Please talk about how to guide children's painting with predecessors who have experience in teaching children's painting.

The symbol period is also called the performance symbol period 3-5 years old (during this period, children can further control the movements of their hands, and the drawn image seems to show something. When adults ask what is this? At this time, he will give his painting a name. Sometimes he looks at his paintings and talks to himself. )

The performance period of subjective feelings is 5-9 years old (the younger one can draw what he thinks, and the older one can draw what he sees. The observation was further strengthened and the details were described. This period is the most active period of children's thinking and the most creative period of children's painting. They can express their ideas and have a clear realistic tendency. )

After 9 years of visual realism, he began to change to realism, caring about the quality of his own works, denying the paintings he had painted in the past, paying attention to the realism of the objects depicted, and loving to appreciate works with strong three-dimensional sense, rich light and dark changes and strong color realism. )

The particularity lies in:

In many children, some develop earlier and some develop later.

According to the above characteristics, the corresponding content is formulated. For example, junior students' understanding of shapes, plane shapes and combination shapes, the names of colors and the use of various tools. By the third year of senior high school, students have entered the objective and realistic method, and they have the ability to observe and describe objects in depth. They should systematically teach the basic knowledge of art, not only know the names of colors, but also use color knowledge to create paintings. On the basis of formulating the content, it is also necessary to give targeted individual guidance according to the individual differences of each student's physiological conditions, temperament, personality, interest, will and artistic ability. According to different age stages, different requirements should be put forward, both universality and particularity should be considered. In the process of guidance, we should not blindly ask for imitating the works of adults, let alone simply technicalize painting, which runs counter to several stages of the development of children's painting and is not desirable.

First of all, we should teach children how to observe things as a whole, such as the head is a whole, and there are some more specific things in the head, such as eyes, nose, ears and hair.

Second, the church uses comparative methods, such as: what is this? This is a headscarf. What is this? This is also a headscarf. These are headscarves. Let's take a closer look at their differences in appearance, patterns and colors.

Third, it can distinguish between gender and age (old people, middle-aged people or teenagers); Characteristics of different costumes (national costumes: Han and ethnic minorities. Seasonal clothing differences: spring, summer, autumn and winter); Characteristics of different occupations (construction workers, doctors, teachers, etc.). ).

When putting the same things together, we should pay attention to the relationship between size and collocation. How can teachers inspire and guide students to draw more suitable painting topics? The basic principles are vividness, interest, vividness and paintability. For example, a teacher opened a topic, a fish with a big mouth looks for its mother, and this "big mouth" determines the characteristics of the fish itself. In addition, it is not a fish but a group of fish, including large and small plots. At the same time, pay attention to the portrayal and decorative effect of eyes.

Teach children to master basic modeling methods and rules. For example, although they unconsciously draw various images with basic shapes, they don't know this knowledge, which requires teachers to combine children's unconscious drawing with teachers' conscious teaching, mainly to tell them that everything is composed of basic shapes such as triangles, circles and squares. As long as we know and master these basic shapes, we can draw ever-changing pictures. Don't start from copying, you can show some excellent works, but don't completely imitate them. Let them dictate and draw after reading it. In this way, through the process of brain digestion and reprocessing, it will become its own painting language. There are template paintings, but students are not required to draw exactly according to the teacher's model and give full play to their creative space.

2. How to guide children to enrich their paintings?

Inspire dialogue, draw freely, look at pictures, talk about pictures and write. The younger the child is, he always paints while thinking, and the teacher should have an enlightening conversation. When exactly? What place? who the hell are all these people？ Do what? How come? What is the order of the results to guide students' imagination? Through this form of children's self-description and teacher's enlightening conversation, it is transformed into vivid painting language. When a child is listening, a picture appears in his mind like a movie, and an image is slowly formed in his mind. Only when they have something in their minds can they draw something, otherwise the blindness of drawing will be even greater. Remember, the more specific the dialogue, the richer the picture. Start drawing freely according to the teacher's dialogue. Generally speaking, there are two situations for children to complete their own works: one is that some children are willing to accept the teacher's advice and further enrich their pictures under the guidance of the teacher. The other is not unwilling to accept the teacher's advice, but because of age, the ability can't do it. This is caused by factors such as differences in people's physiological and psychological personality, but such children are a minority after all. In the eyes of adults, it is an incomplete painting, but children don't see it that way, so teachers should never force such children, which will dampen their enthusiasm for painting. We should let nature take its course, affirm their advantages, give him some time and wait patiently for the next slow improvement. Psychologists believe that one needs to think according to images and words in order to fully develop the whole body and mind system. Don't just learn to draw, but combine it with language expression and writing ability. Through language expression and text description, we can further supplement and improve the lack of imagination and promote the synchronous development of language expression and text painting. Because of poor literacy and writing skills, younger children are required to look at pictures and speak in the order in which the teacher starts to inspire the conversation, and practice their oral expression ability in simple language. Not only should the elderly be asked to draw pictures, but they should also be asked to speak and write in language. Using this method, the richness of the picture can be continuously enhanced. Promote the synchronous development of speaking, drawing, writing and writing. The purpose of doing this is to arouse the memory of the past through the inspiration of language, produce association, and then lead to deep imagination. While painting, it can effectively promote the study of cultural classes and improve the comprehensive quality of students.