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Vanguard (fr. avant-garde - forward detachment) - direction to fine arts, which is based on the rejection of classical canons and traditions and experiments with new forms and images. The avant-garde arose at the beginning of the 20th century and was closely associated with Art Nouveau and modernism, within which the beginning of the revision of classical traditions was born. The ideas of avant-garde have been developed in almost all areas of art characterized by the desire for new solutions in the implementation of creative ideas: futurism, surrealism, abstractionism, expressionism, cubism, suprematism, constructivism, fauvism, etc.

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Avant-garde as a direction of art has no stylistic unity. A sign that an individual artist belongs to the vanguard of experimenters is the non-classical implementation of creative ideas and an uncompromising attitude towards established stereotypes. A true avant-garde artist creates not just an object of art, but an eloquent opposition with an undisguised attitude in line with active controversy.

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The works of avant-garde creativity are distinguished by the ideological intention of the artist. If you do not think about the meaning of these outrageous creations, then it is quite difficult to see anything but outright nonsense. For example, the Dadaist and surrealist Marcel Duchamp (Marcel Duchamp) under the sonorous and figurative name "Fountain" presented to the public a picture depicting a urinal with his own autograph.

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Another avant-garde artist Francis Picabia (Francisco Picabia), simplified the embodiment of the painting "The Holy Virgin" to an unattractive blot. However, taking into account the time when such controversial masterpieces were created - the end of the First World War and the absolute unwillingness of the society of that time to put up with such unjustified savagery, it is easy to guess that the specificity of such avant-garde paintings is due precisely to the desire to expose the real, not the apparent order of things.

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Despite the fact that avant-garde artistic creations evoke completely unpredictable reactions from the viewer, many of them have long been included in the treasury of the world's greatest works of art. Among the recognized masters of the "vanguard" can be noted Kazimir Malevich, Salvador Dali (Salvador Dali), Marc Chagall, Piet Mondrian (Piet Mondriaan), Pablo Picasso (Pablo Picasso), Wassily Kandinsky and others.

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Abstract art One of the main directions of the avant-garde. Unlike traditional art, it does not imitate reality and does not reproduce its elements. The object of abstract art is the artist's toolkit: color, line and form. The first abstract works were created by Wassily Kandinsky in the late 1900s and early 1910s; The first abstract work is considered to be his "Picture with a Circle" (1911). In 1912–1915, the abstract painting systems of Luchism (Larionov, 1912) and Suprematism (Malevich, 1915) appeared.

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Constructivism From the Latin constructio - "construction". The main features of constructivism are rigor, conciseness and geometric forms. The style was officially designated in 1922 in the book of the same name by the artist and art theorist Alexei Gan. Among the most famous constructivists are Vladimir Tatlin, Alexander Rodchenko, Varvara Stepanova, architects Moses Ginzburg, Konstantin Melnikov, and the Vesnin brothers. Constructivism has spread in various areas of artistic creativity: theatrical scenery and costumes, book design, architecture, and so on.

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Cosmism A philosophical concept that originated in the 1870s and refers to philosophers and scientists who thought about extraterrestrial space and the cosmos. Non-objective, or abstract, art contributed to the development of cosmism, and Malevich's students - artist Ivan Kudryashov and architect Lazar Khidekel - developed the cosmic aspect of geometric non-objectivity and the ideas of cosmism. Lazar Khidekel. Cities of the future. Above ground city. 1927

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Cubism Cubism took shape in France in the autumn of 1908 with the work of Georges Braque and Pablo Picasso. It penetrates into Russia in different ways. Thus, the artist Alexandra Exter regularly brings various information about the new fashionable style from Paris, and in 1908 the collector Sergei Ivanovich Shchukin opens his mansion in Bolshoy Znamensky Lane to everyone. The collection contains, among other things, Cubist works. In 1912, an article by the artist and poet David Burliuk "Cubism" was published in the collection "A Slap in the Face of Public Taste". Cubism, he writes, implies a planar understanding of the world or a canon of a shifted construction, and its most important technique is the depiction of an object from several points of view. Three years later, in the manifesto “From Cubism to Suprematism,” Kazimir Malevich defines the essence of the movement as “dissonance” resulting from the “meeting of two forms”: “At the principle of Cubism, there is still a very valuable task, not to transfer objects, but to make a picture of Georges Braque. Violin and candlestick. 1910

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Cubo-futurism For the first time this concept was used in 1912 by the French critic Marcel Boulanger, and the next year the term becomes widespread in Russian culture. The poetic-artistic group "Gileya", as well as the artists of the circle of the "Union of Youth" consider themselves to be Cubo-Futurists. In cubo-futuristic works, the world appears fragmented into fragments or disassembled into elements. In November 1913, Malevich calls his works cubo-futuristic in the catalog of the Union of Youth exhibition. In 1912-1913, the cubo-futuristic painting of Natalia Goncharova ("The Factory") appeared. Natalia Goncharova. Factory. 1912

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Lineism In 1919, the term was invented by Alexander Rodchenko, denoting one of the currents in non-objective art. “Introduced and announced the line as an element of construction and as an independent form of painting,” he wrote in the Manifesto of Early Constructivism. Alexander Rodchenko. Linear design No. 108.

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Suprematism Thus, in December 1915, Malevich described his works shown at the "Last Futurist Exhibition" 0.10 "". His "Black Square" opened up a new field of experiments - a purely geometric non-objective form. At the beginning of 1920, Malevich left to teach in Vitebsk, and there Suprematism became the basis of the new pedagogy of Unovis - "Affirmatives of the New Art."

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Futurism From the Italian futuro - "future". Futurism originated in Italy in 1909 thanks to Filippo Tommaso Marinetti and spread to all areas of artistic creativity. The basis of futurism is a new language of art, corresponding to the changed world. According to David Burliuk, Russian artists and writers began to use the term in 1911. The Futurists themselves, however, at that time called themselves futurists or future people. The groups closest to futurism were the Donkey Tail and the Youth Union. Futurism was especially popular in Russian painting until 1914. Giacomo Balla. Speed ​​+ sound. 1913–1914

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EXPRESSIONISM Its essence lies in a sharpened, often hypertrophied expression, using exclusively artistic means and techniques, of the artist’s feelings and experiences, the irrational states of his soul, most often the tragic and existential-dramatic spectra: anxiety, fear, hopelessness, melancholy, nervousness, disunity, heightened emotionality , painful passion, deep dissatisfaction, nostalgia, etc. Emptiness, melancholy, psychopathy, often hysteria, gloomy eschatologism, and sometimes loud cries of protest against the outside world and hopeless calls for help fill many expressionist works. The central and most characteristic of expressionism is considered to be the activity, first of all, of German artists associated with the group "Die Brücke" ("Bridge"), the almanac "Der Blaue Reiter" ("The Blue Rider"), organized by W. Kandinsky and F. Mark in 1911 and with the gallery, publishing house and magazine of the same name "Der Sturm" by H. Walden (Berlin, 1910-1932). The heyday is considered to be 1905-1920.

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Practical task: Compose a composition from simple geometric shapes and lines on a given topic: HOLIDAY, SCHOOL, MORNING, CONTRAST, SPACE, MEETING, SORRY, MOVEMENT, MUSIC

Contents 1. Causes of teacher's anxiety 2. Causes of SEB 3. Situations influencing the occurrence of SEB 4. Stages of professional burnout 5. Three aspects of professional burnout 6. Symptoms of professional burnout 7. Prevention of SEB. 8. Memo to the teacher.

Emotional burnout is a syndrome that develops against the background of chronic stress and leads to the depletion of the emotional, energy and personal resources of a working person. This is a discrepancy between the requirements for the employee and his real capabilities. This syndrome occurs as a result of the internal accumulation of negative emotions without a corresponding "discharge" or "liberation" from them. It leads to the depletion of the emotional, energy and personal resources of a person.

Reasons for the occurrence of SEV among teachers Increased responsibility of the teacher in the implementation of their professional functions; Workload during the working day; High emotional involvement in activities emotional overload; Unfavorable social conditions and psychological conditions in the workplace; The need for creativity in one's own professional activity; The need to master modern teaching methods and technologies.

The reasons for the emergence of SEV among teachers are the lack of a clear connection between the learning process and the result obtained, the discrepancy between the results and the forces expended; rigid time frames of activity (class, semester, year), limited time for the lesson to achieve the set goals; inability to regulate their own emotional states; "unregulated" organizational issues pedagogical activity: workload, schedule, office, moral and material incentives; responsibility to the administration, colleagues, society as a whole for the result of their work; lack of communication skills and the ability to get out of difficult situations of communication with students, colleagues, administration.

Situations influencing the occurrence of CMEA Starting one's activities after vacations, vacations, courses (function - adaptive); Situations of emotionally inadequate communication with the subjects of the educational process, especially with the administration (the function is protective); Conducting open lessons; events for which a lot of effort and energy was spent, and as a result, appropriate satisfaction was not received; End of the academic year.

The manifestation of SEV among teachers (depending on the length of service): More than 50% - among teachers with work experience from 5 to 7 or from 7 to 10 years; 22% - with experience from 15 to 20 years; 11% - teachers with 10 years of experience (teachers with more than 10 years of experience have developed certain methods of self-regulation and psychological protection); 8% - with experience from 1 to 3 years;

Stages of professional burnout First stage: Muting of emotions, smoothing out the sharpness of feelings and freshness of experiences; The disappearance of positive emotions, the appearance of detachment in relations with family members; The emergence of a state of anxiety, dissatisfaction.

Three aspects of professional burnout The first is a decrease in self-esteem. As a result, such "burnt out" workers feel helpless and apathetic. Over time, this can turn into aggression and despair. The second is loneliness. People suffering from emotional burnout unable to establish normal contact with other people. The third emotional exhaustion, somatization. Fatigue, apathy and depression accompanying emotional burnout lead to serious physical ailments such as gastritis, migraine, high blood pressure, chronic fatigue syndrome, etc.

Symptoms of the onset of EBS Psychophysical symptoms: a feeling of constant fatigue not only in the evenings, but also in the mornings, immediately after sleep (a symptom of chronic fatigue); feeling of emotional and physical exhaustion; decreased susceptibility and reactivity due to changes external environment(lack of curiosity response to the novelty factor or fear response to a dangerous situation); general asthenia (weakness, decreased activity and energy); frequent causeless headaches; persistent disorders of the gastrointestinal tract; sudden loss or sharp increase weight; complete or partial insomnia; constant inhibited, drowsy state and desire to sleep throughout the day; shortness of breath or shortness of breath during physical or emotional stress; a noticeable decrease in external and internal sensory sensitivity: deterioration of vision, hearing, smell and touch.

Symptoms of the onset of SEV Socio-psychological symptoms: indifference, boredom, passivity and depression (low emotional tone, feeling of depression); increased irritability to minor, minor events; frequent nervous breakdowns (outbursts of unmotivated anger or refusal to communicate, withdrawal into oneself); constant experience of negative emotions for which there are no reasons in the external situation (feelings of guilt, resentment, shame, suspicion, constraint); feeling of unconscious anxiety and increased anxiety (feeling that "something is not right"); a feeling of hyper-responsibility and a constant feeling of fear that “it won’t work out” or “I won’t cope”; a general negative attitude towards life and professional prospects (like “no matter how hard you try, nothing will work out anyway”).

Symptoms of EBS Behavioral symptoms: Feeling that work is getting harder and harder and harder and harder to do; the employee noticeably changes his working mode (increases or reduces the time of work); constantly, unnecessarily, takes work home, but does not do it at home; feeling worthless, disbelief in improvement, decreased enthusiasm for work, indifference to results; non-fulfillment of important, priority tasks and “getting stuck” on small details, spending most of the working time in a little conscious or unconscious execution of automatic and elementary actions that do not meet official requirements; distance from colleagues, increased inadequate criticality; alcohol abuse, a sharp increase in cigarettes smoked per day, the use of narcotic drugs.

Prevention of professional burnout Qualities that help the teacher to avoid professional burnout Firstly: good health and conscious, purposeful care of one's physical condition (constant healthy lifestyle life); high self-esteem and confidence in oneself, one's abilities and capabilities. Secondly: the experience of successfully overcoming professional stress (you need to solve your problem), the ability to constructively change in stressful conditions (change your attitude to the problem); high mobility; openness; sociability; independence; the desire to rely on their own strength. Thirdly: the ability to form and maintain in oneself positive, optimistic attitudes and values ​​both in relation to oneself and other people and life in general.

Prevention of professional burnout Self-regulation is the management of one's psycho-emotional state, which is achieved by a person's influence on himself with the help of words, mental images, control of muscle tone and breathing. Relaxation is a method by which you can partially or completely get rid of physical or mental stress.

Self-regulation of the mental state Ways of self-regulation: laughter, smile, humor; thinking about the good, pleasant - distraction; various movements such as sipping, relaxing muscles - physical loads switch emotions; looking at flowers in the room, the landscape outside the window, photographs, other pleasant or expensive things; mental appeal to higher powers (God, the Universe, a great idea); "bathing" (real or mental) in the sun's rays; inhalation fresh air; reading poetry or prayers; expressing praise, compliments to someone just like that.

MEMO TO TEACHER DO NOT hide your feelings. Show your emotions and let your friends discuss them with you. Do NOT avoid talking about what happened. Take every opportunity to review your experience alone or with others. Do NOT let your feelings of embarrassment stop you when others give you a chance to speak or offer help. DO NOT expect severe burnout symptoms to go away on their own. If you do not take action, they will visit you for a long time. Set aside enough time for sleep, rest, reflection. Be direct, clear, and honest about your desires by talking about them with family, friends, and at work. Try to keep your life as normal as possible.

REMINDER TO THE TEACHER Try to look at things optimistically. Strive to overcome fear. Find time to be alone with yourself. Don't let others demand too much of you. Don't try to pretend that you like something that you really don't like. Don't put too much pressure on your kids. Try to say less often: "I can't do this." Take the opportunity to give a speech. Watch your diet and figure. Allow yourself "little feminine joys." Don't forget that you are beautiful!!!

Presentation on the topic: Prevention of the syndrome of emotional burnout of teachers

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Emotional burnout is a syndrome that develops against the background of chronic stress and leads to the depletion of the emotional, energy and personal resources of a working person. This is a discrepancy between the requirements for an employee and his real capabilities. This syndrome occurs as a result of the internal accumulation of negative emotions without a corresponding "discharge" or "liberation" from them. It leads to the depletion of the emotional, energy and personal resources of a person.

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Causes of EBS in teachers Increased responsibility of the teacher in the performance of their professional functions; Workload during the working day; High emotional involvement in activities - emotional overload; Unfavorable social conditions and psychological conditions at the workplace; The need for a creative attitude to their professional activities; teaching methods and technologies.

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The reasons for the emergence of SEV among teachers are the lack of a clear connection between the learning process and the result obtained, the discrepancy between the results and the forces expended; rigid time frames for activities (class, semester, year), limited time for the lesson to achieve the goals; inability to regulate their own emotional states; "unregulated" organizational moments of pedagogical activity: workload, schedule, office, moral and material incentives; responsibility to the administration, colleagues, society as a whole for the result of their work; lack of communication skills and the ability to get out of difficult situations of communication with students, colleagues, administration.

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Situations influencing the occurrence of CMEA Starting one's activities after vacations, vacations, courses (function - adaptive); Situations of emotionally inadequate communication with the subjects of the educational process, especially with the administration (protective function); Conducting open lessons; events for which a lot of effort and energy was spent, and as a result, appropriate satisfaction was not received; End of the academic year.

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The manifestation of SEV among teachers (depending on work experience): More than 50% - among teachers with work experience from 5 to 7 or from 7 to 10 years; 22% - with experience from 15 to 20 years; 11% - among teachers with 10 - years of experience (teachers with more than 10 years of experience have developed certain methods of self-regulation and psychological protection); 8% - with experience from 1 to 3 years;

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Stages of professional burnout The first stage: Muting emotions, smoothing out the sharpness of feelings and freshness of experiences; Disappearance of positive emotions, the appearance of detachment in relations with family members; The emergence of a state of anxiety, dissatisfaction.

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Three aspects of professional burnout The first is a decrease in self-esteem. As a result, such "burnt out" workers feel helpless and apathetic. Over time, this can turn into aggression and despair. The second is loneliness. People suffering from emotional burnout are unable to establish normal contact with other people. The third is emotional exhaustion, somatization. Fatigue, apathy and depression that accompany emotional burnout lead to serious physical ailments - gastritis, migraine, high blood pressure, chronic fatigue syndrome, etc.

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Symptoms of the appearance of SES Psychophysical symptoms: a feeling of constant fatigue not only in the evenings, but also in the mornings, immediately after sleep (a symptom of chronic fatigue); a feeling of emotional and physical exhaustion; a decrease in susceptibility and reactivity due to changes in the external environment novelty or reaction of fear to a dangerous situation); general asthenization (weakness, decreased activity and energy); frequent causeless headaches; persistent disorders of the gastrointestinal tract; a sharp loss or a sharp increase in weight; complete or partial insomnia; a constant inhibited, drowsy state and a desire to sleep throughout the day; shortness of breath or respiratory failure during physical or emotional stress; a marked decrease in external and internal sensory sensitivity: deterioration of vision, hearing, smell and touch.

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Symptoms of the onset of SEB Socio-psychological symptoms: indifference, boredom, passivity and depression (low emotional tone, feeling of depression); increased irritability to minor, minor events; frequent nervous breakdowns (outbursts of unmotivated anger or refusal to communicate, withdrawing into oneself); constant experiencing negative emotions for which there are no reasons in the external situation (feelings of guilt, resentment, shame, suspicion, constraint); a feeling of unconscious anxiety and increased anxiety (feeling that “something is not right”); a feeling of fear that “it won’t work out” or “I won’t manage it”; a general negative attitude towards life and professional prospects (like “no matter how hard you try, nothing will work out anyway”).

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Symptoms of the onset of BS Behavioral symptoms: a feeling that the work is getting harder and harder, and doing it is getting harder and harder; the employee noticeably changes his work schedule (increases or reduces work time); constantly, unnecessarily, takes work home, but at home does not do it; feeling of uselessness, disbelief in improvement, decreased enthusiasm for work, indifference to results; failure to complete important, priority tasks and “getting stuck” on small details, not meeting the requirements of official requirements, spending most of the working time on little conscious or not conscious performance of automatic and elementary actions; distance from colleagues, an increase in inadequate criticality; alcohol abuse, a sharp increase in cigarettes smoked per day, the use of narcotic drugs.

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Prevention of professional burnout Qualities that help the teacher to avoid professional burnout Firstly: good health and conscious, purposeful care of one's physical condition (permanent sports, a healthy lifestyle); high self-esteem and self-confidence, one's abilities and capabilities. Secondly: experience of successfully overcoming professional stress (you need to solve your problem); the ability to change constructively in stressful conditions (change your attitude to the problem); high mobility; openness; sociability; independence; the desire to rely on one's own strengths. , optimistic attitudes and values ​​- both in relation to themselves and other people and life in general.

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Self-regulation of the mental state Methods of self-regulation: laughter, smile, humor; thinking about the good, pleasant - distraction; various movements such as sipping, relaxing muscles - physical activity switch emotions; looking at flowers in the room, the landscape outside the window, photographs, and other pleasant or expensive things ; mental appeal to higher powers (God, the Universe, a great idea); "bathing" (real or mental) in the sun's rays; inhaling fresh air; reading poetry or prayers; saying praise, compliments to someone just like that.

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MEMO TO TEACHER DO NOT hide your feelings. Show your emotions and let your friends discuss them with you. DO NOT avoid talking about what happened. Take every opportunity to review your experience alone or with others. DO NOT let your feelings of embarrassment stop you when others give you a chance to speak or offer help. DO NOT expect severe burnout symptoms to go away on their own. If not take action, they will visit you for a long time. Set aside enough time for sleep, rest, reflection. Express your desires directly, clearly and honestly, talk about them to family, friends and at work. Try to keep your life as normal as possible. possible. slide no. 20

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