Art Theme Education Narration 1 For a long time, art has been a subject that has not been valued by students, parents and teachers. However, the current teaching reform cannot solve this contradiction immediately. So, is there any way for students to master the content of a lesson in just a few minutes?
An accident inspired me a lot.
I passed by the door of a class, and a student asked me what to do in the next art class. I thought for a moment and said, "What class do you want?" He answered me, "handicraft class." I'm surprised. what am I supposed to do？ There are still two classes, and I'm not prepared at all now. I hurried back to the office and began to prepare. After thinking for a while, I decided to let the students learn paper-cutting. Scissors are more flexible than pencils. Once cut in their hands, they can easily express their ideas at will, but it is not easy for students to cut a picture out of thin air.
At the beginning of class, I walked into the classroom and found that my classmates stared at me with wide eyes today, as if expecting something. At first, I didn't tell the students how to cut paper, but told them that the main material they made today was waxed paper. Then, let the students discuss how to cut the wax paper into exquisite handicrafts. Unexpectedly, the enthusiasm of the students is higher than before, and the discussion is extremely fierce. The plan came out, and the students' unexpected ideas shocked me again. In this class, I know I have succeeded. At the same time, I thought of the previous class and found the previous misunderstanding. Suddenly, I suddenly realized that the child's interest is the most important thing.
So how to arouse students' enthusiasm? How can we arouse their interest? In this regard, I made some adjustments to my teaching.
For the syllabus, I first removed the branches and leaves, and selected some contents that are more suitable for students and are of interest to students. Then, slow down the progress so that students have enough time to master these things they like. For example, painting, I don't give students a topic, but give them a period of time, a requirement and the choice and application of some tools. Every class, correct and encourage some students with problems; Some students who draw well praised them and posted their good works on the blackboard for everyone to appreciate and comment. Sometimes, while revising my works for students, I tell them that even the best painter is not a genius, and only through hard and long-term efforts can he succeed.
In handicraft class, I let students go out of the classroom and look for content outside the classroom. On the playground, the students found a leaf, so I taught them to make a leaf painting. The student didn't find anything, so I asked him to find some waste almanac paper and make a beautiful sticker. The student took out some cardboard, and I asked him to make a string of colorful stars and his favorite bookmarks. The student looked at his works one by one and opened his eyes wide. Maybe he still doesn't believe he can make such a beautiful thing. Suddenly, the enthusiasm of the students came up, and the nervous nerves of learning were relaxed. Now, the students' enthusiasm has improved, and my class is much easier. Perhaps this is the truth of "entertainment".
Art originates from labor, communication and entertainment activities, and the discovery and cultivation of interest is established and realized in this kind of labor and activities. Therefore, only by allowing students to participate in practice happily can their thinking be highly concentrated and a spark of innovation be generated, so that they can master classroom knowledge unconsciously.
As an art teacher, I often think that the cultivation of quality lies in having innovative consciousness and ability, which come from interest, and interest is the driving force of creation. Teachers should use various methods to stimulate students' interest in teaching, ignite the spark of wisdom with interest as the fuse, give full play to students' inherent potential, and make them have a strong interest in learning.
Engels pointed out: "Personally, all the motives of his actions must pass through his mind, and he must change the motives of his wishes in order to make them act." It can be seen that in teaching activities, it is an important condition for teachers to stimulate students' interest in learning and let students participate in learning and creation with happy emotions. Moreover, in today's promotion of quality education, the single boring art teaching is far from being suitable for today's students. As an art teacher, we should design art classroom teaching according to students' age and psychological characteristics and their own needs, so that every student can acquire new knowledge and create new works through rich and novel teaching contents and methods in a good mood, and bring students into a beautiful learning paradise.
Description of Art Theme Education 2 The focus of traditional art teaching in middle schools is mainly "looking at pictures" or "drawing nearby", which is very obvious in classroom teaching and examinations. Therefore, in teaching, teachers often teach according to the teaching objectives of each class, and students also copy and create according to the content of the class.
The new education emphasizes cultivating students' interest in learning, emphasizing students' independent inquiry learning, cooperative and interactive learning, emphasizing emotional experience and paying attention to the learning process. I think art education is the same, not only to learn the basic knowledge of art, but also to enter life, because "art comes from life and is higher than life", so that students can experience all kinds of beauty in life. Through practical activities in art class, students' creative enthusiasm is improved and their imagination is developed.
In my teaching, I deeply realized that many students can only follow the painting. If you let him create, he will have a headache. In order to let students give full play to their creative potential, I took a class of beautiful patterns. Enough pictures and materials are prepared before class. Because creating patterns requires materials from life, such as landscape photos, flowers and plants photos, various animal photos and so on. I found a lot of pictures on the Internet and printed them out. In class, I first talked about the development process, types and deformation methods of patterns, and took "sheep" and "cockscomb flower" as examples. Then I encourage them to use the animals and plants in their lives to imagine themselves and create various patterns. I sent the printed pictures to the students before class, and the students were very excited to see the colorful pictures, and they immediately had creative enthusiasm. In order to stimulate students' creative enthusiasm, I decided to organize a year-round exhibition of "Independent Creation-Beautiful Patterns" to display outstanding students' works on the blackboard in the school auditorium. But don't copy, be sure to original design. The students are very active. I found that some students thought for a long time but didn't know how to draw, so I gave them guidance and helped them analyze, so the students suddenly got inspiration and drew soon.
On the day of the exhibition of "Independent Creation-Beautiful Patterns", many students in the whole school surrounded the hall on the first floor of the school. Everybody, hold each other and comment on their optimistic works. The faces of the students who exhibited their works were filled with happy smiles.
In a word, the cultivation and development of imagination and creative thinking is one of the most important features of modern art education. Teachers should give full play to students' personality consciousness in art teaching and arouse students' enthusiasm and initiative in completing creative works. Let every student have the opportunity to discover his potential, believe in himself and feel the endless fun of creation.
Art theme education narrative 3 Art is a special subject, which enables students to learn painting and production skills; Can cultivate students' comprehensive ability and give full play to students' talents in all aspects; Can make students feel beautiful; Can make students love learning. Today's art class is not what it used to be. Teachers use for reference, students use for reference. Quality education enters art teaching, focusing on developing students in the classroom and making them the masters of learning; In the process of homework, we pay more attention to students' inquiry in the learning process, so that students can study easily and happily. Art class is like a paradise, which makes students enjoy it.
I passed by the door of a class, and a student asked me what to do in the next art class. I thought for a moment and said, "What class do you want?" He answered me, "handicraft class." I'm surprised. what am I supposed to do？ There are still two classes, and I'm not prepared at all now. I hurried back to the office and began to prepare. After thinking for a while, I decided to let the students learn paper-cutting. Scissors are more flexible than pencils. Once cut in their hands, they can easily express their ideas at will, but it is not easy for students to cut a picture out of thin air.
At the beginning of class, I walked into the classroom and found that my classmates stared at me with wide eyes today, as if expecting something. At first, I didn't tell the students how to cut paper, but told them that the main material they made today was waxed paper. Then, let the students discuss how to cut the wax paper into exquisite handicrafts. Unexpectedly, the enthusiasm of the students is higher than before, and the discussion is extremely fierce. The plan came out, and the students' unexpected ideas shocked me again. In this class, I know I have succeeded. At the same time, I thought of the previous class and found the previous misunderstanding. Suddenly, I suddenly realized that the child's interest is the most important thing.
So how to arouse students' enthusiasm? How can we arouse their interest? In this regard, I made some adjustments to my teaching.
In teaching, I first remove the branches and leaves and select some content that is more suitable for students and interesting to them. Then, slow down the progress so that students have enough time to master these things they like. For example, painting, I don't give students a topic, but give them a period of time, a requirement and the choice and application of some tools. Every class, correct and encourage some students with problems; Some students who draw well praised them and posted their good works on the blackboard for everyone to appreciate and comment. Sometimes, while revising my works for students, I tell them that even the best painter is not a genius, and only through hard and long-term efforts can he succeed.
In handicraft class, I let students go out of the classroom and look for content outside the classroom. On the playground, the students found a leaf, so I taught them to make a leaf painting. The student didn't find anything, so I asked him to find some waste almanac paper and make a beautiful sticker. The student took out some cardboard, and I asked him to make a string of colorful stars and his favorite bookmarks. The student looked at his works one by one and opened his eyes wide. Maybe he still doesn't believe he can make such a beautiful thing. Suddenly, the enthusiasm of the students came up, and the nervous nerves of learning were relaxed. Now, the students' enthusiasm has improved, and my class is much easier. Perhaps this is the truth of "entertainment".
Art originates from labor, communication and entertainment activities, and the discovery and cultivation of interest is established and realized in this kind of labor and activities. Therefore, only by allowing students to participate in practice happily can their thinking be highly concentrated and a spark of innovation be generated, so that they can master classroom knowledge unconsciously.
As an art teacher, I often think that the cultivation of quality lies in having innovative consciousness and ability, which come from interest, and interest is the driving force of creation. Teachers should use various methods to stimulate students' interest in teaching, ignite the spark of wisdom with interest as the fuse, give full play to students' inherent potential, and make them have a strong interest in learning.
Engels pointed out: "Personally, all the motives of his actions must pass through his mind, and he must change the motives of his wishes in order to make them act." It can be seen that in teaching activities, it is an important condition for teachers to stimulate students' interest in learning and let students participate in learning and creation with happy emotions. Moreover, in today's promotion of quality education, the single boring art teaching is far from being suitable for today's students. As an art teacher, we should design art classroom teaching according to students' age and psychological characteristics and their own needs, so that every student can acquire new knowledge and create new works through rich and novel teaching contents and methods in a good mood, and bring students into a beautiful learning paradise.
Narrative of Art Theme Education 4 At the beginning of the new semester, I prepared an art appreciation class. The material is the first class of art in grade six, Chinese and foreign arts and crafts works. In order to let students have a good first art class, I have made sufficient preparations. But when I was in class, I found that the students' art textbooks had not arrived yet. As an appreciation class, students have no teaching materials and no corresponding wall charts, so they change to other materials, and students have no art tools. How should I attend this course? When I came to the classroom, I suddenly had a brainwave, using local materials and connecting with students' real life. I changed the topic of appreciating modern practical art design at home and abroad to practical art design, so that students can appreciate their schoolbags and students' desks and chairs.
The relationship between practical design and life is taught at the beginning of the course: "Practical art design is most closely related to people's lives. If you look closely, you will find that practical art design is everywhere around us. For example, the schoolbag and pencil box you use, no matter its shape or color, are your favorite, so it has become your friend. And our desks have changed a lot compared with before. The design of these things belongs to practical art design, right beside you. So in this class, we will take these two familiar items as examples to understand practical art design. "
In this way, a class that can't be attended will naturally be restored without a trace and become an appreciation class linked with students' real life. The students are also very interested, and immediately become very interested. The boring appreciation class suddenly came alive. I immediately took the opportunity to inspire students to say, whose schoolbag and pencil box do you like best, and why? You can also talk about your feelings about buying, what prompted you to buy, and your shopping principles. Students began to communicate with each other one after another. I didn't stop them, let them communicate freely. After a while, I asked them to raise their hands and express their opinions in front of the whole class: "My shopping principle is to look at the color first, and I like blue, so I usually choose blue things first."
Another student immediately said, "Look at its function first. A commodity can only be used in real life if it is easy to use. It's just beautiful but useless, and it's not a display. "
I like Lin's schoolbag, because it has many schoolbags, which are easy to use, and its gray-green color is also beautiful and elegant.
"I like my schoolbag. At that time, I loved it at first sight. First of all, its color attracted me. I think this pink, yellow and gray color is warm and soft, and it is also suitable for us girls. Secondly, its shape is generous and concise. So I decided to buy it right away. "
"I also like my own schoolbag. What attracts me most is its simplicity. I like simple things and don't like too many decorations. "
"I like Lei's schoolbag because its design is fashionable and novel, and its zipper is very innovative and personalized. I like it very much. "
In students' conversation, we will naturally talk about the two major functions of arts and crafts, namely, practical function and aesthetic function (including color and modeling), because it is closely related to students' lives, and students are very familiar with their own purchases, so it is easy to understand practical art design. After I fully affirmed the students' answers, the students spoke more freely:
"I like Shanxin's pencil box. This year is the year of the dog. His pencil case is fashionable, furry and cute like a toy. "
"I think my pencil case is the most creative. You see, it adopts the shape of trousers and denim fabric, which is exquisite in workmanship, novel and unique. "
"My pencil box is good too. It is paintable. Look, there is a small ytterbium. " ……
The students are scrambling to raise their hands to speak, so that even the students who don't like to talk at ordinary times can say a few words of their own unique opinions. Judging from the students' answers, it also fully expresses the characteristics of practical art and how designers design it. I immediately summed up and told students that practical art design has dual functional requirements of use and beauty, and everything should be both practical and beautiful. The perfect unity of the two is an excellent practical art design.
At this time, I found that the students were very insightful, so I struck while the iron was hot and asked them to be designers once. I said, "Students, we are familiar with our desks and chairs. However, it is also a practical artistic design work. Where is its unreasonable design? What improvements will you make? If you were a designer, how would you design it? " "This time, the students became more active. We discuss, design and communicate with each other. In a short time, they came up with many plans. Some said, "The table in my heart has a table cover that can be lifted. The desktop is bigger, with personalized patterns, which can be written and changed. This chair has armrests on both sides. "
Some said, "The desks and chairs are too heavy at present. I hope they can be made of new materials, which are light and simple. "
Someone said, "I hope our desks and chairs can be modernized, with music, bookshelves, more compartments and more functions."
Some said, "I hope our desks and chairs can be fixed on the ground, so it will be neat without us." "
Someone said, "I hope our desk is semi-inclined, which is convenient for writing. There is a cover that can be lifted when writing, and there is a compartment for putting books on the left, which has several areas that can be controlled by buttons."
"Our future tables and chairs can be compressed and lifted to facilitate sweeping the floor."
"I hope the desk is cartoon-shaped and adjustable in height, suitable for students of different ages."
"I hope that the desk can be equipped with buttons to improve students' myopia prevention and protect students' eyesight. There is also a universal dictionary on the desk to facilitate learning. "
"Tables and chairs are colorful, warm in winter and cool in summer." ...
In this way, the students' ideas were completely opened, from the use of functions to colors, and then to individual expression. They fully understand the importance of the practical function of commodities to people and the pleasure brought by aesthetic function to people's hearts. The students are a little unfinished, so I'll ask them to write down your design. Maybe it will come true in the future. The students began to quietly sort out their ideas and write down their own design plans.
In many years of teaching life, this is the most active class for students I have ever attended. Students' mutual cooperation and communication are naturally triggered, and students' innovative thinking is also developed and expressed in the classroom, which mobilizes students' intention and initiative. The new curriculum standard requires that art courses be close to students' real life. I think this is a very good reform, a humanized reform, which I experienced in this class.
Narrative five self-confidence of art theme education is a person's psychology of believing that his wishes or expectations will be realized. A confident person can successfully go to the other side of success. In modern society, people who have confidence in themselves are more likely to succeed than those who lack confidence. For children, establishing self-confidence from an early age will play a positive role in their future development. However, the art discipline has irreplaceable advantages in cultivating students' self-confidence.
In art teaching, I found that many students lack self-confidence in the process of painting. As an art teacher, how to make your students truly gain self-confidence and fall in love with your art class? In addition to spreading warm words everywhere, showing a knowing smile and casting an approving look, more importantly, your art class can make children like it.
In a class on how to make greeting cards, I asked the students to write their greetings to their parents on their greeting cards and send them home. After class, a little boy shyly ran up to me, handed me a card he made, mysteriously said "See you later" and ran away with a smile. Opening the greeting card he drew by himself, a string of words, large and small, came into view. "Hello, Miss Zhao. I like you very much. Thank you for making me like art, please write back. " Although this card is rough and not very beautiful, it is the most beautiful card I have ever received.
So I went back and made a greeting card, wrote some encouraging words and sent them to him as a reply. When chatting casually with his class teacher afterwards, I learned that he studied harder than before after reading my reply for three days.
This reminds me of the shy little boy when I first entered school. In the first painting class, the students are all painting happily. He dare not draw with a pen. I walked up to him and touched his head with my hand: "Little friend, why don't you draw?" I asked, and he said, "I can't draw well." "Can I write down your name? Write it out for the teacher. " He slowly wrote his name on the paper. "Your handwriting is very beautiful. Can you draw a circle? " I encouraged and guided him, and he drew a circle on the paper. I asked him what this circle was like. He said it was like the sun. I inspired him to add a circle to the sun, and then guided him according to the situation: What other shapes can you draw? He drew triangles, squares, etc. And inspired by my patience, he added various shapes.
Due to excessive timidity and lack of self-confidence, his voice is rarely heard in classroom teaching. So I often create opportunities for him to answer questions in art class. When I gave him a positive answer, "That's great", he showed a happy smile. I also asked him to be the temporary team leader when working as a team to make handicrafts.
After a period of repeated counseling and encouragement, he realized the joy of success, gradually eliminated his timidity and fear, and overcame his psychological barrier of not daring to write and draw and speak boldly. Now the little boy likes painting, and this is the opening.
In the long river of education, every detail in our work is where we can get in touch. Only by grasping every detail can the field of our education glow with green spring, sweetness of life and charm of life. As long as we treat every child sincerely, all we get is a smiling face.