This unit is an appreciation class. According to the textbook activity 1, 2, 3, it is planned to teach in three classes. The following is my teaching design for the first class. The new curriculum reform advocates taking students as the main body, fully mobilizing students' enthusiasm, and allowing students to observe, discover and create beauty under the guidance of teachers; Respect students' personality and broaden their thinking; Cultivate students' group consciousness and emphasize students' participation and cooperation. Appreciation class is a kind of class that students are interested in, which can broaden their horizons and improve their aesthetic consciousness in pleasing to the eye. After a full analysis of the teaching materials, I decided to design this course according to the different modeling elements of Chinese and foreign works of art and different modeling elements of western works of art in different periods. In the teaching of this class, good teaching results have been achieved.
Teaching content:
Lesson 1 of Visual Expression and Communication Language, Volume 8, Art Experiment Textbook
Teaching objectives:
1. Appreciate and analyze the modeling elements of different paintings.
2. Understand the similarities and differences between Chinese and foreign works of art with lines.
3. Understand the main works and related knowledge of Western Impressionism, Post-Impressionism and Cubism.
Teaching process:
1. Introduce the new lesson (3 minutes)
Display wall chart: (1) Still Life; (2) vegetables.
Teacher: Let's enjoy the wall chart together in this class. What can we feel from it?
Student: Some talk about smooth lines, some talk about bright colors, and some talk about the shape of objects.
Teacher: The modeling elements of derivative painting: lines, shapes and colors.
2. Teachers and students enjoy the discussion together (39 minutes)
(1) Compare the similarities and differences of lines used in Chinese and foreign art works. (10)
Teacher: Show me the multimedia courseware. Photo: Lotus, spring is like a line, Achilles and Ajax play a game.
Teachers show and explain relevant knowledge in time, enjoy group discussion, and choose representatives to talk about feelings.
Group A: I think lines are very powerful in painting performance. You can see the expressive force of lines from this sketch in my hand.
Group B: What I want to say is "Spring is like a line". From the tortuous lines, we can feel the flexibility of the lines, and realize that spring is fleeting, so we should cherish time.
Group c: ...
Teacher: The students spoke very well. Tell me about their understanding of the lines in the picture. China's early line drawing is the most basic modeling method, which can not only draw shapes, but also be vivid. Western painting uses various changes of lines to express the artistic conception and texture of objects.
(2) Appreciate along the thought of Impressionism → Post-Impressionism → Cubism. (19 minutes)
Show multimedia courseware about impressionism: Mona Lisa's Smile, Return of the Prodigal Son, Dinner on the Grass, Impression of Sunrise.
Guide appreciation and introduce relevant knowledge in a timely manner.
Students discuss and appreciate the impressionist style in groups.
Representatives of each group talk about their feelings. Encourage everyone to express their opinions, what they have seen, heard and felt.
The teacher concluded: The students spoke very well and had their own unique opinions and feelings.
Summarize the impressionist modeling language: light and color.
Show multimedia courseware, enjoy pictures and materials about post-impressionism and cubism, discuss in groups, and summarize the modeling languages of post-impressionism (focusing on form) and cubism (focusing on the decomposition and reorganization of form and color).
(3) Ask students to show their collected pictures and appreciate the works of art belonging to which period (10 minute).
Introduce topics naturally through perceptual appreciation.
Broaden students' knowledge.
To carry out emotional education, students should cherish time.
Classified appreciation helps students think clearly.
Let students know the background of the work, broaden their knowledge and help them understand the work more comprehensively.
Reflect independent cooperation.
Publicized the students' personality and broadened their thinking.
3. Summary and expansion (3 minutes)
The teacher summed it up in the language of encouraging appreciation, and finally began: Today, through this appreciation class, we learned about the different modeling languages of various works of art. After class, interested students can redraw a famous painting according to their own knowledge and understanding, such as depicting the Mona Lisa in a cubist way.
Teaching Design of "Interior Decoration Design and Production"
Holistic teaching concept
The students in this class feel the importance of interior decoration for interior decoration by enjoying the pictures of interior decoration, and have a passion for interior decoration and design impulse; Try to use all kinds of materials, ways and methods in the production process; Through the indoor decorations made by students themselves, students are trained to love life and create a better life with their own hands.
This module is a design and application module. The field of "design and application" refers to the research field that uses certain materials and means to design and make, transmit and exchange information, beautify life and environment, and cultivate design consciousness and practical ability around certain purposes and uses. According to the requirements of the curriculum standards and textbooks, I have set three specific teaching objectives for this class:
1. Knowledge and skills: Understand the design types of interior decoration; Learn how to make interior decorations.
2. Process and method: independence, inquiry, democracy, cooperation and communication.
3. Emotion, attitude and values: improve students' artistic taste, stimulate students' creative spirit, and thus produce love for life and pursuit of beauty.
Import parts
Interest is one of the basic driving forces for learning art, so we should do everything possible to cultivate students' interest in learning. So I first use multimedia courseware to show students a group of excellent pictures of interior decoration. Because it is a rural school, students seldom see such a beautiful house, so they immediately caught their attention and interest. It happened that the students were very interested, so I asked this question: "Are these houses beautiful? How do you feel after reading it? " Students will say "beautiful" in unison. As for the feelings, everyone is different, but everyone seems to have the same feelings, that is, they especially hope that this is their home and want to live in it for a few days. So I also agree with the students' feelings: "Teachers also feel this way, because everyone wants to pursue beautiful things." In this way, we can take care of each other and highlight the word "beauty" with the title of this unit "Let people's lives be better".
At this time, when students are interested, I show a group of pictures with and without decoration for students to discuss and study: What role can interior decoration play in interior decoration? If students are asked to answer this question, they will answer it rashly, so I ask students to write their conclusions on the blackboard in groups, so that students will be more cautious and draw more accurate conclusions. Then let the students express their reasons orally, which is good in effect. Then I summed up the students' answers and led to the topic of "interior decoration design and production"
As you can see, I spent a long time in the lead-in part. If the personal feeling does not reach the students' visual perception time, it is difficult to cultivate interest at once. Without interest, there is no innovation spirit, and there is no work. So I think the lead-in part is quite important.
New lesson part
First, let the students know the types of indoor decorations and learn some making methods, which is the focus of this lesson. I listed some works in the book. Of course, some works are not suitable for our northern, especially rural students. For example: embroidery. Most children have never seen embroidery needles and don't know how embroidery is made, so it is enough for students to know such works. Students are very familiar with and interested in "straw", "clay sculpture" and other works, so they can focus on explaining them. Then the teacher shows his work for the students to appreciate and asks the students to guess its material. Just after the students guessed, the teacher took it to the students and asked them to see what it was made of up close. The students were very surprised They didn't expect that these waste things can be used to make exquisite works of art, and these materials are close to students' lives, which enhances their confidence in design and production, and also conforms to the design idea of "making the best use of everything" and "turning waste into treasure" in textbooks. In addition, it is also interesting for students to name their teachers' works. Students are very interested. Different students have different views and ideas, and their names are naturally different. For example, "some people say that the relationship between these two images is husband and wife, and their names are Adam and Eve"; "Have a plenty of brother and sister, the name is' born with the same root'; Wait a minute. This is mainly to remind students that when designing a work, don't forget to give it a name, which has certain meaning.
arrange work
Ask each group to come up with a plan. Because everyone has different ideas, there may be some differences. Therefore, the process of discussing works is not only a discussion process, but more importantly, it is necessary to learn how to cooperate with others, learn from each other's strengths and reflect collective wisdom. Finally, come up with a plan and send representatives to express it orally.
Homework exercises
Students' homework time accounts for about one-third of the whole class time, and enough time can ensure the quality of homework. When students do their homework, I play more lyrical piano music to create a relaxed classroom atmosphere for students and let them give full play to their imagination.
Homework presentation section
The exhibition also takes a long time, giving students a chance to fully express themselves. Moreover, students don't have to raise their hands when answering questions, they can stand up and say what they want to say, so as to prevent some students from being afraid to raise their hands when they know that this question will be answered. They even have to take time to think about whether they should raise their hands. By the time he raises his hand again, the problem may have passed. Therefore, this fully embodies democracy and makes students feel that teachers and students are equal, so that the classroom atmosphere can be active. For example, there is a group whose works are combined with white paper tubes and named as "BBK". When introducing their works, they said, "Every paper tube represents a trap. If you want to reach the top, you must go through every trap. " Some students asked, "Why is it white?" The students in their group stood up and answered directly: "It means that the road we took is innocent." Another student asked, "It looks empty in the middle. It would be better to add a pillar." The students in their group replied, "Isn't that a leap into heaven?" It can be seen from these that students' thinking is very agile. We should create a space for students to play freely and fully release their energy.
Finally, when I made a summary, I summed up the performance of my classmates in a few short sentences, and extended it to the topic of "making our life better". I also designed a song, and all the students sang "Better and Better" together. The classroom atmosphere was very active.
Teaching plan of packaging and decoration design
Class type: craft class
Second, the curriculum: two class hours
Third, the teaching target: junior high school students.
Teaching aid preparation: several model paintings and demonstration boxes.
Five, teaching objectives:
1. Make students understand the packaging of goods, the role of decoration and several main forms of packaging.
2. Let students practice their knowledge of decorative arts, so as to improve their design ability and appreciation of decorative arts.
3. Cultivate students' interest in decorative arts and their thoughts and feelings of loving life.
Six, teaching focus and difficulty:
1. key: explain the structural features and uses of the packing box.
2. Difficulties: How to make students change from graphic design to three-dimensional design, and achieve the unity of content and graphics, and solve the problem that modeling conforms to the unity of display environment.
Seven, teaching specific measures:
1. Teachers collect information after class to expand students' knowledge.
2. Demonstrate in class and explain the construction method of the packing box.
3. Illustrate the relationship between graphics, colors and environment with examples.
4. Let students take the initiative to make suggestions and create, and improve students' creative ability.
Eight, the teaching process:
[first category]
(A) Teaching organization
1. Check the students' school supplies. (Each student prepares scissors, pencils, rulers, erasers and other tools before class, as well as two pieces of 40cm×30cm white cardboard. )
2. Tell me about last class's homework. (Summarize the graphic design knowledge of previous lessons)
(B) explain the new lesson
1. Show the box and introduce the new lesson. Explain the graphic design patterns of each side and summarize that the purpose of learning decorative painting is to apply what you have learned. How to apply graphic design to the packaging box now?
2. Definition and function of commodity packaging
Commodity packaging is the medium between products and consumers, which plays the role of protecting commodities, introducing commodities, beautifying commodities, guiding consumption, and facilitating storage, transportation, sales and measurement.
3. What kind of commodity packaging can satisfy consumers and achieve the decorative purpose of commodity packaging? Ask questions and then summarize: (with the following characteristics)
(1) Introduce the name, use, performance and use of the goods.
(2) It is novel in form and visually attractive, which is convenient for consumers to intuitively compare with similar products.
(3) Provide convenience for consumers, including carrying, storage, use, protection and maintenance.
(4) rich in decorative artistry, which can add beautiful enjoyment to consumers.
4. Introduce the characteristics and functions of three kinds of packaging.
(1) Transport packaging (also called "outer packaging") aims at transporting and protecting commodities. Usually wooden cases, corrugated boxes, laundry baskets, plastic bags, etc. Used to package goods, can simplify decoration. Examples: the outer packaging of TV sets, the whole box of apples, etc.
(2) Sales packaging (also called "inner packaging" or "original packaging") is the appearance of goods that meet consumers directly, and its packaging and decoration should be exquisite. The purpose is to sell, not only to protect goods, but also to beautify and publicize goods, to facilitate the display and sale of goods, and to facilitate consumers' identification and purchase. For example: washing powder, toothpaste, tea, etc.
(3) Display packaging (also known as "display packaging") is a packaging form of advertising on the basis of sales packaging, or a package cover can be set to expose some goods for display, so as to enhance the appeal to customers. For example: famous wine packaging, coffee packaging, etc.
5. The concept and requirements of packaging design:
(1) Ideological: it conforms to economic development and has specific cultural characteristics; (2) Modeling and visual design of commodity packaging; (3) Choose a simple, time-saving and material-saving packaging method. (4) Select packaging materials suitable for packaging grade.
6. Design and formation of packaging box (divided into packaging box and packaging bag)
Ask the students to answer several kinds of packaging boxes they know, and then sum up:
(1) Folding carton: It is a box-shaped container made of thick paper. Cut the thick paper according to the unfolded pattern of the box, indent the folded part (you can draw a line on the back of the knife), and then fold it into an openable paper box (textbook 18 "Cao Sugong ink" and "eternal marker" box).
(2) Folding carton with button cover: This is a folding carton with box body and box cover separated. When the product is not loaded, the paper box can be folded into a sheet shape, and when it is used, it can be opened into a box shape, and the box cover is buckled on the box.
(3) Drawer-type folding carton: also known as drawer-type box, which consists of a box body and a drawer-type box. The drawer-type box should be able to be stuffed into the box body (shell), so the box body should be slightly larger than the drawer-type box when designing, and it can be folded up and glued to the corners of the folded place.
(4) Portable folding paper box: the box body is equipped with a handle, which is convenient to carry.
(5) Fixed carton: The packaging carton with a relatively fixed shape is generally thicker and more rigid than the paper used for folding cartons.
7. Production steps:
(1) Conception: First, think about the purpose of the design, consider what to put in the design, decide its height, width and length, and which box form to use, and then draw a schematic diagram of the folding carton with a pencil (the teacher provides information).
(2) Folding the box: cut off the solid line in the schematic diagram with shearing force, carve traces on the back of the dotted line with a knife, and then fold the box.
(3) Box surface design: (explained in detail in the next class)
(3) Transfer
Students are required to design and make a box for placing art supplies, which can be completed after class.
(4) Students do their homework, and teachers make itinerant tutoring.
(5) Finishing tools (brushes, pigments, color boxes, water tanks, etc.). ) will be brought in the next class.
Teaching Plan of "Huangshan Huiyun Lock Exhibition Hall"
Through a series of activities in Huangshan Huiyun Lock Exhibition Hall, teachers lead students to talk with ancient locks, understand the characteristics of ancient locks in Huizhou in Ming and Qing Dynasties, analyze and discuss them on the basis of field visits, guide students to write investigation reports on ancient locks, and make comments and displays, so as to cultivate students' appreciation and design ability. During the activity, we also tried to explore the relationship between ancient locks and Huizhou culture.
Keywords: visiting "Huangshan Huiyun Lock Exhibition Hall"; Prepare the investigation report; Comment and display the art investigation report.
This is a case of school-based curriculum teaching. The teaching idea and design idea of the course is to fully tap and utilize local art curriculum resources under the guidance of the new art curriculum standards, and take Huizhou local folk ancient locks as the teaching content. Teachers extend the classroom from the school classroom to the social exhibition hall through activities, so that students can learn to appreciate ancient locks, study ancient locks, write investigation reports on ancient locks and improve their design ability by visiting Huangshan Huiyun Lock Exhibition Hall. This course is the first implementation in our school, and it is an exploratory art class in the new curriculum reform. The original design intention of this class comes from the feeling of visiting the "Huangshan Huiyun Lock Exhibition Hall". The Outline of Basic Education Curriculum Reform calls on us to actively develop and rationally use various curriculum resources inside and outside the school. When I visited the museum, I had an idea: this is the best local art teaching material. We might as well take it as a big classroom and bring students here for an art social investigation class with the theme of ancient locks. This course will be launched and a series of art teaching activities will be carried out. If you have an idea, you must put it into action. Time waits for no one. So with the cooperation of the class teacher, I made a plan to enter the "Huangshan Huiyun Building Exhibition Hall" series of activities, and actively contacted the person in charge of the "Huangshan Huiyun Building Exhibition Hall" to discuss the activities. This activity is strongly supported by the museum. After doing a lot of preparatory work, I set out to lead my classmates to implement the activity plan. The teaching process of this activity is to visit, study, investigate and accumulate-design an investigation report on ancient locks-show and comment on students' works. In the whole activity, it embodies the learning mode of inquiry and cooperation, and emphasizes the application of modern information technology in guiding students' design process.
First, the analysis of curriculum resources
Huizhou, an ancient city with outstanding people, is rich in both natural and human landscapes, and Huizhou studies are even more detailed. As a local ancient lock culture, it is necessary. It pays attention to practicality, looks beautiful and generous, has dual attributes, and belongs to the category of arts and crafts. If we further explore its cultural connotation, it is also a content of Huizhou studies. "Huangshan Huiyun Lock Exhibition Hall" is a collection of more than 300 kinds and 600 pieces of fine ancient locks in Ming and Qing Dynasties, most of which are historical relics of Huizhou. This is the best curriculum resource for students to learn art classes. It is timely and the teaching content is unique. This course is not only a visit and appreciation course, but also a design application course and an art social investigation course. On the one hand, through this lesson, students are educated to love their motherland and their hometown; Secondly, the appreciation level is improved; Furthermore, you can exercise your design ability; Fourth, you can study art social survey. This course has the nature of comprehensive practice. It also has the expansibility of course time, space and form.
Second, the analysis of students' situation
The teaching object of this course is the eighth grade students in junior high school. They have certain analytical ability and independent thinking ability, have a preliminary artistic foundation, and have a strong interest in art visits and appreciation activities. In the time allocation of activities, in addition to concentrated visits, you can also take time to visit alone on weekends. They can use modern information technology to collect relevant art materials online and have certain design ability.
Third, the activity development process
This teaching activity is divided into three stages. (It takes three or four classes to complete)
The first stage: prepare activities and guide students to visit.
Before leading the students to visit the "Huangshan Huiyun Lock Exhibition Hall", the teacher explained the matters needing attention during the visit, made clear the significance of this activity, and made full preparations for the visit. When everything is ready, lead the students to the visiting place. Visiting activities can be summarized in six words, namely, listening, watching, drawing, recording, taking pictures and moving. One is "listening". As soon as the students entered the exhibition hall, the lecturer gave them a vivid and concrete introduction. The teacher asked the students to observe discipline and listen carefully. For example, the origin, practicability, development and characteristics of Huizhou ancient locks in Ming and Qing dynasties should be clearly heard; The second is "look". Students carefully observe the shapes and patterns of some representative ancient locks by watching activities, and compare and analyze them while watching, so as to thoroughly observe the age, shape and internal patterns of ancient locks and master certain characteristics; The third is "painting", which requires students to draw some interesting ancient locks. By drawing locks, students can further deepen their understanding of the structural proportion of ancient locks and know the external shape and internal pattern. When instructing students to draw locks, the teacher pointed out: the modeling design of various ancient locks comes from life, and life is a treasure house of artistic design; The fourth is "taking notes", which requires students to record the key contents introduced by the lecturer, and also to record some short articles about ancient locks and what they think are of interest in the activity. Taking notes is a way to collect materials. It also helps us to enhance our memory; The fifth is to "shoot", take photos and collect information, which is true, clear and fast for students. However, students must pay attention to the integrity of composition and the change of light intensity when shooting and framing. Not everyone among the students has a camera. This activity is carried out in groups. The sixth is "moving", that is, students start and participate in unlocking activities. On the second floor, the instructor gave a performance to guide the process of opening the box, and the students actively watched. Later, some students were asked to do it themselves and use the key to unlock the box. Students are most interested in this activity.
Next, the students are free to visit the museum and ask questions from the instructors to explain. Because each student has different emphasis on appreciating various ancient locks, tutors and teachers can give guidance according to specific conditions. For example, the fish lock design and the plant lock design are serial. Students can seize a series for research.
The second stage: sorting out the data of ancient locks and compiling the investigation report.
This activity is carried out in the classroom of the school. Before class, students will collect the data of ancient locks and put them on the desks. The teacher introduces the knowledge of art investigation report to the students in class. The teacher asked the students if they knew about the art survey report. The students answered that they knew something, but it was not very comprehensive. Teacher added: Survey reports are generally expressed in written form. It is a written report on a situation, an event and an experience after in-depth and meticulous investigation and study. Its types mainly include: popularizing typical experience, reflecting new things, exposing the truth of problems, studying problems and so on. However, today, after learning the knowledge of art, we came up with an innovation, taking ancient locks as the theme and making use of the content and artistic form of arts and crafts to make an investigation report. The art investigation report consists of three parts: ① text title. ② Preface or introduction. ③ The main body of the investigation report. Since it is an art investigation report, it is necessary to highlight the characteristics of art in design and production. Be lively and innovative. The teacher inspires students' learning ideas with examples. For example, the beautification of titles, the collocation and interpenetration of content plates, and the relationship between paintings, photographic pictures, tables and short descriptions in the text should be handled harmoniously. In short, it should be illustrated and artistic. We should follow the principle of change and unity in design. Then the teacher asked the students to discuss the production method. The students had a heated discussion, and the teachers and students summed it up together: ① Handmade. (2) Computer production. (3) Manual and computer production.
Activity 1: Let the students draw up a topic for the investigation report of Huizhou ancient locks, which should not only highlight the theme, but also be concise and clear.
After discussion and discussion, the students came up with the following topic:
1. Walk into the "Huangshan Huiyun Lock Exhibition Hall"
2. Ancient locks and Huizhou culture
3. All aspects of ancient locks
4. Comparison of Huizhou ancient locks in Ming and Qing Dynasties
5. Small antiques lock the big classroom
6. The story of the lock
7. Dialogue with ancient locks
8. What do you know about Huizhou ancient locks?
The teacher affirmed the questions raised by the students and pointed out that they were all good. The next step is how to design a certain form of layout content around the topic. Here are the following questions for students to discuss: (1) which ancient locks to choose as the content of the art investigation report; In what form to make an art investigation report; (2) How to understand the relationship between ancient locks and Huizhou culture. After discussion, the students expressed their opinions. Teacher's summary: Since it is an art investigation report with the theme of Huizhou ancient locks, the content and form should highlight the theme, reflect the artistic characteristics and be innovative. As far as locks themselves are concerned, they are found all over the country. During the specific period of Ming and Qing Dynasties, Huizhou merchants from all over the country brought good products back to Huizhou every time they went home for reunion. At the same time, they brought some exquisite locks, and after creative production by skilled craftsmen, they carved auspicious pictures, calligraphy and characters reflecting Huizhou folk customs on the locks. It embodies the hard work and wisdom of Huizhou people and forms a unique Huizhou farming culture and Corning pastoral life. Students should first understand the background, then master its modeling characteristics, material characteristics and craft production characteristics, and through careful thinking, conceive and design the art investigation report scheme.
Activity 2: Students design layout sketches according to the theme in groups. Teachers patrol and guide. After students design sketches, teachers and students discuss and comment on the design effects of each group.
Example (1): The topic is "Entering the Huiyun Lock Exhibition Hall". The programs designed by students include introduction, collection introduction, classification of ancient locks (with legends of ancient locks), and the shape characteristics of Huizhou ancient locks in Ming and Qing Dynasties.
Comments: The survey report has a strong sense of overall arrangement, reasonable content arrangement, and illustrations.
Example (2) is entitled "Opening the door of art, starting with locks", and the design section is "Entering the world of locks, the invention of the ancients", "Future creation" and "Huizhou ancient lock art illustration".
Comments: the layout is novel in content and form, with words and illustrations interspersed with each other, vivid and flexible, and skilled in hand-making.
Example (3) is entitled "How much do you know about Huizhou ancient locks", and the design contents include "the origin of locks", "the types of Huizhou ancient locks", "the forms of Huizhou ancient locks in Ming and Qing Dynasties" and "the techniques of Huizhou ancient locks".
Comments: The design content of the investigation report has local characteristics. The study of ancient locks is combined with Huizhou's literature, customs, artistic form characteristics and production technology, and the layout is novel, with a certain depth and breadth.
Example (4) is titled "Dialogue with Ancient Locks", and the layout includes "The earliest locks in China", "The development of locks", "The comparison of the shapes of ancient locks in Huizhou", "Examples of interior decoration patterns of ancient locks" and "The materials of ancient locks".
Comments: The layout design has vivid content, strong sense of form, concise words and rich pattern changes, which well grasps the integrity of the design layout.
The above is part of an example of a student's design scheme. When their design scheme was initially drawn up, they set about the layout.
Activity 3: Carry forward the spirit of cooperation, make bold and clean up carefully. Students participate in the production process of layout design in the form of groups. During the activity, the students gave full play to their specialties and actively cooperated. For example, some students write well in calligraphy, some students have a good foundation in painting, some students write well in articles, and some students are skilled in using computers. The teacher called on the students to carry forward the spirit of cooperative learning, actively cooperate in the group, give full play to their specialties, and jointly do a good job in the investigation report of ancient locks.
Due to the limited time of a class, students' production tasks can not be completed in class, but can continue to be completed after class.
The third stage: comment on the investigation report of ancient locks and show the students' learning results.
Activity 1: Play light music in class to improve the classroom atmosphere. The teacher shows the students' investigation report on ancient lock art for students to enjoy, and the students communicate with each other and express their feelings. Choose a spokesperson for each group, first talk about the production process and experience of this group's works, and then express your views on other groups' works. After the students have finished speaking, the teacher will come to summarize, supplement and summarize. And carefully comment on each work. (including: layout design, content legend, color words, lace, artistic words, etc.). ), affirm the advantages, point out the shortcomings and future improvement plans.
Activity 2: Teacher's question: What did the students gain by appreciating and studying the ancient locks? The students happily replied: this activity has gained a lot. During the activity, we broadened our horizons, learned to appreciate and study ancient locks from the artistic point of view, designed locks and made art investigation reports, and I also got a preliminary understanding of the relationship between ancient locks and Huizhou studies. More importantly, we have improved the level of art appreciation, cultivated comprehensive ability and learned learning methods. The teacher asked: How many forms are there to make an art investigation report? Students appreciate the works made by everyone and get the answer after comparison. Reality tells us that the forms of art investigation reports are diverse and pluralistic. To make the art investigation report vivid, we must oppose stylization. (Examples of teachers and students). The teacher asked: Can you sum up the ancient locks in one sentence? Students can basically sum up in one sentence. For example, ancient locks are the crystallization of the wisdom of our working people. Lock and labor develop together.
Activity 3: Teachers and students will collect the investigation report of ancient lock art and put it in the publicity column on the school playground in an orderly way to show it to the whole school students.
Activity 4: After the task of arranging the publicity column is completed, the teacher will arrange the preview task for the next art class, entitled "Students participate in designing a new lock". Ask students to collect art materials after class and think about design ideas. Design materials can be found online, in other art reference materials, or directly in our familiar life. Students should prepare for the next design class.
Specific model template
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