Ink Painting Teaching and Early Childhood Education

Teaching Ink Painting and Early Childhood Education

Teaching Ink Painting and Early Childhood Education, the hereditary nature of intelligence can not be changed, the process of growing up there are joys and there will be troubles, solve the problem is to clear the obstacles for the development of the child, this time of plowing will let the child in the future will benefit a lot. The following share to you ink drawing teaching and early childhood education, teaching you how to educate children.

Ink Painting Teaching and Early Childhood Education1

I love Chinese painting, so I have made a shallow inquiry into the teaching of ink painting. Ink painting is one of the four national treasures of China, which has a long history, is characterized by simplicity and generalization, conforms to children's thinking, is easy to be understood and accepted by young children, and produces vivid, ancient, simple, and generalized artistic effects through the infinite changes of water and brush and ink. As a unique and charming form of artistic expression, ink painting is loved by young children for its pleasantness, image, operability and autonomy. Through learning it, children can promote the development of hand-eye coordination and various abilities, so that they can understand and inherit the cultural heritage of the Chinese nation and love their motherland from childhood. In recent years, our school has made efforts in ink painting, which is now beginning to have its own characteristics. In this regard, we would like to briefly discuss our practice and experience.

I think that in teaching should not be monotonous for teaching techniques and teaching techniques, not to mention the adult painting method, according to the gourd, endless painting plums, orchids, bamboos, chrysanthemums, the original naive and lively children to teach into the University of Senior Citizens, "the little old man", "little old lady", it is a pity. "This is really regrettable. Tradition should not be a "model", but a spirit, an energy. Based on the above ideas, I made a bold attempt to teach ink painting, and achieved significant results in the activities.

I. Gamification of ink painting teaching.

The gamification of teaching is to seek to dissolve the dry knowledge of ink and brush in interesting games, so that the teaching of ink and brush has a game-like form and fun, the pursuit of the realm of the game, in the game to accumulate a person's qualities, downplaying the purpose, strengthen the means, the heavy process, light on the results.

For example: I gave the ink painting interest class children on the first class, when I stood in front of 30 children with a brush, found that the children are very curious to look at the brush in my hand, I even found that some of the children brought oil brushes, intuitively told me that young children on the ink painting is - no knowledge. So I turned around and drew a stroke on the rice paper with a side stroke with a change of ink color, and then asked the children to observe carefully. Then the children began to talk. This one asked "Teacher, why do you draw ink with different shades?" That one said, "It's good to have dark ink and light ink." So I answered the children's strange questions one by one, and explained to them the reason for the change of ink color, and then also used the color mixing drawing to show the children, so that the children were all eager to say that they wanted to draw ink paintings, so I let the children boldly make a try. In this way, the children not only have a great interest in ink painting, but also have the desire to paint.

Another example: teaching "ink game - still life", the first step is that the children are familiar with ink and brush, so in this activity before a class, the ink and brush to do the "points and lines" game, what is the "points and lines", that is, let the use of the center, slightly dry ink to create a variety of dots and lines, the use of the side of the front, wet ink to create a variety of blocks, coupled with ink Density and color changes, fully embodies the game fun, not only the development of creativity, but also the initial mastery of ink and brush techniques. Continuing from the above, still life can also be completed with dot line and surface games, by shaping still life with surfaces, dots and lines. Vases and fruits through sketching or imagination, the flowers in the vase let imagine, and then appreciate the excellent works, complete with ink and wash to shape the still life, so that the cumbersome pen and ink to simplify.

Another example: Chinese painting is very concerned about the line, you can let the children practice line games, such as letting the children divided into small groups with brushes to draw different lines of light, dry and wet to fishing competitions, or with brushes to draw lines to walk the labyrinth, the interest is very high, and then use the line to draw gradually will be able to handle. Another example is that you can let the children do color wash ink, ink wash color, splash ink, fling color, point color, blowing color and other color techniques with the brush, so that they have a strong sense of curiosity. No specific painting content is required, but just randomly draw, dip the brush into water to make ink and water dissolve, and then use different lengths and thicknesses of the brush to produce a peculiar flavor, so that they can unintentionally learn the skills of Chinese ink painting. Children have fun while drawing. In such activities, drawing is not only drawing, it has long become a game for children. So, to make teaching a game, we must let children feel that there are many mysteries and fun, stimulate their curiosity and impulse, and make it a voluntary activity.

Second, advocate sketching.

In order to learn ink painting better, let them observe in life, accumulate information, plunge into the embrace of nature, from which to find beauty, discover beauty, create beauty. The world is ever-changing, there is no one image is eternal, only let the children personally to observe things, grasp the main characteristics of its object, in order to have a more complete, vivid, image of them to understand, the usual observation of the impression of the storage, for the art of creating activities to accumulate materials. When the summer heat retreats and the cool autumn wind blows quietly, combine with the education of autumn, take the children to look for the autumn scenery from the nature. First from the kindergarten, and then outside the kindergarten, to the park, to the countryside to find, guide the observation of grass color changes, blowing down the dead leaves, harvest fruits, golden rice paddies, blooming chrysanthemums ...... and then let the observation of the size of the flowers near and far, different flower shapes and colors, observe that some flowers are in the front, and some are in the back, and let them see the three-dimensional world of the world through the art of art. And express the three-dimensional world they see through the brush. In the ink drawing "flowers and trees", we boldly tried to use a variety of colors, letting the children choose colors freely, use different skills, draw independently, and express the beauty of the natural world through ink drawings. The children's creativity is beyond my imagination, look! A flower is budding, another flower is shyly hiding behind it to show half of its face; a bunch of red is scurrying out of the bush to greet you; a flower petals have red color, yellow color, the stamen is the green color ...... is really different forms, lifelike. Although these works look childish and ridiculous, but the children will be in the heart of the beauty of emotion through the tip of the pen flow out, it has a clear personality and heart. Ink drawing activities are free, relaxed and enjoyable, but also conducive to the imagination of the mind and the development of skills. The active expression of the child is a necessary condition for creativity to arise, and the creativity of the work shown is a product of subjective desire and imagination. In the ink drawing activity is to draw and make for their own performance, they will naturally reveal the beautiful emotions in their hearts, thus producing natural, honest, bold, straightforward and childish characteristics, sprouting a sense of beauty and creativity in the process of performance, and promoting the development of their various abilities. However, in the teaching method based on copying, many children can indeed draw a good-looking ink painting through a period of training. However, as time goes by, their paintings become devoid of spirit and personality, and the subject matter becomes narrower and narrower, even to the point of being identical. In short, long-term copying restricts the original imagination and observation. And sketching out of the works of a thousand different, very vivid.

Observing life, experiencing life is the starting point of ink painting, children's potential is immeasurable, as long as the guidance is appropriate, they are all big strokes. When the experience of life awakens the excitement, when the eagerness to express their inner feelings and can not be perfectly expressed, without leaving traces of the technical guidance, everything will come to fruition. In fact, children are born reformers, when adults in the study of the reform of Chinese painting, they for the painting of the tools and materials concept is only for my use, they are the same to any new media.

Three, many forms of teaching ink painting.

Create an atmosphere that allows children to experience ink painting. In the classroom, let the children use all senses, listen, see and physically feel the scenery and objects in the ink and wash. The use of multimedia to carry out illustrated teaching, music and art flexible combination, can play a multiplier effect. For example, when drawing the ink game "Flowers and Trees", children can use their bodies to imitate the old coiled trees, fluttering willows and straight trees to feel the form of the trees. And in the teaching of drawing emotions, drawing sounds can be linked to the dots, lines, blocks and surfaces in ink.

And combined with the exhibition, the organization of young children to see more ink paintings, appreciate the works of the masters, from which to appreciate Qi Baishi, Li Kuchan, Cui Zifan and other masters of the art style, in the children to expand the space of artistic vision and thinking, at the same time, so that their works are also injected with new vitality. Children's mysterious and unpredictable ink and brush, lurking in the great artistic energy, which and some masters produce a return to old age, return to simplicity of the old to change, really the same way. This new ink culture allows children to have a space for constructing subjective and objective experiences, so that they can continuously obtain a variety of subjective and objective experiences of the act of painting in an atmosphere of mutual cooperation and socialization. It is not appropriate to intervene too much in their creative experiments, and it is best to make them happy in an unrestrained state. The teacher's task is to discover and recognize their progress and strengths, praise their creativity, and protect their interest and self-confidence. Develop their creativity and shape their personality in ink drawing.

At the same time, we should also continue to study and explore in the teaching practice, seek flexible and variable ways to educate young children differently, and finally guide them to enter the colorful art hall of Chinese ink painting.

In summary, the value of ink painting education does not lie in how skillful a child's drawing skills are, or what amazing masterpieces he or she has drawn. Teaching ink drawing is not the fundamental purpose of education, but a way to achieve the goal. Through ink drawing teaching activities, children can discover their own abilities, build up confidence to create boldly, and allow them to bring their potential creativity to full expression in the process of hands-on manipulation. This process of creation will enable children to experience success. Each child's little creation can not only be respected by everyone, but also learn to respect others, evoke beautiful feelings and build a sound personality. When they enter the society, this early experience of aesthetic creation, no matter what kind of life, what kind of work, will enable them to recognize the world with aesthetic feelings, transform the world, and live in the society as a group, and contribute to the society with their own creativity.

Ink Painting Teaching and Early Childhood Education2

First, the development of scientific teaching objectives is the key

Ink Painting Teaching to 3-6 year olds, first of all, as the subjective educator to be clear, I want to let the child get what? My guiding ideology (general goal) is: to cultivate children's interest in learning ink painting; learning the skills of painting. Through learning to enrich their perceptual experience, stimulate their interest and ability to express and create beauty.

In the past, teaching tended to let students passively learn knowledge and skills. Teachers often draw examples on the blackboard, requiring young children to follow the gourd, slightly out of the ordinary, will be stopped and criticized, overemphasis on the mastery of knowledge and skills, such as line drawing is not straight, circle drawing is not round ....... The consequences of this kind of art education is the decline in young children's artistic ability to feel, intuition, the whole of the aesthetic way has been destroyed, the aesthetic experience is extremely lacking. At the same time in like not like mantle ruler, young children's artistic imagination and creativity also eliminated.

In the target positioning reflects the new orientation of kindergarten art education. This positioning so that young children really like art education, can really make young children's artistic ability to develop, improve their aesthetic confusion, to cultivate their imagination and creativity has a unique value. Kindergarten art education is different from professional art education, it is not to young children to master solid art skills as the goal, but hope that young children in the process of free and relaxed art activities will learn to use art to express their thoughts and feelings.

Focusing on cultivating children's interest in ink painting does not mean that cultivating children's skills is not important. Just as there is no skill to use the brush to express the feelings of the heart, just as there is no skill to use the brush to express the feelings of the heart. Just as there is no certain skills can not use the brush bud to express the feelings of the heart. Mr. Chen Heqin, a famous modern educator in China, put it very well: "In the old days, art education paid too much attention to skills; nowadays, art education pays attention to children's individuality and creativity. But it is a very important question whether the skills of art should be taught or not. If children do not have considerable skills, they may not be able to draw very well. Art must be taught, or else young children left to fumble around on their own are fumbling for the rest of their lives." Cultivating young children's interest in ink drawing and privately teaching them drawing skills the two are complementary and inseparable. The two interpenetrate each other, can make the teaching to achieve twice the result with half the effort.

Clearly the relationship between interest and skills, you can determine a scientific overall goal. As a train has a clear destination. Subsequent semester goals are closely around the overall goal and the development of; each month goals and around the semester goals; and each with the goal is the expansion of the monthly goals; finally, each buy the goal falls on the specific implementation of each course, forming a system.

Second, the choice of reasonable and systematic teaching content is the focus

In the choice of teaching content, I think we should consider from the subjective and objective aspects. Subjectively, the educator has a clear goal, objectively, but also take into account the age characteristics of young children, psychological and physiological development of the law. Therefore, I fully follow the cognitive law of children in the selection of content. Young children's thinking is from low to high, from intuitive to abstract progressive development, experienced from intuitive action thinking - & gt; concrete image thinking - & gt; representational thinking to the initial four stages of development of abstract logical thinking. The content of the teaching of each age group should follow this law.

For example, the youngest children (3-4 years old), know things more intuitively, thinking is also based on intuitive action thinking, they show things are incomplete, and often show the most impressive part of things. In view of this characteristic, the content chosen for small children is mostly based on the things that can be highly exaggerated and summarized by graphics that are often used in life. For example, pointillism, prints, balloons, flowers, umbrellas, and so on. The focus of teaching at this stage is mainly on interest development. The amount of content should not be too many and varied. In the beginning, they can first practice cotton swab painting and finger painting, in order to familiarize themselves with the water, ink, color and other tools, and gradually transition to painting with a brush.

The thinking of middle school children (4-5 years old) is based on concrete image thinking, and their ability to observe things has improved significantly, and they can find out the characteristics and patterns of things under the guidance of adult inspiration. Such as teaching them to draw kittens, so that they know the characteristics of cats: head, ears, tail, four legs, and so on, and then teach them to draw puppies, which can guide them to observe and compare the dog and cat. Then teach them to draw a puppy, at which time they can be guided to observe and compare the differences between dogs and cats. The same method can also be taught to draw rabbits, sheep and other animals. Similarly, learn to draw grapes can easily learn to draw loquats, lychees and other fruits. When choosing materials, you can arrange the same kind of content together. This will not only make the children learn fast, learn firmly, but also learn easily.

The older children (5-6 years old) in the middle class on the basis of the ability to have a great improvement in all aspects, especially with the accumulation of life experience, imagination has been very fast development. Children in this period have been able to process, transform and recombine memory representations on the basis of past perceptual materials. This is a kind of imagination. Therefore, the selection of materials at this stage is to make the development of imagination and creativity a priority. Can develop some theme paintings, imaginary paintings or free proposition paintings and other content.

To summarize the above, the choice of teaching content for children at different stages should be considered in terms of the objectives, the psychological characteristics of children, cognitive patterns, and the seasons.

Three, colorful teaching methods is an important means of implementation of the teaching

In the teaching practice, I think we can start from the following kinds of teaching methods:

1, the story, children's song method

The first step in the process of the development of a new generation of children is the development of a new generation of children. The traditional method of explanation and demonstration will only make the children feel that learning to draw is boring and uninteresting. And the content to be learned step by step into a children's song, the children will be confused with the interest of the more. For example: "Drawing Piglet" piglet's body is like a winter melon, light ink on the bold, thick ink on the nose, ears and mouth, but also add the back of the small tail. The use of stories also has a variety of forms. You can first tell a story around a small animal, and then let the children learn to draw, they will be drawn to the object to produce confusion. You can also make the drawing process into a story, and the teacher will tell the story as you draw, and the drawing will be completed after the story is told. The children will remain interested throughout and watch the teacher's modeling process under the guidance of the story. In the older grades, the method of continuing the story can also be used to inspire the children's imagination to recreate the work. For example, if the teacher only tells the beginning of the story, and the model drawing is only a random drawing, the children are invited to make up the plot and ending of the story according to their own imagination, so as to provide the children with a space for their imagination. At the beginning, you can let the children make up the ending, after skillful in this method, you can let them make up the storyline or make up the whole story according to the title. This will make the children's work context, more vivid.

2, the game method

This method is the most favorite of young children. For example, I often teach them to learn to adjust the ink to the same. Quasi exciting good water, ink, pen and other materials, so that they are free to mix different shades of ink color. Then give these ink colors to find "home", (thick ink home is the trunk of the tree, light ink home is the leaves of the tree ......) young children through the game easily understand that different things can be used in different ink colors to show, but also gradually familiar with the proportion of water and ink and the relationship between the intensity. There are many other uses for this method in teaching.

3. Appreciation

Appreciation is an integral part of art teaching, how to make appreciation of this means to play its unique role? I think it is necessary to provide children with a good appreciation of the environment, that is, Montessori pointed out: a prepared environment. This environment can be world famous paintings, beautiful scenery, or touching things. In short, the objects provided for their appreciation should be beautiful. For example, I give the children to appreciate the art master Qi Baishi painted shrimp, Xu Beihong painted horses, Zhang Daqian painted landscapes ...... young children can not copy, but after appreciating the famous paintings, can be enlightened, expand the performance of the space, the creation of paintings have a subtle influence. After a long time of inculcation, this potential impact that performance good aesthetic feeling and aesthetic creation level of qualitative leap.

In addition to appreciating famous paintings, you can also let young children enjoy the beautiful scenery of nature. Life is the source of art, many elements of art, law, such as color, point, line, surface, symmetry, proportion, etc. can be found in nature, so that young children to discover the beauty contained therein, to improve the ability of young children's artistic feelings, enrich their artistic experience, thus promoting their better creation.

These methods of education are interdependent and interpenetrate each other to serve our teaching.