Art lecture notes for the first grade of primary school (three articles)

#一级# Introduction Art teaching can liberate students’ minds to a greater extent, stimulate students’ initiative, and improve students’ ability to solve problems on their own. Therefore, we must pay attention to the importance of art in students' education. We cannot let students only pursue scientific theories. Artistic emotions are equally important. Only by continuous improvement can we become a full-quality talent. The following is the relevant information compiled by "Art Lecture Notes for the First Grade of Primary School (Three Parts)", I hope it will help you.

Article 1 First Grade Art Lecture Textbook 1. Lecture Materials

1. Analysis of Teaching Materials

"Little Hands" is an experimental art textbook for primary schools published by Hunan Fine Arts Publishing House Lesson 4 of Volume 2, the teaching time is one class hour. This course uses various methods of hand shape performance and association to enable students to experience the rich associations and endless fun that simple and changing hand shapes bring to us in a relaxed and enjoyable game-like activity. Students are also encouraged to learn through two-dimensional painting and three-dimensional painting. method, try to express the image you associate with the hand shape. The entire teaching process requires students to inspire each other through communication and cooperation, explore the decoration and combination beauty of hand shapes, and creatively express what they think, think, and feel, thereby cultivating students' innovative consciousness, innovative thinking, innovative ability and Ability to cooperate.

2. According to the content of the textbook and the requirements of the new curriculum standards, combined with the actual situation of the students, design the following teaching objectives:

Cognitive objectives: guide students to perceive the changes and combinations of hand shapes, and then Make associations with familiar things around you.

Emotional goals: Cultivate students’ emotions, attitudes, values ??and the joy of cooperative learning to observe life, express life, decorate and beautify life.

Ability goal: Guide students to observe changes in object shapes from different angles and make associations, and cultivate students' abilities to perceive, observe, think, explore and cooperate in learning.

3. Important and difficult points in the teaching material

The important and difficult points of this lesson are: guiding students to observe and perceive hand shapes at different posture angles and making associations; inspiring students to find the relationship between hand shapes and actual shapes. connections, and explore the expression and combination methods of hand shapes.

2. Preaching method

Based on the teaching objectives and the actual situation of the students, combined with the new curriculum standard’s proposition of “starting from students’ interests and hobbies, paying attention to students’ awareness of cooperation and participation” It is required to take "happy seeking knowledge" as the goal, break the original simple teaching model of painting, and strive to create a classroom teaching atmosphere of "autonomy, equality, cooperation, and competition" to fully mobilize students' enthusiasm and initiative, so that students can learn in a relaxed way. Acquire knowledge in a pleasant atmosphere and truly experience the joy of seeking knowledge, further stimulating their strong desire to create.

The following methods are adopted in teaching:

1. Game stimulation method: The purpose of using game method is to improve students’ interest and desire in learning, and to stimulate students’ enthusiasm to actively participate in learning. . For example, use the game of "rock, scissors, paper" to introduce the topic.

2. Inspirational conversation method: grasp the key points and cultivate students’ ability to analyze things and solve problems. Such as inspiring students to learn the steps of painting.

3. Create situational method: use the form of magic and the display of courseware to bring students into specific situations, so that they can have a certain experience and change "I want to learn" into "I want to learn."

3. Teaching method

Chinese educationist Ye Shengtao once said: When teachers teach any homework, "telling" is to achieve the goal. There is no need to "tell", "teaching" is In order not to "teach". This sentence pointedly pointed out that the important task of teachers is not only to let students master knowledge through learning, but more importantly, to guide students to adopt learning methods to learn. The main ones are:

1. Observation and experience method: guide students Observe the changes in hand shape to fully mobilize students' interest and generate rich associations. Through their own trial experience, their thinking will be more active and their interest in learning will be higher.

2. Cooperative learning method: During learning activities, students are allowed to conduct group discussions and collaborate on drawings. Students can broaden their ideas, communicate with each other, and boldly express their feelings.

3. Practice method: Under the guidance of teachers, students apply the knowledge they have learned to practice to consolidate knowledge and form skills. In the painting practice of this lesson, students are allowed to observe the model paintings in the courseware. and student works to stimulate students’ creativity and imagination.

IV. Teaching process

1. Have fun

As the saying goes, "emotion creates interest." Games are the nature of children and are a way to stimulate the learning interest of lower grade students. Use the game of "rock, scissors, paper" to introduce topics and make students interested in their hands.

2. Talk about it

Through heuristic conversations, guide students to associate simple shapes such as "rock, scissors, and paper" to better accomplish the teaching goals. Be prepared. In this way, students' curiosity will be aroused, and the teacher will seize the opportunity to guide more deeply. "Our hands can also make many, many different shapes, allowing us to generate rich associations. This will be a very interesting thing." ." Then the topic "Little Hands" was derived.

(1) Appreciate feelings and expand thinking

1. Take a look

The teacher uses hand shadows to perform a short story for the students and do the following while telling the story The hand shadows represent various small animals: "The air is really good in the morning, and the little hands-on people get up very early. The little white rabbit is jumping around doing morning exercises; the sika deer has horns on its head and eats grass; the little hunting dog yawns and stretches; suddenly The eagle came, circling in the air to look for food; the hunting dogs barked when they saw it, and the little white rabbit ran away quickly when the eagle came. "The students' emotions were aroused and they also used one and both hands to make various hand shapes to communicate with each other in the group.

2. Give a show

The teacher promptly encouraged the students, "The children's hands are very dexterous. Which child is willing to show off his transformed hands?" The students were all eager to try, and each A variety of changeable and cute hand shapes are displayed on their flexible hands. They play and learn happily. This will create a relaxed, happy, free and lively, cordial and harmonious atmosphere.

3. Give it a try

The teacher demonstrates the painting steps, first making gestures on the physical projection, and then pressing his hands on the paper to draw the hand shape. Guide students to try to draw the things they think of and then color them. By appreciating hand-shaped paintings of various images, students can learn that in addition to making hand shapes, they can also add pictures imaginatively, and they can also paint hand-shaped paintings by directly applying paint on the hands. Students are encouraged to try a variety of painting methods based on their curiosity. , broaden your thinking.

(2) Collaborative practice, happy exhibition review

1. Draw a picture

Group discussion: What method to use to express the little hands, how to divide the labor ? Then work together in groups to draw. (While students are painting, play the melody of the song "Skilled Hands"). Cooperative learning can open up new ideas for students, bring unexpected results, and also enhance their awareness of cooperation. In cooperative learning, students are the masters of learning, and teachers only play the role of assistance and guidance. The students actively discussed, communicated and created, which promoted and influenced each other, thus creating interesting hand-shaped paintings.

2. Comment

Reasonable evaluation can promote students’ progress and build self-confidence. In teaching, we adopt a multi-evaluation model that combines teacher evaluation with student evaluation, self-evaluation with peer evaluation, and individual evaluation with group evaluation. Students are first asked to talk about the design ideas and ideas of their works, and then students make suggestions to each other. Finally, conduct a brief evaluation with the teacher. This leaves as much space as possible to the students, allowing students to truly become the main body of the classroom. This allows students to devote themselves to learning with high enthusiasm, and finally vote for the "Creativity Award", pushing the learning craze to its peak.

(3) Summarize, consolidate and extend

Teachers and students ***summarize the content and skills learned in this lesson to consolidate knowledge; extend the theme, We provide ideological and moral education to students by combining the situations of hand-creation from all walks of life, and inspire students to create beauty with their own hands.

The teacher gave everyone a sentence in sign language (courseware provided): Use our hands to create a better tomorrow. The teacher does it in sign language and asks the students to follow along. Finally, this lesson ends happily with the song "Qiao Qiao Hands".

Part 2 Art Lesson Text for the First Grade of Primary School Dear Teacher: I am talking about the Hunan version of the primary school art experimental textbook, "Drawing Stickmen" for the first grade. This class is a comprehensive art class integrating "sculpture expression" and "design application". The new art curriculum encourages students to create boldly and unleash their innovative spirit.

To this end, I use flexible and diverse teaching methods to encourage students to learn happily and proactively. I said that the course design will adopt the "four explanations" model, that is, the first explanation is the teaching materials, the second explanation is the teaching method, the third explanation is the learning method, and the fourth explanation is the teaching procedure, highlighting the theme of "skillfully setting up situations, stimulating interest and innovation".

1. Teaching materials

1. Analysis of teaching materials: The teaching materials show a lively, novel and childlike scene of skiing and swimming: various aspects of skiing Various stick figures are displayed, including those performing stunts, skiing downhill, wearing sleds, etc. There are also various swimming scenes, including swimming rings. Yes, some are playing volleyball in the water, some are breaststroke, some are backstroke, some are sitting on the shore, and some are lying down. In short, this lesson mainly uses some scenes in life to let students integrate into this scene, use the form of stick figures to express some dynamics of people in life, and then use the form of stick figures to express the complete picture. . Guide students' creativity and observation abilities, and stimulate students' desire for expression. The teaching materials are not too difficult for them, but they have a lot of room for expression.

2. Teaching objectives: to be able to grasp the basic shape characteristics of characters’ movements and draw dynamic stick figures; to be able to pay attention to scenes and characters in life and reproduce scenes in the form of simple drawings; to be able to boldly and meticulously draw Use lines to draw what is in your mind, showing your overall combination ability and your ability to think differently.

3. Important and difficult points in teaching: Key points: Let students keep in mind the number, location and name of the most basic joints of the human body; grasp the action characteristics of the characters and draw multiple dynamic combinations of stick figures. Difficulty: Grasp the dynamic characteristics of the characters and apply them in painting; add background around the characters to make the picture more complete.

4. Teaching preparation: teaching materials such as drawing stick figures, student workbooks, and multimedia courseware. Students prepare pencils, erasers, watercolor pens and other drawing tools

5. Teaching hours: one class hour.

2. Preaching Method

According to the actual situation of the students, in order to better implement the teaching objectives and solve the key and difficult points of this lesson, I mainly use the following teaching methods:

1. Scenario introduction method: Here, I use riddles to introduce new lessons. By guessing riddles. To attract students' attention and mobilize their enthusiasm for learning, it can also achieve the penetration and connection of knowledge content related to the courseware.

2. Guided discovery method: The stickman course is not difficult, and the first-grade primary school students are very imaginative. I decided not to teach directly using traditional teaching methods, but to inspire them step by step. They themselves discovered the precautions for drawing stick figures, and finally provided summary and analysis when necessary. At the same time, I also use observation and analysis methods, discussion methods and other teaching methods to further stimulate students' interest in learning at multiple levels, cultivate students' aesthetic taste, and cultivate students' creative abilities.

3. Lecture Learning Method

In the guidance of learning method, I mainly give full play to students’ initiative and guide students through learning methods such as observation, association, trial, innovation and group summary. , conduct independent exploration, cooperate and communicate. In situations created by teachers, students actively participate in experiential learning activities with the help of pictures, common phenomena in life and teacher's demonstrations, and generate "memory" and "association".

IV. Teaching procedures

The teaching process emphasized by the curriculum reform is the process of interaction and mutual development between teachers and students. Therefore, I give full play to the role of teachers as the leader and students as the main body in the classroom, so that students can truly become the masters of learning. By inspiring and guiding students to discover and think about the reality of life and the structure of their own bodies. At the same time, in the teaching process, praise is used boldly and reasonably to encourage students to divergent thinking and guide students to germinate good ideas.

(1) Inspiration and guidance

1. Riddle introduction: Considering the cognitive abilities of first-year students, this lesson uses easy-to-understand riddles to introduce the course. After students guess the riddle, demonstrate the matches in the form of pictures to learn about the matches, and then use interesting stick figure pictures to arouse students' interest. By guiding students to think, communicate, and elaborate, students can transform their initial intuitive feelings into rational thinking. They also exercise their language and expression skills.

2. Blackboard demonstration: After inspiring and guiding students to explore the drawing method of stick figures, the writing method on the blackboard summarizes the drawing methods of stick figures.

Draw the stick man's head (use an oval to represent the head), draw the stick man's body (use straight lines to represent the body and limbs), draw the stick man's lower limbs, and draw the stick man's upper limbs.

The above explanation not only expands students’ creative thinking space, but also lays a solid foundation for students’ subsequent creations.

4. Let the students draw stick figures. (Teacher: How many stick figures with different dynamics can you draw in one minute? Students do it). The teacher asked the students to make up stories based on the pictures they drew. Freely look at the pictures and talk in the group. Finally, invite one or two group representatives to the podium to tell stories respectively. Telling stories can transform their thinking into language organization and expression, which can further improve their language organization ability and language expression ability.

5. Courseware demonstration: Take a look at the dynamics of the stick figure in the picture, and ask students to go on stage to demonstrate the dynamics on the courseware. Another request: Take a look at what the little stick figures do in this video. Play video. Think about it, what other interesting things can stickmen do together besides the activities in the video? This will help expand students' imagination and creative space, and use the dynamics of stick figures on the video to enhance their self-confidence and interest.

6. Guide students to analyze the performance of the stickman scene (courseware demonstration). Observe the pictures of students’ recess activities and watch the painting steps of recess activities. (The first step is to draw the main character and the subject's dynamics; the second step is to draw all the surrounding moving objects; the third step is to draw the place where the stickman is active.)

　7. (Courseware Demonstration) Show the works of classmates around us: How about experiencing their paintings in scenes in restaurants, scenes in farmland, and scenes on construction sites? Okay, what's the benefit? No, what’s wrong with that? By showing the works of other students, you can feel the effects of changing the concept, shape, composition, etc. Appreciating the paintings of students around you makes it easier for students to build their creative confidence.

8. Homework. Think about other interesting things that stick figures can do when they get together, and draw scenes of their activities. (Note: first think about what they are doing, then draw small stick figures, and finally add a small background.)

(2) When students paint, the teacher guides them around and praises and displays creative paintings at any time. It enhances students' creative confidence and also provides certain encouragement and reference for other students.

(3) Display and evaluation: Use mutual evaluation to allow students to learn better. The students expressed their ideas on the pictures and selected the works of several outstanding creative children to talk about their own paintings. You can use stories to illustrate your ideas. Through work display and mutual evaluation, students can experience the method of evaluating good art works, find the gap between themselves and others, and learn from the strengths of others.

Chapter 3 Art Lecture Notes for the First Grade of Primary School The title of my lecture is "Who Painted the Fish". Below I will analyze the teaching materials, teaching objectives, teaching methods, teaching key points and difficulties, and the teaching process. In this regard, I will explain the design of my course.

1. Analysis of teaching materials

This course belongs to the field of "modeling and expression". Through looking, drawing, doing and other methods, boldly and freely express what you see, hear and feel. Express what you want and experience the fun of modeling activities.

In order to appreciate the content, students are allowed to understand the shape and characteristics of fish. By appreciating farmers' paintings, students learn to express a big fish through contrast.

2. Teaching objectives

1. Knowledge objectives:

By observing the shape, color and pattern of fish, students can understand the shape and characteristics of fish and be able to Draw boldly and draw a big fish and beautiful patterns on the fish

2. Ability goals:

(1) Cultivate students’ ability to learn independently.

(2) Cultivate students’ design and decoration abilities

3. Emotional goals: Cultivate students’ good habits of observing and understanding nature, while stimulating students’ interest in art learning.

3. Teaching Focus and Difficulties

Focus: Understand the shape and characteristics of fish, use the knowledge learned, and draw a beautiful big fish that fills the picture.

Difficulty: How to use contrast to make fish bigger.

IV. Teaching Methods

Based on the concept of "efficient classroom, happy teaching", it is aimed at the psychological characteristics of first-year students who are young, active and playful, curious and distracted. As well as the characteristics of this course, the class pays attention to the interest and diversity of teaching methods. The teaching methods I use in this class include: situation introduction method, intuitive teaching method, guided observation method, inspired imagination method, etc.; to guide students to conduct independent inquiry, cooperative learning, and practical creation through observation and comparison.

5. Teaching process

Appreciate the video of the underwater world: Let students quickly integrate into the teaching of this lesson. (Intuitively understand the different shapes of fish; feel the beauty of nature.)

Teaching new lessons

(1) First analyze the shape and structure of fish through pictures

(2) Then show a lot of beautiful fish, analyze the shape, pattern, and color of the fish. First let the students talk about which small fish they like and why, and let the students discover the various shapes, patterns, and colors of the small fish by themselves.

(3) Then let the students think about how to draw a big fish on the paper, and show two fish, one big and one small. Through comparison, they can find which one is more suitable. Through picture comparison, students can find it more intuitively. How should I draw a big fish? Then I show you how to draw? Use demonstration and explanation methods to let students understand the steps of painting.

(4) Then show a bigger fish. Compared with this big fish, my fish looks smaller, so that students can have a preliminary understanding of the comparison. And let students think about how to make the fish drawn by the teacher bigger? By appreciating the works of peasant painters, students can understand that small fish and people can be added through contrast to make big fish appear larger.

(5) Show a piece of work that I have completed in advance, and then show appreciation of the works of outstanding students to stimulate students' desire to create.

In order to further stimulate students’ interest in learning and enthusiasm for participation, students will participate in the underwater painting competition in the form of a competition, and the most beautiful fish will be selected.

In the evaluation process, I asked students to be judges and selected outstanding judges. First, it fully mobilized the enthusiasm of students, and secondly, it allowed students to learn from the excellence of other students when commenting.

Finally, let the students vote for the most beautiful fish in this competition and award prizes as an encouragement.

6. Summary

In the summary part, I still end the undergraduate teaching by appreciating the video of the underwater world. First, I bring the students back from the competition creation to the classroom and guide the students. Protect the environment and protect mankind's good friend fish.