Kindergarten Art Activities

The purpose of kindergarten art activities is to cultivate children's imagination and creativity. Including the discovery of beauty, expression, creation, etc., so that children can boldly express their own ideas, but also to lay the foundation for future art learning. The following is what I share with you about kindergarten intermediate class art case, take a look!

Kindergarten intermediate class art case article 1

Line drawing is a way of painting that uses changes in lines to depict the object and its morphological structure, which is the oldest and most primitive way of painting, and one of the traditional ways of painting in China. The drawing tools of line drawing are relatively simple, you can use outlining pen, pencil, oil stick, pen, etc., using points, lines, surfaces to draw, both for the object to be detailed carving, but also for the object to carry out simple artistic processing; both for modeling training, but also as a way of expression of the artist to express their feelings.

Young children in the appreciation, discovery, feel the beauty of the line at the same time, boldly create, not only can the young children's fragmented experience to be refined, but also with the "Outline" advocated? The concepts of "education for life" and "education for life" are in line with the Outline. It also matches the concept of "Education for Life, Education for Life" advocated in the Outline. At the same time, carrying out line drawing in the middle class can guide children to learn through "observation" and "observation". Observe? Imagination Discover? Expressing? Creating? A series of activities to consciously exercise and cultivate children's observation, imagination, and promote the development of personality. I designed this activity: "line drawing: various shapes of fish"

Kindergarten intermediate art case 2

Today, many children in the art area chose to play with playdough as soon as they arrived. It seems that the children are more interested in playdough this time. I saw Hu Yue, Zeng Saiyan and Cheng Junjie playing with playdough. Saiyan didn't know how to play at first, so Hu Yue threw him a notebook (shown in the notebook) and took one for himself, and he said he wanted to make a strawberry. I saw him pinching carefully. After a while, he finished the strawberry, and it looked a little bit like a strawberry, but it didn't have any dots on it. So I reminded him to use a clay tool to put the dots on. When he finished, he didn't know what to do, put his work on the table and sat dry. I suggested again that he make a ? hand grenade? He happily agreed. Took the illustration, looked at it carefully and started dividing the clay. I could see that he was dividing two pieces of clay, which was obviously the right way to do it, but it didn't look like the size of the clay was very reasonable. So I guided him a little bit, and he divided the clay much more reasonably, and then he made it look like it didn't look very much like a grenade. A grenade? I guided him to take a look at it and compare it with the illustration to see if it looked like it. After a while he shook his head. So I tutored him a little and he finally finished his work. Zeng Saiyan saw Hu's grenade. Grenade? I'd like to make one, too.

The playdough production in the art area seems to be a lot more interesting to the children since it has been recorded. They seem to have a goal. Every time they finish, they can record it, and then if they learn a few more, the record will be a few more. This seems like a great sense of accomplishment for the kids.

So now as soon as they get to the art area they go and choose playdough to play with.

This method of record keeping obviously brings us a lot of benefits. Teachers can also see the children's learning on the record. I can clearly see how many have learned each method of production and who has not.

This way I can target the children who have not learned to play and learn.

This method of recording can also be extended to other places.

Kindergarten middle class art case 3

I carried out a thematic willingness to draw: "Happy Fish". At the beginning of the activity, I guided the children to recall their experiences about fish: Have you ever seen fish? How did the fish you saw look like? The children raised their hands and answered: oval body, scales on the body, a small tail, and some children talked about some of the more subtle features of the fish, such as fins, eyes, etc. I guided the children again: the fish in the story has a very small body, but it is not very big, so it is very small. I again guide: What good things did the fish do in the story? (In the morning, my teacher told me a story about a fish.) Besides that, what other things does a fish do to help small animals? Help the turtle to find his mother, help the shrimp to find food to eat and so on, I can see that the children are very active thinking activities are also very involved. So I put forward the request: the fish for the guys to do so many good things, the guys are very grateful to it, so they want to ask the children to help to do good things for the fish to draw a portrait. Then I? Let go? I let the children express themselves freely and boldly. But at this time I noticed that a large part of the children's interest seems to change, some children with a pen seems to be at a loss, some children simply look around, I went to the side of the Lin Hai Bin is looking around to encourage him: Hai Bin, add oil painting ah! But he shook his head and said: Teacher, I don't know what to paint. I did not expect such a scene, I repeatedly give those children encouragement: try to draw it, it does not matter if the painting is wrong; you just think how you can how to draw ah; but there are still a few small children show a blank look, so I went to them one by one to guide the prompt: you think the fish will do what good things ah? Yes, then you can draw the fish to help the turtle to find the mother of the scene ah, you can draw the fish to help the shrimp to find food ah. When the children were drawing, I went around and found that very few of the children had expressed the vivid plots that they had just expressed, and very few of them had unique and individualized works, and nearly thirty of the children's drawings did not have any plots. Afterwards, I asked the children to communicate with each other. What are the happy fish doing? After a hasty end to the activities.

? Why do small children have such a wealth of experience but can not fully express it? Why did I? Let go? gave the children the freedom to create and the children's work was so devoid of individuality? I suddenly felt frustrated. How can I make my children's drawings rich and personalized?

This time I completely abandoned the traditional art teaching and went into? I'm not sure if I'm going to be able to do this, but I think it's a good idea to let the children play. The first thing I did was to let the children play with their own hands. I'm not sure if I'm going to be able to do that. The first thing you need to do is to let go of your hands and let them go. The first thing you need to know is that you can't do anything about it. Letting go is not the same as letting go. If you blindly follow the flashy, the pursuit of new and different, or too much adherence to the established model, art activities in the teacher's support will lose its effectiveness.

Kindergarten middle class art case 4

One afternoon in the art activities, I let the children make envelope hand puppets. In order to give the children room for creativity, I only briefly explained the basic production method and provided different production materials, and told the children that they could do it in different ways, and then let go and let the children use their imagination to start making. For example: you can roll up the paper head to do the nose; the paper torn into strips collage into the mouth; hair can choose their favorite color paper to cut into fine hair; hair can be used to waste advertising paper torn into long strips and wrapped together a little twisted and rolled up, and then pasted to the hair made of hair hoops. And so on, later, sure enough, I found that the children due to the production of different methods, choose the color of the paper is not the same, out of the works are also different: some children are only a piece of advertising paper directly rolled into a cylinder decorated with hair; some children are the advertisement paper with the hand to tear and then twisted up to decorate the hair as a headband; there are also children with the same and I do not use the same paper head to cut out the purple eyes to the children have selected Different colors of colored paper to do hair. So, this time out of the work is unique. The children were happy to take their own distinctive works, gathered around me to share their production methods with their peers, happy!

As children have a rich imagination, it is easy to imagine under the guidance of adults to them. Coupled with the fact that it is not difficult to cultivate and educate young children's imagination and hands-on ability, from the results of my recent experiments, the reasonable development of young children's imagination in early childhood is very favorable. Only by allowing children to explore and understand colors, materials, shapes as well as space in two-dimensional and three-dimensional spaces through activities such as handcrafts and aesthetics, can they be better prepared for the future. Teachers must pay attention to cultivate children's good habits of observation and brainstorming, and try to lay a good foundation for children's all-round development.

People who have read "kindergarten art case" also like to see:

1. middle class kindergarten art case

2. middle class young children's art education thesis

3. middle class young children's painting works comments

4. kindergarten art model drawing and pasting pictures

5. kindergarten art subject teaching and research program model

5. kindergarten art subject teaching and research program model