How to make students feel, appreciate and create beauty in art teaching? How to cultivate students' aesthetic ability? Art courses should be closely linked with students' life experience, and teachers should create an environment and atmosphere for students to listen, see, feel and touch, thus stimulating, infecting, edifying and inducing students' emotions. In teaching practice, efforts to create scenes, create a positive and interactive classroom life, and stimulate students' senses through multiple channels can make students have a strong interest and desire to explore, give impetus to thinking, make the whole classroom teaching in a harmonious and natural process, and achieve corresponding teaching results.
First, create a variety of teaching scenarios to let students feel the beauty.
"What is lacking in life is not beauty, but feeling it with your heart." Students often don't pay attention to observation in their daily life and can't feel the beauty in life. Therefore, we can use the diversity, novelty, interest and artistry of multimedia to design vivid and beautiful pictures, so that students can feel beauty from them. For example, before the teaching of "Beauty of Patterns", I collected beautiful decorative patterns in my life, made a courseware, and showed them to students in the teaching, so that students could walk into the ocean of decorative patterns and see plant patterns, character patterns and landscape patterns ... Through the demonstration of courseware, students not only felt the creativity and design beauty of patterns, but also discovered the culture contained in the beauty that they could not feel at ordinary times, which naturally aroused their love for patterns. Putting students in a colorful artistic atmosphere can infect students' emotions, meet children's psychological needs, conform to students' psychological habits and make students feel refreshed. When appreciating Leonardo da Vinci's Mona Lisa, students will be immediately interested in Mona Lisa's mysterious smile when they see this work. Then guide them to listen to the praise of Mona Lisa in music, so that students can feel the beauty of the work in the audio-visual feast.
Art plays an irreplaceable role in cultivating people's noble feelings and aesthetic taste, but not all people can feel anything in front of art, which largely depends on art education. If the way of education is appropriate, they will infiltrate and beautify the soul with beauty; Without this proper education, the mind is ugly. Art education plays an equally important role in cultivating students' beautiful hearts.
Second, students' direct participation can stimulate students' aesthetics.
Art appreciation teaching has three educational functions: cognition, education and aesthetics, which is an important way to improve students' artistic literacy. In the appreciation class, I always emphasized the historical significance of the work and the author's emotional attitude, and insisted that students could understand and accept it. Even if the teacher's analysis is clear and correct, the students will only listen to the fog and be dull. It is conceivable that the learning efficiency is very low. We know that students' learning activities are not a process of passive acceptance, but a process of active participation. Only with students' active participation can students' own creative potential be mobilized, and appreciation activities must rely on students' direct participation to stimulate students' appreciation feelings and gain profound experience, which is conducive to the cultivation of students' appreciation ability. Therefore, "appreciation" is not only to watch works of art with a happy mood, but also to understand the formal beauty of works of art and the meaning of works. After several years of work practice, it is found that art appreciation course can effectively cultivate students' art appreciation ability and aesthetic ability, and improve students' aesthetic taste. Giving children aesthetic pleasure is as important as the achievement of artistic professional knowledge and skills. It is an important part of quality education.
In addition, in the usual teaching, I often appreciate my students in class and guide them to appreciate the beauty of life. For example, in the class "Under the Tree", I led the students to walk around the campus and enjoyed the willow and flower trees with different shapes on campus for many years, which not only strengthened their intuitive understanding, but also educated the students on morality, which was beneficial to the later teaching. Students consciously and independently feel, explore and communicate in this teaching situation, and give full play to students' main role, so as to obtain greater art teaching effect. In the teaching process of "Vivid Portrait-China Figure Painting" appreciation class, I use courseware to guide students to appreciate ancient and modern figure painting works, so that students can understand the different painting styles of ancient and modern times, such as painting the gods with shapes, scene reappearance, metaphor of reality, witnessing history and expressing feelings, so as to improve students' aesthetic quality and stimulate students' patriotic feelings. Received the education and edification of beauty from the deep heart.
Third, the teaching methods are rich and varied, so that students can create beauty.
1. Passion attracts interest and cultivates the consciousness of creating beauty.
People all know that interest is one of the important psychological characteristics of people. It is the psychological tendency of people trying to explore things with strong emotional color and the power source of people's cognitive activities. Therefore, teachers should try to design every link of teaching, especially lead-in teaching, so that students can learn actively. If teenagers are not interested in learning and are completely forced to learn, it will stifle students' willingness to learn. The teaching task of art class is to ask questions in class for 40 minutes, and it is also an important place to organize students to have a good art activity class. Because art activity class is an effective way to enrich children's aesthetic life, broaden aesthetic realm, induce aesthetic emotion and cultivate students' various abilities, and art activity class can teach students through appreciation, conception and creation, with cutting, pasting, tearing, rolling and splicing of paintings as the main methods, and adopting novel, interesting, practical and distinctive teaching methods. Let students "live" and "move" in the activity class, take the initiative to move and use their brains to enhance their direct experience, target all students purposefully, make every student willing and like to participate, attach importance to students' conception, design, creation and evaluation, mobilize students' various sensory abilities, and develop students' imagination, thinking and practical ability. Only by making continuous progress on the original basis and taking learning as a pleasure can creativity be stimulated. In the design activity class, I first understand and grasp the characteristics of basic teaching materials as a whole, cultivate students' hands-on creativity on the basis of following the teaching objectives and requirements, and give full play to students' appreciation ability, aesthetic ability and hands-on ability. For example, in the teaching of at a glance, children use their imagination to design icons close to life by cutting, pasting and painting. Make classroom teaching content an organic part of activity class, combine fun and operability skillfully, pay attention to the diversity and fun of forms, let students create their own works, and let students better understand and master knowledge through activities.
2. Let teaching AIDS help students innovate in pleasure.
Teaching AIDS are lubricants to create a pleasant classroom atmosphere. The design of teaching AIDS highlights the intuitive image, novelty and interest of teaching AIDS, helps students wander between playing and learning, and helps them experience the fun of art, so as to explore happily, actively and actively. For example, in the teaching of "three primary colors and three intermediate colors", I cut out three circles with colored transparent candy paper, and then overlapped and combined to appear the intermediate color to experience the color change. Use the game of overlapping combination of sugar and paper to give students a refreshing visual experience. Although it is an ordinary candy paper, it is simple and easy to help students understand the relationship between primary colors and intermediate colors through game-based learning.
3. Advocate individuality and gradually cultivate students' imagination.
Nature is a rich source of artistic expression. We should create opportunities for them to get in touch with external things through various channels and encourage them to listen, see, touch, taste and think more, so as to develop their senses, increase their knowledge, broaden their horizons and enrich their imagination, and then they can draw personalized works. For example, when teaching the magical sun, let the students imagine first. Some students say the sun is round, some students say it is partial, some students say it is colorful, some students say it is smiling ... One student said, "Everything grows on the sun, so the sun is full of fruits." So I lured him down. The sun is round. What grows in the sun? The students talked a lot: apples, pears, bananas, loquats, watermelons ... When they were creating, they drew all kinds of fruits in the sun and added many kinds of leaves. That's great.
4. Using modern multimedia to improve aesthetic ability.
Ushinski once said, "Children think according to their shapes, colors, sounds and general feelings. If someone forces them to think in other ways, then he will harmfully threaten students' interest and nature. Classroom teaching is a three-dimensional flowing process, which contains multiple contradictions. If this process becomes an optimized process, if it is to conform to the laws and requirements of educational relations and become a carrier of beauty, the first task is to conceive and formulate an aesthetic education plan, and pay attention to the unity of thinking, emotional practice, creation and other factors in the teaching of knowledge and aesthetic education, which is also the inner beauty and specific operational skills of unified expression. Breaking the long-standing traditional teaching method of students copying and sketching, and achieving "teaching in beauty" is to infiltrate the concept of aesthetic education, and at the same time, effectively use modern audio-visual media to make it visible, audible, static and active with its vivid colors, vivid images and pleasant sounds, so as to enhance students' attention and edifying power. Students will cultivate beauty in the process of feeling beauty, appreciating beauty and creating beauty. For example, in the paper-cutting class, firstly, the teaching implementation plan from the shallow to the deep is formulated according to the content, and the teaching plan steps are carefully compiled. Through the audio-visual media, the characteristics of folk paper-cutting are displayed, the characteristics and performance techniques of north-south paper-cutting are understood, and the modeling method of paper-cutting is intuitively understood. Then, the composition method of paper-cutting is displayed through the projector, so that students can intuitively grasp the basic requirements of paper-cutting, thus arousing students' strong interest and letting them experience the charm and strong local flavor of folk art from the works displayed in front of them. The static beauty and dynamic beauty solidified in textbooks are taught through audio-visual education and interest introduction, which stimulates students' various positive psychological factors to participate in aesthetic activities, thus producing unexpected artistic effects.
5. Pay attention to create a harmonious classroom, expand the teaching space, and let students create beauty.
For example, the teaching of "Campus Sketch" is intended to let students know the drawing methods and steps of landscape sketch. This course is required to be completed in two classes, and the second class is mainly to show the light and shade of the picture. In teaching, I designed the lecture with slides, which not only reviewed the contents of the last class (positioning, drawing basic shapes and drawing outlines), but also clarified the task of this class (drawing light and shade). I draw these four steps on four slides, and then connect the four slides into one. During the demonstration, first, review the content of the last lesson (positioning). On the basis of the first slide, show the second slide-draw the basic shape, and the third slide-draw the outline. After the introduction of the new lesson, I will focus on the fourth slide-drawing light and shade, and pointing out the outline (such as the dark side of the house and the dark side of the tree, etc.). ) Arrange line by line according to the structure, and the outline of lines should be sparse. Therefore, students can understand and master the knowledge points of this lesson from the simple to the deep.
In short, it is necessary to effectively cultivate students' artistic quality, improve their creative ability, and let them feel, appreciate and create beauty in art teaching; Let them express themselves boldly, be bold and whimsical, and be bold and innovative, which is our common goal. In the practice of art teaching, we can do everything possible to turn the teaching content of art class into materials that can be seen, heard and learned, from easy to difficult, from far to near, from abstract to intuitive, so that students can experience and feel art, which is more conducive to the formation of students' aesthetic ability. Using various means of expression to teach art class can make students fully feel beauty, appreciate beauty and create beauty, let students study in a relaxed and happy environment, expand the learning space of art class and realize the optimization of classroom teaching.