Art teaching plan

As a diligent educator, we often have to write an excellent teaching plan, which is the link and bridge between teaching materials and syllabus and classroom teaching. Let's refer to how the lesson plan is written! The following are six art teaching plans that I have compiled for you, which are for reference only and I hope to help you.

Art teaching plan 1 teaching objectives:

1, through the creative practice of this course, cultivate students' ability to learn to find beautiful things from life.

2. Use the learned artistic knowledge and skills to express the life around you.

Teaching emphasis and difficulty: creative content, composition arrangement and picture drawing.

Teaching AIDS: painting tools

Teaching process:

First, organize teaching: check the preparation of students' utensils.

Second, teach new lessons:

1, lead-in: This class is a creative class, and we can use all kinds of artistic knowledge and methods we have learned to express our life around us. There will be no restrictions on the content, which can be school life, family life and social life. We should choose typical and distinctive themes from our lives.

2. Newly awarded:

works appreciation

Farmhouse courtyard is a printed matter. The picture shows a quiet farm yard, with simple houses hidden among green trees and red flowers, a stone mill and a pool of clear water in front of the door, and several white geese swimming around in the water, adding a bit of movement to this quiet environment. The whole painting presents a simple and natural artistic conception, which is very intriguing.

Autumn leaves is a print. In the picture, three children are picking up fallen leaves in the Woods. Some autumn leaves, some gold and some purple, fall with the autumn wind. These leaves are very attractive to children in appearance and color, so they are scrambling to pick them up and collect beautiful fallen leaves. This is a golden autumn. This painting is full of composition and rich in colors. It is a very vivid children's painting.

Racer shows that the students are having a bicycle race, only to see them leaning down one by one, clutching the handlebars and pedaling hard, which makes people feel that these cars are moving at a high speed. The author focuses on describing the athletes' dynamics and expressions, showing a vibrant mental state. This painting is full of colors and strong contrast, which highlights the characters in the painting well.

Feed the Chicken is a folk paper-cut. On the screen, a girl is feeding chickens, and two big-flowered chickens are playing and pecking rice around the girl and a group of chickens. This work skillfully uses some paper-cutting techniques, such as carefully carving flower aprons on girls and beautiful feather patterns of big-flowered chickens. The work is very plump and beautiful. This painting shows a happy rural life and has a strong local flavor. Purple paper-cut with yellow background presents a clear and simple artistic style.

Picking fruit is a traditional Chinese painting, which shows the students' happy extracurricular activities. The heavy fruit covered the branches and bent them. The little girl took them off happily and her face was beaming. This Chinese painting is dripping with ink, thick in color and has a naive interest.

Tianfa District is a crayon drawing. The author is meticulous and tireless in drawing a large area of new buildings with different colors. The building is covered with green grass, with a spacious avenue in the middle and rolling mountains in the distance. Young authors eulogize the ever-changing new face of the motherland after the reform and opening up with passion and express their warmth to the motherland. This painting is calm and heavy, with the flavor of oil painting.

The blue house of the festival is a line drawing work. The little author painted a huge scene with very delicate lines. There are pigeons flying in the sky, colorful flags flying on the roof and a novel house in the middle, which constitutes the theme of this painting. The lush trees and moving figures on the ground add rich plots to the picture. This painting fully demonstrates the author's painting skills.

Still life This is a gouache painting, which does not rely on the edge contour to shape the image, but uses different colors and color contrast to present the image and three-dimensional sense of the object. This painting shows the author's ability to use color.

"Little Friends" is a decorative painting. The little author uses the composition method of folk art, and the picture is full, full and symmetrical. The author depicts the intimate relationship between children and animals with bright colors.

Third, students' homework and teachers' guidance:

Fourth, summary: praise excellent homework.

Art lesson plans Part II Logo design

Teaching material analysis:

Logo design is a comprehensive course, which not only needs to appreciate logos, but also needs to design logos. Because students know little about signs and lack enthusiasm, we should first consider what kind of information to provide students and how to present problems in this class. Try to choose the signs they are familiar with in the selection of content, enhance their familiarity and enter the learning state as soon as possible. The focus of this class should be to develop students' thinking and creativity. So in order to solve this problem, I ask students to refer to a large number of successful symbol cases and analyze their uniqueness, especially clever design. This process allows students to analyze and use their own knowledge to understand the logo to the maximum extent, and then use their own knowledge to design the logo. Show and apply students' better works in class in time. In order to strengthen the affirmation of learning achievements, give them the joy of success and motivation to learn, and cultivate their design consciousness.

Teaching objectives:

1, guide students to collect and appreciate various signs by themselves, and understand the meaning, characteristics and manifestations of signs.

2, understand the basic methods of logo design, and can independently make simple signs.

Teaching emphasis: the form and method of logo design.

Teaching Difficulties: Creativity of Logo Design

Teaching process:

First, import

A teacher shows the "KFC" sign. (Students are familiar with it, which is easy to arouse students' interest)

Question: 1. What is this?

2. What do you think of when you see a figure?

Students think and answer.

Teacher's summary: This figure represents an image and a brand of goods. We usually put it.

It's called a trademark. It's a symbol. Besides, we also see trademarks such as "McDonald's" and Li Ning brand sportswear. 2. Question: Besides the trademarks we often see, what other signs have you seen or collected?

Students think and answer according to the information they collect.

Summary: traffic signs, public welfare signs and corporate signs?

Second, new funding.

First, understand the meaning and expression of signs.

1, Question: What is the symbol of Xiazhen No.2 Middle School? What's the point?

Think about the answer and explain the meaning.

Summary: The signboard in Xiazhen No.2 Middle School has a certain meaning. Does every sign have a certain meaning?

Please carefully observe the signs collected by the teacher (the teacher hung up the signs) and tell me.

(1) What is this sign?

② What's the significance?

(3) What kind of expression do you use?

Discuss in groups and answer questions.

The teacher writes on the blackboard according to the students' discussion results.

name

meaning

technique of expression

China Unicom

comprehensive

Use your original knowledge to explore the meaning of logo and the designer's ingenious conception, thus triggering your own creative inspiration. ) 2. Understand the characteristics of signs

1, let students observe the legend and ask questions:

Why do McDonald's and KFC use the image we know now, instead of drawing the image of chicken legs and hamburgers on it?

Why does Li Ning's clothing brand not draw Li Ning's image, but use the phonetic alphabet letter "L" deformation?

Students think and answer.

② Why did McDonald's add a variant after the "M"? Li Ning brand to "L" deformation? Which image do you think is good?

Students think and answer.

What is the connection between the theme and image of logo?

Students think and answer.

The teacher summed up the blackboard writing according to the students' answers: the characteristics of the sign are concise, beautiful and meaningful.

Third, understand the method of logo design.

How is such a simple, intuitive and ingenious logo designed? Let's make a sign together. Design logo of the sixth campus art festival in our school.

Step 1: conceive and choose materials.

Question: What kind of image did you choose for the 6th Campus Art Festival?

Students think and answer.

Summary: It can be related to the programs of the art festival, and can be considered in terms of numbers and words.

Art Teaching Plan 3 I. teaching material analysis

The sixth grade computer art still continues the computer art course of the whole set of teaching materials, pursuing distinctive features and concise and effective ideas. Compared with the first five grades, the sixth grade computer art pays more attention to characteristics and practicality. This volume of computer art pursues "characteristics"-creating prints with computers. In order to accomplish the goal of this lesson well, understanding printmaking and "knife taste" is the key. The expression of "knife flavor" in the computer can be treated by "reverse color", and the specific expression method has been clearly presented in the textbook. Obviously, the methods presented in the textbook are just tools, and the final test is your own creation.

Second, teaching ideas

Adopt the teaching strategy of "perception-experience-inquiry-practice", that is, guide students to appreciate in teaching.

Perception of computer art works that imitate the effect of printmaking. Experience the works that imitate the print effect after the combination of drawing tools and anti-color processing functions in computer "drawing". Encourage students to explore, show interesting, creative and attractive computer art works by computer "drawing", and express their ideas by language.

Third, teaching suggestions

(A) making works, introducing topics

1. picture import: show a print work, and let experienced students briefly talk about the production process of the print.

2. Can you make artistic works with printmaking effect in a simple way? Today we will use "drawing" in the computer to solve this problem.

3. Show the topic and point out the learning content.

(B) appreciate the experience, a preliminary perception

1. Enjoy the computer art works in the textbook.

What works do you like? What are the similarities and differences between them?

Summary: The colors of imitation paper prints are mainly black, white and gray, while imitation color prints can be expressed in many colors.

2. Experience how to make printed matter with drawing tools and anti-color function in computer "drawing".

(1) The teacher demonstrated how to use the reverse color processing function.

Open the drawing tool, click "Image" in the drawing tool and find "Reverse Color".

(2) Introduce drawing tools.

● Size of rubber

● The size of the brush

● Size of injection point

(3) Students try while learning, and use the reverse color processing function to process the sketch.

(C) explore skills, in-depth perception

1. Appreciate the computer art works prepared by the teacher. According to the attempt of drawing tool and reverse color processing function just now, I think.

What drawing tool should I use? How to complete it?

2. Teachers demonstrate and explain.

3. Appreciate the students' works: See what inspiration these works give you? How are you going to use these tools?

4. Students do their homework, and teachers patrol and coach.

(D) Show evaluation, summary and expansion

1. Show and comment

Self-evaluation: tell your classmates what you are showing and what tools you use to show the picture effect.

Mutual evaluation: appreciate students' works and talk about their own views.

summary

When making imitation paper prints, try to turn the black, white and gray picture into a color picture, which also has a charm.

Expansion and extension

With the progress of science and technology, the interface of "drawing" in computers has changed, and tools have also increased a lot.

You can try to learn more.

Four. Evaluation suggestion

1. Can you use computer drawing tools to express your ideas?

2. Whether creativity and modeling can be different.

Art teaching plan Article 4 Teaching objectives:

1, to guide students to understand the structure and shape of various bridge towers.

2. Inspire students to appreciate and express the bridge tower, and add the scenery around the bridge tower.

3. Guide students to experience the beauty of the bridge tower.

Teaching emphasis: guide students to understand the structure and modeling of various bridge towers and experience the modeling beauty of bridge towers. Teaching difficulty: modeling performance of bridge tower

Teaching preparation:

Student: Oil pastels, watercolor pens, gouache paints, pictures and materials about bridges and towers. Teacher: courseware samples, students' works, pictures, information about bridges and towers.

Teaching process:

First, the guiding stage.

1, said: inspire students to recall the bridge towers they have seen, and observe and understand the structures and shapes of various bridge towers. Teacher: In order to let the students know more about the structure and shape of bridges and towers, the teacher asked the students to collect pictures and materials about this before class. have you finished? It's good. Now please discuss and communicate in groups with questions. Each group will send a representative to report later. Where have you seen bridges and towers? 2. What are their characteristics in structure and shape? )

The group reported their feelings and experienced the beauty of the bridge and tower.

3. The teacher's summary.

Second, the development stage.

1. Appreciate the template painting in the textbook, and feel the use of template painting media and the interesting composition of the picture (using multimedia demonstration).

(1) What materials do these works use to represent bridges and towers?

(2) How do they skillfully use the characteristics of materials?

(3) Which picture combination do you think is good, and why?

2. Communicate your ideas with your classmates.

Teacher: After enjoying these works, do the students still want to draw? Today we will draw a bridge and tower in our hometown. Please look at the requirements for painting.

3. Job requirements: Choose a bridge or tower that you like and use various materials and creative methods to create. Boldly imagine, conceive, freely create and express the bridge tower, and draw the surrounding scenery.

4. Students' creation and teachers' itinerant guidance.

5, homework display, evaluation.

1, in groups of six, for an exhibition match. Please comment on the selected group (the group leader will organize the evaluation, and then evaluate each other). Let's see whose works are the most creative and distinctive, and let them represent this group on the stage. (suggested by the group)

2. The whole class appreciates and evaluates the works of these groups and judges the "most popular works".

Third, after-school expansion

1. Draw and make bridges and towers in various forms. Imagine boldly and create "bridges and towers of the future".

2. Use other materials to create three-dimensional bridges and towers (clay, paper, etc. ).

Art lesson plans 5 I. teaching material analysis:

Fairy tale castle is a standard experimental textbook for compulsory education (People's Education Edition), volume 2, lesson 15, grade one. The content of the text is full of fairy tale interest, which can arouse students' great interest and stimulate their bold imagination. The content of the text is divided into two parts: understanding different shapes will be summarized into different shapes of buildings; On the basis of knowing the shape, draw some parts and boldly draw the castle in your mind. Because of the complexity of the castle, it is difficult for students to complete all the tasks in one class. I will divide the content into two classes, mainly focusing on the first big piece of content, so that students can design castles by placing various shapes. The whole class emphasizes cooperation and innovation in learning, highlights the word "dynamic", explores in the dynamic, innovates in the dynamic and expresses in the dynamic.

Two. Teaching objectives:

Revealing the goal: knowing the shapes of different sizes will be summarized into buildings of different sizes.

Implicit goal: cultivate the ability of observation and imagination, and initially learn the ability of cooperation, evaluation and listening.

3. Design concept:

The design of this lesson is closely related to "fairy tales" and "castles", with the castle design competition as the main line. All the links in the whole class are centered around this main line, which makes the whole class compact and full of children's interests.

At the beginning of this class, video is used to lead students into the fairy tale world from reality and create a fairy tale atmosphere. Then enjoy some pictures of fairy tales and put fairy tales

The focus of the matter has moved to the fairy tale castle, so that students can smoothly enter the well-designed classroom atmosphere, which will not be too abrupt and lay the groundwork for future study. Then immediately create a specific situation: the fairy tale kingdom holds a castle design competition and invites children to design castles for their fairy tale characters. In this way, the students' enthusiasm is mobilized immediately, and "I want to learn" is transformed into "I want to learn". When exploring the basic composition of the castle, let students observe the castle, find out which familiar shapes, focus on cultivating students' observation ability, let first-grade children learn to observe, and lay the foundation for students' future inquiry learning. On the basis of understanding the basic composition of the castle, in order to let students master the overall layout of the castle design, I abandoned the previous form of question-and-answer or lecture between teachers and students, and designed a link to help Tintin and Dongdong select the entries, so that students can understand the overall layout points of the castle design during the selection process. After grasping the overall design, this class adopts the way of teacher-student cooperation in the details or the design of each part. Students say what each part looks like, and teachers do what students say, which strengthens the communication between teachers and students and greatly narrows the distance between teachers and students. On the basis of this study, it is natural for students to design their own castle together. The evaluation part of the whole class adopts the way of students visiting and voting, which fully embodies students' subjectivity and makes students truly become the masters of learning.

Four. Teaching preparation:

1. Group materials: scissors, crayons, pre-cut colored paper of different shapes and colors, and a large pencil drawing paper;

2. Presentation materials: courseware, a piece of pre-cut colored paper with different shapes and colors, and scissors.

Verb (abbreviation of verb) teaching process;

(1). Stimulate interest introduction

1. Do you like fairy tales, children? Today, the teacher brought a fairy tale to everyone.

2. Play the video.

3. Talk: The teacher also brought some pictures of other fairy tales. Please enjoy them again, but watch them carefully.

After seeing so many fairy tale pictures, the children have noticed that there is a building in the fairy tale that means the same thing. What is this?

5. reveal the topic.

(B) the creation of the overall classroom situation

Say: children, the king of the fairy tale kingdom recently discovered a serious thing: the castle in the fairy tale kingdom has become very old and ugly because of its age. The king held a designer competition accurately and recruited some excellent designers to build some new castles for Snow White and others. Would you like to attend? Who do you want to design the castle for?

Health: I want to design a castle for Altman, because Altman is very powerful, killing monsters and protecting people.

Health: I designed a castle for Cinderella, because Cinderella is very poor.

(3) Know all kinds of shapes

1. Transition: So, how can we design a beautiful and personalized castle? Let's study it quickly.

2. The courseware shows pictures of two castles.

3. Talk: Please observe carefully. What familiar shapes have you found?

Health: The roof of the first castle was semicircular. Student: I found that the door of the second castle is rectangular (the teacher clicks on the courseware to show it)?

4. Summarize the dialogue: These basic figures can transform many castles like magicians. (Click on the courseware to display all kinds of basic graphics and sizes)

(D) Grasp the overall design concept

1. Scene setting: Tintin and Dongdong also want to take part in this castle design competition. Each of them drew two pictures, but they didn't know which one to take part in the competition. Ask the children in our class to help us choose. Please decide who to help first, and then discuss which picture is good and which picture is good.

(Show comparative pictures:)

2. Group discussion

3. Feedback: Which picture do you think is good?

Health: I think Tintin chose the first one because they are closely linked.

Before and after.

Health: I think it is better to choose the first picture of winter and winter, because there are big and small.

4. Summative talk: A beautiful castle must be far and near, large and small, high and low, with main body and parts.

(5) Master the local design of the castle.

1. Transition: Seeing that Dongdong and Tintin designed a beautiful castle, the teacher wanted to give it a try.

2. Teacher-student cooperation, students put forward the idea of each part of the castle, and teachers put out various basic shapes to put out the castle.

3. Work communication: Can you make this picture more beautiful?

Health: Planting flowers and trees around the castle will make the castle look better.

Health: Draw some birds in the air and a princess beside the castle. Health: Draw bricks on the castle.

4. Summary: Adding background and patterns to the castle can make our works more vivid. Do you want to do it yourself?

(6) Students can create freely.

1. Clear requirements: Teacher, you can use or not use all kinds of graphics you have prepared according to your needs, or you can just pick up scissors and cut out the shapes you want. Pay attention to team cooperation when designing. Now, instead of the king, I announce that the castle design competition begins now.

2. Students can create freely.

Art teaching plan Article 6 Activity objectives:

1, learn to observe the picture, imagine and express boldly.

2. Understand the story and tell it completely with the words "Little mouse drew XX".

3. Experience the joy of learning to draw by playing color games.

Activity preparation:

PPT, paint, object outline, one for each person, self-made picture book.

Activity flow:

First, the introduction of dialogue to stimulate interest

Do you like painting? What do you usually draw with?

Look, say, guess and draw, and try to express it in complete words.

(1) Observing the blue mouse's paintings, the theory is complete.

1. What's on the table? (Draw, brush) What has the mouse become? What did it draw?

2. Why are all the things painted by the little mouse blue?

3. Teacher's summary.

(2) Observe the red mouse drawing. If the theory is complete, imagine what red can draw.

1. The second mouse looks really envious. Look, what is it doing? He became such a mouse? What can this little mouse draw? (children guess)

It's very kind of you to help the little mouse think so much! Let's see what the mouse drew.

3. Teacher's summary

(3) Painting, say it after painting, and feel the fun of painting directly with pigments.

1, I prepared something for you without color. Please see what you have.

2. The teacher explained the operation requirements, and the children tried to color the cards with cotton swabs.

Please say, what color did you draw?

Let's have a look. What did the mouse draw in the book?

Third, fully appreciate the content of the story.

It's really interesting for mice to draw pictures. Let's talk about pictures together.

Fourth, create a story

Show paint buckets of various colors to guide children's imagination.

Fifth, extend and expand, and end.

Take the children back to the classroom, mix four kinds of paints and see what happens.