2. Through sketch teaching, cultivate students' observation, image memory, imagination and creativity, and improve students' drawing ability. (practice)
focus
Train people's ability to observe objects and draw the main features of objects with quick and simple lines.
difficulty
Cultivating education: persistence is very important. It's hard to catch fish for three days and dry the net for two days.
training/teaching aid
Physical projector, model
teaching process
1, revealing the theme.
Today we draw a picture of a person.
Write on the blackboard.
2. Explain the "sketch".
What is a sketch?
Sketch is a kind of picture that expresses the dynamic image in a simple and quick style, that is, it briefly depicts the body, movement and expression of the object with concise lines in a short time.
Its purpose is to record life, accumulate creative materials, cultivate keen observation and the ability to express objects (descriptions) quickly.
If you want to draw a good sketch, you must persist in diligent practice.
Step 3 enjoy:
Appreciate the four or five pages of the textbook, Ye and Huang Zhou's paintings, so as to deepen the understanding of sketch.
Explain that simple lines show movement and grace.
Write preparation before death:
The teacher selected four students with obvious characteristics, posed for reading and explained the requirements of the model.
Teacher demonstration:
(1) Grasp the big form, big framework and big proportion.
(2) Use simple long lines to express features, and omit the tedious ones.
(3) Detailed description.
Instructional exercise:
Remember: "stand seven, sit five plates and three and a half", that is to say, when sitting and reading, people are five heads. When standing, people are seven heads tall; When sitting on the ground, people are three and a half heads tall.
When we sketch a character, we can only draw a dynamic picture by grasping the subtle relationship between the head, hands and books of the character. Please note that the simpler the line, the better the dynamic effect.
7. Students practice and teachers patrol.
8. Comments:
Praise the concise lines in the homework, encourage students to draw more sketches after class or between classes, and improve their painting level.
extreme
First, the teaching background analysis
From 20 15, a new sketch subject was added to the unified examination of fine arts in Jiangsu Province, with figure sketch as the main examination content. Sketch is different from other fine arts disciplines, and it needs long-term unremitting practice to achieve something. Sketch entrance examination has become the most difficult subject in the art unified examination. This lesson introduces several sketching methods, which are different from light and dark sketching. It mainly uses lines or lines to express objects in life quickly, which is an easy method to master. This lesson introduces the important role and aesthetic value of sketch in painting modeling; Three artistic characteristics of sketch: the main points of sketch, etc. By appreciating the successful sketch works of Yuepai, we can stimulate students' aesthetic feeling of sketch, and then realize the indispensable and important position of sketch in modeling teaching.
In order to let students appreciate the charm of sketch art, I showed them a lot of sketch works, hoping to improve students' aesthetic and performance level by appreciating famous works.
Second, student analysis:
After a semester's sketch training, the students majoring in fine arts in Senior Two have acquired some basic knowledge of fine arts. He also has some painting skills, observation ability and expression ability, but he is still weak in techniques. Through sketching exercises, they can improve their understanding of lines, use lines and enhance their aesthetic feeling.
Third, the teaching emphasis and difficulty:
Understanding of sketch, methods of learning sketch, and forms of expression of sketch.
Four, homework content and tips:
With the form of lines as the main form, the sketch practice of characters is carried out.
Requirements: Smooth lines and full composition.
Verb (abbreviation of verb) teaching process;
Preparation before class: everyone prepares a full-length photo of the character.
(A) the introduction of topics:
Teacher: Everyone takes out a 32-inch piece of white paper and draws the scene in the photo with lines, paying attention to the overall feeling.
Students describe the characters in the photos carefully.
Teacher: Have you ever painted such a work before? Do you know what this painting is?
Study: line drawing
The teacher concluded: The paintings we drew just now were all built with lines. Today we are going to learn a simple method to capture objects, which is a type of sketch-line drawing.
(2) Appreciate examples
Teacher: Appreciate four children's paintings and master's works.
What is a sketch:
Look at the literal explanation, as the name implies, write quickly, and use a concise and summarized method in a short time to keenly grasp the essential characteristics of the objective object that needs to be expressed. As an effective means to record and reflect life, sketch is unique in authenticity, vividness and vividness, which cannot be replaced by other forms of expression.
Teacher: How did the first figure painting show the picture?
Research: line representation
Teacher: What about the second children's figure painting?
S: There are both lines and faces.
Teacher: What does the third sketch express?
Study: OK.
One-step analogy
Teacher's summary:
Representation methods of sketch: 1, line direction, combination of line and surface 2, orientation 3, line drawing.
Teacher: This lesson mainly studies the first expression, which is based on line and combines line and surface.
Teach new lessons:
Teacher: The use of lines in sketch learning is extremely important. Students should appreciate more works and experience the function and performance of lines.
Through the analysis of painting elements (body structure, light and shade, spatial perspective, texture and sense of quantity, inner strength and meaning of objects, physical attributes and inner world of people)
Students analyze the picture through the elements of professional painting language,
Student 1: The first picture is mainly tonal, with obvious contrast between black and white, strong stereoscopic and spatial sense.
Student 2: The second picture is not specific. Mainly line drawing. You can see the shape and feel that the author's painting is relatively easy.
Student 3: The third self-portrait is expressed in the language of sketch, with clear structure, correct perspective, outstanding image characteristics, black and white contrast, but weak.
Student 4: The picture is abstract, not the basic element of sketch. Not really. There is black and white contrast, no spatial change. I feel that the character's heart is not normal (the students laugh at this time)
Student 5: This painting is not like the tree you see in your life. It is not realistic, but it can still be seen as a tree. The contrast between black and white is weak, the shape is concrete and the space is flat.
Teacher's summary: The above pictures are all kinds of sketches, but the forms of expression are different. Subjectively, in the use of lines, we can see that lines have independent aesthetic value and are the artistic language of plastic arts expressive force.
(3) Technical performance:
Show some works to the students.
Question to ponder: 1. What's the difference between these works in style and form?
2. Can you classify them?
3. Which job do you like? Which work do you think has the most beautiful lines? Why?
Students think about the above questions and answer them according to the relevant materials.
I prefer realistic works, but what I can't understand most is the final abstract painting, which seems to be a figure, but it's too ugly. I don't understand.
The first one is beautiful, and the second one is very specific. It's the mouth. The sketch is too messy.
Teacher's summary:
1. Realistic sketch-line drawing with the goal of expressing the authenticity of objective image.
2. Expressive sketch-a line drawing method to express the painter's subjective feelings about objective things.
3. Abstract sketch-a line drawing with purely formal symbols for non-objective performance to express the inner spirit of things.
Sketch teaching is inseparable from the expression of lines. Please list some lines that you see and feel in life and nature (such as horizon, wavy lines on the beach, branches of trees in winter, wires, human body contours, mountains and rivers, clouds, etc.). )
Teacher: What lines are used in these scenes? How do these lines make you feel?
Discuss and answer the above questions in groups.
Teacher's summary:
Linear-strong
Curve softness
Thick line-hero
Fine line-exquisite
Slant-Jump and Forward
Horizontal line-quiet and peaceful
Vertical line-serious and dynamic
Sawtooth straight line-anxiety, instability
Teacher: The concept of line in painting is different from that of middle line in mathematics. It has the characteristics of direction, shape, texture, light and shade, reality and so on, and there are also some changes between lines, such as distance, density, front and back, straightness and crossing.
Through the above study, please modify your works with a pen according to your feelings about lines, and pay attention to the expressive force of lines.
Students revise their works again. And invited two students to come to the stage to explain their painting content and line expression.
(4) Summary of this lesson
Teacher: The content of this lesson includes the following points:
1. Understand what sketch is.
2. Several forms of sketch.
3. Understand the application of midline in works.
4. Summarize the differences of several line types.
5. Pay attention to the overall grasp of the shape and direction of objects and lines.
(1) Realistic Sketch
Whole-part-whole
(2) expressive line drawing:
Overall observation (partial-overall)
Teacher demonstration: live painting
(5) homework:
Homework topic: My deskmate.
Form of expression: line is the main, surface is the auxiliary.
Paper requirements: 16 size.
Brush material requirements: pencil, charcoal pen, pen, etc.
Article 3: Briefly describe common sense
Teaching purpose: to let students know the basic painting steps, composition knowledge and the basic meaning of art terms.
Key points, difficulties and measures: focus on understanding the meaning of composition knowledge and art terms.
Teaching AIDS: geometric plaster, wall chart
Teaching process:
First, lead-in: give a vivid picture of life.
Second, the significance of sketch;
1. A painting that uses the combination of monochromatic points, lines and faces to represent the shape of objects, the gradual change of colors and light, and other modeling factors.
2. Sketch can be divided into still life, animal, landscape, portrait and human sketch.
3. Tools can be divided into pencils, charcoal pens, pens, brushes, ink and chalk.
4. Painting time can be divided into long sketch, sketch and dictation.
5. From the perspective of painting tradition, it can be divided into: China's traditional sketch (line drawing) and western realistic sketch. Third, the expression language of sketch
1, line, color. For beginners, first of all, we should learn to use lines to express the image, that is, learn to use lines to accurately outline and grasp the relationship between proportion and perspective.
2. Beginners should pay attention to the light and shade of the body and the depth of timbre.
Fourthly, the level of sketching ability depends on three aspects;
1, sensory ability
2, knowledge (perspective, anatomy, color)
3, skills: diligence, practice.
5. Observation ability: Before you start painting, you should spend enough time to observe, study and analyze the characteristics of the image. We should insist on reading more and analyzing more, and constantly deepen the degree of knowledge and understanding, such as observing performance.
1. Distinguish the dark two systems first.
2. Distinguish the changes of different tones in the two systems by comparison.
3. When comparing different colors, we should always pay attention to the relationship between the change of body structure and the surrounding environment and modeling. In the treatment of hue, some places should be delicate and soft, and some places should be concise and summarized.
Six, sketch requirements:
1, the object diagram is appropriate.
2, the shape is accurate.
3. Strong sense of space. The relationship between black and white is close to reality and far from emptiness, near to big and far from small.
Seven, sketch exam guidance: composition setting. Clear structure. Clear hierarchy, in-depth description, strong sense of integrity, and focus on image (local).
Eight, still life sketch:
1, composition, up and down, left and right balance.
2. Tangent point setting.
3. Shape analysis.
4. Play a big tune.
5. Depth description (sketch principle of whole-part-whole).
6. Overall investigation. First, the proportion of the body is handled. B, body sound performance. C, the physical background has a sense of space
D, object texture.
Nine, the teacher summarizes the whole, so that students have a systematic knowledge structure.
10. Homework after class: Ask students to copy a plaster sketch with what they have learned.