Who can help me explain how to learn pottery systematically from shallow to deep, what to learn first and what to learn later, and what are each step?

Ceramic art, as the name suggests, is art made from clay. To put it simply, it is "playing with clay". Many people think that it is a "lower Riba" and cannot reach the upper echelons of society. In fact, China's ceramic art has been world-famous as early as more than 5,000 years ago. From the Yangshao culture discovered in the Yellow River Basin in the Neolithic Age, to the Terracotta Warriors and Horses, one of the eight wonders of the world that shocked both China and the world during the Qin and Han dynasties, to the blue and white porcelain that was praised by the world as unparalleled during the Ming and Qing dynasties, China's ceramic art seems to have reached its pinnacle. However, with the emergence of industrialization of production, the loss of certain ceramic skills and the sudden rise of foreign ceramic art, China, known as the birthplace of ceramics, seems to have fallen into an embarrassing situation. The emergence of "Ceramic Art Bar" has undoubtedly added a new "bright spot" to the modern busy city. It can not only satisfy the strong desire of urbanites to "get close to nature and return to nature", but also enable them to relax, cultivate their sentiments, and truly ride in the time and space of pottery art. However, many people who go to and from "ceramics bars" are urban fashionable "white-collar workers" who seem to have nothing to do with many primary school students. It was not until the establishment and rise of campus ceramics courses that the next generation of the motherland truly understood and came into contact with ceramics. Pottery opportunities. It not only enables students to come into contact with and understand the excellent traditional culture of the motherland, but also provides a "stage" for students to leave the narrow books and classrooms, relax, return to nature, and "look up at the vastness of the universe and observe the prosperity of categories." ”, watching each piece of ceramic work come out of my own hands, I got great spiritual satisfaction, “I believe in it”. From this point of view, ceramics teaching has far-reaching significance in basic education and teaching in primary schools, especially in the quality-oriented education and teaching advocated by the country in recent years. Here I will share some experiences based on my short personal ceramics teaching experience for everyone to share.

Appreciation - using multimedia to cultivate and stimulate students' interest in learning.

As the saying goes: "If a worker wants to do his job well, he must first sharpen his tools." Ceramics is both an art and a technology, and it is very maneuverable. So when I gave the students their first ceramics class, I did not lead them directly into the ceramics room, but led them into the multimedia classroom and played a VCD that I bought when I went to Yixing to learn ceramics - " Introduction to Ceramics". The CD focuses on explaining the history, current situation and future of the development of my country's ceramic art as well as the tools, key points, techniques, etc. of ceramic art production. The purpose is to allow students to have a perceptual understanding of the emerging course "Ceramic Art" and be full of the long and splendid art culture of the motherland. Pride. Then I conducted "impromptu questions" with the students and raised some of the things I didn't understand and had questions about in the video just now. The teacher tried to solve the ones that could be solved in class, and left the ones that couldn't be solved in specific operations later. Students spoke very enthusiastically. Then I led the students into the ceramics room and let them get in touch with the real ceramics creation environment. When the students saw that the things around them were exactly the same as what they saw in the movie, they were all excited. Then I invited them to sit down and touch these pottery making tools in front of them. How do they feel? Talk about the practical uses of these pottery tools? The children scrambled to raise their hands again. Finally, I invited each of them to come up to the stage to receive a piece of clay, and use these pottery making tools to learn and imitate some of the pottery creation methods they just saw in the film, and feel the unique characteristics of pottery. Such a class ended with the sound of students banging and banging. Although the students did not create excellent ceramic works in a decent manner, it is indeed crucial for students to understand pottery, get in touch with pottery, and cultivate active interest in learning, because " Interest is the best teacher”!

Thinking - explore various creative materials, and the works must have individuality.

After completing the introductory study, it is time to engage in the formal learning and creation stage. The Jiangsu Education Edition of primary school art textbooks does arrange a few ceramics tutorials, but there are many social practice classes and interest activities. There are no formal tutorials for the class, and even the teaching materials purchased from the bookstore are not necessarily suitable for students of all ages. This requires art teachers to arrange and design them ingeniously. "Life is teaching material" is what I have always advocated in the specific teaching process. In fact, many objects in life can become materials for ceramics teaching, such as clothes, shoes, animals, home appliances, utensils, vehicles, etc. As long as the teacher is a caring person, the things around us can become living "models."

I remember one time when I was learning to make "shoes", I first asked a few children to come on stage, hold out the shoes they were wearing, and talk about its name, shape, color, pattern and the feeling of wearing it. The children suddenly became happy. , scrambling to get on stage to “show”. Then I asked them to recall what they saw in other places, such as what their parents wore, what their teachers wore, what they saw in a shoe store, etc. Then I used multimedia courseware to show some other types and uses of shoes, such as when skating. Skates for wearing, rain boots for when it rains, boots for riding horses, etc. The purpose is to allow students to broaden their horizons and understand that there are all kinds of "members" in the shoe "family". Finally, I asked them to use clay as the main Using materials, sketching or creating a pair of their favorite shoes, the children were very interested in creating and completed some unexpectedly excellent works.

“Personality is the soul of artistic creation. Without individuality, art loses its value.” Therefore, in the actual teaching process, I encourage students to be bold in innovation and practice, and not to simply plagiarize or copy teaching materials. The works in the book must have their own personality. Teachers rarely demonstrate. Even if they do, they only need to introduce some key points and difficulties in the production process and complete some "semi-finished products". The purpose is to let students learn to think actively and explore actively. The most fearful thing about artistic creation is that students will follow the teacher's example. If the completed works are all "copied without distortion", then what kind of innovation can we talk about? What can be said about giving full play to students' subjective initiative? How come the works of Michelangelo, Rodin, Henry Moore and other sculpture masters are still remembered and respected as models after so many years?

(3) Integration - absorb inspiration from other art categories and cultivate unique aesthetic taste.

Art is interlinked. Ceramics belongs to the category of sculpture, and sculpture, like painting, crafts, and architecture, belongs to the category of fine arts. Therefore, the influence of painting, crafts, architecture and other art categories on ceramics can be imagined. Personally, I think the most profound influence is painting. If painting is a two-dimensional art, then sculpture can be classified as a three-dimensional or four-dimensional art. Many sculptors have historically been good at painting, but those who are good at painting may not be familiar with sculpture. Ceramic art is actually a transition from plane to three-dimensional. Therefore, teachers should encourage students to learn more painting in their spare time. Senior students can learn a little sketching, because sketching greatly promotes ceramic teaching. Lower-level students can do more sketching and creative imaginary paintings. In addition, other sister arts also greatly promote ceramic teaching, such as music. Therefore, during the teaching process, especially during the student production process, I often play some excellent Chinese and foreign music, such as melodious guzheng, lyrical violin, and cheerful suona. and deep piano, saxophone, etc. The purpose is to allow students to use music to create an atmosphere, use their imagination, improve their comprehensive artistic ability, and cultivate unique aesthetic taste. Of course, the choice of music must be based on the actual needs of the teaching content and used rationally, otherwise it will be counterproductive.

Exhibitions - Various exhibitions are held regularly to enhance students' creative confidence.

“Confidence is the lasting driving force of interest and the guarantee of success.” When students’ works reach a certain quality and quantity, teachers can appropriately hold some exhibitions. From classroom exhibitions to school and social exhibitions, the purpose is to allow students to maintain their creative interest, enhance their creative confidence and experience the joy of success. For example, at the end of each ceramics teaching class, I use a digital camera to take pictures of the students' works, whether good or bad, successful or not, and then display them in class a few minutes before get out of class ends. On the one hand, it allows students to clearly see their own works, on the other hand, it also allows students to actively discuss and evaluate, appreciate and understand which works are the most creative, which are the most thought-provoking, and which works need to be perfected and improved. When these clay embryos are dried, put into the furnace to bake, cool, and coated with uranium, after completing the last process, teachers can put the works together and hold some small exhibitions.

For example, after finishing the lesson "My Favorite Shoes", the teacher can hold a "shoe fair", put together the shoes of various ethnic groups and styles made by students, and let the students talk about what they would do if they were a customer. What kind of shoes should you choose to wear for yourself? After finishing the lesson "Teapot I Designed", the teacher can hold a "Teapot Expo" to compare the "excellent products" made by students with the works of masters, and experience the differences between masters and students. Ideas and techniques; after finishing the lesson of "The Red Dragon Boat Festival", the teacher can hold a "Dragon Boat Festival Customs Week" and put together the things related to the Dragon Boat Festival made by students, such as rice dumplings, sachets, dragon boats, etc., and let them talk about it The origin of the Dragon Boat Festival, people celebrate the tradition of the Dragon Boat Festival, while permeating patriotism and festival education, while organically expressing students' views and feelings about the Dragon Boat Festival in their own language.

It is true that ceramic art teaching has just started, and there are still many problems in the actual teaching process, but its unique charm has been recognized by countless experts and scholars. On the one hand, it inherits and carries forward the excellent national culture of the motherland, so that there will be successors; on the other hand, it really exercises the students' hands and brains, so that the students' personality and soul are sublimated. Ceramics teaching must draw nutrients from human history and culture, and form artistic abilities in complete artistic activities. At the same time, it cannot aim at simply mastering knowledge and skills, but allows students to learn easily and happily through art learning around humanistic themes. Master knowledge and skills, understand the historical and cultural connotation of art, acquire humanistic qualities such as respect, cooperation, and sharing, and promote the improvement and development of students' personality. The "spring" of ceramic art teaching has just arrived. We are confident and determined to welcome this beautiful "spring" so that it can take root, sprout and grow in the land of the motherland, and make our due contribution to cultivating the next generation of the motherland. contribution!