As a people's teacher who specializes in teaching and learning for others, you will usually be asked to write a lesson plan, with the help of which you can properly select and use teaching methods to motivate students to learn. How should a lesson plan be written? The following is my art lesson plan for you to organize 5, just for reference, I hope to be able to help you.
Art lesson plan Part 1Subject:
Finger Doll Theater
Learning Area:
Modeling Performance
Teaching Purpose:
Learning finger dolls. Production method. Through the folding and drawing finger dolls to develop students' sense of innovation and creativity. Through the paper craft small stage play, experience the beauty and joy of success.
Teaching Analysis:
Children love to manipulate dolls, talk and act, and have fun. Operation finger dolls can best meet the students' desire for self-expression. This lesson teaching solution folding, cutting, painting, speaking, playing as one. Teachers should not only focus on the guidance of the process of student production, but also guide students to play interesting, meaningful.
The focus of teaching:
Seize the main features of the animal's face, folding, painting can be put on the finger animal dolls.
Teaching Difficulties:
Fold and draw animal dolls with ears and cheeks of different lengths.
Teaching aids:
Finger dolls examples of a number of teaching, papercraft small stage.
Teaching aids
Finger puppets examples of several, teaching, paperwork a small stage.
Preparation of learning aids:
2-3 square pieces of paper per person, a box of watercolor pencils or oil stick, a pair of scissors.
Lesson Schedule:
2 hours
Teaching Activities:
The first section
Teaching Time: December 15 - December 16
Activity 1:
Passionate interest:
Students appreciate and initially perceive the image of beauty
Play two and a half minutes of Various kinds of Animals, and students watch.
Show "All Kinds of Animals" and students watch it.
Activity 2:
Exchange and explore:
1, the teacher shows a small stage of papermaking, operation and performance of the "tiger" doll, to introduce the subject.
2, guiding students to learn to know, learn to aesthetics
(1) show the animal doll paper folding step-by-step diagrams, group discussion, and tell a specific folding method.
(2) Discuss among the group, from the first step to the seventh step is how to make. Ask the representative of the group to talk about it later.
3. Students fold it.
(1) Students recall the step-by-step diagram and compare who folds it the fastest and most completely.
(2) Students look at the step diagram again and solve the problems that occurred in the first folding.
4, the teacher quotes the question: "Animal dolls folded. Guess what to do next?"
5. Teacher shows examples of animal dolls, students appreciate and find out what is wrong.
Activity 3:
Appreciation, evaluation and exchange:
1, the students appreciate the model painting ① and the model painting ②, the group discussion of the two model paintings image differences.
2, the teacher asked: "animal ears pointed, round, drooping respectively how to make it?"
3, the teacher demonstrated different animal head painting, students appreciate.
Activity 4:
Development stage:
⒈ students folding painting animal headdresses, teachers and students communicate with each other.
Teachers show the paper craft small stage.
Students make, teachers and students **** with the discussion.
⒉ Students perform through the paper craft small stage.
Activity 5:
Students appreciate and evaluate each other's work
⒈ students exchange the production of the movement to play and talk about it.
⒉ Teacher to the "Tiger King" as the identity of the class announced that the animals made by the class were recruited to the forest troupe.
Section II
Teaching time: December 17 - December 19
Activity 1:
The teacher announced the beginning of the performance of the animal troupe.
Each group discusses which play their group is going to perform and assigns roles, and everyone discusses specific scenes and dialog together.
Activity 2:
Each group performs a fairy tale play to the appropriate music.
Teachers guide the students to use the appropriate tone of voice, action to perform, the audience can give timely evaluation.
Activity 3:
Share your thoughts on this activity.
Guide students to take care of their work and store it properly at the end of the activity.
After the lesson:
1. Be interested in all kinds of materials you can find around you.
2. Apply the synthesizing skills gained in art class to the study of other subjects.
Journaling Note:
I used the familiar Teletubbies to make a few models, and asked the students to perform with me. This introduction
aroused the students great desire to create, under my guidance, they quickly divided into groups, a reasonable distribution of roles and production. Improved the efficiency of creation. Therefore, teachers should use their brains to study the psychological and age characteristics of students when making model works, and must make model works that can move students.
I. Organization of teaching
Second, the introduction of the new lesson
1. Ask the students to close their eyes and listen to the melodious music to relax and unwind.
2. Listen and enjoy the famous buildings in ancient and modern times.
3. Say what you appreciate? What are the feelings?
4. What are the most impressive buildings you remember?
5. The German poet Goethe likened architecture to solidified music, and today let us come together to listen to
this solidified music - architecture.
6. The board book topic "the beauty of the art of architecture" to appreciate the pictures of ancient buildings.
Three, teaching new lessons
(a), the ancient Chinese architecture to appreciate
1. Show a series of pictures of the Forbidden City, teachers and students **** with the appreciation of the analysis.
A, the outside of the Forbidden City: yellow roofs and red walls bring us a feeling of splendor, yellow is the color of honor, representing the royal family, red is the color of celebration. The huge and solemn complex and the wide square give people a solemn feeling.
B, Yunlong stone carving: carved with dragons, Baoshan and cloud pattern, vivid, this pattern is called "nine dragons playing with pearls", exquisite and unusual.
C, door nails and pavement head: Zhu Men gold nails, gold pavement head is a symbol of the royal building, has the role of warding off evil spirits, meaning good luck.
D, the eaves of the Hall of Supreme Harmony on the immortal beasts: in order of scops owls, phoenixes, lions, Pegasus, seahorses, mythical geibi, Apodidae, Xiezhi, bullfighting, rows of Shi. Only the Hall of Supreme Harmony can be ten beasts complete.
E, Qianqing Palace: the place where the emperor went to court, its brilliant color, straight line modeling looks solemn and stable.
2. Analyze and summarize the architectural style of the Forbidden City.
3. What else do you know about the Forbidden City, and students exchange discussions.
(B) appreciate the ancient architecture of foreign countries
1. show the Taj Mahal (India), Versailles (France) Cologne Cathedral (Germany) pictures students appreciate.
2. Ask students to compare the ancient architecture of China and foreign countries, say where they are different?
3. Teachers analyze the style characteristics of these buildings.
(3) What is the difference between Chinese and foreign ancient architecture in modeling materials?
Ancient Chinese buildings are mainly wooden structures, mostly using straight-line modeling, giving people a stable, simple, solemn beauty; ancient foreign buildings to marble or masonry structure, rich modeling, flexible and changeable.
Fourth, student practice
1. Homework requirements: write down in words their understanding of ancient Chinese architecture and foreign ancient architecture, and talk about the harvest of this lesson.
Fine Arts Lesson Plan Part 3Teaching Objectives:
1. Cultivate the students' observation ability and the ability to represent a figurehead.
a) To learn and master the knowledge of sketching and sketching method of figure head.
Teaching focus:
Guide students to observe and analyze the characteristics of figure head.
Teaching Difficulties:
Drawing the 'basic features' of the figure head.
Teaching Preparation:
Photographs, pictures and so on.
Teaching process:
I. Introduction, unveil the title
Teachers show a character head, students you guess who she is? You say that the painting is not like?
This painting uses some simple, smooth lines to draw the image of the teacher, you want to try to draw a picture? In fact, this is what we're going to learn today about drawing portraits with sketching.
Second, the new teaching
1, observe the characteristics of the head
Sketch is a way of sketching, through observation, in a short period of time with smooth lines to draw the general shape of things, the basic features. And drawing portrait sketching to carefully observe the basic features of the character's head. Please come to observe this student's head, say some of the characteristics?
2, the students practice
Please observe carefully, in the prepared white paper, draw, directly with the pen to draw the head of this student, and combined with smooth, simple lines, see who draws fast and good! (Students try to practice, time 10 minutes or so)
3, exhibition works
Let's look at these works together, which do you think is better? Why? What are the shortcomings of these works? What do you need to change?
The students answer (slightly)
4, preliminary understanding of the basic face and features of the character
You said very well, we should also pay attention to the basic features of the face and features of the character sketches. (Let the students take out their own photos and summarize the face shape together) There are: oval, melon shaped, square, round, etc.. We can also see that the distance between the chin to the tip of the nose, to the eyebrows, and the eyebrows to the hairline is roughly the same. This is a basic picture of the shape of a person's face and features. But each person bean oil its own characteristics, we have to look carefully before painting, to capture the character.
Third, demonstration
1, to first carefully observe (board: observation) that observation to write what? Students answer, the teacher board (face features)
2, painting (board: painting) sketching students, we can start from the most obvious parts of the drawing, pay attention to the location of the parts, size, features. (Board: appropriate size, accurate proportions) and with smooth, generalized lines. (Board: smooth lines, generalized)
3, students practice, the teacher circuit guide
Fourth, students practice
Please take another piece of paper, choose a slightly obvious facial features of the students to draw a figurehead. (Hint: pay attention to the facial features, lines should be smooth, faster)
V. Assessment
1, students self-assessment
2, let's look at these sketches, compared to the first work, have you improved? And what are the other inappropriate and lacking in these works?
(1) line (2) physical features (3) features of the five senses (4) layout
3, revised and adjusted
4, exhibition evaluation.
Six, summary
Today's art class, the teacher believes that you must have a new harvest, because you all learn so seriously, the homework is completed is also relatively ideal. Look, this one captures the features and the lines are very smooth; this one draws the character's demeanor, look! He's smiling! I hope our students will draw more sketches in the future to improve our own sketching ability.
Note: In addition to the partial absence of tools, the other students' modeling ability has improved a lot, and found that some of the more excellent, can be properly cultivated.
Art lesson plan Part 4
Lesson Plan Teaching Objectives:
Inspire students to imagine vivid images to express the text according to the story description. Learn the methods and requirements of painting for the story, cultivate students' ability to use images, improve students' level of painting creation, and synthesize the use of learned painting knowledge and skills.
The focus of teaching: story painting
Guiding students to experience the mood of the story fragments depicted, and to find appropriate methods of expression. Story Matching
Teaching Difficulties:
Inspire students to express the picture they imagined and avoid plagiarism.
Teaching and learning aids : story with painting
Various painting tools and materials.
The teaching process:
First, the story introduced, initially inspired imagination.
1. Board book subject.
2. How can we paint the story? We are not busy answering this question, first make a game. It is generally believed that to know whether a picture is beautiful or not, it is mainly by the eye.
Fine Arts Lesson Plan Part 5An Introduction:
The theme of this lesson: with the breath of spring given by nature, mobilize the students' inner life experience, inspire students to boldly imagine and associate, feel and express the spring through a different perspective, and experience the beauty of natural beauty and artistic beauty **** the same sense of beauty and different ways of expression. 'Lesson plan' second year art lesson plan 2.
1 The textbook is presented as a starting point, as material. Based on the Art Curriculum Standards, creative development, enrichment, use of teaching materials. Such as: focus on discipline integration. To play film and television materials spring life scenery for the classroom introduction, triggering the students' life emotions and experiences; and folk music ensemble "Spring River Moonlit Night" so that students enjoy the charm of music; literature recitation, and let the students understand the spring of another expression, enhance the students' humanistic consciousness.
2 to "appreciation, inspiration - association, emotional input - communication - expansion" as the main ways and means of classroom teaching. (1) through the visual appreciation of the development of artistic thinking, through the teacher-student, student-student interaction and other means of communication to obtain more artistic nutrition. (2) Provide the opportunity to participate in the performance, create a rich association of space, guide the students cognition, understanding, imagination and emotion into, for the state of mind **** Ming create conditions.
Two learner analysis:
1 students' age and cognitive characteristics:
The first year of junior high school students, is in adolescence, has a certain aesthetic, with a rich imagination, this period of knowledge is more extended, thinking from fairy tale type of fantasy to rationality, science, fantasy and imagination. The textbook "Spring Fantasy" is mainly centered on the beauty of natural beauty and artistic beauty **** the same sense of beauty and different ways of expression and development. In this kind of theme, students' many life experiences and personal feelings and hobbies can be released, and different students will get different feelings and gains from it, and their personal feelings will also be sublimated. Therefore, the content of this material as a carrier to cultivate students' beautiful feelings and make them gain the ability to recreate, appropriate and responsive to the needs of the physical and mental development of secondary school students.
Research shows that this stage of the student's perceptual ability is developing, abstract thinking is being formed. The aesthetic experience is obviously subject to the external characteristics of objective things and internal features of the comprehension and understanding. Therefore, the teacher of this class in all aspects of the students' original life experience and aesthetic interests to develop their appreciation and performance ability, so that it gradually improved.
2 in the study of this lesson before the basic knowledge and skills should have:
Have a richer life experience and a certain aesthetic ability; have the ability to perform preliminary skills and techniques.
3 Learners of the content of the upcoming study already have the level of:
This lesson is based on the students' existing life experience, a certain degree of aesthetic ability to works of art, to further improve students' appreciation and imagination, and to develop students' expressive ability to create paintings.
Three teaching and learning objectives and their corresponding curriculum standards:
1 Combined with their own observations, discoveries, bold imaginations and associations, to fully explore the art materials provided to us by nature; the process of appreciation, to appreciate the beauty of the conversion and intermingling between nature and art.
2 based on students' life experience, (through appreciation, analysis, communication, association and other teaching activities) to help students feel the artists from different perspectives, in different forms of praise for spring, deepen the emotional experience.
3 Formation of active participation in the exchange of consciousness, stimulate the interest in creation; preliminary refinement of creative ideas, feel successful experience.
Four teaching concepts and teaching methods
1 Teachers are the organizers, facilitators, and guides of student learning; in this section of the preparation and teaching process for students to feel the beauty of the experience of the beauty of the evaluation of the beauty of the cooperation and exchange of opportunities to build a platform; respect for each student's feelings, appreciation of the appreciation of the work of each student to provide different insights; encourage students to express their views. Respect each student's feelings, appreciate each student's appreciation of the works provided by different opinions; encourage students to express their views, speak freely; help students grasp the correct direction and objective evaluation standards; establish a correct aesthetic view. Cultivate students' love of life, love of nature.
Students are the masters of learning, under the guidance of the teacher, active, passionate learning, with emotion to experience, with the mind to feel, with the brush to depict, lesson plan "'lesson plan' junior art lesson plan 2".
Teaching is a kind of equal and harmonious communication and dialogue between people, is the process of teacher-student interaction, positive interaction, **** the same development. In the classroom *** enjoy each other's experience, knowledge, exchange each other's feelings and ideas. Teachers should be the guide of the students, and constantly encourage students to establish confidence in learning.
2 using "trigger emotion - the development of cognition - cognitive consolidation - after the class to expand" as the mode of teaching. Fully explore and use of real-life materials, as much as possible to make teaching activities more vivid and interesting, the use of multimedia courseware to display a large number of art pictures, deepen the emotional experience; through colorful discussions, to promote independent inquiry through cooperative learning.
3 Teaching Evaluation:
(1) Through classroom observation, pay attention to the degree of active participation of students in the appreciation, analysis, imagination, communication and other activities and the sense of cooperation and communication, timely encouragement and guidance.
(2) Through participation in appreciation and cognitive consolidation, give students more opportunities to reveal the thinking process, appreciation ability and mastery of skills and techniques in a relaxed classroom atmosphere, so that the teacher can diagnose the learning situation in a timely manner and investigate the teaching.
(3) By analyzing the extended homework after class, we can understand the learning situation in a timely manner, find out the crux of the problem, and ensure that the expected teaching effect is achieved.
(4) Combination of student-student mutual evaluation, individual self-assessment and teacher review: with students' mutual evaluation and self-assessment as the main, and teachers' review as a supplement, in the stage of cognitive consolidation, through the exchange of classmates, it can be better to promote students' independent learning, so that students have a more comprehensive understanding of themselves.
Five teaching media and the selection of teaching technology:
This teaching requires the assistance of multimedia courseware. Multimedia courseware throughout the whole process of classroom teaching, which collects a large number of art works about spring pictures, film and television materials, literature and music, songs. It is an image of intuitive and vivid, informative, colorful, its use not only to enhance the teaching of interesting and intuitive, but also to expand the students' horizons, more enrichment and enrichment of the classroom teaching content.
Six teaching and activity process:
(a) Teaching preparation stage:
1 prepared to depict the spring film and television materials and literature audio and video materials, Chinese and foreign plastic artists to express the spring works of art pictures,
Expression of the spring of the music "Spring Sonata", folk music ensemble "Moonlit Night of Spring River And incorporating multimedia courseware, the content of the new teaching materials is reasonably designed and closer to real life. Pay attention to the vividness and flexibility of classroom teaching design when preparing lessons. This lesson is designed to be intimate and natural, so that the content of learning is connected with nature and is more acceptable to students. At the same time, the need for interdisciplinary learning also suggests that we should improve our own business quality and personal cultivation level.
2 students to prepare their own excerpts of literary works describing spring fragments, pictures of art works that show spring and songs, etc., so that students in the process of preparing learning aids to prepare for this lesson in advance.
(B) the whole teaching process description:
This lesson is mainly art teaching activities, the textbook "Spring Fantasy" content **** contains five lessons. This lesson is the first lesson, need 45 minutes to complete.
The teaching design of this lesson focuses on the teacher-student, student-student language transfer mode of communication, mainly to guide the teacher, students appreciate the main line, inspiration, discussion as a means of teacher-student perceptions of the exchange of ideas, thinking in the exchange of ideas to be extended, the feelings of the exchange of ideas to be sublimated.
According to the cognitive characteristics of students, the second stage of this class will appear obstacles when explaining the abstract expression, so set up to listen to music and color replacement of this link, to facilitate students' understanding.
In order to successfully implement this lesson, the teacher should have the appropriate professional skills, educational concepts, but also have a certain degree of multidisciplinary whole and ability to operate multimedia.
The specific teaching process is designed as follows, roughly divided into four phases to complete:
(a) the guidance stage:
1, the multimedia display of spring life scenery, accompanied by spring music, will introduce students to the mood of spring.
(1) What phenomena in nature convey to us the message of the arrival of spring?
(2) Spring is here, what are the changes in students' clothing, what extracurricular activities can be organized,?
2. Students discuss in groups, elaborate on the characteristics of spring, scenery, talk about feelings.
(1) How can spring be expressed?
[Note: Introduce the subject with the situation, create a good emotional tone, trigger the students' life feelings, to adapt to the emotional and pleasurable characteristics of the aesthetic psychology, to pave the way for the unfolding of the lesson]
3. Appreciation
(1) Literature "After the Spring Rain"
Please read aloud emotionally the literature prepared by the students themselves.
(2) The song "Where is Spring"
Ask the students to listen and feel the beauty of the music initially.
(3) Oil painting "Orchard in Bloom"
Ask students to appreciate the beauty of the picture.
[Description: By participating in the appreciation, the psychological activities of appreciation are gradually unfolded.]
(2) Development of cognitive stage:
[Description: Setting up problematic situations, unfolding the imaginative space, and analyzing the works perceptually and rationally, to improve the level of appreciation...]
1, the photo "Li River" and the national painting "Li River" comparative display
(1) natural beauty and artistic beauty have what **** the same beauty?
(2) Natural beauty and artistic beauty different ways of expression?
2, the screen shows a number of works of contrast and comparison and focus on the method of zoom display, to further recognize the natural beauty and artistic beauty in the spring. (To focus on the works published in the textbook)
(1) other forms of expression of art?
(2) How does an artist convey a message through his or her work?
(3) Feel the characteristics of figurative and imaginative representations.
3. Appreciate the folk music ensemble "Night of the Spring River and the Moon"
(1) What kind of association does the music give us? Abstract or concrete?
(2) Talk about feelings.
(3) Can color be used to express the rhythm and cadence of the piece?
4. The screen shows Mondrian's work Broadway Jazz
(1) Talk about the compositional form of the picture.
(2) How the colors are rendered.
(3) Demonstrate live the evolution of Broadway Jazz into Spring. (Done through color substitution)
(4) Feel the characteristics of abstract expression.
[Note: The second stage is to understand the connection and difference between natural beauty and artistic beauty and the different formal languages of paintings; to understand the characteristics of figurative expression, abstract expression, and imaginative expression in spring through appreciation, comparison, discussion, and communication on the basis of emotional experience].
(3) Cognitive consolidation stage:
1. Introduce three art works that are suitable for students to express the figurative, abstract, and imaginative expressions of spring. Ask students to analyze and talk about the characteristics of the three forms.
2. Ask students to form their own creative ideas about what they have discovered and felt in their lives about spring and their thoughts about it.
3, around their feelings to draw creative draft, and introduce the creative concept.
4, students communicate with each other, learn the advantages of others, improve their creative ideas.
[Note: Encourage students to be creative and bold in depicting the spring in their minds, and help them perfect their creative ideas through mutual evaluation, self-assessment, critique, and other teaching and evaluation settings]
(D) Post-expansion stage:
1, combined with their own preparedness to apply the expression of the practice of the relevant skills and techniques.
2, combined with their own creation to collect relevant creative materials.
3. Try to draw the mood of spring according to a poem or a piece of music.
Seven post-course reflection
1, the close connection between the scenario settings and life, evoking the students' inner feelings, mobilizing learning enthusiasm and stimulating interest in learning.
2, listen to the music to talk about the feelings of the link set up to facilitate students to understand and grasp the abstract expression.
3, self-assessment, mutual evaluation, review of teaching and evaluation of the settings, relaxed the classroom atmosphere, so that students dare to express their views, mutual exchange and exchange, the formation of a good learning atmosphere; students in the exchange to improve their own level of appreciation, the ability to appreciate the level of creativity and standard of communication between students in the exchange of emotions sublimated.