What is a teaching plan for art works?

Teaching design of "What is a work of art"

First, the teaching objectives:

Through teaching, students can understand the emergence and general law of the aesthetic concept "formal law" and the basic meaning of works of art; Cultivate the consciousness of looking at works of art and various objects in daily life with aesthetic eyes.

Second, the teaching emphasis and difficulty:

Key point: How did the concept and formal law of beauty come into being?

What is the basic connotation of works of art?

Difficulty: How to discover beauty from life? With examples, it is clear how to appreciate works of art (of great significance).

Third, teaching material analysis: The content of the textbook mainly includes three levels: 1, and how the aesthetic concept is formed.

2. The basic meaning of works of art.. 3. The significance of art appreciation.

What is the instructional design of art works 47

Teaching design

1. The case is a description of the actual situation. In this case, there are one or more problems, and there may be solutions to these problems.

2. "Teaching cases describe teaching practice. In a rich narrative form, some stories including typical behaviors, thoughts and feelings of teachers and students are shown to people. "

3. Teaching cases refer to teaching situation stories containing some decisions or problems, which reflect the typical level of teaching thinking and its maintenance, decline or achievement. The collection of such cases must be carried out on the spot in advance, and the relevant materials should be consciously selected from the objectives of teaching task analysis, in which the researcher's own insight is the key.

4. Teaching cases refer to "narrative teaching practice records written jointly by teachers or researchers and teachers."

What is the teaching plan of art works?

1, teaching objectives:

Through this lesson, students can understand the formation process of aesthetic concepts; Understand some basic laws of formal beauty; Grasp the basic meaning of works of art as a whole; Initially cultivate students' ability to look at artistic works with aesthetic eyes and discover and perceive beauty in life; Stimulate students' interest in art.

2. Content analysis:

The content of the textbook mainly includes three levels: (1) How the aesthetic concept is formed. ⑵ The basic meaning of artistic works. The significance of artistic appreciation.

Teaching focus:

The concept of (1) beauty and the formation of formal rules.

⑵ The basic connotation of artistic works.

(3) How to discover beauty from life?

Teaching difficulties:

How to guide students to know works of art and discover beauty in life through the concept and formal law of beauty.

3. Analysis of learning situation:

Students lack understanding of works of art and want to know why works of art are beautiful. Most students will not take the initiative to discover the beauty in life.

4, design ideas:

Art appreciation is a discipline, but it is also an attitude towards life. The purpose of learning this course is not only to remember some important works of art in the history of art, but also to cultivate students to look at our history, culture, life and the environment around them with an aesthetic mentality and a vision of discovery, so as to improve students' aesthetic and cultural literacy. Therefore, the teaching of this course starts with what is "beauty" to help students understand how the concept of "beauty" is formed and developed, and then make students clear the basic meaning and open connotation of works of art. Through this process, students can make it clear that the concept of "beauty" is extremely rich, and it is even around us. We should look at works of art and even our daily life with a historical and discoverable eye, so that our life will become rich and colorful.

High school art unit 1 1 lesson: what is a work of art?

(1) teaching material analysis

Teaching material analysis's writing requirements: three operational requirements: (1) analysis of curriculum standards; (2) Analysis of the position and function of each lesson content in the whole curriculum standard and each module (each textbook); (3) Analysis of the difference and connection between the content of each lesson in senior high school and the related content in junior high school textbooks.

(B) student analysis

Writing requirements for students' analysis part: three operational requirements: (1) analyzing students' existing cognitive level and ability; (2) analyzing students' learning problems; (3) Analyze students' learning needs and learning behaviors.

(3) Teaching objectives

Teaching goal writing requirements: three operational requirements: (1) determining knowledge goals; (2) Determine the ability, method training objectives and teaching implementation strategies; (3) Determine the teaching choice point and teaching implementation strategy to guide students' emotion, attitude and values.

What is art works and teaching design?

The content of the textbook mainly includes three levels.

1, how the aesthetic concept is formed;

2. The basic meaning of works of art;

3. The significance of art appreciation.

What is the teaching plan of art?

Teaching objectives:

1. Let students know what art is and its four categories.

2. Let students further understand and understand the classification of art in the process of appreciation, and improve their appreciation level.

3. Cultivate students' ability to appreciate works of art and understand the characteristics and functions of different kinds of works of art..

Teaching emphases and difficulties:

Key point: What is art? A category of art.

Difficulties: Understanding the characteristics and functions of different kinds of works of art. ..

Teaching preparation:

Teaching aid preparation: multimedia courseware related pictures and videos.

School tools preparation: textbooks, collected pictures, pens and paper.

Teaching process:

First, the boot stage:

There are many kinds of fine arts, covering all aspects of life. Appreciate the content of this lesson and know what art is. What categories does art include?

Summary: "Art" refers to the use of certain materials, through composition, perspective, lighting and other artistic means, in a certain space to create an intuitive and visible plane image or three-dimensional image of the art.

Art classification: mainly including painting, sculpture, design (including arts and crafts) and architectural art.

Broadly speaking, calligraphy, seal cutting, photography, video recording, animation, new media art and computer art also belong to the fine arts category.

Second, explain the new lesson:

1, Various art paintings (such as children's paintings, sketches, traditional Chinese paintings, oil paintings, prints, gouache and other art paintings) are displayed in multimedia. Question: What is painting? How to classify?

Summary: Painting is the classification of fine arts painting that shapes the spatial visual image on the plane;

Classification by tool materials: Chinese painting, oil painting, printmaking, sketch, etc.

According to the performance theme, it is divided into figure painting, landscape painting (landscape painting), flower-and-bird painting, still life painting and other painting themes.

According to their functions and uses, it can be divided into murals, decorative paintings, New Year pictures, cartoons, posters, cartoons, illustrations and other genres.

2. Appreciate the sculpture pictures in this lesson and ask: What is sculpture? How is it classified?

Summary: Sculpture is an art subject that uses all kinds of plastic materials that can be sculpted to create a visual artistic image with real spatial volume.

Lesson plan "What makes works of art so diverse"

Analyze and understand the creative intention of artistic works.

I said that the content of the class is the standard experimental textbook of senior high school curriculum published by People's Education Press-Art Appreciation Lesson 7 "What makes art works so varied?" -analyzing and understanding the creative intention of artistic works. I mainly elaborate from four steps: teaching material analysis, emphasizing difficulties in teaching, guiding learning methods and demonstrating the teaching process:

I. teaching material analysis

The main content of this lesson is to analyze the internal factors of artists' artistic creation, which is very important for students to further understand the process of artistic creation and the factors affecting artistic creation. This is also the precursor and foreshadowing for teaching students to judge the value of works of art in the next class.

Second, the teaching objectives

According to the analysis of the structure and content of the above textbooks, and taking into account the existing cognitive structure and psychological characteristics of students, the following teaching objectives are formulated:

1. Knowledge Objective: Through the study of this course, students can understand the artist's psychological factors and creative intentions, and how to reflect them in their works, so as to understand the complex artistic expressions.

2. Ability goal: Understanding and mastering the artist's ideological process of creating artistic works will play an important role in the appreciation of artistic works in the future. Students can have a deeper understanding of the author's thoughts and the content to be expressed behind the works.

3. Emotion, attitude and values: improve students' artistic accomplishment and aesthetic level, learn the expression of artists, and express their feelings and emotions.

Third, the focus and difficulty of teaching

According to the curriculum standards, on the basis of a thorough understanding of the teaching materials and students' knowledge structure and cognitive characteristics, I have established the following teaching priorities and difficulties:

Teaching emphasis: All works of art show an artist's creative intention, and different types of art show their intentions in different ways. The focus of this lesson is to let students know the source of creative intention, the factors that affect the artist's creative intention and how to reflect the author's creative intention in his works.

Teaching difficulties: The artist's creative intention belongs to the core and deep spirit of artistic thought, and each artist's works have complicated ideas, which also brings difficulties to students' understanding.

Fourth, teaching methods 1. Task-based teaching method

The content of this article is difficult to understand. I designed some stories about the artist's creative process to arouse students' interest in this course. Then by explaining and comparing several points of the artist's creative intention, the teaching task can be completed.

2. Multimedia teaching methods

This lesson mainly uses multimedia to show pictures and videos related to movies, so that students can intuitively and vividly see the process of artists' creation and form an impression in their minds. Improve classroom teaching efficiency, enhance students' interest in learning and deepen students' impression.

3. Question and answer teaching method

Ask questions, then look at the pictures and answer them. It is helpful to arouse students' enthusiasm, and it is more effective to watch with a purpose.

V. Studying law

No matter how well the teacher teaches, it is the fundamental purpose to let the students accept it. So I will master the knowledge of this lesson mainly by guiding students to appreciate textbooks, observe carefully, think independently and imagine fully.

Sixth, the teaching process:

First, classroom introduction: by Rodin sculpture Balzac. Ask a question: Is this the image of Balzac in your mind? 2. Why did Rodin cut off the statue's hand? When students answer questions, they can discuss with each other, get more accurate answers and improve their sense of accomplishment. Then the teacher introduces this work, which leads to the artist's creative intention.

Second, explore new knowledge.

(1) Where does the artist's creative intention come from? Students are free to answer questions, and teachers guide students' answers to relax their thinking. The teacher concluded: Any artist's creation is bound to be touched by both realistic and artistic factors. In view of realistic art, artists show their attitudes and feelings, and in view of artistic problems, artists expound their views and opinions.

(2) What are the factors that affect the artist's creative intention?

In this part, we should pay attention to let students connect with life and analyze and appreciate it in combination with the background and region of the times. The influencing factors are: reality, art, specific social and cultural scenes, etc.

Because in different social and cultural situations, artists aim at different problems, so their creative intentions will be very different.

Under the same social and cultural conditions, the growth process, growth environment, family, personality and knowledge level of artists are also the reasons for the differences in artists' creative intentions.

The teacher used the Western Renaissance religious painting The Ceiling Painting of the Sistine Chapel.

How to appreciate the teaching plan of painting works

Teaching objectives of "How to Appreciate Painting" teaching plan: 1. Students can appreciate painting through description, analysis, explanation and evaluation. 2. Students can improve their aesthetic ability, thinking ability and language expression ability while enjoying the works. 3. When students appreciate the works, they know the background of the works and the creative thinking of the painter. Teaching emphases and difficulties: Emphasis: comprehensive application of description, analysis, explanation and evaluation methods. Difficulties: the correct expression of interpretation and evaluation. Instructional design: 1, Introduction. The teacher plays an analysis clip of Leonardo da Vinci's Mona Lisa, so that students can feel how to appreciate a painting. So as to enter the textbook. 2. Teaching new lessons. (1) The teacher guides the students to read the narrative part of the description, analysis, explanation and evaluation in the book, and can call the students to read it to deepen their understanding of the text. (2) Teachers guide students to appreciate the painting "Woman in the Sieve Valley" in the book and see how the book describes, analyzes, explains and evaluates this work. (3) Teachers and students analyze the contents of the book. 3. description. (1) Teacher's question: Look carefully, what do you see in the painting? (2) Students answer. The painter described an ordinary labor scene in detail. There are three people in the picture: left, right and middle. ) 4. analysis. (1) The teacher instructs the students to analyze this work: What are the mistakes in the work? (2) The teacher gives a hint: analyze from the aspects of modeling, composition, light, color and space. Organize students to exchange and analyze. 5. explain. Why do artists paint like this? (2) What do you want to express in this form? 6. evaluation. (1) Is this a good work? Why? (2) Teachers and students reanalyze several works in the book, and appreciate the works through description, analysis, explanation and evaluation. 7. after-school expansion. Collect information after class, find a painting to appreciate and evaluate, and write an appreciation essay of about 200 words.

How to appreciate the teaching plan of painting works

Course Type: China Landscape Painting Appreciation Course.

Teaching purpose: In China's landscape paintings, the embodiment of oriental culture is excellent and profound. Both the masculine beauty of China Wushu and the rhythmic beauty of flowing mountains and rivers have condensed the beauty of simplicity, diligence, courage, love of peace and pursuit of harmony of China people. Our traditional Chinese painting has a long history, extensive and profound, bearing rich culture and ideas.

It is not enough to appreciate landscape painting only by paying attention to brushwork, brushwork, composition and color. Of course, this is the foundation and must start from here. Landscape painting depicts nature's mountains, rivers, clouds, trees, stones and wood, as well as its beauty in form, color and even rhythm and melody. Its structure is open, free and unrestrained, which is why it is broad and full of vitality.

Teaching emphasis: combing and adjusting students' knowledge structure and aesthetic defects.

Teaching difficulties: let students learn to compare, think and evaluate, and learn to string old and new knowledge together; Teaching process:

First, organize teaching:

Second, the introduction of new courses:

1. Teacher's question: I have learned the common sense of ancient China landscape painting twice before. Who can tell me how to appreciate China landscape painting? Students discuss in groups, and send a representative to explain the discussion opinions in groups.

The content of this lesson is to understand the appreciation methods of ancient landscape paintings in China through the analysis of typical representative works of ancient landscape paintings in China. (1) The nature of China's ancient landscape painting and its important position in China's ancient painting;

We have learned in the last two classes that the painting habits in ancient China are traditionally divided into three painting themes: figures, landscapes and flowers and birds. The main description object of China ancient landscape painting is natural scenery. It not only shows colorful natural beauty, but also embodies the natural view and social aesthetic consciousness of ancient people in China, and even indirectly reflects social life from the side.

China's landscape painting, as an independent painting of Kobe figure painting, has made outstanding development in the history of painting in China, and formed a variety of painting methods and artistic styles in the long-term development. Mainly include: green landscape, ink landscape, light crimson landscape, small green landscape, boneless landscape and so on.

(2) Secondly, in the treatment of space, China's ancient landscape painting adopted the technique of "taking the grand view as oblique, seeing the big from the small". Is to regard the landscape painter himself as a giant, facing nature, just like people looking at bonsai. In this way, you can also get a panoramic view of the mountains and rivers, or show them in the form of long scrolls, such as 1 1 meter-long Map of Mountains and Rivers, or draw very complicated mountains with lofty and unique composition methods of Chinese paintings, such as The Journey to the West, Early Spring, Qingbian Seclusion and so on. Its spatial treatment highlights the unique composition method of China landscape painting. China's ancient landscape painting has created this unique artistic technique to deal with the spatial relationship, which not only embodies China's unique method of observing nature, but also contains China's aesthetic mind and China's view of nature.

(Video screening)

(3) In addition, in the long-term development, China landscape painting has formed many effective performance schemes.

For example, various rocks have various expressions, such as Pima, raindrops, lotus leaves and so on. In the application of these expression programs, we advocate flexible use and continuous development. In the brush and ink techniques of landscape painting, it is also more diverse. For example, the brushwork includes various painting methods and painting methods of the above-mentioned rocks; In ink painting, wet is "dyeing", dry is "wiping", and there are "breaking ink" and "accumulating ink". Visible, China ancient landscape painting also formed its own unique artistic tradition and system.

(Video screening)

(A) the comparison between China landscape painting and Western landscape painting.

"Only contrast can distinguish". Through the comparison between Chinese and western paintings, students can have a deeper understanding of China ancient landscape painting from the aspects of expression content, modeling method, space and perspective, painting concept and so on. Therefore, we can correctly appreciate China's ancient landscape paintings. Here, we compare from two aspects:

1. Comparison of performance contents

Remember that ancient poem "riddle"? "Looking at the mountains, listening to the silent water. It is not surprising that spring is still there. " The answer is "painting". However, is western landscape painting suitable for this mystery? What does this mean? It is also a painting that shows natural scenery. Why do China painters lock mountains and rivers alone? What do the words "landscape", "mountains and rivers" and "mountains and rivers" in China's ideological and cultural field symbolize? China's landscape paintings not only imitate, reproduce or copy nature, but also have extensive spiritual connotations.

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