As a selfless teacher of the people, it is often necessary to prepare lesson plans, with the help of which teaching activities can be better organized. So have you learned about the lesson plans? Below are 5 primary school art lesson plans that I collected and compiled. You are welcome to share them. Primary school art lesson plan Part 1

Teaching objectives:

1. Understand the symbolic meaning of Peking Opera facial makeup patterns and colors, and be able to draw a Peking Opera facial makeup according to the notation.

2. During the drawing process, understand the basic characteristics of Chinese Peking Opera facial makeup.

3. Through the study of Peking Opera facial makeup knowledge, cultivate the ability to appreciate Peking Opera facial makeup and inspire students to care about and love traditional Chinese art.

Teaching process:

1. Review the knowledge of facial makeup

1. Characteristics of facial makeup: symbolic and exaggerated.

2. Color of facial makeup:

Red - loyal, brave and chivalrous, mostly positive characters.

Black - upright and mighty, not flattering to the powerful.

White - insidious and treacherous; headstrong.

Purple - upright and mighty, not flattering to the powerful.

Yellow - brave and explosive.

Gold - the immortal and the master.

Green - brave and reckless.

Blue - strong and insidious.

3. During the application and development process of Peking Opera facial makeup, a certain formula has been formed:

① Whole face: apply one main color on the entire face without outlines, but It is to draw the texture of eyebrows, eyes, mouth and nose on the main color. This pattern is called "full face".

② On the basis of the whole face, use black to highlight the color of the eyebrows, eyes, nose, etc., but make the forehead, left and right cheeks show three obvious main colors, as flat as three pieces The tiles are called "three-tile face" or "three-tile nest".

③ From the top of the forehead to the tip of the nose, use black or colored columnar lines to form a "cross" shape with the eye sockets, the forehead is painted white, and there are small gray circles on the eyebrows. This pattern is called " Cross face."

④ Contrary to the whole face, the facial makeup with the most complicated colors and composition is called "fragmented face".

⑤ The facial makeup pattern with asymmetrical color and composition, which expresses abnormal and ugly characters, is called "crooked face".

4. The painting and coloring methods of Peking Opera facial makeup include four basic types: rubbing, hooking, wiping and breaking.

Face rubbing: Use your fingers to rub the color all over the face, and then emphasize the eyebrows and facial texture. It is a kind of facial makeup that looks like real face.

Hooking the face: using a brush dipped in color to outline the eyebrows and facial lines, filling the face with color to create a colorful pattern. Some are covered with gold and silver, which are gorgeous and dazzling.

Face smearing: Use a brush dipped in powder to smear all or part of the face white, indicating that this type of person does not show their true colors. It is a kind of fake facial makeup, also known as pink face.

Broken face: refers to the facial makeup with asymmetrical left and right shapes. Broken face can be found in the three types of faces: kneading, hooking, and wiping. It is a kind of facial makeup that is mainly derogatory.

2. Paint facial makeup

Use gouache to color the pattern outlined in pencil according to the facial makeup formula.

(Emphasis: Do not paint back and forth on the color to avoid bringing up the color below.)

3. Display and review

1. According to different spectra Use style or color to display student work in categories.

2. Talk about the characters you drew and your feelings about them.

3. Teacher comments, praises creative assignments, and affirms students’ patient and meticulous attitude toward assignments.

4. Teaching expansion:

Appreciate Peking Opera masks drawn with various materials, and encourage students to try further.

Primary School Art Lesson Plan 2

1. Teaching Objectives

Knowledge and Ability: To enable students to initially understand the concept, form, function, characteristics and requirements of traditional packaging . Learn how to draw and decorate cartons and improve your design skills. Allow students to apply the art design knowledge they have learned to improve their design and appreciation abilities for art.

Process and method: Master the basic methods and basic procedures of packaging design, improve students’ design ability and appreciation of art, let students understand the relationship between design and application, and train students’ different thinking. Cultivate students to seek differences from association, seek differences from observation, and seek differences from appreciation; thereby improving students' creative thinking ability.

Emotional attitudes and values: Through the process of turning waste into treasure, students will gradually realize the ubiquity of art in daily life, let students feel the fun of beautifying daily necessities, and be interested in packaging design. This encourages students to be willing to participate in art teaching activities and express their talents in the activities.

2. Important and difficult points in teaching

Teaching focus: Learn how to draw and decorate cartons, and improve design capabilities. Through observation, we discovered the aesthetic effect of patterned packaging paper, and learned to use dots, lines, surfaces and patterns to arrange them regularly, and to decorate and color the box surfaces.

Teaching difficulties: The designed packaging must be consistent with the content of the original product, and be novel and unique.

3. Teaching Strategies

Students of this age not only like bright colors, but are also full of curiosity about expression methods other than painting. Designing wrapping paper satisfies this desire of students. One characteristic. The arrangement of colors, materials, and patterns are all chosen by students, which can give them great creative space and satisfy students' creative desires. This lesson can adopt the teaching strategy of "stimulating interest-exploration-observation-practice-creation", using the "finishing point" idiom story to introduce the situation in the form of painting, learn the knowledge in the textbook independently, understand the role of wrapping paper, and in the appreciation During the process, we observed and discovered the rules of pattern arrangement. Through hands-on practice, we tried to arrange patterns, understand different arrangement rules, feel the beauty produced by different arrangement methods, and learn different creative methods while appreciating the works to design beautiful ones that we like. Wrapping paper, consolidate the ability to design and apply knowledge, and finally apply design to life and express your feelings with works.

IV. Teaching process

Teaching procedures

Teaching activities (including process and methods)

Design purpose and description

Create a scene reveal topic

Teacher: (Show the picture of "eyeless dragon") Students look at the picture carefully, what do you find? Which child can add eyes to it? Students: Students go to the blackboard to fill in their pictures.

Teacher: How does the dragon with eyes make you feel?

Student: Students talk about their feelings.

Teacher: Today, we will study the fifth lesson "The finishing touch". (Blackboard writing topic: finishing touch)

Intuitive and vivid situational teaching can stimulate students' interest in learning, activate the classroom atmosphere, and mobilize students' enthusiasm for learning.

Independent inquiry

Learning new lessons

Observation and analysis

Teacher: What exactly do we want to learn in this lesson? Why is the topic Know this name? Please open the book and look for the answer in the book!

Student: The content of this class is the packaging design of gift boxes.

生: Gifts, with exquisite packaging, highlight the preciousness of the gift, express the owner's deep affection, and increase the emotions between people.

Teacher: Show a beautifully packaged jelly and an unpackaged jelly bar with a rubber band, and ask a question: If you go to the supermarket and see these two kinds of jelly on the shelf, and the prices are the same, what will you do? Which one should you choose? Why?

Sheng: I will definitely choose the packaged one. It gives people a sense of security and is very beautiful.

Teacher: Speaking of gift packaging, the teacher really has a few samples, let’s take a look. (Slideshow of 4 different gift wraps) I wrapped it in 4 different styles. If this gift was given to you, which one would you choose?

Students: Answer the questions and ask your classmates under the guidance of the teacher. Who has a different opinion? Do you think this gift is suitable for you? What kind of person?

Teacher: This raises a very critical question: What factors should be considered before packaging gifts?

Summary: The other party’s age, gender, preferences, and then choose packaging materials, colors and styles based on these characteristics.

Teacher: We have found these factors, and then we start-wrapping gifts. What are the methods of gift wrapping? Before class, I assigned a preview assignment - group self-study assignment: group members will understand and master gift wrapping methods based on the content of the textbook and hands-on practice.

Teacher: Which group is willing to share your learning gains with everyone?

Teachers and students exchange and summarize gift packaging methods and share learning results.

1. The decorative shape of the box surface is restricted by the shape of the box. The graphics should use suitable patterns and can be composed of uniform or balanced styles. And it should be decorative.

2. The color of the packaging box should be considered according to the nature of the items placed:

Place children's products: the color should be mainly bright and contrasting tones, in line with the innocence and liveliness of children character and used to attract children's attention.

Placing daily necessities should be in generous and bright colors.

Place valuables: The color should be bright and fine-grained.

Place school supplies: the color should be quiet, generous and harmonious tones.

3. The decoration on the box surface is usually mainly text, supplemented by patterns, and the two are combined with each other. We should master the writing methods of various fonts, and the fonts must be written correctly and beautifully. Text can be used both as a design logo and as an explanation. Even if a packaging design is completely expressed in words, it can highlight the key points in a simple and unpretentious manner.

4. The graphics of carton decoration should be consistent with the content of the product, using photography, abstract modeling, decorative patterns, structural design and other means, and painting methods can also be used to express it. Chinese packaging should reflect China's national colors and local features, such as using Chinese paintings and Chinese calligraphy, so that our packaging design has a national style.

Teacher: There are various methods of gift packaging. Let’s enjoy a group of unique gift packaging. (Play the picture) Guide students to appreciate the creativity of packaging.

Reveal the importance of packaging through a question-and-answer format.

Feel the characteristics of different packaging and deepen your impression of the exquisite packaging.

By encouraging students to learn independently, we guide students to discover learning topics independently.

In the process of sharing learning results, cultivate students' ability to communicate and summarize learning results.

Discuss the decorative effects of different forms of packaging, and enhance students' further understanding of decorative packaging.

Through appreciation, students broaden their horizons and experience the charm of creativity.

Practical creation

For the upcoming festivals, talk about the content and appearance of the gifts you will give, and talk about your ideas for decoration and beautification. Teachers and classmates can provide them in time Make suggestions.

Discussion: How to use the various materials you bring to package the gifts you prepare for your family, teachers, and friends, so as to achieve the "finishing finishing touch".

Cultivate students’ hands-on ability through practice.

Work review and knowledge exchange

Teacher: Although our gifts have not been wrapped yet, I found that each group’s works have unique features. Each group will display their works below. for everyone.

Students: Each group will send a representative to display their works and talk about the characteristics of their works.

Other students: make suggestions and modifications.

Teacher: Interview the students on the stage, what do you think is the most unique thing about it? Are you satisfied with your work? What do you think is the difference between making gifts yourself and buying finished products? Guide the students to understand to the meaning of birthdays and the importance of friendship.

Cultivate students’ ability to express and communicate their ideas during the communication process.

Extracurricular development questions

Teacher: Students, as long as we have a sincere heart, the gifts given to classmates may not be so expensive. However, some people go out of their way to save face. Go for luxuriously packaged gifts. (Showing pictures of luxury gifts) Look, what’s the price of this box of mooncakes? 999 yuan. What’s more, a piece of mooncake sells for tens of thousands of yuan. In fact, what they sell is not the product itself, but the luxurious packaging on the outside. This not only causes a waste of resources but also encourages the trend of luxury. Diligence and thrift are the traditional virtues of our Chinese nation. Faced with extravagant and excessive gift packaging, as a primary school student What can we do within our capabilities? Please discuss it after class and share your ideas with everyone in the next class. Primary school art lesson plan Part 3

Design ideas:

"Fruit Platter" is a lesson in the second volume of the Hunan textbook for sixth grade "A Hearty Feast". This class allows students to get involved in the field of applied design by learning to make a fruit platter. In group activities, you can experience the fun of cooperation and enjoy the joy of success. At the same time, you can improve your evaluation ability through vivid self-evaluation and mutual evaluation.

Teaching objectives:

Understand and master the methods and steps of making fruit platters, experience the fun of making, feel the joy and interest of group putting together activities, and encourage students to apply it to daily life Go in.

Teaching focus:

Methods of cutting and arranging fruits

Teaching difficulties:

Group the overall shape of the material

< p>　Teaching aid preparation:

Courseware, various fruits, physical projector, paper fruit slices, paper plates, evaluation stars, name cards

Teaching aid preparation: porcelain plate , fruits, cucumbers, fruit knives, plastic pads, toothpicks

Teaching process:

1. Teacher-student conversation

Teacher: Classmates, your two How did Hugh spend his time?

Student: I spend my weekends playing games...

[The casual communication between teachers and students not only activates the classroom atmosphere, but also pave the way for the creation of situations]

2. Create situations and introduce topics

1. Teacher: I went to a friend’s birthday party yesterday. After a sumptuous lunch, the enthusiastic host brought us a plate of seasonal fruits, including fresh oranges, strawberries, apples, and kiwis. It was so tempting! However, no one ate it when it was left there. Do you know why?

Sheng: It’s because I’m embarrassed. (Student: Peeling is so troublesome!)

2. Teacher: Yes! Peeling and slicing is a hassle, and you have to get your hands dirty. If a fruit platter is served, it can save all the trouble, bring visual beauty and increase appetite. In this class, we will learn to make a fruit platter together. (Show the topic)

3. Initial Perception

Teacher: Have students seen a fruit platter before? The textbook provides us with some beautiful photos of platters. Let’s take a look. At the same time, please discuss in a low voice: What steps do you think a fruit platter needs to go through?

Students discussed in groups to unify their preliminary understanding of fruit platter making.

[Such a format is conducive to allowing senior students to learn to think proactively and analyze rationally, cultivate their ability to analyze and identify things, and gain a sense of identity from it.

]

The teacher summarizes and writes on the blackboard based on the students’ answers: 1. Conceiving 2. Cutting 3. Putting together

4. Method exploration

1. Teacher: Let Let me test you: how many ways do you think this most common orange can be cut?

Raw: cut into pieces horizontally and vertically (raw: cut into round slices, semi-circles, fan-shaped slices; raw: peeled, divided into halves...)

The teacher showed the cut pieces in turn Different forms of oranges.

2. Teacher: That’s really comprehensive. However, do different fruits have different cutting methods? Please open your eyes, students, and look at some of the pictures and information collected by the teacher before class, and then tell me what new discoveries you have made.

Play the courseware - Pictures of Fruit Platter with Abstract Patterns

[Students asked questions while admiring, judging the materials used in the beautiful fruit platter and the beautiful shape, and thinking. ]

3. Teacher: What raw materials did you find used to make the platter?

raw: strawberries, oranges, watermelons, pears, cantaloupes... (raw: in addition to fruits, there are some vegetables, including cucumbers, carrots, tomatoes)

4. Teacher: Because Only with the diversity of fruits used can the shape of the fruit platter have contrast and changes in shape, color, and size. Have you noticed how any fruit is shaped?

Students showed on the physical projector the cutting methods they observed that fit the shape and characteristics of the fruit, while the teacher assisted and explained.

[Students’ observations and speculations are verified on the display stage, inappropriate methods are promptly corrected by teachers, and clever methods are promoted, which is conducive to enhancing students’ self-confidence]

< p>5. Teacher: The students are so smart and have discovered so many ways to cut fruits. The teacher also cut enough fruits, but they didn’t look good when piled on the plate. Please ask a classmate to help me.

Students scrambled to raise their hands on stage to practice putting together, while the rest of the students drew designs on empty plates in the textbooks.

6. Teacher: Following the "circular" shape of the plate, the large round orange slices are dotted with small purple grapes in the center. It's so beautiful! Let’s take a look at your designs. Are there any differences?

Students went to the physical projector to introduce and show their designs.

7. Teacher: In addition to the abstract patterns put together by the students, the fruit platter also has many specific shapes. Let us marvel at the uncanny workmanship of some students!

Play the courseware and enjoy the vivid image of fruit carving. (Teachers and students jointly identify the fruit and vegetable materials used in them)

8. Teacher: After careful conception, cutting and carving, the fruits have life and aura. Teacher, here is a fruit platter - Diewu. Do you know what materials I used?

Student: The wings are made of apples and oranges, and the antennae are carrots

5. Creative expression

Teacher: The students are really discerning! I wonder if everyone has a pair of skillful hands? Today, eight groups from our class are asked to use existing materials to create a fruit platter that best reflects your spirit of unity and cooperation, and give it a beautiful name. Let's have a fight to see which group can Win, okay?

(The classroom was suddenly in full swing. Every student was planning under the leadership of the team leader, whether cutting apples, scooping yogurt, plugging or directing. All individuals participated in the production activities. Got it.)

6. Appreciation and Evaluation

Students place the group’s works on the exhibition stand behind the classroom one by one.

1. Teacher: 48 "judges"! Take your sacred little stars, line up, and let's start the first round - scoring. Put the little star under the fruit platter that you think has the most beautiful shape, and the best work will be produced.

The long team of "judges" marched slowly around the classroom, and the champion and runner-up won with 10 votes, 9 votes, and 8 votes. The classroom burst into cheers. The teacher took out his camera and took pictures of the students' work.

The teacher played the courseware and the sound of happy music came.

2. Teacher: 48 "chefs", the fruit platter on the table is very exquisite and attractive. Thank you for your hard work! Let’s now proceed to the second round – sharing the fruits of labor! Reach out and taste the most tempting piece of fruit!

[The students ate fruit wantonly for the first time in class, sharing the fruits of each other's labor, with a sweet feeling in their mouths and a sense of pride and satisfaction in their hearts. ]

Reflection after class:

This class ended in a lively manner, but some details and smiling faces in the class linger in my mind. There is a boy named Ding Song who is so creative that his way of cutting the "dangling banana" made everyone burst into laughter; the children carefully planned and even hand-drawn the design draft of the fruit platter; there was something not mentioned in the class The ingredients - yogurt and condensed milk were also used rationally in the platter; I was moved by their enthusiasm, their unique creativity, and their happy smiles. In this class, I gave them a relatively large space - a group of 8 people freely combined, prepared materials, explored techniques, and created performances. I always insisted on giving them as much initiative as possible, and they also gained a sense of success and pleasure that they had never had before. , experience the fun of cooperative learning and creative learning activities. Only when students are allowed to be the masters of their own learning will they truly enjoy learning.

Primary school art lesson plan 4

Teaching objectives:

1. Cultivate observation and aesthetic taste

2. Master painting methods and modeling techniques

Focus: Cultivate drawing ability and creativity

Difficulty: Master exaggerated drawing methods

Teaching aids: examples, pictures

Teaching activities:

1. Introduction:

Students, let’s take a look at who is the most distinctive in our class?

What are his characteristics? Can you tell me?

Show a picture

People with distinctive appearance tend to attract attention.

It is also easier to be remembered.

In your memory,

Who is such a person?

2. Present the topic:

The teacher brought pictures. Do you want to see them?

Show the picture

Which student has an idea?

Can anyone tell me?

Your paintings should also be full of creativity and freshness.

3. Do you want to see the distinctive people drawn by other students?

What did you find?

What do you think attracts you about their paintings?

4. Do you want to be a little cartoonist?

Assignment options:

1. Recall a person with obvious characteristics in figure or appearance from life or movies.

2. You can draw him or make him.

3. Open a small exhibition to see whose design is popular and talk about why. Primary school art lesson plan Part 5

Teaching purposes:

1. Let students initially understand new hand-made knowledge and master basic plugging skills.

2. Guide students to express their unique opinions while appreciating shapes and colors.

Teaching focus: Shape design of plug-in graphics.

Teaching difficulties: understanding and mastering of plugging techniques (plugging methods and arrangement shapes)

Teaching tools: colored cardboard, scissors, demonstration works, student works and exquisite art pictures . Teaching process:

1. Teaching

1. Comparison and introduction of production methods - pointing out topics

Teacher's words: Children, we have been in the last few semesters In my art class, I took many handicraft classes and learned many new production methods. (Ask a few students to tell me what methods they have learned: gluing, cutting, rolling?). The teacher pointed out that today we are going to learn a new production method - plugging (paper plugging).

2. Appreciate, compare, and discover new paper crafting techniques

Appreciate the beautifully crafted plug-in works. (Playing card plug-in, geometric plug-in, fruit-shaped plug-in and pasted three-dimensional bridge works.)

Ask students to observe the difference between these paper art works and the paper art works produced in previous handicraft classes. The place. (When observing the pasted bridge works and the inserted paper works, students are guided to compare and discover the differences in production methods between the two)

These works all make clever use of the insertion method. (Students answer and discover.)

3. Observation model:

Teacher asked: Observe the works and tell the teacher which ones are more beautiful and why?

Student answer: The graphics on the paper are very beautiful, the colors are rich, and the combination is harmonious.

4. The teacher demonstrated the production while explaining:

After observing just now, we have discovered what we need to learn in this lesson - some key points of paper insertion production. Now The teacher demonstrates the specific production steps so that students can further master the key points of the production techniques.

(1) Design the paper shape (because it takes a long time, you can also use a simple square instead)

(2) Cut.

(3) Study the plug-in method (remind students to design the base of the work first)

(4) Plug-in.

Remind students that the base for plugging must be firm, and a tic-tac-toe structure can be selected. (Students are encouraged to find other stronger and more beautiful plug-in methods.) If you want to plug in higher, it is recommended that the base be larger.

5. Let students discuss first and work in groups to make the plug base first. New - Lesson - Standard - First - Net

6. See whose base is the strongest, and introduce this new discovery method to everyone.

2. Assign homework:

1. Students can work in groups by themselves.

2. Reasonable color matching and firm plugging are required.

3. After the students complete their homework, the teacher will inspect and provide guidance. If the base is found to be weak, he will immediately correct, modify, and consolidate it.

3. Evaluation, work display, and comparison:

Select group works with exaggerated shapes and solid splicing, and compare to see whose is the most creative and who has the most method. The one with the highest score will be judged mainly by students. The groups will evaluate each other and talk about the advantages and disadvantages of these works.

Exchange plugging experiences with each other.

4. Teaching Reflection

In this lesson, we learned a new paper art production method, and learned that we can also make exquisite paper art works by using plug-in connections. In fact, There are still many methods that we have not learned yet. The teacher hopes that you will use your hands more in your future study and life. You will slowly discover the beauty in it and use your dexterous hands to create this beauty.