Appreciation teaching is one of the three major contents of kindergarten art education (painting, handcraft and appreciation). In actual teaching, teachers often attach importance to painting and handicrafts, but neglect appreciation of teaching, especially thematic appreciation. Even if it is appreciated, it is mostly for appreciation, and the appreciation of famous paintings is not combined with painting teaching. We know that the cultivation of noble sentiments needs to be realized through aesthetic education, and appreciation is an indispensable way of aesthetic education.

Then, how to choose the content of appreciation according to the age characteristics and cognitive level of large-class children, design the art appreciation activities that large-class children can accept, guide children to appreciate step by step, and let them express their works through their own paintings and languages on the basis of learning to feel, so as to improve their ability to feel, understand and create beauty? This is what I should consider when organizing children's appreciation activities.

Second, the implementation case

The first part:

When I took my children back to class after morning exercises at the beginning of school, I found that many children, such as Hao, Yu, Yuan and Hua, were interested in the murals in the corridor on the stairs. They got together to point fingers and discuss something, so I went to have a look. It turned out that they were arguing about the portrait on the wall. To this end, I caught the topic that children are interested in and generated this appreciation activity "mural". But in the process of guiding children to appreciate, I found that children only pay attention to what the image in the mural looks like. They have the desire to speak, but they don't know how to express their feelings in words. I tried to remind them: What did you see? However, the children's answers have become inertia. They are still eager to say: Teacher, I think this is like a star, like the moon, like a boat ... At this moment, Hao took my hand and said: Teacher, I saw a cake with a checkered pattern on it, which is beautiful and looks delicious. I really want to eat it I think he spoke very well, so I seized Hao's words and discussed with the children: Did you speak well just now? Why? At this moment, the children began to speak: "He speaks very much." "After listening to Hao's words, I seem to smell the cake." So, I take this opportunity to encourage children to express what they see in vivid language and think, "Do we have to speak as well as Hao?" At this time, the child's language can be enriched: "I see petals, blue leaves, the moon and a curved boat ... I see caterpillars sticking their heads out of the grass." Look, these are its eyes. Look at us. I also saw the stars. It is a good friend of the moon. Today is the birthday of the moon. It wants to send a leaf towel to Xiaoyue ... "Hua:" I see whales playing games with the sea happily. " "No, no, that's a sailboat sailing on the sea." Hao put forward different views. "I think it should be a hillside. Look, there are flowers in full bloom here. " "I also saw birds." "I saw a flock of seagulls flying on the sea, as if they were taking part in a competition. Who flies fast and who flies high? " ..... Teacher: "Which place do you like best? Why? " "I like this sun because its color is very bright." "I like this hillside because it looks green and feels comfortable." Look, teacher, this is a cake roll. This is a peacock's feather. It's beautiful. This is a drawer. I see the window.

Analysis:

In appreciation activities, let children want to talk, want to talk and have a topic to talk about. I think the best content should come from the familiar environment and interesting things in children's lives. In this activity, when I took my children to enjoy the frescoes in kindergarten, I found that the children's initial aesthetic angle only started with the external image of simple things, and the expression was very simple, just using simple "like" or "dislike" to feel something. After guidance, they learned to expand their imagination, express it in rich language, and feel beauty in the process of expression. However, in the process of appreciation, I found that children actually pay attention to an intuitive detail of the work, and will not feel the work as a whole, nor will they appreciate the beauty contained in the work from multiple angles. This may be directly related to their previous lack of appreciation experience.

Measures:

In the next stage of appreciation activities, I will use some famous paintings to guide children to appreciate and feel, so as to enrich their appreciation experience, feel the works from multiple angles and improve their aesthetic ability. At the same time, teachers themselves should read more relevant appreciation articles to improve their appreciation level. Only in this way can they guide their children to appreciate with their own knowledge. At the same time, we will also combine the appreciation of famous paintings with children's creation to avoid appreciation for the sake of appreciation.

The second part:

Appreciating Millo's paintings means appreciating abstract creation. At the beginning, when I guided my children to appreciate Milo's works, I tried to explain in detail the use of points, lines and surfaces in Milo's paintings, the collocation of colors, the distinction between primary and secondary pictures, and the treatment of light and shade. Try to make children understand what abstract painting is and appreciate it on the basis of understanding. But then I found that the original vivid Milo picture became stiff under my explanation, and my "doubt" about the child became impossible. So, I began to think about whether I could try to combine children's interests with the appreciation of famous paintings and put some creative-related content in the activity area, so I made the following attempts in the activity area: first, let the children observe, guess and imagine a specious pattern from any angle; Let the children look at some abstract pictures and record their imagination. Finally, the painter Milo's works provide children with bold imagination and association. I found that everyone saw and understood differently, just as the children themselves said, "We have different passwords for Milo's world"! It turns out that every child has a different understanding of an abstract painting. The children's understanding is very simple, that is, a ghost like a man, a spider superman. As the children say, "abstract painting is a painting that we can't understand." This is their truest feeling.

When appreciating Miro's work "People Throw Stones at Birds", faced with the abstract colors and deformed shapes in the work, the children said with their own instinct and intuition: "I feel like walking alone on the beach!" "Look! I see a bow! " "I see a red flower." "No, it's fire!" I see a black river. "I saw a small forest." "I saw a rabbit's tail, white. Probably hiding in the grass. " "No, it's the head. Just out of the hole looking for food. " ..... The distorted and exaggerated patterns in the works fully mobilized the children's imagination and creativity. This also helps children feel and experience the beauty of colors, lines and shapes. However, some children have a special liking for a one-eyed footboard, saying it is a "monster", "lame" and "one-eyed man", while others tell their impression of the whole painting: "A person on the beach turns a blind eye. He saw a bird chirping and threw a stone. " Some said, "I feel like a person is doing magic. He has lost an eye and a foot and turned the beach into a straight line. " Others said, "I close my eyes and feel myself shaking from side to side, up and down, back and forth, because this person's body is crooked." There are even children who say, "A ghost is walking on the beach, playing with an egg, and suddenly he finds a flower. He wants to pick it and put it on his head." Every child has his own ideas, and he is even more excited to laugh at other people's new expressions that are different from himself, and thinks that the works he appreciates are really wonderful and interesting.

Analysis:

Miro's paintings mostly express inner feelings with abstract and deformed symbols. I found that exposing children to abstract art can expand children's thinking space, promote the development of single thinking to multi-directional thinking and three-dimensional thinking, and make children's painting enter a lofty aesthetic spiritual realm in essence.

The obscurity and uncertainty of Master Milo's paintings give children an imaginary world. This appreciation activity is a big garden of children's imagination and a powerful means to improve children's aesthetic ability.

In the creative activities after appreciation, children sketch according to the imitation of previous specific conceptual images, so as to pay attention to the changes of points, lines and surfaces of the works, and draw monsters, deformed people and things with exaggerated points, lines, surfaces and color blocks. Each of their works is obviously so exaggerated and vivid, as if they were all masterpieces of art.

However, in the creation, it is not difficult to find that the expression of children's paintings is relatively simple, which I think is related to the relatively simple genre content of children's contact and appreciation of works.

Measures:

In the next stage, in view of the above problems, I will choose the content that is obviously different from Millo's creative style as the content for children to appreciate, so that children can further learn to appreciate from multiple angles and directions, expand the space for children's imagination and expression, and improve the aesthetic creation level of children's aesthetic feelings at a deeper level.

The third part:

In this appreciation activity, I chose Seurat and Miro's work "Sunday in the Big Bowl Island" with completely different styles. This is a colorful work, which gives children a very strong visual impact. As soon as the work was presented to them, the children immediately cheered: "Oh, it's so beautiful." Teacher: "What do you think is beauty? What's your favorite place? Why? " Yang: "I think the color of the lake is very close to that of the sky. They are all blue, but the sky will be lighter and the lake will be darker. A long white bridge and a row of green trees separate them between the lake and the sky, which feels particularly clear and beautiful. " Yang: "I see white sailboats, dragon boat races, small passenger ships smoking, and small cruise ships on the lake." I like that little white sailboat best. Its shadow is reflected in the water, just like the wings of a beautiful butterfly, which is especially beautiful. "Young:" I see the sun shining on people, which is warm and particularly comfortable. "I also want to lie on the grass and bask in the sun." Although the author did not draw the sun in this painting, the painter gave the children a visual cue through a color and light effect of this painting. I followed the child's words and pretended to be surprised and asked, "Hey, why didn't I see the sun?" When is this? Haoran proudly said: "the light on the right side of the grass is particularly bright, it is grass green, and the left side is dark green, so I know there is a sun." Shu Zhen said: "The dark place is because there is no sunlight, while the bright place is because the sunlight shines directly on it." . Of course, we know that the sun has come out. ""Teacher, I don't think French clothes are the same as ours. Women wear skirts that reach the ground. They are beautiful and I like them very much. "This is how girls feel." Both men and women like to wear hats and umbrellas. Their hats are different and beautiful. ""Men like crutches, like gentlemen. "... children use their own observation and imagination to describe their feelings. They twittered like a group of tireless birds. When guiding children to analyze the composition of this painting, they soon found many contrast relationships: the big man is in front, the villain is behind, the people near are obviously blurred, the contrast between light and shade, the contrast between high and low (there are many people in some places and few people in some places), the contrast between thickness and thickness, and the contrast between straight line (horizon) and curve (river bank line).

Analysis:

In this activity, I make full use of the advantages of multimedia, so that children can feel and understand the space, perspective, color, shape and so on expressed by the works from the visual and auditory perspectives in the multimedia courseware with ingenious ideas, beautiful pictures, beautiful music language and rich content. When children are full of creative passion and desire to express themselves, I encourage them to express their feelings in action or artistic way. Then I take pictures of children's body language with a camera, and then let them create and show them on the spot. The children are in high spirits. Multimedia turns abstraction into intuition, static into dynamics, complex into simplicity, difficult into ease, and helps children participate in appreciation activities from multiple angles and directions. It promotes teachers' interest in teaching and improves children's enthusiasm for learning, which plays an irreplaceable role in the development of children's attention, observation, imagination and aesthetic consciousness.

Third, lack of reflection.

Reflection:

1. From the above examples of appreciation teaching, we can see that children's learning and appreciation activities are a process from the superficial to the deep, from the outside to the inside. We should let children appreciate at a lower level according to their age characteristics and understanding ability. First, we should choose the appreciation materials from the surrounding living environment that children are familiar with and interested in, so that children can feel the beauty everywhere in life. Then, according to the requirements of art activities and the skills to be learned in this activity, we choose famous paintings in various styles and forms, such as: colorful and ever-changing "abstract" painting style and colorful, intuitive and vivid "stippling" style. Enlighten and guide children to combine their life experience for aesthetic imagination, let them see enough and ask enough, and then guide them to go deeper and create in their own language. The basic structure of the whole teaching activity is: perception of works → discussion → painting creation.

2. Traditional appreciation activities are just for pure appreciation, ignoring how to guide children to express beauty in their own way, which makes appreciation lose its practical significance. Therefore, in the process of appreciating activities, children should be provided with space for expression. When they feel beauty (most children think these paintings are beautiful when there are beautiful and pleasant things or experiences in their life experiences) and have aesthetic pleasure, they will have enthusiasm for painting creation. At this time, children can appreciate famous paintings before creating them, so that they can fully expand their imagination. The enlightenment children get from famous paintings can expand their expression space and exert a subtle influence on their painting creation. After a period of time, this potential influence is manifested as a qualitative leap in the level of aesthetic creation.

3. Adopt multimedia teaching methods to give children a variety of sensory functions, such as vision, motion perception, language, etc. Let children transfer their own life experience more easily, understand the connotation, significance, painter's style and expression, mobilize children's learning enthusiasm more effectively, and easily realize the goal of cultivating children's interest in beautiful things and works of art around them in art appreciation teaching, broaden their horizons and get a pleasant experience in appreciation.

Have shortcomings:

After a semester of appreciation activities, although the children's appreciation level and aesthetic level have been greatly developed, they have also incorporated their own unique language and creative appreciation concept into their creations. From the overall composition and processing have been significantly improved. However, in the appreciation activities, it is found that some children still pay attention to a certain detail of the work, some can describe the picture well, and only a few children learn to analyze the work in a simple form (that is, the analysis of shape, color and composition), and they show different levels of development. Therefore, in the appreciation activities, some children can only keep their attention for a short time, while others can maintain high enthusiasm from beginning to end and realize benign interaction. How to guide children with different levels of development is a problem that I need to solve in appreciation activities in the future.