Evaluation of Children's Paintings Parents and children can't ignore every problem when they grow up. Parents should always praise their children, not suppress them. We should comment on the works of kindergarten correctly and skillfully, and now share the evaluation of children's paintings.
Evaluation of children's paintings 1
Painting is an artistic activity that children like, and it is a good way to cultivate their observation, imagination and practical ability. Over the years, art education has put too much effort into the word "technique", and is used to binding children with "standard technique", ignoring their creativity and vitality in painting.
Children's paintings often like to draw inanimate things into living things, static things into moving things, and irrelevant things into one. This kind of unrestrained expression is unique to children and the most precious thing.
However, in the actual art teaching, it is often seen that "everything is the teacher's decision, and the children turn around the teacher": the teacher draws an example on the blackboard, and the children follow suit. The evaluation criteria only pay attention to the imitation of skills and the results of training, such as whether the lines are straight or not and whether the circles are round. Under this similar and different scale, children's free imagination is impossible.
In fact, the evaluation of children's paintings should be based on "childlike interest". Once, I asked my children to draw an imaginary picture entitled "Autumn", and a picture caught my attention. This painting has rough lines, messy layout, no skills and no background. Except for a big tree, only four different colors can be seen in the whole painting.
When the child handed me the picture, I smiled and asked, "What did you draw? Would you please tell me? " "I drew a tree mother ..." The child's shy expression became excited.
It turns out that the child has a deep memory of the scene where the baby leaves the tree mother in the song Little Leaves. She pinned her hopes on this painting. Four color blocks represent small leaves of four seasons: green leaves in spring, red leaves in summer, yellow leaves in autumn and blue leaves in winter. She hopes that the little leaves of the four seasons can stay with the mother tree forever.
In the face of this affectionate imaginary painting, apart from praise and encouragement, how can I ask her whether she likes it or not, and whether it is perfect?
In addition, teachers' evaluation of children's painting can also stimulate children's interest in painting and improve their painting skills with childlike prizes. In teaching, I often use some childlike seals or colorful paper-cuts as prizes. Different prizes represent different painting levels for children to choose from. For example, works with full layout, bright colors and rich imagination can let children choose a favorite prize.
In order to improve children's painting level, teachers should also guide children to evaluate their own works. In fact, the process of self-evaluation is also a process for children to reorganize and reflect on their own painting intentions.
At the same time, any valuable ideas of children in this process are the source of inspiration for their re-creation. Even if the children's evaluation of the works is immature and unprofessional, it is enough to find their own shortcomings, find their own bright spots and express their true feelings.
Evaluation of children's painting 2-Are you interested in painting?
Almost every child has a keen interest in painting. They always create selflessly, or draw the world in their eyes subjectively or exaggeratedly, full of novelty and originality. Although their paintings are naive, they are also very interesting. However, children's ability to move their wrists with their fingers is poor, their knowledge is narrow, their understanding of things is poor, their thinking method is very naive, and their descriptions of objects are disproportionate, mostly symbolic and careless. People who draw are often big heads and small bodies, and some simply use a straight line to represent an arm or a leg. These are normal phenomena, and their painting is not natural. Teachers should protect children's interest and characteristics in painting, share their creative happiness with children, respect them, give priority to praise, supplemented by partial correction, don't stick to evaluating children's works by adult standards, and don't criticize and change children's works at will. Using "childlike innocence" to think what children think, see what children see and feel what children feel must be based not on whether the lines are neat and irregular, and whether the shape is like a teacher's example, but on the content and interest of the work.
Second, whether the pen is bold and fluent and does not shrink back.
Bold and smooth brushstrokes reflect a child's confidence. There are individual differences among children. Teachers should be conscientious, be good at discovering children's subtle progress, affirm children's progress with words and actions, and let children gradually establish self-confidence in this small success. There was a child who became timid and unwilling to write under the high expectations of his family. At first, I patiently taught him by hand and encouraged him to draw by himself. Once, he drew a big lion. Because he was interested in the cartoon "The Lion King", he began to draw on drawing paper. Although the painting is messy, the lion's painting is small and the lines are not smooth, but he can still paint bravely by himself. I praised him in front of the class. Slowly, he began to paint independently, and he always affirmed the progress of his works. Now he is full of confidence in himself, and his writing is bold and fluent, and he never stops.
Third, whether imagination is unique and transcends reality.
Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes human progress and is the source of knowledge. Therefore, it is necessary to cultivate children to form their own unique painting techniques and express their feelings about the surrounding things in a unique way. What we want to cultivate is a dynamic generation. In the process of guiding children to paint, we often see that children rarely think about what to do and what not to do. They often daub and add combinations at will, depending on their own assumptions. This is natural. Sometimes they want to dance with the little stars all over the sky, weave a big sun hat for the burning sun and help the poor ugly duckling find his mother. Here, when evaluating children's works, teachers should praise children's creativity and imagination and cultivate children's thinking of seeking differences.
Fourth, whether the color is gorgeous and bold.
Children's painting is different from adult painting, which is full of children's naive and enthusiastic feelings about the things around them, and reflects their naive and bold ideas. The colors are wonderful and attractive to children. Children's color painting is not limited by the inherent color of the object. They don't know whether the color is warm or cold. The painting is full of color contrast and exaggeration. According to their own preferences, they express their feelings with bright and strong colors at will and render the picture colorful. A big tree, they will paint it in various colors, and a small house will become colorful after their processing.
In the era of painting, the Academy of Fine Arts repeatedly stressed: "Teachers should respect the characteristics of children's paintings when evaluating them, be good at giving appropriate evaluations to different children's paintings, and should not despise or ignore any children's paintings, and accurately find out their advantages and successes, so as to guide children's paintings to gradually become perfect."