Article 1: The teaching purpose of high school art teachers' lesson plans.
1. Understand the remains of large ancient sculptures in China.
2. Understand the contents of ancient tomb sculptures in China: memorial sculptures on the ground, figurines and funerary objects in the tomb, representing doc works and artistic achievements in the first-grade mathematics test paper; From this, we can understand the different artistic language characteristics of commemorative large-scale sculptures and small-scale easel sculptures.
Teaching emphases and difficulties
1, through the artistic analysis of typical works, inspire students to understand the different characteristics of large square sculptures and small indoor sculptures; Understand the different use of sculpture language by works of different materials.
2. The concept of soul reflected by ancient funerary figurines and funerary wares still has an influence on later generations. At present, there are still feudal superstitious activities in society, such as paper men and mingbi, which inspire students to have a critical understanding of this.
teaching process
First, import: What does Tang Sancai belong to? How much do you know about Terracotta Warriors?
Second, the new lesson
1In the second half of the 20th century, what major high school chemistry examination papers were found in ancient sculptures in China?
Enjoy the video: Sanxingdui
2. Discussion: How many parts does the ancient mausoleum sculpture in China include? What are the characteristics of Terracotta Warriors?
3. Guide students to compare the stone carvings of Huo Qubing's tomb and appreciate them by their names.
Brief Introduction: Tombs of Tang Ganling, Tang Gaozong Li Zhi and Wu Zetian. Liangshan, located in the north of Ganxian County, Shaanxi Province. National key cultural relics protection units. Stone Carving in the Mausoleum Tang 18 Stone Carving in the Mausoleum is one of the important treasures of ancient Chinese carving art, and its theme and carving techniques far exceed those of previous tombs, including round carving, relief carving and line carving. There are reliefs of six war horses that Emperor Taizong rode before his death-six horses in Zhaoling. Since Fuling, the combination of stone carving groups has been basically fixed, which can be divided into 6 categories according to different properties:
1, lion;
2. Stone man, stone horse and groom;
3. The telephone numbers of Yong Veterinary Chemical Industry Press and Liu Ma North Gate;
4. The image of "Chief Fan"; ⑤ Hua Biao; 6 stone tablets, wordless tablets and sacred tablets.
Which work do you like best?
Key points: Drum and rap figurines: In the Eastern Han Dynasty, pottery figurines continued to be popular in the Central Plains and Guanzhong areas, and their shapes were more vivid than those in the Western Han Dynasty. A variety of cooks, servants and dancers, especially dancers, have been unearthed in the tombs of the Eastern Han Dynasty in Luoyang. They are small in size, vivid in posture and graceful in dance. They are vivid works of ancient sculpture art and their images are extremely vivid.
Summary: Memorial sculptures on the ground, physics lesson plans for senior one, figurines and funerary objects in tombs, their representative works and artistic achievements.
Third, arrange extracurricular thinking:
How many parts does the sculpture of China Tomb include? How do they relate to real life?
Part II: Collection of teaching plans for art teachers in senior high schools I. Teaching objectives.
Knowledge and skills: Understand the background, picture content, theme and artistic features of silk paintings, and learn how to appreciate silk paintings.
Process and method: Through the description and analysis of the silk painting "Dragon and Phoenix Ladies", we can understand the artistic characteristics of silk painting and improve our appreciation ability.
Emotion, attitude and values: Feel the formal beauty of silk painting, improve aesthetic taste, and understand the artistic charm of China ancient art.
Second, the difficulties in teaching
Key points: the picture content and artistic characteristics of "Dragon and Phoenix Ladies".
Difficulties: I can appreciate the charm of ancient art in China from silk paintings.
Third, the teaching process
Activity 1: Introduction to Stimulating Interest
Play the national treasure video "Soul of Silk Painting" to guide students to appreciate and think: What did this song sing? What is the work in the video?
Students watch carefully and answer: The lyrics describe the story in the T-shaped silk painting of Xin Zhui's tomb, which is a thousand-year-old treasure, and then reveal the topic of "silk painting in ancient Chinese paintings".
Activity 2: Descriptive Analysis
1. screen content
Combined with the data collected before class, enjoy the work "Dragon and Phoenix Becoming Lucky" and ask questions:
When and where was the "Dragon and Phoenix Lady" unearthed?
What does this work depict?
After the students exchanged answers, the teacher concluded that there was a middle-aged woman standing sideways at the lower right, with a long-sleeved robe in a high bun and her hands folded, as if praying. There is a flying phoenix on the woman's head, and its tail feathers are rolled up. On the left is a twisted dragon, rising upward.
2. Shape, line and color
Continue to observe The Lady of the Dragon and Phoenix and ask: What are the characteristics of the characters and the dragon and phoenix in the work?
The students answered, and the teacher summed up: the characters are graceful, the dragon and phoenix posture is full of vitality, and the whole work is vivid and vivid.
Enlarge the part of the beautiful woman with dragons and phoenixes, and guide the students to appreciate and think: What are the characteristics of the colors and lines of the works?
The students answered, and the teacher summarized: The lines are very general and refined, vigorous and Gu Zhuo, vigorous and calm, with elegant colors, mainly flat painting.
3. Theme
Continue to guide students to appreciate "Dragon and Phoenix Becoming Lucky" and ask questions:
What is the main idea expressed in this work? (lead the soul to heaven)
Students think, the teacher concludes: This work is a flag used in ancient funerals, which reflects the popular consciousness of ascending to heaven after death in the upper class of Chu at that time.
Activity 3: Summary and explanation
Ask the students to sum up the artistic features of The Beauty of Dragon and Phoenix.
The students discussed in groups, and the teacher summed up that the characters in "Dragon and Phoenix Becoming Lucky" made vertical images, expressing their status, identity and gender with typical costumes, with vivid shapes, well-proportioned proportions and solemn manners. Pay attention to image outline, line outline and plane painting, and embody the theme of "drawing the soul to heaven"
Activity 4: Appreciation and Evaluation
1. Show the silk painting "Dragon Figure of People", and ask the students to organize a group of four students to discuss and appreciate it for 8 minutes with the angle and method of appreciating silk painting.
2. Teachers conduct patrol guidance.
3. After the discussion, in the form of a "document" commentator, each group selects a representative to introduce "Dragon Map of Man".
(For example, "Dragon Map": modeling-the front of people; Lines-smooth and straight; Theme-leading the soul to heaven).
Finally, the teacher made a general evaluation from the aspects of modeling, lines, themes, etc. (This painting is basically drawn by line drawing, with delicate lines in place and quite accurate figure modeling, and it is a silk painting used to draw souls to heaven in Chu tombs).
Activity 5: Summarize the homework.
1. At the end of class, teachers and students * * * summarized and sublimated: We deeply understood silk paintings, experienced the charm of China artworks and felt the profoundness of China culture.
2. Collect your favorite silk paintings after class and share them with you next class.
Chapter three: the teaching purpose of high school art teachers' teaching plan collection;
Through teaching, students can understand the important achievements and characteristics of ancient Chinese architectural art, broaden their horizons, increase their knowledge, cultivate their sentiment, improve their aesthetic taste and cultivate their ability to appreciate ancient Chinese architectural art.
Teaching focus:
First, through the introduction of China structural architecture system and the analysis of the overall layout, roof forms and colors of the main buildings of the Forbidden City, we can understand the main features of ancient buildings in China. The second is to understand the main characteristics of ancient garden art in China through the typical examples of ancient garden art in China provided by the text plate.
Teaching difficulties:
The teaching difficulty of this course is the appreciation of architectural art, and it is best to visit it on the spot. It is difficult to really understand the content of the text only by some pictures provided by the text. We should try our best to overcome this difficulty in teaching.
Teaching time:
1 class hour
Teaching aid preparation:
Pictures, video materials, multimedia courseware
Teaching process:
First, the organization of teaching: (routine)
Two. Review:
Q: What is the social function of architecture?
3. Introduce the new lesson: (Show the theme)
Garden architecture:
It is an ancient garden art in China. Like the ancient palace buildings in China, it shows distinctive national characteristics and high artistic achievements. It not only has a long history and high achievements, but also is unique and self-contained, and is called the three major garden systems in the world together with European and Arab garden art.
China Gardens were first seen in historical books and recorded in the Western Zhou Dynasty in 1 1 century BC. They were the gardens of ancient emperors and nobles in China. It has a history of three thousand years. With the progress of society, China's gardens have gradually formed a unique national form, which is self-contained. Its main characteristics are advocating nature, skillfully creating nature, and skillfully combining artificial beauty with natural beauty to create a unique natural landscape garden. Because the literati participated in the garden construction, the ancient gardens in China were full of literati flavor and poetry. "Poetic and picturesque" is the essence of China gardens and the highest realm of gardening art. Gardening often combines ancient poetry with landscaping. Among them, Suzhou Gardens are the representative works of China Gardens.
Appreciate:
Suzhou Humble Administrator's Garden "Who is the same as Xuan": named after Su Shi's sentence "Who is with me, the moon is cool and the wind is cool". The original intention of Su Shi's ci is to flaunt lofty and unconventional ideas, but it is only used to write scenery and enrich artistic conception here.
Suzhou Netscape Garden Yuelai Fenglai Pavilion and Zhuoying Shui Ge: Among them, the horizontal plaque "Yuelai Fenglai" in the pavilion is taken from Han Yu's poem "Qiu Lai in his later years, the wind comes and the moon grows" in the Tang Dynasty; "Zhuo Ying Shui Ge" refers to "the water in the rough waves is crystal clear and can help me stand; The water in the rough waves is turbid, so you can feel my feet "to show his lofty ambition." "
Suzhou Wangshi Garden Point Spring: Its name comes from the peony flowers planted in the courtyard of this scenic spot. Because the peony bloom was planted in late spring, Su Dongpo, a poet in the Song Dynasty, said, "Thank you for pitying my loneliness and keeping the peony hall in spring." Dianchun is the end of spring, and Dianchun is a hut connected with a pavilion. Therefore, it is very poetic to leave the courtyard in a corner of spring, euphemistically called "Dianchun".
Ancient gardens in China are a sightseeing environment integrating natural and artificial landscapes, flowers, trees and buildings. There are three main types:
First, royal gardens, with large area and magnificent style, such as Yuanmingyuan and Summer Palace.
Second, private gardens, whose styles vary according to the tastes of their owners, such as Humble Administrator's Garden and Master's Garden in Suzhou.
Third, suburban scenic spots and mountain scenic spots, such as West Lake in Hangzhou and Yuantouzhu in Wuxi. This kind of gardens are large in scale, and most of them are the integration of natural and artificial landscapes.
The natural landscape gardens in China are characterized by imitating nature and creating natural scenery with artificial power, which embodies the concept of ancient China people respecting and being close to nature. Emphasize the freedom and twists and turns of garden layout. Our small private gardens in the south of the Yangtze River are particularly prominent.
Another feature of China's garden layout is that it divides scenic spots and spaces and is good at "borrowing scenery". Borrowing scenery is a traditional way for ancient gardens in China to break through the space limitation and enrich the landscape. Ingeniously introduce the scenery outside the garden into the garden and become a part of the landscape. For example, Wuxi Jichang Garden "borrowed" the scenery of Xishan.
Article 4: High school art teachers' teaching plan collection 1. Speaking of textbooks
Walking into the image art belongs to the art appreciation module of senior high school. Image art belongs to one of the three major art types, which is a comprehensive art type between figurative art and abstract art. It has the characteristics of both arts, and also lays a foundation for students to learn abstract art that is difficult to understand, and plays a role in connecting the past with the future.
Second, talk about learning.
Third, talk about teaching objectives.
Knowledge and skills
Understand and know what video art is and how to distinguish it.
Process and method
Through comparative analysis, we can initially grasp what image art is. Through the analysis of artistic image and artistic language, we can analyze the main characteristics of image art and the artist's intention.
Emotional attitudes and values
Understand the creative conception of video art, improve aesthetic quality, broaden your horizons and understand diversified art.
Fourth, talk about the difficulties in teaching.
focus
There are two ways to represent images from multiple perspectives: plane representation and three-dimensional representation.
difficulty
Can understand the multi-angle expression method of objects and images, and express the multi-angle expression of objects in the form of hand-drawn lines.
Verb (abbreviation of verb) oral teaching method and learning method
According to the requirements of the new curriculum standard "Art teaching is student-centered, student-development-oriented, creating a learning environment conducive to stimulating students' innovative spirit", I have adopted the following teaching methods and learning methods: situational method, demonstration method and practice guidance method, while independent inquiry and comparative analysis method are used as learning methods.
Sixth, talk about teaching preparation.
Good teaching preparation can improve the classroom teaching effect. I made the following preparations: PPT courseware.
Seven, talk about the teaching process.
Based on the teaching suggestions of the new curriculum standard, I will give full play to the role of modern educational technology, use multimedia to assist teaching, change static into dynamic, integrate sound, shape and color, provide vivid and intuitive observation materials for students, and stimulate their initiative and enthusiasm in learning. The specific links are as follows:
Step 1: Set the situation and introduce new lessons.
Well-designed lead-in is undoubtedly a key step to the success of a class. Its purpose is to attract people's attention, make students interested in activities, and get twice the result with half the effort. To this end, I will show Princess Broyles and the woman in the hat to guide students to observe the differences. After the students have an intuitive understanding of image art, the story continues: a lady sees a woman in a hat and asks Matisse, "Are we all women like you painted?" But Matisse replied, "Madam, that's not a lady, that's a painting." Ask questions to activate students' thinking, stimulate students' interest in learning image art, and let students concentrate on it in class.
Link 2: Appreciate the works and explore the art of imagery.
According to the procedure of "description-analysis-interpretation-evaluation" proposed by Professor Friedman, I have determined that my basic links are: perception of strangeness-analysis of strangeness-understanding of video art.
Weird feeling
In the process of perceiving strangeness, I or multimedia display a series of video art works to guide students to appreciate them. What is my first impression of these works? When students answer weird questions, I will continue to ask: Why does it feel weird? The teacher and students summed up the exaggeration of the picture. In this link, through the understanding of famous paintings, students' thinking can be stimulated and the characteristics of image art can be understood.
(B) Analysis of weird
After students feel the strangeness of video art, show the oil paintings of Mount St. Victor and the real photos of Mount St. Victor to guide students to compare and appreciate. Teachers and students discuss the artist's expression to convey not the image in the artist's eyes, but the image in the artist's sense, that is, the image, which leads to the painter's subjective expression of the objective world. Through teachers' questions and discussions between teachers and students, students can enhance the interaction between teachers and students, let students understand what video art is and enhance the spirit of cooperation.
In view of the focus of this lesson, I will show the familiar work "Scream" to guide students to discuss with each other, inspire each other and brainstorm. Through the description and analysis of the contents, images, colors and lines of the works, we can master the basic characteristics of image art, such as subjectivity, exaggeration and deformation. Therefore, as long as students are properly guided at this stage, some characteristics of image art can be summarized in their own language, so as to dig out different levels.
(C) understanding the art of imagery
"How to understand image art" is the focus of this course, and it is also the fundamental requirement for students to appreciate image art. In this link, my focus is to convey two breakthrough points to students. Therefore, I show two groups of works separately. First of all, by analyzing the eyes in Zhu Da's Quail Map, I understand that artists express the world in the way I want to express it. Then I showed the portraits of velazquez's Pope Innocent X and Bacon surrounded by beef slices to analyze these two works, and asked the students to discuss and communicate in groups, and use comparative methods to find differences. Then I came to the conclusion that image art is the way artists express the world according to my feelings. Through questions to guide students' thinking direction, let us know that image art is an art form of "expressing the author's inner world" and how the creative concept of image art is integrated and linked with the author's personal subjective consciousness and life experience. Through students' speeches and discussions, coupled with the guidance of teachers, students have a deep understanding of the relationship between "meaning" and "image", realize the importance of "I" in art, and have a recognition of the "authenticity" of the image.
Link 3: Apply what you have learned and analyze the art of imagery.
Finally, I set up the link of "applying what I have learned, distinguishing image art", mainly to let students transfer what they have learned, understand the essence of this lesson and tell their own gains. So I will show a series of video art works and figurative art works, and set up a debate: Do you think video art is more expressive than figurative art? Why? Through the appreciation of a large number of works, students have a deeper understanding of various artistic styles and diversified arts in the world, thus activating their thinking and expanding their horizons.
Link 4: Summarize and review, expand and improve.
At the end of the course, guide students to summarize and sort out the concepts and characteristics of image art in a retrospective way, so that students can have a more systematic and comprehensive understanding of the knowledge of this lesson.
Article 5: Collection of teaching plans of art teachers in senior high schools 1. teaching material analysis:
1, teaching objectives
This lesson mainly knows and understands the second of the three major art types-image art.
Let students know and know what image art is and how to distinguish it.
2. Teaching focus
Make students distinguish the difference between image art and figurative art, and master what image art is and its main characteristics, especially from the artistic image and language of image art and the artist's intention.
3. Teaching difficulties
How to explain clearly what is image art and how to understand it.
Second, the design of teaching methods:
Display, Teaching and Practice of Courseware Pictures
Third, study law:
Appreciate textbooks, observe, think and imagine.
Fourth, the teaching process:
1, import:
Works of art are not completely "true" representations of objective reality. In addition, they can also express the artist's subjective world, which is also manifested in figurative art, but the subjectivity of artistic expression is more prominent in imagery art and has become the focus of artists' attention.
Teacher activity: (1) Show Mona Lisa and Madame Matisse.
(2) Question: Find out the differences between the two works and ask the students to discuss in groups.
Student activities: (1) Discuss (2) Answer.
Teacher-student summary: These are two famous portraits, but their forms of expression are quite different. The Mona Lisa is exquisite in brushwork, realistic in description and natural in image. The Portrait of Madame Matisse is characterized by rough brushwork, bold and pungent colors and special objects, which is not in line with the understanding of ordinary people.
This shows that The Portrait of Madame Matisse is an expression deliberately adopted by the painter Matisse to express his views. Thus, the subjectivity of artistic expression in image art is more prominent.
(Lead out the topic and write it on the blackboard:) Subjective expression of the objective world-entering the image art.
2. What is video art?
Why do some works of art have strange images? This sentence explains the image art from an extreme aspect, because in the eyes of ordinary people, the works of image art are often weird. This explanation is mainly to dispel the general people's incomprehension and rejection of image art because they are used to the authenticity of figurative art, and points out that image art is mainly related to the artist's feelings about reality and personal feelings, concepts and consciousness. Therefore, the more unique and intense the artist's feelings and intentions, the more bizarre the artistic image may be.
Teacher activity: (1) blackboard writing: What is video art?
(2) Question: A. From the works to be displayed below, please pay attention to observation and analysis, and see what are the differences between the artistic works of image art and the specific artistic works we are used to understanding in terms of expression forms and techniques.
B, why are the images of works of art weird?
(3) Exhibition works: Mount St. Victor, Scream, Starry Moon Night, Prospect of Civil War.
(4) Ask questions
(5) blackboard writing: the artist's subjective expression of the objective world.
Student activities: (1) Appreciation (2) Discussion (3) Answer.
Teacher-student summary: Video art is mainly related to the artist's feelings about reality and personal feelings, concepts and consciousness. Therefore, the more unique and intense the artist's feelings and intentions, the more bizarre the artistic image may be.
3. How to understand the art of imagery;
"How to understand image art" is the focus of this course, and it is also the fundamental requirement for students to appreciate image art. In this link, my focus is to convey two understandings to students. One is that artists express the world according to my feelings, and the other is that artists express the world according to what I want to express. What stands out is "feeling" and "thinking".
Teacher activities:
(1) blackboard writing: how to understand the art of imagery
(2) Show portraits of Pope Innocent X and Bacon in velazquez, surrounded by beef slices.
(3) Question: A. What are the differences between the two works? Hint: What we feel from Pope Innocent X is an emotion and atmosphere surrounded by beef slices in Bacon's Portrait, that is, tension and fear.
(4) Display: quail map of Zhu Da.
(5) Question: What are the characteristics of quail eyes in the picture? Will it appear in reality?
Student activities: (1) Appreciation (2) Discussion (3) Answer.
Summary of teachers and students: We can understand the image art from the following two angles: one is that the artist expresses the world according to my feelings, and the other is that the artist expresses the world according to what I want to express.
The characteristics of image art: A, image art is more inclined to psychological truth. B, the artistic image is more concentrated and typical. C, beyond the limitations of figurative art in image and time and space.
The artist's subjective initiative plays a decisive role in image art. And everyone's subjective feelings and feelings are different, so the works of image art give us a strange feeling.
Blackboard writing: one is that the artist expresses the world in the way I feel, and the other is that the artist expresses the world in the way I want to express it.
4. Summary and review: In this lesson, we have learned more about what video art is and how to understand it.
As we know, image art is an artist's subjective expression of the objective world. The art of understanding images: first, the artist expresses the world in the way I feel, and second, the artist expresses the world in the way I want to express.