First, teaching material analysis:

This lesson is the second volume of 1 lesson, which aims to relax students' mood and let them feel the core of art. Snow is a natural phenomenon and a natural landscape that children like. This lesson requires students to recall the snow scene, express their feelings and describe the snow scene with painting materials.

To children, the scenery in the snow is lively and interesting. Teachers should guide students to paint from many aspects and angles, mobilize students' subjective initiative and make students paint in an active atmosphere.

Second, the teaching objectives:

1, through the memory and description of snow, try to paint the life landscape with a brush and exercise students' generalization ability;

2. Create through painting, handwork and other forms to develop students' practical ability and expand students' diverse thinking.

Third, the difficulties in teaching:

Teaching emphasis: express snow freely through expression and painting.

Teaching difficulties: guide students to show snow from multiple angles.

Fourth, teaching preparation:

Students prepare: oil pastels, paints, brushes and other painting tools, materials and pictures collected before class.

Teacher's preparation: a lot of pictures and materials of snow, painting tools, etc.

Verb (abbreviation of verb) teaching process;

1? Organize teaching.

"Flowers are not flowers, and everyone praises them for their beauty. If it blooms, it will melt when it is hot. " Play a riddle to stimulate students' interest and introduce the topic.

2? Research statement.

Snow is caused by ground water vapor rising into the upper atmosphere and condensing into crystals, which become heavier and then fall. The ground temperature is low and the crystal falls to the ground in a hexagonal shape. This is snow.

3? Look at the information and combine the old imagination.

(1) the shape of snow;

(2) the characteristics of snow;

(3) Scenes in the snow.

4? Appreciate model paintings.

(1) Whether the idea is novel;

(2) Whether the composition has formal beauty;

(3) whether the color is beautiful.

5? Students draw pictures and teachers guide them.

The teacher demonstrated how to draw snow with the insolubility of oil pastels.

6? Exhibition of works.

Students express themselves and give advice to each other.

7? After-school expansion. Protect the environment and prevent pollution.

Lesson 2 Ink and Wash Games

First, teaching material analysis:

In the art teaching materials of senior one, students are exposed to ink earlier, which is of positive significance to cultivate students' ability to feel ink and stimulate their interest in ink and wash.

It is a vital course to know lines, daub them at will, try modeling, feel the pen and ink, and play games in the ink space. Establish students' consciousness of expression and trying, let students walk freely in the lines and blocks of ink and wash, feel the shade of ink and wash, and express their happiness and pleasure. The setting of ink and wash course has a strong continuity in fine arts. Therefore, cultivating students' cognition and interest, fully stimulating students' vision, allowing students to contact and repeatedly try and experience ink painting, and making abstract lines full of emotion are of positive and constructive significance for the cultivation of students' aesthetic ability and the development of their free creative ability.

Second, the teaching objectives:

Understand the tools and interests of ink painting through ink painting activities and cultivate your interest in ink painting activities.

Try to express the interest of pen and ink with lines, express the changes of light and shade, dry and wet, thickness and straightness with pen and ink, express the feelings of pen and ink, and cultivate aesthetic personality and creative spirit.

Third, the difficulties in teaching:

Teaching emphasis: try to express the interest of ink and wash with pen and ink lines and express emotions freely.

Teaching difficulties: bold use of pen and ink; The expression of pen and ink has a certain aesthetic feeling in form. You can add modeling and try various changes, showing a certain ideological and interesting.

Fourth, teaching preparation:

The teacher prepares: several pen and ink tools and pen and ink models, and several long streamers.

Student preparation: Xuan paper, brush, Chinese painting color, pen washing, etc.

Verb (abbreviation of verb) teaching process;

Class l:

Answer? Let the students feel the charm of the lines by acting.

Answer? Students (or teachers) perform gymnastics or simple dance performances, dancing with streamers in their hands, so that the streamers are full of various dynamic changes.

b？ The teacher asked the students to pay attention to the dynamics and changes of the ribbon, and was puzzled by its curvaceous beauty and dynamic beauty.

c？ Students talk about feelings: What kind of feelings does ribbon bring us?

D, discuss expression.

b？ Through trying, I have a preliminary understanding of the changes of ink painting.

A. try to express the feeling of ribbon with pen and ink. Pay attention to the fluency and dynamic beauty of lines.

b？ Observe the lines you scribble at will and find out the changes of ink: Do the lines you express have any changes in depth and thickness?

c？ Think about it: Are these changes interesting? Why are there these changes? What other changes can be smeared with ink tools?

d？ With these questions, try the ink game again, daub as you like, try your best to show rich changes, express your emotions, and let your ink line wander freely in your imagination.

(a) strong, talkative, dry and wet.

(2) thick, thin, long and short.

(c) Disconnect, connect and stop? Depressed

(d)……

c？ Exchange activities.

Compared with each other, whose ink expression is the most interesting, and what is your own smear?

Lesson two:

Answer? Appreciate it.

Answer? Compare the ink game works I daubed last class with the works in the book to see what is the difference in their expressions.

b？ Appreciate the examples in the book. Feel and appreciate the most infectious place of their works.

c？ Understand the works and anecdotes of ink and wash line masters.

b？ The tongue movement and creation of Gan Shanglun's ink game.

A. Expressible content: people, animals, plants, etc. , or imaginary, abstract things, don't necessarily have specific content, also don't necessarily look like what.

B, you can think before painting, or you can think while painting, or you can daub it at will, and then see what it looks like before adding it.

c？ Try pen and ink games.

A. students show the effect of pen and ink according to their own ideas. Boldly try the change of ink and wash, and consciously use various techniques.

b？ The teacher encourages students to try all kinds of methods boldly and tour guidance.

d？ Show communication.

A. Show your work and talk about your pride.

b？ Appreciate and evaluate each other.

e？ The teacher summed it up.

Lesson 3 Carving clay tablets

First, teaching material analysis:

Masonry class can make students closer to nature. The clay sculpture board belongs to the relief of the mason class. By carving clay tablets, students can enhance their three-dimensional awareness, expand their knowledge, cultivate their practical ability and creativity, and make contributions to the development and deepening of masons' classes in the future.

The content of this lesson includes appreciation and creation. Through appreciation, students can have extensive contact with artists' works and stimulate their creative enthusiasm and interest.

Second, the teaching objectives:

By appreciating the template painting, we can understand the function of the work, and try to make, decorate and express it freely with knife carving or mud skin and mud strips, and make works of different shapes according to our own interests to give full play to our potential. And through exhibitions, mutual exchanges and collections, students' ability to appreciate and create beauty is cultivated.

Third, the difficulties in teaching:

Teaching emphasis: create by appreciating and boldly using tools.

Teaching difficulties: the conception and creation of works should have their own unique personality.

Fourth, teaching preparation:

Teacher: Fans, clay tablets, carving knives, etc.

Health: Mud, meat cleaver and some tools of your choice.

Verb (abbreviation of verb) teaching process;

first kind

First, a preliminary understanding of relief art.

1, take out the dry rubbing products of your class.

2. Students try rubbing to understand the concepts of movable type printing and relief.

3. What similar works of art have you seen?

Second, appreciate the model drawings and feel the works of different times and regions.

1, the role of relief art: beautifying life, deducing history, cultivating sentiment, collecting, etc.

2. Materials of relief art: Most of them are mud or wood.

3. The forms of relief art: not limited to modeling, but varied.

4. The content of relief art: diversification, animals, flowers and birds, figures, historical stories and abstract graphics.

5. Form of existence: individual or group.

Third, discuss and explore.

1, choose the pictures and materials collected by students to show, and ask students to express them.

2. The teacher shows the objects and pictures to the students.

3. Tell a work in groups.

Fourth, draw a sketch.

1. Discuss the scheme in groups and draw a sketch.

2. Teachers' itinerant guidance. 3, the idea should be novel, have a unique personality, and have a formal aesthetic feeling.

Sixth, do it yourself.

VII. Teacher's Summary

Second lesson

First, appreciate the group work.

Show the sketches of each group. Please tell the creator the design intention.

Second, discuss and study.

1. Through mutual evaluation, the sketch can be adjusted appropriately.

2. study the production method.

Third, students try to do it.

(1), the relief decoration is made by pasting mud skin and mud strips.

(2) Carving with a knife. Referring to the model drawing, the method of combining semi-circular carving with relief is adopted.

Fourth, show communication.

1, communicate with each other.

2. Teacher evaluation.

3. You can choose some works for glazing and firing.

Verb (abbreviation of verb) is summarized by the teacher.

(1) Focus on the novelty and originality of students' works.

(2) It can be placed in the room for decoration.

Lesson 4 My Map

Teaching material analysis:

In this course, the teaching should emphasize playfulness and fun, so that students can enhance the expression of imagination and cultivate their comprehensive ability in the exploration of games and communication.

Teaching objectives:

1. Learn how to express a map with interesting points, lines and surfaces.

2. Actively explore, try to express, broaden the thinking space, and master the skills of expressing by various means.

3. Understand the true value of maps, and improve students' right to speak, anxiety and game ability through mutual appreciation, exchange and evaluation.

Key points and difficulties:

Cultivate students' imagination and expressive force, and use artistic language such as point, line, surface and manual means to create their own satisfactory maps; How do students draw map marks in the performance? How to guide and stimulate students' imagination and expressiveness; How to cultivate students' expressive means and innovative ability?

Teaching preparation:

Teacher: model drawings, props, etc.

Student: Making materials and tools.

Teaching process:

first kind

* game import, stimulate interest.

The teacher plays a foreign tourist who goes to Nanjing and wants the students to know how to get to Sun Yat-sen Mausoleum. Sun Yat-sen Mausoleum is a beautiful scenic spot? Ask the students to answer. Students can make two representations, one is in language and the other is in map. Maps are the clearest and most direct, which can stimulate students' interest in exploring and drawing maps, thus leading into the learning content of this lesson.

* Appreciate the map and understand the main idea.

The teacher shows several kinds of maps, including documentary and interesting maps, documentary maps and interesting maps. Document map is a plane scale map drawn according to topography, which teachers can use to explain some simple map knowledge. Interesting map is a kind of game and life attempt for children, which is based on the general topography for interesting shrimp and visualization. Here, the teacher inspires and guides the performance characteristics of interesting pictures.

* Recall imagination and show interest.

The teacher guides the students to recall their living environment and familiar places, and asks the students in the group to talk about interesting scenery and routes. Ask several student representatives to introduce this overview to the students in front of the podium and draw a simple line on the blackboard. Teachers not only guide students to draw the route, but also guide students to show the important scenery next to the route. You can add personal interest content to make the map interesting, fun and personalized. Promote cooperation among students. In the process of displaying the map, you can draw while talking, think while using bold colors, clear lines and try to be interesting.

* Wandering with pictures, tasting.

After the students draw the map, invite some students to the podium to explain the works they are interested in. You can also be a "tour guide" to show the whole class around. This link focuses on centralized evaluation, students and teachers evaluate each other, and the interest of the map should be the focus of evaluation.

* Expand after class and collect information.

The teacher instructs the students to observe on the spot after class to see if their maps are different and what changes are needed. It is required to observe this scene carefully and collect information and media to prepare for the next class.

Second lesson

* Record the scene and arouse the perception.

Teachers can collect aerial photos of local scenery and the living environment of small animals before class, so that students can intuitively perceive, have a love for the topography, landforms, places of interest and modern buildings in their hometown, and make interesting explorations on the living environment of small animals.

* Appreciate the model and understand the method.

Teacher's demonstration: one is an interesting "sand table", the other is an imaginary "sand table" and the other is an interesting map (drawing). Let the students observe and appreciate carefully, and get a preliminary understanding of the method of making maps through observation. Some difficult local teachers should explain and demonstrate.

* imaginative expression, cooperative performance.

Teachers guide students to express their favorite scenes and routes, and add imaginary content. You can also describe the scenes you feel in dreams and books or the life scenes of small animals. Teachers fully stimulate students' imagination and creativity, guide students to use artistic language and media suitable for their own personality to express boldly, advocate group cooperation and exploration, and strive to make or draw an interesting and creative map.

* Show works and evaluate games.

Students' works are well-made, and a "Map Selection Competition" is held. Students can express their map-making methods, contents, interests, imagination and wishes to their classmates, and students can evaluate each other and comment on teachers, which will show the charm of the works and improve their own shortcomings. Encourage the performance of progressive, personalized and creative works, so that students can improve their appreciation and evaluation and their interest can be doubled.

* Expand after class and set up ideals.

Instructing students to write a story around their own ideas after class can make a composition for the development prospect of their hometown, set up lofty ideals and contribute to the development of their hometown.

Lesson 5 Beautiful plates

First, teaching material analysis:

Through the study of this lesson, let students understand the culture, types and materials of plates, learn to draw on porcelain cups, and master the methods and steps of making plates with various materials. In particular, we should be good at making use of the waste materials in life, turn waste into treasure through students' imagination and creation, and make various plate decorations and works of art. Guide students to observe life and discover

Beauty in life, learning different production methods, makes students' works present colorful and flowery characteristics, and has certain ornamental value.

Second, the teaching objectives:

Through the study of this lesson, let students understand the culture, types and materials of plates, learn to draw on porcelain plates, and master the methods and steps of making plates with various materials. In particular, we should be good at using the waste materials in life, turn waste into treasure through students' imagination and creation, make various plate decorations and artworks, guide students to observe life, discover the beauty in life, and learn various production methods, so as to make students' works colorful and have certain ornamental value.

Third, the difficulties in teaching:

Key points: Let students understand the culture of plates and learn to draw on porcelain plates. Master the general methods of decorating and making plates. This lesson shows the works of a group of students, aiming at explaining that many unnecessary things in life can be turned into beautiful works of art through a pair of skillful hands of students.

Difficulties: 1. The difference between pottery and porcelain

2. How was the painting made?

3. How are lacquerware made?

4. Methods of decorating and making flat artworks.

Fourth, teaching preparation:

Teacher: teaching courseware, pictures of Chinese and foreign porcelain plates, various production materials, white porcelain plates, gouache pigments, paper plates, etc.

Health: white porcelain board, paper tray, cardboard, scissors, colored paper, waste, brush paint, etc.

Verb (abbreviation of verb) teaching process;

1. Stimulate interest and introduce topics.

1)。 Please share your information and pictures about the plate. The teacher can show you the pictures of plates brought by the students through the big screen. Please look at the big screen and talk about the understanding of different materials. Teachers and students explore Chinese and foreign ceramic art together.

2) Students ask questions and discuss in groups. Please briefly comment and discuss the pictures of Tao Pan and porcelain plates. Exchange their direct knowledge about dishes.

3)。 Teachers ask questions, show Tao Pan and porcelain plates, and explore with students. The teacher went deep into each group and listened to different views on the form.

4)。 Exhibition topic-American version.

2. Appreciate the works and stimulate creativity.

1)。 Students and teachers are invited to appreciate the dishes in the textbook, especially the Chinese and foreign Tao Pan, porcelain plates, lacquer plates and students' works on page 14- 17.

2)。 Ask the students to analyze these pictures and see what materials these plates are made of and what materials paper plates are decorated with. Talk about the patterns on the plate and the materials used to decorate the plate. Which section of the textbook do you like best and why?

3) These plates are ingenious in design, novel in composition and bright in color. Many Chinese materials decorate small plates beautifully, which can be hung in the classroom or living room for decoration.

4) What do you think when you see these beautiful plates? Compare with the master and classmates and see if you can decorate beautiful plates. Share your thoughts with the students in the group.

3. Work demonstration

1) The teacher encourages students to imagine boldly and design different patterns, paying attention to the fact that no matter what method is used to decorate the plate, the patterns should be suitable for the shape of the plate. Enjoy the information brought by the students.

2) Students can display all kinds of beautifully decorated dishes in class for students to enjoy and enjoy the joy of success.

3) Ask questions and ask students to tell what you have learned in this class. Did you get anything? Talk about what you learned in this class.

4) While appreciating students' works, encourage students to make bold comments and put forward improvement plans. In particular, give comments on the works of other groups of students in order to further develop their thinking.

5) Finally, the teacher makes critical comments on the students' works.

6) Don't forget to clean the desktop and floor. Lesson 6 The Color of Spring

First, teaching material analysis:

Spring is colorful, full of flowers and birds, full of vitality, giving people infinite memories. By organizing children to walk into the mountains and Yuan Ye, they can find the footprints of spring and feel the beauty of spring. By using brushes and all available artistic expression tools, they can paint the colors of spring in their minds, express the spring scenery they observe and feel, cultivate their aesthetic and creative abilities, stimulate their love for nature and enrich their colorful spiritual world.

Second, the teaching objectives:

Cognitive goal: by observing nature, feel the rich colors of spring and the beauty of seasons.

Operation goal: in the learning activities of watching, speaking and drawing, improve the expression ability and imagination, and feel uncomfortable expressing your thoughts and feelings in the artistic language that you are good at.

Emotional goal: through the observation and performance of spring, fully feel the color of spring and the beauty of the season.

Third, the difficulties in teaching:

Key points: Feel the color of spring, describe and express it with short language and your favorite color, and experience the joy of artistic exploration activities.

Difficulty: What kind of artistic language is used to express the color beauty of spring?

Fourth, teaching preparation:

Teacher: the choice of scenic spots and teaching environment; Tools and materials for applying and sketching, demonstrating and guiding.

Students: Relevant tools and materials that students need, as well as clothing, shoes and hats for outdoor activities.

Verb (abbreviation of verb) teaching process;

First, the guidance stage:

Teacher: Do you know what season it is, children?

Health: Yes, spring!

Teacher: By the way, winter has passed and spring has come. What is the difference between spring and winter? The teacher will take you to a place today-Botanical Garden (according to local advantages, it can also be parks, fields, etc. ) Let's see what spring has brought us. Do you want to look for it?

Health: Good! Oh! I went to the botanical garden to find spring!

(Organize teaching and explain the discipline requirements of outdoor sketching)

Two. Development stage:

Teacher: Students, have you found spring?

Health: I found it, I found it, spring-

Please observe the surrounding environment and describe the growth phenomenon and color change of these things. )

Teacher: So, do you think spring is beautiful? How do you want to behave?

Health: Yes-

Teacher: OK, let's compare and see whose spring is the most beautiful and whose color is the most beautiful!

1. Students (in groups) draw or paint, and the teacher guides them.

2. Please show your work and let the teachers and students bargain together.

1. Clean up: strengthen environmental sanitation maintenance.

First, the expansion stage:

1. Let's sing a song (while singing and dancing) in this beautiful spring.

Let's take a picture in this beautiful spring!

Please ask mom and dad to take you on an outing during the holiday and write the beautiful spring scenery in your diary.

Two. Evaluation summary:

Evaluation should run through the whole teaching process, and students can be evaluated through teacher evaluation, student evaluation and self-evaluation, including: ○ the implementation of students' organizational discipline and environmental sanitation maintenance.

○ Assess students' interest and attitude in participating in activities.

○ Evaluate the effect of students' language expression, creative conception and picture performance.

○ Evaluate the cooperation and cooperation between students and between teachers and students.

Lesson 7 Turn around

First, teaching material analysis:

The creation of human beings is embodied in the transformation of the material world and the pursuit of spiritual life. Although children have no initiative to transform the material world, their imagination and creativity are integrated into emotional-driven fun-filled activities. In these activities, they relax their thinking with a free mind, create boldly with unrestrained actions, and feel endless pleasure and satisfaction. These activities and free play are the seeds of creative spirit and have far-reaching significance. In kindergarten, children like to play around. There is no doubt that this course is a game activity that children like very much. The teacher's task is to let the children feel the fun of making while playing, and find out the changes of graphics and colors.

Second, the teaching objectives:

Understand the principle of flip toys, master the method of repeated production, and be able to operate independently. Cultivate children's ability and interest in thinking and hands-on performance, and develop good habits of love and creation.

Third, the difficulties in teaching:

Key points: the making method and playing method of Zhuanzhuaner.

Difficulties: tangent circle; Around the production of children's middle part, organize students to produce with strong interest, and form an active game atmosphere.

Fourth, teaching preparation:

Teacher: Turn some tools, scissors, glue, cardboard and buttons.

Health: scissors, glue, cardboard, buttons, thread, etc.

Verb (abbreviation of verb) teaching process;

1. Activity preparation:

Teachers and students fully prepare activity tools. Before class, the teacher reminds students to pay attention to the safety of tools such as scissors, prepare scissors for children, store and keep their compasses, and pay special attention to the tips of compasses.

2. Import of activities:

Teacher: Have all the children played? (The teacher takes it out and turns it around to stimulate children's interest. )

3. Activity attempt:

A. Teachers know that children can tie buttons and both ends of a rope.

B.the teacher knows that the children are trying to turn the button.

4. Development of activities:

A.teacher: the button is too small. If you add cardboard and paint the paper with beautiful colors, when you turn it, wonderful colors will appear.

B. look at the teacher's model and stimulate interest.

C. preliminary research and understanding of production methods. Discuss and master the production method.

Making the turntable: compass and garden-cut out the circle-paint the turntable with beautiful colors-determine the circle.

1) center-insert the button in the middle of the circular cardboard-punch a hole with a needle and thread, tie a knot-try to rotate it.

2) Note: The two hungry points corresponding to the center of the circle should not be too far away from the center of the circle, which is roughly the same as the distance between the two holes corresponding to the button.

D. the students try to do it. Students draw a circle with their own tools and paint it with beautiful colors. You can do it by yourself or with your deskmate.

5. Expansion of activities:

A. the experimenter turns the wheel.

B.think about it. What other methods and materials can be used to turn? Give it a try and see if you have any unique findings.

C. games, mutual appreciation and communication. Whoever holds the competition has the longest spin time and the most beautiful spin.

Finishing activities:

sweep

Teacher's summary

Lesson 8 The campus is really lively.

First, teaching material analysis:

Children's activities on campus are colorful. The content of this lesson is closely related to children's activities and life, and the basic materials for conception and performance all come from children's usual campus activities and life; The expression and means of pictures are also familiar to children, but the creative behavior does not come out of thin air, it is influenced by the accumulated experience in life. Therefore, observation is to gain visual experience through experience. Guide children to observe lively scenes, understand and appreciate dynamic elements, and show their interesting plots and atmosphere. Through the composition and mutual cooperation of the picture, children can have good emotional communication; At the same time, through meetings, imagination and artistic expression, children can love their learning and living environment more.

Second, the teaching objectives:

Guide children to boldly imagine, boldly compose and use colors to show a lively atmosphere; Cultivate children's ability to organize and express pictures; Cultivate children's interest in painting and expression; Cultivate children's feelings of loving campus life.

Third, the difficulties in teaching:

Key points: Use exaggerated modeling, bright colors and composition with visual impact to express the activity atmosphere of the campus.

Difficulties: the exaggerated expression of characters' dynamics, the formal aesthetic feeling of composition, the bold use of colors, and the atmosphere rendering of the picture.

Fourth, teaching preparation:

Teacher: Appreciate some works

Student: Painting tools such as crayons and oil pastels; Observe various activities on campus and take an active part.

Verb (abbreviation of verb) teaching process;

* Memory and imagination.

Talk about campus activities through memory and imagination;

1. Contact your own reality and think about the activities held on campus.

2. Event site.

3. Think about the wonderful activity scene and perform some actions on the stage.

* Enjoy the pictures and discuss the presentation.

1. Appreciate the teaching materials and pictures prepared by the teacher, understand the contents of the pictures, and feel the activity atmosphere and expression.

2. Discuss the demonstration method in groups.

1) means of expression: the comprehensive use of various materials such as colored ink pens, oil pastels, gouache pigments and pencils.

2) Description of the picture atmosphere: the content should be substantial, the colors should be bright, the character dynamics should be exaggerated, and the performance should be bold.

3) Think about what you want to express and discuss: how to make the arrangement of the picture more substantial and how to express a lively atmosphere.

* Classroom exercises

Teachers encourage students to create boldly, try to portray the activity scenes in various ways and express their inner world.

:: Introduction and evaluation

Appreciate each other's works, comment on each other, and the teacher summarizes.

Lesson 9 This is me.

First, teaching material analysis:

This course is in a very important position in the whole teaching material, involving a wide range of learning fields, teaching is systematic and hierarchical, and it is systematic and scientific to cultivate students' aesthetic ability and quality. This is a good lesson worthy of in-depth study and serious teaching. The teaching of this course is continuous, organized and comprehensive, which can fully reflect the essence of humanistic spirit and aesthetic ability put forward by the new curriculum standard. This course integrates students' physical and mental characteristics, communicates with artistic language, and highlights the spirit of curriculum standards. There is a whole and local relationship between this course and other similar topics, but they are interrelated and mutually reinforcing. The difference is that this course is comprehensive, holistic and systematic, and it is a "face-to-face" teaching style, while other courses are closely related to "peer-to-peer" life. People-oriented, I am beauty. I am the shaper of life, dancing with nature. Children's spiritual world is related to knowing themselves, shaping themselves and developing themselves, which plays a certain role in improving students' self-confidence and sense of accomplishment.

Second, the teaching objectives:

The teaching goal of the course is to let students discover themselves by observing themselves, thus beautifying themselves. In the field of emotion, this course should take students as the learning subject, actively stimulate students' interest, stimulate students' curiosity and desire to try, improve students' self-confidence through being themselves, being themselves and carving themselves, so as to cultivate students' aesthetic ability and interest.

Third, the difficulties in teaching:

Emphasis: Guiding students to observe and discover themselves can express their self-image in better artistic language, thus achieving the purpose of cultivating students' aesthetic ability and interest.

Difficulties: Let students understand the proportional relationship of human body, master the morphological characteristics of characters, and be able to use life media to perform properly. Realize interesting and personalized painting performance; Master certain hand-made methods; Can try to use three-dimensional techniques to creatively shape characters and cultivate students' aesthetic taste and ability.

Fourth, teaching preparation:

Teacher: models, measuring tools, small mirrors, cameras, making tools and materials, etc.

Health: making tools and materials, photos, etc.

Verb (abbreviation of verb) teaching process;

first kind

* Stimulate the introduction of interest and find yourself.

Teachers can describe a distinctive student image to students in class, so that everyone can guess that this student will naturally find "this is me"!

* Show topics and guide observation.

The teacher shows the topic, guides the students to discover their own "charm" (characteristics), and can exchange observation results with classmates and give opinions to each other.

* Explore proportions and learn methods.

Teachers can let students carry out experimental "proportional game activities", which can take the head as the proportion unit of height and the eyes as the proportion unit of face, measure among students and write activity reports (emphasizing safety education). In the case of mastering the proportional relationship, teachers guide students to grasp their own characteristics and proportions.

Use a brush to express boldly, and try to use various painting expressions.

* Painting process, mutual evaluation and mutual progress.

Guide students to take themselves as the center in the process of painting, and combine the opinions of classmates to improve the image of the picture. Students are advised to redesign their hairstyles and clothes. Mutual evaluation between students is not enough to make each student express his own characteristics more accurately and make him more interesting.

* After-school expansion, initial perception.

Teachers can ask students to put pictures depicting themselves in front of them and evaluate their interests. Ask the students to collect the production materials, observe their photos and videos after class and find their own characteristics.