Create a multi-dimensional artistic regional space, let children learn independently in a warm and orderly artistic regional atmosphere, be influenced by a good artistic environment in a subtle way, and cultivate children's interest in artistic activities and enthusiasm for active participation.
First of all, create a well-lit and relatively quiet fixed art area for children, put some model paintings that children usually like in the art area, provide various painting tools, introduce various painting techniques on the wall, and decorate some green plants with quiet icons. The environment here is warm and Jing Ya, which is suitable for children to feel the beauty quietly and inspire artistic creation.
Secondly, combining with the layout of other regions or themes, expanding the regional space of children's art can stimulate children's interest in art. For example, in the theme activity "Animal World" in large classes, according to children's interests, we ask children to collect their favorite animal books, animal pictures, headdresses and other layout environments, and provide various materials to guide children to express their understanding of animals by artistic means, so as to always make children full of curiosity and interest and create interesting and changing environments according to the theme.
Thirdly, kindergarten public art area, electronic painting room, children's family painting area, etc. It can also be a children's art area. Create a variety of artistic regional space, let children feel the dynamic artistic regional atmosphere, accept artistic regional information, cultivate artistic regional interest imperceptibly and improve artistic regional ability.
Second, the attempt of multi-artistic regional interaction
Teacher-child relationship, peer relationship and parent-child relationship are important components of early art regional teaching. The generation of children's art interest in art activities and the improvement of art activity ability are inseparable from the role of regional communication in art activities. Pay attention to the regional process of children's art activities, and carry out regional interaction of art activities through various ways, such as teachers' and children's reading together, peer exchange, and parent-child art areas, so as to improve the regional effect of art.
Teachers and children learn from each other, and through the guidance of teachers, the art area really enters the interaction between teachers and students and becomes an important part of the children's art area. Guide children to choose, watch and read paintings, guide children to ask questions, discuss and think, and help children relate paintings to personal experiences, so that children will be interested in art activities. When children wake up to artistic creation, we must let them paint boldly, preferring to be dirty rather than clean, preferring to be square rather than round. For example, there is a child in our class who never likes painting. Every time he got the drawing paper, he painted it again and again, never knowing what to draw. Later, through the guidance and encouragement of the teacher, I analyzed the picture with him, imagined adding, created the environment, and added various patterns to make the whole character and the whole picture look full and full. He was gradually able to paint independently and quietly, and he mastered the law of painting.
In addition, peer communication is also a very important way of artistic activities. You can often carry out "making friends" activities-art activities are large and small, large and medium classes, and middle and small classes engage in art creation activities. Children can learn artistic creation in this collective environment and share the happiness of early artistic activities with their peers, thus improving their interest and enthusiasm in participating in artistic activities.
Make full use of family resources, guide parent-child art regional activities, and let parents guide their children's artistic creation one-on-one. The effect is remarkable. Through statistics, we find that most children's families have prepared art activity areas for their children. Therefore, we distributed publicity materials of early scientific and artistic activities and statistical tables of family parent-child artistic activities to encourage parents to carry out family parent-child artistic activities and organize parent-child artistic creation activities by using kindergarten computer room resources. In this process, parents have said that they not only cultivated their children's interest in art activities, expanded their knowledge and improved their aesthetic taste, but also established a good atmosphere for art activities in the whole family.
Third, provide multi-dimensional artistic regional materials.
The subject matter is diversified. From children's life education to environmental protection, from scientific enlightenment to life exploration, from affection, friendship and care to overcoming difficulties, experiencing strange adventures, courage and persistence. Diversified themes will guide children to acquire diversified knowledge reserves and diversified emotional experiences and experience expansion.
Diversification of materials. This way of painting is not only for children to draw with pens, but also for children to draw and create with natural materials, daily necessities, school supplies, kitchen supplies, etc., which we usually can't imagine. This not only expands the scope of children's imagination, but also expands the width of children's creation.
Diversified forms. In addition to ready-made sample paintings for children art to copy, we can also develop art areas in combination with theme teaching forms, fully tap various resources in theme comprehensive education activities, and provide rich art activities for children. In the theme comprehensive education activities, children's knowledge is systematic. In the implementation process, we should not only integrate all fields, but also integrate all kinds of educational resources inside and outside the park, providing children with systematic and rich artistic regional content.
Fourthly, the ways to tap the multi-artistic regions.
Regional activities of model painting art. According to the characteristics of children at different ages, guide children to appreciate the appropriate template painting and teach them the corresponding artistic creation methods. For example, children in small classes are required to do "purposeful graffiti", and pay attention to the interrelationship between the contents and gradually understand the contents of the picture. On this basis, listen to the teacher according to the picture content and story, so as to be more active in the art area. After the children can understand the content of the art area, guide the children to express the understood picture content in art. In addition, they can also inspire the children in the middle and large classes to tell stories creatively and draw pictures according to the template.
Regional activities of multimedia arts. Using computer, projection, video and TV information to carry out art regional teaching activities in art regional activities not only expands the limitation of time and space, but also provides vivid and wonderful art regional contents, stimulates children's interest in art regions and facilitates teachers' teaching.
The way of art regionalization is various and diversified, as long as it is suitable for children to accept and develop, it is meaningful. Therefore, combined with the age characteristics of children, we also carry out art regional activities such as painting area, playing with paper area and making area, so that children can enter the activity area according to their own interests and wishes and develop in novel and interesting art regional activities.