8 primary school art teaching plan

Primary school art teaching plan 1

Teaching objectives

Experience and discovery: experience the fun of clay figurines and understand the modeling c

Primary school art teaching plan 1

Teaching objectives

Experience and discovery: experience the fun of clay figurines and understand the modeling characteristics of pottery figurines in Han Dynasty.

Practice and Creation: Grasping the image characteristics, and using the method of generalization to shape the characters.

Observe and comment on students' works.

Teaching focus

Dynamic modeling of roles

Teaching difficulties

The shaping of character demeanor

teaching process

I. Introduction and appreciation

1. Enjoy the pictures of the Terracotta Warriors and discuss which figures are represented in the works. What are they doing? What are their facial expressions?

2. Students carefully observe the characteristics of the role and imitate the actions of the performers.

3. Compare the differences between figures in pottery figurines and people in reality.

Step 2 analyze and feel

1. Understand the approximate proportion of human body and the approximate proportion of sitting posture and standing posture.

2. The shape of pottery figurines is exaggerated, but what is the emphasis of exaggeration?

Three. Production and guidance

1. Students discuss the production steps, first the whole, then the parts.

2. Multimedia shows different production methods.

(1) Hard block modeling: In portrait modeling, you can carefully observe the dynamics of the characters first, and then carry out large hard block processing according to the four major parts of the human body structure to shape the dynamic shapes of the head, trunk, limbs, etc. Each part should be firmly connected and the overall proportion should match.

② Splicing: dealing with local details, using methods such as splicing and adding.

3. Encourage students to try in many ways.

Four. Demonstration and evaluation

1. Exchange production experience: first discuss in groups and express opinions on other people's works.

2. Each group selected representatives to speak and evaluate, and pointed out the advantages and disadvantages of the work.

3. Teachers praise and encourage creative works.

Primary school art teaching plan II

Teaching purpose:

1, with clear content and objectives.

You should know: 1, you know the three primary colors.

2. Know that red pictures are mainly red pictures. Know different reds and use different reds to make the picture more layered.

Ying Hui: I can draw a picture with red as the main color.

2. Implied content and objectives.

Cultivate students' feelings about life, improve students' ability to feel the beauty of color, and strengthen the cultivation of students' ability of inquiry learning and cooperative learning.

Teaching focus:

Know the three primary colors, feel the unique beauty of red, and the application of various reds in the picture.

Teaching difficulties:

Can draw creative pictures, and use all kinds of red to make the picture more layered and prominent.

Learning materials:

Gouache utensils, watercolor pens, crayons, colored paper, scissors, glue, red objects, etc.

Teaching process:

First, organize teaching.

The class is divided into four groups: red team, blue team, green team and yellow team. The four teams are represented by trees of four colors. The winner hangs a fruit on the corresponding tree.

Second, know the three primary colors (show the courseware, show the color card)

Teacher: Can you guess which three colors in the world can't be mixed with other colors?

Health: red, yellow and blue.

Teacher: The students really know a lot. We also call these three colors (three primary colors).

(Show courseware)

Teacher: Which of these three colors do you like best? Students who like red talk about your reasons?

Derived topic

Today, let's know red and learn to paint with it. (Courseware presentation topic)

Third, new funding.

1. Experience the beauty and characteristics of red.

What's in the picture? What do you think of the red in these pictures?

(Courseware demonstration)

What other red objects do you usually see?

2. Appreciate the works in the book.

The red color in your life gives you so many beautiful feelings. Let's learn how red is expressed in painting.

(1) Appreciate the works in the book (show the courseware, feel the beauty of red in the painting, and students smear the color unconsciously to consciously. )

Teacher: After seeing so many red pictures, which one do you like best? Why?

Health: (Freedom)

Teacher: What are the characteristics of these pictures?

Health: mainly red.

Summary: These works are mainly in red, which respectively show harvest, celebration and beautiful scenes.

(2) Appreciate two pictures with different colors (Solution: Learn to use different red colors to enrich the picture level. )

Teacher: Other children have also drawn this picture. Which of these two pictures is better and why?

Health: ...

Teacher: What are the reds in this picture?

Health: ...

Teacher: Can you adjust these reds?

Students can freely color and display (physical projection)

(3) Appreciate other works (show courseware to expand students' thinking)

Just now, we enjoyed so many beautiful red paintings and learned so much about red. How are the children doing?

Students practice (I just enjoyed the children's paintings. Do you want to express your feelings about red? )

1, inspire thinking and guide painting.

If you were asked to draw a picture with red as the main color, what would you like to draw? What kind of red do you use?

2. Students draw, teachers patrol and guide.

Fifth, evaluate students' homework.

Students' self-evaluation and mutual evaluation are combined.

Sixth, summary. What did you learn in this class today?

Primary school art teaching plan 3

Colored lines with colored dots

Teaching objectives:

1, boldly combine points and lines into a complete picture.

2. Use different dotted lines to express your imaginary picture freely.

3. Guide students to summarize the common buildings, figures and natural objects in life into a complete point, line and surface picture.

Teaching emphasis and difficulty: whether points, lines and planes can be combined into a complete picture.

Teaching process:

First, import

1. The teacher shows various points, lines and surfaces drawn with various tools.

Do you think these points, lines and surfaces are interesting?

Where have you seen them?

2. Reveal the theme: color lines connecting color points.

Teacher: What do you think will happen when colored lines are connected with colored dots?

Second, appreciate the work.

1, the teacher shows the works of Master Kandinsky:

Teacher: What do you see in the painting? How are they combined and arranged together?

2. Show children's paintings and handmade works about "multicolored lines and dots".

Third, modeling and performance.

1, ask students to think:

A, do you want to use points, lines and surfaces to represent the picture?

B, think about it. What are you going to show them?

2. Try to express the picture you want to express in groups with dots, lines and planes.

Use single lines, coloring and cutting to express your feelings about things. Learn more about line combinations, point sizes, color changes, and picture combinations. ...

3. Organize groups to learn from each other, and further explain the key point of creation "the picture should be complete".

4. Teachers show relevant works to help students understand.

Fourth, practice and evaluation.

1, put forward the requirements of the class exercise.

Students practice to express the images of colored lines and dots with their tools and favorite forms.

2. Organize students to conduct self-evaluation and mutual evaluation.

Teachers should properly evaluate, praise and encourage students who perform well in class.

4. Organize students to clean up after class.

Five, tidy up

Primary school art teaching plan 4

Teaching objectives:

1. Understand the morphological characteristics of peacocks, and guide students to try to make a three-dimensional or semi-three-dimensional peacock with different materials to cultivate their observation ability.

2. According to the different properties of materials, various production methods are adopted to express the various postures of peacocks.

3. Learn to make peacocks and cultivate hands-on ability and creativity.

Teaching emphases and difficulties:

1. Arrange students to go home to observe peacocks in advance.

2. According to the different properties of materials, various production methods are adopted to express the various postures of peacocks.

3. Learn to make peacocks and cultivate hands-on ability and creativity.

Teaching emphases and difficulties:

1. Guide students to observe and summarize the characteristics of peacocks and understand peacocks.

2. Guide students to use various materials to express and summarize the modeling characteristics of peacocks.

Teaching preparation:

Student: Colored cardboard, all kinds of available materials, scissors, double-sided tape, arrange students to go back to know peacock one week in advance.

Teacher: Multimedia teaching system, CDs about peacocks, and examples of making peacocks in different forms by various methods.

Teaching time: March 24th-March 26th.

Teaching activity process:

Activity 1:

Watch the CD about peacocks. Please talk about your own understanding of peacocks, and learn about their species and living habits through independent study and mutual communication.

Peacock's beautiful feathers and dances are loved by people of all ethnic groups. People imitated its movements and compiled peacock dance, and many artists in the world also used its image as decorative painting. The courseware shows the peacock decorated indoors by Joseph Yanan of France.

Today, we will use all kinds of materials to make peacock dance.

Activity 2:

Look at the CD about peacock again, guide the students to observe the appearance characteristics of peacock, and summarize the shapes and colors of various parts of the body, especially the characteristics of feathers.

Appreciate the model and the pictures in the book, and let the group summarize the methods of making peacocks on the basis of discussion. Say one in each group and talk about how to use those materials to skillfully express the image of peacocks.

Summary: The methods that can be used are: painting, paper-cut collage, origami, paper plastic and so on. Available materials include colored paper, blow-molded paper, feathers, metal paper, etc.

Among them, the more complicated method is paper-plastic method, which rolls, folds, scrapes, presses and pastes the paper layer by layer to create a three-dimensional or semi-three-dimensional and changeable effect. Teachers simply demonstrate these paper-plastic techniques and encourage students to apply these techniques to the transformation of other materials. )

Activity 3:

Inspire students to think about what other materials can be used to make peacocks.

Encourage students to use feathers, plasticine, colored paper, waste cloth and other materials to make a beautiful peacock dance by collage, kneading, folding, cutting and curling.

Homework can be done in cooperation or by yourself. Students with weak ability can also choose painting form or draw an unfolded tail and paste it on their bodies by cutting or folding.

When the students do their homework, the teacher reminds them to pay attention to the coordination of colors and the arrangement of patterns on the peacock's tail.

Activity 4:

Show homework, play the music "Little Peacock", and the students evaluate their homework.

According to the lyrics, the teacher reminds the students not only to compare in appearance and dress, but also to compare in study and discipline.

Precautions:

Because the second lesson of Class 1, Grade 2 is characterized by "origami", when children express peacocks in different ways, they all think of using their best origami method. A group of students first folded a paper crane and then "transformed" into a peacock in different ways: some unfolded the tail of the paper crane, cut it into thin strips and rolled it up with a pencil; Some put colorful paper strips or even feathers on the tail of paper cranes; Stick a few hairs on the head of the paper crane; Some people painted beautiful feathers on paper cranes ... the same deformed object actually showed six different images. The creativity of children really surprises me. After nearly two years of training, their divergent thinking ability has been very strong. What I want to do next is how to effectively guide this ability and make it serve children efficiently and better.

Primary school art teaching plan 5

Teaching objective: 1. Cultivate observation and painting ability.

2. Master appreciation methods and painting skills.

Key point: understand the character expressed by color blocks and lines.

Difficulty: You can express the character of color or line by observing painting.

Teaching aids: pictures, examples

Teaching activities:

First, import:

Convert personality into color blocks and dotted lines,

In fact, this is the most direct thing:

Crisp broken line-indicating decisiveness;

A relaxed and soft curve-associated with tenderness;

The explosion of color-a symbol of violence.

What other personalities can you find in your daily life?

First, the bulletin board shows the theme.

Today, the teacher will take everyone to the gallery to see how the painters there express their personalities.

Show pictures

What personality do you think these pictures have?

If you think about it, how would you behave?

Who will talk about your new idea?

Third, examples.

Do you have any new revelation?

Job selection:

1. You can imagine a personality first, and then try to show it with color blocks and dotted lines.

2. You can also draw various dotted lines and color blocks first, and then discuss their personalities.

3. Teaching thesis

Primary school art teaching plan 6

Teaching objectives:

1. Through the exhibition of ancient stone carvings in China, students have a preliminary understanding of the form, content and artistic characteristics of stone carvings in ancient tombs in Jiangsu.

2. Understand the material selection, stone painting and carving technology of ancient stone carving art, and practice stone painting with black watercolor pen.

Generate interest in stone carving and national pride.

Teaching emphasis: understand the form, content and characteristics of tomb stone carving, and learn the painting method of stone carving.

Teaching difficulty: stone painting method.

Teaching hours: 2 hours.

Teaching process:

first kind

First, dialogue import

Students, the teacher has an ordinary stone in his hand. Is this stone alive? Have you ever heard that there is life in the stone? Through the study of this lesson, the answer will definitely come out. Today, we are going to learn lesson 16 "Life in a Stone".

Second, autonomous learning.

1. The teacher briefly introduced the stone carvings in the mausoleum.

Nanjing is known as the "ancient capital of the Six Dynasties", and many dynasties established their capitals in Nanjing in history. 2. Students appreciate it.

(1) Person: military commander, civilian:

What do you think is the difference between military commanders and civilian officials in dress, action and manners?

(2) God beast: Kirin, to ward off evil spirits.

God beast, which does not exist in real life, is called Kirin on the left and exorcism on the right. Kirin is the beast in front of the emperor's tomb, and exorcism is the beast in front of the princes' tomb.

Shi Hu, the stone elephant.

Shi Hu in the Ming Dynasty was less imposing and dynamic, and more gentle and lovely.

(3) Pillars:

Shinto stone pillars in the tombs of the Southern Dynasties are composed of three parts: stigma, column body and column base.

The stone tablet in the Southern Dynasties consists of a head and a body. This monument consists of three parts. The head of the monument is round, the monument is rectangular and the base is turtle-shaped.

Third, students do exercises to check the effect of students' inquiry.

(1). What is the name of the stone beast in the picture on the right?

(2) What animal is under the stone tablet?

(3) Which of the following animals has wings?

(4) After reading the information just now, do you think there is life in the stone?

4. Comment on the exercises just now and explain them flexibly in combination with the students' homework.

Second lesson

First of all, summarize the content of the last lesson and introduce it into the new lesson.

Second, cooperation and exchanges.

1, Teacher: Students, the teacher has some questions here. Please find one or two questions you are interested in, think and guess with the information you have just seen, or talk to your classmates and answer them later.

(1) Can you briefly introduce the characteristics of Kirin?

(2) What is the difference between Kirin and eccentric evil?

(3) What is the difference between a civilian and a military commander?

(4) Do you know who created these works that shocked us?

2. Teacher: Here is an unfinished stone carving, in which a stone man leads a stone horse. Can you guess the basic production process of stone carving after reading it?

Health: ...

Teacher's summary: ① Selection of materials; ② marking; ③ Carve a large outline; ④ Detailed description.

Third, homework exercises:

1. It is through the dexterous and clever hands of stone carving artists that we can see these exquisite stone carvings today. These stone carvings are lifelike and full of power, as if they really have life. Next, the teacher has a stone here. Please think about what this stone is made of.

Please paint stones all your life.

Today, every student brought a stone. Please also give life to this stone. Draw a picture on the stone and raise your hand when you are finished.

Fourth, expand

Teacher: These stone carvings with rich historical and cultural connotations are now facing the double destruction of nature and man-made! On the one hand, stone carvings are damaged by weathering, air pollution and acid rain erosion. On the other hand, many places where stone carvings are located are included in the scope of real estate development, and some farmers grow crops near stone carvings. There are also some tourists who scribble on the beast. For decades, not only the stone carving itself has been seriously damaged, but also the destruction of the surrounding environment of the stone carving is even more terrible!

Teacher: Can you think of some effective protective measures?

Primary school art teaching plan 7

Teaching objectives

1. Understand that the pattern of kaleidoscope is symmetrical, and describe its symmetrical way.

2. Use painting, paper-cutting, collage and other ways to express patterns similar to kaleidoscope.

3. Try to express colors according to your own design.

second kind

Teaching implementation

First, preparation before class

1. Teacher prepares teaching AIDS: some pictures of kaleidoscope patterns with symmetrical patterns in the middle. Paper for presentation. Pens, scissors, glue and other tools.

2. Students prepare learning tools: students with kaleidoscopes bring them to class. Bring colored paper, scissors, drawing pen, etc.

Second, classroom teaching

1. booting stage

Let the students look at the kaleidoscope and discuss: What are the characteristics of the "flowers" in the kaleidoscope? Mainly guide students to observe how the kaleidoscope pattern is symmetrical. Guide the students to observe the hexagonal pattern in the kaleidoscope, which is composed of six triangles. One of the triangular patterns is real. The other five are all reflected by the mirror. They are all the same and symmetrical around a central point.

2. Development stage

First, let the students discuss their ideas: we should create a "real" triangle pattern, which can be cut and drawn; Then make five other patterns in the mirror to form the pattern to be made.

Then let's think deeply about how to make the pattern symmetrical. (Fold the paper together, cut it open and draw it in print ...) It doesn't matter whether the students can accurately express symmetry, as long as they can show the kaleidoscope pattern to the third grade students.

Color is also an aspect to consider. Students can observe the kaleidoscope again and remember the most beautiful colors. Show it.

Clean up and merge

Students should be used to putting the cut scraps of paper in the wastebasket. Then in the end, just check whether there are scraps of paper around.

Primary school art teaching plan 8

Teaching purpose:

1, guide students to understand the customs and habits of the Lantern Festival, feel the warm atmosphere of the Lantern Festival through appreciation, and cultivate the emotion of loving Chinese culture.

2. Instruct students to design and make colored lights and arrange them for display.

Teaching focus:

Understand the customs of Lantern Festival, appreciate lanterns, and learn to design and make lanterns.

Teaching difficulties:

Guide students to master the basic methods of making colored lights and complete their own works.

Teaching process:

first kind

I. Organizing teaching

Second, stimulate interest into:

1. Guide students to enjoy pictures of lanterns and talk about their feelings.

(1) Is the lantern nice? Why is it beautiful?

(2) What are their characteristics?

(3) What other lanterns have you seen?

2. Let the students talk about the origin and legend of Lantern Festival.

The first month is the first month of the lunar calendar. The ancients called the night "Xiao", so they called the fifteenth day of the first month the Lantern Festival. The fifteenth day of the first month is the night of the first full moon in a year and the beginning of the Yuan Dynasty. On the night of Spring Festival, people celebrate this festival and the continuation of the Spring Festival. Lantern Festival is also called "Shangyuan Festival". According to the folk tradition in China, on this bright night, people light thousands of lanterns to celebrate. Going out to enjoy the moon, lighting and setting fires, enjoying lantern riddles, eating Yuanxiao, family reunion and celebrating festivals are all enjoyment. . . . . .

3. Let the students take out their lanterns and guide them to observe:

(1) Materials for making lanterns

(2) The basic structure of lanterns

(3) Several methods of making lanterns. Different materials have different methods of making lanterns.

Second lesson

First, discuss and demonstrate the process and method of making diamond lanterns with students.

1, demonstrating the manufacturing method and process.

2. What do you think can make it more beautiful or simpler?

Second, students discuss, design and cooperate in groups.

Third, the class summary

1, please talk about the idea of making this group.

2. Exchange visits and mutual evaluation: the concept of modeling color design.

3, exchange good production.

Fourth, continue to complete production.

Verb (abbreviation of verb) works exhibition and evaluation

Sixth, classroom extension.

Besides paper, what other materials can be used to make it? For example: glazed dough, waste, etc.

Appreciate all kinds of foreign lighting works.

Teaching time:

Kehouji