Art lecture notes

As a people's teacher who specializes in teaching others and solving their doubts, you have to write lecture notes and carefully draft the lecture notes. What are the characteristics of excellent lecture notes? The following are 3 art lecture notes that I have carefully compiled. They are for reference only. You are welcome to read them. Art Lesson Manuscript Part 1

"Taking a Bath" is a lesson in the primary school art school. It is rich in content and has a lot of room for development. Students can boldly use their imagination and make full use of the materials around them to draw. I am dealing with second-year students in this exchange class. Based on the specific academic situation and teaching content, I will talk about my design of this class from the following aspects.

1. Teaching materials

1. This lesson is in the field of "Styling Expression". The purpose is to guide students to experience the love of cleanliness and hygiene by recalling the scene when taking a bath. of happiness. Through the topic of bathing, students are guided to divergent thinking - animals, cars, buildings and the earth also love cleaning and bathing, and there are other things that need bathing. Draw them; use familiar expression methods to express what they think, Express your thoughts and cultivate students' observation, memory, imagination and expression abilities.

2. Teaching objectives

By recalling life scenes, seize the characteristics of bathing and creatively express scenes with the same characteristics in life.

Express interesting things in life and experience the fun of painting activities.

Cultivate students’ expressiveness and imagination, and cultivate students’ ability to observe and express life.

3. Focus: Grasp the characteristics of bathing and express them creatively.

Difficulty: Guide students to use exaggeration and imagination to highlight the interest of ordinary events

2. Academic sentiment

Interest is one of the basic motivations for learning art. , we should give full play to the unique charm of art teaching. In art teaching, students have broader ideas, more active thinking, and more interesting forms of art activities. They dare to do things, are curious, and are willing to see the world with their own eyes. , have a strong desire to express the beautiful things in life.

3. Teaching methods

Based on the teaching objectives of this class, the age characteristics of the students, the students’ existing knowledge level and understanding of the rules, I use the following methods:

(1) Situation Creation Method: At the beginning of class, I used the children's song "I Love Bathing" to introduce topics and mobilize students' enthusiasm by performing actions. Feel the characteristics of bathing and enhance the classroom atmosphere. Bring students into specific situations, enable them to have certain experiences, and change "I want to learn" into "I want to learn" to give full play to the main role of students.

(2) Question-and-answer method: In the teaching of this class, ask students more, let students talk and talk, and inspire students to think. This is to cultivate students' thinking development.

(3) Appreciation and observation method: Use computers to demonstrate the action of bathing, thereby liberating students' brains, allowing them to imagine boldly, and liberating students' hands, allowing them to let go and draw.

4. Teaching Procedure

According to the characteristics of this lesson, I designed the teaching procedure of this lesson as follows: Passion introduction (listening to children's songs and doing actions) - showing learning goals - talking about it Interesting anecdotes about bathing - appreciating works - talking about feelings - free creation and evaluation - class summary (bathing Mother Earth)

5. Teaching process:

1. Passion introduction: Use the children's song "I Love Bathing" and perform actions to elicit topics and mobilize students' enthusiasm. Feel the characteristics of bathing and enhance the classroom atmosphere. Bring students into specific situations, enable them to have certain experiences, and change "I want to learn" into "I want to learn" to give full play to the main role of students.

2. Show learning objectives

Taking a bath is so comfortable. Children, do you like taking a bath? Today we are going to learn about bathing. Let students look at the tasks of this lesson to make learning more targeted.

3. The teacher shows a short video of children taking a bath. Students watch and analyze different bathing dynamics and movement characteristics of hands, feet, and body. (Stimulate students' interest in learning, arouse students' memories, and lay the foundation for the next step of homework)

Inspire students to recall and discuss interesting things about taking a bath, and encourage students to perform on stage.

The teacher showed a short video of animals bathing, and students watched different animals bathing, stimulating students' love for animals.

4. Students talk about interesting bathing moments in their lives. Lay the foundation for hands-on painting.

5. Appreciate the model paintings and broaden your thinking

①The teacher shows the model paintings, and the students appreciate and talk about their feelings.

a. Which work do you like and why?

b. Who is bathing in this painting? How to wash?

c. What do you think is the best part of this painting?

②Teacher: What other things need to be taken in the bath? Students discuss in groups (cars, houses, earth...) (to inspire students to express the "bathing" plot from multiple angles)

6. Free creation, teacher inspection and guidance

Encourage students to fully Use your strengths to express yourself freely, happily and creatively.

6. Class summary

Show the picture "Bathing Mother Earth" and let students talk about their feelings to encourage students to protect the environment and love nature. Art Speaking Lesson Manuscript 2

1. Design Ideas

Winter is here, and snowflakes are flying all over the sky, like goose feathers, like pieces of paper, like cotton... they are flying one after another, all of a sudden, on the roadside and on the roof. On the tree, the trees were covered with snowflakes. In an instant, the colorful world was dressed in silver and turned into a piece of snow. Faced with all this, the children were full of joy and surprise. It is with the help of the children's state of mind that the lesson "Snowy Day" was designed.

This course is designed to stimulate students’ interest in learning. The new curriculum standards point out: Art education must be received by all citizens in our country at the primary and secondary school levels, not just some people. To make this holistic possible, the key is to stimulate students' interest in learning. This goal is achieved through a series of activities such as game activities, appreciation, communication, and experience. At the same time, inquiry learning is also a good way to learn art. Therefore, after the teacher’s demonstration, this link is arranged: ask students to appreciate and think about the differences between these snowflakes. How to cut? And try to cut one. Allow students to master the cutting methods of different snowflakes through observation, analysis, and practice.

2. Analysis of teaching materials

This course belongs to the "Styling. Expression" learning area. Through the study of this course, students should be allowed to feel winter, feel the snow, and appreciate the effects that snow brings to people. of joy. In a series of activities, students learn how to express snow scenes, create snowflakes of different shapes, and express and create a meaningful winter through collective cooperation.

The content of this lesson is divided into four parts. The first part is about appreciation of famous paintings, Guan Weixiao's "Snow Field" and Monet's "Magpie Bird", guiding students to observe various things when it snows and when the snow stops. changes. The second part is to appreciate the shapes of different snowflakes and feel the hexagonal snowflakes. The third part is the paper-cutting steps, demonstrating how to make a three-fold snowflake. The fourth part is a photo of a child creating a snow scene, which provides a specific scene for learning activities and stimulates interest in learning.

In the actual teaching, because it mainly shows the scene when it snows, the first part only selects Guan Weixiao's "Snowy Wilderness" as the object of appreciation. The content of the second part remains basically unchanged. The third part is changed to the teacher's practical demonstration so that students can observe more clearly. The fourth part has been removed. Some adjustments have also been made to the teaching sequence, that is, the contents of the second part and the third part have been exchanged. At the same time, some appropriate additions have been made according to actual needs, with the purpose of facilitating teaching and better stimulating interest in learning. . The First Early Childhood Education Early Childhood Education Network

3. Analysis of Academic Situation

Most students have seen snow and experienced the scene of snow. It should be difficult to express the snow scene. The key is to master the technique of cutting the flowers. Since students do not yet have the concept of "angle", they will encounter difficulties when folding paper. After folding, when drawing, pay attention to the angle and size of the drawing, and be careful when cutting, and do not cut, otherwise all the efforts will be wasted. Throughout the process, students mainly complete learning tasks through observation and appreciation, exchange of experiences, inquiry learning, collective cooperation, game activities, etc.

IV. Teaching objectives

1. Observe the appearance of snowflakes and snow, and initially learn the basic methods and knowledge of cutting flowers.

2. Learn how to fold, cut, paste, add pictures or collage, express snow scenes through collective cooperation, and cultivate students' observation, imagination, creativity and ability to cooperate with peers.

3. By guiding students to observe, recall, think, imagine and discuss snowy days, students can feel the beauty of snow scenery and further cultivate students' love for beautiful nature.

5. Key points and difficulties

Key points:

Through observation, learn to create different shapes of snowflakes using the expression technique of cutting round flowers. Through collective cooperation, use cutting, folding, pasting, adding drawing or collage to express the scene of a snowy day.

Difficulties:

Based on students’ existing experience, through observation, imagination and creation, they can express the snow scene with interest in life, and the three-step process of folding, drawing and cutting when cutting group flowers. master.

6. Teaching strategies and methods

This course is designed to use interesting teaching methods as much as possible, such as riddles, games, music, etc., to enhance the ability to perceive images through multimedia and imagination. In teaching, we attach great importance to students' dominant position, emphasize students' feelings and experiences, and achieve learning goals through inquiry learning and cooperative learning.

7. Preparation before class

1. Students: white paper, scissors, glue, various colored papers, drawing tools

2. Teacher: courseware, templates Drawing, white paper, scissors, background paper

3. Environmental design and layout: Use blue and white tones to create a white and quiet atmosphere in winter, and appropriately post pictures related to "ice and snow" around the classroom.

4. Design and preparation of teaching tools: Prepare some spare white paper, colored paper, blue background paper and related courseware.

8. Instructional Design Art Storytelling Lesson 3

1. Storytelling Materials

"Fruit and Vegetable Mobilization" This lesson is based on the primary school textbook published by Zhejiang People's Fine Arts Publishing House It is expanded from the 11th lesson "Vegetable and Fruit Modeling" in Volume 8 of the Art Textbook, and belongs to the field of "Shaping and Expression". As Rodin said: It is not the lack of beauty in life, but the lack of eyes to discover beauty. In the teaching of this lesson, the teacher positioned the object of appreciation and expression on the combined shapes of fruits and vegetables. Under the guidance of teachers, students "feel beauty" - feel the beauty of the shapes and colors of fruits and vegetables; "express beauty" - use art language to express the beauty of fruits and vegetables and improve students' ability to express shapes; "use beauty" - understand the patterns of fruits and vegetables Apply it in life and understand the connection between art and human life. The design of the entire class is the process of "feeling beauty - expressing beauty - applying beauty". Here, art activities are not the infusion of knowledge or the cloning of skills, but as a kind of cultural life learning. It is rooted in life, expressed in life, praises life, applies to life, and gives guidance and enlightenment to life. In view of this, I designed the entire class:

1. Teaching objectives:

1. Knowledge objectives: Through observation, understand the varied shapes and bright and colorful colors of fruits and vegetables. color.

2. Skill objectives: Make use of the inherent colors and shapes of fruits and vegetables, learn methods of exaggerated decoration, and use methods such as peeling, cutting, piecing, and inserting to design and create interesting shapes of fruits and vegetables.

3. Emotional goals: Experience the fun of fruit and vegetable modeling, cultivate students to develop good habits of association, and be good at discovering and expressing the beauty in life.

2. Teaching focus: Appreciate and feel the beauty of fruits and vegetables. And can use a variety of production methods to create novel and interesting three-dimensional shapes of fruits and vegetables.

3. Difficulty: Use fruits and vegetables to create creative three-dimensional works.

4. Teaching preparation:

Teacher: set up the scene, fruit platter, treasure box, courseware, physical display stand, fruits and vegetables, fruit knife, cutting board, toothpicks, and plates.

Students: fruits and vegetables, handicraft materials.

5. Teaching methods: situational teaching method, observation analysis method, intuitive teaching method

2. Preaching method

According to the knowledge reserve of fourth-year students and receptive ability, aiming at and utilizing the characteristics of primary school students' developed image thinking. In this class, I mainly adopted methods such as creating treasure box touching scenes, observing and appreciating, thinking and discussing, extended comparisons, etc., and used multimedia courseware, which primary school students love to see and hear. The teaching form fully mobilizes students' enthusiasm for learning and applies the knowledge they have learned.

3. Lecture method

When appreciating art works, image is the entry point and the key. In this class, I let students take the initiative to explore and solve problems by themselves through discussion. Teacher As a guide, teachers and students work together to study and solve difficult problems. This allows students to gradually get into the works and understand the thoughts, feelings and artistic skills expressed in the works.

4. Talking about the teaching process

1. Creating situations and stimulating introduction

1. The teacher has a treasure chest, who can touch it and guess? What treasure is hidden inside?

2. What did you touch? Take it out and show it to everyone and tell us how you guessed it.

3. Teacher: Show the pictures of various fruits in the ppt water and ask: a. Which vegetables and fruits do you like best and why?

b. What are the benefits of eating more fruits and vegetables?

Teacher summary: Vegetables provide the human body with various vitamins and minerals, which help promote digestion and make us healthier.

4. Teacher: So do you know that besides being edible, what else can fruits and vegetables be used for?

Teacher: In fact, the fruits and vegetables we usually eat can be made into many cute shapes. (Read the courseware) Write "Fruit and Vegetable Mobilization" on the blackboard

2. In-depth perception and clever association.

1. Teacher: 1) What kinds of fruits and vegetables are this shape made of?

2) What methods are used in this fruit and vegetable shape, and what’s so clever about it?