Культурне життя людства. Мистецтво. Живопис

Міністерство освіти і науки України
Головне управління освіти і науки
Черкаської обласної державної адміністрації
Відділ освіти Золотоніської міської ради та виконавчого комітету
Розділ виставки:
Шляхи реалізації профільного навчання та до профільної підготовки
Система інтегрованих
уроків з англійської мови
для учнів 10 класу на тему:
«Культурне життя
людства. Мистецтво.
Живопис.»
Зуєва М.В.,
учитель-методист англійської мови
вищої категорії
Золотоніської гімназії ім. С.Д.Скляренка
Тема, над якою працює:
«Проектні технології на уроках
англійської мови»
Обсяг матеріалу – 126 ст.
Матеріали схвалені методичною радою гімназії –
протокол №3 від 14.03.2011
Золотоноша, 2011

Виставка ППД «Освіта Черкащини» Система інтегрованих уроків з англійської мови…
Золотоніська гімназія ім. С.Д. Скляренка Зуєва М.В.
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ЗМІСТ
МЕТОДИЧНИЙ КОМЕНТАР ........................................................................................... 3
Lesson 1. ART AND PAINTING ..................................................................................... 5
Lesson 2. MODERN PAINTING .................................................................................... 27
Lessons 3-4. BRITISH PAINTING ................................................................................. 38
Lessons 5-6. THE GOLDEN AGE OF BRITISH AND RUSSIAN PAINTING ....... 53
Lesson 7. TARAS SHEVCHENKO – UKRAINIAN BARD AND ARTIST .............. 72
Lesson 8. KATERYNA BILOKUR – TRAGEDY AND SUCCESS ............................. 97
Lesson 9. GRAFFITI. IS IT ART OR VANDALISM ................................................. 110
СПИСОК ВИКОРИСТАНОЇ ЛІТЕРАТУРИ ................................................................ 125

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СИСТЕМА ІНТЕГРОВАНИХ УРОКІВ З АНГЛІЙСЬКОЇ
МОВИ ДЛЯ УЧНІВ 10 КЛАСУ НА ТЕМУ «КУЛЬТУРНЕ
ЖИТТЯ ЛЮДСТВА. МИСТЕЦТВО. ЖИВОТИС.»
Характерною рисою сучасної шкільної
освіти є спрямованість її змістовно-цільових
аспектів у бік гуманізації, яка означає глибокі
якісні перетворення в стратегії і тактиці навчання
з урахуванням перш за все особистісного
чинника. Основна увага зосереджена на створенні
сприятливої обстановки для кожної дитини, її
вихованні як вільної, цілісної особистості, здатної до самостійного вибору
цінностей, самовизначення в світі культури. В умовах, що склалися, актуальним
стає формування у школяра естетичної культури, що забезпечує ціннісне
відношення до навколишнього світу, емоційно-образне збагнення реальності,
розвиток здатності сприймати красу у всьому її різноманітті і створювати
прекрасне в навколишній дійсності. Естетична культура сприяє формуванню
соціальної позиції, заснованої на гуманістичних цінностях, гармонізує
емоційно-комунікативну сферу учня, оптимізує його поведінку. Сформованість
естетичної культури підсилює особистісне відношення до вибору професії,
приводить у відповідність власні потреби суспільним ідеалам, уявленням про
цінності, активізує внутрішні ресурси, забезпечуючи таким чином
самореалізацію особи. Все це ставить перед вчителем школи важливе завдання
естетичного виховання учня. Великий естетичний потенціал несе в собі
викладання іноземної мови в середній школі. Процес вивчення іноземної мови
складний, однак, обрамлений естетично, сам зміст набуває цінності у
сприйнятті учнями. Гармонійний, всебічний розвиток особистості неможливий

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без її естетичної вихованості. У сучасній педагогіці естетичне виховання
трактується як „педагогічна діяльність, спрямована на формування здатності
сприймати і перетворювати дійсність за законами краси”.
Видатний український педагог Василь Сухомлинський писав: „Краса –
могутній засіб виховання чутливості душі. Це вершина, з якої ти можеш
побачити те, чого без розуміння і почуття прекрасного, без захоплення і
натхнення ніколи не побачиш. Краса – це яскраве світло, що осяває світ. При
цьому світлі тобі відкривається істина, правда, добро; осяяний цим світлом, ти
стаєш відданим і непримиренним. Краса вчить розпізнавати зло і боротися з
ним. Я б назвав красу гімнастикою душі, вона виправляє наш дух, нашу совість,
наші почуття і переконання. Краса – це дзеркало, в якому ти бачиш сам себе і
завдяки йому ти так чи інакше ставишся сам до себе”.
Метою естетичного виховання є високий рівень естетичної культури
особистості, її здатність до естетичного освоєння дійсності. Естетична культура
– це сформованість у людини естетичних знань, смаків, ідеалів, здібностей до
естетичного сприймання явищ дійсності, творів мистецтва, потреба вносити
прекрасне в оточуючий світ, зберігати природну красу. Рівень естетичної
культури виявляється як у розвитку всіх компонентів естетичної свідомості
(почуттів, поглядів, переживань, смаків, потреб, ідеалів), так і в розвитку умінь
і навичок активної перетворюючої діяльності у мистецтві, праці, побуті,
людських взаєминах.
Естетичне виховання на уроках іноземної мови можна розглядати і як
самоціль, тобто як компонент загально-виховної системи, і як мотиваційний
засіб, що сприяє вивченню самої іноземної мови. Це зумовлено високим
мотиваційним потенціалом естетичного виховання та широкими
можливостями, які надає для цього вивчення іноземної мови. Сприйняття краси
– це перший ступінь у вихованні відчуттів, емоційної чуйності. Тільки на
емоційній основі встановлюються міцні зв'язки дитини з навколишнім світом.
Лише такий навчальний процес, який приносить учневі емоційне та естетичне

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задоволення, може бути успішним та забезпечити високий рівень навчальних
досягнень.
Метою навчання іноземній мові сьогодні є формування комунікативної
компетенції, тобто компетенції спілкування. Важко не погодитися з тим, що
навіть рідною мовою, у якій знання лексики і стилістичних особливостей не є
складним, не завжди вдається переконливо і логічно збудувати мовлення і
досягти бажаного результату в спілкуванні. Значною мірою це обумовлено тим,
що на уроках як рідної мови, так і іноземної, усні висловлювання учнів є
мовою лише за формою, а по суті такими не є. Адже людська мова (як
письмова, так і усна) – продуктивний вид діяльності, тобто плід творчості,
самостійний «продукт», неповторний за формою і змістом. На практиці ж часто
доводиться зустрічатися з ситуацією, коли відповіді учнів по темі, що
вивчається, схожі як близнюки, що є яскравим прикладом примітивної
репродуктивності, тобто елементарного відтворення.
Навчання учнів старших класів ставить перед вчителем нові важливі
завдання. Це відповідальний період формування смаків та уподобань
особистості. Проте саме у цьому періоді у програмі середньої неспеціалізованої
школи відчутним є брак предметів естетично-гуманітарного циклу, предмети,
що передбачають ознайомлення з витворами мистецтва та світовою культурою,
відсутні або викладаються факультативно. Тому на вчителя іноземної мови
покладається додаткове завдання компенсувати ці недоліки системою заходів з
естетичного виховання на уроках іноземної мови .
Викладання іноземної мови у старших класах дає більші можливості
щодо реалізації естетичного виховання порівняно із середніми. Це зумовлено
кількома причинами:
1. Учні володіють іноземною мовою на досить високому рівні, що дає
можливість сприймати та створювати досить складні тексти.
2. Учні мають певні сформовані навички естетичного сприйняття творів
мистецтва та явищ культури, що дозволяє їм більше ефективно сприймати та

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аналізувати запропоновані вчителем об’єкти мистецтва та культури, вести
дискусії.
3. Учні мають більш менш цілісне уявлення про культуру країни, мова
якої вивчається, що дозволяє активний „діалог культур”, у процесі якого йде
порівняння, аналіз двох культур – рідної та іноземної.
Проте досить часто можна стати свідком того, що учні старшої школи не
вміють сприймати мистецтво. Адже можна дивитися і не бачити, можна бачити
і не розуміти, а коли не розумієш, залишаєшся байдужим. Так і школярі:
причина їхньої байдужості до класичної музики, літератури та живопису,
культури як своєї, так і інших народів – непідготовленість до художнього
сприймання твору, недорозвиненість естетичної культури. Ціннісне сприйняття
художнього твору – це проблема розвитку естетичних смаків і поглядів.
Спостереження свідчать, що інтереси та переваги більшості старших школярів
обмежені низьким рівнем. У школярів переважають прагматичні орієнтації, які
слаборозвинені, з рефлективними оцінками, відсутні вміння вступати до
процесу художнього спілкування, не простежується зв’язок між морально-
естетичною свідомістю та морально-естетичною поведінкою. Між тим, вони
доброзичливо ставляться до мистецтва, відчувають недостатність його впливу і
бажають отримати відповідну освіту. Слід відзначити, що їх інтереси до кіно,
телебачення, естрадної музики започатковані доступністю та широкою
популярністю цих видів мистецтва.
Формування естетичних якостей старшокласників слід здійснювати
шляхом емоційно-естетичного впливу на них творів мистецтва, даний процес
передбачає роботу уяви, творчої активності сприйняття, в тому числі,
осмислення власного життєвого і творчого досвіду.
Вивчення іноземної мови значною мірою сприяє формуванню світогляду
особистості. Особливого значення при цьому набувають тексти, які
пропонуються вчителем для читання, перекладу, переказу, ознайомлення. Тому
матеріал, який ми підібрали для прoведення уроків, що знайомлять із

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живописом не лише країни, мова якої вивчається, а разом з тим, і з шедеврами
світового мистецтва світу та України, являють собою зразки, здатні викликати
естетичне переживання в учнів. Оскільки у суспільстві останнім часом серед
широкого загалу розповсюджуються твори, які пропагують насильство та
жорстокість, причому більшість з них не мають естетичної цінності і морально
роззброюють людину, особливо молодь, така робота з молоддю є актуальною.
Використання творів мистецтва з метою естетичного впливу на
свідомість учнів, здійснюється в рамках уроків. Для цього ми
 використовуємо для роботи над мовним матеріалом тексти, що
мають естетичну вагу, наприклад, уривки з творів художньої літератури або
інформацію про мистецтво та культуру країни, мова якої вивчається;
 реалізовуємо країнознавчу спрямованість уроків іноземної мови
шляхом ознайомлення учнів із досягненнями мистецтва та культури країн, мова
яких вивчається;
 створюємо ситуації, в яких учні мають висловити своє сприйняття,
оцінку тих чи інших творів мистецтва (в даному випадку - картин),
 застосовуємо під час уроку відеофільми з теми, створені носіями
мови за участю знавців живопису.
Моделюючи ситуації мовного спілкування мистецтвознавчої
спрямованості, корисно заздалегідь відвідати театр, музей, філармонію,
картинну галерею, подивитися фільм або прочитати оригінальний текст. Але на
даний момент більшість дітей позбавлені можливості зробити це або ж не
відчувають бажання проводити час, вивчаючи твори мистецтва. Тому під час
уроку ми даємо можливість здійснити віртуальну екскурсію до музею чи
картинної галереї. Відвідавши виставку картин, побувавши екскурсоводом,
кожен учень стає знавцем живопису, вчиться аналізувати художнє полотно.
Проблемна ситуація на уроці створюється за допомогою афоризмів. Думки
великих класиків служать дороговказною зіркою у вирішенні етичних проблем
уроку, допомагають учням зробити загальнолюдські висновки про добро і зло.

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За допомогою драматизації змінюється ситуація ігрового спілкування, в якій
вся базова лексика, граматика, основні мовні моделі. Рольова гра забезпечує
наслідувальне спілкування, спільну діяльність, розкриття повного потенціалу
особи, країнознавчу мотивацію, когнітивне і емоційне вимірювання особи,
співпрацю, ситуацію успіху
Дуже важливим, на нашу думку. є використання класичної і популярної
музики на початку або в кінці уроку, оскільки музика створює емоційний фон
уроку, мотивує або створює позитивний емоційно-психологічний фон на уроці.
Естетичне виховання є обов’язковою та важливою складовою виховання
всебічно і гармонійно розвиненої особистості. Навчання у школі передбачає
реалізацію естетичного виховання як запоруки повноцінного формування
свідомості учня, його самореалізації в суспільстві як творчої особистості, що
має власні естетичні смаки та уподобання.
Перед вчителями школи постає важливе завдання формування
адекватного уявлення про категорію прекрасного, на основі якої формується
естетичний ідеал школяра. Естетичне виховання реалізується перш за все на
уроках мистецького циклу, проте викладання іноземної мови також надає
вчителеві широкі можливості щодо виховання естетичної свідомості.
Естетичне виховання може бути реалізовано на уроках іноземної мови за
рахунок використання естетично вагомих текстів, залучення матеріалів з
культури та мистецтва країни, мова якої вивчається, що є реалізацію
культурологічної (лінгвокраїнознавчої) лінії програми з вивчення іноземної
мови у середній школі. Важливу роль відіграють нестандартні уроки та
позакласні заходи культурно-мистецького спрямування, які не лише
ознайомлюють учнів з проявами іноземної культури, а й залучають до активної
творчості.
Свою специфіку має естетичне виховання у старших класах, коли
достатній рівень володіння іноземною мовою та певна сформованість
естетичного сприйняття учнів дозволяють їм осягнути естетичний потенціал

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самої мови як геніального витвору людства.
Таким чином, вивчення іноземної мови дає широкі можливості щодо
естетичного виховання учнів, і важливою задачею вчителя є використання цих
можливостей та свідома й цілеспрямована робота з формування естетичної
особистості учня.

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Lesson 1
ART AND PAINTING
“Art is long. Life is short”
Objectives:
 to help learners consolidate and develop their vocabulary on the topic “Art”
 to read and talk about different art styles
 to develop students’ reading skills through the methods of interactive reading
 to improve students skills for listening and comprehension
 to develop learners’ creative abilities
PROCEDURE
I. Warm-up
Teacher:
Good morning, students. I hope you are fine today. I think we can start.
So let’s get down to work. Let me tell you a few words about the aims of our lesson.
Today we are going to talk about art and painting. It will be the subject of today’s
discussion. We should get acquainted with what is art, to learn about the styles of art,
to speak about genres in painting and some paintings.
It is difficult to live without art, music, books, theatres and cinemas. Many
people are really interested in art and music. Today’s lesson is devoted to Art and
Culture. The subject of our talk is Art and painting. Here is an epigraph on the
blackboard “Art is long. Life is short”. Think of it and at the end of lesson you’ll
give your opinions about it.

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Answer my questions:
 Are you interested in art? What art in particular?
 What world-famous artists do you know?
 Have you ever been to any picture galleries or museums?
 Have you ever tried your hand at any of the arts?
II. Main part
Listening
Video. You are going to watch a video by the Michael Sallivan and your task
is to think and try to answer the question “What is art?”
How can you answer the question? (Students’ answers/)
Teacher:
So, the world of art includes: the visual arts (art forms your look at
painting, sculpture, architecture, photography), the performing arts (arts that
involve doing things to entertain people such as music, dance, and drama), literature
and the decorative arts (the design and production of beautiful things for the home).

12
Reading
Teacher:
Art is the product or process of deliberately arranging items (often with
symbolic significance) in a way that influences and affects one or more of the senses,
emotions, and intellect. It encompasses a diverse range of human activities, creations,
and modes of expression, including music, literature, film, photography, sculpture,
and paintings.
Traditionally, the term art was used to refer to any skill or mastery. Generally,
art is made with the intention of stimulating thoughts and emotions.
Now you will read an article which maybe is the answer.
What do you think about it?
I could tell you that art plays a large part in making our lives infinitely rich.
Imagine, just for a minute, a world without art! (You may think "So what?" but
please consider the impact that lack of graphics would have on your favorite video
game.) Art stimulates different parts of our brains to make us laugh or incite us to
riot, with a whole gamut of emotions in between. Art gives us a way to be creative
and express ourselves. For some people, art is the entire reason they get out of bed in
the morning. You could say "Art is something that makes us more thoughtful and
well-rounded humans."
On the other hand, art is such a large part of our everyday lives that we may
hardly even stop to think about it. Look at the desk or table where you are, right this
minute. Someone designed that. It is art. Your shoes are art. Your coffee cup is art.
All functional design, well done, is art. So, you could say "Art is something that is
both functional and (hopefully) aesthetically pleasing to our eyes."

13
You might say "Art is in a constant state of change, so nobody can really pin
down what it is." The constant change part is true, but the not pinning it down part is
going to get you a bad grade. Don't go this route.
You might even say "Art is subjective, and means something different to every
single person on earth." This, too, is the truth. I would caution against this approach,
however, as it would require a stack of paper from here to the moon to cite all of your
6.8 billion references.
Now, everything just stated has elements of truth, but is largely based on
opinion. My opinion is, frankly, useless in your paper-writing endeavor. Form your
own opinions (that should be the reason you are receiving an education, after all), and
be sure to sprinkle them in your answer ... which needs a factual basis, so here are the
cold hard facts: Art is form and content.
Teacher. I hope you’ve understood what the author wanted to say. But let’s check
how you understand some words and expression from the text.
Vocabulary practice
1. Look at the words in bold and try to explain them.
2. Fill in the correct words from the list below.
To incite content endeavour
pin down gamut to riot
the impact infinitely
1. This school is _____________________ better than the last one. (much better)
2. We need to access __________________ on climate change. (the effect or
influence)
3. University students _________________ in protest of tuition fees. (rebelled,
opposed)

14
4. College life opened up a whole _______________ of new experiences. (the
complete range of possibilities)
5. Did you manage to __________________ to a definite decision? (to make a
definite decision)
6. They made every ___________________ to find the two boys. (attempt)
7. There was no evidence that he had ___________________ members of the group
to violence. (stimulate, encourage)
8. Many of the essays are political in ____________________. (ideas and facts)
Key: 1- infinitely; 2 – the impact; 3 – riot; 4 – gamut; 5 – pin down; 6 – endeavour; 7
– incited; 8 – content.
Teacher.
There are some proverbs and sayings about art and beauty, because this topic
is very important for people. On your desks you can see some proverbs and saying.
Try to find Ukrainian equivalents.
Beauty is but skin-deep
Краса лише зверху. Зміст: зовнішність обманлива; краса недовговічна.
Зрівняйте з російськими прислів’ями:
С лица воду не пить. Красота приглядится, а ум вперед пригодится
Blind men can judge no colours
Сліпі про кольори не судять. Зрівняйте з російськими прислів’ями:
Слепой курице всё пшеница
Tarred with the same brush
Одним пензлем мазані. Зрівняйте з російськими прислів’ями:
Одним миром мазаны. Из одного теста сделаны. Из одной плахи вытесаны
Tastes differ

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Смаки різняться
Зр. О вкусах не спорят. На вкус и цвет товарища нет.
The devil is not so black as he is painted.
Не такий страшний чорт як його малюють.
That's a horse of another color
Цей кінь іншого окрасу.
Зр. Это совсем другое дело. Вот это уже из другой оперы
Talking point
Teacher.
Look through the text again and then talk about art, answering the given
question in a chain, but try not to repeat the same statements.
Reading (work in pairs)
Teacher.
Today we’ll learn something new about painting. Let’s read the text about
painting and compare our opinions. Take a pencil and do marks on the margins while
reading.
information is known “V”
new information “E”
you don’t think so “-“
you don’t understand. or have further questions “?”
This technique is called INSERT
I – interactive
N – noting
S – system

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E – effective
R – reading
T – thinking
PAINTING
Art is as varied as the life from which it springs. Each artist portrays different
aspects of the world. A great artist is able to take some aspect of life and give it depth
and meaning. To do this he or she will make use of the many devices common to
painting. These devices include composition (the arrangement of the objects within a
picture), color, form, and texture.
A painter does not always need handsome and attractive subjects. Often an
ordinary subject is transformed through artistry some artists use geometric or abstract
forms, colours, and textures to create interest and meaning. Most music does not
attempt to imitate natural sounds, and there is no reason why painting should always
make use of nature. Briefly it may be said that artists paint to discover truth and to
create order. They put into their pictures our common hopes, ideals, and passions and
show us their meaning and their value. Creators in all the arts make discoveries about
the wonders and beauties of nature and the dignity and nobility of man. They give
these an order which enables us to see and understand life with greater depth. Beauty
generally results from order but as a by-product, not a primary aim. Not all works of
art are beautiful. The painter is able to intensify our experiences. By finding new
relationships among objects, new forms, and new colours, they show us things in our
environment which we overlooked or ignored. They make the world about us become
alive, rich, beautiful, and exciting. The subject which an artist selects for a painting
depends largely upon the time in which he lives. A painter living in the Middle Ages
would probably have picked a religious subject, for that was almost the only kind of
topic portrayed at the time. Had he lived in Holland during the 17th century he might
have painted portraits, family scenes, or arrangements of dishes, fruits, and flowers,

17
called still-life. Having selected a subject the painter is faced with the problem of
giving it form. Will the idea be communicated best by the use of realistic or abstract
forms? Should it be done in bright or in dull colours? Should the effect be exciting or
restful? The answer depends upon what the painter is trying to do. In a good painting
everything in it grows out of and develops from the intent of the artist.
Answer the questions
What facts do you know before?
What information is new for you?
What don’t you understand?
Do you have another ideas or information?
Teacher:
It’s time to get acquainted with the styles of art. You will read about them and
the photos of the painters and the examples of their works will be demonstrated on
the screen.
Styles of Art
Abstract Abstract artists felt that
paintings did not have to show
only things that were
recognizable. In their paintings
they did not try to show people,
animals, or places exactly as they
appeared in the real world. They
mainly used colour and shape in
their paintings to show emotions.
Some Abstract art is also called
Sonia Delaunay
Jackson Pollock

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Non-objective art. In non-objective
art, you do not see
specific objects. It is not painted
to look like something specific.
Cubism Cubism is modern art
made up mostly of paintings. The
paintings are not supposed to
look real The artist uses
geometric shapes to show what
he is trying to paint. Early
cubists used mainly greys,
browns, greens, and yellows.
After 1914, Cubists started to use
brighter colours. Cubism was the
beginning of the Abstract and
Non-objective art styles.
Pablo Picasso
Marc Chagall
Georges Braque
Expressionis
m
In Expressionist Art, the
artist tries to express certain
feelings about some thing. The
artists that painted in this style
were more concerned with
having their paintings express a
feeling than in making the
painting look exactly like what
they were painting.
Marc Chagall
Wassily Kandinsky
Ludwig Kirchner
Fauvism Fauvism was an art style
that lasted only four years,
beginning in 1905. The leader of
Henri Matisse

19
this movement was Henri
Matisse. The word Fauvism is
French for "wild beasts". It got
this name because the paintings
had bright and unusual colours.
The subjects in the paintings
were shown in a simple way, and
the colours and patterns were
bright and wild.
Impressionis
m
Impressionism was
developed in France during the
late 19th and early 20th
centuries. These pieces of art
were painted as if someone just
took a quick look at the subject
of the painting. The paintings
were usually in bold colours and
did not have a lot of details. The
paintings in this style were
usually outdoor scenes like
landscapes. The pictures were
painted to look like they were
shimmering.
Claude Monet
Mary Cassatt
Pierre Auguste Renoir
Camille Pissaro
Pointillism In Pointillism, the artist
uses small dots or strokes of
paint to make up the pictures.
From far away, these dots blend
together to form the picture and
Paul Seurat
Paul Signac

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give the impression of different
colours as they blend together.
Pop Art Pop art can be any
every day item that is drawn in a
brash and colourful way. Pop
Art is short for Popular Art. It is
inspired by comic strips,
advertising, and popular
entertainment.
Andy Warhol
Roy Lichtenstein
Claes Oldenberg
David Hockney
Postimpressi
onism
Postimpressionism began
in the 19th century. It was
mainly still lives and landscapes.
The postimpressionists liked to
use lots of colors and shadows.
Vincent Van Gogh
Henri de Toulouse-
Lautrec
Paul Gauguin
Paul Cezanne
Primitivism Primitive Art looks like art
that is done by a child. Usually
the picture is painted very
simply, and the subjects are
"flat", or two-dimensional.
Paul Klee
Henri Matisse
Realism Realism is a type of art
that shows things exactly as they
appear in life. It began in the
18th century, but the greatest
Realist era was in the mid-19th
Henri de Toulouse-
Lautrec
Leonardo Da Vinci

21
century. Most Realists were from
France, but there were some
famous American painters who
were Realists also.
Gustave Courbet
Honore Daumier
Thomas Eakins
John Singleton Copley
Surrealism Surrealists’ paintings were
generally based on dreams.
Their paintings were filled with
familiar objects which were
painted to look strange or
mysterious. They hoped their
odd paintings would make
people look at things in a
different way and change the
way they felt about things. They
thought that their paintings
might stir up feelings in the back
of people’s minds.
Salvador Dali
Henri Rousseau
Max Ernst
Teacher.
I’d like to introduce the words on the topic “Painting”. When we speak about
pieces of art first of all we think about genres, methods of painting and our
impressions.

PAINTING
Impressions
Genres
Methods of painting
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Teacher.
As far as genres they can be: an ail painting, a water-colour/pastel picture, a
sketch, a portrait (shoulder/half-length/knee-length/full-length), a landscape, a
historical painting, a still life, a battle piece, a flower piece, a masterpiece.

A portrait
Genres
A pastel picture
A landscape
A sketch
A battle piece
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Teacher
Speaking about the methods of painting one should mention that they can be:
plane, in strokes, in dots, a sketch, a water colour and a line.
A water-colour
picture
A seascape
A still life
A masterpiece
A historical
painting
An oil painting

In dots
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Teacher.
Concerning the impressions they can be positive or negative.
Positive judgment
The picture may be… -
moving – хвилюючою;
lyrical – ліричною;
romantic – романтичною;
original – оригінальною;
poetic in tone and atmosphere – поетичною у відтінках та атмосфері;
an exquisite piece of painting – витонченою роботою живопису;
an unsurpassed masterpiece – неперевершеним шедевром;
distinguished by a marvelous sense of colour and composition – видатною у
дивовижному відчутті кольору та композиції.
Negative judgment
The picture can be… -
Methods of painting
In strokes
A line
Plain
A water colour
A sketch

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dull - похмурою;
crude – грубою, незавершеною;
chaotic – хаотичною;
daub of paint - мазаниною;
obscure and unintelligible – тьмяною та незрозумілою;
gaudy – позбавленою смаку;
depressing - гнітючою;
disappointing – що викликає розчарування;
cheap and vulgar – дешевою та вульгарною.
Next time we’ll continue our work. We’ll speak about painting, painters and
their pieces of art.
At the beginning of our lesson you were asked a question. How do you
understand the epigraph “Art is long, life is short”?
(Students’ answers.)
Teacher.
You are quite right. And in conclusion I’d like to say that
- through painting the artist expresses ideas and emotions;
- the language of the artist consists of shapes, lines, colours, tone and textures;
- it helps to produce in the viewer sensations of light, space and movement;
- some artists paint concrete forms which viewers are generally familiar;
- others try to create entirely abstract relationships;
- by giving expressions to personal feelings, the artist develops individuality;
- an appreciation of painting deepens and enriches life.
III Assessment & Assignment
Teacher.

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The topic of our today’s conversation was very serious. We have spoken much
about art painting and we have discussed the topic from different points of view .I’d
like to thank you for good work at the lesson. I give excellent marks to..., good – to
…, etc..
Your task will be to learn the vocabulary related to the topic and to write an essay
“What is art for me”.
I wish you be healthy and wealthy. The lesson is over. See you later. Goodbye!

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Lesson 2
MODERN PAINTING
Objectives:
 to revise the vocabulary associated with painting;
 to practice listening, note-taking, speaking and discussion;
 to practice describing paintings using a plan and giving opinions about them;
 to increase awareness of main styles of the 20th century;
 to increase awareness of beauty of the modern painting
PROCEDURE
I. Warm- up
Teacher.
Today we are going to talk about painting. We should revise the material on
the topic and discuss the advantages and disadvantages of modern art.
Visual art is a vast subject, including all kinds of picture and sculpture.
Artists make art for many reasons. Hundreds of years ago – when many people
couldn’t read – paintings were often designed to illustrate stories. And a lot of
paintings were made to decorate churches. More recently, artists have begun to paint
to express their own feelings or explore ideas, or just to create something beautiful.
People have always argued about art – how to make it? What it should like and why.
But there are no wrong answers. What kind of you enjoy is up to you.
People can express their emotions in different ways. Some of them draw
pictures of their favourite places. Others write poems. I have found a very nice poem

28
for you. Let’s read it with a bit of feeling and think of your own emotions and
associations.
Leisure
By William Henry Davies
What is this life if, full of care,
We have no time to stand and stare?
No time to stand beneath the boughs
And stare as long as sheep and cows.
No time to see, when woods we pass,
Where squirrels hide their nuts in grass.
No time to see in broad daylight,
Streams full of stars, like skies at night.
No time to turn at Beauty’s glance,
And watch her feet, how they can dance.
No time to wait till her mouth can
Enrich that smile her eyes began.
A poor life this if, full care,
We have no time to stand and care.
Teacher.
This poem makes really great impression. It is very beautiful and full of
emotions. I think you agree with me.
II. Main part.
Listening
1. Pre –listening activity.
Look at the screen. There are works of art by some modern painters of the 20th
century. Do you know these names? What do you know about them?

29
2. Listening task.
Teacher.
Listen to three people talking about pictures and identify the paintings. Take
notes. Pay attention to what adjectives are used for describing each painting. Then
complete these sentences about the speakers.
The class will be divided into three groups. Each group should listen carefully
to one of the speakers and make a note of extra information about his/her opinion of
the painting. After listening each group will tell the class their extra information.
1. _______ and _______ like the colours.
2. _______ doesn’t like the painting.

30
3. _______ thinks the painting is strange.
4. _______ can see a face in the painting.
5. _______ and _______ can spend a lot of time looking at the painting.
6. _______ compares the painting to an optical illusion.
Keys: 1 - a/c; 2 - c; 3 - c; 4 - a; 5 - a/b; 6 - b.
3. Post-listening task.
Teacher.
Which painting do you like most? Why? Answering the questions you may use the
adjectives given in the box.
Abstract, clever, colourful, complicated, confusing, funny, imaginative,
impressive, peaceful, realistic, relaxing, ridiculous, surprising, symbolic,
unusual, weird
Tape script:
A
I think it's a really impressive painting. I love the clever way the artist has
used different shades of green. I guess it makes the painting really peaceful, do you
know what I mean? It's quite abstract, too, but you can see things in the picture. It
looks like a forest with a tree on the left and a house at the back. There's a wall or
something at the bottom and maybe a door on the right. It's very relaxing. If you
look at it for a long time, you can see other things. I mean, 1 can see a man's face,
eyes, nose and mouth, in the middle, and it looks as if he's reading a book. Can you
see that, or is it me?
B
I love this painting. It's one of my favourites, you know. You can spend ages
looking at it. At first, it all looks very realistic but a bit complicated. You can see the
sky, the rocks, the trees and the water. But then, when you look again, you see the

31
reflections of the swans. Suddenly, you can see three elephants standing by the lake!
It's really surprising and a bit confusing at first. It's like one of those optical illusions
where you can see two different things at the same time. I think it's very clever and
imaginative.
C
This picture is really weird! If you look at rain falling, you can imagine
different things and this looks as if it's raining men, businessmen in hats and
overcoats. The men and the houses are very realistic and ordinary and that makes it
even more unusual, it's not a very colourful picture but I like the pale blue sky. The
problem for me is that the main idea of the picture is a bit ridiculous. I know it's
supposed to be a joke but I just don't think it's very funny. I mean, it's not really very
imaginative, just men falling like rain, and that's it.
Reading task.
Teacher.
Look at the screen. There are works of art by modern painters of the 20th
century Roy Lichtenstein, Pablo Picasso, Wassily Kandinsky and David Hockny.
Read the description of these pictures made by four people and identify the paintings
1.
Well, I really like this picture – it's easy to see what's happening. I like the
bright colours – of the girl's blue dress and her blonde hair. I also like the round
shapes in the picture. I think the topic is interesting too – the girl looks worried and
she's thinking about her boyfriend '
2.
Personally, I think this one is good. It's got very strong lines and you can
almost feel the music. And the colours they're great – they're really bright. I like

32
abstract paintings because you have to use your own imagination to understand what
the painter is trying to do. I think ...
3.
This one's my favourite. It shows the horrors of war really well – with the
dark, dark colours and the terrible images. The lines and shapes are square and
geometrical. They show violence and pain. Look at the horse and the mother with her
dead child. It's a very frightening painting because ...
4.
Well, I think this one's the best. I really like the bright colours and the clear
lines. I love the colour of the water in the swimming pool. The style's strange – it's
realistic but very simple at the same time ...
Answers:
1. I know… Brad by Roy Lichtenstein
2. Improvisation 28 by Vassiliy Kandinsky
3. Guernica by Pablo Picasso
4. A Bigger Splash by David Hockny
Talk about paintings.
Teacher.
Which of them do you like most? Express your opinion.
Studying the topic.
Teacher.
Firs of all I want to make sure you remember the vocabulary on the topic
“Painting”. Let’s revise the styles of painting.

33
Put the letters in the correct order.
1. Lireasm
2. Ctstraab
3. Resurlism
4. Thgoic
5. Mancismroti
6. Bicusm
7. Presnismioex
Keys: Realism Surrealism Cubism Romanticism Abstract Gothic
Expressionism
Match the style with its definition. (Work in pairs)
1 Impressionis
m
A It’s the art that doesn’t represent
recognizable objects.
2 Pop Art B It promotes accurate, detailed depiction of
nature or contemporary life. It rejects imaginative
idealization in favour of close observation.
3
Abstract
C It is the style used especially in France in
the 19th century which uses colours instead of
details of form to produce effects of light or
feeling. Its subject included landscapes, trees,
houses, street scenes.
4 Realism D A 20th century stele of art, in which objects
and people are represented by geometric shapes.
5 E The art in which common objects (such as

34
Cubism comic strips, soup cans, road signs, and
hamburgers) were used as subject matter.
Keys: 1 - c; 2 - e; 3 - a; 4 - b; 5 - d.
Teacher.
What are the differences among the art sryles?
Reports about impressionism, Edouard Manet and Pablo Picasso.
Teacher.
Today we’ll get acquainted with two main representatives of painting.
Until the second half of the 19th century, the most important style was
Classicism. The usual was that artists displayed their pictures in the official hall. The
main palette was in dark colours – brown, black. The main subject was a human,
sometimes idealised.
In the late 19th century a new movement called impressionism developed in
France. The painters rejected the traditional brown, grey, and green colours in favour
of a lighter, more brilliant palette. They often painted out of doors, rather than in the
studio. Their subject matter included landscapes, trees, houses, and even street scenes
and railroad stations.

35
Student 1.
Edouard Manet (1832-1883), a French painter, is regarded as the most
important master of Impressionism. Edouard Manet travelled to Spain and was
touched by its way of life, traditions, folklore and the world of bullfighters and young
girls. There, he could learn from works of great painters such as Velazquez and Goya,
who absolutely influenced his work.
But he was a painter of modern life, who showed life as it was, without
idealisation. It caused a big scandal. The refined public of the moment was not ready
to accept a revolution like that.
Student 2.
Pablo Picasso (1881 – 1973) was a Spanish painter and one of the recognized
figures in the 20th century art, probably most famous as the founder of the cubism.
The movement itself was not long-lived or widespread, but it began an creative
explosion in the art of the 20th century.
In 1907 after numerous studies and variations Picasso painted his first cubistic
picture – “Les demoiselles d’Avignon”. Impressed with African sculptures at
ethnographic museum he tried to combine the angular structures of the “primitive art”
and his new ideas about cubism.“
Teacher.
What have you learnt about the artists and their works?
What are the main features of impressionist works? (Light colours, brilliant
palette, out of doors, not in a studio)
Describing the paintings. (Group work)
Teacher.

36
There are three paintings of different artists on the same topic, the same name:
“The Luncheon on the Grass” by Edouard Manet, by Claude Monet, by Pablo
Picasso.
Describe one of the paintings using the plan.
What kind of painting is it?
What is the subject?
What is happening in the picture?
What colours/ lines/ shapes are used?
What is your opinion of it?
1) “The Luncheon on the Grass” by… is a good example of … style.
It was painted in the late 19th / in the middle of the 20th century.
2) The main subject of the painting is ... .
It shows people in the park having a picnic…
The artist brilliantly used … in the picture.
I think… / In my opinion…/ To my mind…
Teacher.
o Which of the paintings do you like most? Why?
o How did the artists express the same things?
All people are different. Even the same things they see in different ways. But
the attempt to understand the art in its variety is an attempt to understand the national
culture and the world culture in general.
Understanding of world culture makes people be temperate and tolerant to each
other, helping people live in peace (culture of peace).
III. Assessment & Assignment
Prepare a presentation about your favourite painter.

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Lessons 3-4
BRITISH PAINTING
Objectives:
- to revise the vocabulary associated with the topic;
- to encourage students to use their imagination while working on the topic and
motivate them in expressing their own opinions on the topic;
- to develop free speaking skills of students, exchanging opinions in the groups;
- to enrich students’ knowledge on the topic.
PROCEDURE
Teacher.
Today we have a lesson devoted to the British painting. During our session
we’ll get to know some interesting and important facts related to the topic.
I. Warm-up.
Teacher.
Are you the unfortunates who know little about art? You look at the picture and
declare, “That’s very nice. Yes, I like it. Hmm, it’s not interesting. Well, it’s not good
enough.”
Today we continue to speak about art and painting in particular. Let’s define
things which generally come under the heading of the arts.
The task is to find the keywords and match the words referring to them.

38
novels poetry literature dance fine arts
painting drama cinema architecture ballet
sculpture performing art music theatre
Key: Literature: novels, drama, poetry; Performing art: dance, cinema, ballet,
theatre; Fine arts: painting, architecture, sculpture.
II. Main Part.
1. Vocabulary revision.
Teacher.
1) Let’s revise our vocabulary.
Art – the use of painting, drawing, sculpture etc. to present things or express
ideas. e.g. an example of Indian art, contemporary art, the Museum of Modern Art
Artist – someone who produces art, especially paintings or drawings. e.g. an
exhibition of paintings by local artists/
Master – someone who is very skilled at something. e.g. Constable is the
master of pure landscape.
Masterpiece - a work of art, a piece of writing or music that is of very high
quality etc. that is the best that a particular artist, writer etc. has produced. e.g. Most
world famous art galleries had their masterpieces displayed.
Genre - a particular type of art, writing music etc. which has certain
characteristics that all examples of this art share. e.g. What painting genre was
predominant in Ukrainian art in the early 20th century.

39
2) Tell me, please, what kinds of paintings you know.
You’ll see the reproductions of famous paintings. Look at them and try to
figure out what kings of paintings they belong to.
Kinds of painting:
Still life painting Genre painting Portrait painting Animal
painting Fresco Cityscape painting Seascape painting
Landscape painting Icon painting
2. Word formation.
Teacher.
You have to complete the text by making an appropriate word from the word
stem you are given. Read the text below. Use the word given in capitals at the end of
each line to form a word that fits the space in the same line.
I have only been once to an art_____________ (1).
In fact, the Tate in London was my ____________ (2) to
modern art, but although the gallery was quite interesting, I
found the pictures difficult to understand. The
____________ (3) in the exhibition were by famous
____________ (4) from all over the world. Our guide told
us about each painting, and I listened carefully to
her____________ (5). After she had given us a
_____________(6) of a painting by Picasso, I asked her
what it all _______________ (7). She said we should not
look for meaning but for ______________ (8), as the most
important thing was to enjoy the shapes and coloures.
__________________ (9), I found this advice a complete
__________________ (10) .
EXHIBIT
INTRODUCE
PAINT
ART
EXPLAIN
DESCRIBE
MEAN
PLEASE
PERSON
REVEAL

40
Key: 1- exhibition; 2 - introduction; 3 – paintings; 4 – artists; 5 – explanation;
6 – description,; 7 – meant; 8 – pleasure; 9 – personally; 10 – revelation.
3. Grammatical accuracy.
Teacher.
It’s time to check your grammar and of course to learn some new facts about
painting.
Read the text and give the right tense form.
A rich American went to Paris and 1)_____________(to buy) a picture by a
modern artist. He 2)_____________(to pay) a lot of money for the picture, so he
thought the picture was very good. He came to the hotel where he 3) ____________
(to stay) and wanted to hang the picture. To his surprise he 4)
___________________(cannot tell) what was the top and what was the bottom. So
he 5) _____________(to think) of a plan and invited the artist to dinner. The artist
looked at the picture many times. He put on his glasses and approached the picture to
look at it more closely. And at last when they began to drink coffee, the artist told the
American that the picture was upside down. The American 6)
__________________(to surprise) and wondered why the artist not 7)
________________(to tell) it to him at once. The artist must 8) ___________ (to
admit) that he himself 9) _____________(not to be sure) about it at first. So the rich
American left the picture on the wall as it was. He thought that nobody 10)
________________(to notice) that it was upside down
Key: 1- bought; 2 – had paid; 3 – was staying; 4 – couldn’t tell; 5 – thought;
6 – was surprised, hadn’t told; 8 – had to admit; 9 – had not been sure; 10 – would
notice.

41
Choose the right variant
1. Why did the American think that the picture was good?
A – it was painted by a famous artist;
B – the American was a great connoisseur (ценитель)of art;
C – his friend told him that the picture was good;
D – The picture cost a great sum of money.
2. What difficulty did he find in hanging the picture?
A – He was at a loss hat wall he would hang the picture on;
B – He didn’t know where the top of the picture was;
C – The picture didn’t pass through the door;
D – The picture suited neither the furniture nor the wall paper of the room.
3. What plan did the American think of to solve his difficulty?
A – He showed the picture to the expert;
B – He tried to find the author of the picture;
C – He invited the author to the dinner
4. Why didn’t the American change the position of the picture?
A – He liked the picture as it was;
B – The artist told him there was everything right with the picture;
C – He thought nobody would notice anything wrong with the picture
Key: 1- a; 2 – b; 3 – c; 4 – c.
4. Discussion
Teacher.
Now look at the quotation of a well-known English writer W. Somerset
Maugham. Why are people interested in art? Why is art so powerful?

42
“There is nothing but art. Art is living. To attempt to give an object of art
life by dwelling on its historical, cultural or archaeological association is
senseless…”
(W. Somerset Maugham “The Summing Up”)
Answering this question you may use such expressions:
to arouse a warm response, to be a part of one’s heart, to reflect someone’s
hopes/ideas/ sorrow/despair, to depict truthfully, to appeal to someone’s
heart/mind, to commemorate in canvases, to help understand the events.
5. Speaking.
Teacher.
Where can you see the works of art? (Students’ answers) Yes, You are quite
right. You would go to the picture gallery, the art museum, the art gallery, the
exhibition hall to see the works of art.
What are the biggest and the richest art galleries in the world? Make up
sentences using the table. Note the use of definite article with the names of museums.
The Louvers
The Tretyakov Gallery
The Tate Gallery
The National Art Museum
The National Gallery
The Hermitage
is
in
St. Petersburg
London
Paris
Moscow
Kyiv

43
Teacher.
You know that London is famous for its art museums and galleries. Of all
London’s great collections should be mentioned, the National Gallery and the Tate
Gallery. Some students have prepared short reports about these two centres of
culture.
Student 1. The National Gallery houses one of
the finest collections of masterpieces in the
world. In 1824 the government bought the
collection of pictures accumulated by John J.
Angerstein. The specially built gallery in
Trafalgar Square was opened in 1838. It was
visited by newly crowned Queen Victoria. The
main collection of more than 2,000 picture is arranged chronologically. Italian
painting includes works by Bottichelly and Leonardo da Vinci. Paintings of Dutch
and Flemish schools include the works by Rembrandt, Rubens and Van Dyck. The art
collection includes works by Velasquez and Goya, Manes and Renoir. British
paintings include selections from Hogarth to Turner. Admission is free.
Student 2.
I’d like to tell you about the Tate
Gallery. It houses the national collection of
British works of the 16th-20th centuries. Sir
Henry Tate, a sugar magnate, offered to
finance the building of a new gallery. He
donated his own collection of 64 paintings.
The British works begin with “Man in a
Black Cap” painted by John Bettes in 1545. Hogarth, Blake, Turner and Constable
are particularly well presented. There is a collection of kinetic and optical art. The

44
Tate Gallery has two distinct directions: British painting and a modern foreign
collection.
Teacher.
You can have a minute of relaxation and take pleasure watching the
masterpieces placed in these galleries.
7. Reading.
Teacher.
No doubt, that among the British painters Thomas Gainsborough, William
Hogarth, Joseph Turner and John Constable take special place. Let’s read the texts
about these well-known artists and imagine that you’ve got a brilliant opportunity to
visit the national gallery and the Tate Gallery in London.
1) Pre-reading activity
Before reading the text get acquainted with the new vocabulary related to the
text.
to acknowledge – to admit or accept that something is true;
to will to – to give something that you own to someone else after you die;
to dedicate– to give all your attention and effort to one particular thing;
to depict – to describe something or something in writing or speech, or to show them
in a painting or a picture;
altitude – the height of an object.
2) While-reading activity
Thomas Gainsborough (1727 - 1788) succeeded brilliantly as a portrait and landscape
painter. Thomas Gainsborough created a national type of the English portrait. Thomas
Gainsborough's portraits of actors, actresses and his close friends are famous. One of his greatest
friends was Richard Sheridan, the dramatist, whose portrait belongs to one of the best pictures of

45
this painter. Even in his portraits Thomas Gainsborough is an out-of-
door painter. The backgrounds of his portraits are often well-observed
country scenes.
Thomas Gainsborough is acknowledging as an excellent
women painter. “The Portrait of the Duchess de Befouford”, ”Mrs.
Siddons”, “Two Daughters” are among his best creatures.
His portraits are painted in clear tones in which blue and
grey predominate. One of his best pictures is the famous “Blue boy”. His other masterpiece is “The
Lady in Blue”.
Thomas Gainsborough greatly influenced the English school of landscape painting. He was
one of the first English artists who painted his native land. His delicate understanding of nature is
especially felt in the pictures where he showed peasants. He painted his landscapes from memory
when he returned from his work. The best landscape of his are: “Watering Place” and “Harvest
Wagon”. Both of them are exhibited in the National Gallery.
Among his other landscapes are: “The Sunset”, “The Market Cart” and “The Cottage Door”.
His great love for the countryside and his ability to show it made him an innovator in this field. He
was the first English artist who painted his native countryside so sincerely.
Another famous English painter is William Joseph
Turner (1774 - 1851), who was the greatest English
romantic, landscape and marine painter. He was a son of a
fashionable barber, started drawing and painting at his early
age. His father used to sell the boys drawings to his
customers and in such a way he earned money for the boys
learning of art. At 14 he entered the Royal Academy School. His water-colours were
exhibited at the Royal Academy when he was only 15. At 18 he started his own
studio and received a commission to make drawings for magazines. For some years
he tramped over Wales and Western England. As Turner never married, he devoted

46
his life to art. Visitors were rarely admitted to his house and no one was aloud to see
him at work. He loved his paintings as a man loves his children. At the age of 27 he
was elected as a Royal Academician. From that time his paintings became at great
demand and brought good money. The last years of his life he spent in a little cottage
at Chelsea.
He liked to watch the sunrise and sunset. And it is said, that only an hour
before his death he had his chair wheeled to the window, so that he might look for the
last time at the sun, shining upon the river.
During his life Turner created some hundreds of paintings and some thousands
of water-colors and drawings. After his death his own entire collection of paintings
and drawings was willed to the nation. They are exhibited at the National and Tate
Galleries in London. Some of his famous pictures are: “Rain, Steam and Speed”,
“Light and Colour”, “Fisherman at Sea”, “The Snowstorm» and others.
William Turner dedicated most of his paintings to the sea. He was a sailor and the sea in
itself absorbed him. He gave to his seas mass and wave as well as movement. His waves seem to be
alive.
The name of William Turner is famous above all other landscape painters.
Landscape is another glory of English art because in it English art also rose to
supreme highs. John Constable (1776 - 1837) is one of the most outstanding painters,
who developed his own style of painting. He considered sketch, made directly from
nature, the first task of a landscape painter. He introduced green into his painting: the
green of trees, the green of summer, and all the greens which until then other painters
had refused to see. He made quick sketches based on his first impressions of natural
beauties. John Constable used broken touches of color. His work is important as the
beginning of the impressionist school.

47
In his paintings the artist showed the new altitude to the nature. He refused
to learn works of famous landscape painters and decided to go to the country and
to paint nature as he saw it.
Constable depicted nature in his own realistic way; he was the first artist who began to paint
sketches which were as big as paintings. He was able to show the inside life of nature. John
Constable’s innovation influenced greatly the development of French landscape painting.
In 1826, when he was 50, he showed a number of landscapes in the Paris salon. Among
them was the famous “Hay Wain”, painted in 1821, for which the painter was awarded the Gold
Medal. He was elected to the Royal Academy in 1829, but he felt, that this honor had come too late
in life to have much meaning. Among his best landscapes are: “The Flatford Mill”, “Hay Wain”,
“The Flatford Mill”, “Cottage door”, Dedham Vale”, “The Corn Field”, etc.
William Hogarth (1697 - 1764) was one of the greatest
English artists and a man of remarkably individual character
and thought. He observed both high and low life with a keen
and critical eye. To his paintings he added the elements of
satire and caricature. His art was a reflection, an
interpretation and a commentary on the social condition of his
time. Among his best works are «Captain Coram», «The
Shrimp Girl», and serial «Mode Marriage».
His pictures of social life brought him fame and position in the society. One
of his serials “Mode Marriage” consists of 6 pictures. “The Marriage Contract” is
the first.
Other pictures of this serial have the same subject matter.
Hogarth was sure that success came to him due to hard labour. He wrote “Genius is nothing
, labour is diligence.”

48
3) Post-reading activity
Decide if the statements are true (T) or false (F).
1. The description of people dominated in Turner’s painting. ______
2. Gainsborough never painted out-of-doors. ______
3. Gainsborough adored yellow colours. ______
4. Constable knew the psychology of women well. ______
5. Turner is a dreamer of a private world. ______
6. Hogarth’s sitters were socially different people of time. ______
7. Hogarth is well-known for his caricatures. ______
8. Turner was a representative of Romanticism. ______
Key: 1 - F; 2 – T; 3 – F; 4 – F; 5 – T; 6 - T; 7 – T; 8 – T.
Define the difference between two painters John Constable and William Turner.
8. Listening.
1)
We can see a young noble woman; her charming face is full of freshness and lifeness. The
charm of the expression of her face and the colouring are characteristic for the artists style. Her
calm pose, the elegance of her gesture of her hand stresses her nobility. Outwardly we may see that

49
in this portrait the artist followed the rules of traditional ceremonial portraits. But it is not so. The
partied lips of the woman, a timid gesture of her hand help to create a true impression of the sitter.
The artist has a wonderful sense of color, line and composition. He makes
the affective use of light and shade. The picture is executed mostly in light tones in
the dark background. Numerous shades of blue prevail in the picture. The
combination striking of pink shades in her face and body are contrasted with grey
and blue shades on her pounded hair, dress and scurf. It makes the impression of
freshness and beauty. The author depicts the details of her dress skillfully. The
woman is graceful and charming.
The picture glorifies the idea of woman's beauty. It is exhibited in the
Hermitage in St. Petersburg.
(Thomas Gainsborough)
2)
“Calais Pier” is one of his greatest creations. The picture of a storm in it is real and
impressive. In the center of the picture there is a boat with people in it. All the figures are living
individuals. The farther objects in the picture failed in the darkness, attracting our attention to the
people in the boat. Those who look at the picture can smell the water and hear the shout of the wind.
Colour as well as tone in his pictures produces the effect of sunlight.
(William Turner)
3)
Both fathers are sitting to the right. One of them an earl is proudly pointing
to his family tree. The other is reading the marriage contract. The Earls son is
looking at himself with pleasure in the looking glass. The daughter of the second
man is playing with her wedding ring and listening to the complements of a young
lawyer. The subject matter of the picture is the protest against marriage for money
and vanity.
(William Hogarth)

50
9. Speaking. (Group work)
Teacher.
Now your task is to give characteristics to these painters. Each of four groups
will receive a strip with the words.
1. Gainsborough
- to know women’s psychology;
- to prefer blue;
- the purest lyrics of English painters.
2. Hogarth
- a keen and critical eye;
- elements of satire and caricature.
3. Turner
- to be attracted by unusual and fantastic subjects;
- to convey the material power of nature;
- romantic;
- shipwreck
- sail, waves, storm.
4. Constable
- to sketch from nature;
- suffused with sun light;
- blues and greens of nature;
- broken touches of colour;
- landscapes are generally calm;
- pleasant out door scenes.

51
III. Assessment & Assignment.
1. Prepare short dialogues about the art for dramatizing.
2. Find the material on the Internet about the Tretyakov Gallery, the Hermitage, the
National Art Museum of Ukraine and the Russian Art Museum in Kyiv.

52
Lesson 5-6
THE GOLDEN AGE OF BRITISH AND RUSSIAN PAINTING
Objectives:
- to develop students’ knowledge on the topic;
- to expand the vocabulary related to the topic;
- to practice students’ language skills;
- to encourage students to guess new words and combinations;
- to improve students’ communicative skills.
PROCEDURE
I. Warm-up.
Teacher.
Hello, dear children. Today we continue to speak about art and painting in
particular. Look at the quotation on the screen. “All great art is believed to be
thought-provoking.” How do you understand the words “thought-provoking”? Try to
guess their meaning.
(Students’ answers)
Pupil. I think that art makes people think about life, the beauty around them, nature, and
love of their country and its people.
Pupil. In my, opinion art wakes up people's feelings, such as kindness, admiration,
enjoyment, and peace in the soul.
Teacher. Very well. What kinds of art can you name?
PI, P2: Architecture; Sculpture; Literature; Cinema; Theatre; Painting; and Music.

53
II. Main Part
Teacher.
Today we are going to discuss painting, as this kind of art makes the strongest
impression on people, their feelings and thoughts. Painting contributes to the
development of a person's character and to raising his or her intellectual level. First
let’s review vocabulary.
1. Match the words to the similar meanings.
1) mastery a) artist
2) character b) life-like
3) model c) subject
4) painter d) skill
5) drawing e) manner
6) sense of colour f) feeling of colour
7) brush work g) pattern
8) true h) sitter
1 2 3 4 5 6 7 8
Key: 1-d; 2-e; 3-h; 4-a; 5-g; 6-f; 7-e; 8-b.
2. Guess the meaning and complete the following sentences.
1) Things which are on the show are called … (exhibits).
2) A person who depicts something or somebody on the canvas is called … (a
painter).
3) A person who has achieved success in something is called … (a master).

54
4) A place where works of art are on display is called … (an exhibition).
5) A preparatory work made for painting is called … (study).
6) One who is sitting to have his/her portrait painted is called … (a model/sitter).
7) The place where somebody’s private things are collected to honour a
remarkable person is called … (a museum).
3. Make up your sentences with these words.
4. Introducing the groups of pupils at the lesson.
Teacher.
The main treasures of painting are represented in the art galleries of different
countries. To day we are speaking about the art galleries of Moscow and Kyiv and, of
course, London since we study English and must be more aware of the culture and
traditions of Great Britain if we want to master language. So, today we have four
groups of students:
- the first studied everything about the Museum of Russian Art in Kyiv;
- the second group learned information about the National Gallery in London;
- the third group of students prepared the information about the Tretykov Gallery;
So our task is to know more about Russian, British and Ukrainian painters.
5. Exchanging information about the best picture galleries of Moscow, Kyiv and
London.
Teacher.
Now you are going to listen to a conversation between the students discussing
art. Listen attentively and fill in the cards. Check each other if you have done it
correctly. The ideas on the list will help you. (The teacher gives out sheets of paper to
record the information.)

55
Take these sheets of paper to record the information. Then I ask you some
questions.
Pupil 1. Hello, guys. I’m glad to meet you in our picturesque city. What are
you going to do first?
Pupil 2. We are fond of oil painting and would like to visit some art
exhibitions.
Pupil 1. Lucky you are. I share your interests and can advise you to visit the
Tretyakov Gallery.
Pupil 3. Oh, it’s a picture gallery, isn’t it? I have never been there. By the way,
why is it called the Tretyakov Gallery?
Pupil 1. It was named in honour of its founder, the Moscow merchant and
lover of art, Pavel Tretykov, who prwsented the building and the collection to the city
of Moscow.
Pupil 2. How old is the Gallery?
Pupil 1. Some years ago it celebrated its two hundreds anniversary?
Pupil 3. Does it mean that Tretyakov began his collection two hundred years
ago?
Pupil 1. Not quite. He began his collection before that? But in 1856 he bought
2 pictures by Russian artist and began his collection of Russian art that very year.
Pupil 2. And we have the works of Russian art in the Kyiv Museum of Russian
Art. The museum totals about 20,000 items of art. Unique are its collections of the
12th-20th century Ukrainian art: icon painting, portraiture, engraving, folk pictures,
wood carving. Especially vividly and fully is presented the 17th-18th-century art
featuring colourful and ornate forms and compositions, festive solemnity, and
buoyant attitude.
Pupil 1. I see you know very well what is exhibited in your museum. Is it as
old as the Tretykov Gallery.
Pupil 3. No, it was founded only at the beginning of the 20th century.

56
The mansion that houses the Kyiv Museum of Russian Art was built in 1877-
1884 to the design by Hun and V. Nikolayev in the historicism style. Hun worked out
the interior decor and equipment for the house of Tereschenko, the famous Ukrainian
sugar manufacturer, collector and patron of arts. In 1922 the Kyiv Picture Gallery
(from 1936 the Museum of Russian Art) was inaugurated there, the first collection of
which was made up of the nationalised gatherings of the Tereshchenko, Hansen and
some other families. Almost 12,000 items of painting, graphic art, and sculpture
exhibited in the museum make up one of the finest art collections in Ukraine It is a
home to a valuable collection of the 12th-17th-century icons, a magnificent collection
of works of the artists of the 18th-20th centuries Aivazovsky, Antokolsky, Argunov,
Borovykovsky, Favorsky, Fedotov, Ghe, Klodt, Kramskoi, Kustodiyev, D Levytsky,
Martos, Nesterov, Polenov, Repin, Roench, Saryan, Schednn, Shishkin, Tropinin,
Vasnetsov, Vereschagin, Vrubel and others.
Pupil 2.
The life and creative work of most of them are associated with Ukraine and
Kyiv. The portrait-painter Levytsky, the Academician of the St. Petersburg Academy
of Arts, was born in Kyiv Levytsky graduated from a Kyiv gymnasium, and in 1847
he was a student of St. Volodymyr's University, lived in Ukraine for a long time and
was buried in the Chernihiv region. Repin, who was born in the town of Chuhuyiv in
Kharkiv region, came to Ukraine more than once. He studied history, every-day life
and culture of the Ukrainian people, which served as material for many works of him,
including such a renowned canvas as”The Zaporozhian Cossacks Writing a Letter to
the Turkish Sultan”(1878-1891) in which he depicted some famous figures in
Ukrainian history. A statue of Repin stands at the museum entrance. Oh, I have got a
photo of the museum/ Look. It is situated almost in the centre of Kyiv in 9,
Tereschenkivska Street.But I wonder that the most famous picture gallery is in Great
Britain.
Pupil 3. Don't you know? It's the well-known National Gallery in London.
Pupil 1. Was it based on a Royal collection?

57
Pupil 3. No, it's just like the Tretyakov Gallery. It was based on a private
collection of the Russian banker John Julius Anderstein. At that time the collection
had only 38 paintings and it was put on public display Anderstein's old residence.
Pupil 2. Where is the Gallery situated now?
Pupil 3. It is situated on the north side of Trafalgar Square. If you stand with
your back to Nelson's Column, you will see a wide horizontal front in classical style.
And what does the Tretyakov Gallery look like?
Pupil 1. It looks like an illustration to an old Russian tale. The facade is
decorated with the ancient coat of arms of Moscow. I've got a picture of it. Look! An
inscription on both sides says: "The Moscow City Art Gallery named after Pavel
Mikhailoivich and Sergei Mikhailovich Tretyakov. Founded by Tretyakov in 1856 and
presented to Moscow in 1892".
Pupil 2. Is the collection of your gallery rich?
Pupil 1. Yes, very. The Gallery has tens of thousands of paintings, drawings, sculptures
and icons. I’d like to tell you that the Tretyakov Gallery possesses a very rich and fine
collection of Russian art from the 12th to the 20th century. There are magnificent
collections of icons, including "The Trinity" by Andrei Rublev, paintings by famous
Russian artists such as Rokotov, Brulov, Kiprensky, Ivanov, Kramskoy, Savrasov,
Repin, Vereshchagin, Surikov, Shishkin, Levitan, Vrubel and others, and a collection
of Russian sculpture. And what about your Gallery?
Pupil 3. You know the Gallery is one of the youngest collections in Europe but
together with the National Portrait Gallery it has more than 11,000 paintings. The
National Portrait Gallery has portraits of distinguished men and women of English
history. The National Gallery exhibited works of all the European schools of painting
which existed between the 13th and 19th centuries. The collection includes Italian
masterpieces of Pierro de la Francesca, Leonardo da Vinci, Raphael, Botticelli,
Michelangelo, Caravaggio, Titian, Paolo Veronese. You can see paintings of
Velasquez, El Greco and Goya from Spain. There are also masterpieces of Dutch
artists, such as Rubens and Rembrandt. You can also find paintings of famous

58
Impressionists. British art is also represented with important works by Turner,
Gainsborough, Hogarth and Constable.
6. Work on the history of the museums.
The teachers ask questions:
When was the Tretyakov/ National Gallery/ Kyiv Museum of Russian Art founded?
Where is the T/N Gallery/KR Musem situated?
What architectural styles do they represent?
Who were the founders of the T/N Gallery and the Kyiv Museum?
How many paintings are there in the T/N Gallery and the Kyiv Museum nowadays?
Artists of what countries are represented in the T/N Gallery and Kyiv Museum?
What places do these Galleries occupy in world history?
The
Main
Infor
mation
The National
Gallery
The
Tretyakov Gallery
The Museum
of Russian Art
The date of
foundation
The place of
the gallery
The

59
architecture style
The founder
of the collection
The number of
paintings
What countries
are represented
The most
famous painters
The
importance of the
gallery
7. A talk on the "Golden Age" of Russian and English painting.
Teacher.
Now we see that you have learnt much about the most famous galleries of
Moscow and London. But today we'd like to attract your attention to the painting of the
"Golden Age". But these periods are different in Great Britain and in Russia. So in
Russia it was the period of the 19th century when Ivan Kramskoy, Alexei Savrasov, llya
Repin, Isaac Levitan, Ivan Shishkin, Vasili Surikov and others lived and created
masterpieces; In Great Britain the period between 1730's and 1830's is considered to be
the "Golden Age". At that time many first-class English masters contributed much to the

60
history of world art. They were Thomas Gainsborough, John Constable and William
Turner.
Some of the students have prepared short reports about the most outstanding
artists and paintings of both countries: Levitan, Bogdanov- Belskyi, Constable,
Turner.
Listen attentively the information about life and work of Russian and British
painters.
Pupils 1: The contribution of Russian people into the
world culture can hardly be overestimated. The mysterious
Slavonik soul and curious mind found their expression in
masterpieces of art, music and philosophy, in numerous
scientific discoveries.
My favourite painter is Bogdanov- Belsky. It’s his
picture: “At the door of the school”.
This is the picture of a country school. In the
foreground we see a peasant boy.
He is standing at the door of the classroom. The
boy is very poor. He is dressed in ragged clothes. He is
leaning on a stick. Evidently he is tired. The boy has two
bags: one on his back and the other on his side.
The boy cannot study at school because he is poor.
He must work to help his family. But he wants to learn
very much, that’s why he has come to school. He is

Культурне життя людства. Мистецтво. Живопис

Культурне життя людства. Мистецтво. Живопис

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