What modeling elements and formal principles does artistic language include?

Point, line, surface, body and color are the most basic formal elements of artistic modeling. Line-Line is the most basic artistic language. In plane graphics, lines not only refer to the traces left by different tools, but also include the boundary lines formed by the distinction of shapes or colors. In three-dimensional modeling, line refers to the edge of a shape or a slender shape. The basic function of line is object, which is often used in China traditional painting. Lines can express interest in two ways: first, some lines themselves express some emotions, for example, horizontal lines make you feel calm, open and stretched, and vertical lines feel straight, strict and upward; The curve is light, lively and beautiful, and the combination of lines can also obtain different rhythms and rhythms; Second, when artists use lines, they convey different emotions through strokes such as length, thickness, rigidity and softness. Face-A face has a two-dimensional image of length and width. Face, like lines, can express feelings and feelings. Generally speaking, line expression is easy to be nuanced, and the face is longer than dripping and hearty. The way to splash ink in China's landscape painting is to make full use of the expressive force of the face. Point-The point in the painting is a special surface. Therefore, dots also have the function of expressing feelings with surface objects, such as dots of leaves and dots of stone moss in Chinese paintings, and western stippling paintings can all be used as examples. Although the dot is small, it can receive the effect of "finishing touch". Body-Body is not only an important language in three-dimensional art such as architecture and sculpture, but also the sense of volume of visual image should be considered in painting. Compared with points, lines and surfaces, the body has a three-dimensional sense and a sense of quantity. Artists' treatment of the body embodies different pursuits. In order to show the deterrence of gods or monarchs, ancient palaces and temples often strengthened their sense of volume. In modern architecture, it is often used to weaken the sense of volume and pursue lightness, goodness and harmony. Color-when appreciating a work, we must also understand the perceptual characteristics and symbolic functions of color. The perception of color refers to the feeling that color causes people's vision and association. Mainly: (1) warm and cold-tend to be red, yellow and orange, which can arouse people's association with fire and the sun and give people a warm feeling. Inclined to cyan, cyan, cyan, can be associated with the sky, ocean, rain and snow, giving people a cold feeling. (2) Emotion-bright warm colors such as red, yellow and orange are exciting. Cool colors such as turquoise, cyan and cyan make people quiet. (3) illusion-the same big color blocks, warm colors and bright colors give people a feeling that they are bigger than the actual ones, and they have a sense of forward; The feeling of cool color and dark color is smaller than the reality, and there is a sense of shrinking. (1) During the doodling period, babies usually start to draw unconsciously around 15 months, which is less controlled by vision, mostly random lines, straight lines or wavy lines. At about 2 years old, babies enter controlled graffiti, drawing "round lines" and different shapes and lines on paper. During this period, children did line drawing activities in the form of games without any painting purpose and without visual control or less control. This kind of line drawing activity is the child's initial painting method. Although naive, simple and chaotic, it contains the spark of children's wisdom development. (2) In the symbol period of words, children aged 3 or 4 can begin to have the consciousness of expressing objects, and children will spontaneously add some auxiliary lines to simple shapes, but the images are extremely simple, and even no eyebrows can be seen at all. Children in this period draw in disorder, all with lines, and the lines are also in disorder, regardless of horizontal lines, vertical lines, arcs, diagonal lines and so on. And lines are mixed with each other. In terms of color, children never consider what color they should use, use whatever color they like and use whatever color they hold in their hands. (3) In the symbolic period of sentences, children aged four or five have the simplest ideas, and can consciously draw an object and occasionally draw lines similar to the object, so that the disorder of lines decreases and they begin to transition from disorderly lines to regular lines. During this period, children began to have a certain understanding and directional choice of painting tools, and were able to draw different kinds of paintings according to different tools. But the randomness of painting is still great. Because of the poor hand movement function, they can't draw an image object, but can only draw an approximate shape of an object. Therefore, they often use words and actions to supplement the lack of performance in their own pictures. At this time, children's interest in painting is higher than that in graffiti. Some children with relatively good hands-on ability can draw their favorite or slightly complicated images in order to draw the main features of objects, but they often use "lines" and simplified two-dimensional contours to shape, ignoring the proportional relationship between things, and usually draw what they think is important or want to express. Interest is the best teacher. Students' interest in this course is essential if they want to learn independently and improve the classroom teaching effect. "Only when students are interested will they pay attention to this subject and continue to study, and they will devote themselves wholeheartedly to learning in the classroom. Personally, I think we can improve students' interest from the following two aspects: First, teachers' personal charm. As primary school students, it is difficult for them to evaluate a teacher's teaching, but they all have their own preferences for different teachers. Whether you like teachers or not depends on how much they like this course. As an art teacher, you should use your personal charm to attract students. Second, the classroom teaching mode 1: Appreciate the paintings close to children and gain knowledge through closeness. Because children's paintings are related to age, on the contrary, children know children better and can trigger "* * *". Take time to appreciate students' paintings, so that students can be satisfied in self-appreciation. Break the previous pattern of attaching importance to art knowledge. In the process of appreciation, "approaching students, approaching yourself and improving yourself" conforms to the physical and mental characteristics of students and makes appreciation more humanistic. 2. Appreciation of Chinese and foreign works of art, students' appreciation should not only conform to their own physical and mental characteristics, but also broaden their horizons. The so-called "high heart and low heart" is the characteristic of this age group. Students in this age group have many ideas, but their expressive ability is limited. By appreciating Chinese and foreign works of art and broadening their expressions, their defects can be well compensated. 3. Using multimedia teaching methods to improve students' innovative ability. In art teaching in primary schools, modern multimedia teaching methods are used to achieve stronger sensory effects and greatly improve students' aesthetic ability. The American Association for Educational Communication and Technology defines modern educational technology as: "Modern educational technology is the theory and practice about the design, development, utilization, management and evaluation of learning process and learning resources." What it brings to education is not only the change of teaching methods, but also a historic change including educational ideas and teaching models. With the development of modern educational technology and the full implementation of quality education, the limitations of the traditional receptive art teaching model are increasingly prominent. Modern educational technology has indeed brought vitality and vigor to art teaching. This teaching technology, which integrates images, characters, sounds, information and animation, makes up for the shortcomings of traditional teaching methods and makes the key and difficult points in teaching better interpreted. 5. According to the core issues discussed in this discussion, design the teaching plan according to the teaching strategies and methods. Teaching Design of Eating Cordyceps teaching material analysis: This lesson introduces students to the wonderful plants in nature-eating Cordyceps. By eating Cordyceps, we can understand the wonders of nature. The textbook provides some pictures of eating Cordyceps and students' works. Students can understand the characteristics of edible Cordyceps by observing and stimulate their interest. Cultivate students' feelings of loving nature and science. Understand the types and characteristics of eating Cordyceps, and learn to express eating Cordyceps in various ways. Train students' ability to collect information and materials, improve students' ability to use relevant materials, and cultivate students' ability to design, draw and make boldly. Student analysis: Junior three students know very little about eating Cordyceps. Through video appreciation to know and understand, so as to generate curiosity and inspire students to expand their imagination. In plastic design, students can dare to innovate, be unique and boldly show their ideas. Teaching objective: 1. Knowledge goal: Understand the knowledge about eating Cordyceps and choose various methods to show the scene of eating Cordyceps and catching insects. Learn to cut and paste with colored paper to express eating Cordyceps. 2. Ability goal: Understand the process of eating Cordyceps and catching insects through appreciation, observation and performance. Cultivate students' ability to design, draw and make boldly. 3. Emotional goal: Understand the characteristics of edible Cordyceps through observation, arouse curiosity and stimulate interest in learning. Cultivate students' feelings of loving nature and science. Teaching emphasis: understand the characteristics of edible cordyceps, imagine the image and function of insect traps, and show them by painting or tearing paper maps. Teaching difficulties: bold imagination, novel and peculiar insect trap performance. Teaching preparation: teaching courseware for eating Cordyceps, colored paper, scissors, glue sticks, colored pens, oil pastels ... Teaching design: 1. Create situations and stimulate interest. 1. Teacher: There are countless animals and plants in nature, and many novel stories happen every day. What story will happen between them today? One day, several small ants went out to look for food, but they were in danger. Do you want to see it? (Play the movie. ) 2. Teacher: There is a plant in the movie. Do you know its name? (Eat Cordyceps, it can be called "little guardian of environmental protection" and is our good friend. Third, the expansion of thinking inspires students to create and appreciate their works (multimedia). We learned a lot about eating Cordyceps just now. We have a lot of knowledge about eating Cordyceps, but none of us have seen it in our lives. But we can give full play to our imagination. Some children showed the scene of eating cordyceps and insects through imagination. Let's have a look. Observation: What materials and methods are used in the drawing? What materials and methods do you want to use to finish this assignment? Do you want to see the performance of the teacher eating Cordyceps? Fourth, the teacher demonstrates the hook method: first, choose to imagine the shape of eating Cordyceps with the basic shape, which is strange; Then use lines to express in the appropriate position of the drawing paper, and the lines should be smooth; Then describe eating Cordyceps with dots, lines and surfaces, show colorful paper clippings, three-dimensional paper and other works, emphasize the change of density, height, size and distance, and explain it by appreciating the works. Fifth, students create; Can you use your imagination to explore the exotic flowers and plants in the depths of nature? Today, we will hold the exhibition "Imagining Little Genius" to see who drew the most creative picture of eating Cordyceps. Operation requirements: 1. Use your imagination and show the scene of eating cordyceps sinensis and predation in the way you have learned. 2, student creation, teacher patrol counseling. 3. Tutoring points: composition, insect trap modeling and detail description. Sixth, display evaluation: the design of students eating Cordyceps is very innovative, both in color and shape. These beautiful edible cordyceps add a touch of bright color to our nature! In the near future, we will design more and more magical grasses: grasses that eat fish, grasses that eat garbage, grasses that eat viruses, and so on. For our ideal, let's start working hard today! In the "Eat Cordyceps" class, since students have never seen this plant and don't know that there is this kind of grass that can eat insects, how can they draw the process of eating insects? Through situational teaching, we can use courseware to understand why we should eat insects when eating cordyceps, and understand the laws of natural biological chain. Cultivate students' observation ability. By appreciating the various processes of eating Cordyceps and insects, we can understand what attracts insects, master the structure of eating Cordyceps, know what families eat Cordyceps to catch insects, and show the dynamics of eating Cordyceps with actions, so as to deepen our understanding of the dynamics of eating Cordyceps and eating grass. Watch the process of eating Cordyceps sinensis and insects to arouse students' interest and know that different grasses attract insects in different ways. For example, Nepenthes preys on insects by setting traps: Leymus chinensis preys on insects by pasting; Cordyceps is caught to trap insects and so on. Such careful watching can cultivate students' attention and ability of observation and expression. Cultivate students' perception of shape and color. Eating Cordyceps can attract insects not only by the fragrance of the smell, but also by beautiful colors, strange shapes and bright colors. The peculiar shape of the insect trap is more attractive to insects. Through appreciation and observation, students can know something about eating Cordyceps, which can inspire students to boldly imagine the process of eating Cordyceps and catching insects, draw more exotic insect traps, and use colorful expressions. With the basis of appreciation, the students created according to their existing memories. Some of them described the scene of eating cordyceps sinensis and insects in detail by line drawing, and some drew the strange shape of the insect trap with colored oil pastels, showing the dynamics of various insects falling into the insect trap, and the picture effect was very good. However, due to more undergraduate knowledge, it takes a little longer to introduce the knowledge of eating Cordyceps to students, which leads to less time for students to draw. I believe it will be better if we adjust this course in the future. In teaching, I think there are still many problems. This paper puts forward my own views on "cooperative learning": cooperative learning is a new learning method advocated by the new curriculum reform and a bright spot of the new curriculum reform, which can effectively improve students' learning enthusiasm. As a result, some teachers "got the message", floating the spirit of curriculum reform on the surface, changing ways to pursue lively sensory learning in classroom teaching group cooperation, and racking their brains to join self-study, discussion or cooperation in teaching links. What we see is that the teacher pretends to walk back and forth, absently nods to show approval and praise, and the students are busy answering bored and waiting for the teacher's call. The problem that is not a problem is discussed vigorously-this kind of autonomous learning with division of labor and cooperation at every turn ignores the primary task and mainly satisfies the "autonomy" of individual gifted students. This should not be the proper meaning of "autonomy" in the classroom, but depends on the concept that cooperation in curriculum reform is formal but not substantive. This is the form that teachers unilaterally pursue cooperative learning in the classroom, without carefully designing the purpose, opportunity and process of cooperative learning in the group. No matter the nature of the course, the characteristics of the content and whether the students' foundation is suitable for the form of cooperation, as long as there is doubt, no matter how difficult it is, even some problems that are not worth discussing should be discussed in the group. The discussion time is not guaranteed, and sometimes the group cooperative learning ends at the request of the teacher before the students enter the cooperative learning state. Therefore, in such a class, the teacher is not a guide, but an arbitrator. The teacher only drives the students' past events into the designed teaching framework according to the established teaching plan and teaching design. In such a class, superficial excitement and enthusiasm may damage the internal function of teaching and make teaching lose its real value. Because this kind of excitement and enthusiasm is like bubbles on the water, students have not thought deeply, and their deep thinking has not yet begun. The goal is unclear and the form of cooperation is single, which leads to students being too lazy to "cooperate", the gifted students are better and the underachievers are more and more "quiet". How to make the goal view of cooperative learning focus on teaching objectives, pay attention to the emotional function of teaching, and pursue the teaching objectives of cognition, emotion and skills, and don't let it become a mere formality. I think we should pay attention to the following points in order to carry out group cooperative learning effectively: (1) Carefully organize and make good rules. As we all know, rules are rules and regulations that people should consciously abide by when doing something. For students' experience activities, we should formulate relevant rules according to their age characteristics, activity characteristics, activity steps, and possible problems or phenomena in the activities, and imply that every student must strictly abide by them. In this way, the requirements of pre-class activities are carefully designed, which makes the classroom teaching activities chaotic and orderly and the classroom atmosphere relaxed. (B) optimize the content, clear requirements, teachers should carefully study the teaching materials before class, grasp the key and difficult points of each class. And in-depth understanding of the actual life of students, before each activity, we must clearly put forward the content and requirements of this activity, let students know what to do, and ask students to listen carefully to the requirements before starting the activity, otherwise some students only hear part of the requirements for teachers, or blindly discuss together without listening to anything, which will definitely affect the effect of cooperative learning. (C) timely guidance, summary and evaluation, and active guidance are very important. In teaching practice, I realize that group cooperative learning can be geared to all students, and it is an effective way to promote students' development by allowing students to learn from each other in communication and discuss with each other in practice. But what is really worth discussing is how teachers should face students. They should not only make students masters, give them opportunities and time for cooperation and exchange, but also make the classroom not chaotic, not formal, and everyone participate, so that cooperative learning can be truly implemented and really play a practical role in the development of students.