Art teaching plan for the third grade of primary school (three articles)

# 3 # Introduction Art teaching can emancipate students' minds to a greater extent, stimulate their initiative and improve their ability to solve problems. Therefore, we must attach importance to the importance of art in students' education, and not just let students pursue scientific theories. Artistic feelings are equally important, and * * * is an all-round talent. The following is the relevant information of "Art Teaching Plan III for Grade Three in Primary School", hoping to help you.

Art teaching plan for the third grade of primary school

Skillful hand: teaching grade: grade three

Student analysis:

Art class is very popular with children. They always like hands-on operation in class, and students' curiosity and expressive ability are very strong. The materials used in this class are familiar to students, and students can basically master collage and cutting with a single material. However, the combination design of several materials at the same time, the collocation of colors and works is still difficult. This requires teachers to design and guide skillfully in the teaching process.

Teaching material analysis:

Leaves, grass, beans, stones and so on are easy to find in children's lives. Although children often come into contact with them, they rarely observe them deliberately, and never even think that they can be used to make exquisite handicrafts. On the basis of students' collection and contact with these materials, the basic production methods such as collage and cutting are infiltrated to produce exquisite decorative works. Through the teaching of this class, students' interest in learning art can be stimulated, students' ability to use their hands and brains and good study habits can be cultivated, and students can understand the truth of turning waste into treasure. Inspire them to discover the beautiful things around them and learn how to experience the fun of life and art study.

Teaching objectives:

1, knowledge goal: guide students to observe things around them and confirm which materials are available.

2. Ability goal: collect available materials, make decorative works by collage and cutting, and cultivate students' innovative ability.

3. Emotional goal: make students understand the truth of turning waste into treasure, cultivate students' spirit of unity and cooperation, and experience the joy of designing and making works successfully.

Teaching emphasis: guide students to make rational use of various materials for combination and creation.

Teaching difficulties: making works with various materials.

Teaching AIDS:

1, all kinds of available materials, such as leaves, beans, pencil scraps, etc.

2, glue, scissors, paper.

3, all kinds of sticker courseware.

Class hours: one class hour.

teaching process

First, the guiding stage.

1, riddle introduction: a small five-branched tree, which has no leaves and flowers, can write, calculate and draw, and has strong unity and cooperation ability.

Write the answers on the blackboard according to the students' guesses: hands

2. The song "Jojo's Hand".

Everyone guessed right. Our hands can help us do many things every day. We all have a pair of skillful hands. Let's praise our hands together, shall we Let's sing skillful hands together. Let's make a collage with our skillful hands today, shall we?

Second, the appreciation stage.

1. Courseware shows pictures. By letting students observe stickers made of plant leaves or seeds, they can arouse students' interest in these items and let them know the beauty of plant seeds in shape and color.

2. Show exquisite physical seed stickers:

Guide students to observe the seed paste painting closely, and further enrich students' imagination, thinking space, touch and aesthetic experience. And also lead students out of the picture in time for further observation, giving students a free and true self-experience in the process of touching with their hands. )

3. Observe the materials used in these stickers. What's their difference?

Guide the students to observe and find that the colors and shapes of various plant seeds are different, and their sizes also change. The closer you look, the more changes there will be. Let students know the beauty of plant seeds in shape and color. )

4. Talk about where these materials can be found.

5. How are these exquisite works made? Let's discuss and communicate together.

Through independent exploration, observation and comparison, students can understand the modeling methods of points, lines and surfaces. This leads to the steps of design and production, and summarizes the methods and steps in the discussion and communication between teachers and students. This link highlights the teaching concept of taking students as the main body of learning activities and teachers as the leading factor. It breaks the conventional teaching space and allows students to accept and feel knowledge equally, democratically and happily in the interaction between teachers and students. )

6. What other materials do you think can be used? (This link is more practical for the production idea.)

(Design intention: Through these rounds of competitions, students can essentially understand the raw materials, their sources and some basic production methods, so as to better broaden their thinking and imagination. Pave the way for later design and production. )

Third, the production stage.

1, teacher demonstration stage-the teacher demonstrates a work for the students.

Students feel beauty for a long time, which will inevitably produce a strong desire to express beauty. But how to show beauty? It is not enough to have students' emotional desires, but also to have key demonstrations by technical teachers. Through the discussion just now, the students have a preliminary understanding of the process of making stickers. The teacher demonstrates a picture, so that students can learn several basic production methods such as cutting, folding and pasting, and master the pasting skills of points, lines, faces and faces.

2, whimsy stage-students make according to actual materials.

Teachers put forward requirements:

(1) Do you know what to do? How? Besides the above methods, other better methods can be used. I hope you can do it by your own creation.

(2) Various materials can be made separately or mixed, and students are encouraged to use mixed materials, so that the effect of the works will be better.

(3) When making, you can make it yourself or find friends to make it together. Everyone will use their brains to solve problems.

(4) Reminder: Tell students to pay attention to safety when using scissors and knives.

(5) Student production begins-courseware plays all kinds of seed stickers circularly.

(Courseware plays works to provide students with more creative ideas and reference basis, and inspire students to learn basic production methods, give play to their imagination, and guide students to expand their imagination and make interesting creations. )

Fourth, the stage of exhibition and evaluation of works.

1. Student self-evaluation: Did the students talk about the creativity and ideas of their works? And evaluate the pros and cons of their own works.

2. Students' mutual evaluation: Let students choose their favorite works and talk about what is creative, worthy of reference and what needs improvement.

This purpose not only creates opportunities for students to show themselves, but also enables students to * * * enjoy other people's artistic achievements, * * * enjoy happiness and * * * enjoy experience. Make students gain lasting interest in art learning and stimulate the spirit of innovation)

Verb (abbreviation for verb) Summary of this lesson:

The students are doing well in this class. Everyone has created so many excellent works with their own skillful hands. As long as we carefully observe and practice in our life, I believe that we will create more beautiful works in our future life and make our life more colorful!

Art teaching plan for grade two or three

Mask: learning goal;

1. Through observation and analysis, we can understand the characteristics of masks of Nuo Opera in Guizhou, masks of tibetan opera masks and Africa, understand the mask culture and feel its artistic charm.

2. Improve students' modeling ability and cooperation ability through painting.

3. Learn the new technology of "oil-water separation" and experience the fun of art learning.

Key points: Understand the mask culture and learn to use the oil-water separation method to express the mask.

Difficulties: Students' expression of mask features and styles.

Teaching aids: demonstration paper and courseware.

Learning tools: oil pastel, ink, brush, plate, glue stick.

Teaching methods: situational teaching method, intuitive demonstration method and independent inquiry method.

Learning methods: group cooperation method and practical experience method.

Learning process:

Organize teaching: stabilize discipline and check appliances.

First, enjoy the excitement and introduce the new course (3 minutes)

Students, do you know what these people are wearing?

Health: facial mask.

We often see masks in our lives. Do you like masks?

What masks have you seen on what occasions?

Today, the teacher led the students to study masks in depth. (Title on the blackboard: Mask)

Second, visit the exhibition hall and analyze it (5 minutes)

The teacher invited a little tour guide, Dr. Mingming, to show everyone around the interesting mask museum. Look, here he comes! Before visiting the mask museum, students should carefully observe and analyze the contents and answer questions.

Appreciate with questions (Intention: Understand the mask culture of different regions and countries, guide students to understand the role of masks in life and the background of masks, and cultivate students' ability of observation and analysis. )

The first exhibition hall explains the origin of masks.

In the second exhibition hall, two masks in China's traditional dramas, Nuo Opera Mask and tibetan opera masks, were appreciated, and their design features were introduced respectively.

The third exhibition hall appreciates foreign masks and analyzes the design characteristics of African masks.

The fourth exhibition hall introduces the characteristics of masks in life.

Introduction: Different areas have different characteristics, but they all have one thing in common, that is, exaggeration and distortion. (blackboard writing: exaggeration and distortion)

III. Magic, Demonstration and Exploration (5 minutes)

Are you tired after shopping for so long? Will the teacher give the students a relaxing magic trick? (Teacher's demonstration)

(Group discussion) Please guess what this picture is made of. How was it done? Why is this method feasible? What name can we give this method?

(oil-water separation method)

(Courseware demonstration process) Do you dare to try this method? Are there any questions before trying?

Four, hands-on practice, teacher counseling (15 minutes)

Work in groups of four. Draw a picture and create a picture that your group likes to be different.

Wearing a mask. Cultivate children's practical ability and sense of cooperation. )

V. You comment, I comment, and everyone comments (5 minutes)

Show the evaluation samples first, then show the masks of your group, talk about your unique ideas, talk about your favorite works, and what decoration methods you didn't think of, which is worth learning.

Pay attention to the evaluation between students, and the teacher mainly gives affirmation and encouragement. )

Six, create a "totem pole" (2 minutes)

Bypass the "post" and paste it and take it to the front desk for display.

Eight. Enjoy the exhibition of works (3 minutes)

How do you feel when you see such a totem pole?

Nine, expand (2 minutes)

The students did a good job! What materials and methods can be used to make masks in life? Let's enjoy (show courseware) together. I hope students can bravely try to create masks after class.

Art teaching plan for the third grade of the third primary school

Colorful: First, teaching material analysis

Learning field

This lesson belongs to the field of "modeling ● expression", focusing on color knowledge. Color knowledge is a series of knowledge in primary school, including three primary colors, three primary colors, multiple colors, hues, contrast colors, etc., all based on primary colors. Students are no strangers to color, but it is difficult for them to understand the theoretical knowledge of color and accurately express their emotions with color. Therefore, according to the curriculum norms, teaching content and students' cognitive characteristics, the teaching objectives of this course are drawn up.

Teaching objectives

1, let students know the three primary colors of red, yellow and blue, and three colors of orange, green and purple. Master the skills of blending intermediate colors with primary colors.

2. By understanding the three primary colors and their application in works of art, let students know their unique artistic charm.

3. Through game activities, guide students to learn to apply the color knowledge they have learned to real life.

Teaching focus

Let the students know the three primary colors, three intermediate colors and their color characteristics.

Teaching difficulties

Guide students to capture the use of three primary colors and three intermediate colors in art works and apply these color knowledge to real life.

Second, teaching methods

There is some theoretical knowledge in this class, which is rather boring for young students. It should be noted that "games are children's nature". In teaching, we should design game links around topics and integrate theoretical knowledge with multimedia, so that students can learn in a pleasant atmosphere. This way is conducive to stimulating classroom vitality and students' learning motivation.

Third, teaching preparation.

Teaching AIDS: courseware, colored water, disposable cups, colored cardboard, digital camera, etc.

Fourth, teaching characteristics.

In colorful teaching, combined with topics, games, which are popular with students, are used to promote the development of teaching and stimulate students' interest in learning. In the operation link, abandon the form of drawing on paper. Take the group as a unit, use the clothes of the group members and match the color theme clothes, and record them with a digital camera to be a "little photographer". Then the teacher and the students evaluate the visual effect of collocation together.

Teaching process of verbs (abbreviation of verb)

1, organize teaching

Calm down and check the preparation of classmates' appliances.

2. Introduce new courses

Teacher: We live in a colorful world. Let's think about it. What colors do we often see?

Classmate: There are red, yellow, blue, green, purple, black, white and so on.

Teacher: Yes. Color is like a magician, which makes our life colorful and full of fun. Today, we are going to learn color.

Write on the blackboard.

3. Newly awarded

(1) Reveal the topic

Teacher: Students, have you ever used gouache? Who can tell me how to mix two different pigments together?

Students answer according to their own understanding.

Teacher: Then let's do a little experiment now. Please take out the chalk, mix any two different colors together and draw on the paper to see what will happen.

Classmate: It turned into another color.

Teacher: But the teacher knows that there are three colors. They are eccentric and can't mix with other colors. They are called primary colors.

Blackboard primary colors.

(2) Know the three primary colors

Primary colors cannot be mixed with other colors. The teacher asked them to come out and listen to what the colors were saying.

Play the courseware.

Teacher: After watching the animation, do the students know what color is talking?

Classmate: Red, yellow and blue.

Teacher: What did they say?

Classmate: You can't mix with other colors.

Draw a definition: red, yellow and blue can't be mixed with other colors, then they are primary colors, which we call three primary colors. Stick three-color paper on the class card.

(3) Know three colors

Teacher: Red, yellow and blue are good friends. We try to mix them in pairs to see what colors are directly mixed from the three primary colors.

Teacher's demonstration: put red water and blue water in a cup, shake it and let the students say the colors.

Classmate: Green. Put up a green paper.

Display and post orange and purple in turn.

It is defined that any two of the three primary colors are green, orange and purple, which we call tricolor.

(4) Consolidate knowledge through games

Teacher: Next, let's play a game-treasure hunt-we're going to treasure hunt, but the monster occupying the treasure has set us a level for the students to watch.

Show the game.

Teacher: The genie said that it put two primary colors or an intermediate color on the treasure chest, and there was a keyhole behind this group of colors. Before opening the treasure chest, students must put the correct color of the two primary colors or the intermediate color mixed by those two primary colors on the keyhole.

Classmate game. Consolidate color knowledge in this process.

Step 4: Expand

Appreciate the works of Chinese folk art and painting masters, feel the application of primary colors and primary colors, and experience the artistic effect and emotional experience brought by different color combinations. Let the students talk about their favorite jobs and their feelings. Teacher guidance.

Red theme-warm, passionate feeling.

Yellow theme-lively and happy feeling.

Blue theme-the feeling of calmness and composure.

The combination of three primary colors and three intermediate colors-dazzling feeling.

5. Classroom assignments

Be a "little photographer".

Take the group as a unit, determine the name of the work with the clothing of the group members, match the color theme clothing, and record it through digital photography.

Step 6 evaluate

After the work is completed, it is unfolded in the computer through a digital camera. Ask a group to send representatives to explain the design ideas of their own works.

(1) What kind of theme?

For example: spring. Beat red.

(2) What kind of feeling does this collocation give people?

Exodus: It makes people look lively and lovely.

Teachers add their own opinions to guide students' evaluation.

7. Summary

In this lesson, we learned about three primary colors (red, yellow and blue) and three intermediate colors (green, orange and purple) and their characteristics. Our life is a colorful world, so we should pay more attention to life and decorate our beautiful life with the color knowledge we have learned.