- •Спецкурс з дисципліни «Іноземна мова за професійним спрямуванням» (англійська)
- •Передмова
- •Paintings. Genres
- •Composition and drawing
- •Colouring. Light and shade effects
- •Impression. Judgement
- •Describing pictures
- •Words for Discussing Art
- •Is a painting or other representation of the sea
- •Vocabulary
- •Did you know?
- •Did you know?
- •Did you know?
- •Impressionism
- •Did you know?
- •Did you know?
- •5. Choose ten words or expressions that you particularly wish to learn from this unit and write them down in sentences of your own.
- •Word List:
- •Supplementary Word List and Word Combinations on the subject "Painting and Painters" Painting — живопис
- •Colour — Колір (відтінок, тон)
- •Kinds of Painting — Види живопису
- •Painters and Models — Художники и натурники
- •Art Exhibition — Художня виставка
- •Translate the additional expressions:
- •Read the text and answer the guestions: What is the Role of the colours? What is your favourite colour? What does the colour mean?
- •Purple, Violet
- •II. Art vocabulary
- •Words for talking about colour
- •Exercises
- •1. Look at a and answer these questions.
- •2. Look at c. Match the situation on the left with the response on the right.
- •3. Look up the colours below in an English learner's dictionary. Write down any new and useful expressions in example sentences of your own.
- •4. Advertisers often use exotic words with special associations to indicate colour. Look at the words in the box and answer the questions. Use a dictionary if necessary.
- •Idioms from Colours
- •In black and white
- •In the black
- •Practice
- •Conversation
- •Lesson 2 Role of Art in Our Life
- •Works of art are among the things of highest value in lives of ours
- •Vincent Van Gogh (1853-1890)
- •I. Choose the right answer.
- •III. Put sentences into right order.
- •IV. Fill in gaps with words from the text.
- •It”s interesting to know!
- •Texts on art text 1
- •Italian artists develop and master the use of the rules of perspective
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7. Summarize the text in English. Text 2
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7. Summarize the text in English. Text 3
- •Italy witnesses an explosion of artistic excellence
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •Summarize the text in English. Text 4
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up the sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •Summarize the text in English. Text 5 Using a camera obscura enables artists to represent reality as never before
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up the sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •Summarize the text in English. Text 6 The impressionists change the way artists paint the world around them
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases
- •6. Match a line in a with a line in b.
- •Summarize the text in English. Text 7 The emergence of Cubism marks a revolution in Western art
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a word in a with a word in b.
- •Summarize the text in English. Text 8 The new science of psychoanalysis inspires artists to paint from their imaginations
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7.Summarize the text in English text 9 Leonardo da Vinci (1452-1519)
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •Lesson 3 Artistic Traditions of Ukraine
- •It’s interesting to know!
- •Lesson 4 Taras Shevchenko
- •I. Before reading
- •II. Read the Text
- •IV. Writing
- •It is interesting to know!
- •Lesson 5 m.Pymonenko
- •Expressing likes
- •Expressing dislikes
- •Lesson 6
- •Vasyl Kasiian
- •Lesson 7 s.Hordynsky
- •Creative work:
- •Lesson 8 Tetiana Yablons'ka
- •I. Before reading
- •II. While reading
- •III.After reading
- •IV.Translate:
- •V. Writing
- •Vі. Project work
- •Independent work of the students:
- •1. Serhiy Vasyl'kivs'kyi
- •I. Before reading
- •II. While reading
- •2. Ivan Aivazovsky
- •IIl. After reading
- •IV. Writing
- •Lesson 9
- •Vasyl Krychevsky The life and work of Vasyl h. Krychevsky
- •Independent work of the students The National Academy of Fine Arts and Architecture
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up the sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7. Summarize the text in English. Lesson 10 museums and galeries
- •1. Answer the questions:
- •2. Work in small groups. Explain the meaning of the words and phrases below.
- •Read the text “The Museum of Ukrainian Art in Kyiv”
- •Word List:
- •Read the text “The Kyiv Museum of Russian Art”.
- •3 Work in pairs. Complete the dialogue with the sentences from a to e and dramatise it.
- •It’s interesting to know!
- •Imagine you are a guide at the exhibition. Tell something about the artists and their paintings to the visitor. Work in pairs.
- •2. Give an account of your own visit to a picture gallery.
- •3. Communication Work:
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •Part II
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7. Summarize the text in English. The Belated Arrival and Sombre Glories of Russian Art Part III
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7. Summarize the text in English. The wanderers
- •The Tretyakov Gallery
- •Isaac Ilyich Levitan -the poet of the landscape.
- •Illia repin
- •Describe the picture by Repin.
- •Independent work of the students Read the text and make up a story about this well-known artist. Karl briulov
- •Read the text ‘’mikhail vrubel’’ (1856-1910)
- •Read the text ‘’Valentin Serov ‘’(1865-1911)
- •Insert articles where necessary.
- •Lesson 12 from the history og british painting Learn the words:
- •Read the text from the history of british painting
- •Painting in england
- •Translate:
- •It is interesting to know!
- •II. Answer the questions:
- •Early portraiture art
- •Read the text “An outline of English painting’’
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7. Summarize the text in English. William Hogarth
- •Translate:
- •II. Remember
- •William hogarth
- •Joshua reynolds
- •I.Translate:
- •It is interesting to know!
- •IV.Read the text: joshua reynolds (1723—1792)
- •Thomas Gainsborough
- •Thomas gainsborough
- •It is interesting to know!
- •In pairs discuss the following:
- •1. Read the following text for obtaining its information:
- •2. Answer the following questions:
- •3. Summarize the text in three paragraphs specifying the contribution Gainsborough made to the English arts.
- •4. Use the Topical Vocabulary in answering the questions:
- •John Constable
- •"Brighton Beach, with Colliers" — «Пляж в Брайтон і вугільники»
- •III. Read the text and answer the questions:
- •John constable
- •IV. Translate:
- •V. Describe the picture ’’Wivenhoe Park, Essex’’ by John Constable
- •VI. Read the describing of the picture “Dedham Lock and Mill” (1820)
- •VII. Select a reproduction of a portrait painting and discuss it according to the following outline:
- •14. Read the following dialogues. The expressions in bold type show the ways english people express likes and dislikes. Note them down. Be ready to act out the dialogues in class:
- •Expressing dislikes
- •IX. Work in pairs,
- •X. Read the following text. Find in it arguments for including popular arts in the art curriculum and against it. Copy them out into two columns (I — "for", II — "against"):
- •XI. Discuss the text in pairs. One partner will take the optimistic view and insist that popular arts should be included in the art curriculum. The other will defend the opposite point of view.
- •Joseph mallord william turner
- •I. Перекладіть інтернаціональні слова. Знайдіть значення виділених слів у словнику:
- •II. Перекладіть слова и словосполучення:
- •III. Remember:
- •Joseph mallord william turner
- •Independent work of the students the trends in painting in the 19th century
- •I. Translate:
- •II. Translate:
- •III. Read the text and answer the questions:
- •The trends in painting in the 19th century
- •Late 19th-20th century art
- •Independed work of the students Goya: Black Paintings
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •Summarize the text in English. Список Використаних джерел
Imagine you are a guide at the exhibition. Tell something about the artists and their paintings to the visitor. Work in pairs.
Work in groups. Read about the art galleries in London and choose one to visit. Present and explain your choice.
Tate Britain displays the world's largest collection of British art from the 16th to the 21st century. The international modern art once housed here is now held at Tate Modern. In the Galleries there are works of J. Turner, the great landscape painter.
National Portrait Gallery is a wonderful museum that holds portraits of main characters of Britain giving faces to names which are familiar from the history books. There are pictures of kings, queens, poets, musicians, artists, thinkers, heroes from all periods since the late 14th century. The gallery has a new restaurant and a lecture theatre. It also houses temporary exhibitions and has an excellent shop selling books on art.
1. Because of their special environment, museums and picture galleries offer the kind of conditions that allow a student to experience the intrinsic qualities of the art object. The atmosphere of museums evokes marvel. When our emotions are roused, we are more sensitive; we openly explore, make discoveries , and ultimately are more receptive to the learning experience. Enlarge on the benefits of museums and picture galleries.
2. Give an account of your own visit to a picture gallery.
3. Communication Work:
a) Get your fellow-student to give you information about his/ her favourite museum. Try to get as many details as you can.
b) You are a novice teacher getting ready to take your charges to the Tretyakov Gallery/the Russian Museum/the Hermitage. Ask for advice and suggestions from an expert.
c) Persuade your partner to agree with your opinion that life is made much more colourful if you regularly visit art exhibitions.
d) One of you has recently returned from England. The other is questioning him/her on the impressions of the National Gallery/ the Tate Gallery.
e) The great value of visiting a museum and studying works of art first-hand is that one becomes aware of the qualitative difference between original art and photographic reproductions. Work in pairs and enlarge on this statement.
LESSON 11.
From the History of Russian Painting
The Belated Arrival and Sombre Glories of Russian Art
Part I
There are important parallels between the two great emerging powers of the nineteenth century, the United States and Russia—their infinite vastness, consciousness of immanent strength, and nervousness in confronting omni-triumphant European culture. Both produced great art during this period, but whereas American achievements are at last beginning to be understood, in all their magnitude, the process of exploring Russian painting has scarcely started. This is all the more surprising in that the great Russian writers of the century, like Turgenev, Tolstoy and Dostoevsky, were read and recognised at the time, and composers like Mussorgsky, Tchaikovsky and Rimsky-Korsakov quickly became part of the international repertoire.
Although an academy was established at St Petersburg in 1757, it was primarily a place where neo-classical sculpture of the most derivative kind, and portraiture with lingering elements of iconism, were taught and practised. Russia was a country with a long and terrible past, but no history in the sense of a heritage being consciously studied and commented upon. The Americans had the heritage of Europe, above all of Britain, to cherish, argue with and repudiate. Russia merely had a 'dark backward and abysm of time'. It needed a great history painter to illuminate it, and by bringing certain specimens into the harsh light of modern vision, to encourage the nation to explore the rest of the forest. That is exactly what was done by Vasily Surikov (1848-1916). He came from Siberia, and he brought to academic life in the capital, and formal society in Moscow (where he received his first major commission to decorate the cathedral, in 1876), a sense of the illimitable space of Russia, reflected in the size, depth and heroism of his canvases. His work is mainly to be seen at the Tretyakov Gallery in Moscow, and shows that, right from the start, he was obsessed by the past: the Christian past, as in Saint Paul Explains the Faith to Agrippa, and the conflict with paganism, in his study of rival marriage customs, The Judgement of the Prince.
In the 1880s, however, Surikov discovered and explored his real theme: Russia's struggle with its past in embracing Western civilisation. He did this by treating certain key episodes on the largest possible scale, by paying detailed attention to accuracy of costume, physiognomy, architecture and custom, and by ignoring completely everything which was going on in European art at the time, concentrating entirely on the most dramatic and vivid presentation. This made him, at a stroke, a great history painter. Indeed, he can be considered the last of the great history painters. His Morning of the Execution of the Strel'tsy (1881), the first of the series, presents the grim public execution, by Peter the Great, of the soldier-patriots, the Old Believers, who stood between the monarch and his plans for progress. The background is the tremendous shape of St Basil's Cathedral. The martyrs are bound and bitter, exalted and fearful of eternity, trying not to shiver in the icy cold. Their wives and families are weeping and shouting prayers. The soldiers and executioners are half-expecting a thunderbolt from Heaven, and terrified. Peter sits on his horse, determined to see the dreadful task through, but nervous and superstitious also. There are over a hundred figures in the picture, which is painted with tremendous panache and reckless theatricality. There is something of Tintoretto in Surikov's courage and unselfconsciousness.
Six years later Surikov brought off an even greater coup de main. The Boyarynya Morozova tells the story of a Christian princess and mystic who fell foul of the Church-state authorities and was condemned. Surikov shows her being sledged off to solitary confinement (and death by starvation), surrounded by a vast crowd of people, some laughing, others rejoicing, many drunk, but many also screaming and praying to Heaven for vengeance and divine intervention, as they kneel to receive the princess's blessing. Her face is a study in exaltation, and might have been sculpted by Bernini. This is another vast collection of figures, and it is remarkable how the artist managed to impose order and instant recognition of his arguments on such a swarm of movement, for the whole canvas surges and shakes with powerful emotions. Here, Surikov is saying, is Russia, as she was, is and always will be: a theatre of tragedy, a cockpit of past and present, a brutal mingling of almost bottomless pathos and low comedy, with no winners—only losers—but somehow holy still. That is indeed a grand theme, and it is carried through to a tremendous climax as the saint on the brink of lunacy is borne off to death and eternity in the centre of the picture.
These are Surikov's two greatest works, but he painted others almost on the same level. His oeuvre, considering the time, care and preparation he devoted to each picture, is monumental. His Subjugation of Siberia by Yermak (1895), painted in a positive frenzy of emotion, shows the desperate crossing of a river by Russian troops faced with a heartbreaking display of savage resistance by tribesmen armed with arrows. Like all his work, it is wonderfully confident and well-organised, direct and vivid, suffused again with his tragic sense of doomed conflict between past and present. Progress moves forward like an unfeeling juggernaut over the crushed bodies of individuals who can do no other than to fulfil their historical destiny, of which in most cases they are unaware. In a sense, this is the same moral Tolstoy was illustrating in his stories: the helplessness of men and women in the grip of irresistible collective forces. It is not true, however, that there are no heroes or heroines in Surikov's work. He produced a wonderfully dashing picture (it actually took ten months) of a famous episode in Russian military history, Suvorov's Army Crossing the Alps (1899), in which the popular marshal is presented as a laughing, almost homely figure, in realistic contrast to David's absurd presentation of Bonaparte doing the same thing.
Surikov moved in close, for once, in his painting Count Menshikov in Exile (1883), which shows the former adviser to Peter the Great, in disgrace after Peter's death, crammed with his family into a small cabin in the Siberian outpost of Beryosovo. Unlike Surikov's open-air heroics, this painting, though also big, generates powerful claustrophobia alongside its inevitable pain. Surikov was a wonderful man with a brush, employing huge, majestic strokes like Rubens. He was also exact, as his numerous fine and sensitive portraits demonstrated (the Tretyakov has a ravishing example, Siberian Beauty), and he operated brilliantly in watercolour, as some late landscapes of Italy prove. But what drove him, and made him a great painter, was overwhelming emotion: his canvases are passionate, outraged, fearful and angry, bold to desperation. (Picture 17)
TASKS
