Primary school art teaching plan 1 teaching objectives:
1, by inspiring students' association and imagination, guide students to blow out colorful pictures with colored water, and cultivate students' thinking ability and modeling ability in images. Three Good Friends Hunan Edition Art 4 Books
2. Cultivate students' thoughts and feelings of loving life and longing for the future. Learn "Three Good Friends"
Teaching emphasis: three good friends, 4 volumes of Hunan edition art
Understand the use of colored water and master the basic methods of blowing colored water.
Teaching difficulties:
Inspire students to imagine boldly on the basis of basic forms and create novel and peculiar pictures with children's characteristics.
Teaching preparation: paper pigments, etc. Three Good Friends Hunan Edition Art 4 Books
Teaching process:
The first class:
Student activities: 30 minutes.
1. Language scene import
Painting is inseparable from all kinds of colors. All colors are good friends. They often play together in our pictures. But one day, three of these friends were missing, namely red, light blue and yellow. Maybe the three of them are playing hide-and-seek with other colors, so all the other colors should find these three friends together. How to find them? Students will be invited to help. Are you willing to help them? Kindhearted and enthusiastic children will definitely say they are willing to help, which leads to the next step.
Please take out the red, yellow and blue colors and hide them. (student operation)
Now that red, light blue and yellow have been hidden, the game of finding friends has begun: as we all know, if the colors are in harmony with each other, another color can be called. We need help to blend these other colors and see if we can find red, light blue and yellow. All right, let's get started! Three Good Friends Hunan Edition Art 4 Books
4. Students begin to operate and conduct reconciliation experiments with colors other than red, yellow and blue. According to the principle of color, it is impossible for students to name three colors: red, yellow and blue. This game looks a bit cruel, and it is doomed that students can't help other colors find red, blue and yellow. Because red, yellow and blue are called "primary colors" in chromatics. It is called "primary color" because these three colors can bring out other rich colors through repeated reconciliation. On the other hand, it is impossible to set off all three colors by using other colors in a harmonious way. The students have conducted many experiments and produced various "multiple colors". In this process, although we failed to help find out the three colors of red, yellow and blue, we got a variety of "multiple colors", which is also an experience and harvest. )
After a period of color blending practice, I ask you: What colors have you proposed? Students will show it. At this time, the teacher should praise and affirm that the colors adjusted by the students are beautiful, and ask the students to share their experiences in the color matching experiment, such as how a certain color is adjusted.
6. Teacher's summary: The teacher knows that the three colors of red, yellow and blue cannot be adjusted. It's not that everyone can't, it's because these three colors can't be matched with other colors at all! Because it is a "primary color", that is to say, there must be primary colors in the color, which cannot be adjusted, but these three colors can be adjusted to any other color!
Through this game, students' understanding of "primary colors" will be vivid and thorough, and they will unconsciously experience the concept of "multiple colors" in the activities, laying a perceptual foundation for future color knowledge learning.
7. Next, we will play games with only three colors: red, yellow and blue. There are two games:
(1) Put red, yellow and blue water on paper and blow it from bottom to top with a small tube (the outer tube of a drink straw or a ballpoint pen). It looks like a tree (teacher demonstrates). See what color your tree will turn.
② Use red, yellow and blue to draw a free imagination.
Primary school art teaching plan 2 learning field: modeling and performance
Teaching objectives:
By writing letters with pictures, students are trained to enhance friendship, strengthen their ability to communicate with others and enhance emotional communication between people.
Words that can't be written are replaced by pictures, and some words or things can also be represented by interesting pictures.
Teaching emphases and difficulties:
Understand the basic knowledge of writing letters and learn to write letters with words and pictures.
Replace some words with stick figures and figures.
Teaching preparation:
Teacher preparation: model diagram, letter examples, demonstration tools, stick figure patterns.
Student preparation: painting tools such as colored pens.
Teaching process:
Perception and experience
The function of letter
Combined with students' real life experience, let students know what letters are and their functions.
Cognition and performance
1, game: guess, show crossword puzzles and draw crossword puzzles for students to guess the meaning.
Show pictures of the sun, clouds, rivers and boats. Ask the students to talk about the meanings of these pictures and insert words to establish narrative connection.
3. The ancients wrote letters in hieroglyphics, wrote a paragraph in the form of hieroglyphics, and sketched it directly with colored pens. Open the topic: write letters with pictures
Cultivate students' interest in games, practice stick figure skills, and contact the school's learning content. )
4. Common sense of writing letters
Display sum: 1. Show the students' letters with the projector and talk about the contents of the letters. Appreciate each other and make suggestions.
2. Enjoy the song "Letter from Home". Let the students try to sing their letters.
3. Situational performance. Let the students play the roles of sender, postman and receiver respectively, and experience the happiness of sender and receiver.
4, students through self-evaluation, mutual evaluation, teachers and students * * * evaluation, guide students to express their views boldly.
5. Feel the emotional communication between people through singing and scene performance.
Blackboard design:
Primary school art teaching plan 3 teaching material analysis:
1. The content of this lesson is based on the daily necessities around us, grasping the word "around", guiding students to appreciate, feel and discover the designs in their daily lives, and making simple comments. Combined with students' life experience, through thinking and discussing the most common life-learning articles around them, we can inspire each other, expand the scope of experience, and understand the practicality and functionality of these articles. In appreciation, dialogue and communication, let students enter the dialogue with the internal expression language of design independently from the initial superficial description of design, and understand that design art needs creativity, and the formation of creativity needs imagination.
2. The teaching of this course is set as a course in the field of "appreciation and criticism". In this internalized learning activity, teachers guide students to start from four aspects: food, clothing, housing and transportation, so that students can combine their existing life experience with their own emotional experience, so that they can truly feel that life needs design art, and life cannot be separated from the connotation of design art. The creation of this situation and emotional experience is not only conducive to students' imagination and creativity, but also conducive to the realization of teaching creative goals, and more conducive to the realization of the "emotional value" goal in art curriculum standards.
Teaching objectives:
Knowledge and skills: Through the study of this class, I know that the world around me is a world full of design, and I know the basic knowledge of design, that is, shape, color, material and function.
Process and method: Be able to describe the works by comprehensively applying art knowledge (cold and warm colors, contrast, coordination, etc.). ) I learned something from the above knowledge points and expressed my opinion.
Emotional attitude and values: Let students realize that the wonderful world comes from people's careful design, and excellent design will make the world more beautiful and wonderful. Only by having a heart that loves life can they realize the beauty and happiness of life and have a good design. Everyone should consciously design the objects around him. Only by being good at observing, thinking and imagining can there be a good design.
Teaching focus:
1, let students realize that "we are all designing here".
2. Students can describe the shape, color, material and function of objects and describe them from their own perspective. 3. Be able to apply the design knowledge learned in this lesson to life.
Teaching difficulties:
To improve students' design consciousness, we can consciously combine practical functions with modeling colors.
teaching process
First, import
Students, do you know what is most precious in 2 1 century? -Talent
Who is the most sought after among those talents? -Design talents
Do you want to know how to become an excellent design talent?
Today we are going to have a lesson on training designers. -Around your design
Second, new funding.
1. Do you know what design is? Do you know what designs are around us?
Students speak freely.
Simply put, design is a purposeful creative behavior to meet people's life needs, physiological needs and aesthetic needs.
Feeling design
Design spreads in life and brings beautiful visual enjoyment to life. Before you have time to pay attention to it, it has quietly changed your life. An excellent design will promote the progress of life and guide life towards simplicity, rationalization, scientificity and artistry. So good design is always guiding and changing life.
3. Understand the purpose of design
We already know that design is a purposeful creative behavior, which meets people's life, physiological needs and aesthetic needs. If you are a designer, what do you think is the purpose of design? How does it meet people's needs? (written on the questionnaire)
Stick the students' answers on the blackboard and sum up: practical, novel in shape and beautiful in appearance. ...
Practicality is the most basic, but a good design can meet people's multiple requirements.
Analysis: lamp, trash can, schoolbag, chair (two-layer map, the second layer is comparison,)
Basic design can meet people's actual needs, and excellent design can meet people's different needs.
4. Take out the items without design sense that you brought.
Introduce it to your classmates and analyze its design purpose.
Design is becoming more and more important in our life. It can bring great changes to our life and make our life simpler, more reasonable, more scientific and more artistic.
5. Look at some more pictures.
Hairstyle design, concept car
Excellent design can reflect the designer's unique design inspiration and innovative consciousness.
6. The cottage design copied other people's designs and was not original.
Third, homework
Today, every student has planted a seed of design in his heart. After returning, he can continue to cultivate and water it, so that it can take root and sprout.
Primary school art teaching plan 4 teaching objectives
1, can grasp the teacher's image description and cultivate their own observation.
2. Be able to remember or imagine drawing an impressive story between teachers and students, and cultivate their own painting expressive force.
3. Mastering the methods and steps of greeting card design, you can make a teacher-respecting card and give it to your favorite teacher to express your thoughts and improve your hands-on design ability;
4. Enhance the feelings between teachers and students in painting and production full of earthy interest.
Teaching design
First, around the theme of "teacher", this lesson will integrate expressive painting and handwork into the emotional communication between teachers and students, and activate students' goodwill towards teachers.
Two. Activity 1
Focus on inspiring students to observe and remember the image characteristics of their favorite teachers. Teaching can be arranged as follows:
Guide memory-study and discuss-guide-create expression-exchange comments.
Tell a story that happened to the teacher (or himself) before class.
Ask the students to guess who the teacher is and guide them to analyze the results: "How did you guess?" "What are the characteristics of this teacher's appearance?" "Do you know what he or she likes to do?" Through communication, study and discussion, arouse students' attention and memory of teachers.
In the study guidance, students can review the basic drawing methods of characters in the class of Self-portrait through demonstration painting or the display and observation of students' homework, grasp the characteristics of their favorite teachers, and make unique creations. After that, you can show your homework, let the students guess which teacher is on the painting first, and then the author introduces himself and echoes from beginning to end, thus ending this lesson.
Three. Activity 2
Compared with activity one, there are more characters to be shown and the plot is more vivid. The following arrangements can be made in teaching:
Observation and comparison-study and discussion-guidance-independent performance-exchange evaluation.
Show two students' homework and guide them to observe and compare.
The first picture is a concrete image of a teacher, and the second picture is a combination of the image of the teacher and some students in the first picture. Through comparison, the learning theme of this lesson is revealed. Students discuss the differences between teachers and students in appearance, figure and clothing.
Template painting allows students to try to combine and compose the established images of teachers and students in the picture.
There are pictures of various character combinations. Encourage students to actively think about the story of "Where are the students and teachers doing it?" Express boldly according to their memories and some subjective imagination, and tell their impressive picture stories freely in communication and analysis.
Fourth, activity 3 is about the learning content of making cosmetic films, which can be based on information processing strategies.
Including learning activities, the teaching arrangements are as follows: observation and analysis-mastering the law-expanding ideas-independent design-experience exchange.
The teacher shows the teacher's card to reveal the topic. Let the students split the card and understand the components of the card.
Including: substrate, image, figure, and discusses the design method and law of the card. Teachers can give students appreciation of various cards, broaden their horizons, and give students ideas on card shape and pattern design, such as word association. Students can appreciate each other after designing and giving them to their favorite teachers. The teacher's gratitude confession is not only an affirmation of children, but also a sublimation of emotional communication.
Not limited to the difference between painting and production performance. By continuing to build a bridge of friendship between teachers and students, we should attach importance to the formation of students' emotional attitudes and values.
Job requirements:
Activity 1, draw by sketch or memory-draw your favorite teacher, which can be head, bust or full body.
Activity 2: Recall or imagine what impressed you most between yourself and your teacher.
Activity 3: Design and make a greeting card for your favorite teacher to express your heart.