What are the basic links and implementation points of kindergarten art activities with a certain structure?

Generally speaking, an art activity with a certain structure mainly includes four basic links: perception and experience, exploration and discovery, creation and expression, appreciation and evaluation.

The first link: perception and experience

Perception refers to children's feelings about the formal elements of the artwork, the texture of the media materials, and the relationships caused by various properties and elements, as well as the meanings and symbolic meanings caused by these relationships. Experience refers to the guidance of young children through the visual, auditory, tactile, kinesthetic and verbal multi-channel way with the work of art to produce emotional communication and **** sound, in order to deepen the understanding of young children on the work of the understanding and feeling. The process of perception and experience is also the process of young children's appreciation and feeling of the beauty of nature and social life and works of art, obtaining inner experience, absorbing and expanding related experience, and accumulating visual language and symbols. The object of young children's appreciation and feeling can be the classic works of masters suitable for young children's appreciation, or excellent works for young children which are full of children's interest; it can be the visual works of art, or the corresponding works of music or literature; it can be the activities of appreciating and perceiving the works of art through the means of pictures, slideshows, films and other means organized in the classroom, and it can also be the young children's observation of and feeling for the daily things or the memories and experiences.

All in all, the main purpose of perception and experience is to help young children observe carefully and enrich their representational experience, so that they can absorb and internalize the artistic language and symbols into their own minds, and even migrate and apply them to their own operational activities.

The second session: exploration and discovery

The exploration and discovery session is mainly about exploring and experimenting with art manipulation techniques or the characteristics of various tools and materials and how to use them. By allowing children to make mistakes, discover problems, analyze them and solve them in self-operation, this session not only deepens children's understanding of art techniques or manipulative materials, but also helps to cultivate children's active spirit of inquiry. The exploration and discovery stage is the process in which children initially try to contact with manipulation materials, which triggers them to have creative intentions and wishes, and gradually clarifies and realizes their own intentions, which plays an important role in stimulating children's interest and motivation in creation and expression in the future. Therefore, teachers should guide children from aimless operation to purposeful operation and gradually clarify their intentions. For example, when children are playing with clay, teachers can inspire children to think about "what are you doing", "what do you want to make with it?" "Do you want to use the clay to do magic?" and so on, so that children gradually realize that they can make something with clay. When the children have the intention to create, the teacher should also guide and help them appropriately. Avoid the frustration of the children. In addition, teachers in the design of activities should also take into account the age of young children's characteristics, such as the production of the image of the outer contour of the simple local refinement.

The third link: creation and performance

Art activities are a way for young children to express their emotions and understand the world, especially in the case of young children in the logical thinking, the ability to express themselves in the case of limited verbal expression, artistic expression has become the best way for them to express themselves. On the basis of their perception and experience of a large number of art works, as well as their knowledge and mastery of the characteristics of art materials and related operational techniques, children can express their experiences, ideas or emotions through artistic means through creation and expression. The creation and expression process can be divided into two stages: artistic conception and design, and operation and decoration.

At the stage of artistic conception and design, it is divided into two cases: one is that the creator first has the material for creation and then considers choosing the corresponding material for creation according to the material; the other is that the creator associates a specific image that can be created and expressed according to the existing material or the shape of the object. The latter is more common in the creation of traditional folk crafts, such as root carving. Due to the characteristics of intuitive thinking of young children, the latter situation occupies a larger proportion in their operations. For example, in the process of playing with oil clay, young children will see the ball shape of the ball and say, "make a lantern", and see the long strip rolled out and say, "make noodles" and so on. Teachers should make full use of the variability of young children's thinking to develop their imagination and creativity. Young children due to the constraints of the way of thinking, their design is not like the design of the adult design design charts, but with folk artists have similarities, that is, there is no independent design steps, conception and design into one, or even conception, design and production of the three into one.

Next, children enter the manipulative stage, which is the process of visualizing the ideas and designs that are already in their minds with the help of manipulative materials. In the manipulation stage, it is very important for children to master the art manipulation techniques or the characteristics of various tools and materials and the use of methods, or else the idea can not be realized, which affects the effectiveness of the children's manipulation activities. Decoration is the last step of creation, which can generally be carried out by coloring, adding background or detail carving, etc., firstly, for the integrity of the work, and secondly, for the work to be more aesthetically pleasing.

Segment 4: Appreciation and Critique

The appreciation and critique segment is the process of children's appreciation and evaluation of their own and their peers' works. Teachers should provide space for children to display their work, such as a place to post paintings or set up handmade works, so that children can display their own work and prepare for appreciation. Traditional evaluation mostly involves teachers selecting and presenting children's work one by one for critique, which is an adult-centered way of evaluation. We emphasize that the comments should be based on the children's self-introduction and mutual comments and appreciation among children, giving full play to the children's subjectivity, guiding children to express themselves boldly, communicating with each other, appreciating each other, and ****improving with each other.

2, kindergarten art appreciation activities in the organization and implementation

Art appreciation is an important part of early childhood art education, the purpose is to deepen the understanding of young children on art works, improve aesthetic awareness, and cultivate young children's aesthetic sensitivity. Early childhood art appreciation is broad and rich in content, including not only classic paintings, sculptures and architectural art, but also arts and crafts, as well as a variety of excellent folk art and children's works.

Taking into account the age characteristics of young children and the requirements of children's art quality comprehensive training, art appreciation activities in the time schedule can generally be 20 to 25 minutes each time, and appreciation activities can be combined with the corresponding operational activities, so that the whole activity has a static and dynamic, visual experience and operational experience, so that the appreciation of the drive to create, and creation can, in turn, to deepen the appreciation of experience, both of which promote each other. The two promote each other and complement each other.

Kindergarten art appreciation activities in the organization and implementation of the basic links and implementation of the main points

Generally speaking, a certain structured kindergarten art appreciation and creative activities can include the overall feeling, the form of analysis, and then again the overall feeling, mental recall and conception, creation and performance of the five basic links.

The first link: overall feeling, talk freely about the first impression or feeling of the work

Art appreciation education is a kind of spiritual activity that gives children rich and complex psychological feelings, in this special spiritual activity, children have to obtain a variety of psychological feelings, and turn the cognitive object into an object of emotional experience.

This step is mainly to organize the children around the work of the overall feeling, free to talk about the work of the first impression or feeling. Teachers should prioritize the children's vivid personal experiences, and let them describe as directly as possible in accordance with the characteristics of the children's development. At this time to give children enough time to appreciate, and then, let them use simple language to say their true feelings. Such as Matisse's "Sorrowful King" in the appreciation of activities, the teacher just showed the work, children can not help but send out a "wow! ......" exclamation, some of them wide-eyed, some excitedly shaking their bodies, some shouted "really beautiful" good look! Obviously, they were attracted by the bright and rich colors and the strange and irregular shapes in the picture, which was their first impression of the work. This is the most original and true intuitive experience that has been corrected by the teacher at the end, which is accompanied by a kind of creative perceptual activity and thinking activity, and is an important source of aesthetic pleasure for children.

The second link: element identification and formal relationship analysis

The children's appreciation of art works not only requires them to gain an understanding of the content, theme, and subject matter of the works, but also to gradually develop the habit and ability of perceiving and experiencing the formal meanings of the pictures through the stories, plots, and specific contents depicted in the paintings. The so-called element identification refers to guiding children to discover and identify the formal elements such as dots, lines, shapes and colors in the works. Formal relationship analysis, on the other hand, refers to the analysis of the relationship between the elements, that is to say, the analysis of the work of the beauty of the form, such as modeling, color, composition and its expression of symmetry, balance, rhythm, rhyme, unity, change and other features of formal beauty.

In the element identification link, the teacher can take "what do you see" as a clue to ask questions to guide the children to discover the point, line, shape, color and other elements of the work. Young children at first may mainly focus on depicting specific things or points, lines, shapes, colors and other elements of the composition of the thing "like what" perspective to observe and perceive, such as the "King of Sorrows" in the young children to see frogs, mice, leaves, people's hands, eyes, violins, small babies, big stones and many other things. This shows that young children's imagination is very rich and their thinking is very active, but this is still an everyday perception rather than an aesthetic perception. In the discussion, the children also mentioned "lines", red, yellow, blue and other "color", a variety of shapes, etc., which are some of the things belonging to the language of form, is the charm of the body of the plastic arts, is the art of appreciation activities in the teacher to guide the children to grasp.

Formal relationship analysis link is to further explore the relationship between elements and elements, to understand its aesthetic meaning. After identifying the elements of line, shape and color, and sometimes even in the process of identifying, the relationship between these elements and the elements, the emotions they express and the meaning they imply will naturally become the main content of the children's feelings and talk about. For example, when the young children were appreciating The King of Sorrows, they not only talked about the shape and yellow color of the leaves in the work, but also discovered the connection between the withering of the leaves, especially the style of the leaves being represented as drifting, powerless, and descending, and the negative emotions of sadness, grief, and so on.

In actual appreciation activities, element identification and analysis of formal relationships are often blended together, because the identification of elements by young children is often accompanied by a variety of feelings about the relationships formed between the elements and the elements.

Third session: another holistic experience, a more in-depth discussion of how the work feels

This is another holistic experience, which builds on the children's deeper feelings and discussion of the various elements of the work and their aesthetic implications, and which should be deeper and more on-point than the first impression. This step usually involves introducing the context in which the work was created, explaining the meaning of the work, the creator's personal and unique way of expressing his emotions, and the symbolic meaning of some conventions with symbolic connotations. It can also be done by naming the work and saying why it is so named, because young children's naming of a work often reflects their general feelings about the work, and considering the reasons for naming it helps them to organize and make clear these feelings and thought processes of their own, where there are both intuitive and feeling things mixed with rational and logical things.

Segment 4: Mental Recall and Conceptualization

Allowing children to mentally recall the works they have already appreciated and to discuss and conceptualize what they are going to create is a necessary part of the process. It is both the end of an appreciation activity and the beginning of a creative activity. Mental recollection can take the form of letting children close their eyes and recall the visual imagery they have already appreciated, in order to deepen their impression and feelings about the work. The conceptualization can combine mental imagery with communication and discussion, so that children can make the necessary mental preparation and preparation for the next step of creation.

The fifth link: creation and expression

Fine arts appreciation activities can be pure appreciation, can also be arranged after the appreciation of young children to create, depending on the specific content of the appreciation. However, the creation of art after appreciation is slightly different from the general art creation, which not only respects the will of the children and provides them with full freedom, but also encourages them to combine the experience of appreciation. They can learn from the painter's way of painting and expression, or use their own painting language to depict the emotions expressed and conveyed by the work. For example, after enjoying The King of Sorrows, the children cut and pasted colorful paper to express the story told by the Happy Granny or the Sad Granny.