Discovery and Expression —— Sketch Class in Art Campus
Teaching purpose: 1. Cultivate students' interest and hobby in learning art and fully understand that "beauty is everywhere in life, and the key lies in our eyes" (Rodin).
2. Guide students to feel the beauty of campus environment and architecture through careful observation, and guide students to use painting knowledge to express campus environment.
3. Encourage students to pay attention to society and life, and use their own painting language to discover and create beauty.
Activity flow:
1, landscape painting appreciation import. (Review the knowledge of composition and perspective)
2, small group activities, teachers and students * * * with activities.
3. Class summary, students' self-evaluation, and teachers' comments.
I. Introduction:
[Scene]
1, in the classroom.
Teacher: Hello, class. The teacher drew a landscape painting recently. Do you want to see it?
Student (chorus): Yes.
The teacher showed the landscape painting. )
(The students are amazed and interested. )
Teacher: Please use your own art knowledge to evaluate this painting.
The students spoke enthusiastically and reviewed the knowledge of perspective and composition through their speeches. )
The teacher encouraged and affirmed the students' speech. )
Teacher: The beauty of nature is everywhere, and it is up to us to discover and express it.
The teacher continued to show the artistic works he sketched on campus. )
Student (talking and chatting): It turns out that the campus where we often live is so beautiful! I also want to draw a picture of our campus. At this time, students' interest in exploring beauty is aroused. )
2. Outside the classroom
Students began to sketch in groups on campus, and teachers and students worked together.
3. In the classroom
Class summary-students' self-evaluation-teachers' comments summary.
Brief analysis after class:
Through the painting performance of campus environment, characters and various activities on campus, we can deepen the experience of colorful study life on campus and the harmonious relationship among ourselves, classmates and teachers, cultivate students' feelings of loving campus life, and understand the most basic modeling language and expression of related environment and character activities. The campus sketch course conforms to the new curriculum concept, the topic introduction is vivid and natural, the students' interest is high, the relationship between teachers and students in group sketch activities is harmonious, and the painting enthusiasm is high. In the class summary, the students spoke positively and the atmosphere was warm, which made me feel that freshmen were active in thinking and had strong language expression skills. I affirmed the students' speeches one by one, which gave each student confidence and promoted the all-round development of students' potential, personality and creativity.
Through this lesson, I feel that there will be different situations in classroom teaching, which requires teachers to have adaptability, make classroom teaching free, take students as the center, and fully respect students' growth needs, experience needs and choice needs.
Character sketch
First, teaching cases
Teaching background:
(1) technical. In junior high school art teaching, painting homework is not as prominent as primary school art teaching, but the effect of craft homework is more distinctive. This is mainly because of junior high school students' practical ability (strength, coordination, accuracy, etc. With the rapid development, all kinds of craft class assignments are likely to be better; At the same time, because junior high school students' interest turns to reality, they are more interested in some creative and design courses.
(2) knowledge. Junior high school students have a strong thirst for knowledge, so the courses of art common sense and art appreciation with strong knowledge are increasingly welcomed by junior high school students; At the same time, because junior high school students' rational analysis ability and logical thinking ability are developing day by day, they also hope to use what they have learned to guide art homework.
(3) creativity. Art classes should be meaningful creative activities. Teachers should inspire and guide students' imagination and thinking in images, and provide students with opportunities for conscious creation.
(4) Individualization. The personality differences of junior high school students are becoming more and more obvious, which makes art works present different styles.
(5) motivation. The psychological characteristics of primary school students' "unintentional" determine that their learning motivation mainly comes from interest. Junior high school students' learning also needs to stimulate interest, but the role of motivation is more and more dominant.
Second, the teaching process:
1, revealing the theme.
Today we draw a picture of a person. Write on the blackboard.
2. Explain the "sketch". What is a sketch?
Sketch is a kind of picture that expresses the dynamic image in a simple and quick style, that is, it briefly depicts the body, movement and expression of the object with concise lines in a short time.
Its purpose is to record life, accumulate creative materials, cultivate keen observation and the ability to express objects (descriptions) quickly. If you want to draw a good sketch, you must persist in diligent practice.
Step 3 enjoy:
Appreciate the pictures on pages 4 and 5 of the textbook to deepen the understanding of sketch.
Explain that simple lines show movement and grace.
4, writing preparation:
The teacher selected four students with obvious characteristics, posed for reading and explained the requirements of the model.
5, teacher demonstration:
(1) Grasp the big form, big framework and big proportion. (2) Use simple long lines to express features, and omit the tedious ones. (3) Detailed description.
6, guide the exercise:
Remember: "stand seven, sit five plates and three and a half", that is to say, when sitting and reading, people are five heads. When standing, people are seven heads tall; When sitting on the ground, people are three and a half heads tall.
When we sketch a character, we can only draw a dynamic picture by grasping the subtle relationship between the head, hands and books of the character. Please note that the simpler the line, the better the dynamic effect.
7. Students practice and teachers patrol.
8. Comments:
Praise the concise lines in the homework, and encourage students to draw more sketches after class and between classes to improve their painting level.
Thirdly, some enlightenment of the case.
Teaching concept embodies teachers' teaching concept and determines the quality and effect of teaching practice. The practice of inquiry teaching in the art teaching activities of the first grade in junior high school has broken through the previous art teaching classroom in general sense, and led the students' learning style to the process of discovering problems, exploring problems, innovating thinking and solving problems. The demonstration of this case embodies an advanced and scientific teaching concept: "Teaching is not a model. Teachers not only teach students how to look, how to draw and how to design, but more importantly, how to think, so that students can be creative and break away from convention. From learning to creation, from passive to active, from appearance to feeling, from skill to quality. " In art teaching, apart from the study of theoretical knowledge and traditional techniques, the most important thing is to cultivate students' innovative interest, innovative consciousness, creative thinking ability and creativity through art. Therefore, it is more meaningful and effective to implement such a "creative thinking training art class" in schools.
By the river during Tomb-Sweeping Day.
Teaching objectives
1. Read the text correctly, fluently and emotionally.
2. Imagine while reading, and experience the content and characteristics of the ancient painting Riverside Scene at Qingming Festival.
3. Learn special research to understand the historical value of the ancient painting Riverside Scene at Qingming Festival.
Teaching focus
Understand the content and characteristics of the ancient painting Riverside Scene at Qingming Festival.
Teaching preparation
Before class, arrange for students to collect printed materials (including stamps) and CDs about the ancient painting "The Riverside Scene at Qingming Festival", and ask for internet access if possible. Teachers should prepare relevant wall charts, CDs or courseware if possible.
Class arrangement
2 class hours (1 class hour is also acceptable, see the explanation later)
teaching process
first kind
First, introduce new lessons to stimulate interest.
Second, fast reading, overall perception
Teachers ask students to read quickly with questions according to the "reading tips", find the answers to the questions, and then communicate in groups. The question is: What exactly is this painting? What are its characteristics?
This painting is divided into three parts: the first part depicts the scene of the suburbs, the second part depicts the busy Bianhe wharf, and the third part depicts the busy market. The scale of the painting is grand, the scene is complex, the objects are painted with people, and the pen is meticulous, reaching a vivid, clear and realistic realm. )
Third, enjoy reading and expand your imagination.
Teacher: (Put up a wall chart or play the CD "Riverside Scene at Qingming Festival") The Riverside Scene at Qingming Festival is illustrated with pictures and words, which vividly express the contents of the picture. Please read the text again, look at the pictures while reading the text, expand your imagination with the text, and enjoy the beautiful scenery of The Riverside Scene at Qingming Festival.
Students read, look at pictures and imagine.
Fourth, read beautifully and express your feelings.
Teacher: We should express the beauty of the riverside scene on Qingming Festival by reading aloud. Which part of the picture do you like best and which part of the text do you study? Read it by yourself first, and then read it to other students.
(Read the "suburban scene" part aloud, with a soothing tone at the beginning; The tone of reading on both sides of the Bian River is getting warmer and warmer; The "bustling market" is even more enthusiastic. )
Second lesson
Fifth, the tail is introduced to understand the topic.
Teacher: The last paragraph of the text points out the academic significance of The Riverside Scene at Qingming Festival, which not only occupies an important position in Chinese painting, but also has extremely high historical value. Please read the last paragraph of the text and think about all aspects of this picture, which provides valuable video materials for studying all aspects of society in Song Dynasty.
Students read and think.
Six, group cooperation, explore the topic
Teacher: Next, study in groups. Each group will choose a special topic, such as "customs and human feelings", such as "bridge architecture", "road traffic" and "interpersonal relationship". Then, carefully consult the drawings, carefully analyze the contents in the drawings, and find out the contents that meet the topic one by one.
Students look at the CD played by the teacher or look up from the picture. Conditional can guide students to search online.
Seven, classroom communication, timely advice.
When reporting in class, the teacher should give proper guidance, especially the parts that students tend to ignore, and the teacher should supplement them; Teachers should correct students' mistakes in analysis and judgment.
Customs and feelings: first, there are game activities, such as wild stage play, monkey show, monk boxing, storytelling, tightrope walking, playing flower drums, monk juggling, playing hundred herbs, puppet show, sumo and so on; Second, Qingming activities, such as swinging, flying kites, inserting willows, having a picnic in spring, sweeping graves, shooting willows in the army, etc. City signs, such as special signs (wine curtain, rice shop, bonesetting shop, incense wax shop, pen and ink shop, shoe store and grocery store), food signs (official salt, sugar shop, smoked seafood, preserved meat, mutton, refreshments and snack bar), and public institution signs (official hall and champion mansion).
Bridge architecture: huts, tile houses, mansions, temples, stalls, battle platforms, bridges (splayed, arched and hard bridges), walls and archways.
Road traffic: boats (sailboats, boats, yachts, rafts, ferries, official boats); Cars (unicycle, two-wheeled vehicle, four-wheeled vehicle); Sedan (two-person sedan chair, sedan chair, barge sedan chair, official sedan chair); Camel.
Interpersonal relations: businessmen doing business, officials riding horses, gentry watching street scenes, peddlers, family members sitting in sedan chairs, monks carrying baskets, foreign tourists asking for directions, street children who have heard of books, children of wealthy families who drink alcohol in restaurants, and disabled elderly people begging on the edge of cities. .
Eight, independent conception, writing a special report
Look at the customs and human feelings in Riverside Scene at Qingming Festival: a bridge builder in China, or ..., write a special research report.
(Note: If the class with poor conditions, that is, the class lacking the CD, courseware and relatively complete pictures of The Riverside Scene at Qingming Festival, you can skip the second class and subtract Article 3 from the teaching objectives accordingly. )
Labor-the source of human creativity
Theme: labor-the source of human creativity
Course type: appreciation class
Teaching objective: Through the study of this course, students can understand some scenes of labor and understand that labor creates the world by appreciating these scenes. Labor is one of the important themes expressed by many artists at home and abroad.
Teaching methods:
1, enjoy
Step 2 discuss
3. Hand-painted delivery scene
First, introduce the new course:
1; This year's students are the xx session of Qingdao Basic Education Curriculum Reform Experimental Zone. Teachers and students participate together and actively cooperate to complete the task of teaching reform.
2; This course is an appreciation course.
3; Watch the delivery scene
4; Divide students into four groups.
Answer the question first: Look at the five pictures on page 1-2.
1: Do you know and understand the nature and plot of labor expressed in these works of art?
Second, the new teaching:
Teacher activities:
1: divided into four groups according to the seating order.
Ask the first question in activity 1. ?
Teachers divide the blackboard into four scoreboards and grade them separately.
4: Activities 1 (2) and (3) will be decided according to the time.
5. The teacher arranged to draw a "painting showing the labor scene".
Student activities:
1: Divide into four groups, choose the team leader and name the team.
2. Answer the question first.
3. Select a representative summary.
4. Students began to draw "pictures showing labor scenes".
Ability requirements: cultivate students' autonomous learning ability and exercise their oral expression ability by answering questions.
Third, arrange the content of the next class:
Find one or two questions to discuss on pages 3 and 4 of the textbook, and write a short article to communicate in the next class.
Source tip: Internet, library
After class:
The implementation of new textbooks and new teaching concepts puts forward new requirements for us. How to arouse students' enthusiasm and stimulate their thirst for knowledge needs our serious exploration.
1; Teachers should organize and participate in discussions on the basis of equality.
2. Encourage students to explore boldly, and pay attention to fully affirming students with original ideas.
3. The knowledge points in the textbook should be emphasized clearly.
4. Teachers and students use modern scientific and technological means to learn.
Clothing design and simulation production
[Theme] I Add Color to the Campus —— Fashion Design and Simulation (the first volume of the seventh grade of People's Education Edition)
[Teaching objectives and basic requirements]
1. Understand the basic knowledge of fashion design through the practical activities of designing and simulating students' clothes and school uniforms.
2. Improve students' ability to appreciate the beauty of clothing and aesthetic taste, and stimulate innovative consciousness.
[Teaching Emphasis and Difficulties]
The focus of teaching is to enable students to establish a healthy and positive dress concept that conforms to the characteristics of middle school students through learning.
Improve students' ability to appreciate the beauty of clothing and aesthetic taste.
The difficulty in teaching lies in whether the knowledge of fashion design can be properly used for design exercises.
[Teaching carrier] Multimedia teaching equipment and courseware
[Teaching Method] Appreciate, discuss, explain and demonstrate.
[Guidance on learning methods] Learn while watching and discuss. It is suggested that the group cooperate to complete the classroom exercises.
[Blackboard Design]
I add color to the campus.
-Clothing design and simulation production
1. What characteristics should students wear?
2. In the process of fashion design, we should pay attention to:
(1) clothing design;
(2) Color design of clothing;
(3) Fabric selection of clothing.
3. Small exercise:
Try to design a suit suitable for boys and girls, and write the design ideas.
Drawing of renderings:
Sketch with a pencil → paint with a colored pen.
4. Group activities:
Each group discussed and simulated a costume for the art festival.
Scrape and paste with rags, colored paper or waste materials such as plastics and cartons;
Draw an outline → cut clothes → paste.