The first volume of art teaching plan for grade three (7 selected articles)

Scholars must seek teachers, and teachers are essential. The compilation of teaching plan should aim at teaching and study teaching syllabus and teaching materials. Teaching plan is the main embodiment of teachers' leading role. Are you looking for a template of excellent lesson plans? I specially collected and sorted out the "Teaching Plan of the First Volume of the Third Grade Art" for everyone. Please share it with your friends after reading!

The third grade art teaching plan, Volume I, Page 1 1. Teaching content: Page 1-4 of the textbook. The third grade art teaching plan book 1

Second, teaching objectives: the first volume of art teaching plan for grade three.

1, can grasp the teacher's image description and cultivate their own observation.

2. Be able to remember or imagine drawing an impressive story between teachers and students, and cultivate their own painting expressive force.

3. Mastering the methods and steps of greeting card design, you can make a teacher-respecting card and give it to your favorite teacher to express your thoughts and improve your hands-on design ability.

4. Enhance the feelings between teachers and students in painting and production full of life interest. The third grade art teaching plan book 1

Third, teaching focus: master the methods and steps of greeting card design, make a teacher-respecting card for your favorite teacher, express your thoughts and improve your hands-on design ability.

Fourth, teaching difficulties: I can remember or imagine drawing an impressive story between teachers and students, and cultivate my own painting expressive force.

Five, teaching preparation: paper jam.

Sixth, teaching design: the first volume of art teaching plan for grade three.

Focusing on the theme of "teacher", this lesson integrates expressive painting and handwork into the emotional communication between teachers and students, and the teacher's teaching art will activate students' goodwill towards the teacher. Language exchange, spiritual dialogue, and grasping the details will once again outline the intuitive picture of teachers and students' learning life.

The first activity focuses on inspiring students to observe and remember the image characteristics of their favorite teachers. Teaching can be arranged as follows: guiding memory-learning and discussing-providing guidance-creating performances-exchanging comments.

Tell a story that happened to a teacher (or yourself) before class, let the students guess who the teacher is, and guide the students to reason and analyze the results: "How did you guess?" "What are the characteristics of this teacher's appearance?" "Do you know what he or she likes to do?" Through communication, study and discussion, arouse students' attention and memory of teachers. In the study guidance, students can review the basic drawing methods of characters in the "self-portrait" class through the demonstration painting or observation of their homework, and grasp the characteristics of their favorite teachers to express their unique creativity. After the job is finished, the job can be displayed. Let the students guess which teacher is in the picture first, then ask the author to introduce himself, echo from beginning to end, and end this lesson.

The activity 1 only shows the personal image of the teacher. Compared with activity 1, activity 2 has more characters and more vivid plots. The following arrangements can be made in teaching: observation and comparison-learning and discussion-providing guidance-independent performance-exchange and evaluation.

CAI can be used to show two copies of students' homework and guide students to observe and compare. The first picture is a concrete image of a teacher, and the second picture combines the image of the teacher in the first picture with that of some students to reveal the learning theme of this lesson through comparison. Students discuss the differences between teachers and students in appearance, figure and clothing, and strengthen their sense of expression in CAI. When providing learning guidance, students can try to combine and compose the established images of teachers and students in the picture through CAI, and various pictures of character combinations appear. Encourage students to think positively "Where do students and teachers do it?" Story plot, bold performance, in the exchange of comments on their own impressive picture story to speak freely.

The third activity is about the learning content of card design and production, which can be designed with information processing strategy as the leading factor. The teaching arrangement is as follows: observation and analysis-mastering the law-expanding ideas-independent design-experience exchange.

Teachers show teachers' cards to reveal topics, and ask students to split cards, understand the components of cards, including substrates, images and people, and explore the design methods and laws of cards. Teachers provide all kinds of cards for students to enjoy, broaden their horizons, and provide students with ideas for card shape and pattern design, such as association according to words and greetings. Students can appreciate each other after designing and giving them to their favorite teachers. The teacher's gratitude confession is not only an affirmation of children, but also a sublimation of emotional communication.

Evaluation can not be limited to the differences in painting or production performance, but more importantly, it is necessary to continue to build a bridge of friendship between teachers and students through evaluation and pay attention to the formation of students' emotional attitudes and values.

Homework requirements: Activity 1, draw a portrait of your favorite teacher by sketching or memorizing, which can be a head portrait, a bust or a full-length portrait. Activity 2, draw the most impressive thing between yourself and your teacher by memory or imagination. Activity 3: Design and make a greeting card for your favorite teacher to express your heart.

Art Teaching Plan for Grade Three Book 1 Type 2: Clay Sculpture

Class hours: 1~2 class hours

Teaching objectives:

Knowledge and skills-Understand fossils and bas-reliefs. Using comprehensive relief method, clay sculpture works are made.

Process and method-In the process of making, we can increase our understanding of the characteristics of clay sculpture, inspire and communicate with each other in the attempt, and discover various expression methods of relief.

Emotion, attitude, and values —— By appreciating fossil photos, we can explore ways to express fossils, cultivate interest in expressing relief art, be willing to communicate, and feel the fun of clay sculpture.

Teaching emphases and difficulties:

Teaching emphasis-making "small fossils" on clay tablets by embossing and bonding.

Teaching difficulty-finding suitable imprint materials and graphics in life.

Job requirements:

Basic level: find and discover all kinds of materials suitable for relief from life, and make low relief works by relief on clay tablets.

Level of development: Comprehensive use of various stamping or kneading methods, showing works with a sense of fossils, with prominent themes and clear textures.

Teaching preparation:

Teachers-excellent works of students, teacher demonstrations, etc.

Students-clay, leaves, stamping tools, etc.

Teaching process:

I. Appreciation and discovery:

1) Enjoy pictures: Enjoy pictures of various fossils.

2) Self-study discussion: Self-study the words and pictures in the textbook to understand how fossils are formed.

Talk about the characteristics of fossils.

3) Teacher introduction

4) Revealing the theme: fossil images

Second, appreciation and experience:

1) Appreciate relief and bas-relief works: Understand the characteristics of bas-relief.

2) Try to experience: make clay tablets and feel the characteristics of the soil.

Thinking about how to make fossils from clay.

3) Self-study communication: Self-study the pictures and words in the teaching materials and talk about how to find out how to imitate small fossils.

4) Teachers and students: carve the shape of things with clay tablets, stick the main parts, and carve patterns with utensils.

Stamp a pattern on a clay tablet with something.

Comprehensive use of a variety of methods to express.

5) Performance test: Select a method to test the performance. Comment briefly after the exhibition, find problems and discuss solutions.

What tools have you found to carve various patterns?

Third, imagination and creativity:

1) teacher-student demonstration

2) Appreciate excellent works

3) Students' creation: teachers' patrol guidance.

Fourth, display and appreciation:

1) Homework presentation: You can design a group presentation or present the whole class on the blackboard.

2) Students' evaluation of students: find out the distinctive and creative performances in other people's works.

3) Brief comments on teachers:

Student exchange: talk about your first time playing with mud.

The third grade art teaching plan Volume 1 3 Teaching objectives:

Knowledge and skills objectives:

① Recall childhood, observe childhood life and feel the happiness of childhood.

Through appreciation, we can understand the differences of childhood life in different historical periods, understand different artistic expressions such as Chinese painting, oil painting, wood carving and photography, and experience different aesthetic feelings brought by different expressions.

(3) Difficulties: the characteristics of different artistic expressions and the understanding of the relevant historical background of artistic works.

Emotional attitude goal:

Through learning, let students know that children's childhood has its own characteristics in different historical periods, and cultivate students' feelings of cherishing the beautiful childhood life now.

Teaching AIDS: Pictures about childhood.

Learning tools: I collected my own pictures about my childhood.

teaching process

First, stimulate the dialogue and introduce the topic.

(Show a picture of a child's childhood growth from birth to growth)

Teacher: Just like the child in the picture, you have grown up happily under the care of your parents, grandparents and many others. There must be many stories in your childhood world. Do you want to share it with you today? Let's talk about childhood stories together. (blackboard writing topic)

Second, teacher-student exchanges, showing innovation

1. Tell me the story of your childhood.

Artists showed us vivid scenes of childhood life in their unique ways. Show the pictures and ask: Can you tell which forms of expression are used in these works? Observe their clothes carefully and guess which work has the oldest performance. Where did you see it? Observe their expressions carefully and say whether they are in the same mood at the moment. Tell your classmates what you think. Please, like a little scout, guess what their surroundings will be like.

3. Open the textbook and enjoy the original picture.

4. Show a group of photos and ask questions: Choose your favorite work, first describe the picture, then talk about your feelings, and finally compare it with your childhood and talk about your thoughts.

5. Appreciate "Golden Childhood": Why did the author call this photo "Golden Childhood"?

6. Enjoy the sunshine in winter: Where is the sunshine in winter? How did you know?

7. Appreciate Happy Days: Can you learn about children's costumes and games in the Qing Dynasty by appreciating the New Year pictures in the Qing Dynasty?

8. Appreciate The Child Who Turned Slave: Which nationality is the child in the work? Where did you see it? What do they do? What would they think? Why do you think so?

9. Appreciate Duanyang Baby Play: What attracts you most about the work?

10. Appreciate growing up in battle: What environment did he spend his childhood in? Who do you think is the protagonist of the two people in the picture? Why?

Third, after-school expansion

Our childhood is happy, but some children in poor areas can't go to school. What should we do when we see this? Do a social survey after returning home to understand the childhood life of the elders around you.

Work setting

Do a social survey after returning home to understand the childhood life of the elders around you.

blackboard-writing design

10, childhood

Share our childhood stories.

Painting forms: Chinese painting, oil painting, sculpture, photography.

Analysis and appreciation

Reflection after class

This class belongs to the category of appreciation and comment. By appreciating and analyzing the works in the textbook, students can understand different forms of works such as Chinese painting, oil painting, photography and sculpture. By analyzing the content and background of the works, students can understand their children's childhood in different times and backgrounds, which will produce * * * sounds. It cultivates students' feelings of cherishing the beautiful childhood life now.

Four types of classes in the first volume of the third grade art teaching plan;

learn a lesson

Instructor:

XXX

Teaching time:

1 class hour

Teaching objectives:

1. Knowledge objective: Students participate in activities such as cutting, piecing together and pasting. Master the method of body decomposition and combination, and improve the practical ability.

2. Ability goal: to cultivate and develop students' thinking in images, creativity and aesthetic ability.

3. Humanistic goal: Feel and experience the fun of posing.

Teaching focus:

Master the methods of shape decomposition and combination, and develop students' thinking in images and creative ability. Teaching difficulty: feeling the pleasure of the same decomposition and different composition.

Teaching aid preparation:

Textbooks, courseware, painting tools.

Teaching methods:

Discussion, activity, summary, explanation, guidance, inspiration and encouragement, etc. Teaching process:

I. Organizing teaching

Second, teaching demonstration, changing graphics

1, teacher, here is a round piece of paper. Students pay attention to what happens after I cut it at will.

2. Teachers conduct teaching demonstrations.

3. Who else has a more novel arrangement? (1-2 students)

Third, explore independently and strive to achieve it.

1, please look at the pictures in the book and think about the ways to split and reshape the pictures.

2. Try to choose your favorite square or circle for segmentation modeling.

Fourth, find problems, question and dispel doubts.

1. When modeling, what do you think is the best shape for paper cutting? (3—5)

2. What else did you find during the modeling process?

Verb (abbreviation for verb) student activities

1. emphasizes that there should be no omission in the modeling process, that is, the number of blocks and blocks is the same.

2. Emphasize putting them together repeatedly before pasting.

3. Individuals or groups are random, encouraging bold imagination and creation.

Sixth, appreciation and evaluation

1, in the group evaluation, compare which students' postures are the most interesting.

2. Next communication: Look at the figures put together by other groups of students and choose the most novel shape you think.

3. Show the works: Post the works recommended by the students on the blackboard.

4. Enjoy the comments.

The third grade art teaching plan Volume 1 Teaching objective 5:

1, so that students can really understand the meaning of health and know the meaning of health and the aspects that should be paid attention to. Use the art knowledge learned before to carry out comprehensive activities.

2. Encourage everyone to actively participate in activities conducive to physical and mental health, stimulate students' positive attitude of caring for health and loving life, and improve their physical fitness.

3. Through this activity, cultivate students' good public communication awareness and good social practice ability, and cultivate students' practical ability and innovation ability.

Teaching focus:

Make health cards, keep health diaries and make posters.

Teaching difficulties:

Guide students to use their brains and make creative works.

Teaching tools:

Pencils, markers, pictures, etc.

Teaching time:

2 class hours

First, the guidance class

Students, can you sing "healthy songs"? Let's sing and move together, shall we?

Second, the new lesson

"Health" is the most important wealth of modern people. Health begins with little things every day. Can you tell me which are healthy habits? Students' group discussion: not picky about food, loving vegetables and brushing your teeth in the morning and evening are good habits. Unhealthy living habits will bring us many disadvantages. Let's make some beautiful health cards today to remind ourselves and our families to pay attention to health.

1, learn to make health reminder cards.

1) Enjoy various forms of health reminder cards.

2) Explore the steps and methods of making 3D cards in learning books.

3) I designed a health reminder card for Zhang Xinying with rich materials, eye-catching colors and concise instructions.

2. Drawing a health diary can be done in the form of group cooperation, so that everyone can take turns to take notes and communicate a healthy lifestyle through graphic forms.

3. Make posters in groups. Posters have titles, vivid illustrations and health tips.

We can make some interesting props with different materials.

Practice activities We can carry out health promotion activities on campus or in the community. Reasonable division of labor among team members.

Three. abstract

Health is our precious wealth. Only a healthy body can have a bright future and contribute to the motherland. So please take action and be healthy every day!

The third grade art teaching plan 6 masks Book 1 A mask refers to a covering that covers all or part of the face and has an opening in the eyes. It is usually used as a cover for disguised dances, carnivals or similar festivals and plays.

Humans have been wearing masks for thousands of years. The earliest masks were probably made during hunting activities. In order to get close to their prey, hunters dress themselves up as various animals. In folk activities all over the world, people often dress themselves up as ghosts and all kinds of exotic birds and beasts with masks to show their worship of natural forces or conquer them in imagination. In some folk opera performances, masks are still the main means of makeup. For example, local operas in Guizhou.

Materials for making masks:

Ancient masks were mainly made of bronze, jade and pottery.

Modern masks are made of wood, cloth, porcelain, leather, copper, paper, brown, bamboo, spoon, mud, gypsum, and even plastics and glass fiber reinforced plastics. Different materials have different decoration methods. Depending on the material, you can carve, draw or make paper relief.

Mainly used in various folk performances. Compared with religious masks, tibetan opera masks has a strong secular tendency and folk color. The theme of the performance mainly includes characters, gods and animals in historical stories and myths.

White mask

The white mask means that the characters are pure, kind and gentle, harmless to people's hearts, and that the old people live a long life and the young people are unreasonable. Contrast: The white facial makeup in Beijing Opera shows the treacherous and suspicious characters, with Cao Cao as the representative.

Yellow mask Yellow mask indicates radiant, broad merit and profound knowledge, which is worn by living buddhas and immortals.

Contrast: In Beijing Opera, the yellow facial makeup represents the violent character, and the representative figure is Dian Wei.

Blue mask

The blue mask represents justice and courage and is a warrior.

Contrast: The blue facial makeup in Beijing Opera indicates that the characters are upright and uninhibited. The representative figure is Dou Erdun.

Green mask

The green mask symbolizes virtue and wisdom; A beautiful and dignified woman who belongs to the incarnation of Tara or a wandering woman.

Contrast: The green facial makeup in Beijing Opera represents brave and reckless characters. Most of them are used to express outlaws.

Red mask

The red mask symbolizes power, majesty and justice, as well as resourcefulness, wisdom and courage. Anyone who plays a king or a minister wears a red mask. Sometimes, in Tibetan opera, some men are angry and often use red.

Contrast: The red face in Beijing Opera symbolizes loyalty. The representative figure is Guan Yu.

Black mask

Black mask means fierce, fierce and angry.

Contrast: In Beijing Opera, black faces represent justice and selflessness. The representative figure is Bao Zheng.

Half white and half black.

Half white and half black mask, meaning sweet mouth and poisonous mouth, with three knives on both sides, specially used to sow discord.

General masks in local operas are the most eye-catching and unique in shape, which can be divided into generals, military commanders, veterans, major generals and female generals. Are composed of face, helmet and ear wings. Helmets can be divided into flat helmets and pointed helmets.

This kind of mask pays special attention to the careful carving of helmet and ear wing.

The helmet is decorated with dragons and winds. Men are mostly dragon helmets, and women are mostly phoenix helmets. Dragon and phoenix can be more or less, with a head and a tail, dragons with scales, phoenix with feathers, round and flat, and changeable shapes.

This feature of local opera facial makeup reflects the national spirit of the Chinese nation advocating dragons and phoenixes. There are also some special graphics that dragons and phoenixes use together. For example, Li Shimin is the real dragon emperor with dragons and phoenixes on his helmet; Guan Yu is a phoenix eye, so is Weichi Gong, and there are dragons and phoenixes on their helmets. Helmet decoration often contains rich folk images.

Two dragons grab treasures, Youlong plays pearls, dragons and phoenixes become auspicious, Phoenix plays peonies, dragons and phoenixes dance together, and the two phoenixes rise in the morning, with many blessings (magpies) and many blessings (bats). Are the themes of local opera masks and helmets.

In addition, stars and gods are also important themes of helmet decoration. In local opera books and people's ideas, some characters are not mortal, but the stars or gods in the sky have changed, so the helmet is engraved with the stars or gods corresponding to the characters to show their identity. Such as Yue Fei, Xue, Gai Gang, etc.

Yue Fei is the reincarnation of Dapeng in front of the Buddha's seat, and the helmet is engraved with a Dapeng flying with wings; Xue, Luo Cheng and Ma Chao are white tigers with a tiger engraved on their helmets. Gai Suwen is a dragon, and his helmet is engraved with a dragon. So decorated, the mask that was originally deified is more sacred.

Ear wing is also an important part of the mask of local opera, and its function is to make the characters appear braver. Ear wings include dragon wings, phoenix wings, dragon and phoenix wings and sunflower wings. The masks of male generals are mostly dragon wings, such as, Yue Fei, Xue, Gai, Luo Cheng, Ma Chao, Han Qunhu, Hu Jingde and Dan. The masks of female generals are mostly phoenix wings, such as Fan Lihua, Chen Jinding and Mu Guiying.

In addition, the beard is also an important decoration for the masks of local opera generals, and its function is to show the characters' personalities and ages, such as Han Qunhu, Pei, Luo Yu, Yu Wenchang, Sima Chao, Wu and Zhu Can.

As far as facial modeling is concerned, the mask of the general pays attention to the sharp knife method, requires sharp edges and corners, and pays equal attention to realism and exaggeration. The mask of the military commander emphasizes Shaqi. Use more exaggerated expression techniques, such as leopard bravery, burning eyebrows, raising the bridge of the nose, licking teeth and so on. The characters are fierce, brave, strong, fierce and deep.

In this paper, the mask pays attention to the gas field and the portrayal of the characters' inner feelings, which makes the characters look dignified, solemn, peaceful and strong. Major General's mask is characterized by regular facial features and erect knife-shaped eyebrows, mostly in the image of a small man with a pink face, revealing the beauty of bravery, freedom and masculinity. The mask of the female general is exquisite and charming, dignified and demure, without losing the character characteristics of martial arts, showing a heroic spirit.

In the expression of the mask artist, the carving method of the mouth is "the sky covers the ground (the upper teeth bite the lower lip), the ground covers the sky (the lower teeth bite the upper lip), and the upper and lower teeth are divided into two sides; The ground covers the sky, the sky covers the ground, and the teeth are arrogant. " The method of carving eyebrows is "the major general is an arrow, the female general is a line, and the military commander is like a flame". The eyes are carved as follows: "A military commander has leopard eyes, a female commander has a crescent moon, a major general is energetic, and a literary commander looks like a bodhisattva".

In addition to facial modeling, helmet and ear wing decoration, the general's mask also pays special attention to the expression of color in the characters. Generally speaking, all colors have certain symbolic meaning and represent certain personality characteristics. For example, most red faces are brave and upright military commanders, such as Guan Yu and Wu. Black-faced military commanders, such as Zhang Fei, Weichi Gong, etc. Blue face is mostly a brave general.

Such as Dan Xiong Xin and Ma Shumou; Most green faces are weird people, such as Wang Zhucan in Nanyang and Lin Bao in Weichi. White faces are mostly heroic generals, such as Ma Chao; Most of the green faces are brave generals, most of them are commanders guarding the pass, and most of them are generals or other generals and lieutenant generals in the rebel camp.

The facial modeling, helmet, ear decoration and color change of the general mask make all kinds of figure masks look lifelike, and the shape, spirit, essence and spirit are integrated into one.

Not limited to the natural form of life, dare to exaggerate and modify. The colors and lines of some important parts of the face are skillfully organized and summarized into certain patterns.

Facebook's personality is not to draw all the characters on the face. The independence and complexity of a character's personality can only be fully demonstrated through performance in the development of the plot; The personalization of Facebook is to show the basic air that conforms to the character's personality, and it is the comprehensive effect of Facebook's colors and patterns.

Manchu shaman masks are often used when jumping wild gods offer sacrifices. In shaman sacrifice, various animals or monsters are simulated according to the requirements of sacrifice content. For fear of being recognized by the dead or gods, shamans should wear masks and cover their faces with colorful spikes on their hats. Wearing a shaman costume, tying a bell around his waist, grasping the drum in his left hand and holding a drum whip in his right hand, with the cooperation of musical instruments such as lifting drums, he played drums and sang divine songs, which was full of mystery.

Manchu mask mainly reflects the goddess, and its formation time is about the prosperous period of primitive matriarchal society. Manchu mask is a living fossil of Shamanism, with a long history, rich connotation, mysterious and rough, bright colors and charming childlike innocence.

As a universal weapon with pure spirit, mask gradually evolved into an entertainment tool after the fear and inferiority of primitive ancestors gradually disappeared. Manchu masks gradually changed from solemn shaman sacrifices to theatrical entertainment performances.

In the Qing Dynasty, Mahu Opera was widely circulated in the court and among the people. "Mahu" is Manchu, that is, mask dance, or masked dance. In the early years, masks were mostly made of grass loquat, animal skin, turtle shell and shell. In modern times, Korean paper and birch bark were used as materials, and the faces of people, birds and ghosts were carved, which were kind or ferocious and varied.

The third grade art teaching plan book 1 7 teaching objectives:

1, which shows that the size can only be reflected by comparison.

2. Be able to draw a big country or a lilliputian country by comparison.

Teaching preparation:

Student: Toys, paper, pens, etc.

Teacher: Computer pictures, animation materials, physical projection, toys, etc.

Teaching emphases and difficulties:

1, how to understand that big and small are expressed by comparison.

2. Can you show the big and small in the picture by contrast?

Teaching activity design:

first kind

Activity 1:

1, teacher's narration: Gulliver's Travels tells students why big countries and small countries have to go.

2. Students discuss: How did the protagonist in the story come to a big country and a small country? Have you read any books on this subject? Or comics?

3. Exhibition topic: big country and small country.

Activity 2:

1, put the same toy car in different backgrounds. Why is it sometimes big and sometimes small? (group discussion)

2. Teachers' examples: sculpture "spoon bridge" and "clothes peg" (computer display).

3. Ask students to give an example to illustrate that the size of an object is reflected by comparing it with the surrounding things. (miniature landscape, etc. )

Activity 3:

Ask students to think:

1. Do you want to represent a big country or a small country?

2. Do you want to use the contrast of those objects to show whether the hero came to a big country or a lilliputian country?

3. What is the main body of the picture?

4. What background is used to set off its size?

5. The teacher demonstrates pictures of big countries and lilliputian countries: adults in big countries are compared to tall buildings and trees, while people in lilliputian countries are compared to writing tools and insects to show their size.

Activity 4:

Students create and teachers guide.

Activity 5:

Exchange the first draft of a work. Propose amendments.

Teaching reflection: In the past, students always drew villains. Now, with the contrast of size, the composition is much better than before.

Second lesson

Activity 1:

Continue to finish the homework of last class.

Activity 2:

Communication and exhibition of works. The teacher summed up the composition and color.

Activity 3:

Game:

Adults and villains: Each student cuts out the people he draws, randomly compares one student's works to see if his is an adult or a villain, and then compares with another student to see if he has become an adult or a villain.

After-school development:

Represent a three-dimensional big country or small country in the form of clay sculpture with some toys, models and background pictures.

Teaching reflection:

I found the story CD of Gulliver's Travels and showed it to the students, so that the children could intuitively feel the different experiences and feelings of the same person in a big country and a small country. This made the students feel a lot. When creating paintings, they imagine, for example, cutting an acre of wheat at a time in lilliputian country and living in an apple house in adult country ... rich imagination promotes rich picture effects. Combined with the comparison I gave my classmates, adults are called big? Why do villains call them small? The students created many works, such as The Caterpillar and the Villain, The Villain in the Vegetable Country, The Villain in the Pencil Box, Altman vs Great Britain and so on.