Drawing physical art teaching plans from different angles

As a silent and dedicated educator, it is often necessary to write lesson plans, which are the joint point of the transformation from lesson preparation to classroom teaching. How to write a lesson plan? The following are the teaching plans I collected to draw objects from different angles, hoping to help you.

Multi-angle painting object art teaching plan 1 teaching goal;

1. Understand the meaning of observation and expression from different angles.

2. Observe the world from different perspectives and try to create.

Teaching focus:

Understand the meaning of observing and expressing from different angles.

Teaching difficulties:

Observe and feel the scenery from different angles.

Teaching methods:

Teaching, appreciating, discussing and practicing.

Teaching AIDS: Enjoy pictures and multimedia courseware.

Class arrangement:

2 class hours

Teaching material analysis:

Scientifically speaking, perspective refers to the angle formed by the intersection of two rays from two ends of an object in the eyeball. When the word "perspective" is used in artistic creation, it refers to the different angles people take when observing, thinking and expressing the theme in artistic creation. For this class, because the students are still young, it is impossible to have a thorough and comprehensive understanding of the artistic perspective through this class. Therefore, this lesson is mainly to guide students to observe the usual scene from different angles, either oblique or leaning, or sideways or biased, and try to observe and express it from different angles, and feel different feelings from such paintings. So as to lay a good foundation for better understanding and appreciation of the artistic works of painters of different schools in the future.

Teaching process:

First of all, exciting introduction:

Appreciate a few works with visual impact, and enjoy and analyze with the students from which angle the author expresses the picture. For example, look at a picture of a giraffe: Why is this giraffe's head so big? (Student answers: It is from top to bottom. )

Teacher: I see. Looking at the world from different angles, there will be different scenery. (Opening the topic: "Looking at performance from different angles")

Second, explore new knowledge:

1. In-depth appreciation and analysis, teachers put forward thinking questions:

Can you see what the author wants to express from the work? How do you know that? If the picture is real, do you know that the painter observed it from that angle? Why did the author choose this angle to observe the performance?

Students appreciate and analyze according to the teacher's tips, discuss and report in groups.

2. The teacher summed up according to the students' feedback: every artist is well thought out before re-creating. They try to observe from different angles, and finally choose the angle that can best express their creative intentions and express what they want to express most.

Third, appreciate the comments:

1. The teacher prepares a group of pictures of the unified scenery taken from different angles for students to observe and experience the freshness brought by different observation angles.

2. The students took out various aerial photographs collected before class and talked about their feelings.

3. Appreciate the picture set in the courseware made by the teacher and talk about your feelings.

Fourth, creative performance:

1. Try to observe what you are familiar with from different angles, show it and see how it is different from what we usually see. (Can be appropriately exaggerated)

2. Requirements: Carefully observe and analyze, and pay attention to your own visual feelings. Describe it with your favorite expression.

3. The teacher gives guidance and hints: think about what to show, and then determine the key points of performance.

Verb (abbreviation of verb) results introduction:

It is important to carry out evaluation activities and strengthen the performance from different perspectives while commenting. Students guess what the author wants to express most through the author's pictures.

Drawing Art Teaching Plans from Different Angles Part II Learning Fields:

Appreciate and comment

Teaching time:

1 class hour

Teaching objectives:

1. Cognition: Know and appreciate the beautiful scenery of small bridges, flowing water and forests in nature, and learn to appreciate the master's landscape paintings.

2. Intelligence: Compare the three different aesthetic feelings.

3. Operation: I can express my aesthetic feelings in appropriate words and can show them in the form of painting.

4. Emotion: Love nature and cultivate a good consciousness of caring for the environment.

Teaching focus:

The feeling brought by the beautiful scenery of bridges, flowing water and forests.

Teaching difficulties:

Painting expresses the feeling of natural beauty.

Job requirements:

Express your feelings in words and draw a landscape painting.

Teaching tools:

Appreciate pictures, textbooks, painting tools, etc.

Teaching process:

First, the introduction of new courses:

Teacher's blackboard topic: bridge, running water, forest

Second, teach new lessons:

1. Guide students to enjoy the beautiful scenery of the small bridge and flowing forest.

Talk about: What are the characteristics of these types of beautiful scenery?

2. The teacher plays music and enjoys three works.

Qi Baishi, Chinese Painting ―― Frog sound ten miles away from the mountain spring

There is no frog in the picture, so why not change the name of the work to something else?

If you change this work, how?

Oil Painting Levitan (Russian)-Abyss

Oil painting Shi Shijin (Russia) ―― Morning in the pine forest

Use appropriate words to express your feelings, such as lyrical, cheerful, relaxed, soothing, peaceful, quiet, flowing and sweet. ...

3. Teachers demonstrate the emotional expression characteristics of lines:

Third, homework:

Everyone draws a landscape painting in a beautiful musical background.

Fourth, students practice and teachers patrol and coach.

Fifth, show yourself.

Drawing objects from different angles 3 Learning areas:

Appreciate and comment

Teaching time:

1 class hour

Teaching objectives:

1. Cognition: Understand and appreciate the majestic beauty of mountains and rivers in nature, and learn to appreciate the works of evaluation masters.

2. Operation: I can express my aesthetic feelings in appropriate words and can show them in the form of painting.

3. Emotion: Love nature and cultivate a good consciousness of caring for the environment.

Teaching focus:

Feel the majestic beauty of mountains, seas and rivers.

Understand and appreciate the master's works.

Teaching difficulties:

Understand and master the magnificent beauty embodied in the painter's works.

Job requirements:

Copying or painting a magnificent landscape painting can draw your associations and feelings.

Teaching tools:

Pictures, painting tools, etc.

Teaching process:

First, the introduction of new courses:

Teacher's blackboard title: "Mountains and rivers"

Second, teach new lessons:

1. Guide students to enjoy the beautiful scenery of mountains and rivers and feel the majestic momentum of nature. Talk about: What are the characteristics of these types of beautiful scenery, and what are the differences from the last class?

2. The teacher plays enthusiastic music and appreciates the four works in the textbook.

Chinese painting Guan Shanyue-Autumn Mountain Beyond the Moon

Oil painting "Torrent of the Yellow River" Du Jian

Wu Guanzhong, Chinese Painting-Xiangxue

D Ukiyo-e in Kanagawa-Surfing

Use appropriate words to express your feelings, such as rough, powerful, majestic, magnificent, exciting, exciting, intense, intense and shocking. ...

3. The teacher demonstrated her impression of the sea:

Gouache paint, gouache expresses the surging sea with rhythm and brush strokes.

Third, homework:

Copying or painting a magnificent landscape painting can draw your associations and feelings.

Fourth, students practice and teachers patrol and coach.

Verb (abbreviation for verb) shows and evaluates.

Unit 2 Good friends are studying

Drawing objects from different angles 4 Learning areas:

Modeling and performance

Teaching time:

2 class hours

Teaching objectives:

1. Sketch after careful observation from different angles, and ask students to draw the general shape and characteristics of the object with lines. There is a basic perspective.

2. Expose students to the principle of "whole-part" painting, and form a good habit of careful observation and serious performance.

Teaching focus:

Modeling proportion of stationery.

Image characteristics of objects from different angles.

Teaching difficulties:

Master the general shape and characteristics of objects with different angles expressed by lines.

Job requirements:

Choose a stationery you like and draw its image from different angles.

Teaching tools:

Stationery samples for small stationery, model paintings and sketches.

Teaching process:

First, the introduction of new courses:

Teacher's blackboard writing project: drawing objects from different angles

Second, teach new lessons:

1, guide students to carefully observe the stationery shown on page 8-9, analyze its structure, appearance characteristics, colors and decorative patterns with geometric figures, compare sketch works and analyze sketch skills;

Grasp the shape characteristics of objects, boldly draw with lines, and express the three-dimensional sense with bright colors.

2. The teacher takes out one or two stationery that the whole class can read clearly, so that students can observe it carefully according to the principle of "whole-part" and ask questions about the basic shape and combination structure of the drawn objects.

3. The teacher demonstrates the painting steps:

Draw the shape with lines first-describe the details.

4, about careful observation and performance of some parts with important characteristics.

Third, homework:

Everyone chooses one or two beautiful stationery, arranges them on their desks, and sketches them from different angles after careful observation.

Fourth, students practice and teachers patrol and coach.

Prompt at any time: observe carefully, show carefully, and point out the improper drawing.

Fifth, summarize students' mastery of observation and performance, whole and part, general description and detail description.

Drawing objects from different angles 5 Learning areas:

Modeling and performance

Teaching time:

2 class hours

Teaching objectives:

1, Experience and Discovery: Discover the fun of sketching and designing schoolbags, and discover the good partners who study on schoolbags.

2. Practice and creation: sketching, designing an ideal schoolbag, and learning the method of sketching.

3. Appreciate and comment: Appreciate and compare different types of works.

Teaching focus:

Master the shape, structure and appearance characteristics of schoolbags.

Teaching difficulties:

Show the three-dimensional sense of the schoolbag.

Design creative schoolbags.

Teaching tools:

Drawing paper, pencil, crayons, colored paper, scissors, glue, etc.

Physical object of schoolbag, qualitative sketch model painting of schoolbag line drawing

Job requirements:

1. Draw a sketch of a schoolbag.

2. Design a beautiful and practical schoolbag according to your hobbies.

Teaching process:

First, appreciate and guide

1. The students compare the paper box with the schoolbag.

① Similarity: They are all similar to rectangles. (three-dimensional)

Difference: The schoolbag has sleeve, button, zipper, pocket, strap and other structures.

(2) Appreciate the sketches in the book.

Second, feelings and cognition.

1. The teacher took out a cubic box and asked the students, "Is the shape of this box the same as that of the schoolbag?" After the students answer, the teacher points out that the shape of the box is called "solid" or "hexahedron" in painting. The schoolbag is made up of many flat squares (hexahedrons). Teachers should guide students to analyze the combination structure of schoolbags, that is, squares of various sizes and widths. What is the whole? What is appearance? What is local? These technical terms should be clearly explained to students. When painting, draw a big shape first, and then draw a small part.

The teacher demonstrated on the blackboard, drew while talking, and explained according to the legend displayed in the textbook:

Demonstrate the steps of sketching.

Draw a rectangle first and make it bigger.

② Observe what is on the schoolbag? What else is there? Cover, pocket, watchband ...

③ When drawing lines, the strokes are slow and steady, and the lines are decisive.

2. Design a schoolbag: (both painting design and manual design are acceptable)

Novel and unique

Demonstrate the steps of making paper schoolbags

① Cut off the top of the paper box.

(2) Cut out the cover of the schoolbag (connecting buttons, pockets, straps and other shapes to beautify.

(3) When making paper schoolbags, the cutting parts such as the cover, pockets and straps of schoolbags should be measured first.

4 paste.

3. Discuss and exchange ideas in groups.

4. Students can freely choose to sketch or make schoolbags.

Students can imagine freely.

Third, homework presentation and evaluation

1, Exhibition:

The works are divided into two groups: three-dimensional and plane.

2. Students distinguish the different characteristics of three-dimensional and plane works.

Drawing objects from different angles Art teaching plan 6 Learning field:

Modeling and performance

Teaching time:

2 class hours

Teaching objectives:

1, cognition: three-dimensional composition knowledge.

2. Intelligence: broaden aesthetic vision and cultivate innovative spirit.

3, operation: creative cooperation to complete the production of simple pen container.

4. Emotion: Patience and meticulous work attitude, and experience the fun of success.

Teaching focus:

Design, manufacturing method and steps of pen container.

Teaching difficulties:

Thinking method of three-dimensional composition.

Teaching tools:

Teacher: There are two finished pen holders, a paper three-dimensional structure example, several color cards for students, scissors, art paper and glue.

Student: Scissors, paper cutter, glue, ruler, crayons, etc.

Teaching process:

(1) Organize teaching.

(2) Introduce topics to stimulate interest in learning.

1, show me a picture paper.

Question: Who can make this paper stand up?

(Fold, roll and knead ...)

2. Form a sense of three-dimensional composition

Paper plane

Deformed paper shape-3D

Stereo means that when we stand in the wild, we can see the scenery in front, touch the trees on the left, see the river on the right, look up at the sky and turn around to see a field.

Students try to fold the paper with a small low film to make it three-dimensional. The teacher gave an example.

4. Introduce a theme:

This paper was rolled into a tube. What can it do?

Today, we learn to make pen containers and pen containers with cardboard. (blackboard writing)

(3) Mobilize participation and stimulate innovation.

1. What are the shapes of pen and paper containers? (Show several shapes)

2. The first method of paper pen container (pen container is separated from pattern)

Drawing objects from different angles Art Teaching Plan 7 Design Description

The observation of objects learned in this class belongs to the content of the second class, which is based on the observation of objects and geometry from different angles in the first class. The key to the teaching of observing objects is to cultivate students' spatial imagination and reasoning ability, and the formation of spatial concepts must have the process of seeing, thinking and doing. According to this feature, this lesson is designed as follows:

1. Put a pendulum to generate observation resources.

Example 1 gives a geometric combination consisting of four identical cubes. Because it is only one of several splicing forms, the observation resources provided to students are too limited, which is not conducive to the formation of students' spatial concept. Therefore, in the teaching example 1, students are allowed to assemble with four identical cubes, thus generating a variety of observation resources, enabling students to observe the assembled geometric assembly from different positions and enriching the shape representation observed by students from different positions.

2. A variety of senses participate in the formation of appearances.

After students put a pendulum, let them observe the assembled geometric assembly from different positions in groups. First of all, I asked the students to take a closer look from the front, top and left in turn. You can also touch the surface you see with your hands, then talk about the shape of the surface you see, then close your eyes and think about what shape you want to see. Finally, ask the students to draw a shape (which can be a sketch) seen from different positions and communicate with your deskmate. Help students to establish the shape representation seen from different positions through activities such as watching, speaking, thinking and drawing.

Preparation before class

The teacher prepares several multimedia courseware with the same small cube.

Students prepare several identical cubes.

teaching process

⊙ Create situations and create problems.

Teacher: China is developing rapidly, and its own brands are becoming more and more competitive. At Guangzhou Auto Expo, a brand-new China brand car was released, which was well received in appearance, power and space, attracting everyone's attention. Let's have a look. (courseware shows pictures)

Teacher: Students, what do you think of this car? Why do photographers take so many photos of the same car?

Health: it is convenient for everyone to observe comprehensively.

Teacher: It seems that we have to observe objects from many angles. Where do we usually observe objects?

Health: From the front, from above and from the left.

Teacher: If you were given a combined three-dimensional figure, would you observe it? We will further observe the object from these three directions and see what we can gain.

Design intention: Let students learn with the help of existing knowledge and experience in familiar situations, fully mobilize students' learning enthusiasm, and make students enter the learning state unconsciously.

Explore communication and solve problems

1. Teaching examples 1: Put it on, look at it and connect it. (Courseware shows the textbook 13 pages, for example, 1 situation diagram).

Clear requirements:

(1) Please take out four identical cubes and put them on the desk to form the geometric combination of 1.

(2) After arrangement, first observe the front of this geometric combination, then stand in front of it and observe from above, and finally observe to the left. (Note that when viewed from the front and left, the line of sight and geometric combination remain horizontal. )

(3) After observing, touch the face you see with your hands, then close your eyes and think about what the shape you see looks like.

(4) Draw the shapes you see from different positions. (Can be a sketch)

Students are free to observe and report. When students report, they should first show the assembled geometric components, and then look at the component report. Take the geometric combination in example 1 as an example)

Health 1: I stood in front of the geometric combination and observed that a face was a rectangle composed of three small squares.

Health 2: I stand in front of the geometric combination and look from above. What I see is a face like a gun, which consists of four small squares.

Health 3: I stood on the left side of the geometric combination and saw a face, which was a rectangle composed of two small squares.

Health 4: I found that if you look at the same three-dimensional figure from different positions, the shape you see may be different.

2. Summary: Students observe geometric combinations in different positions, and learn that the same three-dimensional figure may be seen in different shapes from different positions.

Solve the problem.

Can you tell where Xiaohua saw the three pictures in the example 1 according to the shape you saw and your reasoning imagination?

Health 1: The first picture is what Xiaohua sees from the left.

Health 2: The second picture shows Xiaohua from the front.

Health 3: The third picture is what Xiaohua sees from above.