First of all, talk about textbooks.
1, teaching material analysis:
German artist Paul. Klee has a famous saying, "Walk with lines", and lines are the most basic modeling language. Lines can be divided into straight lines, curves and polylines. Straight lines include horizontal lines, vertical lines, diagonal lines, etc. Curves include wavy lines, spirals and arcs. The expressive force of lines is extremely rich, and the horizontal lines have a broad and quiet feeling; Vertical lines have a sense of rising and straightness; Diagonal lines have a sense of crisis or spatial change; Short-term horizontal arrangement produces a sense of fast rhythm of jumping; The flowing curve makes people feel soft, light and beautiful, giving people a feeling of lightness and pleasure. The changes of line thickness, rigidity, smoothness, truth and density produce different aesthetic feelings.
The pictures in the textbook show us the magical lines in nature: rough and simple lines produce childish beauty; The natural curve of black and white on zebra body produces rhythmic beauty and decorative beauty; Bridges and buildings with steel structure are simple, straight and beautiful; The spider web covered with dew is elegant and continuous, slender and elegant.
2. Analysis of learning situation:
Students are no strangers to lines. Lines are commonly used in painting, but they are not very good at understanding and organizing various lines. Through learning, students can feel the magical charm of lines, look at things around them with a discovery eye, love life and appreciate the beauty everywhere.
3. Design concept:
Through the teacher's step-by-step guidance, students can appreciate the expressive force of lines, and then understand and understand the charm of the modeling language of lines. Through learning and painting, students can understand the expressive force of lines, and in the game-based learning activities of observing, analyzing and trying how to make lines move, students can be guided to be interested in artistic modeling activities.
4. Teaching objectives:
(1) Knowledge objective:
Through teaching, master the basic knowledge about straight line, broken line, curve and different linear changes such as long, short, sparse, dense, thick and thin.
(2) Ability objectives:
Discover the ever-changing lines in nature and life, through careful observation, know the lines with different postures, and experience the aesthetic characteristics of lines and their visual effects in works of art and life.
(3) development goals:
First, cultivate students' creative thinking
B, cultivate students' autonomous learning ability
(4) Emotional goals:
Cultivate students' serious study attitude and interest in exploring new knowledge.
B, train students to feel life and look at society with aesthetic heart.
5. Teaching emphases and difficulties:
Key points: through the analysis of pictures and pictures, appreciate the beauty of lines and understand the shapes and textures of various lines.
Difficulties: try to draw lines with different changes in length, thickness and density, and organize the picture reasonably.
Second, the teaching method:
The teaching process of this course mainly emphasizes the interaction between teachers and students. In the whole teaching process, teachers only serve as helpers and promoters of students' active knowledge construction, rather than imparting and inculcating knowledge. The basic design idea of this course is to cultivate students' ability to explore knowledge independently in the teaching process, so that students can maintain a high degree of desire to explore and try, experience more sense of accomplishment through contact with real life, and further stimulate students' strong desire to create. The basic teaching procedure of this lesson is as follows:
Students' initial perception-discussion and exploration-music experience-knowledge expansion-emotional sublimation
interaction
Teacher-guided observation-scenario creation-inspiration and inspiration-summary and induction
In this lesson, teaching is divided into four parts:
First, know the lines;
Second, the change of lines;
Third, the creation of students;
4. Exhibition and evaluation of works. Through the teacher's step-by-step guidance, step by step, step by step to deeply understand the charm of lines.
Third, the process of saying:
The teaching of this lesson is divided into four parts:
(1) Understand the lines;
(2) the change of lines;
(3) the creation of students;
(4) Exhibition and evaluation of works.
1, import. Show pictures full of lines and ask students to find the lines you see in the pictures. Lead to the topic of "the charm of lines".
2. Teaching new lessons.
(1) Understanding lines-preliminarily understanding the types of lines.
Teacher: Besides the lines you just saw in the picture, can you name any other lines?
Let the students think and look for lines.
Draw the conclusion that there are many kinds of lines in the world. In order to facilitate understanding, we can simply divide lines into three types: straight lines, curves and polylines.
(2) enjoy the pictures.
Let students look for ever-changing lines in nature! Feel the lines around us, everywhere.
(3) Say and draw a picture.
Draw lines and let students experience fun. From short-term to long-term, transition to line change.
(4) Changes in experience and trial route.
Step 3 appreciate the work
Let students feel the charm of lines from appreciating the works of Chinese and foreign artists to appreciating the works of students around them.
A: Wu Guanzhong: The wisteria shown by simple lines through the changes of line thickness and reality is a very rhythmic painting.
B: Van Gogh, a Dutch painter, is good at drawing things around him with lines. The one on the right is represented by a curve. Trees look like burning flames, showing the exuberant vitality of plants.
C: After enjoying the works of Chinese and foreign masters, let's look at the works of our classmates. (Appreciating students' works)
4. Teacher demonstration
Teacher: Then how to combine all kinds of lines to show the charm of lines? Let's see how the teacher uses lines to represent a vase.
5. Students' creation.
Teacher: After seeing the teacher's paintings, do you really want to start painting by yourself? Next, let's try it ourselves, and put colorful clothes on the following graphics with lines of different thickness, density, length and straightness.
Experience the charm of lines from practice. )
(1) Provide some simple vase figures for students to decorate with lines. (You can create with colored and black pens)
(2) Teachers' patrol guidance.
6. Display, evaluation and summary of works.
(1) is displayed as a group on the panel of the group. The whole class will vote for the best works in each group, and let one or two students explain the reasons and what is good. The teacher summed up and rewarded the best students in each group with a sketch drawn by the teacher before class.
(2) Teacher's summary: Through the study of this class, we realized the charm of different lines.
As long as we carefully observe everything around us, we can find their beauty.
As Rodin said, there is no shortage of beauty in life, what is lacking is the eyes that find beauty.
Let's create ever-changing things with ever-changing lines, and add beauty and fun to our lives! )
7. Knowledge expansion
Ask students to do more line exercises after class and describe our colorful world with various lines.
Four. abstract
This class focuses on students' independent inquiry learning, which fully mobilizes students' learning enthusiasm. Students are diligent and innovative, and the classroom atmosphere is active. From the teaching effect, the knowledge goal is completely achieved, and the ability, development and emotional goals are basically achieved. Please criticize and correct the shortcomings.