Art teaching plan for the fourth grade of primary school?

Book 7 Zhejiang Education Edition Art Teaching Plan

Table lamp design

First, the teaching objectives

1. Understand different ideas or manufacturing processes in table lamp design.

2. Be able to design or make a complete desk lamp, and design or make a unique desk lamp by drawing, cutting and winding.

3. Cultivate students' creative ability to combine aesthetics with practicality or practical ability to make desk lamps, and realize that the inspiration of design is often hidden in daily life.

Preparation before class

(Student) Colored pencils, pencils, black pens.

Relevant materials (for teachers).

teaching process

1. Enjoy.

(1) Enjoy the Palace Lantern in Changxin. Students judge "What is this?"

(2) Teachers let students know in the introduction that it is not only an exquisite portrait sculpture art, but also a combination of practical functions and scientific principles of air purification.

Combined lighting appliances, so it is called "the first Yi Deng in China".

2. improvise.

(1) Take yourself as a model, design a unique shape, and achieve a unique "humanoid table lamp". (Pay attention to the position of the light)

(2) Students use body language to show creative desk lamps, and the teacher pointed out in time that these desk lamps blur the structure of ordinary desk lamps, and clever use will be beautiful and practical.

Quiet combination. Leading topic-creative desk lamp design

3. Replace trees with flowers and create creative desk lamps.

(1) Show a beautiful goblet and ask: How to make it into a novel desk lamp by using its characteristics?

(2) Courseware shows more things from life, such as umbrellas, vases, bicycles, fruits, etc. Group discussion: How to reconstruct the "creative desk" by replacing flowers with trees?

Lights. "

(3) The group reports interesting ideas, and the courseware presents various "creative desk lamps" in time to make students' ideas come true.

4. Details light up the creative desk lamp.

(1) Appreciate masterpieces and think, "Where are the details that move you?

(2) The courseware is fixed in the details of the desk lamp, and it is found that some simple elements such as lines and shapes endow the work with eternal charm, and students think about how they will present the design.

Highlights.

5. create.

Requirements: Use the ingenious combination of familiar things to find inspiration in life and design.

Whether it is a desk lamp with black and white or color effect, please show the design highlights in the depiction of a certain detail.

6. Evaluation and demonstration.

(1) Students' self-presentation-introduce how to embody clever combination.

(2) The audience's targeted appreciation-my favorite creative details.

water resource

First, the teaching objectives

1. Knowledge: Understand the importance of water to human life, learn and use posters to publicize and save water resources.

2. Skills: Understand posters, analyze and understand the basic elements of poster design and its creative techniques, and create simple posters that save water, love the water and protect water resources.

3. Emotion: Educate on protecting water resources and saving water, and cultivate students' feelings of caring about social problems and loving the motherland.

Preparation before class

(Students) Collect information about water resources. The group will have a poster board, colored paper, painting tools, scissors, glue sticks and so on.

(Teacher) Information about the destruction of water resources, examples of publicity boards, various works of art about water, and various creative tools and materials.

teaching process

1. Introduction.

(1) The hieroglyph "water" is painted on the board. Guess what this is? Why?

(2) Introducing new courses.

2. Appreciation of artistic works.

Show all kinds of works of art about water (painting pictures, patterns on daily necessities, etc. ), students can express their views while enjoying it. Panel discussion: water and human beings

What does it matter?

3. Comprehensive exploration and practice.

(1) Display icon: Guess what this sign is? (Understand the national water-saving sign of China)

(2) Is it necessary to save water? The teacher describes a set of data and shows a set of pictures:

The global water shortage population reached 654.38+02 billion.

The number of people who die from water-related diseases is 3-4 million every year.

It is estimated that by 2025, the water crisis will affect 48 countries and about 3.5 billion people will be trapped by water.

About 200 tons of garbage are dumped into rivers, lakes and streams all over the world. If the waste water is not raised, 8 liters of fresh water will be polluted.

Students express their feelings.

(3) It is urgent to save water and protect water resources. Let's plan a publicity campaign and learn to make a blackboard newspaper: show an example of a blackboard newspaper and observe what the blackboard newspaper is about.

Is it arranged? How to highlight the theme? What different forms are used?

(4) Organize students to organize materials in groups, make publicity plans, and rationally divide labor: screen existing materials purposefully and make supplementary materials with themes.

* * * Solve the following problems:

① What information about water resources should be selected? (2) In what form? ③ How to make the bulletin board more beautiful? ④ What art materials and tools are used to make it? ⑤ Pay attention when making.

What do you mean?

(5) Teachers' itinerant guidance and targeted counseling according to the situation of each group.

4. Publicity and display, evaluation and summary.

(1) Organize each group to show their achievements and comment on each other:

Which group of designs is the most creative?

Which group of content has more opinions?

(2) Talk about the experience and lessons.

Comics and life

First, the teaching objectives

1. On the basis of learning comic head, learn more about comic language and learn simple comic creation techniques.

2. Through the study of this lesson, let students understand the relationship between comics and life, and inspire students to express it in comic language according to the plots and feelings in life.

3. Understand the humorous factors in life, cultivate students' cheerful personality, and distinguish right from wrong through observation and thinking.

Preparation before class

Favorite comic pictures or comic books, learned comic creation stories or cartoonists, and painting tools.

(Teacher) Courseware, animation materials, pictures and video materials of Sanmao's wandering story.

teaching process

1. The situation is exciting.

(1) Thinking about the Wandering Story of Sanmao: How does the image of Sanmao make you feel?

(2) Summary: We can boldly exaggerate or even deform the characters in comics to serve our own ideas. The Father of San Mao belongs to Grandpa Zhang Leping.

Creative experience: Comics come from life.

(Unveiling the topic: Comics and Life)

2. Try to imitate.

(1) Students take out pictures or cartoons prepared before class, imitate their favorite cartoon images, feel the cartoons and stimulate their interest.

(2) Observation and thinking: What are the performance characteristics of your cartoons?

(Summary: Comics are exaggerated and humorous, and can express certain thoughts and feelings)

(3) Can cartoons be used to express the characters' characteristics and feelings? Just try it. Fear, happiness, etc. The facial features, movements, etc of a character. You can also try to draw animals.

)

(4) Communication and dialogue, so what features of the image are highlighted?

3. Courseware appreciates cartoons with obvious content characteristics.

Cat Fishing: What does the cartoon mean? Humor?

Half a point: What does the author want to show?

Painting: Tell us a truth?

Discussion: What other phenomena in life can be represented by cartoons? (Students talk about their own ideas)

(Summary: A cartoon)

Thank you. I see.

(Showing the first and second pictures): What is depicted in the picture?

Next, think about the result. (Trial drawing)

(Showing the third and fourth pictures): Are there any different results?

(Summary: Four-grid comics)

4. try to create.

(1) Discuss creative content.

While enjoying the comics, everyone discussed so many interesting possible results. Can you still find some creative materials in our life?

(2) Communicate with each other to inspire people to express their lives with cartoons.

(3) Layered teaching:

Provide some cartoons for students with difficulties and then create or adapt them.

Provide some materials for students who lack ideas:

"Reason" is in it "

Jack galloped along the street on his bicycle, and people passing by avoided him. The policeman stopped him and asked, "Why are you riding so fast?" Jack replied, "I'm sorry, I"

Our brakes are broken. I want to ride back and fix them as soon as possible to avoid accidents! "

extract a tooth

The dentist said to the patient, "Don't be afraid. Come and have a drink to calm down. " After the patient finished drinking, after a while, the doctor asked, "How do you feel now?

""Who dares to pull out my tooth? " The patient said to the doctor with red eyes.

5. Homework demonstration.

6. Extracurricular expansion.

Introduce Feng Zikai, chinese comic's family.

Introduce other comic types

Lush Life

First, the teaching objectives

1. By collecting materials and appreciating opera performances, we can understand the artistic characteristics of China opera and the performance characteristics of opera characters.

2. Use the basic techniques of ink painting to express students' favorite opera characters.

3. By appreciating and expressing the characters of China traditional opera, let students feel the charm of China traditional opera and promote their love for the excellent traditional culture of China.

Preparation before class

(Students) Collect pictures and stories of opera characters; Prepare the corresponding tools for ink painting.

(Teacher) Courseware, pictures of various opera characters, pictures of group learning tasks (tearing a complete picture of ink and wash opera characters into several pieces according to groups),

Ink painting tools.

teaching process

1. Organize teaching and enter the learning state.

(1) Enjoy the opening music of Beijing Opera in class.

(2) Organize discipline, calm down and enter the learning state.

2. Introduce stimulation.

(1) Talk leads to group learning tasks. (Please ask each group leader to receive pictures of group learning tasks)

(2) Group task: Try to express the images on the pieces of paper received by their respective groups with ink and wash. (Hint: Guide students to express lines with center and winger, and pay attention to ink color.

At the same time, explore the application of basic ink painting techniques such as ink breaking color and color breaking ink)

(3) Show homework in each group, praise students who can express lines with center and flank, pay attention to the change of ink color, and encourage students to explore boldly.

(4) Reveal the complete pattern of the fragments and the topic "Dramatic Characters".

3. Perception is interesting.

(1) Communicate the materials collected and prepared by yourself in groups and praise the students who have prepared the materials;

(2) Teachers summarize the knowledge about opera performances and opera characters;

(3) Appreciate the fragments of traditional Chinese opera performance, so that students can feel and imitate the action modeling of traditional Chinese opera performance and experience its performance characteristics;

(4) Appreciate the opera characters in the works of art, observe and analyze how to express the main features of the demeanor and movements of the opera characters with ink and wash, and realize the exaggeration and deformation of the works of art..

Use. (Hint: Guan Liang's "Song Wu Da Hu" is concise and vigorous, capturing the movements and demeanor of opera characters with exaggerated and distorted ink and wash modeling. Guide students to observe and understand the language of ink painting

Right. Use it boldly. )

4. Try to explore fun.

(1) homework requirements: express your favorite opera characters in ink and wash;

(2) Make bold and free modeling performances according to the pictures collected by yourself or the images of traditional Chinese opera characters in your heart, and the teacher encourages and prompts the students during the inspection. Opposite hair

Common problems now, such as the size of composition, the color of ink, the image of formal sense and so on. Give timely advice, inspiration and help students solve problems.

5. Evaluate Qu Yan.

(1) Show students' works with digital cameras or video cameras immediately, so that students can evaluate themselves and each other and further develop their thinking.

(2) Teachers generally evaluate the advantages and problems. The main points of evaluation can be the free use of ink and wash language, the performance of the movements and demeanor of opera characters, and so on.

(3) Appreciate the opera characters represented by different materials and understand the relationship between culture and life.

Please pay attention to the opera performances around you after class, and try to use more materials to express the opera characters.

be radiant with delight/joy

First, the teaching objectives

1. Understand some traditional festivals and activities in China, collect art works related to festivals, and understand the significance, uses and characteristics of modeling colors of these art works.

Master the word double happiness.

2. Learn the knowledge of warm colors and use various methods to express the festive atmosphere, and learn to cut out simple double happiness and double happiness with decorations.

3. Cultivate students' love for the traditional festival culture of the motherland through activities such as collection, understanding and expression.

first kind

Preparation before class

(Students) All kinds of portable festive supplies, colored paper, scissors, glue.

(Teacher) Happy music tape, red ribbon.

1. Import.

(1) Play happy music after class to prepare and create a happy atmosphere.

(2) Show me some pictures and tell me which one you think is on vacation and where you saw it?

(3) Reveal the topic: In some major festivals, people often present a "jubilant" picture by dancing lions and decorating lanterns.

2. Appreciate and evaluate.

(1) Think about it.

(1) What other festive days are there, and what materials and methods do people use to express the festive atmosphere?

Displays information about fort-i.com/., China and Zest Garden Ltd..

② Student introduction: Teachers use courseware to show corresponding pictures or video materials. This paper mainly introduces the significance and application of these ornaments.

(2) Look at the picture just now. Please answer the teacher's question. What colors and objects do people mainly use to create this festive atmosphere? (learning warm colors)

Red and yellow are mainly used to create a festive atmosphere, and many items are used, mainly lanterns, balloons and fireworks. ) What color do you mainly use to dress up and why?

Why use these colors? Write it on the blackboard at the same time)

Now, through discussion, we have found out what elements the festive atmosphere comes from. Then, if we want to draw a picture that shows the festive atmosphere, we should

How to draw? Cold and warm colors are related to people's mood. )

3. Activity performance.

(1) Ask some students to perform: lion dance, yangko, dragon boat rowing, etc. The teacher plays music or pictures.

(2) Draw a picture with a special background for the performance just now. Please tell each other how you want to show the festive atmosphere.

(3) Pay attention to the harmony and unity of color matching.

4. Students' homework.

Teachers patrol to give individual guidance.

5. Homework demonstration.

The students fill in thank-you words for each other.

Second lesson

Preparation before class

(Students) Colored paper, scissors, double-sided tape, etc.

(Teacher) Happy music tape, wedding video, red ribbon.

teaching process

1. Content review.

(1) Think back to the last lesson: What materials are commonly used for decoration on festive days: lights, silk, Chinese knots, etc.

2. Design the scene and start teaching.

(1) Friends need a lot of happy words to get married. Please help the children design them.

(2) Play the cut character video, and then analyze the key points, steps and expansion points in the video.

(3) Help to the end and help a friend design a new house by the way.

(4) If the classroom is a new house, how would you decorate it?

(5) Group discussion.

(6) Summary: roofs, windows, doors, walls, etc.

(7) Show various decorative pictures of roofs, windows, doors and walls, so that students can know fairly well.

(8) Each group chooses one article to create.

(9) Video students' creative process.

3. After-class evaluation.

Evaluate each other among the groups, and say and recommend some good suggestions.

descendants of the dragon

Teaching objectives

1. Have a preliminary understanding of the culture and history of the dragon and its special position in the tradition of the Chinese nation, and know the animal prototype and symbolic significance of each part of the dragon.

2. Cultivate students' ability to cooperate with others and explore learning in groups through teaching. Cultivate students' imagination and creativity by shaping the new image of dragon.

3. Guide students to understand the spirit of the dragon, establish their own national spirit, and be proud that we are descendants of the dragon. Cultivate students' cooperative spirit by collectively completing a work of art.

And a sense of competition.

first kind

Preparation before class

(Students) Collect pictures of dragons, animals around them, watercolor pens or oil pastels.

Multimedia courseware (for teachers)

teaching process

1. The picture is very interesting, which leads to Descendants of the Dragon.

(1) Courseware display: The Kowloon Wall of the Forbidden City in Beijing is mounted to stimulate students' interest.

(2) Discussion: Why is the dragon a symbol of the Chinese nation?

Our motherland is China, we are descendants of the Chinese people, and we are descendants of the dragon.

2. The origin of the dragon (culture, history)

(1) The image of the dragon has appeared for more than 6000 years, and its present image has undergone three periods of evolution.

Courseware: Shang and Zhou Dynasties-Qin and Han Dynasties, Qin and Han Dynasties-Sui and Tang Dynasties, Tang and Song Dynasties-Ming and Qing Dynasties.

Please tell the students what changes have taken place in the image of dragons in these three periods.

(2) The history of dragons: Yulong in Hongshan Culture site, Shuanglong in Zhao Zhouqiao railing sculpture and Yunlong pattern in front of the Hall of Supreme Harmony in the Forbidden City.

Students appreciate and judge their own time.

(3) The dragon is a symbolic deity formed by the ancient people of China's vague collection of fish, crocodiles, snakes, horses, clouds, rainbows, thunder and electricity.

Ask the students to find out what kinds of animals are there in each part of the dragon.

(2) where else have you seen the image of the dragon?

Ask students to introduce, show and communicate-"enrich the perceptual experience".

(3) As the embodiment of good luck, "Dragon" has placed people's good wishes. Do you think dragons have some characteristics of other animals?

According to your idea, can you use some characteristics of other animals to create a dragon in your mind?

Ask the students to say or describe the dragon in your heart.

3. Creative practice and aesthetic experience.

(1) Create the dragon in your mind according to your own understanding and imagination.

(2) Self-evaluation, experiencing aesthetic taste and placing good wishes.

Second lesson

Preparation before class

(Students) Collect some dragon legends, pictures of dragon boat races, watercolor pens or oil pastels.

Multimedia courseware (for teachers)

teaching process

1. The Legend of the Dragon-"Arousing Interest"

(1) The Legend of the Dragon-Nine Children of the Dragon

20 display information, communication:

(2) What other stories about dragons do you know?

Ask the students to say. (Carp yue longmen)

(3) As an auspicious embodiment, "Dragon" has placed people's good wishes.

We are descendants of the Chinese people, and we are descendants of dragons.

2. Traditional folk activities-"national spirit".

(1) Macao's Return-Dragon Dance Celebration.

Chinese people in Mexico and Japan dance dragons to welcome the Spring Festival, and the dragon has become a symbol of the Chinese nation.

(2) The dragon piled with flowers in Tiananmen Square symbolizes the soaring of the Chinese nation.

(3) Dragon Boat Festival.

① Introduce the Dragon Boat Festival and the patriotic poet Qu Yuan. ② How can we win the dragon boat race? -teamwork, teamwork.

(4) Students display and exchange their collected pictures of dragon boat races to enrich their experience and creative materials.

3. Appreciation of works-"internalized knowledge"

Please give me a reward and comment on the homework of the dragon boat race drawn by my classmates in the book.

4. Creative practice-"externalized expression"

According to your information and your imagination, create a fierce dragon boat race scene.

Please think, learn and draw a picture.

5. Display evaluation-"aesthetic promotion"

Self-evaluation, classmates' suggestions, teachers' comments, experience aesthetic taste and dragon boat spirit.

After class: arrange students to pretend to be "paper-wrapped dragon boats".

The charm of lines

Teaching objectives

1. Discover the ever-changing lines in nature and life. Through careful observation, we can understand the lines in different postures and appreciate the aesthetic characteristics of lines and their application in works of art and life.

The visual effect produced; Through teaching, we can master the changes of different linear shapes such as straight line, broken line, curve, intersecting line and length, thinness, sparseness and density, and understand linearity.

Aesthetic characteristics. By observing, experiencing, feeling and understanding the expressive force of various lines, students' modeling ability and creative ability are cultivated.

2. Understand the various shapes and linear changes of lines and the black, white and gray levels of line combinations, and use lines for simple composition exercises.

3. By observing the painter's works with lines, we can initially understand the different emotions reflected by the painter in his works and understand the rich emotional world of human beings. Cultivate students from life

The ability to discover beauty, feel beauty and improve their own aesthetic ability.

Preparation before class

Pencils and markers.

(Teachers) make supporting multimedia courseware.

teaching process

(a) lead-in-"a little trip"

While dictating a simple story, the teacher hand-painted lines: from a point to a line, drawing various lines bit by bit … to complete its journey.

Can you tell which line these dots come from?

Know all kinds of lines: straight lines, broken lines, curves and arcs. ...

Take a trip: Students try to draw all kinds of lines.

(B) Inquiry learning

1. Find lines in natural scenery, make lines concrete and visual, and perceive the beauty of lines.

The courseware shows pictures of natural scenery: terraces, railway tracks, Sydney Opera House, cobwebs, lightning, zebras, old trees and ice. ...

Sydney Opera House and railway tracks-straight lines and arcs-are tall, straight, hard and full of power.

Old trees, lightning-natural lines-are vigorous and powerful, or slender and elegant.

Terrace-curve-soft, beautiful and rhythmic.

Spider web-curve-elegant and smooth

What kind of thread do you like? Why?

2. Find the line in motion, and the courseware shows pictures:

The light formed by the driving of the car;

Appreciate the video of ribbon practice and the trajectory of dance movements;

The teacher brought a ribbon. Dance the ribbon. What clues did you find?

Flowing curve-feeling lines like dancing;

Anyone can try to make ribbons dance.

3. Draw a line with the music:

Jazz, serenade, waltz, Latin dance.

Students try to draw the feeling of music in different rhythms: smooth, strong, slow or pleasant.

4. Appreciate the line drawing works and feel the rich changes and expressive force of lines in painting works.

Appreciate the master's works:

Kelly's Running, Picasso's Cattle, Carmen series; Van Gogh's starry sky; Appreciate students' works, German and Canadian children's line drawing works.

(3) Try to practice and get guidance.

1. Courseware demonstration: decorative patterns composed of lines.

Line decoration (repetition, encryption, bolding, pattern combination)

What kind of pattern combination do you like?

2. Analyze the black, white and gray levels of lines.

Group discussion: Which picture do you think has changed in the combination of black, white and gray?

The student representative summed up the speech:

The analysis images of four works are treated with black, white and gray, showing the change of density and thickness.

The picture 1 lacks space and is incomplete.

There is only gray scale in the diagram of fig. 2, and there is no change.

The picture in Figure 3 has too many black levels and looks very black.

The black, white and gray layers in Figure 4 are dense and vivid.

3. Line practice shows the content-the original pottery pot or vase.

(1) Appreciate the decorative beauty of the original clay pot.

(2) The teacher provides each group with the shape of the clay pot, and tries to decorate different lines on the same clay pot in groups.

(3) Group evaluation-which line is the most beautiful? Which change is better, black, white and gray?

(4) expansion.

Lines can be used in other places besides painting.

The courseware shows the application of lines in life: stone carving, decorative doors and windows, vases and candlesticks. ...

Conclusion: Let's work together to create ever-changing things with ever-changing threads and add beauty and fun to our lives!

The wind blows

Teaching objectives

1. Through observation, experience and search, enrich students' perception of the wind and understand its formation and characteristics.

2. Further improve the ability to express by lines, give full play to your imagination, and try to express yourself by line drawing, showing the scene of object image changes caused by wind.

The feeling of wind.

3. Cultivate the ability to observe and remember nature, and develop imagination and painting expression. Cultivate the feelings of loving nature and life.

Teaching preparation

(Student) Fine watercolor pen, oil pastel, colored cardboard.

(Teacher) Recording, video recording, downloading pictures of various winds, etc.

teaching process

(a) create a situation:

1. Play the recording of various winds: listen to the wind.

The rustling of leaves in the strong wind; Call sign of northwest wind; The wind is blowing. ...

What is this wind? (Touching students' memory)

Although we can't catch the wind, we can see it with our eyes, feel it with our bodies and hear it with our ears.

Recall the different feelings of various winds blowing on your body (it is best to show relevant pictures).

In hot summer, the breeze is particularly refreshing;

In the cold winter, the northwest wind blows on the face like a knife;

When the wind and rain are mixed, the umbrella will be overturned and difficult to move;

Galloping on a car or motorcycle, the high wind will make people feel difficult to breathe;

If a tornado comes, we will be very nervous and afraid. ...

(2) Inquiry learning.

1. Know all levels of wind.

Displays the wind level of the weather forecast: wind direction, northerly wind 3-4.

There are different levels of wind. What level of wind can you name?

Combined with the Beaufort scale, we know the wind of 12.

2. Watch the clip of "Tornado" and learn the common sense of wind:

Simply understand the difference between typhoon (tropical storm), strong tropical storm, tornado and hurricane.

(1) Four-person group discussion:

There are typhoons in Jiangsu and Zhejiang every year from July to September. How do we name a typhoon?

Combination map: Hurricane Katrina swept through New Orleans, USA, causing serious consequences.

The tragic situation of typhoon crossing the border, people saved themselves in anti-Taiwan.

(2) Ask students to introduce their knowledge about tropical storms, tornadoes and hurricanes.

(3) Although typhoons, tornadoes and hurricanes have strong lethality and bring great harm and threat to mankind, they can also be used as an energy source to benefit mankind.

Class. Please briefly introduce windmill mill, wind power generation, sailing and so on.

3. Appreciate the painter's works and how the painter expresses his own style.

(1) Comparative pictures: Bamboo by Zheng Banqiao and Against the Wind by Xu Beihong.

These two bamboos are both in the form of traditional Chinese painting. Where do you feel that Xu Beihong's headwind is very windy?

Comparison between Monet's Tree and Crowe's Gust

How does the painter express the trees in the gust?

(2) Appreciate the painter's performance on the wind.

For example, Rousseau's Tiger in Tropical Storm.

Appreciate students' works and how they express their style.

4. Try to show the change of water surface or willow branches when the wind blows.

Different states in breeze-gale-gale.

(3) Painting style.

1. We can draw all kinds of wind feelings with lines in our hands. Do you want to have a try?

Show a group of things, which do you think are suitable for the style of expression? What is not suitable?

2. Job requirements: remember and imagine the scene when the wind blows, and boldly express your feelings about the wind by describing the shape of objects and using lines.

3. Teachers' itinerant guidance.

4. Job evaluation.

(1) Show students' works on the blackboard.

(2) Evaluate according to the teacher's guiding questions.

Comment on which works have the feeling of wind and which works need improvement?

(4) after-school expansion.

1. Enjoy the wind erosion landform.

2. Talk about windy idioms.

Insect party

For the complete lesson plan, please visit Parthenocissus Art Education Network.

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