As a faculty member, we often have to write lesson plans based on teaching needs. Writing lesson plans helps us understand the content of the teaching materials and then choose scientific and appropriate teaching methods. Come and refer to how the lesson plan is written! The following is the art lesson plan for the duckling water class that I compiled for you. You are welcome to share it. Little Duck Playing in the Water Class Art Lesson Plan 1
Activity background:
Since middle class children have not been exposed to art for a long time, they use paintbrushes more to express their feelings. In order to let children understand that in addition to using pens to express their own life experiences, they can also use many tools to express them, such as the body organs that children are most familiar with. Therefore, I chose children's body organs---fingers as painting tools, and designed this art activity of finger painting--"Duck Playing in Water" to stimulate children's interest in participating in art activities.
Design intention:
Children’s art education activities are a kind of creative education activities that focus on cultivating children’s creative ability. Every child has the potential to create, and at the same time it is a need. They use their hands, eyes, and brains simultaneously, and need to transform their imagination and information they sense from the outside world into their own mental images.
The "Outline" points out: "Respect the individual differences of children in terms of development level, ability experience, learning style, etc., teach according to each individual, and strive to ensure that every child can be satisfied and successful. And we must use Child-centered. When I designed the art activity "Duck Playing in Water" for the middle class, the whole idea was based on these two points. Duck is a common animal in the lives of young children, and children already have a good understanding of the appearance and characteristics of ducks. and familiarity, I can start from the cognitive characteristics and art development level of middle class children, take children's development as the basis, fully embody the children as the main body, give full play to the children's imagination and creativity, and fully mobilize the children's enthusiasm and enthusiasm for participating in art activities. Interest is changed from "passive" to "active", and the "little fish is missing" problem situation is created to arouse children's strong curiosity and stimulate children's desire to explore and create, thereby cultivating children's aesthetic taste and using intuition in teaching methods. Combining teaching with children's operation methods. This activity strives to create a pleasant and relaxed environment, allowing children to experience and learn different forms of art activities in games, and to stimulate children's interest in art activities.
Activity goals:
1. Learn how to print the appearance of a duck with your thumb and little finger.
2. Exercise children’s finger skills and cultivate their bold painting skills and oral expression. Ability.
3. Cultivate children’s interest in art activities and stimulate children’s curiosity.
Activity preparation: yellow paint, advertising colors, worksheets, rags, finger painting examples, Watercolor pens, etc.
Activity process:
1. Introduce activities to arouse children’s interest
1. Finger games - now the teacher and children play together. A finger game, please hold your little fist, palms facing each other, and follow the teacher. Little finger sister wakes up, you are morning. Ring finger wakes up, hello, middle finger brother wakes up, wash your face. The index finger sister woke up and combed her hair. The thumb brother woke up and brushed her teeth. They are the thumb, index finger, ring finger, and little finger. They can do everything well. p>
2. Sign language performance "Grateful Heart" - The teacher now asks the children a question: There is a person who cannot speak (mute). He meets someone and wants to tell others what he said. Ask the children to think about it. In what way does he tell others? (Use gestures to express what he means) Now the teacher will do the actions. Guess what they mean (the teacher will do the actions: please, goodbye, no, come, welcome, etc.) except These, the teacher also teaches you sign language performances, let’s do it together (with a grateful heart). Our little hands are really capable. Today’s activity is called: Dexterous Hands
2. The teacher demonstrates how to draw ducks with fingers Method.
1. The teacher shows the drawings: What are these drawings used for?
(Hands) Oh, this is a fingerprint painting, a group of little ducks swimming in the water.
Teacher B demonstrates and explains: Ask the children to watch how the teacher draws handprints (the teacher demonstrates and explains the precautions) Brother Thumbs up came out first wearing yellow clothes. Look at Brother Thumbs standing apart one by one. Okay, Little Finger also came out in yellow clothes. Some stood on top of her brother, some stood in front of her brother, and some stood under her brother. They are not far from Brother Thumb. Sister Little Finger and Big Thumb The brothers are a pair of good friends, and they sang a song hand in hand. (Use orange color to connect the head and body.) Little finger sister is very beautiful. She has a beautiful bow on her head. (Draw a duck's mouth.) Behind the thumb brother They are also carrying a small bag (draw a tail). Their croaking song is very good, and they will be given a black bean. Brother Thumb said, Sister Little Finger is smaller than me, so give it a black bean to eat (draw eyes)
2. Appreciation example: Children see what has become of brother thumb and sister little finger now? (A group of little ducks) The teacher used his thumb to print the body of the little duck, used his little finger to print the head of the little duck, and used a pen to draw the neck, mouth and eyes of the little duck. These little ducks are so happy. Some of them have their heads raised. Some are high, as if singing, and some are looking for food with their heads down.
3. Handle requirements, children’s homework, and teacher guidance.
Children's painting: The teacher explains the relevant matters (such as not to dip too much in the paint, be careful not to stain your clothes or get it on the table, use your fingers to paint, wipe your hands clean with paper, and then use the pen to draw the duck)
IV. Activity evaluation:
1. Exhibit a lot of paintings with different dynamics, praise pictures, clean desktops, and children with good hygiene routines.
2. Rhythm "Counting Ducks": Today the children drew beautiful little ducks with their hands. Let's count the ducks together, okay?
Teacher reflection: The theme of this activity stems from children's concern for a certain thing in social life--little ducks. It is different from the usual practice of considering teaching content in terms of knowledge structure or subject structure. The development of activities is characterized by children's participation and appropriate guidance from teachers. The selection of educational content in the new outline "should reflect the lives of children and select things and issues that children are interested in, and also help expand children's experience and horizons." "principle. This activity stimulates children's creative enthusiasm with its interesting plot and rich emotional connotations. First of all, at the beginning of the activity, the teacher created a beautiful and moving situation that is in line with the children's psychological characteristics of loving imagination. Then, in the process of organizing the children's observation and discussion examples, the teacher used different plots to guide the children to observe the changes in the duck's appearance and posture, and the children consciously , devoted themselves to creation for a long time, and finally when the children arranged the little ducks they drew together, they experienced the joy of success and successfully achieved their educational goals. Duckling Playing in the Water Class Art Lesson Plan 2
Activity goals:
1. Through the combination of different positions of circles and ovals, as well as the addition of the duck's mouth and eyes in different positions of the original shape, the different forms of the duckling playing in the water are expressed.
2. Hold the colored paper with the thumb and index finger of both hands, and move it in the visual direction to tear out the original shape and oval shape.
3． Be able to patiently carry out paper tearing activities and initially develop a sense of conservation.
Activity preparation:
1. Yellow or orange wax paper, double-sided tape (paste, glue), operating paper, marker.
2. Gouache paint, gouache, and an empty paper basket for each group 3. A duck toy.
4． Children's book: "The Duck Plays in the Water".
Activity process:
1. Show the duck toy and guide the children to observe the shape of the duck.
1． Teacher: Quack, who’s coming? What does a little duck's head look like? Which one is bigger, the body or the head? What does the mouth look like?
2. After the children answer freely, the teacher summarizes.
Teacher: The duck has a round head, an oval body, and a flat mouth. It is so cute swimming around.
2. Teachers and children explore ways to hiss the little duck together.
1. Discover ways to tear paper.
Teacher: I found yellow and orange wax paper, but how can I make the duck’s head and body without scissors? (Pinch the wax paper with the thumb and index finger of both hands respectively, keep your eyes on the place where you want to tear, and move your thumb and index finger forward while tearing)
2. Discover ways to tear circles and ovals.
Teacher: How to tear out a circular shape? (You can tear out a circle directly, or you can fold the paper in half and tear out a semicircle, then open it into a circle.) How to tear out a large oval? (You can tear out an oval directly, or you can fold the paper in half and tear it out into a long semicircle, which will become an oval after opening.)
3. Teachers can adjust the strategy according to the actual operation of the children. For children with strong hands-on ability, they can be asked to tear it directly; for children with weak abilities, they can first provide a shape mold and let them use a pencil to trace a circle or oval, and then follow the pencil line. Tear 4. Explore different combinations of circles and ovals and the placement of the duck's mouth and eyes.
Teacher: What actions will the little duck make when playing in the water? (Combine circles and ovals in random combinations.) Now, what is the little duck doing? How did you tell? Where should its eyes and mouth be drawn? (You can ask individual children to draw.)
3. Discuss the content of the additional drawings.
Teacher: If you were asked to draw some other objects next to the little duck, what would you draw? (Specific guidance can be given: What is in the water? Who will the little duck meet?...)
4. Children will do tear-and-stick and add-drawing activities on the children's books, and the teacher will help individual children.
1. The teacher tears slowly bit by bit and must be patient in tearing paper activities.
Teacher: Carry out tearing activities according to the size of the shape. Start tearing the small ones from the edge to develop a good habit of saving paper.
5. Comment on children’s works and encourage children to look at their own pictures and create stories.
Teacher: Tell me, what is your little duck doing?