindness, respect, sincerity, gentleness)
– Let's light our candle and imagine that this is a piece of the flame of the fire that warmed the Bach family.
(The candle is lit and an image of a candle flame appears on the screen.)
The song “Candles” is performed (author M. Zvezdinsky).
– Look at each other, feel yourself. Has it gotten warmer? This means that our efforts with you were not in vain.
– During the lesson, we ourselves felt how music, even such ancient music as Bach’s music, transforms our lives through ourselves. If music resonates in our soul, it means that for a moment we become kinder.
– During the lesson we saw different works of art. In their own way, the authors touch on issues that concern not only them, but also many people. What do you think they have in common? (children's answers) They sincerely and truthfully express their attitude to life, using different artistic colors.
The great Russian writer Fyodor Mikhailovich Dostoevsky said: “Ideas change, but the heart remains the same.” Indeed, years pass, people are born and die, but eternal values remain - Faith, Kindness, Hope, Sincerity, Love...
Homework: write a letter of recognition to a loved one (in the form of a poem, postcard, drawing, craft, etc.).
Works of art invariably capture (by the will of the author or independently of it) the constants of being, its fundamental properties. These are, first of all, such universal and natural principles (universals) as chaos and space, movement and stillness, life and death, light and darkness, fire and water, etc. All this constitutes a complex of ontological themes of art.
Further, the anthropological aspect of artistic themes is invariably significant and unusually rich. It includes, firstly, the actual spiritual principles of human existence with their antinomies (alienation and involvement, pride and humility, readiness to create or destroy, sinfulness and righteousness, etc.).
Secondly, the sphere of instincts associated with the mental and physical aspirations of a person, such as libido (sexual sphere), thirst for power, attraction to material wealth, prestigious things, comfort, etc. Thirdly, in people, what is determined by their gender (masculinity, femininity) and age (childhood, youth, maturity, old age).
And finally, fourthly, these are supra-epochal situations of human life, historically stable forms of human existence (work and leisure, everyday life and holidays; conflict and harmonious principles of reality, peaceful life and wars or revolutions; life in one’s home and stay in a foreign land or travel ; civic activities and private life, etc.). Such situations constitute the sphere of actions and efforts, often searches and adventures, a person’s aspirations to achieve certain goals.
The named (and remaining unnamed) existential principles, coming into art, constitute a rich and multifaceted complex of eternal themes, many of which are “archetypal”, dating back to ritual and mythological antiquity (archaic). This facet of artistic creativity is the heritage of all countries and eras. It appears either as the explicit center of the works, or is present in them latently, or even remains unconscious by the authors (mythopoetic subtext).
In its appeal to eternal themes, art turns out to be akin and close to ontologically oriented philosophy and teachings about human nature (anthropology). The refraction of existential constants in art became the subject of close consideration by philosophers of the Romantic era, as well as by scientists of the mythological Grimm schools in Germany, F.I. Buslaev in Russia) and neo-mythological ones. (N. Fry), psychoanalytic art criticism, focusing on the works of Z. Freud and C. G. Jung.
Recently, a number of serious works have appeared that explore the involvement of mythological archaism in the literary creativity of eras close to us (works of G.D. Gachev, E.M. Meletinsky, Smirnov, V.I. Tyupa, V.N. Toporov). The theoretical generalizations of D.E. deserve special attention. Maksimova.
Stating the enormous importance of universals dating back to the archaic for literature of all eras, the scientist at the same time spoke about the “mythopoetic tradition” in the literature of the 19th-20th centuries. as a non-comprehensive, local phenomenon. This tradition, says D.E. Maksimov, stretches from Dante's Divine Comedy and Milton's poems to Goethe's Faust and Byron's mysteries; it becomes more active after Wagner, in particular in symbolism.
The scientist does not agree with the widely accepted idea of the total mythologism of art and literature: “One cannot approve of the unbridled literary fantasy in the mythological interpretations of modern works of art, which serious and erudite scientists are often carried away by.” This judgment, in our opinion, is completely fair. Actually, the mythological and mythopoetic beginning and (more broadly) the sphere of existential universals (for all its importance) far from exhausting what is artistically cognized and mastered. This is just one facet of the subject of art.
V.E. Khalizev Theory of literature. 1999
