How to teach Chinese painting techniques in primary school art class

Chinese painting is an important part of China's excellent traditional culture. It has profound and unique characteristics, which not only attracts great attention at home, but also is loved by the general public internationally. In essence, Chinese painting is not a painting in the western concept, but a manifestation of cultural complex. The combination of poetry, calligraphy and painting in China's traditional culture has formed a special complex that belongs to China culture. In order to improve people's cultural and artistic awareness and appreciation of poetry, calligraphy and painting in modern society, the effective way is to change the "elite education" of art into "mass education" and push the education and teaching of art into the process of individual primary school learning. Offering art courses and teaching students Chinese painting in primary schools can expose students to the fine traditions of China from childhood, cultivate their love for the fine traditions of the Chinese nation, and inherit the fine culture of China. Through the teaching of Chinese painting, primary schools should let students have a deep understanding of Chinese painting from an early age, and then like and know Chinese painting, so as to make achievements in the study of "main courses" and cultivate students' artistic level and patriotic feelings.

First, the current primary school art curriculum objectives

A correct beginning is half the battle. In order to achieve higher results in art teaching in primary schools, teachers should first determine the teaching objectives of art, so as to make teaching plans according to the teaching curriculum objectives and carry out teaching work as planned. By consulting relevant materials, the author records the teaching objectives of primary school art courses as follows.

1. Stage 1 (Grade 1 and Grade 2)

① Be able to use different tools, papers and various media materials that are easy to find around you to boldly and freely show what you see, hear, feel and think, and experience the fun of modeling activities;

2. We can simply combine and decorate by watching, thinking, drawing and doing, using different tools and various media that are easy to find around us, and experience the fun of design and production activities;

③ Know the shapes and colors of nature and various works of art, and boldly express your feelings with short words;

④ Being able to imagine, create, perform and display without theme or with theme.

2. The second stage (third and fourth grades)

(1) Be able to initially understand artistic languages such as shapes, colors and textures, learn to use various tools, experience the effects of different media, express what you see, hear, feel and think through watching, painting and doing, and stimulate rich imagination and creative desire;

② Learn the combination principle of contrast and harmony, symmetry and balance, understand some simple creative and hand-made methods, carry out simple design and decoration, and feel the difference between design and production and other artistic activities;

3. Appreciate the shape, color and texture of nature and various works of art, and describe the objects of appreciation in oral or written language, tell their characteristics and express their feelings;

(4) Be able to use modeling games, combine Chinese, music and other course contents, make simple artistic creation, performance and display, and express their creative intentions.

3. The third period (grade five or six)

① Be able to use artistic languages such as modeling, color, texture and space, choose tools and materials suitable for you through description and three-dimensional modeling, record and express what you see, hear, feel and think, develop artistic conception and creative ability, and convey your thoughts and emotions;

(2) Be able to use the principles of combination of contrast and harmony, symmetry and balance, rhythm and prosody to understand some simple concepts, design methods and treatment methods of the media, design and decorate, and beautify the surrounding environment;

③ Being able to appreciate and understand the natural beauty and the characteristics of materials, forms and contents of works of art, being able to understand the diversity of artistic expression through description, analysis and discussion, and being able to express his feelings and understanding of works of art with some simple artistic terms;

④ We can combine school and community activities with the knowledge and skills of art and science courses, plan, make, perform and show, and experience the relationship between art, environment and traditional culture.

It can be seen that the curriculum goal of primary school art is gradually improved, and primary school art teachers should set up targeted art teaching on the basis of the curriculum goal to help students learn art better.

Second, what is the significance of the primary school art curriculum? x

Students in primary school, especially those in lower grades, are in a very active stage in their imagination and creativity. By teaching Chinese painting to students, art teachers in primary schools can promote the development of students' imagination and creativity, develop students' art learning potential, stimulate students' patriotism and inherit our excellent traditional culture. In addition to simply teaching students Chinese painting, art teachers in primary schools can also indirectly cultivate students' Chinese painting ability by using the cultural complex of poetry, calligraphy and painting. The connection between calligraphy and Chinese painting is that both are created with brush; The connection between poetry and Chinese painting is that they both express the feelings that the author wants to express. Wang Wei, a Shi Fo, once said that "there is a picture in poetry, and there is a poem in painting", which expressed the relationship between poetry and painting. Therefore, art teachers should pay more attention to the teaching of Chinese painting for primary school students, make full use of their own art classes, provide students with richer knowledge of Chinese painting, and let students grow up gradually in the process of learning Chinese painting.

1. Promote the all-round development of students

The new curriculum reform puts forward higher requirements for students' all-round development, because the goal of education and teaching is to train excellent builders for the society and high-level successors for the country. In the new era, only students with all-round development can achieve lifelong success after entering work and social life.

2. Improve students' study of beauty.

All-round development of morality, intelligence, physique and beauty. As an independent basic quality, it is not enough for students to explore and learn beauty only by discovering beauty, expressing beauty and communicating beauty in life. The setting of art curriculum in primary schools can help students learn art more regularly, thus forming the correct orientation of pursuing beauty and enabling students to learn and improve more effectively in the process of beauty. Third, the significance of Chinese painting teaching in primary school art curriculum

Chinese painting teaching is an important content of art curriculum in primary schools. From the author's own experience of learning Chinese painting, after learning Chinese painting, the author felt the profoundness of China's traditional culture and improved his comprehensive quality. In order to encourage primary school students to learn Chinese excellent traditional culture and improve their own aesthetic quality, the author first combs and summarizes the significance of Chinese painting teaching, so as to better enable primary school students to form an understanding and attention to Chinese painting in the learning process.

1. Get in touch with the fine traditions of China.

Now advanced science and technology are gradually applied to social life, which dazzles people in society. In the era of primary school students' progress, students' limited learning has nothing to do with traditional culture and national quintessence, such as opera, kung fu, Chinese painting and calligraphy, which makes students less exposed to these knowledge. Teaching Chinese painting to students in primary school art courses can help students to understand and accept China culture in a deeper level, so that students can be influenced by culture in this process and benefit for life.

2. Cultivate students' own sentiment

Chinese painting pays attention to the artistic conception and connotation of the whole painting, and the painter hopes to show the true artistic beauty through the picture. Pupils can gradually cultivate their temperament and improve their sentiment under the guidance of art teachers in the process of learning Chinese painting.

3. Cultivate students' artistic accomplishment

As an excellent traditional culture in China, Chinese painting can cultivate primary school students' artistic thinking ability and related psychological quality. Traditional Chinese painting is different from sketch, and once it is put into words, it cannot be changed. Traditional Chinese painting teaching can cultivate students' judgment ability, patience and other related psychological qualities, so that students can gradually develop a bold and careful character.

4. Enhance students' artistic thinking.

The images in Chinese painting are mainly reflected by expression, and the overall picture of Chinese painting is to express the painter's personal feelings. Therefore, the picture of Chinese painting must contain some refined images to express the painter's heart. Pupils learning Chinese painting can help students understand the painter's feelings and learn to express their inner feelings with Chinese painting, thus enabling students to form a higher level of thinking.

5. Cultivate students to love life

The essence of Chinese painting is verve, and the content of Chinese painting can generally find realistic materials in life and nature. Therefore, the study of Chinese painting can help art teachers to cultivate students' observation ability, let students have rich creative materials through careful observation of real life, and make art teaching get twice the result with half the effort.

Fourth, the teaching strategy of Chinese painting in primary school art curriculum

In the above article, we made a detailed analysis of the significance and curriculum objectives of art learning in primary schools, and briefly discussed the significance of art learning in primary schools. As a primary school art teacher, we can't just understand this point in theory, but should take a step forward according to our understanding of these theories, guide our own education and teaching, make theory guide practice, and combine theory with practice to make teachers' teaching more standardized and students' learning more effective. Previous literature provides guidance for educators from a theoretical perspective. The author briefly describes his classic Chinese painting course, hoping to provide practical reference for primary school art teachers to teach Chinese painting.

Chinese painting is one of China's unique painting methods. Chinese paintings are painted with a brush unique to China, mixed with water or watercolor, and express their composition and image on Xuan paper. Through the study of Chinese painting, primary school students can experience the wonderful changes of water, ink and color on Xuan paper and understand and appreciate the characteristics and culture of Chinese painting. The author suggests that students should train soft-brush calligraphy before learning Chinese painting, master the writing posture and drawing strength of brush, and make full preparations for the study and training of Chinese painting.

(1) Teaching goal setting: Goal setting is the basis of planning. Only after the classroom teaching objectives are determined can we plan more pertinently. According to the requirements of the new curriculum reform for primary school students to learn in art class, the author divides the teaching objectives into the following three parts:

1. Knowledge and skills: Students are required to be familiar with the tools and materials of Chinese painting and feel the unique charm of Chinese painting and the skills of using ink.

2. Process and method: Students are required to use the dots and lines of ink to experience the change of ink color and the fun of ink painting.

3. Emotion, attitude and values: cultivate students' ability to appreciate Chinese painting and stimulate students' love for China's excellent traditional culture.

(2) Curriculum: Learning by stages according to age characteristics.

Primary stage: 1-2 grade: in terms of aesthetic cultivation, Wu Guanzhong's Chinese painting is used as an appreciation model for classic appreciation of Chinese painting. Guide students to feel and appreciate the artistic conception expressed by points, lines, colors and other elements in the painter's paintings. In terms of techniques, learn to practice drawing points, lines and colors with a brush, and experience the ink interest of pen and ink. In the "play", you can initially experience the five colors of the center and side of the brush, such as clear, light, thick, dry and burnt.

Middle age: Grade 3-4: In terms of aesthetic cultivation, the classic Chinese painting Vegetables, Fruits and Animals by Qi Baishi is taken as the main appreciation model to guide students to taste the artistic meaning, brushwork charm and inscription in Chinese painting. Facial layout. Further study the experience technique, and experience the wonderful effect of the shade of pen and ink.

Senior: Grade 5-6: In the aspect of aesthetic training, we mainly take the famous ancient landscape paintings as examples to guide students to appreciate the ancient literati's landscape feelings and the artistic conception expressed by landscape paintings, as well as the special composition method and scattered perspective of Chinese paintings. Technically, learn to use the center to sketch trees and rocks; Learn to draw the bumps and textures of tree trunks and rocks with side grinding, and treat dry and wet pictures with dark ink.

(3) Classroom teaching mode: As the main position for teachers to carry out teaching work, the author divides the classroom into three stages, namely, classroom introduction stage, classroom teaching stage and classroom ending stage. In these three stages, teachers can conduct effective classroom teaching in this way:

1. Introduction to class

In the classroom introduction stage, you can first show students several classic Chinese paintings; After briefly introducing Chinese painting to students, show the painting tools of Chinese painting; And teach students how to use it, including pen holding posture, ink mixing and color matching methods. After that, the teacher showed the students and asked them to observe the basic painting methods of Chinese painting carefully. After the students understand the basic methods of Chinese painting, the teacher reveals the teaching theme of the class: for example, drawing rocks.

2. Classroom teaching

In the classroom teaching stage, the art teacher first provides students with some Chinese paintings to show rocks, and through observing examples, students can think, discuss and summarize the modeling structure, rubbings and inking treatment of rocks; After students have a comprehensive and perfect understanding of the characteristics of rocks, teachers can ask students to draw in class and show their understanding of rock structure on Xuan paper by sketching and rubbing. After the students finished painting, the teacher asked the students to talk about their experiences and feelings when painting, and let the students in the class exchange experiences. 3. Class is over

When class is over, the art teacher organizes students to show their works, and each group evaluates each other's works. In this process, teachers properly participate in and guide students' evaluation process, so that students' Chinese painting level can be improved in the feedback information from teachers and classmates. In addition, as the art of Chinese painting is one of the representatives of China's excellent traditional culture, teachers should also infiltrate students' moral education at this stage to stimulate students' enthusiasm. Hey? Emotion, cultivate their sense of responsibility for inheriting culture.

(4) Extracurricular activities.

Teachers' after-class tasks should be combined with classroom theoretical teaching, so that students can have a deeper understanding and a higher degree of mastery of what they have learned in the process of combining theory with practice. The author believes that the teaching of Chinese painting should be not only the teaching content above the classroom, but also the training in students' daily life. Therefore, the author will set up some small activities for students after class to help active and enthusiastic primary school students better consolidate the learning content of Chinese painting.

In the process of carrying out after-school activities for students, the author will ask students to show the essence of Chinese painting through their own thinking while ensuring discipline, which can show the beauty of artistic conception and structure. In the process of students' creation, the author found that some students with strong creativity selectively combined Chinese painting with other painting forms to present a comprehensive picture. The evaluation of painting is not only limited to whether the brush strokes made by students are delicate and whether the images are fully displayed, but also includes the evaluation of students' imagination and creativity in the frame to reflect the essence of Chinese painting.

Verb (abbreviation of verb) conclusion

To sum up, Chinese painting has opened the door to China's traditional art treasure house for primary school students, strengthened their knowledge and understanding of the traditional culture of the motherland, let them see the profoundness of China's fine arts, appreciate the charm and momentum of Chinese painting, and constantly establish national pride and pride, so that every student can take the initiative to assume the responsibility of cultural inheritance after learning Chinese painting. Traditional Chinese painting teaching has many meanings, and it carries people's expectations. However, the teaching of Chinese painting is still a difficult point in art teaching. First of all, the teaching hours of Chinese painting are few, so it is impossible to analyze and train the rich Chinese painting techniques in detail. Therefore, primary school art teachers often choose copying to improve students' Chinese painting ability. This teaching mode keeps students in a constant cycle of observation, imitation and feedback, which inhibits students' imagination and creativity, thus reducing students' enthusiasm for learning, love for Chinese painting, class participation, and the possibility of substantial improvement and all-round development of Chinese painting ability. Primary school art teachers should try to avoid this phenomenon, let students improve their imagination and creativity under the guidance of norms, and let students really gain knowledge from the study of Chinese painting. Through continuous practice and exploration, the author found that primary school students should understand the characteristics of Chinese painting, and teachers should let students deeply understand the characteristics of Chinese painting, followed by mastering the techniques of using pen and ink. Only by practicing more can they appreciate the interest of ink painting. In the process of painting, students should be able to decide the display of content in the framework according to their own thinking and ideas. The process of students' creation should be left to students to freely imagine, create and express their own ideas.