Teaching Plans for High School Art Teachers (Collection of 5 Articles)

Do you know what the lesson plans prepared by art teachers should look like? The following is the "Teaching Plans for High School Art Teachers (Collection of 5)" compiled by me for your reference only. You are welcome to read it. Chapter 1: Collection of teaching plans for high school art teachers

Teaching purposes

1. Understand the remains of large-scale sculptures in ancient China.

2. Understand the content of ancient Chinese mausoleum sculptures: commemorative sculptures on the ground, figurines and ancient utensils buried in the tombs, which represent the first-grade mathematics test paper doc's symbolic works and artistic achievements; experience the commemorative large-scale sculptures from them Different artistic language characteristics from small easel sculptures.

Teaching focuses and difficulties

1. Through the artistic analysis of typical works, inspire students to understand the different characteristics of large square sculptures and indoor small sculptures; understand the impact of works of different materials on the sculpture language of different applications.

2. The concept of the soul reflected in the figurines and artifacts buried in ancient times still has an impact on later generations. There are still feudal superstitious activities in society such as paper figures and ghost coins buried with them, inspiring students to have some ideas about this. critical awareness.

Teaching Process

1. Introduction: What does Tang Sancai belong to? How much do you know about the Terracotta Warriors and Horses?

2. New Lesson

1, 20 In the second half of the century, what major discoveries were made in ancient Chinese sculptures?

Enjoy the video: Sanxingdui

2. Discussion: How many parts does ancient Chinese mausoleum sculpture include? Terracotta Warriors and Horses What are its characteristics?

3. Guide students to compare the stone carvings of Huo Qubing’s tomb and appreciate them by name.

Introduction: Tang Qianling, the joint tomb of Tang Gaozong Li Zhi and Wu Zetian. It is located on Liangshan Mountain in the north of Qian County, Shaanxi Province. National key cultural relics protection unit. Tomb Stone Carvings Tang 18 Tomb Stone Carvings are one of the important treasures of ancient Chinese sculpture art. Their themes and carving techniques greatly exceed previous mausoleum stone carvings, including round carvings, relief carvings and line carvings. There are reliefs of the six war horses that Emperor Taizong of the Tang Dynasty rode during his lifetime - the Six Horses of Zhaoling. Since the Qianling Mausoleum, the combination of stone carvings has been basically fixed, and can be divided into six categories according to their properties:

1. Lions;

2. Stone figures, horses and grooms;

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3. The telephone number of Yishou Chemical Industry Press and the six horses of the north gate;

4. The statue of "Tibo Chief"; ⑤ Huabiao; ⑥ Stele, wordless stele and Shushengmei stele.

Which work is your favorite?

Focus: Drumming and rapping figurines: During the Eastern Han Dynasty, pottery figurines continued to be popular in the Central Plains and Guanzhong areas, and their shapes were more vivid than those in the Western Han Dynasty. Many types of figurines of cooks, servants, and musicians and dancers were unearthed from the tombs of the Eastern Han Dynasty in Luoyang. The figurines of musicians and dancers, in particular, are small in size but expressive in posture and graceful in dance. They are vivid fine works of ancient sculpture art. The image is extremely vivid.

Summary: Above-ground memorial sculptures, high school physics lesson plans, figurines and ancient utensils buried in tombs, their representative works and artistic achievements.

3. Assign extracurricular thinking:

How many parts are included in ancient Chinese tomb sculptures? What is their connection with real life? Part 2: Collection of high school art teacher lesson plans

1. Teaching objectives

Knowledge and skills: Understand the background, picture content, theme and artistic characteristics of silk paintings, and learn how to appreciate silk paintings.

Process and method: Through the description and analysis of the silk painting "Dragon and Phoenix Lady", we can understand the artistic characteristics of the silk painting and improve the appreciation ability.

Emotions, attitudes and values: Feel the formal beauty of silk paintings, improve your aesthetic interest, and understand the artistic charm of ancient Chinese art.

2. Important and difficult points in teaching

Key points: The picture content and artistic characteristics of "Dragon and Phoenix Lady".

Difficulty: Be able to understand the artistic charm of ancient Chinese art from silk paintings.

3. Teaching process

Activity 1: Exciting introduction

Play the national treasure video "The Soul of Silk Painting" to guide students to appreciate and think: This song is sung What content? What works appear in the video?

Students watch carefully and answer: The lyrics describe the story of the thousand-year-old treasure - the T-shaped silk painting from the tomb of Xin Zhui, and then reveal the topic "Excerpts of Ancient Chinese Paintings" English - Silk Painting".

Activity 2: Description and Analysis

1. Content of the picture

Based on the information collected before class, appreciate the work "Dragon and Phoenix Ladies" and ask questions:

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When and where was the "Dragon and Phoenix Lady" unearthed?

What content does this work depict?

After students exchanged answers, the teacher summarized: Bottom right There is a middle-aged woman standing sideways, with her hair in a high bun, a wide-sleeved robe, and her hands clasped together as if praying. There is a phoenix bird flying in the air above the woman's head, with its tail feathers curled upward. On the left is a twisted dragon rising upwards.

2. Shapes, lines, colors

Continue to observe "Dragon and Phoenix Ladies" and ask questions: What are the characteristics of the characters and the shapes of dragons and phoenixes in the work?

< p>Student answer, teacher summary: The figure is graceful and beautiful, the dragon and phoenix postures are extremely strong, and the whole work is vivid and vivid.

Enlarge the part of "Dragon and Phoenix Lady" to guide students to appreciate and think about the question: What are the characteristics of the colors and lines of the work?

Students answered, and the teacher concluded: The lines are extremely summarized and concise. It is vigorous and clumsy, composed and powerful, with light and elegant colors, mainly flat painting.

3. Theme

Continue to guide students to appreciate the "Dragon and Phoenix Lady" and ask:

What is the main idea expressed in this work? (Inducing the soul to ascend to heaven)

Students think, teacher concludes: This work is a flag used in ancient funeral ceremonies, reflecting the popular consciousness of ascending to heaven after death in the upper class of Chu State at that time.

Activity 3: Summary and explanation

Ask students to summarize the artistic characteristics of "Dragon and Phoenix Lady".

After the student group discussion, the teacher concluded: The characters in "Dragon and Phoenix Ladies" are vertical portraits from the front and side, using typical clothing to express their status, identity and gender, with vivid shapes, well-proportioned and solemn demeanor. Paying attention to the outline of the image, outlining lines and flat coloring, it reflects the theme of "leading the soul to ascend to heaven".

Activity 4: Appreciation and Evaluation

1. Show the silk painting "Character Yulong Tu" and ask students to use the perspective and method of appreciating the silk painting. Organize four students into a group and spend 8 minutes time for discussion and appreciation.

2. Teachers conduct inspection tours and provide guidance.

3. After the discussion, in the form of a "file" commentator, each group will select a representative to introduce "Characters Yulong Tu".

(For example, "Character Yulong Tu": shape - front profile of a man; lines - smooth and straight; theme - leading the soul to ascend to heaven).

Finally, the teacher made a general evaluation from the aspects of shape, lines, themes, etc. (This painting is basically drawn using line drawing techniques, with fine and strong lines, and the character modeling is quite accurate. It is the painting used in the tombs of Chu State. A silk painting that leads the soul to heaven).

Activity 5: Summary of homework

1. At the end of the class, teachers and students jointly summarized and sublimated: We have an in-depth understanding of silk paintings, appreciate the charm of Chinese art works, and feel the Chinese The breadth and depth of culture.

2. Collect your favorite silk paintings after class and share them with everyone in the next class. Chapter 3: Collection of teaching plans for high school art teachers

Teaching purpose:

Through teaching, students will have an understanding and understanding of the important achievements and characteristics of ancient Chinese architectural art, and achieve a broad broaden their horizons, increase their knowledge, cultivate their sentiments, improve their aesthetic taste, and cultivate their ability to appreciate ancient Chinese architectural art.

Teaching focus:

First, understand China through the introduction of China’s structural building system and the analysis of the overall layout of the Forbidden City in Beijing, the use of roof forms and colors of major buildings, etc. The main characteristics of ancient architecture; the second is to understand the main characteristics of ancient Chinese garden art through the typical examples of ancient Chinese garden art provided by the text illustrations.

Teaching Difficulties:

The teaching difficulty of this course is the appreciation of architectural art. It is best to visit it on the spot. Now it is difficult to truly understand the content of the text only by relying on some pictures provided in the text. . Every effort should be made to overcome this difficulty when teaching.

Teaching time:

1 class hour

Teaching aid preparation:

Pictures, video materials, multimedia courseware

Teaching process:

1. Organizing teaching: (conventional)

2. Review:

Question: What are the social functions of architecture?

3. Introducing new lessons: (Show topic)

Garden architecture:

Like ancient Chinese palace architecture, it shows distinctive national characteristics and a high degree of artistic achievement. Ancient Chinese garden art. It not only has a long history and a high degree of achievements, but also is unique and has its own system. It is one of the three major garden systems in the world along with European and Arabic garden art.

Chinese gardens were first recorded in historical records in the 11th century BC in the Western Zhou Dynasty. history. With the progress of society, Chinese gardens have gradually formed a unique national form and a system of its own. Its main characteristics are advocating nature and wonderfully creating nature, cleverly combining artificial beauty with natural beauty, creating a unique natural landscape garden. Because literati participated in the construction of gardens, ancient Chinese gardens were full of literati atmosphere and poetic charm. "Poetry and painting" are the essence of Chinese gardens and the highest realm pursued by gardening art. To achieve this purpose. Garden artists often use the combination of ancient poetry and landscaping. Among them, Suzhou gardens are representative works of Chinese garden art.

Appreciation:

Suzhou Humble Administrator's Garden "With whom do I sit in the same pavilion": It is named after Su Shi's line "With whom do I sit in the same pavilion, the bright moon shines on me". The original meaning of Su Shi's poem is to show off his aloofness, but here he only uses it to describe the scenery to enrich the artistic conception.

"Send the wind"; "Zhuoying Water Pavilion" quotes from "Mencius" "The water in Canglang is clear, and I can wash my tassel; the water in Canglang is turbid, and I can wash my feet" to show the purity of his ambition. .

Suzhou Net Master Garden Spring: Its name comes from the peony flowers planted in the courtyard of this scenic spot, because peony flowers bloom in late spring. The poet Su Dongpo of the Song Dynasty wrote a poem: "Thank you so much for the flower workers. Loneliness still leaves the spring breeze of the Peony Palace." "Dianchun" means late spring, and "Dianchun" is the small house connected to the pavilion. Therefore, it is very poetic and picturesque to retain a corner of spring in the courtyard and euphemistically call it "Dianchun".

Ancient Chinese gardens are a tourist environment that integrates natural and man-made landscapes, flowers, trees, and buildings. There are three main types:

The first is the royal garden, which is larger in area and magnificent in style, such as the Old Summer Palace, the Summer Palace, etc.

The second is private gardens, whose styles vary according to the owner’s taste, such as the Humble Administrator’s Garden and Master of the Nets Garden in Suzhou.

The third is suburban scenic spots and mountain forest attractions, such as Hangzhou West Lake, Wuxi Yuantouzhu, etc. This kind of garden is large in scale and mostly integrates natural and man-made scenery.

The main feature of China's natural landscape gardens is that they imitate nature and use artificial power to create natural scenery, which embodies the ancient Chinese concept of respecting nature and being close to nature. The layout of the garden emphasizes free twists and turns. This is especially true in our smaller private gardens in the south of the Yangtze River.

Another characteristic of Chinese garden layout is the division of scenic spots and spaces, and the ability to "borrow scenery". Borrowing scenery is a traditional technique in ancient Chinese gardens to break through space limitations and enrich the landscape. The scenery outside the garden is cleverly "borrowed" into the garden and becomes part of the landscape. For example, Wuxi Jichang Garden “borrows” the scenery of Xishan Mountain. Chapter 4: Collection of teaching plans for high school art teachers

1. Teaching materials

"Into Imagery Art" belongs to the high school art appreciation module. Imagery art is one of the three major art types and is an introduction. A comprehensive art type between figurative art and abstract art, it has the characteristics of both arts. It also lays the foundation for students to subsequently learn difficult-to-understand abstract art, and serves as a link between the past and the future.

2. Talking about learning

3. Talking about teaching goals

Knowledge and skills

Preliminary understanding and understanding of what imagery art is, How to analyze imagery art.

Process and Method

Through comparative analysis, we can initially grasp what imagery art is, and analyze imagery art through the analysis of its artistic image and artistic language, as well as the artist’s intention. main features.

Emotional attitudes and values ??

Understand the creative conception of image art, improve aesthetic quality, broaden your horizons, and understand diversified arts.

4. Important and difficult points in didactic teaching

Key points

There are two ways to express objects from multiple perspectives, namely plane expression and three-dimensional expression.

Difficulties

Be able to understand the method of expressing objects from multiple perspectives, and express multiple perspectives of objects in the form of hand-drawn lines.

5. Teaching and Learning Methods

According to the requirements of the new curriculum standards, "Art teaching takes students as the main body, takes student development as the basis, and creates for students conducive to stimulating the spirit of innovation. "Learning Environment", I adopt the following teaching and learning methods: the teaching method is the situational method, the display method, and the practical exercise guidance method, and the learning method uses the independent inquiry method and the comparative analysis method.

6. Teaching preparation

"If you want to do your job well, you must first sharpen your tools." Good teaching preparation can improve the teaching effect in the classroom. I have made the following preparations : PPT courseware.

7. Teaching process

Starting from the teaching suggestions of the new curriculum standards, I will give full play to the role of modern educational technology, use multimedia to assist teaching, change silence into movement, and integrate sound and Form and color are integrated into one, providing students with vivid and intuitive observation materials and stimulating students' initiative and enthusiasm for learning. The specific links are as follows:

Link 1: Setting up the situation and introducing the new lesson

Carefully designing the introduction is undoubtedly a key step to the success of a lesson. Its purpose is to attract students and make them interested. Massage it into activities to achieve twice the result with half the effort. To this end, I will display "Princess Brogli" and "The Hatted Woman" to guide students to observe the differences. After the students have an intuitive perception of image art, continue to introduce such a story: After seeing "Woman with a Hat", a woman asked Matisse, "Are all our women like what you painted?" But Matisse replied: "Madam, that is not a lady, that is a painting." Activate students' thinking through questioning, stimulate students' interest in learning the art of imagery, and allow students to focus their energy on the classroom.

Session 2: Appreciating works and exploring the art of imagery

According to the art appreciation process "description-analysis-explanation-evaluation" proposed by Professor Fedman, I am sure that I The basic steps are: perceiving weirdness - analyzing weirdness - understanding the art of imagery.

(1) Perceiving Weirdness

In the Perception of Weirdness section, I or multimedia display a series of imagery art works, guiding students to appreciate and talk about their first impressions of these works. What? When students give weird answers, I will continue to ask: Why does it feel "weird"? Teachers and students jointly concluded that the picture was exaggerated. In this link, through the understanding of famous paintings, students' thinking is stimulated and students can understand the special features of imagery art.

(2) Analyze weirdness

After students experience the "weirdness" of imagery art, show the oil painting "Mont Saint-Victoire" and the real-life photos of Mount Saint-Victoire to guide Through comparison and appreciation by students, teachers and students jointly discussed that what the artist's expression conveys is not the image in the artist's "eyes", but the image in the artist's "mind", that is, "image", which leads to the conclusion that image is the painter's objective view of the world. A subjective representation of the world. Through teachers' questions, students discuss teachers and students together, enhance teacher-student interaction, enable students to understand what imagery art is, and enhance students' cooperative spirit.

For the focus of this lesson, I will show the work "The Scream" that students are familiar with, and guide students to discuss with each other, inspire each other, and brainstorm through the content, image, color, lines, etc. of the work. Describe, analyze and master the basic characteristics of imagery art, such as subjectivity, exaggeration, deformation, etc. Therefore, with appropriate guidance at this stage, students can summarize some characteristics of imagery art in their own words, thereby exploring different levels The ability to summarize and summarize can improve teaching efficiency.

(3) Understanding the art of imagery

"How to understand the art of imagery" is the key to this course and also the fundamental requirement for students to appreciate the art of imagery. In this link, my focus is to convey to students two entry points for understanding. Therefore, I will display two sets of works respectively. First, by analyzing the eyes in Zhu Da's "Quail Picture", I will understand that the artist represents the world according to how "I" want to represent it, and then I will show Velasquez's "Pope Innocent X". " and Bacon's "Portrait Surrounded by Beef Slices" analyze the two works, allowing students to conduct group discussions and exchanges, and use the comparative method to find differences, and then conclude that imagery art is the artist's creation of images based on how "I" feel. Represent the world. Through questions, students can be guided in the direction of their thinking, understand that imagery art is an art form that "expresses the author's inner world", and understand how the creative conception of imagery art is integrated and connected with the author's personal subjective consciousness, life experience, etc. Through students' speeches, discussions, and teachers' guidance and induction, students have a deep understanding of the relationship between "meaning" and "image", and realize the importance of "I" in art and the "truth" of images. "Sex" produces identification and excitement.

Session 3: Apply what you have learned and analyze the art of imagery

Finally, I set up the link of "Put what you have learned and analyze the art of imagery", which mainly allows students to practice what they have learned. Transfer and apply it, understand the essence of this lesson, and tell your own gains. Therefore, I will display a series of imagistic art works and figurative art works, and set up debate activities: Do you think imagistic art is more expressive than figurative art? Why? Through the appreciation of a large number of works, students can learn about various art styles and the world Students will have a better understanding of diversified arts, thereby activating students’ thinking and expanding their horizons.

Session 4: Summary, review, expansion and improvement

At the end of the course, students are guided to summarize and sort out the concepts and characteristics of imagery art in a retrospective way, so that students can Have a more systematic and comprehensive understanding of the knowledge in this lesson. Chapter 5: Collection of high school art teacher teaching plans

1. Analysis of teaching materials:

1. Teaching objectives

This lesson mainly understands and recognizes the three major types of art. The second type - imagery art.

To enable students to initially understand and understand what imagery art is and how to identify imagery art.

2. Teaching focus

Enable students to distinguish the difference between imagery art and concrete art, and initially grasp what imagery art is and the main characteristics of imagery art, especially from the perspective of imagery art. Artistic image and artistic language, as well as the artist's intention to identify the main characteristics of image art.

3. Teaching difficulties

How to explain clearly what imagery art is and how to understand imagery art.

2. Teaching method design:

Courseware picture display, teaching, practice

3. Study method:

Appreciation of textbooks, observation , thinking, imagination

4. Teaching process:

1. Introduction:

Art works are not completely “truthful” representations of objective reality. In addition, it can also express the artist's subjective world, which is also reflected in figurative art, but in image art the subjectivity of artistic expression is more prominent and has become the focus of artists' attention.

Teacher activities: (1) Display the works "Mona Lisa" and "Portrait of Madame Matisse"

(2) Ask questions: Find out the differences between these two works Where possible, ask students to discuss in groups.

Student activities: (1) Discussion (2) Answers

Teacher and student summary: These are two masterpieces of portraits, but their expression forms are completely different. The Mona Lisa uses The brushwork is delicate, the description is real and concrete, and the image is lifelike and natural; while "Portrait of Madame Matisse" uses rough brushwork, bold colors, expresses a special object, and does not conform to ordinary people's understanding.

This shows that "Portrait of Madame Matisse" is a way of expression deliberately adopted by the painter Matisse in order to express certain views and opinions of his own. From this we can see that the subjectivity of artistic expression in image art is more prominent.

(Introduce the topic and write on the blackboard:) Subjective expression of the objective world - Entering image art

2. What is image art

Why are there some art The image of the work is weird? This sentence explains image art from an extreme aspect of image art, because in the eyes of ordinary people, the works of image art are often weird. This explanation is mainly to dispel the incomprehension and rejection of image art caused by ordinary people who are accustomed to the authenticity of concrete art. It is pointed out that image art is mainly closely related to the artist's feeling of reality and the expression of their personal emotions, concepts and consciousness. Therefore, the more unique and intense the artist's feelings and intentions, the more bizarre the resulting artistic image may be.

Teacher activities: (1) Writing on the blackboard: What is imagery art

(2) Asking questions: A. From the works that will be displayed below, please students pay attention to observation and analysis, imagery What are the differences in expression forms and techniques between artistic works of art and our customary understanding of figurative works of art?

B. Why are the images of art works weird?

(3) Displayed works: "Mountain Saint-Victoire", "The Scream", "Starry Night" and "Premonition of Civil War"

(4) Questions

(5) Writing on the blackboard: The artist’s subjective expression of the objective world.

Student activities: (1) Appreciation (2) Discussion (3) Answer

Teachers and students summary: Imagery art is mainly the artist’s feeling of reality and their personal emotions and concepts closely related to the expression of consciousness. Therefore, the more unique and intense the artist's feelings and intentions, the more bizarre the resulting artistic image may be.

3. How to understand imagery art:

"How to understand imagery art" is the key to this course and also the fundamental requirement for students to appreciate imagery art. In this link, my focus is to convey to students two entry points for understanding, that is: one is for artists to express the world as "I" feel, and the other is for artists to express the world as "I" want to express it. . The most prominent ones are "feeling" and "thinking".

Teacher activities:

(1) Writing on the blackboard: How to understand the art of imagery

(2) Display Velázquez’s "Pope Innocent X" " and Bacon's "Portrait Surrounded by Beef Slices"

(3) Ask questions: A. What are the differences between the two works? (Hint: We feel from "Pope Innocent X" The character traits of the subject, in Bacon's "Portrait Surrounded by Beef Slices", are a kind of emotion and atmosphere, that is, tension and panic)

(4) Display: Zhu Da's "Quail" Picture》

(5) Ask a question: What are the characteristics of the quail’s eyes in the picture? Will it appear in reality?

Student activities: (1) Appreciation (2) Discussion (3) )Answer

Summary of teachers and students: Understand imagery art from the following two perspectives: one is that the artist expresses the world according to how "I" feel, and the other is that the artist expresses the world according to how "I" want to express it. .

Characteristics of imagery art: A. Imagery art is more inclined to psychological reality. B. The artistic image is more concentrated and typical. C. It transcends the limitations of figurative art in terms of image, time and space.

The artist’s subjective initiative plays a decisive role in image art. Everyone's subjective feelings and feelings are different, so the imagery art works give us a weird feeling.

Blackboard writing: One is for the artist to express the world as "I" feel, and the other is for the artist to express the world as "I" want to express it.

4. Summary review: In this lesson, we have a further in-depth understanding of what imagery art is and how to understand imagery art.

We know that image art is the artist’s subjective expression of the objective world. Understanding imagery art: One is that the artist expresses the world as "I" feel, the other is that the artist expresses the world as "I" want to express it.