Primary school art teaching plan 1 1. teaching material analysis braving the wind and waves
Ships are the earliest means of transportation for human beings. It carried people through a long and great voyage through the wind and waves. Riding the wind and waves, its shape, structure and function have also shown more changes with human needs and social development. The theme of this class is "boat", which brings students infinite expectation and happiness. Students can express their thoughts and wishes through lines, shapes, colors and materials. Riding the Wind and Waves Primary School Art Teaching Plan Grade Four Volume I: Lesson 13 Riding the Wind and Waves
Ships generally have hull (bow, stern and side), cabin, deck, mast, anchor, navigation and radar facilities. There are many kinds of ships, such as sailboats, ships and steamships. When drawing, the ship can be regarded as an approximate inverted trapezoid, and the part above the deck can be regarded as any combination of squares, circles, triangles and rectangles with different sizes and lengths. Ride the wind and waves.
The learning content of this unit belongs to the field of modeling performance learning, and the learning task is divided into two activities: drawing your favorite boat and focusing on graphic painting; Be a wooden boat and focus on the study of three-dimensional combination modeling.
Activity 1: Teachers should help students develop learning styles and behavior habits of collecting, sorting out and utilizing information resources. If the orientation of painting is to observe painting, the problems of "angle, position, structure, spatial relationship, detail description and overall feeling expression" should be solved. You can draw the general shape of the ship first, and then draw the details of the parts, or draw one part and then another. If the work orientation of painting is imaginative painting, it is necessary to solve the problems of "the conception of painting performance around the theme, the layout of the picture, the treatment of various colors, and the addition of the surrounding environment". The most important thing of imaginative painting is to arouse students' will of "I want to paint this", so that they can grasp the beauty of the picture and clearly express their feelings.
Activity 2: 3D modeling activity based on materials. The technology of wood treatment should consider two ways: First, let students know the tools of wood decomposition and master simple methods. Branches can be cut with scissors; Chips can be scraped with a blade first, and then forcibly broken; Thick wood is hammered with a blade and a hammer; Cutting wood with a pencil and a blade is also a way to change the shape of wood Large and thick blocks of wood need to be sawed with a saw. When a person saws, he can press the board with his feet to prevent it from loosening, and then saws slowly. When two people cooperate, they should grasp the saw handle, hold down the wood block and then saw it. The size of the saw can be used according to the thickness of the wood. When using the saw blade, it should be pulled from the back end to the front end for comprehensive use. Push the saw gently, and then pull hard. Wood that needs to be inserted can be drilled with an electric drill or nail. Second, let students master the simple combination method of wood parts. Generally, dry glue, dry glue and hot melt adhesive can be used for bonding. This method is relatively straightforward. Sometimes the joint surface is not good and easy to fall off. At this time, you can use splicing method to drill a hole in the joint of two pieces of wood, and then insert bamboo sticks or twigs together, or stick bamboo sticks together with glue, which is more firm. Some battens can also be bound with iron wire, cotton, hemp rope and other materials, which has a natural taste.
A series of pictures at the lower left of the textbook provide the basic steps and methods of making wooden boats. Sawing materials should be safe, and it is advisable to make full use of ready-made small wood blocks, sawdust and branches. You should master the main structure of the ship. Just sharpen one end of a big wood chip and feel like a deck, and then assemble it with wood blocks of different sizes by stacking, enclosing and inserting. Pay attention to the ups and downs in the construction of wooden blocks, and skillfully handle the details to show the types and characteristics of ships, such as masts and sails on sailboats and cannons on ships. And pay attention to the finishing after assembly to make the work more beautiful.
Second, the teaching objectives
Collect pictures, models and other materials of ships, understand the modeling characteristics, structure and functions of ships, and understand the history and culture of ships.
Be able to master the main shape, structure and characteristics of the ship and draw your favorite ship.
Understand the characteristics of materials, master the use of materials and the correct operation technology of tools, and make a (wooden) ship.
Cultivate the habit of careful observation and careful production, and cultivate the spirit of exploration that is not afraid of difficulties.
Third, teaching ideas
Teachers should consider classroom objectives and formulate teaching strategies according to students' level. It is suggested that the teaching steps of painting class can be considered as: preparation-guidance-performance-appreciation. There are many ways to import: guessing riddles or stories about ships can be set as import, or you can directly use various pictures and related materials collected by teachers and students to enjoy import. In the guidance stage, students should first understand the ship's shape structure and feel the main shape characteristics of different ships, and then give specific painting techniques guidance according to the set work objectives (imagination painting or observation painting). First, the fourth-grade students' creation is planned as a whole, and the relevant conception forms, methods and key points are prompted. In the independent performance, specific technical guidance should be given, and after the work is completed, teachers and students can enjoy the learning results together.
Under the guidance of information processing strategy, the teaching steps can be considered as: appreciation of works-mastering regular methods-providing creative guidance-performing independently-keeping moving. Teachers can show the finished products made of corresponding materials according to the homework orientation, guide students to understand the materials and analyze what materials and methods the model "ship" is made of. In exchange learning, teachers can demonstrate and lead students to master the relevant technologies needed to use this material. Creative guidance is embodied in material selection, and we can't ignore that it is based on familiarity with related technologies. When students work independently or cooperatively, teachers should help them solve problems in time. When evaluating homework, students can introduce their own creative motivation, creative process, special performance and so on. Finally, they can show a boat that can float on the water, and stimulate students' higher expectations of the works, so as to think about how to grasp the balance and expand the learning space from art to technology.
Fourth, teaching choice.
This unit takes "boat" as the theme, showing the possibility of various modeling expressions, such as imaginative painting or observational painting, making wooden boats or boats made of other materials, which is inclusive to some extent. Teachers should choose clear teaching tasks according to the characteristics of learning and teachers' personal characteristics.
Due to the difference of teaching resources in different places, the learning materials in Activity 2 can provide a variety of choices: the materials for making wooden boats can be wood, branches, bark and bamboo tubes in the mountains left over from home decoration; The material of clay boat can be local clay or colored clay. It is suggested to use a variety of materials to make a ship, and to find some materials in natural life from the idea of turning waste into treasure.
The teaching structure of art courses is usually four stages: introduction, teaching, homework and summary, which can be changed. Changing the time and order and emphasizing a certain learning style can produce different structural combinations. For example, in activity 2, the teaching program is arranged according to the students' inquiry learning style, which can be designed as: proposing goals-collecting problems-understanding technology-discussing methods-comprehensive performance-evaluating transfer. Come straight to the point and put forward the homework objectives, so that students can actively collect the problems to be solved in this course and sort out which problems must be solved, such as the use of tools and technologies, and which problems can be handled by students themselves. Teachers should be good at grasping problems, providing students with ideas and clues, so that students can always immerse themselves in this class in a positive state.
Suggestions on teaching verbs (abbreviation of verb)
1. The production class involves formation factors and safety issues. Students should develop good habits of not wasting, procrastinating and impetuous in activities, and have environmental awareness. Pay attention to safety when using tools, have a sense of self-protection, don't wave your hand with a blade at will, put the saw knife in the center of the table, and don't beat the table with a saw. Teachers should set an example.
2. Ask questions in the study room, and teachers should encourage students to find ways according to their own works. If the wooden boat is small and light, you can stick foam boards under the thin deck; If the balance of the wooden boat is not good, it is necessary to add scales to the bottom of the boat. Ships made of cardboard boxes can float directly on the water.
Primary school art teaching plan 2 I. teaching material analysis
Bubble music is the favorite game that every child has ever experienced. "Bubble music" is to create various learning situations of playing bubbles, printing bubbles, drawing bubbles and sticking bubbles with the help of students' happy feelings of blowing bubbles. Bubble music encourages students to experience and choose different learning methods, so as to gain knowledge and application of bubble shape and color. The learning task of bubble music in this lesson is to play and blow bubbles, feel the shape and color of bubbles, experience the happiness of different expressions, and choose the method that suits you. Under the art lesson plan of the first grade of primary school: 10 class bubble music allows students to play bubble blowing games to their heart's content, deepens their feelings about bubbles, experiences various learning methods, and only allows students to choose one of the learning methods of printing, drawing and tearing to express their feelings about bubbles, which greatly reduces the learning difficulty and enables students to obtain good learning results as a whole. The performance of bubble music lays a good foundation for learning the shape and common colors of circular objects in the future.
Second, the teaching objectives
1. Show pleasure in playing bubble blowing games and learning activities, and choose appropriate methods to express your feelings.
2. Be able to recognize the shape changes and rich colors of bubbles, and know the methods of printing bubbles, drawing bubbles and tearing bubbles.
3. Bold creation, showing the beauty of picture organization.
Third, teaching design.
The teaching of this course is a comprehensive learning activity with game participation, multiple experiences and appropriate choices, which emphasizes the cultivation of comprehensive application ability of manual skills and painting knowledge and skills.
The implementation of teaching takes students playing bubble blowing games as an introduction to learning, and enters the study of round things and common colors. The teacher reminds the students to find out the mystery and the shape and color of bubbles when they play blowing bubbles. With the happy feeling of blowing bubbles as the topic, enter the discussion and study of bubble shape and color knowledge. The main task of learning activities is to experience different ways of printing, drawing and pasting bubbles. Teachers suggest how to express bubbles, guide students to try to print, draw and paste bubbles by using materials and tools prepared by students or teachers, and adopt the way that whoever gives an idea tries to demonstrate, which will lead to interactive discussion between teachers and students and teacher demonstration. Through participation, discussion and demonstration, highlight the change of circle size, the use of six commonly used colors and the repeated combination of circles and colors. The teacher demonstrated the overlapping sequence of printing and tearing and the tips of tearing paper.
Teaching evaluation focuses on self-evaluation, highlighting the intention of expressing bubble feelings in language. The combination of bubbles in the picture changes in size and color, and the picture is beautiful and interesting.
Job requirements:
Play a game of blowing bubbles, observe the shape and color of bubbles, print, tear and draw a picture to show your feelings about bubbles.
Fourth, teaching suggestions
In view of the three learning methods of printing, painting and pasting, experiential learning and discussion are carried out. When finishing homework, it should be clear that students can only choose one method, otherwise a class can't complete the learning task. Multi-class learning can consider reasonable choice, so that the latter class has a target level of improvement in learning requirements.
In the process of understanding various learning methods, we should pay attention to encouraging students to actively participate in the attempt and encourage group discussion and cooperative learning.
Primary school art teaching plan 3 I. Textbook basis
People's Fine Arts Education Press Compulsory Education Curriculum Standard Experimental Textbook Volume 12 Lesson 3 "My Schoolbag"
Second, the design ideas
Guiding ideology:
The teaching of this course is based on the design of schoolbags, which cultivates students' ability of observation, analysis and creation, enables students to understand design concepts, improve design awareness, learn simple design methods, apply design concepts to their own designs, create more creative works, and cultivate innovative spirit and the habit of paying attention to things around them.
Teaching material analysis:
This lesson shows pictures of various schoolbags and puts forward the structural problems of schoolbags with different characteristics. Its purpose is to guide students to carefully observe and analyze schoolbags through these questions, so as to learn the methods of analysis and thinking, understand that the main function of schoolbags is to facilitate people to carry learning tools, understand and realize the people-oriented design concept, and lay the foundation for their own design.
Design concept:
In this lesson, I use riddles to stimulate students' interest, so that students can realize the functional changes of schoolbags in different periods through courseware, and understand that the functional changes of schoolbags serve people's comfort and convenience. Make more use of cooperation to let students enjoy, discuss and analyze activities, improve students' ability of self-study and mutual learning, and cultivate students' spirit of cooperation.
Analysis of learning situation:
Students in grade six have little problem with modeling, but their imagination is not bold enough because of many factors in their creation. So I will use the method of group study in this class to let students discuss and speak and inspire each other.
Third, the teaching content and objectives
Knowledge goal:
Understand the design concept of schoolbags, and the designed schoolbags should be beautiful and practical.
Ability goal:
Learn to observe and analyze the characteristics and functions of each part of the schoolbag, learn simple design and drawing methods, and design beautiful and practical schoolbags.
Emotional goals:
Cultivate the habit of paying attention to the things around you, improve the ability of observation and analysis, and understand the design principle of people-oriented
Modern teaching methods:
Use courseware to make students understand the teaching content of this lesson more intuitively.
Fourth, the teaching focus:
Observe and analyze the design intention of each part of the schoolbag, understand the relationship between image and function, and design a schoolbag of your own by using simple design drawings.
Five, teaching difficulties:
Using the design concept, I designed a multifunctional schoolbag myself.
Six, teaching preparation:
Teachers: art books, all kinds of schoolbags, making courseware, coloring tools, paper.
Students: Art books, various schoolbags collected before class, coloring tools, etc.
Seven, the teaching process:
First, the introduction of new courses.
1, students, today the teacher brought you a riddle to see who can guess quickly and accurately. (Courseware shows riddles)
Is my good friend,
Every student has it,
Help me with my pen and ink book,
But I have to take it with me.
A: Schoolbag.
(Design intention: The introduction of riddles can attract students and stimulate their interest in schoolbags. )
2. The schoolbag is the most commonly used learning tool. How much do you know about your schoolbag? Let's take a look today (blackboard writing project)
Second, teach new lessons.
1, to understand the changing process of bag shape and function (courseware)
① Compare schoolbags in 1970s, 1980s and 1990s (what's the difference in function, color and appearance).
② student discussion
-Single function, monotonous color and simple appearance.
2. What changes have taken place in schoolbags in recent years? Let's take a look at our schoolbags. What part is it divided into?
-schoolbag case, schoolbag belt and exterior decoration.
(Design intention: Starting with the changes of schoolbags in different periods, let students know the styles and functions of schoolbags in different periods, so as to have some preliminary understanding of such a process. )
3. What special function does it have?
-Side pockets, widened and thickened straps, hanging rings when wearing, pull rods like suitcases, and horizontal hooks on the straps of schoolbags. ...
4. Why do you want to add so many special functions to your schoolbag?
-For our convenience.
5. Compare with each other, find out more different functions, and talk about what these functions are for and how to use them.
(Design intention: By observing each other, let students carefully observe their schoolbags in such an atmosphere and cultivate their observation ability, so as to go deeper and deeper. )
6, group research (courseware)
Look at your schoolbag carefully. Which part do you think needs improvement most?
② What special function do you want to turn your schoolbag into?
(Design intent: to stimulate each other's creativity)
7. Guide students to read students' works in books and understand the drawing method of design drawings.
(Design intention: read the works in the book, so that students can get inspiration from the book)
Third, student production.
1. Expand your rich imagination and design a practical, beautiful and multifunctional schoolbag. Make it a completely intelligent schoolbag.
2. Encourage students to imagine and draw boldly. Give full play to your imagination.
3, the teacher's blackboard performance (if the basic shape of the bag is problematic, students can follow the picture).
Fourth, the evaluation of students' works display
1. Student self-evaluation: Students will show their works and make a report, telling us where your schoolbag is advanced and what high-tech functions it has.
2. Students' mutual evaluation: Tell me whose work attracts you more?
V. Teacher's summary:
Students, through today's study, we all designed school bags with unique functions. In the future, I hope that the schoolbags you designed can become products in real life and serve more people with its unique functions. We need to make unremitting efforts to make such a dream come true. Come on, class!