Art Teaching Plan 1 I. Activity Objectives
1, can say all kinds of fruity water, and try to express it in different colors.
2. Practice painting evenly on the outline of the water in the cup.
Second, the activity preparation
Crayons, tablecloths, model paintings and outlined sketch paper.
Third, the activity process
(a) a display painting
1, kid, what's this?
Teacher: This is apple-flavored drinking water.
2. What kind of water do you like to drink?
Teacher's summary: I heard that there are many kinds of drinks, including oranges, strawberries, lemons and watermelons.
(2) Teachers and children demonstrate coloring.
Teacher: Now I want to make a cup of watermelon-flavored water, because watermelon is very sweet and delicious.
1, what color is watermelon?
2. Should I apply watermelon water or use a straw first?
Teenager: watermelon water, straw
Teacher: Let's draw a straw first. Here the straw is in front and the water is in the back. Draw the straw first.
Teacher's demonstration painting: draw inside the black line, and then draw with watermelon water after drawing the straw. Take out the red crayons and color them with lines. Draw with even force, so that the water you drink will taste good.
Small demonstration tu: now the teacher invites a child to see if his drinking water tastes good. (young operation)
Teacher: Is the outside of the cup painted?
Teacher: His drinking water has improved this time. Let's play him together. Great! You're amazing!
(c) Children's operation, teachers' itinerant guidance and comments.
Teacher: Children's drinks should be made in cups. Now, please gently take the small chair to the small table. (Operation omitted)
Fourth, the end of the activity
Art Teaching Plan II Topic: Turning Waste into Treasure
Class hours: 1 class hour
Class type: the application of modeling performance design
Teaching objectives:
1, guide students to observe things around them and collect all kinds of waste materials on this basis.
2. Guide students to use their imagination to process all kinds of wastes into all kinds of articles.
3. Cultivate students' creative consciousness and environmental awareness through production.
Teaching emphases and difficulties:
1, using waste materials to combine creation and make three-dimensional modeling.
2, the rational use of various materials.
Teaching AIDS: all kinds of waste items, such as old calendars, cans, straws, etc.
Teaching process:
First, organize teaching: check the preparation of students' utensils.
Second, teach new lessons:
1, startup phase
Guide students to observe all kinds of objects more carefully on the basis of last class, and discuss how to use those waste materials to show them according to their shapes and colors, so that they have a three-dimensional sense.
We can properly analyze the three-dimensional modeling of several objects and demonstrate several basic manufacturing methods, such as rolling, inserting and supporting. Teachers can also let students understand a variety of three-dimensional modeling expressions through more special three-dimensional modeling such as semi-solid circles.
2. Development stage
"Fantasy stage" inspires students to exert their imagination on the basis of existing things, break the original shape of objects, give full play to the role of surrounding waste materials, combine or create, and make three-dimensional handicrafts.
In the emotional sublimation stage, it is a good way to kill two birds with one stone to guide students to use the waste materials around them to exert their innovative consciousness and make three-dimensional handicrafts to beautify the surrounding environment.
Third, students' homework and teachers' guidance:
Cleaning: After the homework is finished, students should be urged to clean up the tools and materials. Reusable materials should be recycled first and then put on the desktop to keep the classroom environment clean and tidy.
Fifth, after-school expansion
1, whether more materials can be used to represent the three-dimensional modeling of various objects.
In our present life, we should observe carefully and turn all kinds of waste into treasure.
Art curriculum plan 3 1. Activity preparation: Each person has a paper box, balloons and scissors, and a China orff instruments.
Second, the activity process:
1. The teacher instructs the baby to make a self-introduction talent show.
2. The teacher introduced that today is our music festival, and the teacher showed the musical instruments for the baby to know and feel.
3. The teacher displays each musical instrument in decibels, so that the babies can identify them one by one and learn the correct use.
The teacher gave each baby a musical instrument for everyone to play with.
5. The teacher showed the drum and asked the baby if the drum was made of club cloth.
6. The teacher shows the round paper box and asks the baby what shape it is.
7. The teacher asked the baby what this carton was originally used for.
8. The teacher shows the balloon and asks the baby the color and shape of the balloon.
9. The teacher asked what the balloon looked like. What else can it be used for?
10, the teacher took out a pair of scissors and cut off the seal of the balloon.
1 1. Put the other part of the balloon on the mouth of the circular paper box.
12 The teacher pointed out that now our tambourine is ready, let the baby try how to make her sister-in-law pronounce.
13, the teacher demonstrated that holding the balloon in your hand, pulling it out for a distance and then releasing it, the tambourine will make a nice sound. The teacher asked the baby why there was a noise. The teacher's introduction is pronounced by balloon vibration.
14, the teacher's characteristic teaching material, the baby operates by himself.
15, the teacher showed the big round paper box and operated it like the baby. The teacher guides the baby to listen to the difference between the two sounds.
16. After the tambourine is played, each teacher will play two tambourines together.
17, the teacher instructed the babies to exchange drums with each other.
18, the date when the teacher signed the baby tambourine.
19 as a souvenir
Three. Activity overview:
This lesson involves many musical elements, breaking the inherent static creative mode, and letting the baby make a small drum with balloons and cartons, so that the baby can find the position of pronunciation, understand pronunciation and vibrate to produce sound.
Art teaching plan Article 4 Teaching objectives:
1. Learn the methods of book promotion design, team corner layout design and production, course icon design and combination application, and understand the various ways and manifestations of class team activity corner design, production and layout.
2. Train divergent thinking ability, and cultivate students' artistic design and combination application ability.
3. Enhance students' sense of collective cooperation and self-confidence in class activities, and develop a working attitude of orderly design and production.
Teaching emphasis: show the characteristics of the course with simple and elegant patterns.
Teaching difficulties: intuitive and vivid, simple and beautiful design of various course icons; Organization and teaching preparation of collective cooperative homework: courseware, student homework paper, bottom paper of class schedule, model painting.
School tools preparation: coloring tools and scissors.
Teaching time: three hours.
Teaching process:
The first lesson (good book promotion design)
First, the introduction of new courses.
1. Exchange the good books you have read and introduce them to your deskmate.
Name the good book you have read and tell me what is good about it.
3. Introduce the theme of combining books on the blackboard.
Second, copy the cover of a good book.
1. Exchange the covers of good books you have read.
2. Discuss the matters needing attention when copying.
3. Try to copy the cover of a good book, and the teacher will patrol the guidance.
4. Copy the book cover again after the tutorial.
Third, write a recommendation for this good copy.
1. The deskmates communicate with each other how to recommend the copied writing. Group communication. 2. The group elected representatives to communicate with the whole class.
3. Try to write a recommendation for copying, and the teacher will patrol and guide. 4. Consultation and modification.
Fourth, the display and evaluation of the works.
1. Group exhibition.
2. Collective exhibition and evaluation.
3. praise Excellence.
The second class (course icon design)
First, the introduction of new courses.
Last class, we designed a "good book recommendation". In this class, we use collective wisdom to beautify another thing in the classroom. He is a good friend that we can't live without every day in our study and life. Guess what this is?
The teacher showed "class course papers". How to beautify ordinary courses into different creative and interesting courses? Let's see what features this watch has. (Courses are represented by graphic images) We can represent each course by graphic images. Revealing the theme-the icon design of the course.
Second, explore design methods
1. Think about what graphics can be used to represent our art class? Blackboard writing: tool materials. Look at these three sketches. Which one is best for making course icons? Why?
The first picture lists too many contents, which is not concise enough; The second picture is simple and beautiful; The third picture is messy and unsightly. Writing on the blackboard: "concise".
What lessons do you think of to beautify it? What other classes can also be represented by tool materials? Science, information, mathematics, etc. )
2. What else can be expressed in math class? Unique symbols.
What other classes have typical symbols? (Music)
3. Show icons of other courses and ask, what is the activity form of this course?
Discussion: How to pattern such a scene into icons representing courses? Students go to the stage to draw a draft, and everyone makes a choice. Teacher's guidance: reduce it to 2-3 contents and typeset.
Third, discuss the design requirements
1. With the help of tool materials, activity forms, unique symbols, symbolic graphics, etc. In the theme activities, it aims to highlight the characteristics of each course.
2. Use the simplest patterns (pictures or words) to show the characteristics of the course.
Fourth, the division of labor design
1. Distribute the working papers in groups of six according to the icon of completing a class in the group.
2. The pattern design is appropriate in size, simple and beautiful, rich in color and creative.
Comments on the collective combination of verbs (abbreviation of verb)
The third category
1, lead-in: Team corner is the active position of our Young Pioneers. We use words, pictures, objects, photos, books and corresponding products to promote a central content for our frequent access and use. Today, we will plan an innovative team corner layout scheme. So how to design and implement the layout plan?
2. Understanding Team Corner: Team Corner generally has a theme. Let's take a look at the theme of this team corner. In order to express this theme, what are the educational publicity contents of Team Corner? There are also consulting boxes, toolboxes, team logs, squadron logs and other items in the team corner. What material is this team corner made of? Blown paper, colored paper, pictures, etc. )
3. Design method: What was the original theme of the team corner in our classroom? What theme are you going to use to create our team corner? (Students express creativity) Which do you think is better? Why? Analysis, summary: the composition is scattered, the color is gloomy and the layers are distinct.
4. Talk about the characteristics of design sketch in teaching materials. What kind of layout do you want to design? Let's try to express our ideas with sketches. (Students try sketch design training), feedback and guide the layout design.
5. Division of labor design: according to the allocation of seats, divide into eight groups and select the group leaders. Team members cooperate, and each group selects and improves a team perspective layout plan. Suggestions on division of labor are put forward: 3 people in each group design the publicity content of the team corner, 1-2 people design the cover of the team or squadron log, and 1-2 people design the appearance of medical boxes and other items. Student division of labor design.
6. Statements and comments: Each group sends representatives to introduce the design scheme of the group and what materials they are going to make. What is the most distinctive, beautiful and practical team corner? And give praise and encouragement.
Teaching reflection:
The purpose of the fifth item in the art teaching plan: through teaching, let students master the artistic characteristics and differences between reproducible images and expressive images, concrete images, image images and abstract artistic images.
Focus: master the creative methods and artistic techniques of different artistic images.
Difficulties: Grasp the creative methods and artistic techniques of different artistic images.
course content
Introduce a new course
Review the last lesson and recall what is the artistic image in works of art. We all know that artistic image comes from life and is higher than life. However, our classmates may often encounter such a situation: some art works can be understood at a glance, while others make us a little confused. At this time, people often say that such paintings are "abstract paintings" or "impression paintings", but this statement is actually inaccurate. Then how should we understand such a work? This is what we are going to discuss in this class.
Teach a new lesson
Please look at P58' s refugee picture and guernica's picture in P 137 first, and try to talk about the differences between these two pictures and your own feelings?
Guernica: 349.3 cm * 776.6 cm, now in the Prado Art Museum in Madrid. This painting is a huge mural with distinct political inclination created by the painter to protest against the brutal bombing of the Spanish town of guernica by German fascists on April 26th, 1937.
Just now, the students saw two works, both of which were used to show the deep disaster and pain brought by the war and accuse the fascists of cruelty. However, we feel two different artistic effects from the two works, because the authors have created artistic images in different ways.
The angle of artistic creation method: reappearing artistic image and expressing artistic image.
Reproducible artistic image: it emphasizes the authenticity of objective reality, and the artistic image it creates focuses on realism. For example, the pictures of refugees and bloody clothes are easy to grasp because they are not far from the objective reality.
Expressive artistic image: emphasizing the authenticity of the subjective world, the artistic image created focuses on the expression of inner feelings, emotions and subjective ideas, rather than the truthful description of visual characteristics.
For example, guernica:
In his works, the author uses the deformation and arbitrary combination of cubism and the exaggeration and symbol of surrealism to express the suffering of the people and the atrocities of fascism. After careful observation and appreciation, we will find that there are many expressive artistic images in the works: women wail and fall in the fire, women run away with injured legs, soldiers fall to the ground with broken arrows, bison stare and trample on women and children, fierce horses hold their heads high and scream after being seriously injured, women wake up in the dark with oil lamps, and a huge eye is watching all this ... (Briefly introduce the characteristics of cubist works.
P 137 "scream" monk (Norway) oil painting 73. 5*9 1CM, Oslo National Gallery
Monk: A famous contemporary Norwegian painter, a pioneer of expressionism, and his father is a civilian doctor. Monk witnessed and experienced many human misfortunes very early, especially the torture of death. His mother died when he was five years old, and his sister was soon killed by death. These experiences had a great influence on Munch's later artistic creation.
This work is based on his personal experience of reality. Speaking of this work, he once said: "... I was walking on the road with two friends, and the sun was about to set. At this time, the sky was dyed as red as blood, and I felt the wind blowing violently. " Suddenly, I was so tired that I stood there motionless. The blood tongue is spreading over the blue bay and the town, and my friend left me alone. At this moment, I suddenly felt indescribable fear, and I heard the voice of nature. "
Note: In works of art, reproduction and expression cannot be completely separated.
Secondly, from the artistic techniques of artistic creation: concrete image, image image and abstract image.
1, concrete image: pay attention to the concrete and accurate reproduction of the visual characteristics of the object. Such as: bloody clothes, Mona Lisa, etc.
2. Image image: It is created by the author relying on intuition, imagination and even hallucination, focusing on some meaning of image, and its image often has illusory and incomplete life reality and thinking logic, such as P 138 "Eternity of Memory".
In the eternity of memory, three clocks as soft as elephants are the main images, hanging from dry branches, resting on the main platform at right angles and lying on strange creatures. The only clock that still maintains its hardness and original appearance is also crawling with ants and being harassed and ravaged. Whether the desolate bay is a metaphor of life death or time stop is unknown.
3. Abstract image: refers to the abstraction of visual form, but omits and abandons the representation of natural objects to varying degrees. In abstract images, some are not completely divorced from natural objects, but only extract some suitable expressions from them, while others completely abandon the images and make pure formal composition.
Course summary
Artistic images in works of art have different ways of expression in creative methods and artistic techniques. When we appreciate a work of art, we should learn to understand the different thoughts and feelings expressed by different artistic images, and create the voice of the artist in our hearts through the work, so as to truly understand the true meaning of art.
Art lesson plan Article 6 Purpose of activities:
1. Cultivate children's interest in eggshell decorative painting.
2. Dare to explore and try to map according to the fragility of eggshells.
3. Cultivate children's practical ability and stimulate imagination.
Activity preparation:
Eggshell decorative painting picture, eggshell, marker, gouache pigment, paint brush, drawing paper, paste, cotton swab, etc.
Activity flow:
1. Give riddles to stimulate children's interest.
2. Draw pictures and guide the children to discuss.
Teacher: I have a picture here. Let's have a look.
(1) Do you think this painting looks good? What is it made of? (eggshell)
(2) What color are the eggshells we usually see? (white, khaki, etc. )
(3) How do you think the color of this painting came from? (painted with watercolor pen or paint)
(4) How was this painting made? How to do it first? What should I do?
(5) How did the eggshell on the painting get stuck? In what order were they posted? (paste in blocks)
Summary: Make a composition first, then paste the eggshell in blocks, and finally color it.
Teacher: I draw this picture in two steps. Let's have a look.
I also prepared some pictures of eggshell stickers. Look at that.
3. The teacher guides the children to compose and map.
Teacher: After reading so many eggshell stickers, what do you want to post? Please come and do it.
(1) The picture should be concise and atmospheric.
(2) Pay attention to the fragility of eggshells.
4. Guide children to color eggshells with gouache pigments or markers.
5. Add a background to the eggshell sticker and end the activity.