As a silently dedicated educator, you are usually required to write lesson plans. The lesson plan is the general organizational program and action plan for teaching activities. So what kind of lesson plan is a good one? Below are 7 art lesson plans that I have collected for you. You are welcome to share them. Art Lesson Plan Part 1

Activity goals:

1. Encourage children to use different methods to paint beautiful patterns on the plate.

2. Make a shelf and let the plates stand

3. Actively participate in activities and boldly introduce your design methods to your peers or teachers.

Important and difficult points:

Encourage children to use different methods to paint beautiful patterns on the plate.

Activity preparation:

1. Cover the plate with cloth

2. Each child has a crayon and a line pen

3. Each person has a paper plate and a piece of cardboard

Activity process

1. Teacher: Today I am going to have a personal exhibition, and I invite you, class 3 children come to visit.

Now the exhibition is about to begin, and the countdown is "5, 4, 3, 2, 1, 0"

2. The teacher opens the cloth to display the work.

3. Teacher: Wow, my work is beautiful! Take a look at what these are? (Plate)

4. Teacher: I painted beautiful patterns on the plate. This is called plate painting.

5. Teacher: Please take a look at what I have drawn? (Hedgehog, lotus, kangaroo, bee...)

6. Teacher: Have you noticed the different methods I have used?

7. Children: Line drawing

8. Teacher: By the way, this is line drawing. Then you can look for line drawing. Please help it find a good friend. Put them together.

9. Teacher: In addition to line drawing, what other methods are there?

10. Children: color painting, symmetry painting, lace painting... (please classify the children in the same way and put the works of the same method together)

11 Teacher: After admiring so many beautiful plates, do you have the confidence to design one?

12. Children: Yes!

13. Teacher: Okay, please use your brains to draw the most beautiful plate, and then use the materials I gave you to find a way to make the plate stand up like mine.

14. Teacher: Did you hear my request clearly? Little designer, let’s get started!

15. Children’s operations, teachers will provide guidance on tour.

16. Teachers and children visit the children’s works together and let the children talk about how their plates are designed.

17. Plate Show

Play music and let the children perform the show with their works. You can also go down and talk to the guest teacher about the method used to design your work. Art Lesson Plan Part 2

Important and difficult points in teaching:

Focus: Design a beautiful and innovative tower for your hometown.

Difficulty: Express or design according to the characteristics of the tower.

Teaching preparation tools:

Teacher tools: Tower wall charts, courseware

Student tools: paper boxes of different sizes, multiple paper cups, weird shapes Bottles, cardboard, wax paper, double-sided tape, scissors, plasticine, and other decorative items.

Teaching content:

1. Introduction of new lessons

Teacher: Today the teacher brought some photos to the students, let us enjoy them together! (Courseware)

(Pyramid of Khufu in Egypt, Three Towers of Dali in Yunnan, Jining Tower, Leaning Tower of Pisa in Italy, Eiffel Tower in Paris, France, Nine-top Tower in Jinan, Shandong)

Students: ( The students were very surprised when they saw the pictures, and felt even more incredible when they heard the teacher’s introduction)

Teacher: These towers not only have a long history and outstanding modeling features, but they are also the crystallization of the wisdom of the working people. There are all kinds of towers in the world. Are there towers towering into the sky in our hometown? Today we will look for the tower in our hometown together. Writing topic on the blackboard: Tower in hometown (courseware)

2. Teaching new lessons

Teacher: Please come and look at two more photos. Do you know them? Do you know their names? Where did you see it?

Sheng: This is the tower on Dongbao Mountain.

Teacher: Can you tell us what are the similarities and differences between them and the tower you just saw? (Courseware)

(Similar points: they are both towers, and they are all layered. Differences: different shapes and different building materials)

Teacher: Let’s take a look at what these ancient towers are. What parts does it consist of: (blackboard chart) If students know it, they can click on it first to answer.

The top of the tower is called Tasha, the middle part is the tower body, and the bottom part is called the tower base.

Teacher: Now that we know the structure of the ancient pagoda, let’s learn about the history and architectural features of Dongshan Pagoda and Wenfeng Pagoda.

(Courseware) Dongshan Pagoda stands on the top of Taiping, the main peak of Dongbao Mountain in the middle of Jingmen City. In the 13th year of Emperor Kaihuang's reign in the Sui Dynasty (AD 5xx), Zen Master Zhizhe, an eminent monk from Guoqing Temple in Tiantai Mountain, presided over the construction. After the pagoda was completed, it made the ancient city of Jingmen, then known as Changlin County, look full of splendor. Therefore, there is a popular proverb among the people: "When the Dongshan Pagoda is erected, the forest grows taller." The Dongshan pagoda is 33.3 meters high, with a base circumference of 30.6 meters, seven-story cornices, eight-sided corners, windows on each side, and a pointed top. There are spiral bluestone steps from the bottom to the top of the tower. The ancient pagoda is stable in shape and majestic. It can be seen from seventy or eighty miles away and appreciate its magnificence and majesty. It is now a provincial cultural relic protection unit. Wenfeng Tower is located in Longquan Park. It was built in the first year of Tongzhi in the Qing Dynasty (AD 18xx). The tower is made of solid blue stone, with a height of 20 meters and a circumference of 18 meters at the bottom. It has five floors and eight sides, with layers of layers. There are eaves and windows on each side. There are 8 King Kong towers at the bottom of the tower, with majestic shapes. The four characters "Wenbi Mingfeng" are engraved on the banner, which is intended to hope that Jingmen's literary fortune will be prosperous. )

(Courseware) This is a partial observation of Wenfeng Pagoda. There are cornices, windows on the top of the tower, and eight King Kong statues supporting the tower at the bottom of the tower. The styling features of Dongshan Pagoda and Wenfeng Pagoda are basically similar, but the difference is that Dongshan Pagoda is hollow and you can climb to the top from the inside, while Wenfeng Pagoda is solid and you cannot enter the tower.

3. Student production (courseware)

After admiring the ancient pagoda in your hometown, what do you think now?

If you were a designer, what kind of tower would you design for your hometown?

Now let’s invite students to discuss in groups and start designing!

(Music playing)

4. Summary (courseware)

I hope that after class, students will pay more attention to the beautiful things around them, love their hometown, protect historical sites, and cherish Human historical and cultural heritage.

5. Blackboard design

Tower in hometown

Tower structure wall chart: Tower brake, tower body, tower base art lesson plan 3

< p> Activity objectives:

1. Observe the basic structural characteristics of the map and draw the map you see.

2. Guide children to boldly create the shape of the map.

3. I like to decorate maps with different lines and experience the fun of freehand activities.

Activity preparation: ppt

Activity process:

1. Physical observation

(1) Overall observation

Teacher: Take a look, what did the teacher bring you today? (Map of China) What does it look like? (Big cock)

Teacher: What does it look like?

Summary: The original map is composed of different plates in many provinces

(2) Local observation and comparison (diversification)

Teacher: Our province and city Which province? What do its plates look like?

Teacher: Which provinces have you been to? What does the plate look like?

Summary: Maps of different provinces and cities have different plate shapes

2. Drawing examples

1. Today we will draw you If you like the map section, draw what you see and observe.

2. Now please draw a map and bring it up as soon as you have finished.

Requirements:

1. Don’t talk while painting, and don’t disturb others; cover the pen cap after painting and put it back in the box

2. Hear the sound of the piano Finally, I nailed the painting to the KT board myself, and the paintings should be close together

3. Interactive evaluation

1. Let me first introduce my map section. This is what I drew. The plate in Fujian Province looks like a car, which is fun. Okay, anyone can

introduce their own map like me. Children's self-evaluation, describing the content of the work

2. Peer evaluation: Which map do you think is the most interesting? What's interesting?

3. Teacher’s positive evaluation.

Summary: Your imagination is really rich and colorful, and you have made the map so beautiful. Let’s draw other things next time. Art Lesson Plan Part 4

Learning Objectives:

Knowledge Objectives: Initial experience of conformal creation techniques.

Ability goal: Be able to create boldly and create some new form by simple additions.

Emotional goal: Cultivate students’ interest in art learning and their ability to think creatively.

Learning focus: Through the study of this lesson, the method of conformal creation can diverge students' dimensions and create more vivid images.

Difficulties in learning: Create a variety of shapes and patterns.

Preparation of teaching aids and learning aids: Various unused glues, buttons, colored paper, and other decorative supplies and courseware.

Teaching process:

1. Introduction of new lessons

What solutions will students come up with when their hands are cold in winter?

What are the categories of gloves in our lives?

Today we will learn and see what our little gloves will look like? Blackboard writing topic - little gloves that change.

2. Teaching new courses

(1) Stimulate students’ interest in learning.

The teacher showed several small toys wrapped in gloves and asked what was wrapped in the toys.

The students were surprised by opening the glove opening like magic and revealing a ball of waste paper.

Summary: Wasted things are transformed into interesting works of art after being wrapped and modified.

(2) Selection of wrapping materials

1. Wrapping materials:

Small gloves.

2. Wrapped objects:

Paper balls, mud balls, pebbles of various shapes, etc.

3. Conceive of bandaging:

One-end bandage, two-end bandage, long bandage, short bandage, fringe bandage, round-head bandage, multi-section bandage, etc.

4. Add decoration.

Method: Cutting and drawing.

Principle: The original characteristics after bandaging should be highlighted, the image characteristics of the object should be highlighted, unnecessary links should be removed, and the finishing touch should be achieved.

3. Student homework and teacher guidance.

IV. Summary:

1. Comment on works that maintain original features and add appropriate and vivid features. And use this to reiterate the main body and characteristics of the highlighted things.

2. Arrange the tools and materials for the next class. Art Lesson Plan 5

Class Hours: 2 Class Hours

Learning Area: Design*Application

Teaching Objectives:

1. Through learning design Making covers enables students to have an understanding of design methods and master the basic methods of cover design.

2. Cultivate students’ sense of beauty by appreciating different forms of cover design works.

3. Cultivate students’ interests and hobbies in art during the process of classroom learning and cooperation.

Important and difficult points: Learn how to design and make a book cover.

Teaching aid preparation: physical projector, teaching cover design template, cover design works, color cardboard, scissors, glue, etc.

Teaching process:

Section 1

Teaching time: April 11th - April 12th

1. Introduction :

Students, you read every day and come into contact with many books. I wonder if you have ever noticed the cover of a book? (Give the students answers, and the teacher will guide them immediately.) The teacher takes out a book from the student’s school bag (covering the title) and asks the students to identify which class of their classmates’ book this is from? (Student answer) The teacher guided the students to design a book. The teacher showed the topic: a book designed by me.

2. Arouse interest:

1. The teacher uses physical projection to show several beautifully bound books to the students.

Teacher-student exchange dialogue:

Question 1: Do the students like the teacher’s books? Want to know what these books are about? Have a desire to read? /

Question 2: Why do you like these books and what attracts you to them?

Question 3: The teacher showed the worn-out book and asked the students if they liked it and why they didn’t like it? Guide students to cherish books and make good friends with books.

1. The student said: Take out all your books, find the one that you think is the most beautiful, introduce it to your classmates, and explain why you like it. If you feel there are any shortcomings, please tell how you can change it to be better. like.

(Introduce to the group first, and then introduce to the whole class in front of the physical projector.)

3. Show the physical projection to guide students to observe:

Cover What parts does it include?

(1) Text - title, subtitle, pinyin

(2) Pattern - content reduction, decorative effect

1. Key points of text design:

Eye-catching, easy to read, and decorative.

2. The key points of pattern design: it must be compatible with the book.

3. Explain the methods that can be used when designing the cover:

Various painting techniques and artistic calligraphy writing techniques that have been learned before can be cut, torn, and printed with colored paper or waste calendar paper. The method of pasting can also be used to apply prints to the cover in various forms.

4. Act out:

Ask several groups of students to act out books, patterns, and words respectively to explain their relationship.

Evaluation: Praise the groups with distinctive performances and focus on encouraging education.

5. Let’s talk about it:

Which of the methods you have learned can be used to design and produce?

Choose a good decoration method:

(1) Individual patterns

(2) Diagonal balance

(3) Ring type Decoration

(4) Symmetrical decoration

(5) Abstract graphics

(6) Print decoration

The above students have seen these The cover design and decoration methods are different. Then revise your draft and add the various design composition methods you learned today. Further improve your own design.

Homework for four students:

Homework requirements:

Each student must complete a cover design assignment. If you have difficulty with the assignment, you can communicate and cooperate with your classmates. Requirements The design is distinctive, novel and creative.

8. Class summary, work evaluation:

Show the students’ works and see whose designs are novel and creative and give them the Best Creation Award, Best Production Award, and Solidarity and Cooperation Award… …It needs to be broad-based.

Section 2

Coaching time: April 13th - April 14th

2. Guided learning stage:

1. What aspects should students pay attention to when designing a book? Students discuss in groups and a classmate records the design elements discussed.

2. The teacher asks the group to present the discussion results. Each group answers, and the teacher guides and gives affirmation.

3. Teachers present their own design elements. The teacher summarizes the responses of each group of students and writes them on the blackboard, supplements the elements discussed by the students, and puts forward the teacher’s opinions on several elements of the design.

Design points: The theme is highlighted, the background picture is interesting and related to the theme content, and the pictures and texts are colorful.

4. The teacher raised another question: How to implement the design plan?

The teacher asks students to raise their hands freely and answer their opinions, and then summarizes the steps: Conceiving, drafting, revising and finalizing, coloring and decorating (collage)

5. Invite students to appreciate the design works , the teacher combines the design elements with the display to guide students' thinking.

3. Students’ classroom learning activity stage. The teacher assigns homework (design a cover with the theme of "Little Scientists"), students practice homework, and the teacher inspects and provides guidance.

4. Display of student work. When students complete their work, they display it in front of the blackboard. The teacher comments on the student's work (students who have time can take it with them to revise it). The teacher praises the students' work and evaluates the outstanding works.

5. After-class development: If students are interested in this class, they can work in groups to make a book together. The content of the book can be determined by themselves. Text materials and related materials will be prepared in the group before class. , you can collage pictures and text, and bring relevant materials before class.

Notes: I asked the students to group them according to their interests. Some did "My Favorite Cartoon Characters", some did "My Favorite Foods", etc. for collaborative homework. The students were very interested in it and were very happy to collect information. The production was very beautiful. It seems that interest is the guide to success. Art Lesson Plan Part 6

Teaching objectives:

Understand the types, structures, functions, etc. of cars, and learn to use a variety of media to create beautiful cars.

Master the basic methods of making cars.

Feel the fun and sense of accomplishment of using materials of different sizes, shapes, and textures to make cars in practical operations.

Train students to actively use their hands and brains, actively participate in practice and invention, develop good habits of thinking and careful observation, and cultivate a spirit of collaboration.

Teaching focus:

Use obvious materials in life to make cars.

Teaching difficulties:

The vehicle design is novel and beautiful, and the structure is reasonable.

Student tools:

Various materials for making cars (such as plastic bottles, cans, various vegetables, fruits, rubber clay, scissors, knives, drills)

Teaching process:

1. Get straight to the point and clear the goal

1. Appreciate the carrots. and slipper cars, and analyze the peculiarities of their production materials.

2. Writing topics on the blackboard.

(Arouse students’ interest and go directly to the second lesson)

2. Exchange and discussion, problems arise

1. Ask questions, students discuss: What will you do? Which materials are used and which part of the car is made?

2. Teacher-student interactive discussion: select materials appropriately and skillfully.

(Understand students’ creative ideas and ideas, and teachers will provide guidance in a timely manner.

)

3. Comprehensive analysis and problem solving

1. Use media to appropriately assemble physical pictures, prompting students to choose materials reasonably and skillfully.

2. The teacher demonstrates and the students participate in the discussion, reminding the students that the "cars" they make should be beautiful.

3. Compare and appreciate students’ works.

(Through different teaching methods, assist students in solving problems such as material selection, production, decoration, etc. and guide students to appreciate the works.)

4. Students express themselves independently and teachers guide

1. Put forward job requirements: use a variety of materials to build a car you like.

2. Student homework.

3. Students display “cars” during play.

(Clear the assignment requirements and guide students to actively practice exploration and creative expression in pleasure.)

5. Appreciation and evaluation, topic extension

1. Works Self-evaluation, peer evaluation, and teacher evaluation.

2. Appreciate the moving "car" and the teacher summarizes the whole lesson.

(Through evaluation and appreciation, students can express themselves fully. Stimulate students’ interest in further creation and scientific exploration.) Art Lesson Plan 7

1. Teaching content and goals

lExplicit content and goals

You should know: By appreciating and analyzing works of art, you can understand the color changes in different seasons and the different feelings different colors bring to people.

Should meet: get to know the four painters introduced in this lesson, conduct preliminary analysis of their works under the guidance of the teacher, and write short essays to express their understanding and feelings about the paintings.

2. Hidden content and goals

(1) Through appreciation of this lesson, you can learn about various forms of artistic expression and understand the different cultures of the East and the West.

(2) Feel the charm of nature and cultivate students’ ability and emotion to observe and love nature.

2. Teaching Key Points and Difficulties

Key Point: Understand the colors of the four seasons and be able to correctly express your feelings about works of art.

Difficulty: Use the method of writing a short essay to express your personal feelings about the artwork.

3. Preparation before class

l The teacher designed the courseware "The Colors of the Four Seasons", which combines audio and video with pictures and texts.

2 Students collect photos or related information taken in different seasons, and talk with their families about their feelings about different seasons.

IV. Teaching Process

(1) Guide

1 Please see, what have I brought to you? (The courseware shows pictures of the four seasons)

p>

2 questions:

(1) What did you see?

(2) What did you hear?

(3) I thought about it again What? (Ask students to answer)

3 Self-study: Open page 2 of the book, choose your favorite season, and try to describe it with "This is the season, yes the season."

4. Whole class communication: What are your beautiful memories or feelings about your favorite season?

5 Presentation topic: The colors of the four seasons

(2) New teaching

1. Appreciation.

(2) Show four paintings in the textbook.

(3) Question: What are the similarities and differences between the four works?

2. Group activities.

(1) Requirement: Choose your favorite painting and be led by the group leader to appreciate it in groups.

(2) According to the requirements, students carry out group cooperative learning under the guidance of questions and teacher guidance.

Feedback. (In group form)

(1) "Road to Early Spring" (Japanese painting) Higashiyama Kaii (Japan)

①What painting style does the picture reflect? (realism, decoration)

②What colors did the painter mainly use to express spring?

③Write a short essay to express what you see and feel from this work? (Please refer to the tips on this picture on page 2 of the book.)

< p>④What else do you want to know?

(2) "Summer" Levitan (Russia)

①What kind of brushstrokes did the painter use to express the picture? (Fragmented, complete)

Small Knowledge: Brushstrokes are various brush marks used by painters when reproducing or expressing nature and life.

②What colors are mainly used in the picture?

③Use a short essay to express what you saw, heard, and felt after appreciating this work. (Please refer to the tips on this picture on page 2 of the book.)

(3) "Golden Autumn" (Chinese painting) Lin Fengmian

①What are the characteristics of the color in the picture? (Elegance) , heavy)

②What colors do the woods show under the sunlight?

③What feelings of autumn does it bring to you? Try short expressions. (Please refer to page 2 of the book for tips on this picture.

)

　(4) "Winter Hunting" (Oil Painting) Bruegel (Netherlands)

　①What do you see in the picture? (Landscape, characters, animals, Plants) talk about it.

②What are your experiences when observing the colors of the works?

③What unique beauty of winter can you feel? Express it in a short article. (Please refer to page 3 of the book for tips on this picture.)

3. Expansion

Teacher summary: Although winter brings everything to silence, it heralds the coming of spring. come. The colors of the four seasons are rich and have infinite symbolic meaning. The change of the four seasons is a natural phenomenon. They breed, accumulate, and cycle with each other.

Question: What have you gained from studying this class?

I hope that students will learn to use the lighting of art and the language of art to observe and express works of art and the effects of nature. How it makes us feel.