How should class homework teachers choose the content of art appreciation activities for preschool children in Haixi Education Network?

1. How should teachers choose the content of art appreciation activities for preschool children? What are the different requirements for different age classes? Please explain with specific cases of art appreciation education. Children art's appreciation is a process of feeling, experiencing, analyzing and judging art works by using perception, memory, experience and knowledge, so as to gain aesthetic feeling and art knowledge. Children's art appreciation activities should not only perceive the content, lines, shapes, colors and other formal elements of the works, but also perceive the emotions and meanings expressed by these elements. Throughout ancient and modern times, Chinese and foreign countries, all kinds of classic paintings are splendid and magnificent. As a guide and inspiration for children to appreciate art, how can we choose works suitable for children to enjoy in this vast ocean of art? Through this study, I learned that the following factors should be considered when choosing the content of art appreciation activities for preschool children: 1. It conforms to the age characteristics of children. The contents of these works must be understood and accepted by children, their colors and images must be welcomed and loved by children, and their artistic realm must be able to make children feel cordial and surprised and generate strong interest, and can pluck the strings of their hearts. 2. The form is novel and the content is rich and colorful. Teachers should determine the form of works according to the purpose of appreciating teaching, not according to personal appreciation interest. These objects of appreciation should include not only works of art, arts and crafts, toys, holiday decorations, environmental arrangements, etc., but also works from all over the world, especially from our own nation. Only in this way can we broaden children's horizons, enrich their knowledge and enhance their feelings of loving the motherland and life. 3. Unity of ideology and artistry. The art appreciation works selected for children must be ideological, reflect the real social life correctly, have healthy and clear contents, be full of vigorous spirit, stimulate children's love and pursuit of life, and help cultivate their good moral feelings. Secondly, it must have certain artistry, vivid image, bright and harmonious colors, smooth and beautiful lines and novel and unique composition, which is conducive to cultivating children's aesthetic feeling. The content of art appreciation in the middle class mainly includes: art works (paintings, folk arts and crafts, etc.), natural scenery, pictures, children's picture books, toys, holiday decorations and environmental layout. The content of art appreciation in large classes: on the basis of middle classes, continue to organize children to enjoy activities; Appreciate paintings and arts and crafts that children can understand, and guide children to learn and evaluate their own and their peers' works in and out of class, so as to cultivate children's aesthetic feeling and ability. Therefore, for children of different ages, we also have their own requirements in art appreciation activities: (1) Requirements for small class children's art appreciation activities: encourage children to express their feelings boldly in short words. The process of children's expression is a process of experience, a process of further feeling and understanding things like art works. Teachers must give children the opportunity to express and communicate, so that children can express their feelings about the objects they appreciate with language and body movements. At the same time, teachers should consciously infect them with some beautiful language, such as artistic depiction of natural scenery and art works with feelings, so that children can learn in a good language environment. This is very necessary to cultivate children's artistic feeling. Guide children to make a simple formal analysis of art works. With the improvement of children art's appreciation ability, teachers should gradually ask children to make a simple formal analysis of art works, analyze the lines, colors, shapes, compositions, etc. in art works from the perspective of formal beauty, and express their feelings and simply describe the objects of appreciation in oral language. (2) The requirements of children's art appreciation activities in the middle class: guide children to appreciate and initially understand the meaning of the image and theme of the works, so that they can know that the works of art can reflect real life and people's thoughts and feelings. Guide children to appreciate the art works of adults and their companions that are related to their life experience and can be understood, as well as toys, daily necessities, holiday decorations, environmental settings, etc. in daily life, so as to produce feelings and emotions consistent with the works; Cultivate them to pay attention to aesthetic things. Guide children to appreciate and feel the beauty of modeling, color change and unity, symmetry and balance of composition in the works. (3) Requirements for children's art appreciation activities in large classes: guide children to learn and appreciate works of art such as paintings, crafts, sculptures and buildings of interest, and cultivate their ability to initially discover the beauty of the surrounding environment and works of art.. Guide children to understand the simple background knowledge of the works, further feel and understand the image and theme significance of the works, and know how art works reflect real life and people's thoughts and feelings. Guide children to actively participate in art appreciation activities and learn to express their feelings and associations with words, movements and expressions. Attached educational cases: Second, what are the main problems in the guidance of art appreciation activities in kindergartens at present, and put forward your educational suggestions based on the study of this topic and your own practice of art appreciation education in kindergartens. A: At present, there are the following main problems in the guidance of art appreciation activities in kindergartens: the organizational model is rigid: through investigation, when carrying out art appreciation education activities, only some superficial problems of art works are paid attention to, too much guidance is given to children, and their thinking is restrained. The content of appreciation is single: the survey found that many art works enjoyed by children are monotonous, generally famous paintings and paintings of children's peers, and rarely involve other fields. The activity is incomplete and lacks scientific evaluation links. Some teachers let children imitate or create, and according to the traditional selection, picking out a few pictures that are neat and "like the original" is all right. In fact, such art appreciation education activities are incomplete. At the same time, teachers' praise is often the same, which is "very good" and "very beautiful", too superficial and general. In the survey, it was also found that some teachers posted children's works on the wall after the activity, which seemed to be an extension of appreciation activities, but more to cater to parents' requirements. Reflecting on the above-mentioned educational behavior, in the whole art appreciation activity, children's dominant position is not highlighted. The whole appreciation activity is that teachers write and direct themselves, and the final result is to hope that children can draw pictures similar to the works they appreciate. This is a misunderstanding of art appreciation education. Through the study of this topic, the goal of art appreciation education is to cultivate children's ability to feel beauty, understand beauty and express beauty, so certain implementation steps and organizational methods are needed: 1. Overall perception: guide children to feel the whole and talk freely about their first impressions and feelings about works. 2. Identify the elements: Ask: "What do you see?" As a clue, guide children to discover the elements such as point, line, surface, shape and color in their works, and let them get in touch with art knowledge and understand some art professional terms, such as balance and symmetry. Teachers should also guide children to have a dialogue with the appreciation works. For example, in the appreciation of the works of "Carnival of Harry Kun", I talked with children, "What do you see in this painting?" Let children observe and imagine, and some say they see mice; Saw people; Saw mosquitoes; I saw fish and shrimp ... The emotional observation of these animals is still relatively lacking. At this time, I promptly guided the children to observe "Who among them is happy?" Now everyone's attention is focused again, and they can basically answer correctly that the animals are very happy. They are very happy in singing, dancing and playing games. Then I caused them to think why people are unhappy and small animals are happy. Thereby promoting children's divergent thinking. During the activity, according to the children's reflection, I guided the children to imagine the works actively and boldly, and talked with the children step by step, so that the children were more interested in the appreciation of the pictures, and the process of imagination was also pleasant and rich. Through the dialogue between teachers and children, the dialogue between children and works, the works can be better interpreted. 3. Formal relationship analysis: an analysis that transforms sensibility into rationality, and discusses the relationship between color, shape, lines and characters' psychology; Analyzing the relationship between part and part, part and whole, picture and bottom, etc., not only solves the problem of "what feeling does the work give you", but also the problem of "how does the author make you feel this way", that is, grasping the meaning and emotion behind the work. 4, in-depth experience: go back to the whole, in-depth discussion of the feelings of the work, teachers can name the work, and say why it should be named this way. 5. Psychological memory and conception: it is not only the end of the appreciation link, but also the beginning of the creation link, which can make children close their eyes and recall the visual impressions they have enjoyed. Then use language, movements and expressions to express their feelings about art works, so as to deepen their understanding of the works. 6. Creation: The creation after appreciation helps children to transfer their appreciation experience, strengthen their aesthetic emotional experience, learn from the painter's painting methods and expression techniques, and effectively deepen their understanding of the principles of artistic language and formal beauty. 7. Comments on works: Comments after creation are also an important part and another appreciation activity. Evaluation should be based on self-evaluation and mutual evaluation and appreciation, and carried out in various ways. You can put the works on the physical projector, or display them in the exhibition corner, and talk and comment with each other quietly; And ask the children to pick out their favorite (not the best) and introduce it to everyone; You can also introduce your own works to everyone in turn, which will facilitate children to transfer their appreciation experience of masterpieces to their peers and their own works, and also give children a proud experience and sense of accomplishment. The middle class art appreciation activity "Starry Night" and "Starry Night" is a masterpiece of Van Gogh. The painter used exaggerated techniques to vividly describe the starry blue night, the stars and the moon are shining, the colorful clouds are rolling, and the trees are curling and rising, which makes people feel the movement of life and the non-stop operation of the universe. The whole picture is full of the painter's desire for life, full of the painter's stirring and tenacious vitality, which is the natural expression of Van Gogh's strong thoughts and feelings, but also contains some irrational elements. Activity objectives: 1. Appreciate the works, perceive the feelings and thoughts conveyed by the brush strokes, colors and images in the picture, and express them in words. 2. Create "Night with Stars" and try to express their feelings in painting. Preparation for activities: 1. Picture "Starry Night" and Van Gogh's self-portrait. 2. Children have a piece of drawing paper and pen in their hands. Activity process: 1. Directly introduce children. Today, the teacher brought a painting. 2. Appreciate the work (1) Guide the children to observe and describe the picture. Teacher: Look carefully, children. What is drawn on the picture? Child 1: I saw tornadoes, houses, stars, the moon, fires, trees and the sea ...

Child 2: I saw the flood coming ...

Child 3: I think the sky is rolling ...

Child: The sky is wavy, and I think the clouds are rolling ...

Teacher's summary: The stars and the moon seem to be rolling. (5) Ask the children to give a name to this painting. Teacher: Who will name this painting? Children: the stars and the moon, the scared night, the scary sky ...