Practice scheme of art activities in primary schools

Art teaching can emancipate students' minds to a greater extent, stimulate their initiative and improve their ability to solve problems themselves. The following is my carefully collected practice plan of primary school art activities. I will share it with you and enjoy it together.

Practice plan of art activities in primary schools 1

Teaching objectives:

1. Guide students to choose various tools and materials, and use painting, tearing and cutting, collage and other techniques to carry out modeling activities.

2. Guide students to understand the importance of obeying traffic rules.

3. Guide students to understand that roads and cars are important means of transportation, and boldly express busy road traffic scenes through imagination.

Teaching emphases and difficulties:

1. Students' methods of showing busy roads.

2. The shapes of some common objects on the road and the meanings of some signs on the road.

Teaching tools: Teachers prepare pictures of roads and cars and demonstrate various painting tools.

Students prepare pencils, markers, oil pastels and other appliances.

Teaching process:

First, the introduction of new courses.

Show pictures, let students know the modeling characteristics of various roads and cars, and stimulate students' interest and desire. Encourage students to talk about the busy traffic in their city.

Second, the development stage.

1. Students try to talk about the shape of the road and what is on it through their usual observation and imagination.

2. Summary: The shapes of roads are S-shaped, T-shaped and cross-shaped. ...

A.s-shaped roads are generally used in country roads or mountains. There are some trees and straws on both sides of the road T-junction can be said to be a fork in the road. There are usually some farmland and trees on both sides of the road. ...

B. The intersection can be said to be the busiest intersection, and the traffic volume is quite large. There are some high-rise buildings, residential buildings, schools, supermarkets ... There are generally sidewalks, bicycle lanes, car lanes and flower beds on the road. At the crossroads, there are police uncles, traffic lights and zebra crossings ... The function of zebra crossings is to let people crossing the road go. Pay attention to crossing the road: stop at the red light, go at the green light, and cross the road at the zebra crossing. In some big cities, because the traffic is too busy, the zebra crossing where people cross the road is put underground and turned into an underground passage.

3. Students use their imagination to talk about what the future road looks like, and what kind of road do you want?

Encourage students to choose their favorite materials and show their feelings about roads, cars and other scenery. In the process of homework, students should be encouraged to express themselves boldly and freely, and even draw scenes that are not in reality.

5. Explain the painting steps:

(1) Draw an outline:

(2) Coloring

(3) Tick the lines and paint the background

Third, homework

Homework: Express the busy road traffic scene boldly through imagination. Requirements: (1) Students fill the homework paper to achieve the effect and coordination of color change.

(2) Students design their own unique cars and roads.

Fourth, students draw and teachers guide them.

Five, students' self-evaluation and mutual evaluation.

Sixth, after-school expansion

Let the students design the future roads and cars by imagining themselves.

Practice plan of primary school art activities II

Teaching goal: to learn the making method of rolling toys and cultivate students' hands-on making ability.

Teaching emphases and difficulties:

1, the method of making rolling toys.

2. Design the shape of animals.

Teaching AIDS: cardboard, crayons, scissors, glue, sand, bottles or cans.

Teaching process:

First, organize teaching: follow the routine.

Second, teach new lessons:

1, startup phase:

(1) Make a demonstration game to stimulate students' interest.

Tell me how these toys are made. (Ask students to learn the schematic diagram in the book by themselves)

2. Development stage:

The students make rolling toys.

(1) Design an image of a panda and pay attention to the drawing of its forelimbs.

(2) Cut out the image of a panda.

(3) Stick the image of the panda on the post. (Legs together, head upright)

(4) Pour some sand into the box, and you can hear the sound of "rustling" when rolling. Be careful not to fill the sand, or you won't hear the noise.

Third, student production, teacher guidance:

Inspire students to make other rolling toys.

1. Review the making method of rolling toys.

2. Students design other images (figures or animals) to make rolling toys.

Fourth, job evaluation. Evaluation criteria: the rolling toys are made correctly and the image design is vivid.

Five, tidy up

Sixth, after-school expansion: further improve the design creativity of "rolling toys" after returning to China.

Practice plan of primary school art activities 3

Teaching objectives:

1. Cultivate students' design awareness and practical ability by making "small paper figures that can move".

2. Play games with small paper figures to improve students' interest in learning art and strengthen the spirit of communication and cooperation with others.

Teaching emphases and difficulties:

1, the making method of small paper men.

2. How to be a small paper man who can move?

Teaching AIDS: colored paper, pen, scissors, glue.

Teaching process:

First, organize teaching: check the preparation of students' utensils.

Second, teach new lessons:

1, startup phase:

(1) New lesson introduction: The teacher shows a model of a little paper man: Hello, classmates, my name is Xiaodingdong, and I'll show you a small program.

(2) Ask the students: Do you like little paper men? Do you want to know how it is made? In this lesson, we will learn about small paper men who can move. Write on the blackboard.

2. Development stage:

(1) Each group discusses and claims a short story (students are allowed to make up their own stories), and each student determines a role they like. Thinking and communication: What are the characteristics of your favorite portrait? How will you behave?

(2) First, please finish the portrait by tearing, pasting and adding pictures.

(3) Let the students observe: What parts are small paper figures made of? Why did it move?

(4) Show the production step diagram.

Third, students' homework and teachers' guidance:

Do the body part first, then assemble the head and other necessary parts. If you encounter difficulties in the production process, you can ask your classmates or teachers for advice.

Students with faster movements can ask to play two roles, or they can make up a story and design the scene of the story according to their own little paper figures.

After the homework is finished, ask the students to act out a plot of the story in groups.

Fifth, clean up.

6. After-class development: Chinese classes and ideological and moral classes make roles and perform according to their own interests.

Practice plan of primary school art activities 4

I. 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. Next, 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.

Practice plan of art activities in primary schools 5

First, teaching material analysis:

This lesson is based on the old house, doors, windows, walls in the previous two lessons and the beautiful room in the latter one, and belongs to the field of design and application. Housing is closely related to people's lives, and it is a material living environment created by human beings for their own survival. Living in it, our students should have a preliminary understanding of the practical value and aesthetic value of the house, reserve some life experience for design and creation, and understand different small houses, which can reflect different folk customs and people's material and spiritual living conditions. Because students know little about this aspect, teachers can make appropriate preparations before class, so that students can collect information extensively through field trips, visiting photos or sketches, and use various media to appreciate, analyze and compare them. Link this unit course well, so that students can learn more about the styles of doors, windows, walls, roofs and old houses of various houses, feel the artistic charm of various houses, and create their favorite small houses.

Second, the teaching objectives:

Cognitive goal Appreciate different styles of houses, understand their characteristics and functions, and stimulate students' love for their hometown.

Operational objectives: Small houses are designed and manufactured by cutting, folding, rolling, cutting and inserting.

The emotional goal is to cultivate students' creativity, practical ability and cooperative spirit.

Third, the difficulties in teaching:

The focus of teaching is to learn to use the respective characteristics of comprehensive materials to design and make small houses in a way that you like.

Teaching difficulties: the works are novel in conception, interesting in modeling and reasonable and ingenious in comprehensive materials.

Fourth, teaching preparation:

Teachers prepare multimedia courseware or video display platform, small house works, etc.

Students will collect architectural pictures, colored cardboard, waste, glue, scissors and so on.

Teaching process:

I. Communication and understanding

1. Before class, arrange students to investigate, observe local buildings, or show students around small houses with local characteristics.

2. Teachers and students * * * appreciate the exchange of pictures collected by everyone and the appreciation pictures provided by textbooks.

3. Appreciate the excellent architectural pictures at home and abroad, briefly introduce the cultural background of the house, and focus on the content of the last class. The doors, windows, walls and roofs should be harmonious and unified in style.

Second, understanding and discovery.

The teacher demonstrated a way to make a small house with colored cardboard, and asked the students to learn to observe what skills the teacher used. Do you have a better way?

Third, feelings and experiences

1, the teacher took out a few pieces of waste materials and demonstrated how to make a small house. Question: What kind of materials do you like to use to make small houses? Why?

2. Guide students to observe and associate according to the waste materials they bring, ask what kind of house you think these materials are suitable for from the angles of color, shape and texture, and encourage students to associate more with media materials and modeling juice and feel the characteristics of various media materials.

Fourth, try and practice

The students tried to cooperate with other students to finish a small house.

Verb (abbreviation for verb) game and evaluation

Hold a real estate development fair with group cooperation as the unit. Each cooperation team recommends a classmate as a developer and introduces the company's design scheme, modeling characteristics and life functions. The whole class will be bought by a customer. It is necessary to make clear the reasons for buying, which not only enlivens the classroom atmosphere, but also skillfully integrates learning evaluation into the game. Through visiting, appreciating and communicating, we can experience the fun of modeling activities together and share the joy of success.

Articles related to the practice scheme of art activities in primary schools;

★ Five plans for art teaching activities in primary schools

★ Five Plans for Art Activities in Primary Schools

★ Selected cases of primary school art activity plan

★ Complete Collection of Examples of Primary School Art Activity Programs

★ Implementation plan of primary school art activities planning

★ Creative example of primary school art activity scheme

★ Design scheme of primary school art activities

★ Planning scheme of primary school art activities

★ Design scheme of primary school art activities

★ Planning scheme of primary school art activities