Art teaching plan for the fourth grade of primary school

The following is a collection of art teaching plans for the fourth grade of primary school. Welcome to reading.

Lesson 1 Gathering and Dissipating

Teaching material analysis:

In the last two volumes of textbooks, there have been interesting classes with the title of reduplication, which combine modeling performance with appreciation and comment to guide students to experience the relationship between aggregation and dispersion in composition in game-like activities.

Class hours: 2 class hours

Teaching objectives:

1. Let students master the methods of spraying and coloring through games and experiments. Cultivate students' ability to use their hands and brains.

Teaching emphasis: experience the feeling of gathering and dispersing.

Teaching difficulties: expressing convergence and divergence in various forms.

Teaching philosophy:

first kind

First of all, appreciate imports.

1, let students appreciate Wu Guanzhong's works, and ask students to talk about the contents and feelings of the works.

2. Teachers introduce Wu Guanzhong's works, and guide students to discover the position and texture effect of points in the works.

3. Show the topic? Chicory powder

Second, experience the rhythm in the master's works:

Here are some works to enjoy. Please discuss in groups after enjoying it. Which work do you want to introduce to you most? What does the work depict? In the master's works, "Spring is like a thread? Sparse and dense paint a different spring for us. Can you compare the different feelings these two works give you? The slender lines are like weeping willows covered with girls' long hair, conveying the message of life. Colored ink is dotted on rice paper, such as spring rain sowing on the pond; Another example is brilliant spring flowers, a little pear and peach powder and spring yellow. ?

Through appreciation, can you find the characteristics of teacher Wu Guanzhong's paintings and appreciate the essence? (blackboard writing: dotted line combination)

In the master's pen? Points are jumping notes, and lines are dancing long sleeves. ? He praised Jiangnan and spring with dots and lines, expressing his infinite attachment to the motherland.

? Master and master? They all draw with dots and lines. What is the difference between Wu Guanzhong and western painters Pollock and Van Gogh? After class, students can consult the painter's information and collect works for comparison.

Third, the game experience.

1. Teachers' language guidance inspires students to recall whether they have seen gathering and parting in their lives.

2. Teachers and students discuss and communicate.

3. Teachers guide students to think about what methods can be used to express convergence and divergence.

4, teacher-student communication, teachers guide students to appreciate textbook examples. Teachers and students work together to study the methods of making examples in textbooks.

Fourth, exchange experiences.

Second lesson

First, communication between teachers and students:

1, the teacher focuses on explaining and demonstrating the method of spraying colors and dots, emphasizing the mastery of moisture.

2. Students try to spray and dot colors to experience the feeling of gathering and dispersing.

3. Teachers and students evaluate students' attempts to practice.

Second, homework, the teacher emphasized the use of different tools, trying to express convergence and dispersion.

Third, students make, teachers tour counseling.

Homework: Drop (spray) paint with various tools to produce the effect of aggregation and dispersion.

Fourth, show students' works and evaluate teachers and students.

Verb (abbreviation of verb) extension:

Guide students to appreciate the effect of gathering and scattering performances in various ways, and let students make them in their spare time.

Blackboard design:

Lesson 2 the charm of dots

Teaching material analysis:

This lesson is a continuation of the last one. Black spots in different positions on the paper will give people different feelings. Through observation, analysis and comparison, students can intuitively understand the mystery.

Class hours: 1 class hour

Teaching objectives:

1. Let students draw dots on paper, experience various changes and combine various creative works.

2. Finding creative circle combinations in placing dots will produce aesthetic feeling and bring you spiritual pleasure.

Teaching emphasis: let students find several changes of lines from everything in nature and life, and find different feelings produced by points in different positions on paper.

Teaching difficulties: let students play creatively and combine them into creative works.

Teaching philosophy:

First, the guiding stage.

The teacher showed a circle and asked the students how they felt. Then draw more circles on this circle. Do you feel different? (creative movement)

Conclusion: The same point will have different effects in different positions.

Second, the development stage:

1, exchange their previous observation results, and talk about the types of circles (round face, round) and how circles are used in life.

2. Appreciate the pictures in the textbook.

(1) There are three pictures with dots. Please observe them. What are the different feelings of these three pictures? The picture with dots in the middle gives people a sense of stability, the dots above give people a sense of falling, and the dots below give people a sense of security.

(2) Many points together will produce the feeling of lines.

(3) The arrangement of small dots from small to large will produce a sense of movement.

Appreciate the graphic composition brought by the teacher, and talk about whether you like this picture, why, and what kind of circles it is made of.

4. The teacher took out round faces and circles of different sizes and asked the students to put them on themselves to see who looked better.

5. The groups exchange the materials they collected and discuss how to prepare the pictures.

Third, students do it themselves and teachers guide them.

1. Students are required to complete an assignment in groups of four, which can be made of various materials or colored.

2. It is allowed to add a few lines according to the needs of the picture.

Fourth, show evaluation.

1, compare which group's homework is the most creative.

2. Give advice to the group with unsatisfactory homework.

Lesson 3 Black and White

Teaching material analysis:

The conversion between black and white will achieve unexpected results, but it can only be understood if you try.

Class hours: 1 class hour

Teaching objectives:

1. Guide students to appreciate black and white graphics and inspire them.

2. Make students master the creative inspiration of black and white graphics.

3. Instruct students to express different positive and negative shapes with the pictures they have learned.

Teaching emphasis: guide students to appreciate black-and-white graphics and let them master the creative inspiration of black-and-white graphics.

Teaching difficulty: instruct students to express different positive and negative shapes with the graphics they have learned.

First, the guiding stage.

1, guide students to appreciate black and white graphics, feel the mutual transformation between black and white graphics, and stimulate their creative inspiration.

2. Guide students to communicate in groups and talk about their own views.

Second, the development stage.

Teachers and students summarize the main points of making black and white positive and negative graphics;

1, the positive and negative shapes composed of irregular graphics: the graphics are concise, the lines are smooth, and the surface form is the main form.

2. Positive and negative shapes formed by symmetry method: black and white are a complete figure.

3. The positive and negative shapes formed by the repetition method: each basic shape has the same size and simple shape.

4. Positive and negative shapes formed by quadratic continuous method: a basic shape can be repeated, and the direction can be changed to form positive and negative shapes.

Third, discussion and exchange:

Guide students to discuss and communicate. What ways and methods are you going to design a black and white picture?

Four, job requirements:

1, with black and white to represent the positive and negative shapes.

2. Simple graphics, creativity and strong sense of form.

3. Smooth lines and uniform coloring.

Verb (abbreviation for verb) demonstrates evaluation:

1. Students show their works on the blackboard.

2. Guide students to appreciate and evaluate. Which work do you like and why?

3. Guide the author to reflect and say? What progress do you think your painting has made?

Sixth, after-school development:

Encourage students to experience formal beauty according to the positive and negative shapes they have learned in this lesson.

Blackboard design:

Lesson 4 Theme and Background

Teaching goal: to appreciate the different effects of people or things in different backgrounds and understand the relationship between subject and background. Show the relationship between subject and background in the form of painting.

Teaching emphasis: let students understand the relationship between subject and background in artistic creation.

Teaching difficulty: using painting to express the relationship between subject and background.

Preparation of teaching AIDS and learning tools: model drawings, paper, watercolor pens, oil pastels and scissors.

Teaching process:

1, Introduction

The teacher shows a picture and asks the students: What kind of people and backgrounds appear in the picture, and what are they doing? What's their focus? Student: People (play)-the main environment (architecture)? background

Teacher's explanation: theme and background (courseware 1)

Step 2 teach new lessons

A, the teacher shows four groups of pictures with the same theme and different backgrounds for appreciation:

Let the students talk about their priorities. And different feelings about pictures.

B. Students think: Is there such a scene in life?

School, family, playground, etc.

C, the teacher shows a finished theme, and the students think about what kind of background can set it off.

The teacher concluded that the same theme will have different effects in different backgrounds. It also reflects different artistic conception.

There is no background suitable for this theme.

Careful observation of the work, not everything can be harmonious together. )

D. Teachers and students discuss painting steps together.

First, discuss in groups and think about what the theme wants to draw.

Under what circumstances does the subject appear (background)

Discuss the division of labor in groups.

One or two people can draw the main body, and the rest of the students can draw the background and color it. Make the subject and background reasonable.

Finally, the students who drew the subject cut it out and pasted it on various backgrounds. Complete the whole picture.

Discuss and exchange creative content in groups, practice comprehensively, learn from each other and cultivate coordination ability. )

3. Job requirements: to express the relationship between the subject and the background in the form of painting. Group, 1 People draw the main body, while others draw the background.

4. Students' creation and teachers' guidance

5, homework display, evaluation

6. Students clean up

Lesson 5 Glaciers and Sunsets

Teaching objectives:

Art knowledge: This course is about the knowledge of color composition.

1. Let students know the meaning of color composition.

2. Understand hue and its changes.

3. Painting requirements for hue conversion operation.

Teaching language

Students, before the new lesson begins, please enjoy a group of pictures and think about a question: What happened to the colors in the pictures? (Video screening)

Student: The color is lighter or darker.

Second, shall we learn lesson five together today? Glaciers and sunset glow (brightness passing away), please open your textbooks.

1, paste the title

2. Show the learning objectives: a. Understand what lightness offset is; b. Draw an offset effect diagram by using hue offset.

3. Please check the learning objectives to be completed in this lesson. Who will read it for you?

Listen to a group of rhythmic music and pay attention to the relationship between the strength of the music beat.

What is brightness transition? It has been explained in the book. Please open your textbooks and let's discuss in groups to see which group is the fastest.

Teacher: The color is getting darker, the deep place is dark, and the shallow place is very bright. This is the brightness of a color called lightness. (TV program text)

Student: One color is white, which gradually becomes lighter, and the other color is black, which gradually becomes darker.

Teacher: Please look at a set of pictures with changing colors. Heart? Exploded diagram. ) The orderly arrangement of gradually darker and lighter colors is called ~

Fourth, we have achieved the first goal, and then look at the second one: how to express it on paper?

This is the teacher's job. Does it look nice? Want to know how the teacher drew it?

(Show the outline) Like the students, the teacher has also prepared for the lesson. When coloring, draw the hue first, then add a small amount of white, color in order, and pay attention to the teacher's palette.

The teacher only demonstrated? Add white? Later, I want to ask my classmates to help me finish it? Add black? Mission.

Which is better: verb (short for verb) (showing students' homework)? Why?

Student: (The colors are mixed up, not in the right order. )

So what should students pay attention to when drawing?

6. Please see the homework requirements (showing TV pictures)

Seven, the students began to draw.

Homework summary

Lesson 6: Draw a sense of smell

Course Type: Simulation Performance

Teaching ideas: This course allows students to appreciate some master works expressed by points, lines, surfaces, shapes and colors, so that students can be seriously enlightened and know how to draw with points, lines, surfaces, shapes and colors, which can improve students' appreciation and evaluation ability.

Class hours: 1-2 class hours

Teaching objectives:

Stimulate students' imagination and innovative consciousness, and cultivate students' active participation spirit, rich sensory ability, bold sideline tenderness and comprehensive evaluation ability. By feeling and experiencing all kinds of taste and smell games, let students try to express all kinds of taste and smell with different points, lines, surfaces, shapes and colors, and experience the fun of artistic modeling games.

Emphasis and difficulty: let students try to express different tastes and smells boldly with different points, lines, surfaces, shapes and colors; Using your own personal experience to express your own taste and smell can be bold and exaggerated and unique.

Teaching preparation:

Teacher: Courseware, computer, projector, picture materials, etc.

Student: watercolor pens and oil pastels.

Teaching process:

First, prepare for the activity.

Students prepare various snacks that can be tasted. The teacher prepared several gases and liquids and sealed them with dark bottles.

Second, import activities.

1. The teacher took out a large piece of garlic for the students to taste. Show some maps to the students to enjoy.

2, students taste garlic, let the class pay attention to observe his expression.

3. Xue Heng talks about his feelings after tasting.

Ask the students to taste some flavors and guess what they are.

Students try to sniff out and tell their feelings.

Third, launch activities.

1, please take out what you have prepared, taste it, smell it and talk about your feelings.

2. Students taste the taste and express their feelings.

1, take out your own painting tools and draw your feelings with points, lines and surfaces.

4, students try to express, warrior works, talk about their feelings.

Fourth, share activities.

1. Appreciate the works in the book and feel the author's feelings.

2. Appreciate the master's works and understand how the master expresses his inner feelings.

3. Discuss your understanding and feelings about various tastes and smells in groups, and how to delimit these feelings with colors and lines.

4. Choose one or more senses of taste and smell, and express your feelings boldly and heartily with your own tools.

Verb (abbreviation for verb) extends activities.

1, show your work.

2. Mutual appreciation and evaluation.

Sixth, summarize the activities.

Lesson 7 Cartoon Painting

First, the teaching objectives:

1, familiar with? Painting? Software;

2. Let students know more about comic painting;

3. learn how to use it? Painting? Software drawing cartoons;

4. Improve students' aesthetic ability and expressive ability.

Second, the focus and difficulty of teaching

Are you familiar with it? Painting? Software, learn cartoon drawing.

Third, the preparation of teaching AIDS.

Multimedia, tape recorder?

Fourth, the teaching process

(1) Introduction: Today, the teacher made a new friend for everyone, and he will lead everyone to some interesting places.

(2) Teaching: (An anime character appears in the media) Introduce yourself:? Hello everyone! My name is Genie, and I want to make friends with you. I hope you will like me. Today, I will take you to a wonderful cartoon world. I'll take you first. Cartoon theater? Look at it! ?

1. Play the animation clip.

Teacher: What do you think after reading it? /Do you know how comics are formed?

Health: Beautiful and interesting? It is made up of several cartoon pictures played continuously.

Teacher: By the way, the students are very clever. Have you found the characteristics of each cartoon picture?

Health; All kinds of images are vivid, interesting and lovely, with pleasant sounds and bright colors?

Teacher: Do you like this picture? Do you want to learn? Then let's take a walk with the elf again!

2. An elf appeared with a beautiful palace building in the background. Is there one at the door? The temple of knowledge? Words. ? I know that everyone likes painting very much. Now we come to the temple of knowledge. Let's learn how to draw cartoons together, shall we?

(Animation opens the door and the drawing board appears) The teacher briefly introduces the menu bar, toolbar and palette in the drawing board. And simply demonstrate drawing in drawing software. In the process of demonstration, the characteristics of comic painting are expounded: comic painting is comic. Describe the picture of life or current affairs in a simple and exaggerated way, and generally use deformation, analogy and symbol to form a humorous picture.

3、? Out of the knowledge palace, everyone will draw cartoons. Now let's go to the exhibition! ? (Enjoy the cartoon pictures downloaded from the Internet) Switch to the multi-frame interface and click on an explanation comment.

These are children's entries and award-winning works. We learned it from the computer? Painting? Software, familiar with the use of various tools in the toolbox, you can draw wonderful pictures like these students.

The teacher found that everyone can't wait to shine. We asked the elf to take us to a good place where we can fully display our talents. Do you want to go?

Elf: I find that everyone's imagination is really rich. Come with me now? Painting? All right! (Find a beautiful background with beautiful light music)

Third, homework: students draw cartoons on the drawing board, and the theme is not limited.

Fourth, show students' works (evaluate students' works on the big screen)

5. elf bid farewell to classmates: classmates, I have been with you for so long today, and I find that you are all very smart and lovely. I like your paintings very much and I hope you can remember me. Goodbye, class!

Lesson 8 Twins

Course Type: Simulation Performance

Class hours: 1 class hour

Teaching objectives

1. Make students understand the application of symmetry principle in artistic creation.

2. Create a group of symmetrical characters or animals in a way that suits you.

3. Experience the fun of creation.

Teaching focus

Learn to express symmetrical figures or animals and plants.

Teaching difficulties

Create symmetrical objects in your own way.

Teaching preparation

Teacher: Fan Zuo, colored paper, scissors, gouache paint, combination pen and other tool materials.

Health: colored paper, scissors, glue, painting tools.

Teaching intention

Symmetry is an important rule for artists to create works of art, and its patterns have certain meanings, often representing balance and harmony, and have a beautiful and solemn aesthetic feeling. The teaching of this course is mainly to let students understand the application of symmetry in works of art, choose a method suitable for them to create a picture with a theme and experience the fun of creation.

teaching process

First, appreciate the template painting and introduce the topic.

1. Show me some model paintings: Look at these paintings and tell me what they all have in common. (health: the pattern is symmetrical. )

2. Introduction of the topic: The regular repetition of the same part of an object is symmetry. Symmetry has single symmetry, such as butterflies and scissors, and more than two objects are symmetrical to each other, just like twins. This section mainly refers to the symmetry between two objects. Can you show me the topic? twins

Let the students know the relationship between the topic of twins and the content of this lesson.

Second, the performance method of guiding symmetry

1. Look at the textbook examples and tell me how they are expressed respectively. Twins, right? (biology)

2. The teacher summarizes the symmetrical methods in the textbook:

(1) Folding scissors (such as? Games? )

(2) Folding printing (such as? Giraffe? )

(3) folding paintings (such as? Xinjiang dance? )

3. Further guide the methods of expressing symmetry: What other methods do you have besides the above methods? (biology)

4. The teacher summed up the application of other methods: pencil eraser and carbon paper?

Let students discover symmetrical expression methods by themselves, use their brains to think, expand the application of other methods, and cultivate students' observation ability and thinking ability.

Third, the development stage.

1, group discussion: under what circumstances will there be symmetrical scenes in memory life? (synchronized diving, gymnastics in front of the mirror, synchronized diving, two children playing games opposite each other, playing table tennis, the projection of objects in the water, etc. )

2. What method are you going to use to express what theme? (A student said)

This link is mainly for students to explore more creative topics in the discussion, to further understand the universal existence of symmetry in life, and at the same time, it also shows that students gradually learn the learning method of autonomous learning.

3, creative steps: (teacher demonstration)

(1) Selected topics and methods

(2) Design the main shape (pay attention to composition and color)

(3) The background can be appropriately increased.

4, production, teacher counseling

(1) Composition, Modeling and Color

(2) mastery of pigment moisture, etc.

Remind students to pay attention to the problems in their homework, that is, full composition, vivid modeling and bright colors. And develop good work habits.

5. Homework evaluation: evaluate your favorite works and give reasons for liking them.

Fourth, expand

1. Appreciating some famous works and letting students know about symmetry is also an important rule for artists to create works.

2. Make symmetrical works by other methods after class.

Lesson 9 Booking Tickets

Teaching purpose:

1, let students know the origin, function and related knowledge of book tickets through appreciation and communication.

2. Learn to design and make book tickets in the form of paintings or cardboard rubbings.

3. Cultivate students' creativity and practical ability.

Teaching focus:

Master the basic characteristics of library card

Teaching difficulties:

Printing process of library card

Teaching preparation:

Before class, let students collect the knowledge about book tickets through various channels, and collect all kinds of book tickets, painting supplies, cardboard, carving knives, watercolor paints, writing brushes, etc.

Teaching time: two class hours

first kind

Teaching content: understand the basic knowledge of book tickets and design the sketch of book tickets.

Teaching emphasis: understanding the basic characteristics of book tickets.

Teaching difficulty: my own composition design

Teaching process:

1, the teacher shows the introduction of the book ticket.

What is this? Where do you usually put it? What's the use?

After individual questions, the teacher summed up: the book ticket is the symbol used when collecting books. It is a symbol of collecting books by carving pictures and words on wooden boards, rubbing them into small characters and sticking them on the inside pages of book covers. Book tickets originated in the west, and China's book tickets were introduced from Europe.

2. Students appreciate and exchange all kinds of book tickets and understand the basic characteristics of book tickets.

Before class, the teacher asked everyone to find out the knowledge about book tickets and collect all kinds of book tickets. Today, we will enjoy and communicate together.

Student groups appreciate and exchange their library tickets, and ask them to observe the contents, characters and production methods of the pictures.

The students show their collection of book tickets and their understanding of book tickets.

The teacher instructed the students to appreciate the book tickets in the textbook and asked: What characteristics did you find in the book tickets? How is it usually made?

After the students answered individually, the teacher summarized and introduced the first book ticket in the world and the earliest book ticket in China, as well as the Latin meaning on the book ticket.

3. The teacher explained the steps of making demonstration book tickets.

First draw the pattern you want to design on cardboard or blow-molded paper, then carve out the hollowed-out part with a knife, finally paint it with color, then print it on the homework paper, and finally write Latin.

4. Students design the first draft, and teachers patrol for guidance.

Students with poor ability can ask for library tickets in the form of paintings.

5. Comment on the design of the students' first draft, and put forward suggestions for revision of some works. The activity is over.