High school art teacher lesson plans (5 collections)

The art teacher to prepare the lesson plan what should be like, do you know? The following is a "high school art teacher lesson plan (5 collection)", just for reference, welcome to read.

Part I: high school art teacher lesson plan collection

Teaching objectives

1, to understand the remains of large-scale sculpture in ancient China.

2, to understand the content of ancient Chinese tomb sculpture: monumental sculpture on the ground, buried figurines and Ming ware in the tomb, its representative of the first grade math exam paper doc works and artistic achievements; from which to appreciate the monumental large-scale sculpture and small-scale sculpture on the shelf between the different characteristics of the artistic language.

Teaching Focus and Difficulties

1, through the artistic analysis of typical works, inspire students to understand the different characteristics of large square sculpture and indoor small-scale sculpture; understanding of the different materials of the works of different use of the language of sculpture.

2, the ancient burial figurines and the concept of the soul reflected in the Ming ware still have an impact on later generations, and now there are still paper people, coins and other buried feudal superstitious activities, inspire students to have a critical understanding of this.

The teaching process

I. Introduction: what belongs to the Tang Three Colors? How much do you know about the Terracotta Warriors?

Second, the new lesson

1, the second half of the 20th century, Chinese ancient sculpture what kind of major high school chemistry test papers network found?

Enjoy the video: Sanxingdui

2, Discussion: How many parts of ancient Chinese tomb sculpture? What kind of characteristics of the Terracotta Warriors?

3, guide the students to compare the stone carving group of Huo Zaiwei's tomb, and name the appreciation.

Introduction: Tang Qianling, the joint tomb of Tang Emperor Li Zhi and Wu Zetian. Located in the north of Qianxian County, Shaanxi Province, on the Liangshan Mountain. National key cultural relics protection units. Mausoleum stone carving Tang 18 mausoleum stone carving is one of the important treasures of ancient Chinese carving art, its subject matter and carving techniques are greatly exceeded the previous mausoleum stone carving, both round carving, but also in relief and line carving. Tang Taizong life of six horses in relief - Zhaoling six steeds. Since the Qianling mausoleum, the combination of stone carvings are basically fixed, according to the nature of the different, can be divided into six categories:

1, lions;

2, stone people stone horses and horsemen;

3, winged beasts Chemical Industry Press phone and the North Gate six horses;

4, "tomato sheikhs" statue;

5, the table;

6, the monument, The first is the "Sacred Monument", which is a monument to the Holy Spirit and the Holy Spirit.

What is your favorite piece?

Focus: Drum-beating and rapping figurines: During the Eastern Han Dynasty, terracotta figurines continued to be popular in the Central Plains and Guanzhong, and their shapes were more vivid than those of the Western Han Dynasty. Luoyang East Han Dynasty tombs unearthed a variety of kitchen, servants and music and dance figurines, especially music and dance figurines, the shape of the smaller, but the posture of the gods, dance beautifully, is a vivid ancient sculpture art boutique. The image is extremely vivid.

Summary: the ground monumental sculpture senior physics lesson plan, buried in the tomb figurines and Ming ware, its representative works and artistic achievements.

Third, the arrangement of extracurricular thinking:

Ancient Chinese mausoleum sculpture includes several parts? What is the connection between them and real life?

Part II: High School Art Teacher Lesson Plan Collection

I. Teaching Objectives

Knowledge and Skills: to understand the background of the painting of silk, the content of the picture, the theme of the idea as well as the artistic characteristics of the painting of silk, and to learn to appreciate the works of silk painting method.

Process and method: through the description and analysis of the painting of silk "dragon and phoenix ladies", to understand the artistic characteristics of silk paintings, improve the ability to appreciate.

Emotions, attitudes and values: to feel the formal beauty of the works of painting on silk, to improve the aesthetic interest, and to appreciate the artistic charm of ancient Chinese art.

Second, the teaching of the key points

Key points: the content and artistic characteristics of the picture of the Dragon and Phoenix Ladies.

Difficulties: to be able to understand the charm of ancient Chinese art from the works of painting.

The teaching process

Activity 1: Stimulating the introduction of interest

Play the National Treasure video "Palm Painting Soul", guide the students to appreciate and think about: What is the content of this song? What are the works that appear in the video?

Students watch carefully and answer: the lyrics depict the story of the millennium treasure - Xin Zhui tomb T-shaped painting on silk, which reveals the topic of "Ancient Chinese Painting Fetching - Palm Painting".

Activity 2: Describe and analyze

1. The content of the picture

Combined with the information collected before class, appreciate the work of "Dragon and Phoenix Ladies", and ask:

"Dragon and Phoenix Ladies" when and where it was unearthed?

What does this work depict?

Students exchanged answers, the teacher summarized: the lower right side of a middle-aged woman standing sideways, hair bun high plate, wide-sleeved robes, hands together like praying. Above the woman's head is a phoenix bird flying in the air with its tail feathers curled upwards. On the left side is a dragon with a twisted body that is rising upward.

2. Shape, line and color

Continue to observe the Dragon and Phoenix Lady, and ask the question: what are the characteristics of the figures, the dragon and the phoenix in the shape of the work?

Students answered, the teacher summarized: the characters are graceful and elegant, the posture of the dragon and phoenix is extremely robust, the whole work is vivid and graphic styling.

Zoom in on the part of the Dragon and Phoenix Ladies, guide students to appreciate and think about the question: What are the characteristics of the work's color and line?

Students answer, the teacher summarizes: the lines are extremely general and concise, robust and ancient, calm and strong, the color is light and elegant, mainly flat paint.

3. Theme

Continue to guide the students to appreciate the "Dragon and Phoenix" and ask:

What is the main idea of this work? (Lead the soul to ascend to heaven)

Students think, the teacher summarizes: this piece of work is the ancient funeral rituals used in the flags, reflecting the Chu upper class at that time popular awareness of the ascension to heaven after death.

Activity 3: Summarize and Explain

Ask students to summarize the artistic characteristics of the Dragon and Phoenix Ladies.

Student group discussion, the teacher summarized: "Dragon and Phoenix" figure to do the front side of the standing figure, with typical clothing to show their status, identity and gender, modeling vivid, proportional, solemn manner. Focusing on the outline of the image, line drawing and flat coloring, reflecting the theme of "attracting souls to heaven".

Activity 4: Appreciation and Evaluation

1. Show the painting "Figures of the Dragon", ask the students to use the perspective and method of appreciation of the painting, and organize the students into a group of four people to spend eight minutes to discuss and appreciate.

2. Teachers make rounds to guide.

3. At the end of the discussion, in the form of "archive" commentator, each group selects a representative to introduce the "Figures of the Dragon".

(such as "Figure of the Dragon": modeling - the man's front side; line - fluent and upright; theme - attracting the soul to ascend to heaven).

Finally, the teacher from the modeling, line, theme and other aspects of the general assessment (this painting is basically the use of white drawing techniques for painting, with fine lines in place, the character modeling is quite accurate, is used to attract the spirit of the tomb of the State of Chu silk painting).

Activity 5: summary of homework

1. classroom end teachers and students **** with the summary of sublimation: we have a deep understanding of the Pali paintings, to experience the charm of the Chinese works of art, feel the depth of Chinese culture.

2. After class to collect their favorite Pali paintings, the next class to share with you.

Article 3: High School Art Teacher's Lesson Plan Collection

Teaching Objectives:

Through the teaching, make the students of the important achievements of ancient Chinese architectural art and its characteristics, have an understanding and awareness, to achieve the broadening of the horizons, knowledge, cultivate sentiment, improve students' aesthetic taste, and cultivate the ability of students to appreciate the ancient Chinese architectural art.

Teaching focus:

First, through the introduction of the Chinese structural building system and the analysis of the general layout of the Forbidden City in Beijing, the main buildings of the roof form and the use of color and other methods, to understand the main features of the ancient Chinese architecture; secondly, through the text plate provides a typical example of the ancient garden art in China, to understand the Chinese The main features of ancient garden art.

Teaching Difficulties:

The teaching difficulty of this lesson is the appreciation of architectural art, it is best to visit the field, and now it is difficult to truly understand the content of the text only based on some of the pictures provided in the text. Teaching should find ways to overcome this difficulty.

Teaching time:

1 hour

Teaching aids preparation:

Pictures, video materials, multimedia courseware

The teaching process:

I. Organization of teaching: (routine)

II. Review:

Q: What are the social roles of architecture?

III. Introduce new lessons: (show the subject)

Garden architecture:

and the ancient Chinese palace architecture also shows a distinctive national characteristics and a high degree of artistic achievement, is the ancient Chinese garden art. It not only has a long history and a high degree of achievement, but also unique, self-contained system, and Europe, Arab garden art and called the world's three major garden system.

Chinese gardens were first recorded in the history of the eleventh century BC Western Zhou Ling 囿 ("囿" is a form of garden for the ancient Chinese emperors and aristocrats to hunt, play.). It has a history of three thousand years. With the progress of society, Chinese gardens gradually formed a unique national form, a system of its own. Its main feature is to advocate nature and the wonderful creation of nature, the artificial beauty and natural beauty cleverly combined to create a unique natural landscape garden. Because of the literati participation in the construction of gardens, ancient Chinese gardens are full of literati flavor and poetry. "Poetry and picturesque" is the essence of Chinese gardens, but also the highest state of gardening art to pursue. To achieve this purpose. Gardening artists often use the combination of ancient poetry and landscape. Among them, Suzhou Garden is the representative work of China's garden art.

Appreciation:

Suzhou Humble Administrator's Garden "with whom to sit with the Xuan": Su Shi words "with whom to sit with the bright moon and clear air I" sentence for the name. The original meaning of Su Shi's words is to boast of the noble and unassuming, but here it is only used to write the scenery to make the meaning richer.

Suzhou net garden moon to the wind to the pavilion and Maundy Thursday Water Pavilion: Among them, the pavilion in the horizontal plaque "moon to the wind to", from the Tang Dynasty Han Yu's poem "the late autumn will come, the long moon to send the wind"; "Maundy Thursday Water Pavilion" is a quote from the "Mencius". "is quoted from Mencius" in "Canglang water is clear, I can wash my tassel; Canglang water is turbid, I can wash my feet," to show its ambition is high.

Suzhou Net Shiyuan Temple Spring: its name is planted in the courtyard of this scenic spot peony flowers, because peony flowers bloom in late spring, the Song Dynasty poet Su Dongpo has a poem: "Thanks to the flower workers pity loneliness, but still left peony temple spring breeze. "Temple Spring" means the end of spring, and "" is the hut connected to the pavilion. Therefore, the courtyard to stay in the spring corner of heaven and earth, beautifully called "temple spring", is very rich in poetic.

Ancient Chinese gardens, is the natural and man-made landscape, flowers and trees, as well as architecture, etc. into one of the ornamental environment. There are three main types:

One is the Royal Garden, a large area, magnificent, such as the Yuanmingyuan, Summer Palace and so on.

The second is a private garden, the style varies according to the interest of the owner, such as the Humble Administrator's Garden in Suzhou, the network of the Master's Garden and so on.

Third, the suburban landscape and mountainous areas, such as the West Lake in Hangzhou, Wuxi soft-shelled turtle, etc.. Such gardens are large in scale, mostly natural and man-made scenery into one.

China's natural landscape-style gardens, its main feature is expressed in the imitation of nature, artificial forces to create natural scenery, reflecting the ancient Chinese respect for nature and the concept of proximity to nature. In the layout of the garden emphasizes the free zigzag. We have a small area of private gardens in Jiangnan is particularly prominent.

Another feature of the layout of Chinese gardens is the division of scenic spots and space, as well as good at "borrowed scenery". Borrowed scenery is the ancient Chinese garden to break through the spatial limitations, a traditional method of enriching the garden. The landscape outside the garden is skillfully introduced to "borrow" to the garden, become part of the landscape. For example, Wuxi sends the garden "borrow" the view of Mount Xishan.

A. Teaching materials

"Into the imagery of art" belongs to the high school art appreciation module, the imagery of art belongs to one of the three major types of art, is between figurative art and abstract art between the comprehensive types of art, both the characteristics of the two kinds of art, and also for the students to learn the subsequent learning of difficult to understand the abstract art to lay the foundation for a better understanding of the art, and also for the students to learn the abstract art of art. It also lays the foundation for students to learn the difficult abstract art, and plays a role in carrying forward the past.

Two, the learning

Three, the teaching objectives

Knowledge and skills

Initial understanding and awareness of what is the art of imagery, how to analyze the art of imagery.

Process and method

Through comparative analysis, the preliminary grasp of what is imaginative art, through the analysis of imaginative art of artistic images and artistic language, as well as the artist's intention to analyze the main characteristics of imaginative art.

Emotional Attitude and Values

To understand the creative conception of imaginative art, to improve the aesthetic quality, to broaden the horizon, and to understand diversified art.

Four, teaching points

Key points

The two methods of multi-perspective expression of objects, namely, flat expression and three-dimensional expression.

Difficulties

The ability to understand the methods of multi-perspective expression of the object, and hand-drawn lines in the form of expression of multiple perspectives of the object.

Fifth, the teaching method, learning method

According to the requirements of the new standards, "art teaching students as the main body of the student's development as the basis for students to create a learning environment conducive to stimulate the spirit of innovation," I have used the following teaching method and learning method: teaching method for the situation method, display method, practice practice guidance method, and learning method with independent inquiry method, comparative analysis method.

Sixth, teaching preparation

"To do a good job, you have to make good use of it", good teaching preparation can improve the teaching effect of the classroom, I have done the following preparations: PPT courseware.

Seven, the teaching process

From the new curriculum standards for teaching advice, I will give full play to the role of modern educational technology, the use of multimedia-assisted teaching, change the static for the dynamic, the integration of sound, shape, color as a whole, to provide students with vivid images of intuitive observation of the material to stimulate students to learn the initiative and initiative. The specific links are as follows:

Session 1: Setting up the Situation, Introducing the New Lesson

A well-designed introduction is undoubtedly a key step to the success of a lesson, and its purpose is to attract students and make them knead into the activities with great interest, so as to achieve twice the result with half the effort. To this end, I will show "Princess Broglie Statue" and "Woman with a Hat", guiding students to observe the difference. In the students have an intuitive perception of the art of imagery, continue to bring out such a story: when a woman saw the "woman with a hat", then asked Matisse "are we women like you painted that way," and Matisse replied: "Mrs., that's not a lady, that's a It's a painting". The way to activate the students' thinking by setting up a doubt, stimulate the students' interest in learning the art of imagery, and let the students focus on the classroom.

Session 2: Appreciating Works, Exploring Imaginative Art

According to the procedure of art appreciation put forward by Prof. Feldman, which is "description-analysis-interpretation-evaluation", I have determined that it is necessary for the students to appreciate the works of art.

(a) Perception of weirdness

In the perception of weirdness, I or multimedia display a series of works of imagery art, guiding students to appreciate and talk about these works of art, what is the first impression? I will continue to ask why there is a feeling of "weirdness" when the students answered weirdness. Teachers and students **** with the conclusion that the picture is exaggerated. In this link through the understanding of famous paintings, stimulate students' thinking, so that students recognize the special features of the art of imagery.

(B) analyze the strange

In the students feel the imagery of art "strange", show the "St. Victor Hill" painting and St. Victor Hill photos, guide the students to compare and contrast the analysis, teachers and students *** with the discussion of the artist to express the transmission of the artist is not the artist's "eye" in the image, the artist's "eye" in the image, the artist's "eye" in the image, the artist's "eye" in the image, the artist's "eye" in the image, the artist's "eye" in the image. The teacher and students **** the same discussion that the artist expressed that it is not the artist's "eye" in the image, but the artist's "intention" in the image, that is, "imagery", which leads to the imagery is the painter's subjective expression of the objective world. Through the teacher to ask questions, students discuss teachers and students *** with the discussion, enhance teacher-student interaction, so that students understand what is the art of imagery, and enhance the spirit of cooperation among students.

For the focus of this lesson, I will show students are more familiar with the work of "Scream", and guide students to discuss with each other, inspire each other, brainstorming, through the content of the work, image, color, line and other aspects of the description, analysis and mastery of the basic characteristics of imagery art, such as subjective, hyperbole, deformation and so on, so long as the moderate guidance in this stage, students will be able to use their own language to summarize some of the characteristics of imagery art. Summarize some of the characteristics of imagery art, so that you can tap into the ability to summarize and generalize at different levels, and improve the efficiency of teaching.

(C) understanding the art of imagery

"How to understand the art of imagery" is the key to this lesson, but also students appreciate the fundamental requirements of the art of imagery. This link, I focus on to convey to the students two understanding of the entry point. Therefore, I show two groups of works, first by analyzing Zhu Da "quail picture" in the eyes to understand the artist is in accordance with "I" want to show the way to show the world, and then show Velázquez's "Pope Innocent X" and Bacon's "Portrait surrounded by slices of beef" analysis of the two works, so that the students for group discussion, exchange, and use the comparative method to find the differences. Students can discuss and exchange ideas in small groups and use the comparative method to find the differences, and then summarize that imaginative art is the artist's representation of the world according to the way "I" feel. Through questions to guide the direction of students' thinking, they will realize that imaginative art is a form of art that "expresses the inner world of the author", and understand how the creative conception of imaginative art integrates and connects with the author's personal subjective consciousness and life experience. Through the students' speeches and discussions, together with the teacher's summarization, the students gained a deep understanding of the relationship between "meaning" and "image", and realized the importance of "I" in art.

Session 3: Learning to Use, Analyzing the Art of Imagery

Finally, I have set up the session of "Learning to Use, Analyzing the Art of Imagery", which is mainly for the students to transfer and apply what they have learned, to understand the essence of the lesson, and to express their own gains. Therefore, I will display a series of imaginative art works and figurative art works, and set up a debate activity: do you think imaginative art is more expressive than figurative art? Why? Through the appreciation of a large number of works, students can have a better understanding of various art styles and diversified art in the world, thus activating their thinking and expanding their horizons.

Session 4: Summarizing and Reviewing, Expanding and Improving

Towards the end of the lesson, students will be guided to summarize and sort out the concepts of Imaginative Art and its characteristics in a retrospective manner, so that they can have a more systematic and comprehensive understanding of the knowledge in this lesson.

Article 5: High School Art Teacher Lesson Plan Collection

A. Analysis of teaching materials:

1. Teaching objectives

This lesson focuses on understanding and recognizing the second of the three major types of art - imaginative art.

Make students initially understand and recognize what is imagery art, how to identify imagery art.

2, the focus of the teaching

so that students can distinguish the difference between imaginative art and figurative art, and initially master to distinguish what is imaginative art and the main features of imaginative art, especially from the imaginative art of art images and art language, as well as the artist's intention to analyze the main features of imaginative art.

3. Teaching Difficulties

How to explain clearly what is imaginative art and how to understand imaginative art.

II. Teaching Method Design:

Classroom picture display, lecture, exercises

III.

1, introduction:

Works of art are not entirely "realistic" reproduction of objective reality, in addition, it can also express the artist's subjective world, which is also expressed in the figurative art, but in the imaginative art in the art of expression of the subjective is more prominent, and has become the focus of the artist's attention. The main focus of the artist's attention.

Teacher's activity: (1) Show the works Mona Lisa and Madame Matisse

(2) Raise the question: Find out the differences between these two works, and ask the students to discuss them in groups.

Student activities: (1) discussion (2) answer

Teachers and students summed up: this is a masterpiece of two portraits, but the form of expression is very different, "Mona Lisa" with a delicate brush, depicting the real and specific, the image of realistic and natural; and "Mrs. Matisse" is a rough brush, bold and splashy color, the performance of the object of the special, does not conform to the understanding of the average common people.

This shows that "Mrs. Matisse" is the painter Matisse in order to express their own views, views and deliberately take a way of expression. From this we can see that the subjectivity of artistic expression in imagery art is more prominent.

(Introduce the subject and the board:) subjective expression of the objective world - into the imaginative art

2, what is the imaginative art

Why are there works of art with strange images? This statement explains imaginative art from an extreme aspect of imaginative art, because in the general view, works of imaginative art are often strange. This explanation is mainly to dispel the general public's lack of understanding and rejection of imaginative art because they are used to the realism of figurative art. It is pointed out that imaginative art is closely related to the artist's sense of reality and the expression of their personal feelings, concepts and consciousness. Therefore, the more unique and intense the artist's feeling and intention to express, the more bizarre the resulting artistic image may be.

Teacher activities: (1) board: what is imaginative art

(2) to raise the question: A, from the following works to be displayed, please pay attention to the students to observe and analyze, imaginative art of art and our customary understanding of the figurative works of art in the form of expression and methods of what are the differences.

B. Why is the image of fine art weird?

(3) Show the works: Mount St. Victor, The Scream, The Night of the Stars and the Moon, Premonition of the Civil War

(4) Ask questions

(5) Board: the artist's subjective expression of the objective world.

Student Activities: (1) Appreciate (2) Discuss (3) Answer

Teacher and student summarize: Imaginative art is mainly closely related to the artist's sense of reality and the expression of their personal emotions, ideas and consciousness. Therefore, the more unique and intense the artist's feeling and intention to express, the more bizarre the resulting artistic image may be.

3, how to understand the art of imagery:

"How to understand the art of imagery" is the key to this lesson, but also the fundamental requirement for students to appreciate the art of imagery. This link, I focus on conveying to the students such two understanding of the entry point, that is: one is the artist in accordance with the "I" feel like to show the world, one is the artist in accordance with the "I" want to show like to show the world. The key points are "feeling" and "thinking".

Teacher's activities:

(1) Board: How to understand the art of imagery

(2) Show Velázquez's Pope Innocent X and Bacon's Portrait Surrounded by Slices of Beef

(3) Raise the question: A. What's the difference between the two works? (Hint: We feel the character traits of the object in Pope Innocent X, and a mood and atmosphere, i.e., tension and panic, in Bacon's Portrait Surrounded by Sliced Beef)

(4) Show: Zhu Da's Quail

(5) Ask questions: What are the characteristics of the quail's eyes in the picture? Would they appear in reality?

Student activities: (1) appreciation (2) discussion (3) answer

Teachers and students to summarize: to understand the art of imagery from the following two perspectives: one is the artist in accordance with the way "I" feel to express the world, and the other is the artist in accordance with the way "I" want to express to the world, and the other is the artist in accordance with the way "I" want to express to the world. The other is that the artist expresses the world according to the way "I" want to express it.

Characteristics of imaginative art: A. Imaginative art is more inclined to psychological reality. B. Artistic images are more concentrated and more typical. C. Transcends the limitations of figurative art in terms of image and time and space.

The subjective initiative of the artist plays a decisive role in imaginative art. And everyone's subjective feelings and sensations are different, which is why works of imaginative art give us a strange feeling.

Board: one is the artist according to "I" feel the way to express the world, one is the artist according to "I" want to express the way to express the world.

4, summarize the review: this lesson we further in-depth understanding of what is imagery art, how to understand imagery art.

We know that imaginative art is the artist's subjective expression of the objective world. Understanding imaginative art: one is the artist's expression of the world according to the way "I" feel, and the other is the artist's expression of the world according to the way "I" want to express.