- •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
1. Read the text and translate it into Ukrainian.
2. Answer the following questions:
1. What are important parallels between the two great emerging powers of the nineteenth century, the United States and Russia?
2. When was the Academy of Art established in Russia?
3. What did Vasily Surikov bring to academic life in the capital of Russia?
4. What did Vasily Surikov discover and explore in the 1880s?
5. How can Vasily Surikov be considered?
6. What did Surikov take after Tintoretto in his work “Morning of the Execution of the Strel’tsy”?
7. What does Surikov show in his work “Boyarynya Morozova”?
8. What are the titles of other famous works by Surikov except for “Morning of the Execution of the Strel’tsy” and “Boyarynya Morozova”?
9. What does Surikov depict in his painting “Count Menshikov in Exile”?
10. What made Surikov a great painter?
3. Give Ukrainian equivalents of the following words and phrases:
belated arrival
sombre glories
infinite vastness
magnitude
the most derivative kind
“dark backward and abysm of time”
harsh light of modern vision
sense of the illimitable space
to concentrate entirely
tremendous shape
reckless theatricality
coup de main
to impose order and instant recognition
positive frenzy of emotion
heartbreaking display of savage resistance
4. Give English equivalents of the following words and phrases:
впливова держава
притаманна міць
відображати в розмірі
бути переслідуваним минулим
досліджувати реальну тему
приділяти детальну увагу
яскраве представлення
жахливе хизування
бути засудженим
самітне ув’язнення
боже втручання
маса рухів
безмежний пафос
конфлікт долі
що впадає у вічі
невідворотній біль
величний мазок
5. Make up sentences of your own with the given words and phrases.
6. Match a line in a with a line in b.
A |
B |
sombre |
disposed to believe in any irrational belief |
infinite |
an individual, object, or part regarded as typical of the group or class to which it belongs |
to cherish |
to preoccupy completely |
Part II
There is something of the same emotional dynamite, as it were, in the first of Russia's major landscape painters, who grasped the possibilities, open to them in showing raw Russian nature. Ivan Aivazovsky (1817-1900) came from the Crimea and was brought up on the Black Sea. He might technically be described as a marine painter, since perhaps two-thirds of his immense output of mainly large-scale works deals with the sea. But he is a marine painter only in the sense that Turner was one too. He is essentially, like Turner, a painter of nature's extremes: of those conjunctions or convulsions, of the seasons, of the times of day, of snow and ice, altitude, depth, wind and sun, which produce extraordinary sights. He achieved his first big popular success with Daryal Gorge (1862). This presents one of Eurasia's grandest natural phenomena, the equivalent of the Yosemite Valley (which Bierstadt was painting at exactly the same time), in all its staggering depth and precipitous, fear generating drama. Aivazovsky loved these freaks of nature, just as Constable loved sluggish streams, rotten posts and rushy backwaters. He sought them out in Central Asia, where he went by horse and camel, like Bierstadt with his mule-train, to explore, pinpoint nature's extravagance and catastrophes, and record them.
The sea, and its unfathomable rages, had the same kind of appeal to Aivazovsky. The Maiia in a Gale (1893) is one of the best renderings of a storm at sea done in the nineteenth century. In scale and movement it reminds one of Turner. Yet it is in no way Turneresque: this is a direct description of force, power and dynamism, not atmosphere, chemistry and elemental minglings. Ship, sea and sky do not dissolve into one continuum of varying light and colour, as with Turner. They are distinct and embittered protagonists; they fight each other with ferocity. Indeed, Aivazovsky aimed at clarity, in almost exactly the same manner as American marine artists like Lane. What he lacked, or repudiated, was their sense of calm. Next to storms at sea, he loved moonlight, because it produced a fresh set of dramatic circumstances which could be carried to the limits of credibility. Hence his spectacular The Black Sea at Night, a large-scale work whose sheer intensity makes the moonlighters of the West—Wright of Derby, for example, and Claude Vernet (1714-1789)—seem close to unaudacious.
However, it must be said that the principal actor in Russia's theatre of nature is neither sea nor mountain, gorge nor storm, but the forest. It is ubiquitous, endless, heartless and alarming always, but variously beautiful in its seasonal cycles. Again, one must go to the Tretyakov Gallery to examine how Russian painters coped with this overwhelming presence. The largest stretches of Russian forest were primarily of birch, and this with its white-silver bark gave the Russian painter spectacular opportunities to create light-effects. For the birch forest can never quite extinguish the light, even in its deepest recesses, and when the sunlight blazes in summer, each tree becomes a kind of mirror or intensifier of light. In 1879, when Arkhip Kuindzhi (1841-1910) exhibited his Birch Grove at the Academy in St Petersburg, his virtuoso presentation of light reflected off the birch trunks, against a background and foreground of deepest green, excited and puzzled spectators. They crowded round the canvas, not believing that the source of light came merely from the cunning used by Kuindzhi in heightening the natural chiaroscuro, insisting it was some kind of trick. Some Russian artists painted forests and nothing else their entire career, and argued that the knowledge to be thus gained was infinite. A group of them, known as 'The Wanderers', promoted forest lore almost to the status of an artistic religion. Ivan Shishkin (1832-1898) helped to found it in 1871. He had trained in Germany as well as in Moscow and was an amateur botanist of the most fanatical kind, accumulating masses of books and specimens, and meticulous drawings of plants (and insects), which would have delighted Ruskin. He was called 'the Book-keeper of the Leaves'.
Shishkin did the forest (pine as well as birch) in all seasons, often spending the night alongside his equipment to get twilight or dawn effects. His Pine Forest, Viatka Province (1872) shows high summer. Rain in an Oak Forest (1891) is an astonishing virtuoso performance, presenting spring in saturated moisture and seeping, slithering, wetness and mud, as the downpour falls from the misty sky into the pattering leaves. His Winter Pine (1891), inspired by a verse of Lermontov, is a crunchy, moonlit December scene, the lone pine almost tottering from its weight of snow. Winter, painted the year before (St Petersburg, Russian Museum) conveys the claustrophobia of deep snow in limitless fir forest. It should be added, however, that Shishkin, like some of the Americans, liked to break out of the enclosing forest and show the sheer breadth and depth of the great land. One of his earliest successes came in 1866 with Midday: Countryside Near Moscow, where tiny peasants with scythes walk near a cornfield under a towering cumulus sky which occupies four-fifths of the work. In Across the Vale (1883, Kyiv Museum), he produced a gigantic canvas showing a lone high oak against a background of endless plain through which a river slowly curves. He gets the same effect of immense depth and distance in On the Shore of the Gulf of Finland, using grey-blue seas and skies, and the serrated cliffs over the beach, tiny figures walking along them. But in his last work, Grove of Trees Like Masts (1898; both Russian Museum), he is back in the forest again, in total silence, still light, infinite, semi-darkness, and stillness. (Picture 19)
TASKS
