Art Lesson Plan

As an outstanding faculty member, we often need to prepare lesson plans. Writing lesson plans helps us accurately grasp the key points and difficulties of teaching materials, and then choose appropriate teaching methods. So how should we write lesson plans? The following are 8 art lesson plans that I have carefully compiled. They are for reference only. Let’s take a look. Art lesson plan 1

Subject: Art class for the second grade of junior high school

Topic: "Plane Composition"

Type of assignment: Craft design

Lesson schedule:

The first lesson of "Plane Composition". This topic is divided into two lessons. In this lesson, pencil pattern design will be carried out.

In the second lesson, the color configuration of the pattern will be carried out.

1. Brief teaching plan

1. Teaching objectives

Cognition: Understand the concepts, meanings, uses and methods of plane composition.

Operation: Design a composition exercise according to the requirements of plane composition.

Emotion: Experience the beauty of form and order in plane composition.

Creation: Design basic shapes and compositions with individuality.

2. Key points and difficulties in teaching

l. Focus: Mainly master the design of basic shapes and compositional forms.

2. Difficulty: How to inspire students to use creative thinking to design graphic compositions

3. Standard compliance procedures

Concept; basic elements; basic form; composition method

IV. Teaching preparation

Teacher: 1. Collect application examples of plane composition in life, real objects, and excellent works of former students

　2. Draw plane composition model and skeleton diagram

3. Draw illustrations of geometric structures of living organisms in nature

Students: 1. Collect application examples of geometric patterns in modern design and arrange learning columns.

2. Prepare pencils, compasses, and set squares.

5. Teaching content and teaching process ()

(1) Organize teaching and conduct it according to routine.

(2) Prerequisite assessment

Review the points, lines, planes and characteristics of single patterns and two-sided continuous patterns to understand the students' situation.

(3) Introduction of new lessons

According to the Tang Dynasty poem "The lonely smoke is straight in the desert, and the sun is setting in the long river." Let the students spread their imagination, select a few students to go to the blackboard, and use dots, lines, Express the scenery in a general way. Teacher summary: This kind of graphics composed of abstract shapes of points, lines, and surfaces is called plane composition.

(4) Identify the goal

Write a very brief outline of "Plane Composition" on the blackboard.

Point out that in this class, you need to learn and master several main forms of plane composition and carry out design exercises.

(5) Guidance meets standards

l. The concept, use and learning significance of plane composition.

Teachers and students *** together list and observe examples of the application of plane composition in life, and then explain the concept, use and learning significance of plane composition.

2. Basic elements; points, lines, and planes

Guide students to give examples of the characteristics of points, lines, and planes in daily life, and use illustrations to further clarify the characteristics of points, lines, and planes.

3. Basic shapes

Explain that basic shapes can be formed by combining points, lines, and surfaces in certain directions, angles, and distances, and introduce the types and construction methods of basic shapes. (Picture)

4. Methods of composition

Basic shapes are arranged in different ways, resulting in various forms of composition, which can be summarized into two categories: regular and irregular. This lesson focuses on the five main forms of composition. (Skeleton diagram, four examples of various model drawings and biological structure diagrams)

Regular arrangement of repeated gradual emission

Special comparison of irregular arrangement

Six． Homework requirements

Design a pencil sketch of a plane composition. (Show 4 requirements)

7. Students practice, teachers provide guidance.

8. Standard evaluation and summary

Summarize the content of this lesson, emphasize the design of basic shapes and composition methods

, select a part of the work for display, invite two students to evaluate each other, and then the teacher will comment.

9. Blackboard design

Application legend

Plane composition

Basic elements - points, lines, surfaces

Basic shapes

Composition method 1. 2. 3. 4. 5.

Skeleton diagram

Model painting

Repetitive style

Previous student homework< /p>

Model painting

Gradient style

Model painting

Launch style

10. Operation requirements

　1. 2.

　3. 4.

Fan painting

Specific type

Fan painting

< p> Comparative type

Nine-year compulsory education and three-year junior middle school art trial textbook "Teaching Reference Book" (Volume 1) Art Lesson Plan 2

Activity goals:

< p>　1. Read the story and get a preliminary understanding of the formation of the rainbow.

2. Through the story of the beautiful rainbow, tell the children how to see the rainbow without going through wind and rain.

Activities:

Key points: Preliminary understanding of the formation of rainbows.

Difficulty: Understand how to see the rainbow without going through wind and rain.

Activity preparation:

Projector, picture book

Activity process:

1. Riddle introduction

Riddle : A bridge is built on the horizon. It is so colorful and wonderful. It will come out after the rain (hit a natural phenomenon)

2. Picture book reading

(1) Observe the cover, there are What?

(2) Observe P1, what is on the picture? What are the strips of? (Light Elf), Light Elf is the baby of Mother Sunshine.

(3) P2, who can run faster? The light elf is the fastest runner in the world.

(4) P3, what will happen if the light elf encounters a water droplet? The water droplets will put on beautiful colors, red, orange, yellow, green, blue and purple.

(5) P4, the light elves will also transform when they encounter soap bubbles.

(6) P5

(7) With the appearance of the sun rain, the light elves put on colorful clothes again.

(8) Let’s take a look and talk about the colorful colors of the rainbow.

3. Picture book review

(1) Who did the light elves meet?

(2) The story tells you what are the colors of the rainbow?

4. Complete story telling

Light elves will also turn into beautiful colors when encountering water splashes. Art Lesson Plan 3

Teaching objectives:

1. How to express learning style

2. Cultivate observation and memory abilities of nature and life , develop imagination and painting expression ability.

3. Cultivate a love for nature and life.

Key and difficult points in teaching:

1. Guide students to observe and remember the changes in people and things around them when the wind blows.

2. Boldly express your feelings about the wind.

Teaching preparation:

Teacher: pictures Students: exercise paper, picture book, pencils, colored pens, etc.

Class hour division: one class hour

Teaching process:

1. Organize teaching.

2. Introduction

Wind itself is invisible and intangible, but we can truly feel its existence through our senses, and hearing is one of its main aspects. Let’s use sound to express the feeling of breeze.

Teacher: Do you know what different kinds of wind there are in nature? (Breeze, strong wind, strong wind)

Use pictures to guide students to recall and describe their memory and understanding of various winds.

4. Try training. Let students express their own painting style.

1. Competition painting style.

Ask students to use lines to express wind. See who can draw an image of "wind" within the specified time.

Show some students’ works and let classmates comment.

The teacher made a brief summary: using lines to draw wind can vividly express the direction and route of the wind, allowing people to feel different forms of wind.

2. Scenery description.

Show several objects on the blackboard. Ask students to think about and talk about what will happen to them if the wind comes? And ask students to try to draw it. Students communicate and evaluate each other's drawings on the blackboard to see if they are correct?

Teacher summary: Wind can make many things move and float.

3. Character performance.

Recall the experience of being in the wind, let students describe it, and invite two students to perform on stage. Guide students to observe and appreciate, and deepen their understanding of the characteristics of the characters in the wind.

Teacher: Students, have you ever experienced walking in the wind? Who can tell you about the scene at that time? Is it difficult to walk? How do you feel the presence of wind?

5. Appreciate pictures.

The pictures in the book do not use lines to express the strong and fierce wind. Let’s discuss what he used to express that the wind was strong and it was difficult for people to walk?

Teacher: Summary.

6. Creative expression.

"Wind" often meets you. Do you still remember the way it blew your hat away on the way to school, the naughty way it looked through our books and homework in the classroom, or the time when you were sweating profusely after your physical education class? Does it bring you a cool and lovely look? Now let us use the paintbrush in our hands to describe the scene where you get along with this friend! ------Draw a picture showing the wind in your picture book.

Student homework, teacher inspection and guidance.

7. Homework evaluation.

Display some works, and after students self-evaluate and peer-evaluate, the teacher makes brief comments. Art lesson plan 4

Teaching topics:

Big and small

Teaching hours:

1 class hour

< p> Teaching purposes:

1. Through overall observation, understanding and distinguishing big and small.

2. Experience the combination of big and small in comparison and production.

Teaching focus:

Observe and understand big and small, and learn to express who is bigger and who is smaller.

Teaching difficulties:

Understand the difference between big and small. Naturally and harmoniously organize large and small images of different colors in the picture.

Teaching process:

1. Organization of teaching:

Organize students to place learning tools and materials in order, and then sit down safely.

2. Review:

Ask two students to draw a large circle and a small circle on the blackboard. The circles can be drawn arbitrarily, and there is no requirement for standardization. They are only required to be large or small (you can also draw simple objects such as big and small apples, etc.), and all students will comment on which one is bigger and which one is smaller.

3. Teaching new lessons:

1. Question: Ask students to point to the image in front and answer, why is this one big and that one small? Student answer: This circle occupies more space, and that circle occupies less space.

2. Observation:

(1) The teacher took out two fruits, water bowls, books and other objects of different sizes. Demonstrate their capacity and size. Let students identify and understand big and small.

(2) Read the color picture on page 4 of the book: What are the big ones and what are the small ones in the picture? (Students answer in unison)

(3) Summary:

Large: It occupies a large area and has more prosperity.

Small: It occupies less space and holds less space.

(4) Blackboard writing topic: big and small

3. Teacher demonstration:

(1) Hang 8-open demonstration paper on the blackboard. Choose scrap calendar paper of different colors, tear out a large piece and a small piece of random-shaped paper and stick them on the backing paper. It is up to the students to differentiate between them

There are big ones and small ones. Then tear out cylindrical tree trunks of different sizes in different colors, and stack them on the glued large and small paper blocks.

Question: What do the paper blocks in the painting look like?

Student answer: Like a big tree and a small tree.

When pasting, the teacher should pay attention to: arrange the big trees and small trees evenly on the backing paper, and arrange the relationship between distance and occlusion reasonably.

(2) Show how to tear paper with bare hands.

4. Assign homework: read the sample picture on page 5 of the book to understand the intention of the homework.

(1) It can be made in large or small sizes, and can be torn or cut.

(2) Pendulum and combination.

(3) Paste. (11 minutes)

4. Student production:

1. Material selection: Choose four or six different colors of paper from the material paper, and combine two different colors As a group, placed on the table.

2. Tear or cut: Take a piece from each set of colored paper and make large and small pieces respectively. A large piece can be made up of several small pieces. Use paper of the same color to make long strips (1 round or square) of paper, and place them in groups according to color. A ball of scrap paper was placed on the corner of the table.

3. Arrangement and combination: Arrange the sizes on the bottom paper; paper blocks with different colors are organized into trees of different sizes. JThe height of the tree trunk distinguishes distance from near.

4. Paste: first paste the ones placed at the top of the screen and then the ones placed at the bottom to solve the problem of distance. When pasting, use less glue.

5. Summary:

1. Organize students to collectively process waste paper and organize utensils.

2. Appreciate self and each other’s works. Art Lesson Plan Part 5

Teaching Objectives

[Moral Education Objectives]: Encourage students to carry forward the spirit of unity and assistance in the process of creation.

[Intellectual education goal]: Guide students to use colored clay to express dynamic character shapes.

[Quality development goals]: Encourage students to carry forward the spirit of unity and cooperation in the creative process.

Teaching Key Points and Difficulties

[Teaching Key Points]: How to break through conventions and boldly imagine and create fruit shapes.

[Teaching Difficulties]: Whether to boldly imagine the figures in motion.

Teaching preparation

Teachers and students together prepare mats, rulers, pencils, scissors, toothpicks, colored clay and other materials, as well as some photos and videos of various figures on the sports field. elephant.

Student activity design

Plasticine production

1. Introduction

Children prefer physical education classes. On the sports field, you What do you like to do?

2. Teaching new courses

What sports do you know? Appreciate some photos or videos of various figures on the sports field to enrich students' image memory.

Can you imitate their actions?

Discussion: How to make a running person? Encourage students to try making a running figure.

Show the attempted works: guide students to think about: how to use colored clay to create more different shapes of characters: (you can guide students to imagine from the aspects of color matching, three-dimensional modeling, semi-three-dimensional modeling, etc.)

Students show their collection of pictures of people in motion to other students.

Appreciate the illustrations and think about:

1. What methods have you learned?

2. What kind of person are you going to be?

3. Assign homework

Today we are going to hold a unique "little sports meeting". Please The children gave full play to their intelligence.

After the homework is completed, remind students to organize the tools and materials

IV. Commentary

V. Summary

VI. After-class development

p>

Use the production methods you have learned to make different characters

Use other materials such as clay, paper, cloth, etc. to make moving characters.

7. Blackboard Design

14 Sports Field

Pinch and rub

Teaching reflection

With the foundation of the character portraits in the first volume of the first grade and the study of the full body portraits of the characters in the second volume, the quality of plasticine is very good, but some children do not grasp the proportions well, and some are top-heavy. I will briefly introduce it to the students next semester. Knowledge of human proportions. Art Lesson Plan Part 6

Teaching objectives:

1. Understand the natural knowledge about eating Cordyceps, and use a variety of methods to express the scene of eating Cordyceps and catching insects.

2. Understand the process of eating cordyceps and catching insects through appreciation, observation, performance, etc.

3. Cultivate students’ love for nature.

Important and difficult points in teaching:

Key points: Understand the knowledge of eating Cordyceps, and be able to use the methods you have learned to express the scene of eating insects.

Difficulty: The picture is clear and interesting.

Teaching preparation:

Colored paper, colored pens, and plasticine

Teaching process:

1. Introduction

1. There are the most animals, insects and plants in nature. Do you know which bugs like to eat plants?

2. There are many bugs that eat plants, but some plants can eat bugs. Do you believe it?

3. What plants do you know? (Introduction to student knowledge)

2. New teaching

1. Display pictures of eating Cordyceps:

(1) Sarracenia 1

(2) Bottle Exercise 2

(3) Flycatcher

(4) Nepenthes

(5) Drosera

< p>Do you know how these grasses eat insects?

(Students describe based on their imagination)

2. The courseware introduces the process of a plant eating insects. (Language and text)

3. Play the process of eating cordyceps and insects through several screens.

4. Cordyceps eaters have various abilities to catch insects, some rely on scent, some rely on traps, some rely on color... If you were eating cordyceps, what methods would you use to attract insects? Come and eat it?

5. Each group discusses and then performs.

(What kind of grass are you performing? Who does what? Who does what?)

2. Appreciation

1. Just now, we learned a lot about eating We have a lot of knowledge about Cordyceps and eating Cordyceps, but many of us have never seen it. But we can give full play to our imagination. Some children drew pictures of eating cordyceps and insects through their imaginations, and we took a look at them together.

Art Lesson Plan Part 7

1. Create situations and introduce new lessons

Teacher: Do you like to watch the Disney animation "Tom and Jerry"?

Student: I like it

Teacher: Why?

Student: Because the cartoons are very fun, the stupid cat TOM is always defeated by the smart mouse

Teacher: What else?

Student: The cartoon is very imaginative, and TOM has a lot of clever ideas

(The student was very happy, and the atmosphere suddenly relaxed and lively)

Teacher: What do you think? Yes, the image of cats is very interesting, but once when TOM was sleeping at home, something happened...

(Demo multimedia courseware: The video shows that TOM couldn't fall asleep in bed. It was I woke up to a sound, and the question "?" appeared in my mind - what was this sound?)

Teacher: Did you hear what the sound was?

Student: It’s dawn, and the chickens crow in the chicken coop

Student: There are many chickens, roosters, hens, chicks...

Teacher: Yes! But the teacher wants to test you. Can you show these chicken drawings to the teacher?

Student: Able (confident)

(The student started to draw on paper, and the teacher asked two students to express their performance on the blackboard)

Teacher: Well, draw Very good.

Teacher: Are there any other students who are willing to show their paintings to their classmates?

(Show students’ works on a physical projector)

Teacher : Students, what do you think of this painting?

Student: The image of the chicken he drew is very realistic.

Teacher: Yes, this student captured the basic shape and dynamic characteristics of the chicken, so it is very vivid. So do you know the basic physical characteristics of chickens? Today the teacher also invited a chicken for the students to take a look at.

(Show the rooster specimen)

(The students were surprised, then very excited, and some even imitated the rooster’s crow)

Teacher: Take a closer look. See what parts a chicken is made of and what each part looks like. Students who are not sure can come up, touch it, and tell the students the results of your observation

(Students raised their hands on the podium one after another, and the atmosphere was extremely lively)

Student: I know. Chicken consists of chicken head, chicken body, and chicken tail

Sheng: No, there are also chicken combs, chicken beaks, chicken wings, and chicken legs...

(Sheng laughed, "It's a bit like saying Braised vegetables!”)

Raw: The chicken has a large body, with pointed upwards at the head and tail, smooth feathers, broom-like wings, and sharp claws on its legs

Student: The chicken's beak is also very pointed. It has a comb and wattles on its head, and there are many small dots on it

Teacher: Students have observed very carefully. Now that you all know and understand chickens, what do you think? Do you use pottery to express it?

Student: Think!

Teacher: This is what we are going to learn today (blackboard writing topic - Kneading: Chicken)

Comments: The teacher established a relaxed, lively, and lively teaching environment by creating rich teaching situations. The teaching atmosphere of active exploration not only stimulates students' learning motivation and interest, fully mobilizes students' enthusiasm for learning, but also lays the groundwork for students to find themselves in freedom, develop their nature, and truly improve their quality in all aspects.

The teacher mobilizes students’ various senses by listening, drawing, looking, touching and talking, so that students can truly understand the characteristics of chickens and lay a solid foundation for the next step of production. the basis of. In addition, it is indeed a highlight to let students draw first and then look at it.

2. New Professor

Teacher: Before making pottery, let’s first appreciate the pottery works made by our potters and students of the same age as us, and see how they go about it. Use pottery to represent the animal chicken...

(Multi-media demonstration of chicken pottery works, including pottery embryos and glazed and fired works)

Teacher: Each of us To make a ceramic work, you must first conceive it, and then consider what method is suitable and how to make it! Now also ask the students to think about it: what kind of chicken do you want to make, how to make it unique, and how to express each part.

After thinking about it, students can discuss and exchange opinions with each other. In addition, we can complete it individually during production, or we can complete it through cooperation with classmates or groups

(Students think and discuss)

Teacher: Have you thought about it? Which student is willing to tell the teacher and other students what you think or discuss?

Student: I want to make a chicken that is eating. I first squeeze the body of the chicken with mud, and then make the chicken. I'm going to make the mouth, crown, and eyes first and then stick them on. I'm going to stick the chicken tail and wings with clay strips.

Teacher: That's a good idea, but I want to tell you that when you stick them on, It must be glued firmly with mud, and in order to ensure the success of subsequent firings, we must make the inside--

Student: Hollow out

Teacher: Is there anything else? What I want to say

Student: I plan to cooperate with the two of them to make a big hen and play with some chicks. I plan to carve the chicken wings with a trimmer

Teacher: Yes, but you two have to discuss what you each do.

Student: I am going to make two chicks eating earthworms with my deskmate.

Student: I am going to make one. A proud big rooster, I made the chicken legs into a base, so that it is stable and can stand firmly

Teacher: Your idea is really wonderful and amazing, I hope you can succeed

Teacher: Now that the students have thought about it, let’s start making, and pay attention to practicing the clay at the beginning

(Students start making, the teacher will inspect and guide, recommend good practices and explain precautions in a timely manner)

Comment: During teaching, students are allowed to observe various chicken pottery, so that students can understand the different ways of making chickens and improve their desire to make; allowing students to conceive and talk about it not only cultivates students' brain use ability, expands students' thinking, improves students' innovative awareness, but also makes students Understand the process of artistic creation, pave the way for students to overcome various difficulties in order to achieve success, and lay the foundation for experiencing the joy of success.

Teachers allow students to fully communicate freely in the classroom, allowing them to independently choose the theme, content and form of creation in a free space. It has changed the previous classroom structure and broken the traditional concept. Teachers communicate and develop with them in many aspects, so that students can learn knowledge through independent learning, cooperative learning, and exploratory learning, so that they have more autonomy and more independence in learning. Vast creative space.

3. Summary

Teacher: Have the students finished?

Student: It’s finished (the joy of success)

Teacher: Which student is willing to show his work to the classmates

Student: Me< /p>

Student: Me (raise their hands one after another, eager to express themselves)

Student: (rush to the blackboard first, hold up the work) What I made is a rooster, and I carved the comb. , I also made an egg...

Teacher: Roosters can also have eggs (Sheng laughs) It seems that we need to pay attention to real life, what do you think?

Sheng: Me I think the image of the chicken he made is very vivid and interesting

Student: What I made is a hen with a chick squatting on its back, and they are eating

Sheng: I think it is very imaginative and the chicken trough is well made

Sheng: What I made is a proud rooster. The body of the chicken is decorated with strips of clay.

Teacher: Oh, let the teacher take a look at how the base you conceived is doing now

Teacher: Great, you succeeded. Congratulations. Let the students take a look

Student: I think his idea is very clever

Student: I think the decoration he made with clay strips is very beautiful. I want to learn from him

p>

Teacher: Yes, not only you, but all of us must learn from him.

This proud rooster did a great job, but you can’t be proud in life

Student: The three of us acted out the scene of the rooster crowing in the chicken coop during class today. We made roosters and hens. , chickens, and even made a chicken coop

Teacher: What a great idea! The shape of each chicken is also very beautiful

Sheng: And what I made was a hen squatting on the grass to lay eggs

. ． ． ． ． ．

Teacher: Just now we looked at the students’ works. Some were majestic roosters, some were hens laying eggs, some were chickens grabbing for food, and some were based on what we heard in class. The scene we saw was reproduced... You did a great job and your imagination is so rich. The teacher is really happy and proud of you.

Teacher: Based on the creations of the students, can you select the best today? Creativity award?

Students: able

Teacher: You can discuss in groups and tell the results to the monitor

(student discussion)

Monitor: classmates We unanimously decided that the best creative award is the "proud rooster" made by Zheng Jia

Teacher: Zheng Jia, congratulations to you, I hope you can create better works in the future (the teacher awards homemade prizes)

Teacher: In fact, ceramic art itself has a profound foundation and rich content, involving many aspects of knowledge. The teacher hopes that students will study the knowledge of various subjects seriously, observe our lives carefully, and create better works! Art Lesson Plan Part 8

1. Analysis of teaching materials

(1) Editing guiding ideology

This course belongs to the field of "Design·Application". Through the teaching of this course, students will develop their observation habits, and through observation and analysis, they will understand the basic production methods of arthropods. Inspire students to make clever use of various waste materials, let students discover reusable waste items in life, and cultivate students' environmental awareness and habits of loving and paying attention to life during the production process.

(2) Textbook layout analysis

This lesson uses a large number of layouts to display students’ excellent works. The purpose is to inspire students to make full use of various materials for production, such as paper cups, film casings, Yoghurt cups, hair curlers, drink bottles, toilet paper roll cores... At the same time, the production method step diagram is also provided to provide a reference for students.

(3) Teaching content and objectives

1. Explicit content and objectives

What you should know: Understand the knowledge about insects and know the basics of insects Structure and production method.

Should: Learn to use the waste materials in life to make worms.

2. Hidden content and goals

Let students understand the method of using waste materials to redesign, penetrate environmental protection education, and cultivate innovation awareness.

(4) Teaching Focus and Difficulties

Focus: Understand the knowledge about arthropods and learn to use waste materials in life to make arthropods.

Difficulty: Innovative use of materials and sophisticated production methods.

(5) Learning materials

Colored paper, advertising paper, beverage bottles, paper cups, yogurt cups, jelly boxes, film casings, hair rolls, toilet roll paper cores, etc.

Scissors, glue or super glue, carving knife, string, small accessories, etc.

2. Teaching design reference

(1) Methods and methods of teaching activities