- •Unit 1 The history of arts
- •I Listen and remember the following words
- •II Read and remember the following phrases
- •III Read and translate the following text: The history of arts. Brief overview Part I
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it:
- •The History of Arts
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Questions for discussion:
- •VI Render the text in brief in a written form
- •I Mind the following words and word-combinations:
- •II Listen to the text. Decide if the statements are true or false:
- •III Listen to the text again and be ready to answer the questions:
- •Unit 2 The history of arts
- •The history of arts. Brief overview Part II
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: The Fashion 1900-1909
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form
- •V Questions for discussion:
- •Unit 3 fashion history part I
- •I Listen and remember the following words:
- •II Read and remember the following phrases:
- •III Read and translate the following text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: World War I and after the War
- •III Make up a plan of the text.
- •IV Translate the paragraphs in italics in a written form.
- •V Questions for discussion:
- •Unit 4 fasion history part II
- •I Listen and remember the following words:
- •II Read and remember the following phrases:
- •III Read and translate the following text: Fashion evolution
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Charles Frederick Worth industrializes fashion
- •III Make up a plan of the text.
- •IV Translate the paragraphs in italics in a written form.
- •V Questions for discussion:
- •Unit 5 Principles and elements of design
- •I Listen and remember the following words:
- •II Read and remember the following phrases:
- •Principles and elements of design
- •III Answer the questions:
- •IV Complete the sentences with the words from the text:
- •IX Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea: Paul Poiret: The first designer
- •III Make up a plan of the text.
- •IV Translate the paragraph in Italics in a written form.
- •V Questions for discussion:
- •Unit 6 costume design
- •I Listen and remember the following words:
- •II Read and remember the following phrases:
- •III Read and translate the following text: The work of a designer
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it:
- •III Make up a plan of the text.
- •IV Translate the paragraphs in italics in a written form.
- •V Questions for discussion:
- •Unit 7 theatrical costume
- •III Read and translate the following text: Theatrical costume
- •IV Answer the questions
- •X Speak on the topic using the following words and word combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it.
- •III Read and translate the following text. Dance costume
- •IV Make up a plan of the text.
- •V Translate the paragraph in italics in a written form.
- •VI Questions for discussion:
- •Unit 8 scenic design
- •III Read and translate the following text Scenic design
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word combinations:
- •I Read and remember
- •II Read the text and define the main idea of it. Scenic makeup
- •Texts for listening
- •Leonardo da Vinci
- •The painter
- •Factors influencing fashion in the 16th century
- •First fashion publications
- •The importance of colour
- •The appearance of a costume designer profession
- •Musical-dance costumes
- •Makeup Artists
IV Answer the questions
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What was the traditional costume for Greek tragedy?
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When did the costume and scenery come to be even more important than the text?
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What did costumes depict during the Renaissance?
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Could you describe the costumes for Shakespeare’s plays?
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When did realistic style become popular?
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What did actors and actresses wear in the 17th and 18th centuries?
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Are modern theatrical costumes designed to support the script?
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What are special requirements for theatrical costumes?
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How should colours be used in costumes for actors and dancers?
V Complete the sentences with the words from the text.
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Dionysus is the god of … .
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The costume conventions established by Greeks remained the same until … .
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Plays, which depicted the lives of the saints, were performed inside … … .
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A helmet or breastplate indicated … .
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They wanted what they saw and read about to be reflected on … .
VI Find the English equivalent to the words:
1) святкування
2) п’єса
3) модний
4) історична творчість
5) стилізована маска
6) відображати на сцені
7) підходящий, відповідний
VII Make up sentences with the words:
a tragedy, a mask, garments, a costume, to perform, a theater, a stage, to create
VIII Give the definitions to the words and phrases:
a comedy, a tragedy, a theatrical costume, a culture, an actor.
IX Translate the sentences into English:
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Традиційний костюм для грецької трагедії складався з туніки та стилізованої маски.
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В середні віки в п’єсах зображувалось життя святих.
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В період Ренесансу костюми були важливішi ніж текст.
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В ХІХ столітті історична точність була важливою для театрального костюму.
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В наш час костюми точно відображають історичний період та середовище.
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Іноді колір театрального костюму повинен бути більш яскравим, ніж колір повсякденного одягу.
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Шекспірівські п’єси грали в повсякденному одязі.
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В 18 столітті актори використовували одяг зі свого гардеробу, окрім деяких речей, якими забезпечував театр.
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Театральний костюм повинен дозволяти актору вільно рухатись.
X Speak on the topic using the following words and word combinations:
greek tragedy, theatrical costume, everyday dress, costumes provided by the theater, to reflect on the stage, special requirements, specific construction, viewers, to plan the outfit, bold colours.
Text B
I Read and remember:
1. elaborate – вишуканий
2. laced corset – зашнурований корсет
3. beads - намистинки
4. chemise – жіноча сорочка
5. slashed sleeves- рукава з прорізом
6. petticoat – нижня спідниця
7. farthingales- круги, які тримають спідницю
8. relevant – відповідний
9. rehearsal leotards- тренувальне трико
10. tutu – пачка балерини
II Read the text and define the main idea of it.
III Read and translate the following text. Dance costume
The relationship between dance and dance costumes is complex and does not simply reflect dance practice in a specific period, but also social behavior and cultural values. Dance costumes can be divided into the following categories: historical, folk or traditional, ballroom, modern and musical dance costumes. Influence has spread from fashion to dance and back again.
Historical Dance Costumes.
From the fifteenth to the eighteenth century, festivities at European courts required highly elaborate dance costumes.
The style of court dance costumes tended to be similar to everyday dress of the period, for example, laced corsets, puffed and slashed sleeves, farthingales with skirts and applied decoration. In the early twenty-first century, the reproduction of historical dance costumes was evident in the activities of historical dance organizations, such as the Institute for Historical Dance Practice in Belgium.
Folk-Dance Costumes.
From the fifteenth century onward, folk dance developed in Europe. The field of European folk-dance costumes is very complex, as each of the country's regions has its own dances, dress, and customs. Eastern European folk dances, such as czardas, mazurkas, and polkas, soon spread to England and France. Folk-dance costumes reflected the East European look in the use of bright colours on dark backgrounds. Costumes were often highly decorated with beads, metal, and silk threads. The basic women's dress was a short, light-colored chemise and a petticoat, over which several layers of fabric were worn.
Ballroom-Dance Costumes.
From the early nineteenth century, ballroom dances were taken up by a broad public, and special evening dresses were designed to fit these occasions. The waltz, fox-trot, polka, mazurka, and Viennese waltz required an elegant style. By the twentieth century, dance costumes for the tango, swing and Latin, Charleston, rumba, bolero, cha-cha, mambo, and samba were more revealing.
Modern-Dance Costumes
At the beginning of the twentieth century, Isadora Duncan's natural movements on stage characterized a new era for dance. Free-flowing costumes and loose hair permitted a great freedom of dance movement. After World War I, avant-garde choreographers reformed and liberalized traditional dance and its costumes. Moving away from traditional ballet techniques, modern dance gave rise to a new era of costuming. Costumes and makeup took on a unisex look as choreographers felt it less relevant to differentiate female and male dancers. In 1934, neoclassical dance choreographer George Balanchine was the first to dress ballet dancers in rehearsal clothes for public performances. The costumes were almost always black and white.
Martha Graham replaced the traditional ballet tunics of male dancers and the folk dress and tutus of female dancers with straight, often dark and long shirts or rehearsal leotards.