First, the game is exciting.
Introducing activities in the form of games or running through artistic activities can not only concentrate children's attention, but also stimulate their interest in learning and make their thinking active. Teachers carefully design teaching games according to the teaching content, so that games can serve the study, mastery and application of art knowledge.
For example, in the small class painting activity "I really have many friends", the activity began to play the music game "Finding Friends" to encourage children to find more companions to be friends. Then, let the children draw the faces of their good friends on paper, and then draw two long connecting lines between the two good friends while reading the children's song "Find a friend, find a friend, find a friend hand in hand". Continue reading the children's song "Hold hands, hug, let's hug together", and then draw many short lines between the two lines ... In this interesting game, the children not only practiced the skills of drawing circles and long and short lines, but also experienced the fun of painting creation.
Second, the story introduction type
According to children's nature of listening to stories, teachers introduce what they want to teach from stories, so that children can enrich their aesthetic experience and interest through stories and improve their artistic creativity.
For example, the small class painting activity "Bathing small animals", the teacher led the children to listen to stories and appreciate the courseware of bathing the puppy after wrestling. Through the rhyming language of the nursery in the story and the animation effect in the courseware, the children not only vividly understand the order of the puppy bathing, but also how to show the scene of the puppy flushing and rubbing soap with long and short lines and large and small circles, and at the same time have a superficial understanding of the color and layout. Then, each child finds a small animal to help him bathe, and actively tries to flush (draw a straight line) and rub bubbles (draw a circle). Another example: the taipan line depicts "giants come to lilliputian countries". After telling a short story, the teacher led the children to discuss: "What interesting things will happen when the giant comes to Lilliput?" And let children tell their peers what they think and expand their thinking.
Third, use imagination.
The inspiration of artistic creation comes from life, and bold imagination cannot be separated from the conscious accumulation and enlightenment in daily life. Borrowing imagination is based on people, things and things that children are familiar with, encouraging children to use divergent thinking and create imagination with the help of objects and graphics.
For example, the large class art activity "Creative Tearing Map". After the teacher leads the children to play the game of tearing paper at will, please ask the children to talk freely about what the paper torn by themselves and their companions looks like. Then, the teacher showed an irregular piece of paper (with enough imagination) and asked the children to look at it and say, "What is it like?" "What else is it like?" "Where is it like?" Everyone has their own opinions. Then, the teacher turned this little piece of paper over several times to show the children what it looked like, and asked them to draw a few simple strokes to make them more similar and beautiful. In this process, children understand that the same piece of paper can be changed into different objects by changing different directions. Through this step-by-step inspiration and guidance, children can not only actively observe, imagine and add pictures from multiple angles according to the shape of paper, but also deeply appreciate the pride and happiness brought by imaginative creation.
Fourth, the sense of music.
Teachers choose music with fluctuating rhythm and melody, giving children full imagination and space to play, allowing children to express their inner experiences and feelings through music appreciation, thus improving their ability to explore, appreciate and create beauty.
For example, the middle class rope printing activity "Footprints of Small Animals". While speaking, the teacher dipped the straw rope in paint, and with the ups and downs of music rhythm and melody, he used the techniques of point, line and surface in abstract painting to show the footprints left by animals when they walked. Think about it: "What are the footprints of small animals that walk briskly? What color can I use? What are the slow and heavy footprints of small animals? What color can I use? " Then, while listening to the music "Walking", the children exert their imagination, trying to express the lightness, heaviness, quickness and slowness of small animals' walking with the depth of colors, the length of lines or the range of bending changes.
Verb (abbreviation of verb) image heuristic method
Although children's imagination is rich, their knowledge and experience are limited, and they often imagine well, but they can't show it. Therefore, in artistic creation, teachers should use multimedia to present some images or pictures related to artistic activities, so that children can appreciate and enrich their representation of the objective world.
For example, the middle class painted "Little Cheerios". Teachers select and download video clips of cheerleaders that are visually shocking in sports competitions, as well as the faces of various cheerleaders on the Internet. Play the video first in the activity to let the children feel the warm atmosphere. Then enjoy the slides of cheerleaders' faces with strong visual impact, and observe the decorative features of cheerleaders' faces, such as colors and patterns, so as to gain aesthetic perceptual knowledge of decorative faces and broaden children's creative ideas.
Six, the actual operation
Teachers consciously combine practical activities and organize children to construct their own artistic creation experience through the process of practice-cognition-re-practice.
For example, the big class drops "transparent patterns". "Practice", under the guidance of the teacher, the child explored for the first time and tried to draw with a dropper. In this process, we can see that children are timid, wait-and-see and cautious at first, and then they are more and more courageous and have a stronger desire to create. "Understanding", children exchange and demonstrate the methods and experiences of water drop painting, such as how to draw small ideas and big ideas with droppers, how to draw thin lines and thick lines, etc. Get more experience by learning from each other; "Re-practice", that is, the process of "creation", children try to re-explore the method of creating water-drop painting by using known experience and skills, gain more concrete and feasible operating experience, and promote the development of painting ability and creative thinking.
Seven, observation and comparison.
Art teaching is inseparable from observation, and without observation, there is no visual perception. Both the observation of objects and the observation of pictures are carried out in comparison.
For example, the big class sketch "Still Life on the Desktop". Because children's observation is often limited by psychological and physiological characteristics, they lack enough attention to the things around them and can't grasp the characteristics of those things that need to be described. Therefore, when sketching Still Life on the Table, we first let the children appreciate a group of still lives placed on the table and guide them to observe: "Find out which still lives are close to us and which still lives are hiding far behind?" "How did it hide behind?" Observe and compare the front and back position and occlusion relationship of still life combination. Then, put a set of slides to guide the children to observe: the body of the still life behind is blocked by the still life in front; Lines pass through the middle of the paper and divide the paper into upper and lower parts. The side with still life is the desktop ... this can improve children's ability to capture the characteristics of things and the ability to express shapes, so that children can clearly understand that when expressing the still life between before and after, they should "draw the still life in front, and then draw the still life that is blocked behind", and the still life is on the desktop.