What is your baby's mood and why? How did the artist show the baby’s distress? Describe the baby. Why didn't you take the baby fishing? Who is watching him? Why is my sister smiling? When and how do you think the story began, the moment of which you see in the picture?
1. One day, a shed, a shovel, fishing tackle, worms, a fishing rod, fishing, a tin can, a backpack, he promised to take fish with him for the whole day. 2. Early in the morning, before dawn, barely light, it was barely dawn, we took fishing rods and bait, headed out the gate, overslept, dressed haphazardly, grabbed a can of worms, how am I, I’m still small, you can drown, you’ll be capricious, ask to go home, there’s no time to bother with you, you grow up, you go, you stay at home. 3. He roared at the top of his voice, dropped the can of worms from his hands, tears flowed like hail, the older sister smiled, consoled her as best she could, you’ll go on more than one fishing trip, you’ll catch the biggest fish. 4. I remembered the incident for the rest of my life.
Illustrator O. Popovich created funny drawings. They could often be found on the pages of children's magazines or books. One of his popular illustrations is the drawing We Didn’t Take It Fishing. This work's title coincides with the famous painting by Uspenskaya-Kologrivova, which is located in the Tretyakov Gallery, and not only the name is common, but also many similar details, including the characters in the painting.
Didn't take essay fishing
Unlike the painting Not Taken Fishing, which the artist Uspenskaya painted in 1955, Popovich’s drawing of the same name was painted several decades later. This is evidenced by the heroes of the work of the illustrator, whose clothes are more modern. However, although the painting and the illustration have a different time period of creation, their plot is very similar. What do we see in Popovich’s drawing? We will write about this in the drawing We didn’t take you fishing, which could turn into a whole story.
Description of the picture
Although the author depicts everything colorfully, even with some humor, we immediately notice the child’s great resentment. I don't want to be in his place. His grief is inconsolable, his resentment is enormous, and even the support of his older sister, who is trying to somehow calm the little boy, does not help. And all because they don’t take him fishing. We see how dad and middle son go fishing. They took backpacks, fishing rods, and tackle and quickly headed towards the river. They will have an entertaining and exciting pastime, during which they can not only relax, but also catch fish. The kid, apparently, also really hoped to go fishing with his brother and father. He even prepared a bucket, dug up bait, took a fishing rod and was ready to hit the road, when he was immediately refused.
Tears flowed naturally, because the baby clearly did not understand the reason why he was not taken fishing. Most likely he is too young, because he is only three, or maybe four years old. This is the age when you want to run, jump, scream, frolic, and when fishing you need concentration and silence. Apparently this is the only reason. It seems to me that in another year or another, the child will be able to go fishing, you just need to wait. But this is difficult to explain to a child who cries and hears nothing. His bucket of worms fell and overturned. He looks after the retreating fishermen, who do not pay any attention to the crying child.
Essay - a story based on a painting by K.N. Uspenskaya - Kologrivova “They didn’t take me fishing.”
The lesson outline is based on the study and analysis of a work of fine art. The lesson illustrates modern approaches to organizing students' creative work, various active forms of learning and examples of lexical, vocabulary - stylistic, orthographic analysis of text and linguistic phenomena.
The abstract is intended for teachers of the Russian language in secondary schools, gymnasiums, and lyceums.
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Methodological development in the Russian language.
Essay-story based on the painting by K.N. Uspenskaya-Kologrivova “They didn’t take me fishing”
Goals: introduce the features of the composition of the story; show by what means the artist reveals the idea of the picture; develop speech skills; learn how to plan an essay.
Equipment: reproduction of the painting by Ksenia Nikolaevna Uspenskaya-Kologrivova “They didn’t take me fishing”; poem by R. Parve "Two Fishermen"
During the classes
I. Organizational moment. Message of the topic of the lesson.
A student prepared in advance reads the poem “Two Fishermen” by R. Parve.
Who are these travelers?
Who's in a hurry there?
To the bank of our river?
Grandfather with a pipe
And little Tiit-
Both of them are fishermen.
Trick-trick -
Grandfather is ahead.
Top-top-
Grandson behind.
Who's there in the bushes
Sitting above the water?
Who's there for the fish?
Is he watching closely?
Grandfatherwith a pipe
And little Tiit
Are waiting,
When it will be
Fish have an appetite.
Here's the float
He barely bent over.
The fishing rod bends in your hand.
Grandfather jerk-
And the roach fish
He's already on the hook!
It's like fishing!
Goes on the hook
Today there is roach after roach.
Grandfather says:
Get ready, son.
The hostesses are waiting for us at home!
Who are these travelers?
Who's in a hurry there?
Who is walking from the river there?
Grandfather with a pipe
And little Tiit-
Both of them are fishermen.
Trick-trick-
Grandfather is ahead.
Top-top-
Grandson behind
Grandfather caught it
For the whole family
Lots of roach and eels.
Little Tiit
For one cat
Just a saucer
Ruffs.
What is this poem about?
How many of you have been fishing?
What feelings did you have when you went fishing?
Have you ever had a time when you were not taken fishing?
Today we will get acquainted with the painting by Ksenia Nikolaevna Uspenskaya-Kologrivova “They didn’t take us fishing”
II. Conversation on the picture.
Look at the reproduction of the painting by Ksenia Nikolaevna Uspenskaya-Kologrivova “They didn’t take me fishing.”
Where does the action depicted in the picture take place? (In the village)
When does the action depicted in the picture take place? Determine the time of year and time of day.) The action takes place in the summer, early in the morning)
By what signs did you determine that the picture depicts early morning? (The sun is just rising, the sky is pinkish from its rays. There are long shadows on the ground, the kind that happen early in the morning.)
What morning is depicted in the picture? (Cheerful, sunny, joyful.)
Describe the sky. (The sky is clear, cloudless, high)
How did the artist show that the father and older brother were going fishing?) The father carries oars, which means they will fish from a boat. On his back he has a backpack, probably with fishing equipment. The older boy carries fishing rods.)
How did you hear in the picture that the fishermen were leaving?) They are shown in motion, with their backs to the baby, the older brother looks at them as they go.)
That's right, guys, the figures of the fishermen are directed forward. The position of the legs of the body shows that they are moving away. Who do you think is the main character of the picture? (Little boy 4-5 years old)
How did you determine the boy’s age? (The boy knows how to dress properly: his shirt sticks out, his pants are poorly tucked in. He also rides a tricycle.)
That's right, guys, you noticed all this very correctly. Indeed, the bicycle speaks of the boy's age, it is no coincidence that he is depicted in the picture. And how did the artist show that the baby is the main character of the picture? (The baby is depicted in the foreground, almost in the center the picture, separately from other characters, is clearly visible, the gaze of the other two characters (sister and brother) are fixed on him.)
By what details of the picture can you guess that the kid was preparing for fishing? (Near the boy on the ground lies a fishing rod, which he prepared for fishing. He holds a bucket of worms in his hand.)
What is the baby’s mood and why? (“He is very offended, upset, because he was not taken fishing.”)
How did the artist show the child’s distress? (“The boy doesn’t notice how the chicken is pulling worms out of his bucket”; “He threw the fishing rod out of resentment, wrinkled his face, and was about to cry.”)
Describe the boy in more detail, his posture, facial expression, hair, clothes. (“He stands in a confused pose, bowed his head, raised his hand, as if scratching behind his ear, knitted his eyebrows, pouted his lips, ready to cry”; “He has blond golden hair , tanned arms and legs. A ray of sun illuminates his face"; "He is wearing a white shirt with short sleeves and black pants.")
Why were these two colors used to depict clothing? (A boy in a white shirt and black pants stands out well against the background of the blue wall of the house.)
That’s right, and the artist uses color to highlight the main character of the painting. How long do you think the boy has been standing in such a distressed pose? (He hasn’t been standing like that for long, because his father and brother are still in the yard and haven’t had time to leave the gate.)
The baby really doesn’t stand in this position for long, it’s unlikely he’s capable of being angry for a long time. Why didn’t they take the baby fishing? (He’s still small, he’ll get tired and might fall out of the boat.)
Who is watching the baby in the yard? (Sister, she looks out from behind the door.)
Why is the sister smiling? (It’s funny for her to watch the chicken pull worms out of the bucket, but her brother doesn’t see. The sister is happy that her brother stayed at home and she won’t be bored.)
What impression does the picture make on you? (Both happy and sad.)
Why is it funny? (Fun because it’s funny to watch a chicken steal worms from a baby’s bucket, but he doesn’t see. The picture shows a sunny morning, good weather. Delicate light colors are pleasing to the eye, they’re nice to look at.)
Why sad? (Sad because the baby is upset.)
Do you feel sorry for this baby? (Not very much. His grief is not so great. He will grow up and go fishing.)
Pay attention to the bicycle, which apparently speaks not only about the boy’s age, but also that the kid will soon forget about fishing, his grief, and will have fun riding.
Do you like this picture?
Why do you like it? (It shows a very cute baby. The artist interestingly showed the baby’s resentment and the impudent chicken.)
Indeed, the picture is very interesting and life-like. Now let’s try to compose a story based on this picture.
Physical education and training
III.Drawing up an essay plan.
The story is based on some incident, episode, incident. The story can be divided into three main parts: the plot (the event with which the action begins); climax (the most acute, tense moment in the development of the action); resolution (ending, final action).
A rough outline of the essay is written on the board.
Plan
1.Summer is a time of miracles.
2.Description of the painting:
A) place of action;
B) the image of a little boy;
B)father and older brother;
D) sister
3.My impression of the picture.
VI.Vocabular-stylistic and spelling work.
Words with difficult spellings that can be used in a story based on a picture are written down under dictation the day before the essay or on the board after a conversation based on the picture: rising sun, cloudy azure sky, light green grass, backpack, fishing gear, tin can, gate, in the middle ,chasing,bicycle,upset,offended,blond,somehow,just about,cute,mood.
Specify synonyms for the words:
azure (blue, sky, turquoise);
offended (offended, sad);
cute (pleasant, sweet, endearing);
somehow (carelessly, sloppy, sloppy, dishonestly. inattentively, somehow).
Make up word combinations with them on the theme of the picture.
V. Oral essay-story based on the picture.
When and how do you think the story began, the moment of which is depicted in the picture? (In the evening, when the baby found out that his father and older brother were going fishing.)
How did the kid know that the elders were going fishing? (He probably heard the elders talking and also began to get ready to go fishing.)
Did the elders promise the baby to take him fishing with them? (The baby probably really asked to take him, and the older brother promised, thinking that the little brother would not wake up early in the morning, he would oversleep.)
What happened in the morning? (Early in the morning the boy woke up, quickly got dressed, somehow tucked in his shirt, pulled on his pants, wrapped them up like an older brother, took a fishing rod and a jar of worms that he had dug up in the evening, and ran after the fish .)
Compose a possible dialogue between a father and a young son.
Students will create a dialogue:
Dad, can I come with you?
No, son, you are still very small, when you grow up, you will go fishing with us.
What was this moment like for the baby? (Very tense, he was waiting for his father’s decision and found out that he would not be taken fishing.)
Describe the little boy’s mood. (The little boy felt bitter and offended. He prepared so hard, but they didn’t take him.)
In this part, tell and describe what is depicted in the picture - the pose, the expression on the boy’s face, show his grief.
How do you think this story will end? (When the father and older brother go fishing, the baby will forget about his grudge and go riding a bike or play with his sister.)
How will you title your story? (Resentment," "It's all gone," "I tried in vain," "I was preparing in vain," "They didn't take it," "Chagrin," "I was offended.")
How would you start your story based on the picture? (One evening, little Seryozha heard his father and older brother Petya talking about fishing. Seryozha also really wanted to go fishing. He quickly ran into the garden to dig worms.)
Sample essay.
“In the evening, little Pavlik played with his sister Nina.
Suddenly he saw that his older brother Sasha was digging for worms. Pavlik immediately guessed that Sasha and his father were going fishing. He ran up to his brother and began to ask to be taken too. The little one whined and begged for so long that Sasha could not stand it and said : “Okay, we’ll take you.” Pavlik was very happy, went up to Nina and boasted: “They’ll take me fishing, but you won’t!”
All evening Pavlik was preparing for fishing. He dug up worms in the garden, prepared a fishing rod, put everything under the bed and went to bed, satisfied.
Morning came. The rays of the rising sun painted everything pink. There wasn’t a cloud in the sky. The day promised to be good. The baby woke up from some noise. He opened his eyes and saw that his father and brother were already getting ready to go fishing. They took fishing rods, oars, a backpack with food and got ready to leave. Pavlik quickly got up, dressed himself, pulled on his pants, somehow tucked in his shirt, grabbed a fishing rod and a can of worms and ran out into the yard in a joyful mood after his father and brother.
“Where are you going?” the father asked sternly, seeing his little son.
“I’ll go fishing with you,” Pavlik answered.
Still young, stay home.
Pavlik remained standing in the middle of the yard. Out of resentment, he threw down the fishing rod, pouted his lips, wrinkled his face, and was about to cry. “Well, why, why didn’t they take me fishing? I tried so hard,” he thought. Pavlik was so upset, that he didn’t notice how the impudent chicken was stealing from his jar of worms, which he had dug up with such difficulty. And Ninka looked out from behind the door and laughed: “What, they didn’t take it?! You won’t brag next time.” Then her little brother , she approached Pavlik and said: “Stop sulking, let's go play, ride a bike.
VI.Independent work.Written essay.
VII. Lesson summary.
What work did we meet today?
What did Ksenia Nikolaevna Uspenskaya-Kologrivova’s painting “They Didn’t Take Fishing” tell us about?
What does this picture teach?
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
"We didn't take you fishing"
The favorite pastime of my dad, older brother Pavlik and me was fishing. Every morning we took fishing rods, bait, backpacks with breakfast and went to the river. That summer I went fishing for the first time, and I really enjoyed fishing. I looked at the float for a long time, imagining the catch. And when it finally started biting, before I caught the fish, I always wished for a big one.
Mostly small fish were caught on my fishing rod, but one day I caught the biggest fish, a crucian carp. I felt like a hero that day. My dad praised me, and my brother, of course, was jealous. When we returned from fishing, I boasted about my catch to my mother and sister and, hearing words of approval from them, rushed off to play with my friends.
I wanted to show off my skill to my friends so much that I decided to borrow my dad’s fishing rods for a while without asking.
And so, having dug up worms and grabbing fishing rods, we went to the river. Arriving at the place where we usually fished, we settled down on the river bank. I began to explain to the guys how to attach a worm and cast a fishing rod. But, to be honest, my dad helped me with this myself, so I didn’t cope very well.
I don’t remember well how we walked home. How my comrades consoled me and what advice they gave me. At home, I slowly put the fishing rods in place, and that evening no one paid attention to them.
The next morning I woke up. And I saw that my father and brother were not there - they had already gone fishing without waking me up. I quickly got up, got dressed, grabbed my fishing rod and rushed after him. Very quickly I caught up with them. But dad, turning to me, sternly said that they would not take me with them anymore.
I watched them leave, and through sobs I heard my sister’s words that you should never take other people’s things without asking.
I remembered this lesson for the rest of my life.
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Sections: Russian language
- Develop students' oral and written communication skills.
- Continue work on developing skills in describing works of art.
- Continue to develop an interest in works of art.
- Arouse in students the desire to express their attitude to the picture.
Equipment: reproduction of the painting by K. N. Uspenskaya-Kologrivova “They didn’t take me fishing,” photograph of the artist.
During the classes
Conversation about the artist.
Ksenia Nikolaevna Uspenskaya-Kologrivova
On November 27, 1922, Ksenia Nikolaevna Uspenskaya was born, painter, member of the Voronezh branch of the Union of Artists. Born in Voronezh. She visited the private art studios of N. I. Kaper and V. A. Zhdanov. Graduated from the Moscow Institute of Applied and Decorative Arts (Faculty of Ceramics, 1949). She studied painting under the guidance of A. A. Deineka. After working at the Moscow Research Institute of Construction Materials (1949-1951), he returned to Voronezh and since 1953 became a permanent participant in exhibitions of the Voronezh organization of the Union of Artists of the RSFSR. For many years, K. Uspenskaya combined her artistic studies with social and scientific-pedagogical activities. She worked as an associate professor at the Department of Agricultural Architecture at the Agricultural Institute, and worked on various commissions of the Union of Artists of the RSFSR. The name of the artist Ksenia Uspenskaya is included in the “Book of Honor” of the city of Voronezh. Works in the genres of thematic painting, portrait, landscape, still life. Author of works: “Portrait of Professor N.A. Uspensky” (1952), “Water procedures are useful for everyone” (1953), “Portrait of a carpenter” (1954), “We didn’t take them fishing” (1955), “Dreamers” (1963) , “White Lilies” (1964), “Portrait of V.P. Krivoruchko”, “Young Artist” (1981), “Spill on Bityug” (2003), etc. Based on the impressions of foreign trips, she created a series of watercolors, pastels, gouaches, among of which: “Children of Madras” (1975), “Untouchable” (1975), “Roofs of Florence”, etc. Uspenskaya’s personal exhibitions were held at the Voronezh Regional Museum of Fine Arts (1973, 1983), and the exhibition hall of the Union of Artists (2000, 2002). Her paintings are presented in the Voronezh Regional Art Museum of Kramskoy, the Voronezh Regional Museum of Local Lore, the Ostrogozh Historical and Art Museum. I. N. Kramskoy.
II. Conversation about the painting.
K. N. Uspenskaya-Kologrivova “They didn’t take me fishing”
Where and when does the action depicted in the picture take place?
By what signs did you determine that the picture depicts early morning?
What morning is shown in the picture?
(The morning is cheerful, joyful, sunny.)
How did the artist show that her father and older brother were going fishing?
How does the picture show that the fishermen are leaving?
(The figures of the fishermen are directed forward. The position of the legs and torso shows that they are moving away.)
Who do you think is the main character of the film? (A little boy.)
How did you determine the boy's age?
(Doesn't know how to dress properly.)
How did the artist show that the baby is the main character of the picture?
By what details of the picture can you guess that the baby was preparing for fishing?
What is the baby's mood? Why?
How did the artist show the baby’s distress?
(He doesn't even notice how the chicken is pulling worms out of his bucket.)
Describe the boy in more detail, his posture, facial expression, hair, clothes.
Why exactly these two colors were used?
(The artist uses these colors to highlight the main character of the painting.)
How long do you think the boy has been standing in such a distressed position?
(Perhaps, the baby really doesn’t stand in this position for long; he’s unlikely to be angry for a long time.)
Why didn't they take the baby fishing?
Who is watching the distressed boy?
What's her mood? Does she feel sympathy for her little brother?
What impression does the painting make on you?
Do you like the picture?
Why do you like her?
Indeed, the picture is interesting and quite life-like.
Now let's try to compose a story based on this picture.
III. Compiling a story.
When and how do you think the story began, the moment of which is depicted in the picture?
How did the kid know that the elders were going fishing?
Did the elders promise the baby to take him fishing with them?
What happened this morning?
(- Dad, can I go with you?
No, son, you are still very small, when you grow up, you will go fishing with us.)
Think about how you can compose a dialogue differently?
How do you think this story will end?
How will you title your story?
IV. Vocabulary, stylistic and spelling work.
Read the words written on the board carefully. They will help you create sentences that you will use when writing your essay.
Rising sun, cloudless azure sky, light green grass, backpack, fishing gear, tin can, catching up, bicycle, upset, blond, upset, offended, somehow, just about, cute, mood.
V. Making a plan.
1. Who is depicted in the picture?
2. Who do you think is the main character, and why?
3. Description of the main character:
a) appearance (facial expression, hair, clothing);
4. Description of minor characters:
b) older brother;
c) sister.
5. Color scheme of the painting.
6. My attitude to the picture.
VI. Compiling oral stories based on the picture.
VII. Summing up the lesson.
VIII. Writing an essay in a notebook.