Fan Wenxuan's abstract template of the fourth grade art lecture in primary school.

Fan Wenxuan's abstract template of the fourth grade art lecture in primary school.

Teachers should cultivate students to form the habit of careful observation and careful production, and cultivate the spirit of exploration that is not afraid of difficulties. The following is the draft of the first volume of art in the fourth grade of primary school, which I compiled, hoping to provide you with reference and reference.

The first volume of the fourth grade art lecture draft: "color vs. seal"

Teaching objectives:

1, master the method of transferring watercolor painting on glass, and explore various wonderful effects of glass watercolor painting.

2. Feel the infiltration, infiltration, flow and change of water color to enhance the aesthetic experience of color beauty.

3. Cultivate students' ability to discover beauty, explore beauty and create formal beauty.

Teaching emphasis: master the method of transferring watercolor painting on glass and explore various wonderful effects of glass watercolor painting.

Teaching difficulties: to cultivate students' spirit of discovering beauty, exploring beauty and creating beauty.

Teaching process:

first kind

First of all, appreciate imports.

1. Students enjoy a set of pictures. ① Scenery of Zhangjiajie ② A strange stone ③ A tree root.

2. The teacher asked: What is this? Like what?

Summary: Yes, like an old man, like a "mountain peak", from "mountain peak" to "old man" is the imaginative result of students on the basis of their existing life experience, which is convincing. From here, let us realize that beauty needs us to discover and imagine. In our painting, sometimes we will inadvertently find and create beautiful images without using the usual methods.

Second, cognitive understanding.

1. Please look at another picture and listen to the teacher's brief introduction.

This is the color painted on the glass plate, and the shades of gray and purple change slightly. Then cover the drawing paper, wipe it gently, uncover it, and the color on the glass will be transferred to the paper.

2. Teacher's question: Let students think about what specific images are on the screen or what images can be turned into after a little processing. Student discussion:?

Summary: Just now, the students expressed their opinions and had a heated discussion. Please look at the processed work "Spring Mountain" in Lesson 6. The trunk is tall and straight, the branches and leaves are mottled, the wet fog fills the air, and the deer is perverse, showing the vitality of spring. This painting method, which uses glass plate (plastic plate or plexiglass) to paint color and create texture, is both beautiful and fun. This is the "glass watercolor" we are going to learn today. (blackboard writing topic)

Third, the method of guidance.

Teachers demonstrate and ask students to find images or propositions. (Teachers and students work together * * *)

1, the color on the glass, slightly thicker.

2. There is water oozing out.

3. Cover the paper and gently wipe it.

4. Uncovering paper (different methods will produce different effects, such as uncovering a piece of paper several times, dragging while uncovering, and changing the direction of uncovering paper will produce different effects).

5. Find the image: ① After uncovering the paper, the teacher changes the direction of the paper to display it, and both teachers and students can find the image that occasionally appears on the paper, and can dye it slightly if necessary. (2) If there is no specific image, which is often the case, you can take remedial measures to create an image when it is wet.

Introduce several methods to students: a. Scrape off the color on the back with scissors; H. bouncing water; C. sprinkle salt. 6. The homework proposition that the students demonstrate for the teacher.

Second lesson

Fourth, creative training.

1, operation requirements:

(1) Please complete the L-2 glass watercolor homework according to the method provided by the teacher.

(2) After the paper is removed, two people in the same seat can discuss capturing images and propositions, and cooperate with each other to help each other.

2. Teachers' patrol guidance.

Verb (abbreviation of verb) demonstration and evaluation

1. Students who think their homework is successful are invited to the podium to show and evaluate their homework.

2. Some students appreciate their homework in front of the stage and learn to appreciate and evaluate other people's works.

3. Teacher's summary.

The first volume of the fourth grade art lecture draft: "lovely class group"

Teaching objectives:

1, learn how to make children's head prints, and understand the way and composition knowledge of collectively creating huge paper prints; Learn some knowledge and methods of making decorations and beautifying the environment.

2. Promote the use of hands and brains to improve aesthetic creativity and practical ability.

3. Enhance teachers' and students' feelings and sense of collective honor, feel the happiness and interest of collective learning activities, and cultivate team spirit and collaborative fashion.

Teaching process:

first kind

First, recall the classroom life and exciting topics.

Show the photos of group activities with courseware, guide students to recall the happy scenes in class activities, and lead to the learning problem of how to leave the group image of teachers and students playing together.

Second, appreciate feelings and discover methods.

By appreciating the huge collective image of paper prints, I entered the discovery activity of the production method of paper prints and found that the production method is "individual plate making and collective rubbing".

Third, teachers and students discuss and try methods.

First, through interactive dialogue and practice, understand the content of the avatar, master the characteristics of happy expressions, and use small mirrors to let students observe their five senses and changes when they are happy. Then, through the independent study of the teaching material information, this paper discusses the methods of making the master by individuals, that is, layered observation, painting, cutting and pasting; Then let the students participate, put the five facial features of the figure's face together and try to discuss it many times, so as to clarify the operation and skills of layered pasting, and let the students understand the role of layered pasting in the performance of printmaking rubbings through the teacher's summary.

Fourth, be independent and be a master.

Strengthen individual counseling and experience tips. When "rubbing image and collective creation", teaching activities enter the state of collective cooperation to produce collective image. Cognitive rubbing can be developed from rubbing methods, the use of auxiliary tools and the composition of collective rubbing. Roller coating ink can be carried out by teachers, and the rubbing method allows students to try according to the learning tips of the teaching materials and understand the rubbing method and requirements in the experience. Then organize students to choose positions in order to carry out rubbing, and complete the creation of class collective image. Let the students talk about the location and reasons of rubbings before, and understand the influence of each rubbings on the whole painting. The teacher should give appropriate hints, arrange them compactly and match their sizes.

5. Self-comment and express emotions.

Guide students to establish a correct emotional attitude towards class collectives.

Second lesson

Activity 2:

On June 1 day, talk about topics and activities-ask questions and plan-group discussion and plan-method discussion, cooperative learning-selection of methods, division of labor and cooperation-activity review, comment and expression-teacher summary and activity development.

Let's talk about the topic and activities of June 1st.

Taking "June 1" as the topic, the class celebration activities were discussed, which led to the beautification and arrangement activities of holiday classrooms.

Second, ask questions and plan.

First, according to the teaching materials, teachers and students interact to discuss beautification methods and beautification places, and then put forward the requirements of planning beautification classroom plans, and divide cooperation groups.

Third, group discussion and plan introduction.

Through full discussion in groups, one person in each group States the beautification layout scheme and expresses different decoration methods of classroom corners, ceilings, blackboards, walls, doors and windows. Teachers should explore and learn the decorations used for beautification and their making methods from group programs.

Fourth, method discussion and cooperative learning.

On the basis of group discussion, students participate in demonstrations to solve the problems of making methods such as color training, flower pulling, colorful flags, window grilles and wall stickers. Teachers should cooperate with students to give appropriate hints on difficult production skills.

V. Selection of methods, division of labor and cooperation.

Each group first chooses a way and a place to beautify, and then divides the work within the group to make the performance activities of the decorations needed by the group.

Review and comment on intransitive verbs.

Guide students to review their feelings in the activities. First of all, each group made a self-evaluation on the beautification arrangement of the group, and expressed their intuitive feelings and aesthetic experiences through learning. Then each group evaluates each other and comments on the form and exquisiteness of the arrangement. Teachers' evaluation should guide students to remember the spirit of cooperation between classmates and get the pleasure of beauty.

Seven, the teacher summary, activities.

On the basis of the teacher's overall summary of the classroom beautification arrangement, let the students perform corresponding simple performance activities according to the arranged scenes.

Lecture notes on the art of the fourth grade in primary school Volume I Fan Wensan: "Riding the Wind and Waves"

Teaching objectives:

1. Collect pictures, models and other materials of ships, understand the modeling characteristics, structure and functions of ships, and understand the history and culture of ships.

2, can grasp the main shape structure and characteristics of the ship, draw your favorite ship.

3. Understand the characteristics of materials, master the usage of materials and the correct operation technology of tools, and make (wooden) ships.

4. Develop the habit of careful observation and careful production, and cultivate the spirit of exploration that is not afraid of difficulties. Teaching emphasis: Understanding the earliest and most important carrier of human culture-the traditional media teaching difficulty of art: mastering the making method and basic skills of stickers.

Teaching process:

first kind

First, inquiry learning.

1. Let the students draw a boat with lines in about 3 minutes.

2. Try homework review

(1) Understand the external structure of the ship.

(2) The calculation and analysis show that the hull is approximately inverted trapezoid, and the upper part of the deck is any combination of various circles, triangles and squares.

3. The teacher questioned: How to draw more beautifully, concretely and vividly?

Second, appreciate and understand.

Teachers and students * * * take out the pictures and materials collected about ships to understand the appearance characteristics of different types of ships.

Third, the discussion between teachers and students.

1. The teacher chooses a ship model for demonstration and drawing.

2. Question:

(1) Is it like a ship model?

(2) How does the teacher describe the part of the boat?

(3) Is the expression of the cabin a plane combination or a three-dimensional combination?

3. The teacher chooses one of the homework that the students are trying to modify.

4. Teachers and students exchange the characteristics of realistic painting.

Requirements: show three-dimensional sense, pay attention to front and back occlusion and body insertion.

Fourth, try to create

1. Operation mode:

(1) Draw a boat according to the picture or model you brought.

(2) Provide two pictures of the ship for students to choose and draw.

2. Job requirements: Draw your favorite ship model or photo. Grasp the shape characteristics of the ship and describe it carefully.

3. Students' homework.

Verb (short for verb) evaluates communication.

1. Students will appreciate these two assignments and talk about their feelings.

2. Appreciate the masterpieces and reproduce real life.

Second lesson

First, enjoy the excitement.

1. Guide students to observe the process of making wooden boats.

2. Reveal the topic.

Second, cognitive understanding.

1. According to the materials brought by the students, talk about where they are suitable on the ship.

2. Teacher's summary: long wood is suitable for hull, thin wood is suitable for deck and cabin of ship, and short wood can be used to stack cabins.

3. Enlightening thinking: What should I do if the wood does not meet my own requirements in production?

4. According to the students' answers, the teacher demonstrated the methods of cutting or trimming plates and sawing wood, such as choosing rectangular sawdust as the table top and cutting two or four corners respectively.

Third, try to experience

1. Teamwork attempts to assemble a boat with wood and other materials.

2, thinking about the following problems in production:

(1) What shape can the hull be made to meet the mechanical requirements?

(2) How to make the hull more beautiful and distinctive?

(3) What methods are used to make your boat stronger?

Fourth, teaching to solve doubts.

1. Show the students' works, and the teacher will guide the observation.

2. Understand the method of assembling the hull through job evaluation:

(1), big and small, gradually established.

(2) the left and right sides are built, which has a good sense of balance.

(3) Pay attention to the collocation and ups and downs of large and small wood when assembling.

3. The teacher shows the completed wooden boat model again and compares it with the students' homework to solve the technical problems and details of the craft production.

Fifth, expand our thinking.

Students appreciate pictures of various ships and talk about their own ideas.

Six, student production

The two students cooperated to make a wooden boat that they liked. Requirements: beautiful and creative. Infiltration: safety awareness and environmental awareness.

Seven, the game is exciting.

1. Show: Put the boat made by students into the water to float and play.

2. Q: Is there any way to keep the "ship" from sinking? Show model inspiration.