About Primary School Art Teaching Plan 1 I. teaching material analysis:
(A) comprehensive analysis
This lesson is the seventh lesson of 1 1, which belongs to the third lesson of this unit. Students in the first two classes have tried rope and paper relief modeling. This lesson is a modeling exercise of circular carving, which is more abstract. Because the sixth-grade students have mastered certain operational skills, this class can also give students a perceptual understanding of the changing pillars through pre-class preparation. In class, by choosing a basic column, and then choose your favorite production method (such as cutting, rolling, turning, engraving, folding, etc. ), we actively explore the expression of three-dimensional modeling to make students more innovative.
This lesson can be extended to students' lives. For example, changing columns can be made into lampshades, small facilities, buildings, commodity packaging and so on. Let them apply what they have learned and connect art and life more closely.
(B) Teaching objectives
Emotional field: cultivate students' sense of cooperation and innovation in discussion.
Cognitive field: observe the pillars of change and understand the basic methods of modeling.
Operation field: try to make a varied column by using the methods you have learned (cutting, folding, engraving and rolling).
Second, the teaching process design:
(A) preparation before class
Teaching AIDS: model works, paintings, etc.
Learning tools: colored cardboard, scissors, meat cleaver, ruler, glue, etc.
Class hours: 1 class hours.
(2) Design
● Teaching lead-in:
(1) Stimulate students' interest in learning through demonstration.
(2) The teacher shows a simple paper column and a paper column that has been processed and changed, so that students can copy the changed parts on the simple paper column in turn.
● New teaching grants:
(1) Tell me about the modeling method used in the variable column model.
(2) In class, you can choose a basic column (which can be a cylinder, a triangular column, a quadrangular column, etc.). ).
Then draw some small patterns or regular lines on the cylinder with a pencil, then cut and carve it with scissors and a meat cleaver, and try to turn it over and curl some parts with the methods you have learned before (cutting, folding, carving, rolling, etc.). ) make them produce some unexpected changes.
(3) Then, through students' discussion, some new production methods are invented. Find a partner to make a pillar of change together.
(4) Are there any new tricks? Brainstorm ideas and gradually turn the original simple paper column into an unexpected "luxury decoration" paper column.
● Students' homework:
(1) We made changes on the simple paper column prepared before class and made wonderful paper columns.
(2) We make changes on the simple paper column prepared before class to make wonderful paper columns.
● Job introduction:
Hold exhibitions and award prizes for excellence.
Third, learning suggestions:
● Whether you participated in the exchanges and cooperation with your classmates and developed the ability to cooperate with others.
● Whether you can expand your thinking and express your opinions boldly in your study.
● Can you come up with new tricks? Is the reformed paper column strange and beautiful?
On the teaching objectives of art lesson plan 2 in primary schools;
1. Understand how different colors give us different feelings.
2. By distinguishing the five flavors of sweet, sour, bitter, spicy and salty, learn to express five different flavors with various colors and graphics.
3. Cultivate students' keen sense of color and master the application of various colors in life.
Teaching focus:
Guide the students to express five different flavors with various colors and figures.
Teaching difficulties:
Cultivate students' keen sense of the color of things in life.
Teaching process:
First, be close to life and taste the taste.
1. Would you please tell me about the famous dishes cooked by your parents and give reasons worth remembering?
2. Teacher: It is said that there are Four Treasures of the Study in the study: pen, ink, paper and inkstone. If you want to set a table of delicious food, you must have the treasure of the kitchen: the seasoning bottle. The sauce of the teacher's family is the same in color and style, and it is often possible to tell whether salt, sugar, monosodium glutamate or other seasonings are added.
3. The teacher took out several crucibles and asked several students to taste on the stage (close their eyes), so that the students present could guess the taste through the different expressions revealed during tasting. Such as sweet, sour, salty, bitter and spicy.
Second, make suggestions and design the logo of the five-flavor bottle.
1. The teacher drew the shapes of bottles with different tastes on the blackboard, and asked the students present to make suggestions and design signs to help the teacher identify the tastes. (Title on the blackboard: Five Flavors Bottle)
2. Teacher's summary:
(1) Design character expression;
(2) draw the food that meets this taste;
(3) color.
3. Invite students to take the stage and paste the characters' expressions drawn by the teacher in advance on the corresponding five-flavor bottles. Teachers will give names to the characters: Spice Girl, Sweetheart Princess, Bitter Prince, Sour and Sour Prince and Salty Princess.
4. Divide the students into five groups, and each group sends a representative to the stage to draw lots. The signatures are as follows: Spice Girl, Sweetheart Princess, Bitter Prince, Sour Prince and Salty Princess. Ask the group members to draw the food that the corresponding people like to eat on their own paper.
Such as: spice girls-pepper, mustard.
Sweetheart princess-candy and watermelon
The Prince of Sour and Vinegar-Lemon and Myrica rubra
Third, experience the color and express the five-flavor bottle with graphics.
1. The teacher painted "Sichuan Edition" boiled live fish with gouache pigment, so that students can experience the spicy feeling in color.
2. Students talk about how other colors make you feel.
(The teacher briefly introduces the contrast between cold and warm colors.)
3. Help students combine graphics, such as food shapes, characters' expressions, etc. Show different flavors more vividly.
Fourth, students practice and decorate five-flavor bottles.
1. The teacher posted the shapes of several five-flavored bottles on the blackboard, and asked each group to design a set of sweet, sour, spicy and salty five-flavored bottles for decoration.
2. Team members share collective wisdom and strive to design the most perfect logo to express the five-flavor bottle. Teachers tour to guide students, discover the bright spots in the design process in time and guide them in time.
Verb (abbreviation of verb) works exhibition and evaluation
1. Students paste group works, evaluate themselves, evaluate each other and express their feelings.
2. Teachers show patchwork works, let students talk about the taste beauty expressed by manual forms, and guide students to cut and spell at home.