- •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. Who was in the first of Russian’s major landscape painters?
2. How can Ivan Aivazovsky be described?
3. What picture did Ivan Aivazovsky achieve his big popular success with?
4. What is depicted in Aivazovsky’s picture “The Maiia in a Gale”?
5. What is the principal actor in Russian’s theatre of nature?
6. What tree played an important role in Russian art?
7. What was Arkhip Kuindzhi famous for?
8. How was Ivan Shishkin called?
9. What are the most famous pictures by Shishkin?
10. What is the last picture by Shishkin special for?
3. Give Ukrainian equivalents of the following words and phrases:
to grasp the possibilities
to bring up
marine painter
immense output
precipitous and fear generating drama
unfathomable rage
distinct and embittered protagonist
to produce a fresh set of dramatic circumstances
to cope with overwhelming presence
to create light-effects
to get twilight or dawn effect
to get the same effect
semidarkness and stillness
4. Give English equivalents of the following words and phrases:
великомасштабна робота
висота
примха природи
повільні струмки
зображення шторму
відчуття спокою
межа можливого
всюдисущий
біло-срібна кора берези
гасити світло
світлотінь
ретельні малюнки рослин
отримати ефект сутінок та світанку
дивовижне та віртуозне виконання
глибока вогкість
передавати клаустрофобію
гігантські полотна
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 |
to grasp |
to go or cause to go into solution |
altitude |
having or seeming to have no end |
to dissolve |
to reject the authority or validity of |
to repudiate |
to gather or become gathered together in an increased quantity |
credibility |
water or other liquid diffused as vapour or condensed on or in objects |
endless |
having no limits or boundaries in time, space, extent, or magnitude |
to accumulate |
to walk or move in an steady manner, as from old age |
moisture |
the vertical height of an object above some chosen level |
to totter |
to grip something firmly with or as if with the hands |
infinite |
the quality of being believed or trusted |
7. Summarize the text in English. The Belated Arrival and Sombre Glories of Russian Art Part III
The only Russian painter to compare with Shishkin in depicting the forest was a Jew from Lithuania, Isaak Levitan (1860-1900), whom many, perhaps with justice, consider Russia's finest artist. He came from great poverty, was a lifelong depressive and suffered privation and internal exile during the worst pogroms of the 1880s and 1890s. In view of this, and his short working life, his record of achievement is noble. So is his versatility. Indeed, it is hard to think of any painter of nature, in any country or in any epoch, who grappled with such a wide range of subject matter, so confidently and well. In his forest scenes, Levitan moved in closer than Shishkin: his Footbridge, Savvino Village (1884) is almost a miniature of a village on the forest edge, and his Birch Grove (1885; both Tretyakov) is almost an orchard. He loved the autumn specially—it suited his sombre mood—and his September scenes, such as Golden Autumn (1895, Russian Museum), the Vladimirka Road (1892) and Autumn (1896; both Tretyakov), take us closer to the actual feel of a Russian village landscape near the end of the century than all the rest of the Russian school put together. He did some superb watercolours too, of which Autumn Mist (1899) and Storks in Sky, Spring (1884), are outstanding examples. Indeed the more one examines his work, the more one wonders at it, combining as it does all kinds of subject matter, all districts, all seasons, with impeccable virtuosity and genuine emotion—indeed love.
Levitan had no reason to love Russia or the Russians, but he did. And he celebrated his love in some magnificent canvases which used the beauty and grandeur of the Russian scene to express spiritual values hovering just beneath its surface. In the Russian Museum, St Petersburg, there is a superb, smallish canvas, Golden Autumn in the Village, showing a garden, manor house and farm sheds set against the background of the domes and spire of a monastery, with two small blond children in the foreground, the whole bathed in brilliant sunlight. Here is Russia as Arcadia, but painted totally without sentimentality or unreason: all is truth, though it is only one truth. By contrast, in the Tretyakov, there is a big picture, one of a series which Levitan did to celebrate that other monstrous Russian phenomenon, the Volga: he called it Eternal Rest, and the painting shows a little church on a high bluff overlooking the immense waters, under a huge and threatening sky. What Levitan did here, and on other occasions during the 1890s, was to use both the immensities and the intimacies of the Russian landscape to hint or suggest—there is no tendentiousness or ideology—that Russia was a country where the dramas and mysteries of human life were played out on an unusually heroic scale, and against a background of unrivalled grandeur. Or was it unrivalled? One thinks again of the United States, and is led to compare Levitan's work with Church's, to contrast it and also to wonder that the Earth could contain two such gifted and monumental artists at the same time, each seeking to use sublime natural phenomena to uncover human depths.
Levitan was a close friend of Anton Chekhov and it is tragic that he did not provide us with a portrait of the enigmatic playwright. It is not surprising that first-class portraits of the ruling elite during the nineteenth century are so scarce, for after the Decembrist revolt of 1825, a gulf opened between the Russian governing class and its intelligentsia. But good portraits of the cultural elite are rare too, compared with the record in France and Britain and even in America. There are some exceptions. In 1872, Vasily Perov produced a fine head and shoulders of Dostoevsky. Then, in the Tretyakov, there is a fascinating small oil painting, done in 1887, of Leo Tolstoy Ploughing. The novelist has a massive beard, not yet entirely grey, and he wears a white peaked cap, to match his two white horses. He is bent to his task, concentrating hard, his face weather-beaten and determined. The artist was Ilya Repin (1844—1930), who along with Isaak Levitan is Russia's most significant painter. He did a number of sketches and watercolours of Tolstoy, and he also painted more formal portraits of Mussorgsky (1881, Tretyakov), Borodin (1888) and Rimsky-Korsakov (1893; the last two in the Russian Museum, St Petersburg).
Repin came from the Ukraine, and was a citizen of the Russian Empire rather than Russia itself, spending his last years (after the Revolution) in what had been the Russian province of Finland, now safe and independent. But there can be no doubt about his attachment to the higher values of justice, freedom and fairness. He was first trained as an iconist, in St Petersburg, and his early works were religious in theme. It was when he became one of the Wanderers, and met other fierce intellectuals, like Modest Mussorgsky, that he turned to secular subject matter and began to speculate in paint on Russia's plight and her future. In the years 1870-73, he worked on, and finally unveiled, a large and carefully prepared painting, The Boatmen of the Volga (Russian Museum), which immediately established his position as a serious and formidable artist. As with Surikov, the theme is large, the conception heroic, there are many figures and the mood is dramatic. There is also much of Surikov's dynamism. But the subject is contemporary: the hardships and plight of a depressed class. The authorities chose to ignore this work; instead, they rewarded a Repin 'duty-picture', as he called it, Raising the Daughter of Jarius with a six-year bursary, much of which the artist spent in Paris. There he adopted open-air painting and did various landscapes but there is no other evidence that French art had any influence on his work.
Almost immediately on his return in 1876, Repin painted a striking picture, On the Road of Mud, under Guard (Tretyakov), showing a political prisoner, in a cart rilled with straw, and with helmeted soldiers, their swords drawn, on either side of him, being driven to the station to board a train which will carry him into Siberian exile. It is a study in misery. The horses are exhausted, for the mud is axle-deep; the carter flogs and curses them; the soldiers are bored and cold, the man himself sunk in despair. The colours are brown and black, with a touch of gold in the helmets—all the shame of Mother Russia is here displayed, as she sends another of her children to solitude and death. Yet Repin painted other sides of the country too. In the years 1880-83 he produced what many judge his finest work: A Religious Procession in Kursk Province. It is huge, nearly 6 by 9 feet, with a multitude of figures, some garishly apparelled in vestments, others in rags, carrying high banners and immense golden reliquaries, scuffling up the dust under a brazen sun. All traditional Russia is there: madmen, cripples, insolent priests, credulous old women, ascetics, holy monks, the components of the fanatical mob which, Repin hints, follow God today but may turn to other leaders tomorrow. This great painting moves; it progresses, irresistible, almost menacingly.
Having finished this monumental work and taken it to St Petersburg for showing, Repin now openly associated with the opposition intelligentsia, and produced a monumental series of directly political paintings, which included The Agitator's Arrest, The Refusal to Confess and Secret Meeting. These fine works are highly personal, direct, beautifully painted, not at all documentary—impressions, rather—yet also with an icy edge, as of carefully controlled anger. Their great merit, springing from a skill which Repin possessed to a higher degree than any of his contemporaries (and which strongly reminds one of Caravaggio's best paintings), is the way in which the viewer is made to participate: he or she is actually in the room in which the events take place, or persuaded to feel so.
This feeling is particularly strong in the great work which Repin painted in 1884 (in its second version at the Tretyakov), They Did Not Expect Him. Here is the all-inclusive image of Tsarist Russia, an almost square (63 by 66 inches) painting which says it all. It is the drawing-room of a comfortable middle-class house. The servants have just admitted a ragged, emaciated, unshaven figure who advances into the centre of the room. His wife, facing us, looks up in astonishment. His children, doing their homework, are amazed, awed, beginning to shine with delight. In the centre is his elderly mother—is it, perhaps, the personification of Mother Russia?—who rises from her chair and fixes her gaze on her son. He has returned from Siberian exile. Characteristically the chaotic, hopeless and grotesquely inefficient state has given his family no warning and they, having had no news of him for years, had given up hope. So here he is, raised from the dead like Lazarus; but there is no Christ to thank, and there is shock, surprise, bafflement, almost dread in the reactions—gratitude and happiness will come later. This is one of the greatest paintings produced in the nineteenth century—perhaps the greatest—which needs to be looked at again and again. The viewer is present behind the mother at the back of the room, and participates in this deep entry into the Tsarist state and society. It is a work people will turn to in hundreds of years' time, for an answer to the question 'What was it like?', as resonant in its own way as Tchaikovsky's Symphonic Pathetiquc or Dostoevsky's The Brothers Karamazov.
Having created this masterpiece, Repin concentrated on teaching and portraits. His later political works lack fire. It was as though the sheer hopelessness of doing anything effective to make Russia a happier and juster place had overcome him; he spent more and more time in Finland, where he bought a little estate and found a congenial companion, the writer Natalia Severova. A sketch of 1905 shows the kind of life they led: Maxim Gorky reading to a circle of friends his play Children of the Sun. Repin wisely stayed in this haven when the long-awaited deluge swept old Russia over the cataract of history—he had done his share. The house, 'Penaty', became a museum of his art. (Picture 20)
TASKS
