Primary school art and the cultivation of students' self-confidence

Teaching objectives:

Emotional field: cultivate students' healthy mental outlook and learning attitude, and stimulate students' self-confidence and enterprising spirit.

Cognitive field: through visits, conversations and other ways, we can understand the characteristics of future middle school life in many ways.

Operation field: master the expression method of imaginative painting and cultivate the ability of imaginative painting.

Learning content:

Teaching emphasis: explore different creative methods, develop personal expression ability and convey one's thoughts and feelings.

Teaching difficulties: imagine the content and method of painting.

Teaching process:

Preparation before class: teachers and students * * * collect photos of middle school students around them to understand their study life; Students prepare painting tools and materials.

Teaching lead: The students all had a pleasant winter vacation. Did you have a meaningful winter vacation? Do you have anything new to say to your classmates? This is the last semester of our primary school. You must be looking forward to your future middle school life, right? How much do you know about middle school?

Arriving in middle school means bidding farewell to childhood and stepping into lively youth. What's your impression of middle school life? You can talk about your own views and understanding from the aspects of learning courses, recess life, extracurricular life and freedom. What should we do now? Talk about the direction of your efforts.

Appreciate: Appreciate the model pictures in the textbook and talk about your understanding of the pictures.

In middle school, you are an independent teenager, and your parents will treat you as an adult. At this time, you can ride your bike to school proudly. What's the difference between middle school and primary school? What are you going to choose to show?

Classroom exercise: practice the creation of imaginary painting with the theme of "future middle school life", describe what you are most interested in and ask to draw your own understanding and ideas.

Classroom evaluation: introduce your work to your classmates.

Postscript of teaching:

There is a certain difference between middle school and primary school, and students often feel a kind of pressure from their parents. Therefore, in teaching, we should use various methods to relieve students' worries and ask questions, discuss and answer questions about the learning life in middle schools. At the same time, students should be guided to analyze their works and master some preliminary composition and expression methods in teaching.

Lesson 2 Approaching the Master-Sketch Appreciation

Teaching objectives:

1. Students understand the basic form of sketch and appreciate its aesthetic value.

2. Appreciate and compare the different expressions of the works of the masters, and try to copy them.

3, can have their own unique views on the work, can boldly express their feelings and understanding.

Learning content:

Teaching emphasis: to compare the similarities and differences in line processing, composition form and style characteristics of various masters' works; Try to draw in the way you have learned.

Teaching difficulties: feel the beauty and value of monochrome sketch painting, and feel the Excellence of master sketch works.

Teaching process:

Preparation before class: (1) The teacher prepares various sketching tools, pictures and materials.

(2) Students prepare painting tools, etc.

Dialogue Introduction: The teacher asked: Do you know that there is a proper term "sketch" in art? Can you explain it in your own words? Have you ever drawn or seen a sketch? (Student answers)

Teacher: Today, the teacher will come and feel the artistic charm of "sketch" with you.

3. Appreciation: The teacher shows the sketch of the master and the students talk about their feelings. Finally, students define "sketch" by themselves.

4. Try to practice: copy the master's sketches and experience various lines and modeling methods.

5. Classroom evaluation: Students evaluate each other's works.

Postscript of teaching:

Students have a strong passion for "sketching", but many students think that only painters have this ability and feel inferior. Teachers should strengthen guidance so that students can fully understand the broad meaning of "sketch" and enhance their self-confidence.

Lesson 3 Approaching the Master-Appreciation of Color Painting

Teaching objectives:

1. Learn about some world famous painters and their masterpieces.

2. Experience the rich effect of color matching by copying and modifying famous paintings.

3. Be able to use some correct artistic terms to describe works of art and express your feelings.

Learning content:

Teaching emphasis: Understand some masters' colorful paintings, and be able to copy, change or re-create works.

Teaching difficulty: I can really feel the beauty of painting art works.

Teaching process:

1. Preparation before class: (1) The teacher prepares various painting tools, pictures and materials.

(2) Students prepare painting tools, etc.

2, teaching lead-in:

(1) The teacher asked: Who are the famous painters you know? Can you cite some of their works?

(2) Students discuss. Stimulate students' interest in further understanding of master works. )

Appreciate: Appreciate the model pictures in the textbook and talk about your understanding of the pictures. The teacher asked:

Can you read these pictures? Talk about your feelings.

Comparing these works, which one do you like best or least? Why?

Are you familiar with these works? Can you point out their names and authors?

Do you know the paintings of these works?

4. The whole class exchanges and discusses.

5. Classroom exercise: Students use their own painting tools to copy and change their pictures.

6. Classroom evaluation: introduce your works to your classmates and show your paintings to the whole class.

Postscript of teaching:

In the teaching of appreciation, students can basically express their feelings about the more "concrete" pictures, and they can also turn their feelings into their own paintings. Some abstract paintings are incomprehensible to students. Teachers should expose students to painters' works outside books, which is conducive to the improvement of students' aesthetic ability in the atmosphere of reading more, reading more and communicating more.

Lesson 4 Ink Painting Creation (1)

Teaching objectives:

(1), guide students to appreciate and understand ink painting works, and understand the connotation and emotion in the works.

(2) You can use the visual language of ink and wash to describe your familiar life or interesting things.

(3) Be interested in ink painting creation and fully express your inner feelings.

Learning content:

Teaching emphasis: create with the visual language of ink and wash, and fully express your inner feelings in your homework.

Teaching difficulties: I am interested in ink painting creation and can understand the connotation and emotion in the works.

Teaching process:

1. Preparation before class: Teachers and students collect pictures and materials of ink painting tools (such as brush, ink, Chinese painting pigments, etc.). ).

2, teaching lead-in:

Show pictures of ink painting, introduce the development process of literati painting, and stimulate students' interest and desire to express. (Show the topic)

Appreciate: Appreciate the model pictures in the textbook and let the students talk about their understanding of the pictures.

The teacher asked: (1) Which painting do you like best? Tell me why you like it.

(2) Can you understand the meaning of the picture?

Classroom exercises:

Determine a theme (such as scenery, people, animals, plants, etc.). ), choose something you are familiar with or interested in to create an ink painting, and fully express your inner feelings. The expression method should be clever and the theme should be clear.

5. Classroom evaluation: Ask students to introduce their own works, select your favorite works, and put forward suggestions for improvement.

Postscript of teaching:

A large number of master works provide students with rich perceptual knowledge, and students' works stimulate their creative enthusiasm. Through the study of this lesson, students have basically understood the connotation of "expressing emotion by borrowing things" in ink painting and mastered the basic creative expression methods.

Lesson 5 Ink Painting Creation (2)

Teaching objectives:

(1), understand contemporary works of art, and understand the connotation of "pen and ink should keep pace with the times".

(2) Cultivate students' innovative consciousness and sense of the times.

(3) Learn to make further exploration and innovation in ink painting techniques and painting styles.

Learning content:

Teaching emphasis: We can make some new attempts and innovations in ink painting techniques and styles.

Teaching difficulty: being able to understand the connotation of contemporary works of art and "pen and ink should keep pace with the times". .

Teaching process:

1. Preparation before class: Teachers and students collect pictures and materials of ink painting tools (such as brush, ink, Chinese painting pigments, etc.). ).

2, teaching lead-in:

Shi Tao: His real name is Zhu and his name is Ruoji. He "sends his feelings to the mountains" and expresses his rich feelings by painting and calligraphy. The pen and ink are chic, creating a new world of landscape painting. "Pen and ink should follow the times" is a famous saying of Shi Tao, and his "pen and ink should follow the times" has three connotations. First, the so-called "pen and ink" represents the traditional culture of China; Secondly, the so-called "keeping pace with the times" is the principle and standard of the development of Chinese painting, that is, the traditional "pen and ink" can not lose the charm and style of the times; Third, pen and ink are also materials and tools, just like western oil painting pigments, which are the carriers of "art".

3. Appreciation: Appreciate the "swimming" model in the textbook and experience the unique style. Teachers and students appreciate the unique paintings collected before class and explore the characteristics of the times.

4. Classroom exercise: free creation: customize a theme and encourage students to further innovate in ink painting techniques and painting styles.

5. Classroom evaluation: groups evaluate each other and show students' works.

6. Class summary: What inspiration did you get from these works? (Students discuss and answer)

Postscript of teaching:

It is necessary to guide students to rationally understand the connotation of "pen and ink should follow the times", not just from the surface and form. Only in this way can students' ink paintings become realistic works of art.

Lesson 6 Poetry and Painting

Teaching objectives:

(1), through appreciation, let students feel the artistic beauty of poetry and painting.

(2) Understand the related knowledge of poetry and painting.

(3) Use what you have learned to draw poetry and experience the creative process of poetry painting.

Learning content:

Teaching emphasis: using "ink painting form" to carry out poetry and painting.

Teaching difficulty: the unique expression of poetic and artistic conception.

Teaching process:

1. Preparation before class: Tools and materials for ink painting (such as brush, ink, Chinese painting pigments, etc.). ), enjoy the ink painting pictures and the material of the demonstration painting.

2, teaching lead-in:

The teacher shows pictures and asks questions:

(1) What's the difference between these paintings and ordinary ones?

(2) What is the connection between pictures and poems?

(3) How does the picture express the artistic conception of the poem?

After the students discuss in groups, express them in their own words.

3. Teacher's demonstration: Take Wang Mian's "Mimei Tu" in Yuan Dynasty as an example to explain the process of poetry and painting while painting.

4. Classroom exercise: express your favorite poem in the form of ink painting. The teacher gives the students proper guidance on ink painting techniques.

5. Classroom evaluation: the method of combining students' self-evaluation, students' mutual evaluation and "teachers' comments", and displaying students' works.

Postscript of teaching:

When students draw, they can spontaneously express their feelings through creativity. When they encounter difficulties, the teacher will give them necessary guidance and hints. Don't be busy correcting students' problems and mistakes, but trust children's unexpected creativity!

Lesson 7 Watching and Drawing News (Second Teaching)

Teaching objectives

Emotional field: broaden students' horizons, cultivate students' habit of watching news and pay attention to society and the world.

Cognitive field: according to the news you read, learn to express events and convey opinions with pictures.

Operation field: draw a scene of major news with a theme, and the picture is unique.

Learning content:

Teaching emphasis: organizing pictures, grasping news highlights, and expressing news scenes with wonderful pictures.

Teaching difficulties: the form of composition should make people know the news events at a glance.

Teaching process:

The first class:

1, preparation before class: painting tools, pictures and images of important news at home and abroad.

2, teaching lead-in:

Look at the pictures. Teachers and students discuss recent important news at home and abroad and determine the painting theme.

(1) What's the news recently? What do you think is more important?

(2) What kind of news do you like? How to be a man?

(3) Students tell the general content of the selected news, and express their views and feelings through discussion.

3. Appreciate: Appreciate the model pictures in the textbook. Why is the analysis diagram so vivid? And talk about your understanding of pictures.

4. Classroom exercises:

(1) Conception and creation, preliminary drawing;

(2) exchange ideas and promote each other.

Students show their sketches and tell their intentions.

The second class:

1, organize teaching.

2. Communication: Students introduce the idea of homework in the last class and imagine the final expression effect. The teacher introduced some tips. Such as: watercolor pen "stippling", colored pen "shading" and so on.

3. Students' homework.

Teachers tour to guide students' homework, making students' homework richer and more vivid.

4. Summary:

Show and evaluate students' homework, students' mutual evaluation (such as "vivid picture" award and "impressive" award) and teachers' comments.

Postscript of teaching:

In the teaching process, teachers should use situations to broaden the breadth and depth of students' thinking. Enable students to care about and think about what is happening around them and have their own unique views.

Lesson 8 Composition Illustration

Teaching objectives:

Emotional field: cultivate students' creative spirit and form comprehensive learning ability.

Cognitive field: make students learn to cooperate, experience the pleasure and sense of achievement of exploration, discovery and creation, and stimulate their interest in learning art.

Operation field: Understand illustration and its application, and the design of works is novel and unique.

Learning content:

Teaching emphasis: it is required to draw illustrations in the key paragraphs of the composition, and to draw the main images described in the composition and the wonderful fragments in the text.

Teaching difficulties: how to use images to express the wonderful fragments or main images in a composition.

Teaching process:

1. Preparation before class: Teachers and students * * * collect illustrated books and prepare painting tools.

2, teaching lead-in:

(1) Students show the collected graphic materials (magazines, books for students, etc. ).

Teacher: What are the characteristics of these graphic materials? (illustrated)

Teacher: Do you think words and pictures look good? Why?

(2) Teachers display literary works.

(1) Play a recording of a literary work to let students feel the beauty of literature. Ask the students to add their own associations and describe the most impressive place in the work.

(2) Appreciate the illustrations in literary works.

3. Appreciation: Appreciate the model pictures in the textbook, so that students can understand the expansibility of the composition illustrations.

4. Classroom exercises:

(1) Students choose a composition, which can be their own or others', and choose the part they are interested in.

(2) Students conceive illustrations and encourage them to express their unique ideas with brushes.

5. Expansion: In addition to drawing the composition, you can also draw pictures before conceiving the composition to exercise students' reverse thinking.

6. Classroom evaluation: formal informality, self-evaluation, teacher evaluation, etc.

Postscript of teaching:

Simply let students write illustrations, they feel boring, can change the teaching mode, let students learn in a different way, draw and draw, will increase students' curiosity and thirst for knowledge.

I don't know how. Bless you!

Strengthening the cultivation of students' self-confidence in art teaching

Futing Primary School Huang Jing

Introduction: The arrival of the era of knowledge economy has accelerated the social demand for talents, and the competition in the future society will be the competition of knowledge and talents to a greater extent. When selecting talents, society will pay more attention to their inner potential wisdom than a few certificates and a diploma. When college students face the impact of society on them, they realize the importance of ability. Some people are helpless, some people are like a duck to water. But some people have no real skills, no goods in their stomachs, just lack the courage to sell themselves, just lack self-confidence and lose many opportunities. Some painters were originally very talented and had unique views on art, but they lacked confidence in their own works, just imitated a certain celebrity and eventually became senior painters, never having their own unique artistic attainments.

The standard of talents directly affects the degree of social attention to education. Traditional exam-oriented education has too many disadvantages, and the reform of quality education is in full swing. Art education is also trying to cultivate students' various abilities, which is very valuable for students to establish self-confidence from an early age. It can help children know themselves, actively pursue and realize their self-worth and embody their personal charm, so as to survive in the competitive society in the future.

First, the meaning of children's self-confidence.

The development of students' self-confidence is unstable and easily influenced by age and external environment. In infancy, children are full of curiosity and desire for things around them. When they keep asking adults why, their hearts are full of thirst for knowledge. When they enter the school, enter the period of basic education, and come into contact with brand-new knowledge in books step by step, they often show passive and even contradictory emotions. The knowledge in books aimed at exams is no longer what they desire. This kind of education makes them lose interest and all kinds of abilities can't be cultivated. This kind of learning makes them doubt their knowledge, and the more they learn, the more discouraged they become.

Traditional art education emphasizes skills, and the teaching mode of simple traditional modeling skills and sketch teaching make middle and high school students generally focus on "image and non-image" in sketch practice. The more students draw, the less confident they are, and the more afraid they are to try. For those who lack self-confidence, even if they are creative, they will be discouraged and lose courage. In the next stage, students learn to draw "all kinds of faces", with different assignments, rich colors, different shapes and exaggerated expressions. They also told me "This is the face of the devil when he is angry", "This is my mother's face" and "Why is my mother happy". He also explained that "I got 100". A child drew two bright red apples on his cheeks. When his classmates laughed at him, he confidently said, "I drew a bride." People who have confidence in themselves have a positive attitude towards life and an optimistic view of life. Even if they encounter failure, they will firmly believe that failure is not the complete disillusionment of success, but a new starting point on the road to success.

Second, flexible use of teaching methods.

Ron Feeder, an American art educator, pointed out: "The teacher's goal is to stimulate more ideas and expand the frame of reference, so as to make children's own experience more accurate and complicated. This can only mark and improve children's discrimination by providing them with more opportunities for careful observation and necessary vocabulary, and inspire them by developing new ideas and conceptual abilities. It is impossible to guide them to draw by mechanical means. " The single teaching method makes art unattractive, and children lose interest in art learning, which leads to the weakening of creative impulse.

(1) Active participation in teaching reflects students' dominant position and enhances their self-confidence in learning.

Mr. Tao Xingzhi once proposed the integration of teaching and learning, and attached great importance to the role of doing in teaching. He believes that "if you want to teach well and learn well, you must do well"; "We should teach while doing and learn while doing. If you don't work hard, you can't teach and learn. " "Teaching and learning are centered on doing". Passive acceptance often makes art learning a pure "technical" education, losing the aura of art education and the essence of aesthetic education. Instruct students to actively participate in the teaching process, design content and enrich materials in teaching. For example, in the first grade appreciation class "Fairy Tales Written by Painters", there is a picture of a pig fanning in the sun, which students are not familiar with. If the teacher simply tells the story to the students, the students will only concentrate on the story and be attracted by the plot, which is of little significance to appreciate and understand the work. So, please enjoy this work first, and then ask your own questions, including "What is the topic?" "What is the pig doing?" "What kind of fairy tale is this?" ... the students slowly understood the general meaning of the picture while answering each other, and then the teacher asked everyone to discuss the title of the work and guess what kind of story was hidden in it. Students actively participate in the teaching process in the process of thinking, leaving them more space and opportunities for expression and allowing students to fully express their intuitive feelings. Finally, the teacher arranged the students' understanding into a complete story, and the students' learning enthusiasm was fully mobilized.

⑵ Individualized teaching methods, giving full play to students' individual advantages.

Students' personalities are very different, and each student has his own unique understanding. Art discipline is different from other disciplines, and there is no certain standard and uniqueness. Therefore, giving full play to students' individual advantages and subjective thinking can enrich artistic creation. According to their characteristics, students can be roughly divided into two types, one with "memory" and the other with "creativity". Students with "memory" are rigorous in thinking, and their works emphasize sketching. If you ask them to be surreal, they will often lose confidence in their works. Therefore, teachers must adopt various teaching methods, give full play to students' individual advantages, respect their artistic feelings and give full play to their individuality; However, creative students often do not pay attention to form and stick to the inherent mode of objective things. Imagination is bold and full of personality, but if they are blindly asked to stick to a certain model, their works must have a clear theme and be in harmony with cold and warm, which will often stifle their creative thinking, suppress their personality and lose their self-confidence.

(3) Evaluate students correctly.

Correct evaluation of teachers and students around can make students feel satisfied. As a teacher, you can't be stingy with your praise. Maybe your affirmation can make them confident, and maybe your casual denial can dim the shining light in their eyes. Each student's acceptance and understanding are different. Therefore, teachers can't use horizontal evaluation in evaluation, can't compare with classmates around them, and often make themselves feel inferior. Instead, it is necessary to find out the progress of students by means of vertical evaluation, which can be compared with previous assignments and give full play to their bright spots. This vertical evaluation can make them full of confidence in themselves and encourage students to be interested in creation.

Third, cultivate students' self-confidence in aesthetic education.

① Create an aesthetic environment.

The fundamental purpose of art teaching is aesthetic education or learning to appreciate beauty, which is an essential quality for teenagers to succeed in life and also a quality related to whether people can have fun in life. The creation of a good aesthetic environment is conducive to cultivating children's self-confidence. Nature is closest to human beings, and human beings are also the most relaxed in nature. Take the students out to sketch, look at the grass in the wilderness, smell the fragrant rape flowers, feel the beauty of bird singing, and feel happy in my heart. Find beauty from it, feel beauty, and sublimate it into creating beauty. They are full of confidence in their own creation, vividly creating the beauty they found under the brush, and exerting the "magic power" of nature to the extreme.

The creation of aesthetic environment can also make full use of all opportunities that can be created. For example, there are art production materials in the art room, and students can imagine anything, such as old calendars and cartons. Each student can find materials that he can use to make them work, and can also use the class "Painting and Calligraphy Paradise" and the school "Little Painter Gallery" to display students' works. Let students feel honor, experience the satisfaction and happiness of success, and cultivate their self-confidence in creation.

② Correctly guide students' aesthetic concepts and improve their appreciation ability.

Appreciating works of art is an important part of art teaching. Students' appreciation of works is often influenced by adult art appreciation mode, so they must design according to their own psychological development stage and their own life experience, so that when they appreciate other people's works, they can join their own emotional interests, communicate with works, authors and peers, and arouse associations through works.

When appreciating the works, let the students talk about their feelings as much as possible, understand the works and find out their satisfaction or dissatisfaction with the understanding of the works. In this process, teachers pay attention to encouraging students to understand the works and dare to put forward their own views on the works.

Let the students understand that there is no right or wrong in art, only rationality and deficiency. Don't easily deny the unreasonable opinions of some students, and encourage students to discuss and evaluate boldly. For example, while enjoying a classmate's line drawing "Trees in the Wind", some classmates talked about what willows look like in the strong wind, and hinted that the short branches were dancing wildly. Some students mentioned that a tree dancing wildly in the wind is like a dancing elf. I seized the opportunity to let my students imagine what a tree dancing like an elf looks like, and I can also create simple line drawings according to my own understanding.

The evaluation method can also adopt the method of self-feeling. First, let the students discuss according to the theme of the work. Group discussion can make the students think together. Take a trip to space, for example. First, let the students discuss what it would be like to design a space trip according to their own imagination. If you write a composition, what will you design? Those students who don't like to talk and lack confidence in themselves can also join in the activities.

To sum up, students have a positive learning attitude, self-confidence and enterprising spirit, which is of positive significance to their healthy growth. Paying attention to the cultivation of self-confidence must penetrate into art teaching. Today, with more and more attention paid to "people's quality", the road of quality education will have a long way to go.

Is this right? Sorry, I just saw the supplementary question! Bless you!