Who teaches the teaching plan of the first volume of the sixth grade of art

People's Education Press Art Teaching PlanNo. 1 1 Volume (full volume)

Directory:

1, the mystery of distance 2, landscape sketch 3, scenery in the heart 4, moving silhouette 5, ink painting-animals

6. body cutting 7. We make musical instruments. Journey to the universe 9. Cultural relics protection 10. Take care of ancient buildings.

1 1, computer art 12, Chinese painting and oil painting

The mystery of distance

Class hours: 2-3 class hours

Teaching objectives:

1, through the study of this lesson, let students understand the basic changing law of perspective.

2. Learn and understand the concepts of parallel lines and vanishing points.

3. Appreciate famous works and taste the charm of perspective in art.

4. Contact with life and feel the change of perspective in life.

Teaching focus:

1, to understand and master the basic laws of visual angle change.

2. Perspective on the application of the Basic Law.

Teaching Difficulties: Understanding of Perspective Law and Its Application in Practice

Teaching tools: masterpieces of art, architectural landscape photos, etc.

Teaching process:

Lesson 65438 +0 Perceptual Perspective (Basic Knowledge)

First, organize teaching:

Second, the process design:

1, introduce a new lesson

Appreciate the pictures and observe the width of the road, the density of railings, the size of trees, etc. Can you express these things on paper with simple graphics?

Discuss the students' simple drawings. What problems did you find?

Health: near the big and far from the small.

Step 2 teach new lessons

(1) Teacher: Yes, the near is big and the far is small. This is the basic law of the distance puzzle we are going to learn in this lesson. (Exhibition topic: The Mystery of Distance)

In the perspective phenomenon of "near big and far small", besides the phenomenon of "near big and far small", what other phenomena are there? Near high and far low, near wide and far narrow, near long and short, near Qingyuan fuzzy, near bright and far gray (color)

(2) What is perspective?

In life, we find that the same object, in different positions, will produce changes of near big and far small, near high and far low, far wide and far narrow, which is the perspective phenomenon.

Yours is in the endless fields, on the sea, and we look into the distance. There is a long horizontal line between heaven and earth, and between heaven and water. This is the obvious horizon.

When the trees on both sides extend far away, they slowly disappear at a point on the horizon, which is the vanishing point.

(3) Talk about the perspective phenomenon in the surrounding environment?

(4) Appreciate the model pictures in the textbook and let the students find the missing points in the pictures.

5] Teacher demonstration

① Find the vanishing point first.

② Draw main perspective lines, such as roads.

(3) Handle all vertical lines and diagonal lines according to the law of near alienation.

(4) Briefly describe the outline of the object.

3. In this lesson, practice copying the model pictures in the textbook.

4, homework, teacher patrol counseling

Individual counseling for students with difficulties

5, homework display

Lesson 2-3

Experience perspective (classroom practice)

First, the guiding stage.

1, check and preview before class

2. Review the basic knowledge points of perspective.

Second, the development stage.

1, explaining the basic process of copying and painting.

(1), first observe the characteristics of things in the picture and find out the basic laws that conform to the perspective change;

(2), composition (consider the reasonable position of the main object);

(3) line drawing (depicting the characteristics of the subject matter);

(4) Organize the picture.

2. Assessment work

(1), two students as a group, exchange homework and compare. (Based on whether the change of viewing angle is accurately displayed)

(2), the teacher unified comments.

Third, the expansion stage.

You can sketch on the spot, or you can write down homework that reflects the change of perspective.

Landscape sketch

Class hours: 3-4 class hours

Teaching objectives:

Learn simple knowledge of landscape composition, and use perspective and composition knowledge to sketch the landscape.

Consolidate the understanding of perspective concept and improve the ability of modeling and composition.

Teaching emphasis: Understand the simple knowledge of landscape composition and consolidate the understanding of perspective concept.

Teaching difficulties: how to apply perspective and composition knowledge to painting practice.

Teaching process:

(1) Boot stage (category 65,438+0)

Appreciate and analyze textbook illustrations to consolidate the understanding of perspective concept.

Teacher: "The students learned the basic perspective knowledge. Let's enjoy a set of pictures and see how they use which perspective methods. " Consolidate and deepen the understanding of Parallel perspective (one-point perspective) and angle perspective (two-point perspective). Guide students to analyze their own characteristics.

Understand the methods and steps of landscape sketch.

Appreciate the picture at the bottom of the second page of the textbook and understand the role of the white box. Teacher: "These boxes are called landscape frames and play a very important role in landscape painting. They are like the lens of a camera. The beauty of the scenery is directly related to the composition of the scenery photographed by the photographer. Therefore, the beauty of the picture is directly related to the quality of the landscape composition you have taken. " The teacher showed the "Hui" shaped frame. And introduce its use method. At the same time, in the absence of a framing frame, you can frame your hands in the shape of a "mouth" for framing.

Take pictures or photo materials as an example or observe the scenery outside the window, explain the methods and steps of landscape sketching, and understand the concepts of close shot, middle shot and long shot in landscape sketching. How to use the framing frame for framing and composition? From the perspective of Parallel perspective and Angle, what will happen to the edge of the house? How to determine the "horizon" and "vanishing point" in a picture? Enjoy some landscape paintings and students' exercises.

Steps: observation-framing-composition-description-modification-arrangement.

(2) Development stage (2-4 class hours)

1, framing and composition, field landscape sketch

Choose a playground or a balcony on the top floor, guide students to take photos to observe the perspective changes of buildings, and then spread out in groups to sketch.

Teachers patrol to help students correct their mistakes in time.

Homework review.

The scenery in my heart

Class hours: 2-3 class hours

First, the teaching objectives

Understand and master the general characteristics and basic painting methods of color landscape painting, improve the ability to use color in the process of homework, cultivate the love for nature and cultivate aesthetic consciousness.

Second, the teaching focus and difficulties

Key points: painting requirements and general methods of colorful landscapes (to be solved by teachers' guidance and students' practice).

Difficulties: color matching and colored pens (breakthrough through demonstration and student practice).

Third, prepare teaching AIDS and learning tools.

Teaching AIDS: teaching materials, large-scale calendar landscape wall charts, watercolor tools for demonstration, etc.

Learning tools: teaching materials, gouache tools and 8 assignments.

Fourth, the teaching process

(1) Organize teaching.

Check the preparation of painting tools, stabilize students' spirit and concentrate.

(2) Look at people to lead the way and write it on the blackboard.

1. Show landscape painting. (Excellent student assignments are available)

2. Analysis of the color and composition characteristics of the picture.

3. Put forward the topic of combining books on the blackboard: painting landscapes with colors.

(3) Teaching new courses. (Presentation while talking)

1. Selection of scenery and composition.

You can use a large-scale colorful landscape photo calendar as a real scene, or you can take students outdoors, depending on the specific situation. It is convenient and effective to use the calendar. Tell students not to be greedy when choosing scenery, but to be simple, focused and have proper priorities, and never draw all the scenery they see. Start sketching when you choose the scenery. You can draw it gently with a pencil, not too carefully. You should be generous and full, pay attention to your choice, and you can move some scenery to meet your own aesthetic needs. The main scene should be arranged in the visual center of the picture, occupying a large space.

2. Draw landscape colors from far to near or from near to far. Take the demonstration steps in the textbook as an example.

(1) Draw the approximate color of the sky with blue and a little purple strokes; Yellow painting on the ground, plus a little blue painting, makes the ground feel like grass, and it is also appropriate to summarize it with big strokes. (See step diagram)

(2) Draw Qiu Shu in orange, randomly stippling, and the intersection with the blue of the wet sky will turn yellow-green, naturally showing the color of leaves (see the step chart).

(3) Draw trunks, branches and houses with ochre brown and a little blue, and draw the shadows of houses with light blue. The whole picture has both cold and warm colors, and it is unified and coordinated, which is very beautiful.

(4) Details such as figures, doors and windows can be sketched until they are completed.

3. Teacher's summary: The steps of the scenery just drawn by the teacher are drawn from far to near. In fact, students draw a distant view first, then a middle view, and then a close view. When drawing, students can also draw from near to far. That is, close shot, middle shot and distant shot (sky, distant mountains, etc.). ).

(4) Arrange students' homework and put forward homework requirements.

1. Or refer to calendar photos (choose one from several photos), or pictures from reference books, or imagine your own design.

2. When painting, we should consider the overall color tendency and cold and warm contrast of the picture to make it vivid and harmonious.

3. Flexible from near to far or from far to near.

4. The composition is full and concise, with different emphases. Don't be greedy.

(5) Students do their own homework and the teacher guides them to finish it.

(6) Briefly review homework and arrange for students to tidy up tools and materials. Announce class.

Moving contour

(Design, Application)

Class hours: 3 class hours

Teaching objectives:

1, learn to make silhouette figures with black cardboard.

2. Understand the characteristics of shadow play art. ..

3. Enhance the understanding of traditional folk art in China.

Preparation before class:

1. Collect pictures and written materials about shadow play.

2. Prepare black cardboard, needle and thread, bamboo strips, scissors, blades and other materials for making silhouettes.

3. Choose several traditional dramas or stories (folk stories, idiom stories). The selected drama or story should be simple and easy to understand.

Lesson 65438

First, the guiding stage.

1. Students exchange the collected images and written materials about shadow play and talk about their understanding of shadow play.

2. Discuss the modeling characteristics of characters in shadow play in groups. Light is used to illuminate the silhouette of characters carved from animal skins or paper plates to perform the drama of the story. The singing is mostly interactive with local operas, and the artists manipulate the singing at the same time, accompanied by music. )

3. Guide students to observe the legends and techniques in the textbook, click on the production process of silhouette characters in the column, and think about how to make shadow play.

Step 1: Cut out the characters.

(2) Step 2: Sew the arms and legs with needle and thread.

(3) Step 3: Mount the wooden stick.

Second, the development stage.

1. Divide the students into 8 groups according to the script or story, and work together to create ideas. Prompt students to consider the modeling characteristics of characters according to the content and plot of the story. )

2, students create, teachers patrol guidance.

3, unfinished can make up after class.

4. Prepare the performance for the next class and think about how to change the performance.

The third category

(Silhouette performance)

Preparation before class: setting the environment

One or eight groups will perform and show their own silhouettes in turn. Experience the performance skills of folk shadow puppeteers.

Second, the teacher summarizes and comments on the students' performance.

Third, summary: stimulate students' sense of identity with folk art.

Fourth, development: try to make color shadow play with transparent or translucent materials such as transparent film and perform with friends after class.

Ink painting-animals

(Lesson 65438)

Objective: Review and consolidate the basic knowledge of ink painting. That is, tool materials, with pen and ink. Learn how to draw several animals.

Emphasis and difficulty: training students to use pen and ink. Skills and techniques of using pen and ink, as well as animal modeling.

Preparation before class: Students prepare some pictures of small animals. Prepare pens, ink, rice paper, etc. The teacher prepared some pictures of small animals. The teacher prepares the model diagram.

Teaching process:

Briefly review the basic knowledge of Chinese painting and painting skills such as using pen and ink.

The teacher shows some animal ink paintings, combined with the model pictures in the textbook, to guide the students to appreciate them.

A. Appreciate the flexible use of pen and deepen your understanding of center, winger and pen.

B appreciate the five colors of ink, that is, coke, thick, heavy, light and light, so as to deepen students' understanding of ink colors.

C. composition and animal modeling.

D. Appreciate famous works and know their styles and representative works. Get to know several masters of painting and inspire students' love for traditional art.

3. Teachers demonstrate on the spot, so that students can intuitively understand the whole process of painting and summarize the steps:

Explain and summarize the big body of animals.

Describe ink mixing and color matching.

Draw pictures step by step and explain the order of drawing animals.

Modification and adjustment completed.

4. Assign homework and draw two favorite animals-sparrows and shrimps.

5. The teacher's guide mainly uses pen and ink and animal modeling.

6. Collect homework and comments to improve aesthetic ability.

(3) after-school development

Collect the information of painters such as Xu Beihong and Qi Baishi, and understand the painting methods of horses and shrimps.

Ink painting-animals

(Grade 3-4)

Objective: Review the animals learned in the last class. Learn how to draw crabs and squirrels.

Emphasis and difficulty: the mastery of pen and ink and the application of small animal modeling.

Preparation before class: Arrange students to collect pictures of squirrels and crabs. Prepare tools and materials for painting. The teacher prepares model drawings and tools.

Classroom teaching:

Ask two students to draw sparrows and shrimps on the stage, and the teacher will explain them, pointing out the advantages and disadvantages and the places that should be corrected.

The teacher demonstrated the painting of squirrels and crabs on the spot, and summarized the steps and precautions of painting. Let students intuitively feel the whole process of painting and stimulate their desire to learn.

Assign homework and draw squirrels and crabs.

Teachers' itinerant guidance mainly focuses on animal modeling and pen and ink processing.

Collect works, comment and appreciate, and improve students' aesthetic ability.

Development after class

Ask the students to draw an ink painting of their favorite animals.

Shape cutting and excavation

Class hours: 2 class hours

Teaching objectives

1. Learn to cut and dig on a hexahedron or cylinder made of mud.

2. Cultivate students' spatial imagination and modeling ability.

Teaching focus

Understand what basic shapes are used to cut and dig objects in daily life.

Teaching difficulties

Various forms and overall grasp of cutting and excavation changes

Prepare teaching tools

Teacher: Model drawings, examples, production materials.

Health: Radish, orange, apple, soap, flower paste, knife.

teaching process

1, import phase

Review geometric shapes, such as cylinders, hexahedrons, cones and spheres: these are all familiar geometric shapes. Can you name them? Answer. The teacher asked: I call them cylindrical, hexagonal, conical and spherical, right? Why? Because they are three-dimensional objects with three dimensions: length, width and height. (Courseware helps students understand)

Which of them do you see in the picture below? (courseware)

Teacher: Cubes and cylinders are one of the most familiar shapes. They look simple, so don't underestimate them. Many things in our life, from cups to cars, whether simple or complex, are all changed from the basic shapes of hexahedron and cylinder. Today we are going to learn the practice of cutting and digging with a single hexahedron or cylinder. (Appreciate the textbook model and explain the structure)

2. Development stage

(1) Appreciate the pictures in the textbook, deepen the feeling of the body and understand the sketch method.

⑵ Please try to make a Arc de Triomphe according to the textbook model, and pay attention to the production method of summary, which will be summarized by the teacher.

⑶ Appreciate the characteristic buildings and daily necessities with abstract significance, broaden students' horizons and stimulate students' imagination.

3. Practice in this lesson

According to the sketch, cut and excavate on the brought materials.

4, homework, teacher patrol counseling

5. Exhibition of works

The works are put on the exhibition platform, evaluated by students and summarized by teachers.

6. Development

Although paper is a plane material, it can become a three-dimensional object and a beautiful work of art after cutting and digging on it. You can go home and try it.

We make musical instruments.

Class hours: 2-3 class hours

Teaching purpose:

1. Let students understand musical instruments and their development through appreciation, and learn to use different materials to make musical instruments.

2. Cultivate students' creativity and design awareness.

Teaching emphases and difficulties:

Key point: understand musical instruments.

Difficulties: designing musical instruments

Teaching aid preparation:

Teacher: Courseware (written materials and pictures, about bronze bells, Tibetan drums, hanging drums with tiger and bird frames in the Warring States period ...)

Student: Prepare bamboo tubes, iron pipes, iron boxes and clay for making musical instruments.

Teaching process:

Lesson 65438

(A), the guiding stage

1. The teacher played some music for the students to enjoy.

2. Ask the students to guess what musical instrument they are playing. The teacher will guide the students to feel the different acoustic effects such as bronze chimes, Tibetan drums and painted tiger and bird drums during the Warring States period.

3. Let the students exchange the information they have found about musical instruments.

4. Teachers show pictures and briefly introduce the development and types of musical instruments, so that students can appreciate the different sound effects of different musical instruments.

5. Primitive society (making musical instruments with animal bones, mud, etc. )-Slave society (making exquisite musical instruments with bronze)-feudal society (paying more attention to the materials and techniques of musical instruments, such as bronze bells in the Warring States period, painted tiger birds hanging drums, etc. ) —— Taking living in the southwest of China (Yunnan and Guizhou) as an example, Tibetan drums reflect the unique cultural charm of a nation.

(2) Development stage

1. Teachers show pictures of musical instruments and guide students to summarize the shapes and characteristics of musical instruments.

2. The teacher inspires students to design musical instruments according to the materials they bring, and the teacher explains how to make musical instruments.

3. Students should draw their own design sketches and communicate in groups.

4. The teacher gives enlightening suggestions according to the students' design ideas.

Student production, teacher tour counseling.

Homework: Make musical instruments with bamboo tubes, iron pipes, iron boxes, clay and other materials.

Communication and evaluation:

1. Show the musical instruments made by students, and ask the students to talk about their own design ideas, what problems they encountered in the production process and how to solve them.

2. Teacher-student communication evaluation.

3. Arrange tools for the next class.

The third category

Teaching process:

1, the teacher reviewed the last lesson, and the teacher instructed the students to continue to process musical instruments from the aspects of shape and harmony to make their musical instruments better.

2, student production, teacher tour counseling.

3. Students show musical instruments

Let the students show their musical instruments in groups and play their own musical instruments.

(2) Communication between teachers and students-let's compare whose musical instrument has a good shape and whose musical instrument can make a beautiful sound.

③ Teachers' evaluation and summary.

4. After-school expansion

Let the students try to make musical instruments with more materials and methods.

astronavigation

Class hours: 2 -3 class hours

Teaching objectives:

1. Understand the main structure of spacecraft.

2. Learn and use all kinds of wastes to make spaceships.

3. Cultivate students' scientific inquiry spirit.

Teaching focus:

1. Cultivate students' habit of collecting spacecraft information and data.

2. Make all kinds of spaceships with all kinds of wastes.

Teaching difficulties:

Understand and master the main structure of the spacecraft.

Teaching tools:

Movies of "Shenzhou 5" manned spacecraft flying into the sky, self-made spacecraft teaching aid models, wall charts, etc.

Preparation before class:

1. Guide students to collect knowledge about manned spacecraft and astronauts in various ways.

2. At the same time, prepare some waste items (plastic bottles, cartons, colored paper, etc.). ).

Teaching process:

I. Guidance phase

1. Organize teaching.

2. Enjoy a video of Shenzhou 5 manned spacecraft developed by China on June 5438+00, 2003, which sent China's first astronaut Yang Li into space and explained the launch of Shenzhou 5. Let the students feel that the people of China have realized their dream of flying for thousands of years through intuitive understanding.

3. Import the theme.

4. Guide students to appreciate the pictures of spacecraft and feel the "shape characteristics of spacecraft" embodied in the works.

5. Encourage students to talk about shape features. Besides the spaceship in the movie, do you know other spaceships?

6. Let the students discuss in groups.

Two. stage of development

1. Each group of students shows all kinds of information and pictures related to the universe, and then answers.

2. Teachers and students find out the main structure of the spacecraft, and the teacher demonstrates the main structural modeling of various spacecraft while talking.

3. The teacher summarized the relevant knowledge about spacecraft collected by the students, and described the various modeling features and design principles of the universe, as well as the knowledge about manned spacecraft and manned spacecraft.

4. The teacher focused on demonstrating the self-made teaching aid model while talking, and decomposed the main structural components of several spaceships one by one.

5. Enjoy the main parts of the spaceship in groups.

6. Inspire each group to use their brains actively and creatively to make a spaceship according to its basic modeling characteristics.

7. Students sketch in groups.

8. The teacher gives guidance to each group.

9. Students in each group begin to do activities.

Third, the exhibition evaluation stage

1. Organize students to appreciate each group's works, and the leader of each group will explain the characteristics and advantages of the spaceship model made by this group.

2. Guide students to evaluate themselves and each other.

3. Tidy up: Students tidy up the desktop and floor to keep the classroom environment clean and tidy.

Four. After-school development:

Encourage students to go home and have the opportunity to be a satellite city with certain scenes, satellites of various shapes, certain means of transportation and natural scenery.

Attached:

Cognitive space

Humans have been exploring space for thousands of years, and many famous astronomers have appeared, such as Guo Shoujing, Zu Chongzhi and Zhang Heng in ancient China. In recent decades, mankind has landed on the moon, launched many detectors and explored the boundless space world, and has made great achievements. How did humans go from the ground to space, and how did they explore the space world in space?

(First of all, there must be a space launch center to launch satellites, detectors and spacecraft. )

1, learn about Space Launch Center.

China has three space centers, namely Jiuquan Launch Center in Gansu Province, Taiyuan Satellite Launch Center in Shanxi Province and Xichang Space Launch Center, which mainly launch artificial satellites. Now we can't live without satellites. For example, the foreign news we see on TV is spread through satellites. The change of weather is known by observing clouds by satellite.

Satellites, spaceships, detectors, etc. Sent into space by a rocket.

2. Understand the Long March rocket. (showing the Long March rocket)

Rockets are used to launch satellites and spaceships. The "Long March" rocket is a world-famous rocket, which has launched many satellites and spaceships for our country. 1On June 20th, 999, China launched the Shenzhou capsule from Jiuquan Satellite Launch Center, which contained some seeds, souvenirs, five-star red flag, regional flag of the macao special administrative region and Olympic flag. After flying around the earth 14 times, he returned to the ground at 3: 30 the next morning. Later, the five-star red flag on Shenzhou was the most important.

nine

10

Computer art

Learning field: comprehensive exploration

Class hours: 1 class hour

Teaching objective: 1 Guide students to open the computer and enter the drawing program interface of the operating system.

Instruct students to draw and copy and paste games with drawing tools on the interface.

Guide students to feel the fun and joy of computer art class success through simple creativity and operation.

Teaching emphasis: use drawing tools to guide students to draw, copy and paste games on the interface.

Teaching difficulties: guide students to combine novel pictures with painting tools on the interface.

Homework design: use copy and paste function to combine pictures. And can be resized.

Teaching process:

(a) the guiding stage:

Teacher: Students, we learned computer drawing and drew many beautiful pictures with drawing software. So, what pictures have you drawn with drawing software? Are all the tools in the drawing software used?

Health: pencil tools

Teacher: There is also a classmate's computer work here. It is a bird, but it is lonely. It hopes that students can find the same partner for it. How can I find it?

(2) the new authorization stage

Student: Draw an identical one by hand.

Student: Draw pictures on the computer.

Teacher: Which method is simpler?

Student: Computer painting.

Discussion: Where can I find it from the drawing software? Go and find it!

Let the students go to the podium and look for it for everyone. )

Teacher: Please try and do more together.

Health: Consolidate the exercises.

Teacher: Students, computer painting is very interesting! Teachers also like drawing with computers.

Do you want to finish a computer drawing with your teacher?

Health: Yes.

Teacher: I'll operate and you help me think. (Explain the painting process)

(C) Students' creative teacher counseling

(4) Mutual evaluation

Chinese painting and oil painting

Class hours: 2 class hours

Textbook analysis

1 Chinese painting has a long history. Wu Niu Tu in Tang Dynasty was also the earliest paper work, and Zhang Daqian's ink and wash landscapes also experienced several stages from classical to modern, from meticulous painting to colorful freehand brushwork figures.

2. Oil painting was introduced to China from the west, but modern oil painting works in China have also made great progress, from Zhan Jianjun's five strong men of Langya Mountain to decorative dramatic figures, which are also intertwined with realism and abstraction.

learning target

Knowledge Objective: To let students know the development history of China's paintings and the expressive techniques of China's paintings.

Ability goal: enhance students' knowledge and understanding of aesthetics, so as to improve students' aesthetic ability.

Innovative goal: let students participate in the main body and find their deepest impression in the painting.

Moral education goal: there is a metaphor in the process of painting creation. Let students know that we have learned this lesson, which not only improves our aesthetic consciousness, but also lets them know a new creative idea.

More importantly: First of all, when we are in contact with China's paintings, we should know what his painting tools are. What kind of thoughts and feelings can different painting methods reflect? Secondly, every work of art has a certain metaphorical meaning. What does it mean?

Difficulty: Think about what thoughts and feelings Ann shows at the same time.

Innovation: Let students discover, think and stimulate their potential abilities.

Moral education: by appreciating artistic works, students are trained to discover the true meaning of art, thus achieving the purpose of education.

Blank point: let students understand through explanation.

Selection and purpose of teaching AIDS

Bring your own Chinese paintings into the classroom, so that students can see them more truly and have confidence that they will do better.

Five-link design in the teaching process;

First, guide the goal and stimulate interest

First of all, show the prepared Chinese paintings to your classmates to attract their attention. After reading the works, everyone will know which are Chinese paintings and which are oil paintings. Ask the students if they want to know. I'll tell you today.

Second, create conditions. Independent participation

Introduce the content and specific significance of the work respectively. If you were an author, what would you think of screen design? What do you want to draw on the screen?

If I were an author, I would paint the sky red because it symbolizes enthusiasm and so on.

Third, organize teaching. Experience discovery.

You can look at Luo Zhongli's; & gt This work, what can we think of through this work? What does he want with a meal in his hand? We can discuss together and exchange views with each other.

Fourth, guide innovation and application practice. What knowledge have you mastered through today's art class? If you want to express the author's differences and feelings. What direction should we try to think from different angles? If I want to draw a picture, how should I show it?

Five, reflect on the summary, consolidate and improve

Ask the students to summarize their works and explain them with their own opinions. At the same time, in addition to mastering the most basic tools and classification of Chinese painting, we must dig deeper.

Six, research assignments:

While studying China's paintings, the students asked them to go to the bookstore or home to find some books about China's paintings and sum up their creative intentions.