First, consciously cultivate correct aesthetic taste and methods.
The aesthetic interest in art class is to cultivate students' ability to feel beauty, appreciate beauty and create beauty; Cultivate students to establish a correct aesthetic view, aesthetic ideal and aesthetic taste; Cultivate students' interest, purify students' minds and make them the disseminators and creators of civilization. I personally have some ideas on how to improve students' aesthetic taste.
1. Cultivate students to appreciate the formal beauty of artistic works
The first lesson and the last lesson of each volume of our new textbook are set as appreciation class and criticism class, so there will be many works of art in this class and many masterpieces in other classes. These works are very representative and have high appreciation value. Therefore, as art teachers, we can guide students to fully appreciate and feel the formal beauty brought by these works. We can guide students to cultivate aesthetic taste from various artistic language factors in works of art. We guide students to know the smooth beauty of lines, perceive the gorgeous beauty of colors and experience the rhythmic beauty of structures.
2. Feel the beauty of works of art..
Design application is also an important part of junior high school art class, which occupies a large proportion in the whole course. Of course, the course content of design application is also very rich, including various handicrafts and sculptures. Teachers can consciously guide students to appreciate the beauty of objects in class and further improve their aesthetic quality.
Two, strengthen the education of national traditional consciousness and respect for traditional festivals and customs.
At present, China teenagers' cognition and recognition of local traditional national culture, festivals and customs is getting lower and lower. Under the trend of multi-culture in the world and the offensive of western culture, it is necessary for art education to strengthen the part of local and national culture, cultivate the national aesthetic consciousness of the younger generation and strengthen their understanding of local traditional culture. Therefore, I educate students from the following aspects:
1. Let students know the long history of China art with works of art.
Many of our courses involve our traditional art projects, such as different forms of Chinese painting, sculpture, clay figurines, opera masks and traditional national costumes. The traditional carrier of China culture embodies the traditional philosophy and aesthetics of the Chinese nation. In observing and understanding objective things, we adopt the method of seeing the big from the small, observe and understand objective things in activities, and even directly participate in things, and gradually form our own personality and characteristics. Therefore, it has the temperament, emotion and cultural characteristics of the Chinese nation. Therefore, it is also an indispensable step for the inheritance and development of national culture to strengthen teenagers' knowledge and understanding of these cultural carriers and let them better appreciate their aesthetic feeling and artistic conception.
2. Let students know the unique style of China national art.
There are many kinds of traditional arts in China, which are reflected in our curriculum. For example, the eighth lesson of the first volume of the eighth grade, "Flying Hope", not only grasps the skills of kite making, but also emphasizes the understanding and appreciation of folk art and folk culture. In the teaching process, I lead students to appreciate a large number of pictures and penetrate the basic knowledge of kites, including the origin of kites, the styles of kites in China and the drawing techniques. One by one, let students know the unique style of China national art by understanding and appreciating the traditional culture of kites and the practice of making kites.
3. Understand the great achievements of national art in China.
Art is an important part of human culture and the spirit developed from top to bottom. Every work of art is a fossil of culture and a shadow of social and human development. China's national fine arts occupy an important position in the world fine arts. In my teaching, I try my best to let students learn through art, let them know the richness of human society, the characteristics and diversity of China national art and its unique contribution to social life in a wide cultural background, and cultivate students' love for the excellent traditional art of the motherland under this background. Finally, through hands-on production and practice, let students inherit and carry forward the fine tradition of China national fine arts, and strengthen national aesthetic self-confidence.
Third, naturally cultivate labor consciousness and group cooperation consciousness.
Constructive ecological classroom advocates students' autonomous learning, mutual teaching and learning, questioning and dispelling doubts, co-construction, migration and application, and requires students to have a high sense of labor and group cooperation.
Group cooperation means that individuals or groups unite with each other in order to achieve common ideals or accomplish common tasks, and accomplish ideals or tasks in a coordinated manner. It can't promote individuals or groups to have better cooperation effect, which is the basis of being a person, doing things, cooperating and communicating. This spirit of unity and cooperation and its effect of promoting students' all-round development are exactly what our curriculum reform advocates. In art teaching, relatively complete art works are completed through art activities, group learning and cooperation, which creates favorable conditions for cultivating students' team spirit.
The cultivation of labor consciousness and group cooperation consciousness depends on effective cooperative learning methods. Cooperative learning in art teaching can form the following organizational forms:
1. Discussion and communication
In our art class, we often encounter various problems about painting content, production methods, materials and so on. If we only rely on teachers to teach, it will not make students deeply understand, but also constrain students' thinking and innovation. As the saying goes, three heads are better than one Zhuge Liang. In this case, we ask students to discuss and communicate. Let students fully participate, actively think and express their opinions, gradually form an understanding of the problem and method, and gradually build knowledge of the process and method.
Step 2 co-create
A lot of homework can't be done by one person, but if you cooperate in groups, you can get good results. Cooperative creation can not only effectively cultivate students' awareness of labor and group cooperation, but also give full play to students' creative potential. There are also many large-scale assignments in the course, which need the cooperation of students. For example, the seventh grade, book two, lesson eight, strange wall, and the eighth grade, book one, lesson five, capital of song dynasty. Let students participate in local performances, reduce the difficulty of production and painting, cooperate in exhibitions, and enhance collective consciousness. This form is also conducive to stimulating students' sense of competition, feeling the fun of competition, giving full play to the benefits of cooperative learning and enhancing students' sense of labor.
4. Infiltrate environmental awareness flexibly and take positive actions.
With the rapid development of science and technology, environmental protection has become a major theme today. Environmental problems are related to the future and destiny of people in every country on earth. Solving environmental problems is to maintain and create a beautiful home for human life, which is the common aspiration of people of all countries. How to carry out environmental education has also become a hot topic in today's society. Today, with the full implementation of quality education, we should use the platform of art education to carry out environmental education among students, so that students can understand their own environment, and can really lay a solid foundation for their growth with practical actions, and care for and protect the environment.
There are many design application classes in junior high school art class, and we will ask students to bring all kinds of handmade materials to the classroom to complete their homework. However, after finishing their homework, students often only pay attention to art activities and ignore the protection of themselves and the surrounding environment. So we will find that when we finish our homework, the classroom environment is also destroyed. Scraps of paper are flying about on the ground, paint is dripping everywhere, and rubbish is everywhere on the table. When it is serious, it will even affect the teaching of the next class. So I summed up two ways to improve this situation in my teaching practice in recent years.
1. Help students develop good hygiene habits and make art classes more tidy.
In my class, I ask students to tidy up their school supplies before class, so that when the teacher walks into the classroom, he will feel very comfortable. Secondly, I ask each student to prepare a convenient bag, so that the garbage generated in class can be put into the convenient bag in time, so as not to make a mess of the class. Of course, these habits can't be formed once or twice. I will emphasize this point in every class. Over time, students will form this habit, thus making the classroom cleaner and healthier.
2. With a pair of eyes that discover beauty, turn the garbage in life into treasure.
The new curriculum standard points out that designing applied curriculum refers to using certain materials and means, designing and making around certain purposes and uses, transmitting and exchanging information, beautifying life and environment, and cultivating design consciousness and practical ability. In a certain corner of our life, we often hoard some waste items, which are just like chicken ribs and have little value. It's a pity to throw them away. However, it is these things that are very common and commonplace around us. When we re-examine and apply them from the perspective of creation, their different materials, diverse shapes, rich colors and interesting textures can often stimulate students' infinite imagination and creativity and become good materials for students' creation.
In teaching practice, the materials we can find are very rich, some of which can be bought directly in shops, and some of which are articles in life. I advocate the recycling of materials and the utilization of waste materials. For example, the emotional goal of the eighth lesson in the first volume of the seventh grade is to let students experience the role and significance of decorative patterns in enriching and beautifying their lives, and how to use decorative arts to add interest to our lives and express their own aesthetic images in time. Therefore, when designing the homework for this class, I asked the students to bring some old canvas shoes, old T-shirts and even other clothes that they no longer wear to school. We drew many beautiful patterns on these clothes with materials from various painting toolbox. This greatly stimulated students' interest in learning. Students bring a lot of clothes that have not been worn at home to school, draw their favorite patterns, cartoons and even attach words. After finishing these works, they are very happy to put on these clothes that they designed, finished and had their own characteristics. In this way, the clothes that children don't like to wear bring back light and heat, which not only stimulates students' interest in learning, but also turns waste into treasure, thus achieving the purpose of environmental protection. There are many such examples. Diderot, an educational theorist, said, "Knowing what things should look like shows that you are a smart person; Knowing what things actually look like shows that you are an experienced person; Knowing how to make things better shows that you are a talented person. " Individualized material selection and expression techniques will make art classes interesting, encourage students to be willing to explore and be good at hands-on, and effectively cultivate students' innovative consciousness.
As Mr. Lu Xun said, "Art can supplement morality, and … it can also supplement morality to govern." In the constructivist ecological classroom, art teaching should be combined with moral education as much as possible, and the moral education factors contained in the teaching materials should be deeply explored, so that students can not only acquire artistic knowledge and skills, but also be influenced by noble sentiments and cultivate their excellent quality.