Third Grade Art Lesson Plans and Teaching Reflections

#3rd Grade# Introduction Art refers broadly to the art of creating something that occupies a certain plane or space and is visual in nature. The following is Organized "third grade art lesson plans and teaching reflections" related information, I hope to help you.

1. Primary school third grade art lesson plan Part I

I. Teaching content:

2. Teaching objectives:

1, so that the students make handbags in the practice of learning to accurately master the cutting, folding, gluing and other papercraft production skills.

2, using the mastered pattern skills to decorate the handbag.

Third, the focus of teaching:

In the production of handbags in the practice of learning to accurately master the cutting, folding, gluing and other papermaking skills.

Fourth, the teaching difficulties:

Master cutting, folding, gluing and other papermaking skills, especially learning how to fold the bottom of the bag.

V. Teaching aids:

Handbag, demonstration drawings and so on.

Six, the teaching process:

The first lesson

First, the clarification of the subject:

Produced in the daily life of the handbag and the commercial economy in the application of a wide range. Explanation of the "textbook analysis" summarized in the three types of bags.

Second, speaking of new lessons:

Guide students to appreciate the picture of the textbook book, explaining the **** the same characteristics of the handbag:

The mouth of the bag, the bag body (including decorative drawings), handles.

Third, the production method:

Teach the process of folding and pasting the bag with paper, guiding students to read the diagrams of the production steps shown in the textbook. Teacher step by step demonstration, especially in the bottom of the bag folding, several demonstrations, so that students can see and understand. Folded and pasted firmly, put on the carrying handle rope to complete the production.

Fourth, the student production:

Complete the folding of the handbag into shape.

V. Assign students to bring the next lesson with painting materials or cut decorative tools needed.

The second lesson

I. Teachers to the physical example, about the design of the pattern decoration of the bag.

The method of pattern decoration:

The beautification and decoration of the bag should be concise and generous, the theme is prominent as a principle, because the bag is used as a mobile art exhibit, such as the content is too complicated and delicate, it will not achieve the publicity effect.

Textbook student works are to a single (people or animals, etc.) as the subject matter of the object. Specific forms can be cut and pasted (such as robots in the textbook), paper cutouts (such as folk patterns in the textbook), but also paintings.

Before designing the pattern, you should consider painting a base color for the bag, to draw or paste it what pattern. In the decorative pattern painted (cut) can be added after the production of some decorative lines and use-related text, to strengthen the theme of the publicity effect and decorative features.

Second, students continue to work:

Students make decorations for the handbag, put on the hand-held rope, complete the production.

Third, the teacher evaluation:

Inside the handbag put a few books, students carry a slow walk across the podium to see who made the handbag practical and beautiful, students *** with the comments.　

2. Primary school third grade art lesson plan Part II

Teaching Objectives:

1, master the various changes in the ink line, a simple understanding of the method of Chinese painting with the brush;

2, learn to appreciate the natural world as well as works of art in the line, feel the charm of the line and the characteristics of the change;

3, to be able to apply the line to the artistic creation to show that the line is the most important part of the work of art, the most important part of the work of art.

3. To be able to use lines in art to express the objects around them.

Focus and Difficulties: To master the variations of the ink line and brushwork in the invisible experience game; to be able to find the line in nature and art works, appreciate the line, and create the line in their own works.

Preparation: Ink drawing tools; examples of lines; appreciation of works of art

Requirements for homework: Try to create a work of art with the lines you have discovered.

Teaching process:

I. Introduction:

1. Review the content of the previous lesson: the penetration and diffusion properties of ink, ink painting techniques. Show some of the best works, so that students feel that ink painting is actually not difficult, we can also draw good ink painting. Stimulate interest and confidence.

2. Show the topic "Variable Lines".

Think: Why is it called Variable Lines?

Second, experience:

1, compare the lines in the previously learned pencil drawing, crayon drawing, color pencil drawing, to feel the versatility of the ink line:

Invite a few students to come up to the stage, respectively, with a pencil, crayon, color pencil to draw a S line, while the teacher draws it with a brush, and ask students off the stage to look carefully at the difference between the ink line and the lines drawn with other pens. Feel the thickness of the ink line from the change.

2, feel the thickness of the ink line changes: a small race, who can draw the thinnest ink line? Who can draw the thickest ink line? Let the students themselves to study how to draw the effect of the teacher's request. Then ask the students to demonstrate on the stage, guiding the observation of their strokes, and mastering the difference between the medium stroke and the side stroke without realizing it. Then try to draw a curve with variations, thick at both ends and thin in the middle, and guide reflection: what did you find when you drew this line? Feel the difference between lifting the brush and pressing the brush.

3, feel the ink line of the curved changes: in this session, in addition to learning to draw straight lines, folding lines and curves, we also need to know the different lines give a different feeling. We first through the works of famous artists, feel the difference between different lines. The general feeling is that curves are soft and supple and straight lines are smooth and hard. However, it is not appropriate for the teacher to say more when appreciating the masterpieces, but should ask more questions. Guide students to find out their own feelings. In this way their understanding will be more profound. On the basis of having an understanding, learn to draw circles and squares. Circles should pay attention to the rotation of the wrist and the use of the center stroke, while squares should hide the strokes in the main corners. All of these we can guide students to master in the example of observation, comparison.

4, feel the wet and dry ink line changes: the same method as above. The main thing to pay attention to when practicing the control of moisture.

5, works of appreciation: including the works of famous artists and children's works, find what they use the lines, and guess how they draw these effects.

Third, performance:

Choose a theme of your own to create, the lines you found in this lesson to create.

Fourth, review:

1, works on display.

2, self-assessment and teacher comments: say, what lines you use in your work? Why do you use it in this way?

3. Primary school third grade art teaching reflection Part III

Teaching Objectives:

1, learn to pinch the general method of small mud people.

2, develop hands-on skills and cooperation.

3, experience the joy of learning activities, cultivate students love life sentiment.

Teaching focus: to master the method of pinching small clay figures in the activities.

Difficulties: Imagine a certain situation, and according to the situation to make a variety of shapes of interesting small clay figures.

Teaching Preparation: classroom clay

Teaching process:

I. Into the classroom to see

1, the classroom shows the picture of the small mud people playing in the classroom, reminding the students to look carefully.

Teachers ask: What do you see?

2, the students answer (to guide the students to answer the "who", "where", "what")

Teachers and reveal the topic.

Second, do a mud man try

1, teachers and students together randomly pinch a shape.

Teacher demonstration in the video display. (Emphasize the "random pinch", to be bold, can be exaggerated a little)

2, the name of the show, the teacher master **** with adjustments.

Third, pinch the mudman move a

1, the classroom display of different actions of the small mudman, with cheerful music.

2, the master and master with the "small mudman gymnastics".

3, the teacher asked: How do you make your little mudman do different actions?

Teachers pinch mudman dynamic requirements.

Fourth, the beautification of mud people to have fun

1, the classroom display 5 complete production of small mud people pictures.

Question: Do you think they are beautiful? Where is the beauty? Can you tell what method was used to make them?

Teachers and students **** the same way to beautify the little clay figures. And use the class to show.

2. Teachers and students **** the same way to beautify their own little clay figures.

3. Name the display, the teacher master **** with comments, adjustments.

V. Do mudman play

1, the classroom display a group of small mudman pictures.

Teachers to guide students from the clay man's dynamics, the details of the beautification and the combination of several aspects to appreciate.

2, group discussion: our little mudman in the classroom in which position to do the game, do what game.

3, group cooperation performance.

Six, show the mudman evaluation

1, students under the position of free viewing exchanges, evaluation of their favorite a small mudman and a group of small mudman.

2, named introduction, works.

Guiding students from the small mudman dynamics, beautification, and the group's cooperation in several aspects.

3. Teacher.

4. Primary school third grade art teaching reflections Part IV

"Dinosaur World" is a very interesting painting class, is a topic of great interest to children, they like to read books about dinosaurs, listen to stories about dinosaurs, play with toys about dinosaurs. "Dinosaurs are mysterious and strange animals. No one has ever seen what a real dinosaur looked like, and all the images of dinosaurs that people have seen have been reconstructed by scientists through the discovery of fossils of dinosaurs. This leaves a lot of room for imagination for our imaginative children.

Because there are many types of dinosaurs, different forms, **** the same point is not good to summarize, so most of the teaching of this lesson to the teacher narrated, demonstration-based, and its purpose is to save as much time as possible to save the teaching time, for students to understand the relevant knowledge of dinosaurs to provide sufficient time to protect, but ignored the students' independent, inquisitive learning process, the main body of the teaching seems to be somewhat dislocated. In painting, the cooperative learning among students was ignored, and only independent creation was used; the diversity of painting expression was also ignored, and students were not encouraged to express themselves in the various ways of painting they had learned, and most of the students completed their assignments in the form of children's paintings. Most of the students completed their assignments in the form of children's drawings. Both the learning and creative approaches appeared to be too homogeneous.

Overall the teaching task of this lesson has been successfully completed, from the children's homework, they can show the appearance of different dinosaurs. They were able to imagine and decorate the dinosaurs with patterns and bright colors through this lesson, and all of their assignments gave people the feeling of beauty.

5. Primary school third grade art teaching reflections Part V

Third grade second book of art, "moving lines", after talking about it, I feel that the mood is not bad, and this lesson also dispersed the shadows of the lesson that I feel I can not speak well, so that I have a deep feeling. Now I will summarize the gains and losses of this lesson as follows:

Success:

First, the exchange of pre-course, to attract students.

Before the class exchange I am very good with the language to attract students, so that they like me; on the other hand, I use the "good thinking star (that is, can actively open their brains, raise their hands to answer the question of the children), the painting star (that is, the knowledge learned in this lesson is very good through the painting of the children to show), the small critics (that is, with the knowledge of the lesson), the small critics (that is, with the knowledge of the class), the small critics (that is, the knowledge of the class), the small critics (that is, with the knowledge of the class). (children who can use what they have learned in this lesson to show what others have done well in their drawings and make appropriate suggestions) I wonder who will be honored?" Stimulate students' sense of competition and enthusiasm for learning.

Second, interactive experience, active atmosphere.

1, the ribbon straightened is static, how to make the ribbon up? At this point, I let the students take the ribbon experience to try, very good close to the distance between teachers and students.

2, the teacher also likes to draw, see! Teachers also brought their own three works, please come to evaluate, which painting: show the class "three trees" board: sparse and dense. By allowing students to evaluate the teacher's work, increasing the students' self-confidence, but also closer to the distance between teachers and students.

3, the song before the class, students sing teacher beat rhythm, active classroom atmosphere.

3, guide in place, with tacit understanding.

1, moving lines we are using what lines to indicate? To guide students to realize that the lines that move are "curves".

2, appreciate who's picture is I intentionally put three different dynamic water together to make comparisons, so students can easily find the first calm, the second soothing, the third strong.

3, it is these soothing different, more or less, orderly and disorderly 'kinetic curve to our life brings vitality and different beauty. Because of the previous context creation in place. So I then threw out a question: if life are seen in a straight line what will happen? It is natural to cause students to imagine. Some students said: "the sea will have no waves," some students said: "willow trees are straight," some said: "dresses do not float up," I think the students' imagination inspired!

These are the first time I've ever seen a student in the world.

Fourth, interlocking, articulation compact.

1, in the appreciation of Lei Feng Primary School students' works I said: "Look! Lei Feng Elementary School children with moving lines to make their paintings move, you want to use moving lines to make what move in your picture?" This is a natural transition to the next part of the students to discuss the painting.

2, in the evaluation of the link I use their own curves to make a small hand as a small gift to be given to the students who performed well, intentionally made only one, but there are many students drawing good, so I said: "How to do it? Teachers have a way. In fact, it is very simple to do, look! What other lines did the teacher use?" This immediately led the students to expand outside the classroom on the feeling of the many roles of curves.

Of course, let me feel gratified at the same time, I also feel that I still have many shortcomings, the most obvious is: did not put a lesson time is properly allocated, speaking time is too long. On the other hand, the language is not rigorous, and sometimes repetitive and verbose. These are the future need to improve, of course, they are also my experience.

In short, this lesson needs to improve a lot of places, but there is no lack of wonderful things, is my teaching since the more satisfied with a lesson, I will work hard in the future, I believe I can continue to improve.