What's wrong with children not drawing?

Children's psychological characteristics are short attention time, strong curiosity, especially more interested in new things. So why do children love painting? Come and have a look with me. 1. Why do children love painting? This is the nature of every child. As long as you pay a little attention, you will find that they use mud, furniture and walls as paper and all kinds of things that can draw traces as pens, and draw all kinds of childish and ridiculous works composed of points, lines and circles wherever they can draw. The younger the children, the more they regard painting as a very interesting game. They love free painting and are unwilling to be bound by any restrictions. What they fear most is to impose adult methods on them. They regard their paintings as unimportant and don't care what others think of their paintings. Make the arm move rhythmically through painting, and get the pleasure of active body movement from it. So I insist on painting, and I keep discovering and exploring in the process of painting, and I get great satisfaction and incomparable happiness. 2. How should teachers and parents view children's painting? Children's painting is a kind of venting, expressing an emotion and an extension of language. As teachers and parents, we should respect students' emotions, not only teach children to draw pictures, but also do not restrict them too much, leaving room for their imagination and creation, and respecting each child's personality development. This is the most precious thing. We have to admit that people are different, which requires parents and teachers to remember not to be impatient, to take a bite, and to accumulate knowledge day after day. Don't rush for success. Education is a process. Don't be too busy learning to draw and forget the cultivation of children's comprehensive ability. Whether in class or out of class, we should keep a normal heart for every achievement our children have made. Encourage children's progress in various forms, even a little, so that children can always see hope. There is no quick way to learn painting. If someone says he learns fast, he must be lying. What parents should do is to understand their children's psychological development stage, create conditions for their children to learn painting, and don't always look at their children's painting from the perspective of adults. This will hurt children's enthusiasm. 3. How should students treat their younger children? They just draw at will unconsciously, so there is no burden. When they started primary school, with the growth of age and the continuous improvement of their cognitive level, they gradually began to draw consciously. Sometimes the teacher puts forward some specific requirements, and the children show that they don't believe in themselves. They are always afraid of drawing mistakes, afraid to write, and have no confidence. In fact, you should think you are the best in the world! It doesn't matter whether the painting is good or not, what matters is that you can do your best to finish it, and don't give up halfway. You don't have to be an artist to learn painting, but this way of participating in the painting process is very important. 1, according to the different stages of children's painting development and individual psychological differences, we should implement different methods and teach students in accordance with their aptitude. We should realize that children's ability to form certain painting shapes has its own laws and characteristics, from graffiti to the formation of image symbols, from unconscious to conscious expression, to simple plot conception, and finally form a relatively complete picture, which can create their own unique painting language and draw objects through intuitive feeling. This is a complex intellectual development. We can only conform to these laws and characteristics and guide them correctly. It is not advisable to treat children's paintings in a completely laissez-faire way. How to guide children to paint is a problem that parents and teachers are very concerned about. Good learning methods can not only improve children's observation, memory, imagination and creativity, but also make children more interested in learning and promote the study of other subjects. Bad methods can only bring bad influence to children. Some teachers and parents should not impose the concept of adults on their children, so that children can develop conceptual painting methods. They have no confidence in painting, always show timidity and don't believe in themselves, which makes them feel that painting is not a pleasure, but a burden. So what are the good guiding methods for learning painting? In my opinion, the guiding method of overall optimism should be: combining the psychological characteristics of children's painting at different stages, paying attention to children's personality differences and teaching students in accordance with their aptitude. In the process of guidance, we should combine the actual situation and our own ability at different stages of development. We can't surpass the children's own abilities. If we go against children's age characteristics and psychological characteristics, using adults' views and standards to demand children will not only dampen children's enthusiasm for painting, but also weaken the development of children's normal painting ability, which will have counterproductive results. In order to better guide children's painting, we must first understand the characteristics of children's painting in different periods, which is very important to guide children's painting. The general development process of children's painting can be divided into the following stages, each stage has different performance characteristics, and their basic development laws are both universal and special. Universality is: the graffiti period is about 18 months -3 years old (graffiti at will, feeling the satisfaction and happiness brought by the traces left on the paper through the movement of hands). The symbolic period of 3-5 years old is also called the performance symbolic period (in this period, children can further control the movements of their hands, and the painted image seems to see something. When adults ask what is this? At this time, he will give his painting a name. Sometimes he looks at his paintings and talks to himself. ) The picture is childish, simple and incomplete, with some similar symbols and unsmooth lines, just like babbling. The performance period of subjective feelings is 5-9 years old (the younger one can draw what he thinks, and the older one can draw what he sees. The observation was further strengthened and the details were described. This period is the most active period of children's thinking and the most creative period of children's painting. They can express their ideas and have a clear realistic tendency. ) gradually have a clear understanding and understanding of modeling. After nine years of visual realism (beginning to change to realism, caring about the quality of one's own works, denying the paintings he painted in the past, paying attention to the realism of the objects depicted, and loving to appreciate works with strong three-dimensional sense, rich light and dark changes and strong color realism), the particularity lies in that some children develop early and some develop late. According to the above characteristics, the corresponding content is formulated. For example, junior students' understanding of shapes, plane shapes and combination shapes, the names of colors and the use of various tools. By the third year of senior high school, students have entered the objective and realistic method, and they have the ability to observe and describe objects in depth. They should systematically teach the basic knowledge of art, not only know the names of colors, but also use color knowledge to create paintings. On the basis of formulating the content, it is also necessary to give targeted individual guidance according to the individual differences of each student's physiological conditions, temperament, personality, interest, will and artistic ability. According to different age stages, different requirements should be put forward, both universality and particularity should be considered. In the process of guidance, we should not blindly ask for imitating the works of adults, let alone simply technicalize painting, which runs counter to several stages of the development of children's painting and is not desirable. First of all, we should teach children how to observe things as a whole, such as the head is a whole, and there are some more specific things in the head, such as eyes, nose, ears and hair. Second, the church uses comparative methods, such as: what is this? Is this a headscarf? . What is this? Is this a turban, too? . These are headscarves. Let's take a closer look at their differences in appearance, patterns and colors. Third, it can distinguish between gender and age (old people, middle-aged people or teenagers); Characteristics of different costumes (national costumes: Han and ethnic minorities. Seasonal clothing differences: spring, summer, autumn and winter); Characteristics of different occupations (construction workers, doctors, teachers, etc.). ). When you put the same things together, you should pay attention to the relationship between size and collocation. How can teachers inspire and guide students to draw more suitable painting topics? The basic principles are vividness, interest, vividness and paintability. For example, a teacher started such a topic, big mouth fish looking for mother, this? Big mouth? The characteristics of the fish itself determine that the mother pointed out that it is not a fish but a group of fish, including large and small plots, all of which are big-mouthed fish, and at the same time pay attention to the portrayal and decorative effect of the eyes. Teach children to master basic modeling methods and rules. For example, although they unconsciously draw various images with basic shapes, they don't know this knowledge, which requires teachers to combine children's unconscious drawing with teachers' conscious teaching, mainly to tell them that everything is composed of basic shapes such as triangles, circles and squares. As long as we know and master these basic shapes, we can draw ever-changing pictures. Don't start from copying, you can show some excellent works, but don't completely imitate them. Let them dictate and draw after reading it. In this way, through the process of brain digestion and reprocessing, it will become its own painting language. There are template paintings, but students are not required to draw exactly according to the teacher's model and give full play to their creative space. 2. How to guide children to enrich their paintings and inspire dialogue? Free to draw, speak, look at pictures and write words. The younger children are, they always draw while thinking, so teachers should have enlightening conversations. When exactly? What place? who the hell are all these people？ Do what? How come? What is the order of the results to guide students' imagination? Through this form of children's self-description and teacher's enlightening conversation, it is transformed into vivid painting language. When a child is listening, a picture appears in his mind like a movie, and an image is slowly formed in his mind. Only when they have something in their minds can they draw something, otherwise the blindness of drawing will be even greater. Remember, the more specific the dialogue, the richer the picture. Start drawing freely according to the teacher's dialogue. Generally speaking, there are two situations for children to complete their own works: one is that some children are willing to accept the teacher's advice and further enrich their pictures under the guidance of the teacher. The other is not unwilling to accept the teacher's advice, but because of age, the ability can't do it. This is caused by factors such as differences in people's physiological and psychological personality, but such children are a minority after all. In the eyes of adults, it is an incomplete painting, but children don't see it that way, so teachers should never force such children, which will dampen their enthusiasm for painting. We should let nature take its course, affirm their advantages, give him some time and wait patiently for the next slow improvement. Psychologists believe that one needs to think according to images and words in order to fully develop the whole body and mind system. Don't just learn to draw, but combine it with language expression and writing ability. Through language expression and text description, we can further supplement and improve the lack of imagination and promote the synchronous development of language expression and text painting. Because of poor literacy and writing skills, younger children are required to look at pictures and speak in the order in which the teacher starts to inspire the conversation, and practice their oral expression ability in simple language. Not only should the elderly be asked to draw pictures, but they should also be asked to speak and write in language. Using this method, the richness of the picture can be continuously enhanced. Promote the synchronous development of speaking, drawing, writing and writing. The purpose of doing this is to arouse the memory of the past through the inspiration of language, produce association, and then lead to deep imagination. While painting, it can effectively promote the study of cultural classes and improve the comprehensive quality of students. As teachers, we should always tell students that an interesting story is a beautiful picture; The same beautiful picture is a beautiful story. Develop children's ability to express a picture in words step by step. Teachers should always use vivid language to stimulate students. Such as: red face and big eyes, while demonstrating, inspire students to think. Provide an interesting creative work for students to look at the picture and tell the story in it. Inspired by this painting, I will create another related painting with the same theme and reorganize the picture practice with different composition expressions. Emphasize composition knowledge. Tutoring children's painting teachers should often carry out such training. One painting has many problems, one painting is changeable, one painting thinks more and one painting says more. These flexible methods can effectively stimulate children's imagination and creativity. 3. Appreciating excellent children's paintings can stimulate children's creative desire by providing pictures, albums and watching exhibitions. In the process of painting, we should always provide works suitable for children to enjoy. When painting a work, it is necessary for the teacher to provide some materials on the basis of the original cognition. Especially drawing similar themes, the purpose is to see what other people think, how the picture is arranged, what else needs to be drawn on the picture, character dynamics, image, expression, color application, painting skills and tools used, from which we can get inspiration and enrich our picture. The purpose of adding a little and subtracting a little is to add a little to enrich the picture, thus strengthening the main image and making the theme of the picture more prominent. If he only paints people, you should ask him if there are others. What are they doing? How about adding one person? Reduction is unnecessary. How about suggesting that he reduce it? 5. Outdoor sketching collects materials to lay a good foundation for creation. Children like sketching outdoors. Outdoor activities can be combined with outdoor sketching, which not only satisfies children's desire for games, but also cultivates students' interest in painting. Teachers and parents should often use holidays and weekends to organize children to sketch outdoors. There must be many interesting stories when children are with their friends. Often going outdoors to sketch helps to improve students' keen observation ability. In the process of sketching, students are trained to feel beauty, discover beauty, express beauty and create beauty in nature. Whether it is our familiar family, daily necessities, scenery or various means of transportation around us, every grass, tree, brick and stone are all objects we can draw, which will arouse their love for nature. Clear sky, green grass and flowers can cultivate sentiment. This is very beneficial to the growth of people's life. Through sketching, students can also improve their modeling ability to express things, accumulate painting materials in their brains and enhance their memory ability. It is very important to plan outdoor sketching for an activity, which can be carried out in the form of summer camp. You can observe on the way out, take part in local ethnic activities, watch the sunrise, attend bonfire parties in the evening, take part in other activities in the pasture, sketch, keep a diary, and then come back to show your works. 6. Change various painting tools and teaching contents to improve children's interest in painting. Children's psychological characteristics are short attention time, strong curiosity, especially more interested in new things. Therefore, we should change various painting tools and teaching contents according to these characteristics to attract students' attention. Try to use different tools to stimulate children's interest in painting. For example, oil pastels, various pens (signature pens, oil-based pens, highlighters, gold and silver pens, greeting cards, pearlescent pens, watercolor pens, colored pencils, pencils, pens, etc. ), Chinese painting tools, printmaking tools, and all kinds of paper (color, colorless, smooth, rough, cardboard, rice paper) can also use other materials. These tools can be used alone or in combination with each other. In the arrangement of course content, don't always focus on painting. We can arrange indoor classes according to the teaching plan, such as calligraphy class, line drawing class, handicraft class, printmaking class, color class, photography class, computer painting class and so on. We can also arrange some outdoor classes to adjust art teaching according to the changes of seasons.