My art history lessons are different. I give lectures to adults, and I try to talk more with children, play, cause “co-creation” in them. Especially exciting for both parties are classes on the landscape genre. The first lesson in landscape among first-graders (first-graders 10-11 years old at an art school) takes place traditionally – first you need to get acquainted with the features of the genre, its varieties, with the most famous Russian landscape painters. The real sensual education begins in the next lesson, which I have called “Landscape Poetry.” Examining landscape paintings, we will now try to poetically comprehend the image. Children themselves note that poets dedicate a lot of verses to nature, recall Lermontov, Pushkin, Tyutchev. For me, this is a very suitable moment when I can bring my students to an understanding of the proximity of painting and poetry.
It is known that the arts do not delineate their boundaries and do not reject kinship. The art of image, the art of words, music, like the smokes of three bonfires, combining, intertwine in a single space and participate in a common sacrament – the poetic development of the world. I would like the children to feel this deep connection as soon as possible. This would mean making their spiritual life more complex, filling it with associations, without which true creativity is impossible. Continue reading