Lecture notes on sketching still life 1 1. Talking about teaching materials.
Earlier, we learned a simple still life photo sketch, and this week we trained a complex still life sketch. It is an important part of basic teaching. Sketching still life is mainly divided into two learning stages: structural still life sketch and all-factor still life sketch. Here mainly refers to the latter.
By directly observing various objects with different physical characteristics in life, we can further cultivate students' overall observation, modeling, molding ability and artistic expression, and lay a good foundation for future study and artistic development.
Second, material preparation.
Set up a group of simple still lives with jars and fruits in advance, and prepare basic painting tools (such as sketchpad, easel, sketch paper, pencil, eraser pen, paper towel, etc.). ). Prepare some excellent sketch still life works.
Third, say the teaching goal knowledge goal:
1. Through teaching, let students have an overall understanding of the study of sketching still life and master the correct observation methods and expression methods.
2. Ability goal: be able to master the physical structure characteristics, spatial perspective rules and basic painting steps of objects in the picture.
3. Emotional goal: encourage students to observe and feel more about life, be good at discovering the beauty in life, and stimulate students' enthusiasm for learning.
Fourth, talk about the key points and difficulties.
1, the key point: master the correct overall observation method and the relationship between black, white and gray in large space.
2. Difficulties: I can deeply understand and master the basic principles of composition, body structure and perspective relationship, and can express the texture of different objects.
5. Teaching and learning methods.
1, teaching method: basic theory teaching method-picture display method-demonstration method-comment method.
2. Learning methods: discussion and practice.
Sixth, class hours:
2-3 class hours: teaching.
Lesson 3: Demonstration 4: Open a piece of paper.
Class 8: Students will have homework exercises and the teacher will help them.
2 class hours: students comment on each other and teachers comment.
Seven, talk about the teaching process.
1. Teach the basic knowledge of still life sketch (and draw the structure diagram with blackboard painting).
(1) Form and body: All objects exist in space in the form of entities, and form is its essential thing. Form refers to shape, while form refers to structure. Shape and structure constitute ever-changing objects.
(2) Form and light source: The light and shade of an object will change after receiving light, which can be divided into three planes and five tones. The "three major faces" refer to the indicated face, the grey face and the dark face, and the "five major tones" refer to the five levels extending from the bright face, the grey face, the dividing line between light and dark, the dark face and reflection. In addition, the inherent color of the object itself enriches the rhythm change of light and dark in the picture.
The following perspective questions ask students to understand their mastery of what they have learned before.
① Spatial perspective: Objects are real in three-dimensional space. If you want to accurately express this virtual space, you should pay attention to perspective, which is the most effective means to form a sense of space. Perspective is divided into Parallel perspective (also known as one-point perspective) or angle perspective (also known as two-point perspective).
② Parallel perspective: The cube has one side parallel to the picture, the line parallel to the picture remains unchanged, and the line perpendicular to the picture disappears to the vanishing point (near the big and far the small, near the real and far the imaginary, and the picture has a strong sense of solemnity).
③ Transaction perspective: No face in the cube is parallel to the picture, and each group of parallel lines disappears to the left and right vanishing points respectively.
④ Overall observation:
When observing an object, we should avoid looking at one place for a long time, only observing the part and ignoring the whole. The length, width, size, proportion, perspective and spatial relationship of objects need to be compared with each other, and repeated comparisons can make the overall situation clear and make clear the priorities and differences.
2. Show excellent sketch still life works. Combining with the works, this paper further analyzes and explains the expression methods of sketching still life, so that students can have an intuitive preliminary understanding of the whole picture of sketching still life.
3. Make a demonstration, let the students know the whole drawing steps, and explain while drawing.
First, choose the right angle and determine the position of your painting.
(1) Observation and analysis: Develop good observation habits before painting, so that you can have a picture in your mind and have an overall grasp of the picture.
(2) Composition: Sketch the general position and cloth pattern of objects with lines that can be easily summarized, and pay attention to the physical and structural characteristics of each object. The composition should not be too full, nor should it be in space. The placement of objects should pay attention to the relationship between gathering and dispersion.
(3) Pave the big relationship: draw the light and dark boundary and projection on the determined shape, make clear the direction of the light source, find out the big relationship between black, white and gray, and don't get caught up in local details prematurely.
(4) Depiction (shaping) in depth: combining with the overall relationship, determine the big rhythm of the former reality and the latter emptiness. Start deep shaping around the visual center of the picture. The depth description should have a subject and a time, and try to show the different textures of the object to make the picture wonderful.
(5) Adjustment: Return to the first impression of the whole group of still life, emphasize the overall sense of the picture, strengthen the shortcomings and weaken the painted ones.
4. Let the students practice, and the teacher will give guidance to correct the mistakes and deficiencies in the students' pictures in time. For example, when composing a composition, the picture is too full or the space is too large.
5. Make comments and ask students to put their pictures together and compare their pictures with others, so as to see their own advantages and disadvantages. Ask one or more students to try to explain their paintings. We can discuss and solve the problem together. Students with ideas can also talk about their own views, and the teacher will give appropriate guidance and knowledge supplement. This can drive students to form a good habit of active thinking, stimulate students to master knowledge in a relaxed and happy learning atmosphere, achieve established learning goals, break through difficulties and grasp key points. And further emphasize the profound understanding of the basic principles such as composition, structure and perspective, and always observe the whole process of painting.
Eight, make a summary.
Let students master knowledge in a relaxed and happy learning atmosphere, achieve the established learning goals, break through the difficulties and grasp the key points. And further emphasize the profound understanding of the basic principles such as composition, structure and perspective, and always observe the whole process of painting.
I suggest that you prepare a sketch book, observe life more and draw more pictures in your spare time, and encourage students to pay attention to accumulation and form good habits. If they can persist, they will benefit immensely.
After class, you can find some excellent still life works to enjoy, so as to further study and improve your aesthetics.
From Sketch 2 to See the Course Draft of Sketching Still Life I. Course Analysis
1. This course "Sketch Basis" is the core course of this major, which requires students to have the ability and foundation to continue their professional study in colleges and universities through theoretical study and skill training. This course is divided into five parts. Students learn plaster sketch and still life sketch in the first semester, plaster sketch in the second semester, head sketch in the third semester and half-life sketch in the fourth semester.
This lesson is the second lesson in Chapter 3 of Sketch of Arts and Crafts Specialty, a textbook for secondary vocational education stipulated by the state. This lesson is divided into two parts: 1, steps of still life sketch, and 2, analysis of common problems in still life sketch.
The teaching materials are scientific, targeted and practical principles, and each chapter adopts a "three-stage" structure of basic knowledge, skill training procedures and performance methods. This lesson is the intermediate link of this structure "skill training program". Combining structural modeling with light and dark expression methods, training is carried out step by step from shallow to deep to improve students' sketch expression ability and aesthetic ability.
2. Teaching philosophy
(1) Take students as the main body and teachers as the leading factor, and create intuitive situations, so that students can actively and effectively participate under the drive of different levels of tasks.
(2) Give priority to the evaluation of task completion, matching with the evaluation of improving ability.
(3) Cultivate a skill-oriented learning concept.
3. The characteristics of instructional design
(1) According to professional standards and students' characteristics, reasonable task training should be carried out to consolidate students' foundation.
(2) Around students' intuitive feelings, learn while doing, and build skills and knowledge.
(3) Assign skill training levels according to students' ability level.
Second, the teaching objectives
According to the requirements of the syllabus for students' all-round development, cultivating innovative spirit and practical ability. Combined with the characteristics of fine arts major, as well as students' technical level and understanding ability, I set the teaching goal of this class as:
Knowledge and skills objectives:
Master the methods and steps of still life sketch. And use it correctly and fully in training.
Process and method objectives:
By observing, thinking and comparing, we can enhance our ability to feel the beauty of still life sketch and master the methods of still life sketch step by step.
Emotions and values goals:
Further enhance the aesthetic ability of composition, modeling and overall picture; In the process of sketching, cultivate students' patient, meticulous and persistent learning character.
According to the teaching objectives and the importance of using the methods and steps of still life sketch, the teaching focus of this class is determined: learning the scientific steps of still life sketch.
According to the complexity of the methods and steps of still life sketch in artistic creation activities, the teaching difficulties are determined as follows: completing the main task of stage adjustment-paying attention to the relationship between the whole and the part. And will break through this difficulty through the teacher's demonstration.
In order to achieve this teaching goal, this paper expounds it from four aspects, including the analysis of learning situation.
First, the analysis of learning situation.
The teaching object of this class is the first-year art students in comprehensive high schools, and they have no foundation when they enter school. However, when they were studying gypsum geometric sketch, they already had certain basic modeling ability, which laid the foundation for the study of this course.
In the initial study of sketching still life, students exposed the problems of composition and depth. They did not consider the overall composition and depth, but painted one by one, which affected the picture effect. Students need the guidance of correct methods and steps.
In order to better achieve the teaching objectives, the preset resources (a large number of materials, pictures and videos inside and outside the textbook) are organically combined with the generative resources such as pictures drawn by students before class and classroom exercises.
The arrangement of teaching hours pays attention to the combination of theory and practice, focusing on practice, so that students can do it in school and in middle school.
Through the study of the first class, I am familiar with the methods and steps of consolidating still life sketch;
Through the practice in the second, third and fourth class hours, the methods and steps of still life sketch are correctly and fully used in practice. The fourth class, evaluate the interaction between teachers and students.
3. Teaching methods
(1) Oral Teaching Method
According to the knowledge points of this lesson and the characteristics of students, I will mainly adopt teaching methods such as showing (showing famous works and homework samples), demonstrating (teacher's classroom demonstration), questioning method, and creating scenarios.
Focusing on the difficulties, the three-step method of "case analysis-guidance-demonstration" is adopted, making full use of resources, taking examples as the main line, and constantly adopting the teaching method of combining appreciation and analysis, so that students can contact their own sketch knowledge, and under the guidance of examples, fully mobilize their subjective initiative and curiosity, so that the whole class can be completed in the mutual cooperation between teachers' teaching and students' learning, thus highlighting the key points and breaking through the difficulties.
(2) Speaking and learning methods
Freshmen in senior high school have a short learning time and weak foundation, so it is difficult for students to master the accuracy and application of the methods and steps of still life sketch. Teachers should constantly guide students to participate in the appreciation of cases. From learning to answering-learning, from learning to learning, adopt the following learning methods:
1, "thinking evaluation method" makes students use their brains and move their mouths, which is also the most important part of learning methods.
2. "Try to operate" to enhance interaction and master the practical application of the steps in this lesson.
3. "Observation method" allows students to observe and analyze, and then put forward difficulties and doubts, which is a kind of ability training.
(3) Teaching process
According to the characteristics of sketch course, the teaching process of this course consists of six links: review and introduction, teaching new lessons, teacher demonstration, student practice, work appreciation and class summary.
1, review lead-in: Before teaching the new lesson, set questions to discuss the knowledge points of the last lesson: the configuration and composition of still life, and guide students to review sketch theory. In this way, we can not only review the old and learn the new, but also cultivate a habit. At the same time, it also enlivens the classroom atmosphere and allows students to devote themselves to new learning. )
2. Teaching a new lesson: Take a simple still life composed of "clay pot, fruit and lining cloth" as an example to explain the methods and steps of still life sketching. Mainly divided into the following five stages:
1) Observe and think, show the students the arranged still life groups and guide them how to observe objects. Setup problem: 1. What is the form of still life placement? 2. Where are the main pottery pots in the picture? 3. What is the relationship between subject and background? Create a situation, compare it with other art forms, and analyze the protagonist, supporting role and background environment in the picture. Students are aware of the vitality of still life and inject their emotions into painting.
2) The main task of composition drafting is drafting and setting. The teacher emphasizes the principle of painting from the whole to the part and then to the whole, pays attention to the induction of geometric shapes, and teaches students to summarize the structure of complex still life shapes. Here, the teacher will give a simple demonstration.
3) The main task of laying general light and shade is to determine the tone of light and shade. Students have learned the laying of light and shade in geometry, and will ask the general steps and points of laying light and shade when drawing geometric sketches. Overall performance is the most critical content of this step.
4) Depicting the key points of the whole sketch process in depth. The main task is to combine structure with light and shade, and grasp the local depth description of key points. Cultivate students' in-depth and concrete ability. The teacher clearly marks the points that need to be deeply portrayed in the picture. The setting of depicting key points leads to the next link, the teaching difficulty of this course.
5) Adjustment and unification I use live demonstration to break through this difficulty. Through the demonstration, guide the students to return to the objective image from the key description and restore the freshness of the first impression. First, observe and analyze the works that have been thoroughly described, and then ask questions, such as the relationship between black, white and gray, the relationship between reality and reality, and whether the relationship before and after is in place. Teachers should not tell students the answers directly, but guide students to look for them one by one in their homework, and then teachers can make adjustments and revisions. Finally, the effects before and after the transformation are compared.
4. The fourth part of the teaching process: classroom exercises.
According to the difference of students' ability level, two groups of still life and layered sketch training with different levels are arranged to master and apply the contents taught in this lesson and complete the exercises on four sheets of paper. In practical application, teachers will provide timely counseling according to the students' situation.
5. Appreciation of works:
Group competition. Way, to launch a good exercise, the first group focuses on composition, proportional structure, the second group focuses on structural proportion, line light and dark performance. In this way, through self-evaluation, mutual evaluation, cooperative competition and teacher comments, the knowledge points of this lesson are consolidated, the students' observation and judgment ability are improved, and the students' awareness of self-expression, cooperation and competition is enhanced.
Appreciation of excellent works
Constantly improve their aesthetic ability. By appreciating the master's works, we can improve students' horizons, enhance their interest in sketching still life and arouse their enthusiasm for still life creation.
7. Final summary of teaching process and implementation of homework:
1), the teacher summed up the learning tasks of this lesson.
2), guide the students to put forward the experience and confusion of this lesson, and the teacher will give answers.
3) Homework: According to the differences of students' quality, we will conduct hierarchical training to enable students to master the basic knowledge, improve students with spare capacity, and achieve the goal of top-notch burden reduction.
According to the teaching content and objectives of this lesson, the five steps of still life sketch and the main points of each step, design the blackboard writing of this lesson (as shown in the figure)
Reflection on the Teaching of verb (abbreviation of verb)
According to the teaching setup and implementation of this class and the actual effect after class, I made the following thoughts on this class:
1, the teaching process adopts a variety of teaching methods, and the teaching evaluation is diversified, so that students can intuitively feel, understand and analyze.
2. Repeatedly emphasizing the importance of painting steps and overall principles in painting can deepen students' memory and lay a solid foundation for future large-scale creation and more artistic creation.
3. Try to arrange a reasonable amount of homework and give students enough time to eliminate their fears. Students are also required to keep the set auxiliary lines in their exercise books so that teachers can confirm the correctness of the process.
4. Let students have more opportunities to practice in class, and let teachers intuitively see which students have problems in which areas. When a problem occurs frequently, teachers should stop practicing properly and correct it in time.
Handout of Sketching Still Life 3 1, handout materials
The textbook I use is Sketch, a national textbook for secondary vocational education in higher education edition. The compilation of this textbook is scientific, targeted and practical principles, and the content is explained layer by layer, which is widely applicable to students. According to the law of students' cognitive development and students' actual situation, arranging chapters to promote students' professional ability and development is of great help to cultivate students' innovative spirit and improve their practical ability. The methods and steps of still life sketch are the second section of the third chapter of sketch.
2. talk about learning.
The teaching object of my class is the first-year art students in vocational high school. Most of them are beginners in sketching. As far as knowledge is concerned, students have mastered the basic theoretical knowledge of sketch, such as composition, perspective, structure and other related concepts. On the ability level, they have mastered the basic painting skills, and some students have strong autonomous learning ability and certain modeling ability. Psychological characteristics, students enter a new stage of learning and come to a new school. They are curious about all new things, which also makes it difficult to concentrate, and they are also confused about the abstract three-dimensional concept of sketch. In view of these characteristics of students, I made a teaching plan. On the one hand, I use intuitive and vivid images to arouse students' interest, so that their attention is always focused on the classroom. On the other hand, I want to create conditions for students to practice, give play to their initiative, be willing to affirm students and encourage them.
According to the requirements of the syllabus, I have just analyzed the teaching materials and studied the learning situation. Now let's look at the teaching objectives. For students in vocational schools, we pay more attention to the cultivation of ability, so I focus on training students' thinking and hands in this class, creating beauty with thinking and realizing beauty with hands.
Combined with the requirements of curriculum standards, knowledge and skills should be the main line in teaching, and emotional value should be infiltrated. Therefore, I have established the following teaching objectives.
(1) Knowledge Objective: Through the study of this lesson, master the relevant knowledge of the methods and steps of still life sketch and understand its basic meaning. Recognize the problems that are easy to appear in painting.
(2) Ability goal: be able to apply what you have learned to painting and improve the quality and speed of painting in the future. Avoid common problems in still life sketching.
(3) Emotional attitude goal: through observation, thinking and active exploration, cultivate students' analytical ability, expressive ability and rigorous and practical study habits. Experience the sense of accomplishment of solving problems independently.
According to the characteristics of this class and the analysis of the learning situation, I determined the learning difficulties of this class.
Focus: Understand the methods and specific painting steps of still life sketch, and avoid the common problems in still life sketch. This kind of cognition has important guiding significance for future sketch learning.
Difficulties: master the method and avoid common problems in sketch. To do this, we should read more excellent works, broaden our horizons and strengthen our practice.
5, preaching the law
Modern teaching theory holds that in the teaching process, students are the main body, teachers are the dominant, and all teaching activities must be centered on students' initiative and enthusiasm. According to this teaching concept, combined with the characteristics of this class and students. In this class, I mainly use the methods of picture demonstration and teaching, supplemented by exercises.