How to draw a 2nd grade art drawing game

There are Part 1, Part 2 and Part 3 instructional designs for 2nd grade art drawing games.

1, Part I.

I. Teaching objectives

1, understand the basic methods of comprehensive games in this lesson; will use random lines formed by imagining adding images to complete an interesting painting.

2. To stimulate students' interest in learning art, to understand the `methods and contents of the line game, to experience the fun of art activities, and to cultivate students' rich imagination.

II. Focus and Difficulties

Focus: Learning to use random lines to form shapes and imagine adding figurative or abstract images.

Difficulty: skillful use of random shapes to add vivid and interesting images.

Three, the time schedule: 2 hours

Four, moral penetration

Cultivate students' creative spirit and enthusiasm for life.

V. Material Preparation

Drawing paper, watercolor pencils, black water pen.

VI.Teaching Process

1.Organization of Teaching

Prompt students to get ready for class, focus their attention, and get ready for the study tools.

2, teaching new lessons

(1) Drawing lines game.

Rules: please feel free to draw a line on a piece of paper, to be coherent drawing all over the picture. (You can draw with your eyes closed.)

(2) Please see if the picture looks good. Say the reason.

Student activities, looking at each other and analyzing.

(3) Teacher demonstrates using student work. (Physical projection)

Using the shapes on the student's screen to add figurative and abstract images, students observe to understand the method of painting.

(4) Imagination Exercise

Using a physical projector to show one of the shapes in the students' work, the prize shape is turned up and down, left and right for the students to associate with what it looks like.

(5) look at the book page 4, page 5, discuss:

① appreciate Miro's work (color, line, composition) are showing what?

② line arrangement, which sparse and dense relationship is well handled?

③ Which part of the picture do you think is added imaginatively and skillfully shaped?

Student group discussion: discuss the three issues, the group to exchange, the group representative of the typical speech, other members to add.

2, Part II.

Teaching Objectives:

1. To understand the furniture culture and the basic structure of furniture modeling, and try to experience the whole process of turning a carton into furniture through design and production.2. To help students gradually establish the design concept of close connection between design and application through appreciation and discussion.3. To utilize the traditional culture to arouse the students' interest in learning, and to educate the students to pay attention to cooperative learning and so on.

Teaching focus: learning based on the characteristics of the carton into furniture design and production methods

Teaching difficulties: clever use of material characteristics of the design and production

Teaching process:

Organization of Teaching and Learning: check the student's school supplies, and be ready to learn.

Two, the introduction of the new lesson:

(a), the teacher recited the late Ming and early Qing dynasty Zhu Bailu's "maxims of governance" in the "a porridge and a meal, when thinking about the place where it is not easy to come; half silk and half stranded, always think of the material strength of the difficult."

(ii), life in a variety of waste cartons, in fact, have their potential use of value, are waiting for your discovery and creation. Board out of the subject

Design intention: the use of traditional culture to cultivate students' awareness of saving, triggering students' interest in learning.

Three, teaching a new lesson:

(a), the organization of students in the group to exchange their knowledge of furniture and briefly report.

(ii), the teacher recited ● Records of "Learning without friends, you are alone and little heard."

(c), appreciate the work of students in the book, group discussion: what shape are the parts of these furniture are composed of? What materials and methods were used to make them?

(4), the teacher summarizes the design methods: 1, subtraction: cut off part of the carton, the rest of the part as the shape of the furniture. 2, addition: add paper to the carton or combination of several cartons into a furniture method. 3, additional design methods: do not add or subtract, only the use of cutting and folding, you can design the carton into a piece of furniture.

(5), the teacher leads the students to recite the "Disciple's Rules" in the "do not force to do, but to learn the text, long flamboyant, into what people."

(6), group discussion: according to the materials prepared to analyze how to turn the carton into furniture? What production methods are used?

(vii), the production requirements: the group divided into small groups to design and produce furniture for the room, to see which group's furniture design is reasonable, beautiful and solid.

Design intent: to understand the culture of furniture and the basic structure of furniture modeling and production methods, to cultivate students' ability to observe, analyze and cooperate, to clarify the design method of the cardboard box into furniture, and to form design ideas. Using traditional culture to educate students to value cooperative learning and to apply what they have learned.

Fourth, classroom practice:

(a) Students' art practice, teachers' inspection and guidance.

(ii), penetration of the "Discipleship Rules" in the "room clean, the walls clean. Several cases clean, pen and inkstone correct."

Design intention: to improve students' hands-on ability, using traditional culture to cultivate good hygiene habits.

Fifth, the classroom summary:

(a), exhibition and evaluation of the work of the outstanding group.

(ii) Teacher puts forward hope.

Design intention: to enhance students' aesthetic ability and motivate them to keep on improving.

3. Part III.

Teaching Objectives:

1. To understand the culture of furniture and the basic structure of furniture modeling, and try to experience the whole process of turning cartons into furniture through design and production.

2. Through appreciation and discussion, help students gradually establish the design concept of close connection between design and application.

3. Utilizing traditional culture to trigger students' interest in learning, educating students to value cooperative learning, etc.

Teaching focus:

Learning based on the characteristics of the carton into furniture design and production methods

Teaching difficulties:

Clever use of the characteristics of the material design and production

Teaching process:

Organization of the teaching: check the students' school supplies, ready to learn.

Two, the introduction of new lessons:

(a), the teacher recited the late Ming and early Qing Zhu Bailu's "maxims of governance" in the "a porridge and a meal, when thinking about the place where it is not easy to come; half silk and half a strand of silk, always think of the things that are difficult."

(ii), life in a variety of waste cartons, in fact, have their potential use of value, are waiting for your discovery and creation. Board out of the subject

Design intention: the use of traditional culture to cultivate students' awareness of saving, triggering students' interest in learning.

Three, teaching a new lesson:

(a), the organization of students in the group to exchange their knowledge of furniture and briefly report.

(ii), the teacher recited the "Rituals" in the "solitary study without friends, is lonely and little heard."

(c), appreciate the students' works in the book, group discussion: what shapes are the parts of these furniture made of? What materials and methods were used to make them?

(4), the teacher summarizes the design method:

1, subtraction: cut off part of the carton, the rest as the shape of the furniture.

2, addition: add paper to the carton or combination of several cartons into a furniture method.

3, complementary design methods: do not add or subtract, only the use of cutting, folding, you can design the carton into furniture.

(5) The teacher leads the students to recite from the Discipleship Rules, "If you don't do what you can, but learn to write, you will grow flamboyant and become what you are."

(6), group discussion: according to the materials prepared to analyze how to turn the carton into furniture? What production methods are used?

(vii), the production requirements: the group divided into small groups to design and produce furniture for the room, to see which group's furniture design is reasonable, beautiful and solid.

Design intent: to understand the culture of furniture and the basic structure of furniture modeling and production methods, to cultivate students' ability to observe, analyze, and cooperate, to clarify the design method of the cardboard box into furniture, and to form design ideas. Using traditional culture to educate students to value cooperative learning and to apply what they have learned.

Fourth, classroom practice:

(a) Students' art practice, teachers' inspection and guidance.

(2), penetration of the "discipleship rules" in the "room clean, clean walls. Several cases clean, pen and inkstone correct."

Design intention: to improve students' hands-on ability, the use of traditional culture to cultivate good hygiene habits.

Fifth, the classroom summary:

(a), exhibition and evaluation of the work of the outstanding group.

(ii) Teacher puts forward hope.

Design intention: to enhance students' aesthetic ability and motivate them to keep on progressing.