Art teaching plan

As a people's teacher who specializes in teaching others, we should carefully prepare teaching plans, which are teaching blueprints and can effectively improve teaching efficiency. So what kind of teaching plan is good? The following are six art teaching plans I collected for you. Welcome everyone to learn from them, I hope it will help you.

Art teaching plan 1 teaching objectives:

1, selectively arrange objects with different shapes and colors to combine the graphics you want to express.

2. Through modeling activities, students' visual and tactile feelings are enriched and their creative enthusiasm is stimulated.

3. Cultivate the spirit of cooperation, exercise the coordination ability of hands, brains and eyes, and cultivate the ability to design the arrangement and combination of shapes and colors of objects.

Teaching focus:

Understand and discover the appearance and color characteristics of daily necessities, and arrange your favorite graphics. Teaching difficulties: using the shape and color of objects selectively to arrange and combine.

Learning aid preparation:

Various materials collected in life, etc.

Teaching aid preparation:

Pictures, all kinds of materials collected in life.

Teaching process:

First, the introduction of passion:

Show pictures and organize students to appreciate and compare them.

1, a pot of flowers, a flower bed.

2. A path paved with pebbles.

3. A piece of fruit and a fruit platter. Dialogue: If you put many small things in a pendulum and arrange them, they will look very beautiful. Today, we will also perform some tricks. Writing on the blackboard: posing

Second, the granting of new knowledge.

Teacher:

1, permutation and combination of the same items. Demonstration: the arrangement of the competition

2. Arrangement and combination of projects with different colors. Demonstration: arrangement of hair clips

3. Arrangement and combination of different projects.

Demo:

Button combination to distinguish between needle and sugar; A combination of pencil, key and nail

4. Organize students to observe what they have prepared.

Student: Divide into groups and put together what everyone has prepared.

Third, artistic practice:

Use existing materials to make patterns. Cooperate in the use of materials, or cooperate in the completion of projects.

2. You can play it several times and choose the best one.

Fourth, patrol counseling:

Guiding points: maintaining classroom order; Help students classify materials according to their shapes and colors.

Verb (abbreviation for verb) encourages display:

Encourage students to show and watch each other, and encourage teachers to comment.

Sixth, language review:

Comment point: comment on beautiful, neat and creative works. Seven, expansion and promotion: picture appreciation, tips in life.

Art Teaching Plan Part II Teaching Objectives

1. Experience the fun of being a small master of life, and express and express that I am a small master of life.

2. Learn the expressive methods of vivid self-life scenes, and understand the basic methods of beautifying life and tidying rooms.

3. Cultivate students' concern and sensitivity to life, as well as the creativity of expressing life scenes and the awareness of beautifying life by using what they have learned.

Teaching design

The teaching of this course focuses on self-participation and experience, and the learning activities revolve around the performance theme of "I am the little master of life". Whether it is painting performance or commenting on the beautification and layout of the room, it must be based on certain experience and perception-death, in order to have a profound understanding and understanding. Therefore, we should pay attention to creating a learning situation of "I am the master of life" that can participate in the experience, and stimulate students' learning enthusiasm and creative inspiration.

The following links can be considered in the teaching process:

Activity 1: Create a situation-emotional cognition-learning methods-creative expression-self-comment.

Activity 2: Feeling-impromptu comment-design scheme-exchange discussion-organize experience.

Specific process

Activity 1: You can create situations by participating in video clips of self-care activities, or by students recalling and imitating their own self-care life scenes, and then let students realize the meaning of "doing their own things", thus inspiring the understanding of "helping to do things at home", and further strengthening students' subjective consciousness by telling and describing specific events and situations. Then, through self-portrait, the teacher guides students to learn the painting expression method of combining "self-activity behavior" with related "environmental description". When creating performances, students can choose between "taking care of themselves" and "helping their mothers with housework" according to their own needs. Finally,

Learn to show homework and start self-criticism, mainly expressing the intention of painting performance and how to take care of yourself and help my mother with housework.

Activity 2: First, let students discover the characteristics of room layout and beautification by appreciating the pictures of typical rooms. Teachers should provide as much as possible and be typical. The meaningful room arranges pictures for students. Then evaluate and communicate in groups, select representatives from each group and summarize opinions. Next, under the guidance of the teacher, I put forward my own thoughts on the layout of the small house and how to apply the learned art knowledge to the beautification of the room. It is also worthy of recognition to learn independently, think about how to tidy up and beautify your small room, and design a simple plan to arrange your schoolbag or desk through the tips of pictures and words in the teaching materials. According to the ability of students, it is also worthy of recognition to organize a part. Then let the students discuss and communicate freely, get mutual evaluation from the students, and have a representative exchange on the layout and beautification of their own small rooms, the layout of schoolbags or desks.

After the activity, the whole class should be organized to visit and let the visitors explain themselves and evaluate themselves. When summing up the class, the teacher can prompt; Students go home to try to tidy up and beautify their small rooms and extend the learning activities of this lesson.

Teaching evaluation is mainly based on self-evaluation, and students' mutual evaluation should penetrate into learning exchange activities. Teachers are the organizers of evaluation, and helping students find evaluation points in time can inspire, summarize and refine students' evaluation.

Job requirements:

Activity 1, remember to brush your teeth and wash your limbs? And help my mother do housework. Say and draw a picture.

Activity 2, comment on the characteristics of the room layout in the picture, and say-say what methods will be used to decorate your small room, make a bag layout or desk layout.

Lesson 3 Square and Circle

Person in charge and alternate: Review time: total class hours (4)

Teaching objectives

1. Can find and know animals with approximate square and round appearance characteristics, and understand the appearance characteristics of animals.

2. Be able to summarize the shape of animals with geometric figures such as squares and circles, and master the characteristics of animals to add pictures.

3. Be able to experience the observation method from the whole to the part, and develop the good habit of earnestly summarizing and observing.

Teaching focuses on summarizing the appearance of animals and can grasp the characteristics of animals to add pictures.

Difficulties in teaching summarize the appearance of animals.

Teaching preparation courseware, painting tools and teaching materials

teaching process

First, stimulate interest.

Import:

1. Magic import.

Teacher: Today the teacher brought a little magic trick. Look! Fangfang and Yuanyuan are going to do a big transformation magic. What will they become?

2. Reveal the topic. It turns out that Fangfang and Yuanyuan can conjure up so many animals, and we walk into the world of Fangfang and Yuanyuan together.

Second, the picture perception and generalization modeling:

1. Know squares and circles.

2. Look carefully at the animals in the picture and find out the animals whose shapes can be summarized by squares or circles. Teacher: Fangfang has many good friends. Can you find animals with similar appearance?

3. Tell me about the animals you see in your life. What other animals are shaped like squares or circles? Ladybugs, hedgehogs, etc. Similar in shape and circle; The shape of cattle, sheep, etc. Similar to a square. To sum up, summarizing animal modeling with geometric figures is helpful for us to grasp the characteristics of animal modeling.

Third, observation, analysis and mastery methods:

1. Appreciating Huang Yongyu's Chinese painting "Sheep", we can draw a conclusion that adding the typical characteristics of animals to the general modeling will help us draw animals accurately.

2. Look at the local guess animals and understand the basic characteristics of animals. Animals have their own typical characteristics. Please guess which animal parts these pictures are?

3. Try a little exercise: choose an animal in the picture and describe its local characteristics quickly.

4. Comparative observation: Appreciate the turtles in Huang Yongyu and compare them with the real turtles. Can you find out the similarities and differences between this painting and real animals? It turns out that when painting, the characteristics of animals can be selected.

5. Discussion: Which features of animals must be added and which features can be omitted?

Fourth, consolidate knowledge and explain methods:

1. Teacher demonstration steps:

A. Summarize the shapes of animals by geometry and draw them.

B, add the typical characteristics of animals.

Art teaching plan 3 learning objectives

Let students know the function of publicity materials and the method of graphic design, and form a preliminary design consciousness. Through investigation, we can understand the cultural connotation embodied in promotional materials, cultivate teamwork and overall awareness in the process of designing and making promotional materials, so that students can explore knowledge in positive emotional experience and improve their aesthetic awareness and creative ability.

Teaching emphasis: guide students to be free in patterns, characters, colors and materials, be bold and innovative, and follow the crowd.

Publicity materials for functional requirements.

Teaching difficulties: the design style of publicity materials should be unified and serialized.

Classroom learning process and methods

The teacher arranges preview questions before class, so that students can prepare pictures and materials of publicity materials related to this lesson and show their learning outline.

Students, in our campus activities, art publicity is a very important part. It can not only strengthen the theme, contrast the atmosphere, reflect the cultural connotation, but also make the art festival leave a good impression. Get to the point

Design and production of publicity materials.

Second, organize teaching in the form of bidding.

Teacher: Today we come to this class in a special way, and take the design and production of publicity materials for a campus activity as an example to hold a tender meeting. Do the students agree?

1, understand the role and content of promotional materials.

A. The role of promotional materials: strengthen the theme, set off the atmosphere and reflect the culture.

B. Contents of publicity materials: posters, invitations, programs, commemorative books, etc. )

2. At the beginning of the activity, explain the bidding form and rules.

Teacher: The contents of our bidding activities are: the design and production of promotional materials for the Golden Autumn Art Festival. Select three items:

1, posters, programs.

2. Invitation letters, commemorative books,

3. Paper cups and handbags.

Team first. Each group represents one company, two companies and one project.

(The division is divided into groups of six people, seated in groups, and each group leader is designated to clarify responsibilities. The teacher is the organizer, the team leader is the project manager, and the team members are the supervisors.

Teacher: I can give my classmates a suggestion on the specific division of labor. For example, the manager, that is, your team leader, can be responsible for bidding, introducing company employees, establishing company image and expounding company works. The directors of each company can be divided into: planning director (investigating and collecting data), general affairs director (preparing the supplies and appliances needed for design), technical director (designing and producing bidding works) and public director (drafting bidding documents, analyzing the design of works and explaining the text).

The teacher showed the standard of bidding in the courseware.

First, promotional materials should be closely related to the theme of the event.

B, the design should be lively, novel and diverse, and the colors should be harmonious and lively.

C, the propaganda work should reflect its function.

The tender statement requires smooth, fluent and vivid expression of design ideas and intentions. Those who meet the above criteria are the award-winning companies with outstanding achievements.

3. Project statement and tender statement

4. The organizer publicizes the bidding results and evaluates the results.

5. Classroom:

Teacher: Through the demonstration of this bidding activity, I wonder if the students need to understand and master the problems existing in the design and production of promotional materials. Now please read your own works according to the contents of this table on the big screen.

Teachers show tables in courseware.

The theme is outstanding, the form is lively, and it embodies the consciousness of function, color, harmony and innovation.

(Students, teachers)

6. Classroom

Students, after the actual simulation work of this class, I once again found many excellent qualities in you. Your sense of cooperation and innovation is reflected in your excellent works and smooth narration. Although some groups didn't win the bid, it doesn't mean that your work is not good. Your active participation, serious attitude and unique creativity are your greatest victories!

(Applause, the teacher announced the class was over).

Collect pictures of related publicity materials to stimulate students' interest in learning this lesson.

Fully mobilized the enthusiasm and curiosity of students.

Arrange teaching content from the perspective of how to make students learn better, strengthen students' thematic position, guide students to learn independently, master methods and improve their learning ability.

After discussion, students began to design and make their own bidding projects.

This lesson adopts the form of bidding, so that students can exercise their practical work ability while learning to make promotional materials, killing two birds with one stone and maximizing the potential of students.

Reflection after teaching

This course is conducted in the form of bidding, which not only stimulates students' interest, but also enables students to learn knowledge and exercise their practical work ability. The atmosphere of the whole teaching process is active, and the students are active, which left a deep impression on them.

Art teaching plan fourth grade: third grade

Class hours: 4 class hours

Teaching emphases and difficulties:

1. Students use different songs, dances, paintings and idioms to express their feelings about the relationship between horses and people, the shape and spirit of horses.

First, the teaching objectives:

1. Students feel the different characteristics of different materials and different expressions in the art works appreciation and performance activities with "horse" as the content, and understand the modeling characteristics of horses.

2. Try to use different songs, dances, paintings and idioms. To express your feelings about the relationship between horse and man, horse and horse shape, horse and god.

Second, teaching preparation;

1, mobilize students to collect pictures, picture books, audio-visual and other related materials about horses before class.

2. Prepare physical projectors, courseware, audio-visual equipment and horse-related materials for teaching.

3. Colored paper, wrapping paper, scissors, glue, drawing paper and colored fountain pen.

The first and second class hours

First, the teaching process:

1, teachers use vivid means (such as rhythm imitation, horse hooves, animal videos, etc. ).

2. Inspire students to learn and appreciate the unit theme pages in students' books.

3. Express your opinions through appreciation.

4. The teacher guides the students to talk about the idioms they know about horses, and classifies the products showing horse art according to the distance of time, and talks about their respective characteristics.

5. Combine Shaanxi folk mud horse toys with horses in peasant paintings to inspire students to compare the changes of color and pattern modeling in the same outline modeling of horses.

6. Arrange students to create a picture showing horses with decorative paintings. The performance of children's decorative paintings can generally inspire students to be full in form layout and leave little blank in picture composition.

The third and fourth class hours

First, the teaching process:

Review the last lesson.

2. Appreciate the erhu song "Horse Racing", the song "The Story of Ma Touqin" and a group of foreign music.

3. For example: sword dance, light cavalry overture, William Tell overture, free shooter, etc.

4. Cooperate with the photos, sculptures, videos and Xu Beihong's traditional Chinese painting "Running Horse" to experience various techniques of expressing the same theme in different art forms and stimulate students' creative performance.

5. Appreciate the theme melody of "Horse Racing" humming erhu music, and you can play or tap with your mouth to simulate the sound of hooves.

6. Improvise dance with galloping steps, and experience the joy and pride of prancing in northern Xinjiang.

7. Students can be guided to analyze the musical style and emotional characteristics of the theme melody of horse racing, try to hum this beautiful Mongolian-style music memorized, and experience the important role of basic musical elements such as rhythm, dynamics, melody and melody in musical artistic expression.

Second, the game:

1, learn to ride a horse, hold the reins with both hands and follow the teacher.

2. Ride in formation with the rhythm of music.

Art teaching plan 5 activity preparation

2-layer wall chart,

Some paper tubes, bottle caps, yogurt bottles,

Red, yellow and green pigments, rags, some white paper, and a tape of "Blowing Bubbles".

moving target

I like to participate in painting activities and experience the joy of creation.

Know red, yellow and blue, and be able to choose your favorite color to paint.

Knowing that bubbles are round, we can boldly try to express round bubbles with a variety of materials.

Activity process

First, the preheating stage

Look at the pictures and tell stories to stimulate interest.

Teachers show pictures and ask questions:

1, babies, what are the kittens doing in the picture?

2. What bubbles have you seen? What does the bubble blown by the kitten look like? Does it play much?

Guide the baby to tell that the shape of the bubble is "round" by telling pictures and telling life experiences; Correctly distinguish between more and less)

Second, graphic stimulation.

1, the teacher demonstrates the explanation method.

Show me the paper tube and the paint box: Baby, I have many interesting things here. I can make bubbles and see how the teacher plays. The teacher demonstrated the printing method: first dip the pigment, press it hard and lift it gently.

2. Individual children try to print bubbles.

(1). How did the teacher make bubbles just now?

Who wants to have a try? Individual children try to print bubbles to help the baby solve the printing difficulties in time. Such as: printing methods, precautions and so on.

Third, imagination and creativity.

1. Show homework paper: Joe, this kitten can't blow bubbles. Let's help him.

I have all kinds of bottle caps and yogurt bottles here. Can they make bubbles? (Guide children to guess and stimulate their desire to try. )

3. Encourage the baby to choose favorite materials to add bubbles to the kitten. Teachers can observe the children's operation in time, and guide the baby to print pictures with appropriate materials according to the baby's printing situation, so that every baby can experience the happiness of success.

Four. works appreciation

1, babies are really capable of blowing out so many round bubbles for kittens. The kitten is so happy that he wants to thank the baby.

2. The game "chasing bubbles" ends the activity.

Art Teaching Plan 6 Chickens Catch Insects (Science)

Design intention: Last semester in a small class, most children in our class can recognize the numbers 1, 2, 3, 4, but there are still some shortcomings in counting objects by hand and mouth. This activity is a scientific activity with the theme of "learning skills". The process of catching insects by chickens is the main plot throughout the activity. The purpose is to let children learn to count with their hands and mouths in a situation and experience the joy of catching insects!

Activity objectives:

1, learn the consistent number of hands and mouths, and try to catch insects one by one.

2. Experience the joy of catching insects.

Activity focus: learn the consistency of hand and mouth.

Activity difficulty: You can catch the corresponding number of insects according to the numbers on the plate.

Activity preparation: a hen headdress; Chicken breast ornaments12; Scenes (grass, stones, flowers); Disposable board12; Numbers: 1, 2, 3,; Courseware.

Activity flow:

First, the scene import, lead to activities

Introduction: Today's weather is really good. Hens take chicks to the grass to catch bugs. Teacher: Look, babies, how many chicks does the hen have? Count. (4 ...) How much do you count like him? Teacher: The number of babies is different, so how many chicks does mother hen have? Take out your little hand and let's count together. Summary: It turns out that the hen has four chicks. The hen is playing games with her four chicks on the grass. How happy she is!

Second, according to the one-to-one correspondence method to catch insects.

Transition: babies, do you want to play a game of catching bugs? Miss Zhang is the mother hen today. Baby, who are you? Baby chicken, let's catch bugs later. How many do you want to catch? Tell me (three, four-) So how many bugs do you need to catch?

1, Teacher: The answer is on your plate. Take a quick look. What's on the plate? What do dots and numbers mean?

Summary: The number of numbers and ideas means how many bugs to catch.

Guide: Chickens and bugs are hiding in the garden. Let's catch them together, babies! Remembering what's on your plate means that you have to catch a few bugs.

(Children catch insects, teachers tour to guide)

(1) Observe whether children catch insects as required, and guide children to catch insects as required.

(2) Teachers help children show their works.

2. Teacher: Baby chickens that catch bugs should sit back in their seats! Count with the baby next to you. Do other chickens catch as many bugs as they do on their plates?

The children talked and discussed until all the children returned to their seats.

Third, share activities and verify the number of insects caught.

Teacher: Chickens, you are great! Catch so many bugs, see if you catch as many bugs as there are dots on the plate.

Summary: babies, you are so smart, you caught it right! Are you happy to catch bugs? Catch bugs together next time! (Say goodbye to the guest teacher, and the teacher leaves with the children. )

Activity reflection:

Advantages:

1. This activity is a scientific activity with the theme of "learning skills". The activity goal is clear, which accords with the age characteristics of small class children. Every link of the activity is centered around the goal.

2. After the materials of the activity were fixed, the teacher made many attempts and improvements to make the links more interesting and vivid, supplemented each link around the goal, and the activity was fully prepared.

3. There is full communication and interaction between teachers and children, and between children. The teacher presupposes the details of each link, and the teacher's guidance is sufficient during the activity.

Insufficient:

1. It can be seen from the activities that the children in this class have strong mathematical cognitive ability. If teachers can put in some more difficult teaching tools, children's learning level will be stronger.

2. The whole activity time is short, so the teacher can add some questions or discuss a key issue.