Three high school art painting lesson plans

The guide asked, "The two works of the same painting house, walls, do you think the weight is the same?

Get: color has a sense of weight. In the case of the same type, the same material object, the brightness of the color, give people a feeling of light; on the contrary, the brightness of the color, give people a feeling of heavier.

3, the picture to derive what is the tone:

Classroom display: "Angels have no words" Yang Guoxin;

Let the students say that the main color of each small picture, derive what is the tone: the color of each picture, have their main features and basic tendencies, called tone, often called "main tone" or "base". "

Painting colors.

Painting tone from the brightness of the high tone and low tone, compare and appreciate the "Haunted House", "E Landscape VI".

Low-key images tend to make people feel heavy, deep, depressing, etc.

High-key images have high color brightness, often giving people a light, bright, rational feeling.

Compare the four works in Angels Without Words, and let students talk about how different picture tones bring us different feelings?

Color tone is one of the important factors for painters to convey the emotion of the theme of the work.

Third, the subject of the second: the paintbrush to wipe out the joys and sorrows

1, appreciate the "urban tea" (modern) Zhou Gang

youth, blood, life, excitement, excitement and vitality is not what you feel from the picture? Analyze what factors make you feel these?

Did you feel any difference when you changed the color of your work "Urban Tea" to blue-gray?

In terms of psychological response, colors such as blue and green are known as calm colors, while on the contrary, colors such as red and yellow, which make one's blood boil or irritable leading to psychological exuberance, are exciting colors.

2, color associations

In fact, the color to our associations is very rich, the same color, can make us produce different associations and feelings.

Here we do a color association quiz:

Color association feeling emotional experience

yellow autumn leaves withered and decayed

red

white

For the student's answer: ask why the same color some students feel completely different?

Lead students to understand that people with different life experiences feel differently about colors. The feeling of color can be individual and group differences depending on gender, age, race, customs and habits. (Student discussion)

In addition, different shapes, textures, compositions, and spaces can constrain the expression of color. (Show pictures)

3. Comparison and appreciation: "Clouds drifting in and out" by Hu Bing;

"Clouds rolling in and out" by Liu Xin

Like human personality, color has the difference between brightness and gloominess, which can be used to express people's feelings.

Colors with high brightness, strong contrast, pure chromaticity and warm chromaticity give people a bright feeling, while colors with low brightness, weak contrast and low purity and cold chromaticity often give people a sense of melancholy.

4. Thinking and communicating

After changing the color of Picasso's "Portrait of a Young Girl", can you talk about the different emotions expressed by the color of each piece of work in the light of the characters?

Fourth, expand

1, with the help of color and shape (including texture and brush strokes, etc.) to draw a set of small paintings, to express their own mood in recent stages.

2, looking for red in life, such as: red happy words, red lanterns, red flowers, blood, warning signs, flames, etc., to extract the elements needed to paint a red expression of emotion works.

Attachment: color association quiz form

Color→association→feeling→emotional experience

Yellow Autumn Leaves Withered and Decayed

Red

White

General Knowledge of Sketching

Purpose of Teaching: To enable students to understand the basic steps of painting, knowledge of composition, and basic meanings of the terminology

The purpose of teaching: To enable students to understand the basic steps of painting, knowledge of composition, and basic meanings of the terms of art.

Key points, difficulties, and measures: focus on understanding the knowledge of composition and the meaning of art terminology

Teaching aids: geometric plaster, wall charts

Teaching process:

I. Introduction: give vivid pictures of life.

Second, the meaning of sketching;

1, with a combination of monochrome dots, lines and surfaces to show the shape of the object, tone and shade levels and other modeling factors of painting.

2, sketching sketches from the content is divided into still life, animals, landscapes, portraits and human sketches.

3, tools can be divided into pencil, charcoal, pen, brush, ink, chalk.

4, drawing time can be divided into long-term sketching, sketching, mimeograph.

5, from the point of view of the painting tradition is divided into; Chinese traditional drawing (white drawing), Western realistic tradition of drawing. Third, the expressive language of sketching

1, line, tone. For beginners, the first to learn to use the line to express the image, that is, learn to use the line to hit the right outline and grasp the proportion, perspective and so on.

2, beginners pay attention to the performance of the form of light and dark and shades of color.

Fourth, the ability to sketch depends on three aspects;

1, sensory ability

2, knowledge (perspective, anatomy, color)

3, skills: hard, practice.

5, observation ability: before moving the brush to paint, you should spend enough time to observe, study, and analyze the characteristics of the image. To insist on more watching, more analysis, and constantly deepen the degree of knowledge and understanding, such as observation performance.

1, first divided into two major light and dark system.

2, with a comparative approach to distinguish between the two systems of different shades of change.

3, in comparing the different shades, always pay attention to the changes in the structure of the form and the relationship between the surrounding environment and the shape of the surface, in the treatment of the tone, some places should be delicate and soft, some places should be concise, generalized.

Six, the requirements of sketching:

1, the object figure properly.

2, modeling accuracy.

3, strong sense of texture and space. The relationship between black and white, near real and far virtual, near big and far small.

VII, sketching test guide: the composition of the whole. The structure is clear. Hierarchical, in-depth portrayal, strong sense of totality, pay attention to the image (local).

Eight, still life sketching:

1, composition, up and down, left and right balanced.

2, cut point shaping.

3, shape analysis.

4, laying a large tone.

5, in-depth carving (overall - local - overall sketching principle).

6, the overall investigation. A, the proportion of the form to deal with. B, the form of tonal expression. C, the form of the background with a sense of space

D, the object texture.

ix. Teachers summarize from the general, so that students have a systematic knowledge structure.

X. After-school homework: let the students use what they have learned to copy a plaster sketch.

Composition of still life

I. Speaking of teaching materials

1, textbook analysis:

"Composition of still life" is a selection of Hunan Fine Arts Publishing House, the Institute of Modern Art Education, published by the "Experimental Textbook for the Curriculum Standards for General High Schools" (elective), "Painting and Sculpture" series of the "Painting" module of the second lesson, "form of the visual impression of the" extension. Visual Impression of Shape" is an extension of this lesson. This lesson includes the objective object on the plane of the shape, features and how we sort out the objective object to our impression, I choose how to sort out the objective object to our impression of this section to expand - how to compose a still life, as the content of this lesson. This lesson starts with asking students to portray their favorite photos or pictures, and then through activities, let students give their opinions, combined with the teacher's theoretical knowledge to modify and re-create. The use of students on the stage hand-drawn, teacher-student exchanges in the form of teaching, not only to strengthen the classroom interaction, but also mobilized the students to explore the enthusiasm for learning, but also on their artistic re-creation.

2, teaching objectives:

The purpose of teaching art painting class is to teach the basics of art painting, so that students learn to use the theory of painting, and then cultivate students' hands-on painting and creative ability. According to the psychological and intellectual development level of high school students and the actual situation of the current art teaching, I determine the teaching objectives of this lesson:

(1) Knowledge Objective:

To master the basic knowledge about the composition of still life

(2) Ability Objective:

A. To improve the students' ability to observe still life and take the ability

B. To cultivate the students' ability to sketch and draw still life

B. To cultivate the students' ability to draw and draw still life

B. To improve the students' ability to draw and draw still life

B. To develop the students' ability to draw and draw still life. (3)Developmental Objectives:

A. Cultivate students' creative thinking

B. Cultivate students' ability to learn independently

C. Cultivate students' ability to open up new ideas

(4)Emotional Objectives:

A. Cultivate students' attitude of conscientiousness in learning and interest in exploring new knowledge

B. Cultivate students' ability to learn and explore new knowledge

Cultivate students' interest in learning and exploration of new knowledge

B. Develop students' ability to learn and explore new ideas

Cultivate students' interest in learning and exploration of new ideas

B. Cultivate students to feel life and create life with an aesthetic heart

3. Teaching Focus and Difficulties:

Teaching Focus:

(1) the basic form of still-life composition

(2) the basic principles of still-life composition

Teaching Difficulties: the basic form of still-life composition, how to take a view

4, Teacher Preparation:

Still life pictures, knowledge

5, student preparation:

Simple still life: books, books, pens, erasers, stationery boxes and other school supplies

Second, the teaching methodology:

The teaching process of this lesson emphasizes the interaction between teachers and students, in the entire teaching process, the teacher is only as the students to take the initiative to construct Knowledge of the helper, facilitator, rather than knowledge of the transmitter, instiller. Therefore, the basic design idea of this lesson is to cultivate students' ability to explore knowledge independently during the teaching process, so that students can maintain a high degree of desire to explore, desire to try, and through the connection with real life, more experience a sense of achievement, and further stimulate their strong desire to create, desire to draw. The basic teaching procedure of this lesson is as follows:

Students' experience of life - Summarize the experience - Discussion and inquiry - Knowledge expansion - Re-creation of life

Interaction

Teachers guide the experience - to speak out the problem - inspiration - summarize

In this lesson, two activities are designed to allow students to construct their own knowledge system through activities. The first is to recall the beautiful pictures of their own lives, how they are these scenes photographed, what kind of ideas they have not, but also to invite students to come on stage to draw about their own good ideas or works, and explain their own ideas, and then teachers and students together to comment on the advantages of saying and some of the problems and ask students to put forward some modification of the views of the teacher combined with the basic knowledge of the composition of the picture. After the teacher combined with the basic knowledge of composition to explain the elements of composition and then talk about life everywhere in the still life, and explain the basic form of still life composition and the basic principles, combined with the still life composition I drew to analyze and explain. Then we want students to combine the theory of still life composition, their own desk with the things in front of them to set up a group of still life and to choose to depict, and then ask students to draw on the stage once, and explain their own ideas, how to combine with the theoretical knowledge of the still life composition, we give some advice to improve, and finally summarize. In teaching, the teacher should sub-strengthen their role consciousness, always appear as a friend of the students, so that students always feel and teachers in an equal position, mutual communication. In the design of the activities should pay attention to the activities of the fun, in order to activate the atmosphere of the classroom.

Third, said the process:

1, question: before going out to take pictures, you will how to shoot, how to conceptualize, there is no focus? Or their favorite pictures are how, like what it is?

Students answer

2, activities (a) please students to their own good memories and then depicted, and invited students on the stage to depict, explain their own point of view

3, everyone together to comment, put forward the views of the teacher will put forward the views and turn to think about how to sort out some of the side of the attention of the still life, how to find the beauty, and to create the beauty

4, the teacher combined with their own still-life works to explain the basic elements of still-life composition and the basic principles, and analyze how the work is carried out, in addition to pay attention to the existence of a number of common compositional errors, analyze the error.

5, the students combined with the knowledge of their previous works to modify, and communicate with each other, after the completion of the work, and then create a piece of work - activities (II), take their own school supplies as props, set up, take the scene, portray, and invite students to come on stage to show. We can make comments to improve the work

6, summarize the content, and mobilize students to go outside after school to take the scene, and depicted

Fourth, said the notes

1, in the activities (a) when the students are required to draw and say, call the two students on the stage can be, not constrained students' thinking, talk about their own ideas

2, in the activities (two) In the activity (II), to emphasize the students with theoretical knowledge to re-understand the still life composition, and create a talk about their own feelings

3, in the students below the painting, the teacher should be down to observe, choose to have a good painting or a very good idea of the students on the stage to depict the explanation of the appropriate questioning of the students so that the cause of the painting

4, the contents of the lesson is closely linked to the life, coupled with the activities of the method of teaching, classroom The atmosphere of the classroom is very active, teachers should pay attention to the control of classroom discipline, to grasp the degree of activity in the classroom.

V. Summary

This lesson is driven by activities as the main line to the students' independent inquiry learning as the center, fully mobilize the enthusiasm of students to learn, students are diligent hands, dare to innovate, the classroom atmosphere is active; from the teaching effect, the knowledge goal is fully achieved, the ability to achieve, the development of the basic emotional goals.