Art appreciation practice report is often used in our daily life, work and study, and many things are sometimes reported, so how to write the art practice report? The art appreciation practice report I collected below can be used for your reference.

Art Appreciation Practice Report 1 With the acceleration of the new curriculum reform, the art appreciation course in senior high schools should be reformed accordingly to give full play to the aesthetic effect of this course. However, in senior high school teaching, the teaching status of art appreciation course is worrying, which is far from the requirements of the new curriculum teaching standards.

First, the integration of art education resources to meet the actual needs of students

The new curriculum reform requires our teachers to be good at developing and utilizing resources to improve the teaching efficiency of art classes. Art covers a wide range, not all of which can be covered by a textbook. Therefore, teachers can fully collect famous works from all over the world, integrate them into art appreciation classes, give full play to the aesthetic function of art, show the main features of works of art in different periods, and let students have a deep understanding of art. For example, for foreign works of art, they can introduce them in the chronological order of primitive society, slave society, medieval, Renaissance,17th century Europe and18th century modern Europe.

Second, closely connect with students' life and expand the art teaching space.

In high school art teaching, teachers should make full use of things and phenomena in life to provide students with rich art materials. Such as logo design, posters, handicrafts, architecture, sculpture, etc. , can be properly integrated into art teaching. These items can not only be seen everywhere in life, but also arouse students' aesthetic association. For example, in order to deepen the artistic theme, we can use music, film and television materials, story telling and other ways to create teaching situations, fully mobilize students' interest in participation and stimulate their enthusiasm for appreciation. At the same time, teachers should pay attention to strengthening the organic combination of art class and life practice, so as to encourage students to accumulate corresponding social and cultural knowledge in the process of comprehensive learning and deepen the art learning experience.

Thirdly, cultivate students' appreciation interest and stimulate their learning motivation.

Interest is very important for students to participate in teaching activities spontaneously. In the appreciation class, teachers should give priority to cultivating students' interest, strengthen the interaction between teachers and students, grasp students' psychology, tap the factors that attract students to appreciate artistic works, and stimulate students' interest in appreciating artistic works. In this way, it is not only conducive to expanding students' horizons and enriching knowledge reserves, but also conducive to the in-depth development of classroom teaching and improving classroom teaching efficiency. For example, in order to enhance students' interest in appreciating Chinese painting, teachers should pay attention to excavating the artistic charm of Chinese painting and guide students to feel the artistic conception of Chinese painting. For example, flower-and-bird painting shows the true meaning of nature, figure painting gives people a vivid feeling, and landscape painting reflects the poetry of mountains and rivers. It can be said that Chinese painting is a tool for ancient painters in China to express their feelings by borrowing things, and it will have a different flavor if we carefully taste it. Art appreciation needs eyes and hearts, and teachers should adhere to the principle of impressing and attracting students when choosing works of art. Only when the works attract students' attention can we impress students and give them motivation to learn.

Fourth, carry out inquiry-based practical teaching to give full play to students' initiative.

Traditional art teaching pays too much attention to "immediate effect", so teachers always emphasize that students can achieve the effect of "one class at a time" within 45 minutes. Such a compact curriculum arrangement has not achieved much effect in essence, and the classroom efficiency is relatively low, which is not conducive to the individualized development of students. Therefore, in the teaching of art appreciation, teachers should encourage students to carry out research-based learning, guide students from passive recipients to active recipients through the combination of theory and practice, and at the same time, teachers should be good participants and instructors, assist students to complete inquiry activities, give full play to students' subjective initiative, and let students actively cooperate and communicate. For example, when teaching "Landscape Architecture", teachers can guide students to practice. By analyzing teaching materials, introducing background information and showing teaching objectives, let students know that today's teaching theme is "the aesthetic spirit of ancient gardening art", then subdivide the theme into three learning units, introduce the objectives and operation methods of each unit to students, and formulate corresponding learning evaluation rules; Then teach in classes, collect data, study and compare, summarize, and then implement in each group. Each group clearly defines the division of labor and cooperation, unites and cooperates to carry out research-based learning, and puts forward their own feelings and experiences in class; Through students' campus sketches, we can capture every moment of beauty in detail, so as to better understand what is the gardening concept of "harmony between man and nature"; Finally, let students organize and exchange their own works in groups, and also show their achievements, which can be evaluated by teachers or students, fully stimulate students' interest in learning and establish students' sense of independence.

In short, the teaching of art appreciation in senior high school should strengthen the organic combination of theory and practice, truly change the traditional teaching concept, focus on stimulating students' interest in learning, improve students' autonomy and initiative, enhance students' ability to discover, feel, appreciate and create beauty, fully cultivate students' aesthetic taste, and truly make the teaching of art appreciation in senior high school bloom with new brilliance.

Art Appreciation Practice Report 2 In the teaching of single art course in primary schools, we often ignore the teaching design of art appreciation course. The most valuable thing in appreciation class is to create an ideal dialogue situation. Only in the dialogue situation can students' thinking be aroused. This kind of communication and exchange of thinking has narrowed the distance between students and works and teachers, making it easier for students to understand artists or works of art, or in this ideal dialogue situation, students' own understanding of works has produced new understanding through dialogue with teachers, which is an "unexpected" gain in art appreciation teaching. Last year, in the post training of young teachers in our school, I chose the appreciation class of Volume 10 of the People's Beauty Edition, lying like a mother and baby in clothes. In the teaching of this class, I pay attention to the creation of students' subjective dialogue situations, allow and praise different voices and opinions in the classroom, and encourage independent thinking. The process of appreciation is more important than the conclusion itself, focusing on classroom generation; The design of teaching links is suitable for students' physical and mental characteristics, and all students should participate in activities as much as possible; Encourage students to question and ask questions, and finally design open-ended homework to understand the situation of students solving problems, so as to echo from beginning to end. Design the link of "I write my heart by hand" to test the overall learning effect. After the whole class, students will summarize, appreciate and comment on all aspects related to the work. Including the comparison with the original understanding, how to appreciate modern sculpture and understand henry moore's creation, the new understanding of maternal love, whether to solve the doubts, etc. According to the national fine arts curriculum standard (20 1 1 version), emphasizing "understanding fine arts phenomena in a wide range of cultural situations" can help students develop an attitude of "respecting world multiculturalism". The field of appreciation also puts forward new requirements for improving students' "aesthetic taste" through teaching. There are many factors for the formation of artistic creation techniques, such as the influence of traditional and contemporary artistic styles, the artist's life experience, the artist's aesthetic orientation and innovation ability. Therefore, it is necessary to add knowledge about the creative background to appreciate and appreciate works of art, and it is obviously not enough to just stay at the students' superficial feelings. At the same time, according to the age characteristics of students, teaching does not directly tell students the relevant creative background of "lying like a mother and baby in clothes" (so that students' understanding must be unstable, even if they know the answer, they may not really understand it), but on the basis of students' feelings and experiences, organically discuss and explain these in student activities that permeate all teaching links, so as to be timely and effective. This is conducive to the understanding of works and the internalization of knowledge. The main purpose of art appreciation is to help students understand the structure, meaning and symbolic meaning of artistic works, and make value judgments on the quality of works. It is an act of obtaining meaning from image reading, and it is a spiritual activity for students to grasp the meaning of images with their own knowledge and experience and the guidance of teachers on the basis of perceiving images or visual symbols, with aesthetic enjoyment as the fundamental symbol. Art appreciation teaching is different from the study of art history. The study of art history is often an established fact, presenting students with the results of knowledge, while art appreciation teaching pays more attention to the dialogue between students and works and the process of dialogue, that is, the process is the meaning of teaching. If the teacher can realize this, then the course is half successful. Art appreciation teaching is closely related to the understanding and judgment of artistic works. In the understanding of artistic works, problem-centered instructional design provides a broader way to understand art: let us know that in the reading process and meaning construction of visual images, different understandings will be presented due to different cultural experiences and knowledge backgrounds of viewers. In the course of art appreciation, teachers' rich knowledge is more conducive to the correct interpretation of artistic works. Therefore, teachers should read widely, and only in this way can they attract students better in class.

When teaching art appreciation, teachers should realize that there are different dialogues and exchanges among teachers, students and works in the teaching process, so everyone will have an individual understanding of teachers, classmates and works. In the traditional art appreciation teaching, art works often have only one absolute and unique meaning, and appreciation can only be a one-way aesthetic view of this meaning. Driven by this theory, the classroom of art appreciation teaching has completely become a stage for teachers to perform alone, while students can only read passively, cautiously and closed. On the contrary, hermeneutics hopes to liberate the teaching of appreciation from the habitual presupposition, mode and narrow and single interpretation space. On the premise of fully respecting the objectivity and seriousness of knowledge, teachers and students can jointly exert their imagination and make personalized understanding and expression. The work of art itself is open, not only belonging to the era when it came into being, but people in different times will have different aesthetic understandings of the same work of art. Therefore, students should be encouraged to step out of the closed circle of the meaning of the work and freely release and express their personal experience of reading the work. In this way, students can not only improve their appreciation ability, but also contribute to their all-round and harmonious development. Therefore, teachers should realize that understanding is different, respect different others, and make the dialogue and communication in class have diversified significance. This principle of respecting others must continue to exist in the classroom environment, and such an atmosphere should be created whether attending classes or not, so as to conform to the concept of students' self-construction and interpreting visual image works from a diversified perspective.

In appreciation teaching, we should shift our foothold from teachers' "teaching" to students' "learning". Teachers should have object consciousness and humanistic consciousness when designing teaching. They should not only consider the teaching content, but also consider students' active learning attitude in the learning process, create a learning atmosphere for students, design learning activities for students, and give students the opportunity to express their feelings. The reason why students don't love art appreciation teaching is not that they don't like to appreciate famous works, but that the original exquisite works of art make the teacher's analysis boring. Take the first volume of the fifth grade "Portrait Art" as an example. Students have been exposed to the appearance characteristics and demeanor of the characters in the lower grades and even in kindergartens. If in the teaching of art appreciation, the teacher plays the same old tune and the method is outdated, the students' disgust can be imagined. There is no creation of truth in teaching, or more accurately, if the classroom is not the primary place to seek truth, discover truth and share truth, then it is difficult to stimulate students' interest in participating in teaching. Students don't walk into the classroom with empty heads, so art courses emphasize the generation of students' experience, and teachers and students constantly generate life experiences in the teaching process. Through the interaction between teachers and students, students' learning process is a process of actively constructing their own knowledge and experience. Because in the process of cognitive understanding, students' "wonderful thoughts" are permeated, which is the ultimate pursuit of art education.

Appreciation teaching mainly cultivates students' understanding and appreciation ability and language expression ability. Students should not only learn to explore and appreciate works, but also be able to express their unique understanding, sentiment and experience in words. Hermeneutics points out the necessity of improving students' language expression ability in appreciation teaching. The multi-directional meaning of the work provides readers with space and possibility for understanding, expression and re-creation.

Scientific teaching methods are the means to achieve teaching objectives. To embody the organic unity of students' knowledge, skills, emotions and values, we need to attach importance to new teaching methods. The dialogue mode adopted in the teaching of art appreciation in the new curriculum regards reading appreciation as a dialogue and communication between subjects. This dialogue process is a process of gradually revealing the connotation of artistic works. It is an interpretation of the profound connotation of the work, or the overall structure and form of the work, and the true meaning of a seamless poem. It advocates the establishment of a student-centered activity system, so that students can discover and construct the meaning of their works in the process of participating in communication. Cultivate students' exploration spirit in dialogue teaching. Through dialogue, students can learn how to read and appreciate, how to understand works creatively, and how to interpret works in a more comprehensive cultural background. Describe, analyze, explain and judge the four steps of art appreciation teaching, and think that anyone can approach the original intention of art works as long as they follow these methods and steps. Appreciating teaching should start with students' personal problems and let them explore the meaning themselves, instead of passively accepting what textbooks or teachers tell them. Paying attention to the construction of students' self-meaning and guiding students to construct meaning are diverse, but these diverse viewpoints help students deconstruct the mainstream values of society and then complete critical interpretation. Therefore, we can design such a reflective and critical question: "What do you see? -What do you see? -What does this mean to you? -Why does it have such a meaning? -reflect on the appropriateness of understanding, criticize and correct your own understanding. " This way of asking critical questions can promote students' understanding of works of art and get rid of the suppression of students' pre-concepts. In particular, the art appreciation teaching of visual culture attaches great importance to critical interpretation, hoping that students can have the ability to reflect and criticize. Popularizing the questioning method in reflective criticism teaching may be an effective way to cultivate students' reflective and critical ability.