Teaching plan of "between pitching" in primary school art

Teaching plan of "between courses" in the first class

Willing to give up

Teaching material analysis:

It's about the understanding and experience of looking up. Appreciation is the key point, so we should grasp the theme, form and artistic characteristics for a deeper understanding and analysis, deepen our understanding and avoid the experience activities staying on the surface of things.

Teaching objectives:

1, cultivate the vision of discovery, let students experience the different effects produced by the change of visual position, and master the characteristics of overlooking.

2. Enhance the ability of expression, so that students can enrich their means of expression in the process of changing their plans.

3. Stimulate patriotic enthusiasm and let students see beautiful mountains and rivers from a new angle. Express warm feelings.

Teaching focus:

Enhance the ability of expression, so that students can enrich their means of expression in the process of changing their plans. Understand that observing the same object from different angles will produce different effects.

Teaching difficulties: flexible and free performance overlooking the scenery.

Teaching aid preparation:

Courseware, overlooking photos

Preparation of learning tools: picture books, pencils, crayons, photos, etc.

Teaching type: appreciation of comments, modeling performance.

Teaching process:

First of all, an exciting introduction.

1. Students, today is Arbor Day, which means spring has arrived. March is a good season to climb mountains and enjoy flowers. Have students ever climbed Mount Tai? Who can tell me what the scenery of Mount Tai is like? Students are free to express their views.

The teacher also climbed Mount Tai. This is a landscape photo taken by the teacher in Atai a few years ago. The courseware shows pictures of Mount Tai.

Everyone appreciates and thinks: Are these landscape pictures different from the visual point of view? The teacher summed up: look up, look up, bow down. The courseware shows their respective definitions.

Today, we will focus on looking down. Let's look down on the mountains and rivers from this unique perspective. Show me the topic.

Second, appreciate the feelings.

(1) Enjoy the bird's-eye view pictures, and initially feel the brand-new experience brought by the bird's-eye view.

1. Before class, the teacher collected a lot of landscape pictures taken from a bird's-eye view: Jiangnan is relatively flat, the mountains are not big enough and not coherent enough, and it belongs to hilly areas; The mountains in Saibei are magnificent and continuous, giving people a magnificent feeling.

Courseware: compare the differences between natural landforms and human landforms in northwest China and talk about your own ideas. China's mountains and rivers are vast and magnificent, with great differences between north and south. Compare the differences between the mountains and rivers in Jiangnan and Saibei, and talk about my own ideas: the natural landforms give people the feeling of being natural and desolate, with exaggerated lines and completely arbitrary; Humanistic landscape-agricultural network gives people a fresh and clean feeling, and makes people feel the struggle between human beings and nature and the greatness of human transformation of nature. But human beings should also be alert to the harm caused by excessive reconstruction!

2. While enjoying it, the students thought: What are the characteristics of the scenery and pictures from a bird's-eye view? The students answered.

3. Teacher's summary:

A. The whole scene is reduced, and a single object has the phenomenon of "big head and small feet".

B. The whole picture is dominated by ground scenery, and the sky occupies little or no position in the picture.

(2) Contrast and analyze the difference between head-up and head-down.

1. So what's the difference between the overlooking angle and the viewing angle? Please look at these two pictures. They are the same lotus. But does it give you the same feeling?

2. Which side of the object do they show? (The head-up angle mainly shows the side, and the head-down angle mainly shows the top of the object. )

3. What's the difference from the picture?

(The head-up angle will show the occlusion relationship before and after, while the head-down angle has a wider field of view, showing the overall layout of the scene. )

(3) Demonstration and guidance

1. Today, we enjoyed the beautiful scenery of the great rivers and mountains of the motherland from a overlooking perspective, so how can we turn these beautiful scenery into drawing paper? First of all, look at how the teacher does it. Teachers demonstrate creation. Explain while creating.

2. Who can summarize the steps the teacher just drew? The teacher writes on the blackboard.

A. composition

B. the location of the set.

C. description of details.

3. Appreciate the line-drawing landscape works.

Third, free creation.

1. Before class, the teacher asked everyone to collect landscape pictures from a bird's-eye view. Please draw a landscape map from a bird's eye view according to your own picture or the teacher's picture. Show job requirements:

A. Draw a view from the top according to the picture.

B. Pay attention to the appropriate density of lines and the level of the picture.

2. Students are free to create, and teachers patrol and coach.

Four. Evaluation summary

1. Show students' works and comment on them.

2. Teacher's summary:

Today, we re-understand the world from a bird's-eye view, which brings us an unprecedented unique experience. The same is true in our life and study. Sometimes we have to think from different angles.

The second lesson "Interval" teaching plan

Willing to give up

Teaching objectives:

1, cultivate the vision of discovery, let students experience the different effects produced by the change of visual position, and master the characteristics of overlooking.

2, enhance the ability of expression, so that students can enrich themselves in the process of changing plans.

Expression.

3. Stimulate patriotic enthusiasm and let students see beautiful mountains and rivers from a new angle. Express warm feelings.

Teaching focus:

Enhance the ability of expression, so that students can enrich their means of expression in the process of changing their plans. Understand that observing the same object from different angles will produce different effects.

Teaching difficulties:

Flexible and free to express overlooking the scenery.

Teaching type: appreciation of comments, modeling performance.

Prepare teaching AIDS and learning tools: courseware, overlooking photos.

Preparation of learning tools: picture books, pencils, crayons, photos, etc.

Teaching process:

First, appreciate the feelings

1. Before class, arrange students to collect a wide range of photography, animation and painting works from a bird's eye view.

2. Teachers and students look at the courseware and appreciate the photos collected by the teacher: Teachers and students look at a group of pictures and ask: Are these pictures taken from the perspective of overlooking? In order to distinguish the perspective of teacher-student dialogue, we need to look up and down.

Second, communication attempts

1. Information exchange

(1) Students are free to ask questions according to the collected data (talk about why the works in their hands should be solved collectively from the perspective of overlooking.

(2) Exchange information in groups and ask and answer questions freely.

Tell me what picture you want to show from the top view. With the students talking, the teacher calls out appropriate pictures from the picture library of the courseware to stimulate the desire for artistic expression. )

3. Try painting in a limited time. Comparative analysis combines teaching materials, courseware and students' homework to compare, appreciate, analyze and comment on how to perform.

Third, the picture of overlooking angle.

1. Feel embarrassed

(1) Appreciate the homework that some students try to draw and ask other students to find something awkward for them. An object has the phenomenon of "big head and small feet".

(2) The characteristic picture composition that guides students to observe and analyze the visual effect of the scene from the top view: the ground scene is the main scene, and the sky occupies little or no picture position. Scenery features: the overall scenery is narrow and single.

(3) Find out the embarrassing places and ask the students to propose a modification plan.

2. Appreciate Riverside and show two line drawings according to this picture. Q: Which one do you like? Tell me your reasons.

(1) The lines in a picture are well organized, showing levels and priorities. In the other picture, the lines are densely organized, disorganized and without layers.

(2) Enlighten students to know how to choose between objects and use line density reasonably. The more lines, the better.

Fourth, creative evaluation.

1. Learn the techniques of expressing pictures to enhance their visual effect and aesthetic feeling, and you don't have to continue your work.

2. Observe and exchange homework, and conduct self-evaluation and mutual evaluation.

V. Expanding use

Introduce different life scenes to students and find some very interesting visual effects. By observing the changing angles and positions in activities, students can get some unexpected feelings and stimulate their artistic expression. What interesting scenes have you seen from a bird's eye view?

1. Photography appreciation. Q: What interesting scenes have you seen from a bird's eye view in your life?

2. Jimmy's cartoon appreciation. Q: Why did the author draw from the perspective of overlooking? What if we use the head-up angle?

3. Appreciation of film and television works (film clips such as The Day After Tomorrow, Apollo XIII and Star Wars). How do you feel about making and shooting these film and television works from a overlooking angle? Did you find anything new?