Three teaching plans for high school art painting

# Lesson Plan # Introduction The lesson plan should be carefully designed according to the syllabus and teaching materials and the actual situation of students. I have compiled three high school art painting teaching plans, hoping to help you!

Light and color emotions

Knowledge goal: learn to choose and use color language purposefully, express your thoughts and feelings boldly, and taste the rich emotional connotation of color language in painting. Ability goal: to be able to appreciate and comment on the color expression in works by combining the color experience in life and using the relevant knowledge of painting, and to develop the study habit of keen observation, careful comparison and layer-by-layer analysis in the process of perceiving, understanding and feeling the works.

Emotional goal: to stimulate synaesthesia experience through rich color feeling activities, to understand that the psychological attribute of color has the characteristics of * * * identity and individuality, to further deepen the understanding of color expression in the practical experience of color application, and to build a vivid color view.

Teaching emphases and difficulties:

Key points: stimulate synaesthesia experience through rich color feeling activities, and understand that color psychological attributes have the characteristics of * * * identity and individuality;

Difficulties: choose and use color language, boldly express your thoughts and feelings, and be able to appreciate and comment on the color expression in the works by combining the color experience in life and using the relevant knowledge of painting.

Teaching process:

First, import

Question introduction: Before class, the teacher was stumped by a question. I want to ask my classmates to give me an idea. What color tie do you think the teacher should wear on this occasion today?

In fact, the topic we just talked about is related to what we learned today. Let's explore color and people's psychological activities together.

Exhibition theme: Lesson 3 "Light, Color and Emotion" P3 1

2. Topic 1: Visible cold, hot, sour and sweet.

Question: Can cold, hot, sweet and sour be seen? We know that cold and hot is the sense of touch, and sweet and sour is the sense of taste.

Guide: Can you tell the difference between orange juice and coffee? The courseware has pictures.

Let the students talk about the synaesthesia of colors.

1. Comparative works: blue water lily France-Monet;

Sadak's search for submerged waters, john martin, England.

Guide the students to tell the feelings of the two works, and draw the following conclusions: generally speaking, colors such as red, yellow and orange often remind people of warm sun and fire, which makes people feel warm, so they are called warm colors; Cyan and blue are reminiscent of the sky, glaciers, rivers, sea water and so on. And it feels cold, so it's called cool color.

Artists often use this sense of coldness and warmth in their artistic creation to create the atmosphere needed by the picture and highlight the theme of their works. Students discuss how to use the sense of cold and warm to create works, such as the color organization of the picture of "Desert Pedestrian". )

2. Comparative works: Wu Guanzhong, his hometown.

"East Zhejiang Shicheng" Chen Weinan

The tour guide asked, "These two works are also paintings of houses and walls. Do you think the weight is the same? "

Get: color has a sense of weight. In the case of objects of the same type and material, the color with higher lightness gives people a lighter feeling; On the contrary, colors with lower lightness give people a heavier feeling.

3, picture export what is hue:

Courseware display: "Angels are silent" Yang;

Ask the students to say the main color of each picture and then infer what color it is. The color of each painting has its main characteristics and basic tendency, which is called hue, and is often called "main tone" or "tone".

The tone of painting can be divided into high-key and low-key in lightness. I appreciate Cold Room and the Sixth Scene of E-Place.

Low-key pictures often make people feel heavy, deep and depressed.

High-brightness and high-profile pictures often give people a soft, bright and rational feeling.

Compare the four works in Silent Angel, and ask the students to talk about the different feelings brought by different screen colors.

Tone is one of the important factors for artists to convey the theme emotion of their works.

Third, the second question: the joys and sorrows of the brush.

1, enjoy urban black tea (modern) Zhou Gang.

Do you feel youth, blood, life, excitement, excitement and vitality from the picture? Analyze what makes you feel this way.

Do you have any different feelings after changing the work "Urban Black Tea" to a blue-gray tone?

In terms of psychological reaction, colors such as blue and green are called cool colors. On the contrary, red, yellow and other colors make people excited or excited, which is an exciting color.

2. Association of colors

In fact, color gives us rich associations, and the same color can make us have different associations and feelings.

Let's do a test about color association:

Color association, feeling, emotional experience

Yellow autumn leaves wither and rot.

red

white

Answer for students: Why do some students think the same color is completely different?

People who guide students to understand different life experiences will have different feelings about color. The feeling of color will vary from person to person because of gender, age, race and customs. (Students discuss)

In addition, different shapes, textures, compositions and spaces will also restrict the expression of colors. (showing pictures)

3. Comparative appreciation: "Clouds come and go" Hu Bing;

Clouds and Clouds Liu Xin

Color, like a person's personality, has the difference between light and dark, and can be used to express people's feelings.

Colors with high lightness, strong contrast, pure chroma and warm color give people a bright feeling, while colors with low lightness, weak lightness contrast, low purity and cold color often give people a gloomy feeling.

Step 4 think and communicate

After Picasso's Portrait of a Girl changed its color, can we talk about the different emotions expressed by the colors of each work in combination with the characters?

Fourth, expand

1. Draw a set of small pictures with the help of colors and shapes (including textures and strokes, etc.). ) to express your recent mood.

2. Look for red in life, such as: red happy characters, red lanterns, safflower, blood, warning signs, flames, etc. , extract the necessary elements, and draw an emotional work in red.

Attachment: Color Association Test Table

Color → Association → Feeling → Emotional Experience

Yellow autumn leaves wither and rot.

red

white

Sketch common sense

Teaching purpose: to let students know the basic painting steps, composition knowledge and the basic meaning of art terms.

Key points, difficulties and measures: focus on understanding the meaning of composition knowledge and art terms.

Teaching AIDS: geometric plaster, wall chart

Teaching process:

First, lead-in: give a vivid picture of life.

Second, the significance of sketch;

1. A painting that uses the combination of monochromatic points, lines and faces to represent the shape of objects, the gradual change of colors and light, and other modeling factors.

2. Sketch can be divided into still life, animal, landscape, portrait and human sketch.

3. Tools can be divided into pencils, charcoal pens, pens, brushes, ink and chalk.

4. Painting time can be divided into long sketch, sketch and dictation.

5. From the perspective of painting tradition, it can be divided into: China's traditional sketch (line drawing) and western realistic sketch. Third, the expression language of sketch

1, line, color. For beginners, first of all, we should learn to use lines to express the image, that is, learn to use lines to accurately outline and grasp the relationship between proportion and perspective.

2. Beginners should pay attention to the light and shade of the body and the depth of timbre.

Fourthly, the level of sketch ability depends on three aspects;

1, sensory ability

2, knowledge (perspective, anatomy, color)

3, skills: diligence, practice.

5. Observation ability: Before you start painting, you should spend enough time to observe, study and analyze the characteristics of the image. We should insist on reading more and analyzing more, and constantly deepen the degree of knowledge and understanding, such as observing performance.

1. Distinguish the dark two systems first.

2. Distinguish the changes of different tones in the two systems by comparison.

3. When comparing different colors, we should always pay attention to the relationship between the change of body structure and the surrounding environment and modeling. In the treatment of hue, some places should be delicate and soft, and some places should be concise and summarized.

Six, sketch requirements:

1, the object diagram is appropriate.

2, the shape is accurate.

3. Strong sense of space. The relationship between black and white is close to reality and far from emptiness, near to big and far from small.

Seven, sketch exam guidance: composition setting. Clear structure. Clear hierarchy, in-depth description, strong sense of integrity, and focus on image (local).

Eight, still life sketch:

1, composition, up and down, left and right balance.

2. Tangent point setting.

3. Shape analysis.

4. Play a big tune.

5. Depth description (sketch principle of whole-part-whole).

6. Overall investigation. First, the proportion of the body is handled. B, body sound performance. C, the physical background has a sense of space

D, object texture.

Nine, the teacher summarizes the whole, so that students have a systematic knowledge structure.

10. Homework after class: Ask students to copy a plaster sketch with what they have learned.

Still life composition

First of all, talk about textbooks.

1, teaching material analysis:

"Still Life Composition" is an extension of the second lesson "Visual Impression of Form" in the series of "Painting" published by Hunan Fine Arts Publishing House and Modern College of Fine Arts Education. This lesson includes the shape and characteristics of objective images on the plane, and how to arrange the impression of objective images. I choose how to organize the impression of objective images to start this section-how to form a still life as the content of this class. This class first asks students to describe their favorite photos or pictures, and then through activities, let students express their opinions and combine the theoretical knowledge mentioned by the teacher to make modifications and creations. The form of students' hand-drawing on stage and communication between teachers and students not only strengthens the interactive ability in the classroom, but also mobilizes students' enthusiasm for exploration and learning, and can also recreate their art.

2. Teaching objectives:

The purpose of fine art painting teaching is to make students learn to use painting theory through imparting the basic knowledge of fine art painting, and then cultivate their painting creation ability. According to the psychological and intellectual development level of senior high school students and the actual situation of art teaching at present, I have determined the teaching objectives of this lesson as follows:

(1) Knowledge objective:

Master the basic knowledge of still life composition

(2) Ability objectives:

A. Improve students' ability to observe still life choices

B. cultivate students' ability to draw still life sketches.

(3) development goals:

A. Cultivate students' creative thinking

B. Cultivate students' autonomous learning ability

C. Cultivate students' ability to explore new ideas

(4) Emotional goals:

Cultivate students' serious study attitude and interest in exploring new knowledge.

B. Cultivate students to feel life and create life with aesthetic heart.

3, teaching emphasis and difficulty:

Teaching focus:

(1) Basic Forms of Still Life Composition

(2) Basic principles of still life composition

Teaching difficulties: the basic form of still life composition and how to take pictures.

4. Teacher preparation:

Pictures and knowledge of still life works

5. Students prepare:

Simple still life: notebooks, books, pens, erasers, pencil boxes and other school supplies.

Second, the teaching method:

The teaching process of this course mainly emphasizes the interaction between teachers and students. In the whole teaching process, teachers only serve as helpers and promoters of students' active knowledge construction, rather than imparting and inculcating knowledge. Therefore, the basic design idea of this course is to cultivate students' ability to explore knowledge independently in the teaching process, so that students can maintain a high degree of desire to explore and try, experience more sense of accomplishment through contact with real life, and further stimulate their strong desire to create and paint. The basic teaching procedure of this lesson is as follows:

Experience life-sum up experience-discuss and explore-expand knowledge-re-create life.

interaction

Teachers guide experience-tell questions-inspire-summarize.

give rise to

In the teaching of this course, two activities are designed to enable students to construct their own knowledge system independently through activities. First of all, I recall the beautiful pictures in my life, how I photographed these scenes and what kind of thoughts I have. I can also invite students to go on stage, draw some good ideas or works that I have had, and explain my ideas. After that, the teacher and the students comment together, talk about the advantages and problems, and let the students put forward suggestions for revision. After that, the teacher will explain the composition elements in combination with the basic knowledge points of composition, and then talk about the still life that can be seen everywhere and explain the basic forms of still life composition. Then ask students to combine the theory of still life composition, decorate a group of still lives with things on the desk in front of them, and make a choice. After that, students are asked to go on stage to draw again, and explain their own ideas and how to combine them with the theoretical knowledge of still life composition. We will give some suggestions, improve and finally summarize. In teaching, teachers should strengthen their role consciousness and always appear as students' friends, so that students can always feel equal with teachers and communicate with each other. When designing activities, we should pay attention to the interest of activities in order to enliven the classroom atmosphere.

Third, the process of saying:

1. Question: When you went out to take photos before, how would you take photos, how did you conceive it, and did you have a key point? Or what is your favorite picture? What do you like about it?

Student answers

2. Activity (1) Let students describe their fond memories again and ask them to describe and explain their views on the stage.

3. Everyone comments and puts forward opinions together, and the teacher will also put forward opinions, and then think about how to sort out some still lives that you don't pay attention to, how to find beauty and create beauty.

4. Teachers combine their own still life works to explain the basic elements and principles of still life composition and analyze how the works are carried out. In addition, they also pay attention to some common composition mistakes and analyze them.

5. Students modify the previous works according to the knowledge points and communicate with each other. After that, they create another work-activity (2). They use their school supplies as props, decorate, take pictures and describe them, and invite students to show them on stage. You can express your opinions and improve your works.

6. Summarize the content and encourage students to take photos outdoors after class and draw them.

Fourth, say the matters needing attention

1. In the activity (1), students are required to illustrate and explain. Just invite two students to the stage, so as not to limit their thinking and talk about their own ideas.

2. In activity (2), it should be emphasized that students should re-understand the composition of still life with theoretical knowledge and create a picture according to their own feelings.

3. When students draw below, the teacher should step down to observe, choose students who are good at drawing or have great ideas to describe and explain, and ask students why they draw like this.

4. The content of this class is closely related to life, and the active teaching methods make the classroom atmosphere very active. Teachers should pay attention to the standardization of classroom discipline and grasp the activity of the classroom.

Verb (abbreviation of verb) abstract

This course takes activity-driven as the main line and students' independent inquiry learning as the center, which fully mobilizes students' learning enthusiasm. Students are diligent and innovative, and the classroom atmosphere is active. From the teaching effect, the knowledge goal is completely achieved, and the ability, development and emotional goals are basically achieved.