Small class art teaching plan 1 activity goal
1, learn to draw a spiral line from the inside out to present a ball of wool.
2. Perception With the help of nursery rhymes and movements, the ball of wool is expressed by the trajectory of curves.
3, dare to use a variety of colors to express the wool ball, and develop a good habit of holding and putting the pen correctly.
4. Cultivate children's initial creativity.
5. Feel the beauty of the work.
Activities to be prepared
Some pictures of kittens, paper oil, painting sticks and wool balls.
Activity process
1. Tell stories to stimulate children's interest. Kitten is playing at home alone today. It was looking for it at home, and suddenly it found a very interesting toy. This is a ball of wool. The kitten is playing with wool happily. After a while, it pulled out a lot of wool. The wool is a mess and the kitten can't wrap it back. The kitten is very anxious, but she can't think of a good way, and she is very unhappy.
Teacher: Let's think of a good way to help kittens.
Child: OK, let's help the kitten together.
Child: Let's put these wool away.
Child: Let's wind these wool.
Teacher: That's a good idea. So how do you roll wool?
2. Children try.
(1) Let's help the kitten. Let's wind the wool back here.
-the teacher winds the wool back, and the children follow the teacher's movements and learn the movements of small hands winding the wool.
-The teacher reads the children's song "Winding ball, winding ball, winding round and round, winding bigger and bigger, winding bigger and bigger, and the wool ball is finished".
Let the children practice several times more and wind the wool in physical operation.
(2) Children try to draw by themselves from the inside out.
Teacher: Just now we helped the kitten wind some wool balls. Can we help the kitten roll more? Shall we help the kitten wind some wool balls on the paper?
Use a pen to find a point on the paper, draw a spiral line from the inside out, and the more you draw, the more you draw. When pulling wool, you should have even flowers and don't mess them up.
Let's wind the wool together. See who rolls wool best.
-Guide children to read children's songs while winding wool. Plus interest.
works appreciation
Let's take a look at the wool wrapped by the babies. You're all great. Let's see what the wool ball we drew looks like.
(lollipops, sun, cookies ...) Let's see who draws the best ball of wool. Which wool ball screwed up again?
Ending part
We helped the kitten wind a lot of wool balls. The kitten is really happy. He is grateful that we should invite us to play games with him. Let's go downstairs and play games with the kitten.
Activity reflection:
Every time I demonstrate drawing a ball of wool, I will arouse the interest of small class children with their favorite childlike language, so that children who are not active will open their mouths or clap their hands and stamp their feet under the influence of teachers and peers. Also, according to several children, they also put forward color requirements. Gave me a great hint, I immediately adjusted the original activity flow and integrated the knowledge of color into the children's immediate interest in learning. In the activity, I catered to the children's interests, and immediately naturally integrated the activities of practicing painting skills into some mathematics learning contents. The benefits of children's activities further improve my educational and teaching philosophy.
Small Class Art Teaching Plan Part II Activity Objectives:
1, through observation, we can understand the shape characteristics and pattern characteristics of watermelon.
2. Decorate the picture with various combinations of lines and graphics.
Activity preparation:
Watermelon in kind (rattan) marker drawing paper
Activity flow:
First, show the real thing to guide the observation.
1. Teacher: What do you think this is, children? What is watermelon like?
2. Focus on guiding children to observe the relationship between patterns and melon vines and pedicels, as well as the line characteristics of patterns.
Teacher: Look, children, this is the pattern of watermelon. What is the pattern of watermelon? This is the stem of watermelon. Look carefully, what is the positional relationship between this melon pedicle and the pattern?
3. Let a child come up and draw the lines of the pattern and introduce them in the form of wavy lines.
Teacher: Kid, the pedicel of watermelon corresponds to the pattern. The melon field is here, and the pattern grows horizontally from here. The pattern of watermelon is winding, isn't it beautiful? This kind of curved line is called wavy line. I invited a brave child to come up and draw the pattern of watermelon.
Second, children draw and create sketches.
1. Children's painting and teachers' itinerant guidance.
2. Guide children to sketch the shape and pattern of watermelon through observation. (Pay attention to the correspondence between melon vines and melon fields)
3. Guide children to decorate watermelons or blank pages with small circles, dots, lines and crosshairs.
Third, appreciate the experience of works criticism.
1. Whose watermelon is the most similar?
2. Whose painting do you like best? Why?
Fourth, the teacher's summary is refining and deepening.
1. The teacher thinks this painting is the best. He used a lot of graphics to decorate watermelons (or melons and vines are the best, or patterns are the best, and so on). ).
2. Re-emphasize line drawing and draw whatever you see. You can learn more graphics and lines, and you can also draw them on blank pages for decoration.
Small class art teaching plan 3 1. "Clouds are blossoming"
Preparation before class
(Students) Routine utensils and materials such as oil pastels, colored pens, drawing paper, etc., in groups of 4-6 people, the teaching process of the group leader is selected.
1. Create a situation and talk about feelings.
(1) Please tell the students what clouds look like, what colors they have in mind, and some knowledge about clouds. The teacher asked the students to talk about their feelings about the cloud in combination with their real life.
(2) The teacher asked the students: What are the clouds you usually draw? (Let the students demonstrate on stage) What's the difference between clouds drawn by others and those drawn by you? Ask the students to compare and talk about their feelings.
(3) Ask again: Do you want to see the clouds in the atmosphere? How is this different from the clouds we usually see in appearance and color?
2. Guide appreciation, a new experience.
(1) Show the courseware and enjoy the pictures. Combining the works in the book with the model provided by the teacher, the students appreciate it. See what happens in the clouds during the day. (Hint: Look at the color and shape. )
② Look at what happens to the clouds when the wind blows.
Let's look at the color changes of clouds before it rains.
(2) Question: Can you name other changes in the cloud? Ask the students to discuss and talk about their feelings, and the teacher will summarize.
(3) Reveal the topic: Clouds are blossoming.
3. Teach methods to stimulate creativity.
(1) Question: Please look at a student's homework in the book. Can you tell me how it was drawn? What methods and materials are used? Besides these methods, are there any other methods?
(2) Students come to the stage to talk about the demonstration method, and the teacher helps to supplement the counseling. (Tip: You can draw clouds with oil pastels or gouache pigments. You can change the color and shape of clouds. )
(3) Question: How to associate and express the drawn clouds? (Hint: By imagining the shape, grasp the characteristics of things and use the methods of addition, generalization and exaggeration to express them. )
(4) Question: How to make clouds more lovely and pictures more interesting? (Hint: You can make up a short story to express a theme, etc. )
4. Assign homework and show your feelings.
(1) Propose the theme of homework: interesting clouds.
(2) Show the courseware and provide creative suggestions: draw your own imagination and feelings about the cloud, which are creative and have different shapes; You can discuss painting with each other.
(3) Students' creation and teachers' patrol guidance.
5. Show your own works and learn to evaluate them.
Teaching reflection:
Preparation before class
(Student) Painting utensils, all kinds of paper, etc.
Courseware or video, examples and pictures.
teaching process
Riddle and enter the scene.
(1) The teacher shows riddles and explains that riddles can open the door to the sunflower kingdom. The round face revolves around the sun. Catch up with the East and the West, and everyone loves its seeds. (answer: sunflower. )
(2) Reveal the topic: sunflower.
3. Show the topic and observe the characteristics.
(1) Show photos or videos about sunflowers. Q: What are the characteristics of the flower discs and leaves of sunflowers? (You can also compare with other flowers and complete the topic: What a big sunflower. )
(2) Show students' works or teachers' examples: let students know the colors, find out the similar colors, and tell students the names of similar colors.
4. Appreciate the works and perform interactively.
(1) Show works: The works of painters such as Van Gogh and Wu Biduan about sunflowers or videos about sunflowers in the wind, so that students can imagine, act and communicate with each other while watching.
(2) Play courseware: Students can imagine the characteristics of sunflower while watching it, or imagine it as a story, and then communicate.
5. Students' creation and teachers' guidance.
(1) Provide the classified content of imagination: exaggeration (bigger, smaller, etc. ); Purpose (general, special, etc. ); Structure (branches, leaves, flowers, etc. ); Personification (or imitation, etc. ).
(2) Students draw sunflowers in the form of physical sketch or imagination with colored pens.
(3) Students' creation and teachers' guidance (in coloring, students can be told to use different forms and combinations of points, lines and surfaces, and at the same time, some guidance can be given in color unification and color similarity).
6. Evaluate the works and expand after class.
(1) Provide evaluation suggestions: evaluate from techniques, ideas and creativity.
(2) Please paste the works on the blackboard, and communicate with the whole class or draw one in each group (the teacher explained in language that we are visiting the coolest and most avant-garde sunflower creation exhibition).
Teaching reflection:
Preparation before class
(Students) Conventional tools, colored paper or plasticine and other handmade materials.
(Teacher) Video, music, model works, objects, etc. , and write a short letter.
teaching process
1. Sing alphabet songs (imported).
(1) Enjoy the import of alphabetic songs.
(2) Students sing alphabet songs together.
(3) Exhibition topic: Wonderful letters.
2. Make up an interesting story (unfold).
(1) Ask students to make up a short letter story in one or two minutes in their favorite way (independent thinking or group discussion).
(2) Students exchange their own alphabet stories.
3. Appreciate alphabet works (in-depth).
(1) display items (or courseware): ① display exquisite small craft chairs, two small watches and other items, and let students guess which letters are included; Question: What are you going to do if you are asked to draw or collage?
(2) Appreciate alphabet works (showing examples of students and teachers respectively).
(3) Play video or courseware: enjoy things made up of letters and let students talk about which letters they are made up of and what is special about them; What are you going to do if you let them paint or collage?
4. Work hard (practice).
(1) Students can create by painting or collage. According to the shape characteristics of letters, imagine boldly, add appropriate content around them, or write letter stories.
(2) Students' homework and teachers' itinerant guidance (mainly design).
5. Imagination, evaluation and creation (association).
(1) Evaluation: self-evaluation by students, mutual evaluation and teacher's comments.
(2) Extension: Cut and paste the compiled letters, spell them, write letters stories, and learn about the origin, allusions, poems, music, etc.
Teaching reflection:
4. Colorful courses
Preparation before class
Courses, paints, etc. Pay attention to the design and application of charts in daily life and collect relevant materials for display.
Courseware, charts, timetables, paints, etc.
teaching process
1. Animation introduction.
(1) Guess: Before writing appeared, what did human beings rely on to transmit information and communicate?
(2) Take a look: appreciate the cave murals and rock paintings drawn by ancient humans and find out their characteristics.
(3) Learn to learn: Draw several figures representing different things (such as the sun, the moon and the stars) according to the ancient human method.
(4) Summary: Before writing came into being, human beings had already used images to convey information and communicate.
2. expand.
(1) Continue to appreciate all kinds of hand-drawn images, gradually export charts and pictures, and then modern charts and graphs appear. At the same time, let the students show various charts and data collected before class.
Say: In modern life, charts are widely used in all walks of life. What charts did you find? What are their uses? (such as stock market trend chart, chart news, computer chart design)
Say: What are the characteristics of these charts? (such as image, intuition, conciseness and vividness, a picture is worth a thousand words)
Say: What's the difference between these charts? Explain from the aspects of appearance, use, etc. )
(2) Comparison: What are the similarities and differences between the text course and the graphic course? Which do you like better and why?
Show various courses and make students think: What parts does a complete course generally consist of? (such as form, time, class sequence, etc.). And match the designed course with the model. )
(3) The most important thing in designing and making graphics courses is to guide students to solve the problem of replacing words with concise charts.
First, design courses that are easy to be represented by charts, such as music, art and sports. , and then design charts for other courses.
3. Homework and tutoring.
(1) Job Requirements: Imitate or create graphic courses.
(2) Students perform boldly and teachers patrol for guidance.
4. Assessment and summary.
(1) Exhibition: Show students' works through physical projection to achieve the purpose of communication. Let other students determine the various courses in the curriculum first, and then let the little author introduce himself.
(2) Comments: Who is the most concise, vivid, creative and easy to identify.
Teaching reflection:
5. Small alarm clock
first kind
Preparation before class
(Students) preview the teaching materials and prepare a small alarm clock, collect information about the development of alarm clocks, and prepare drawing tools such as crayons, colored pens and drawing paper.
Courseware, video, small alarm clock, samples, etc.
teaching process
1. Know the alarm clock.
(1) Teachers and students * * * discuss the history of alarm clock development and show the real alarm clock.
(2) Guide students to observe the characteristics of alarm clock.
(3) Students describe the characteristics, appearance and composition structure (note: the scale of the alarm clock is fixed).
(4) The teacher summarizes the combined books on the blackboard: shape, color, structure and use.
2. Analyze the problem.
(1) Question: What can be improved in the shape and structure of the current alarm clock?
(2) Students cooperate, discuss and report in groups.
(3) After the students answer, the teacher summarizes and puts forward the design ideas.
The design idea of blackboard writing (or display courseware);
Appearance: geometric shape, commodity shape, bionic shape, etc.
Functions: General purpose, special purpose, etc.
Imagination: fantasize about the future, etc.
Structure: external, internal, etc. Teachers can turn on a small alarm clock to let students know the internal structure.
Thank you for your work.
(1) Show the alarm clock works and examples in the book, and let the students talk about the advantages, problems and lessons in the design.
(2) communication between groups.
4. Design and creation.
(1) Subject: My little alarm clock.
(2) Suggestion: When designing an alarm clock in the form of painting, you should pay attention to the modeling design of the clock face, give full play to your imagination and creativity, write the design description on the back or front in a suitable position, or create an alarm clock design in groups.
(3) Teachers should guide students in creativity, modeling, texture and color.
5. Extracurricular expansion.
(1) Teacher's summary: We can deepen the theme from cherishing time and other aspects.
(2) Investigation: Go to the local market to investigate and study the sales of alarm clocks.
(3) Homework: Collect materials about making alarm clocks in groups of 4-6 people and prepare for the next class. Teaching reflection:
Small class art teaching plan the fourth topic: characteristic face
Class hours: 90 minutes
Class: children's Chinese painting
Teaching goal: 1 Learn the basic shape and facial features of human face; You can use Chinese painting materials to describe simple characters' expressions. Improve students' observation ability and aesthetic ability, and educate students to love the traditional art of the motherland.
Teaching emphasis: knowledge about the five senses of characters, depicting the expressions of characters with Chinese painting materials.
Difficulties in teaching: using traditional Chinese painting tools to draw distinctive facial works.
Teaching material: Xuan paper; Brush, water, ink, Chinese painting pigment
Teaching steps: 1 Appreciate the pictures (Every face has its own characteristics, fat or thin, kind or sweet, and distinctive faces often leave a deep impression on us. Only by careful observation can we see the characteristics of a good face. )
Teachers and students discuss (the basic shape of the face, the characteristics of the five senses, and what expressions people have. )
3 Demonstration painting (painting steps: 1 Dip the center in light ink to tick the outline and facial features of the characters; ② Draw the characters' hair with thick ink on the side; 3 Dye skin color with light ochre and water. )
The effect of the work:
Theme: China traditional opera figures.
Class hours: 90 minutes
Class; Children's Chinese painting
Teaching objective: 1 Understand the trades of Chinese opera characters and the dynamics and manifestations of different trades; Will better express the dynamics and expressions of different businesses. Improve students' observation ability and aesthetic ability, and cultivate students' love for traditional Chinese culture and art.
Teaching emphasis: to understand the relevant knowledge of opera and show the dynamics and expressions of different opera roles.
Teaching difficulties: how to better express the dynamics and expressions of the characters in the picture.
Teaching material: Xuan paper; Brush, water, ink, Chinese painting pigment
Teaching steps: 1 Enjoy pictures (a small stage is showing all kinds of life, joys and sorrows. The characters in China's traditional dramas have strong national characteristics in their unique costumes, shapes and performances. Discuss where his beauty lies. )
Discussion between teachers and students (characters in several plays, different trends and expressions of different occupations). )
3 Demonstration painting (painting steps: 1 tick off traditional opera characters with the center dipped in light ink; 2. Wet the face with the side dipped in water, dry it slightly and then color it, or directly dye the face with color; 3 dye clothes and pay attention to controlling moisture. )
The effect of the work:
Title: the magical combination of graphics.
Class hours: 90 minutes
Class; Main color
Teaching goal: 1 Break the way of thinking and have a "brain teaser". Combine unrelated graphics into a wonderful work at will. Train students' thinking ability and imagination and cultivate students' interest in art.
Teaching emphasis: break the way of thinking and combine irrelevant graphics into a wonderful work at will.
Teaching difficulty: draw a creative and wonderful work.
Teaching materials: gouache, markers, all kinds of cardboard, oil pastels or watercolors, etc.
Teaching Steps: 1 Appreciate the work "Me and My Village" by Russian painter Xia Jiaer.
(Xia Jiaer was born into a Jewish family in VitPusker, a small town in western Russia. In his early years, he studied in the studio of Russian painter Paine. After 1907, the blue sky was reflected in the reflected figures, houses and animals, and the beautiful memories of the fruit tree painter in his hands were superimposed on each other like flowers and plants, as if bringing us into a wonderful fairy tale world. Son, have you ever thought that combining seemingly unrelated objects and images in life can also become a wonderful work?
Xia Jiaer was born into a Jewish family in VitPusker, a small town in western Russia. I studied in the studio of Russian painter Paine in my early years. After 1907, he studied in Petersburg intermittently for three years, and finally he went to the door of Russian stage designer Baxter. After arriving in Paris, at first, he interacted with various painters and visited major museums and art galleries, gradually changing the gloomy color of his hometown. From this photo "Me and mine"
Village and several other paintings, such as "Paris Seen from the Window" and "Me with Seven Fingers", show that during his 60-year artistic career, he basically did not jump out of this painting style.
At first, Xia Jiaer used the decomposition method of cubism to express his nostalgia for his hometown, giving full play to his romantic and lyrical color, and his composition was quite surreal. There are strange figures, animals, upside-down houses, trees and people in the painting. Time and space are disrupted, the normal perspective ratio is abandoned, and everything seems to have lost its gravity and been placed in space at will. Only "I" and Daniel are having a cordial conversation. Typical Russian houses, churches and bell towers are in the background. The painter added images of women milking cows' heads by superposition. In the middle of the foreground, a flowering tree is drawn. All this, the chaotic images left in memory are superimposed and become a portrayal of a dream, a colorful fairyland. )
2. Creation of works (according to any given set of graphics, a new image is formed. See who draws the most creative images. For example: apples, shoes, umbrellas, balloons, flowers, scissors, televisions or cars, vases, rabbits, hands, grass, butterflies and so on. )
The effect of the work:
Topic: Draw a bird.
Class hours: 90 minutes
Class; Children's Chinese painting
Teaching objective: 1 Understand the modeling and painting of birds in flower-and-bird painting.
Improve students' aesthetic taste and cultivate students' love for nature and life.
Teaching emphasis: understand the bird's form and painting method in flower-and-bird painting.
Teaching difficulties: how to better show the bird's dynamics in the picture?
Teaching steps: 1 Enjoy pictures
2 teacher demonstration
(Drawing steps: 1 Draw the mouth and eyes of kingfisher with medium-thick ink; ② Draw the feathers on the top of the head with heavy ink, the feathers on the side with light ink, and the feathers on the back; 3 Tick out the outline of the abdomen and the feathers of the wings with light ink; Draw tail feathers and claws, the feathers on the mouth and abdomen are dyed shuhong, and there are three green spots on the top of the head and hind wings. Pay attention to control moisture. )