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My lessons on art history can be different. I read lectures to adult people, and I try to talk, play with children. Especially fascinatingly for students pass classes devoted to a landscape genre. The first lesson about a landscape passes traditionally – at first after all it is necessary to get acquainted with features of a genre, its versions, with the most known landscape painters. The real education of feelings begins at a following lesson, which is called “The landscape poetry”. Considering landscape pictures we will try to comprehend an image poetically. For me it is very much a right moment, when I can bring students to understanding of affinity of painting and poetry.

It is known that arts do not outline the borders and do not reject relationship. Image art, word art, music as smokes of three fires, being combined, intertwine in uniform space and participate in the general sacrament – poetic development of the world. It would be desirable, that children have felt this deep connection as soon as possible. It would mean to make their spiritual life more difficult, to fill it with associations without which is impossible the real creativity.

In different cultures, we know, there were periods when the fine art was read in poetry reflections, and the poetry lived with art suggestions. I suggest to students the product of the Japanese classical art, as an example. We know also that in the fine arts of Japan, deep penetration into the nature world has generated a genre of a landscape much earlier, than it has appeared in the European painting. The feeling of the nature penetrates the literature, painting, and an applied art of Japan since ancient times. Sources of such relation are in attitude of the Japanese – they love and value the nature.

I show decorative lists on screens, roll painting, and engravings of the Japanese masters. They notice that many images are devoted to sunrise and a sunset, certain hours in the afternoon, holidays of an admiring by the moon and colors of a cherry and plum, to iris gardens in color, the hills, covered with snow, etc. Then I read them verses of the Japanese poets, and tell them about classical form of Japanese versifications. They attentively listened, sometimes asked to repeat, and have written down and have learnt verses, which they liked.

I have paid attention to unity, indissolubility of the image and poetry and that the aesthetics both that, and another is based on the underlined role of a detail and implied sense. At first, when I read verses, children tried to imagine a visible image.

Art is amazing and it always brings good positive expression to every person. Enjoy art and be happy!

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