As a teaching worker, we always have to write lesson plans. Writing lesson plans helps us understand the content of the teaching materials and then choose scientific and appropriate teaching methods. So the question is, how should the lesson plan be written? The following is the art "Funny Face" lesson plan I collected for middle class students. It is for reference only. I hope it can help everyone. Middle class art "Funny Faces" lesson plan 1
Activity background:
Art appreciation is an important part of preschool children's art education. It is a special aesthetic that targets art objects. Experience activity is a kind of psychological state caused by the aesthetic attributes of objective objects, including perception, imagination, emotion, thinking and other psychological functions intertwined under the stimulation of aesthetic objects. Together with art creation activities (including painting education and handicraft education), it forms a complete system of art education for preschool children.
The task of art education is to infect preschool children through art appreciation and art creation activities, help children have an overall and systematic aesthetic perception, form a complete psychological structure, and cultivate their art aesthetic ability and art creation ability. , and ultimately promote the harmonious development of his personality. However, for a long time, the art appreciation of preschool children has often been ignored. Art education has always been based on painting and supplemented by handicrafts, and there are almost no separate appreciation courses. This is inconsistent with the tasks and requirements of art education and is extremely detrimental to the overall development of young children. It just so happens that our kindergarten has replaced a new set of teaching materials this semester. In the art field of the new teaching materials, each theme will have art appreciation activities. Therefore, I will make good use of the resources of the new teaching materials to truly realize the tasks of art education and seriously carry out this art appreciation activity in the class.
Activity goals:
1. Through observation, description and conjecture of the partial and overall parts of the picture, feel the imaginative expression of the work.
2. Make full use of the materials provided by the teacher and in the activity room to inspire children to decorate blank faces and stimulate children's creative fun.
Activity preparation:
Courseware "Surreal Apartment", drawing board, A4 paper, leaves, snowflakes, colored cardboard, paper cup strips, straws, yarn, newspaper, wrinkled paper, Transparent glue, etc.
Activity process:
1. Introduction activities:
Arouse children’s interest in the form of interviews with young reporters and elicit appreciation content. Teacher: Today, Teacher Cheng brought a lot of interesting pictures and a small microphone. Please ask the children who speak well to talk about it. What is in the picture?
1. The teacher shows and appreciates the pictures, and the children freely imagine and tell.
1) Appreciate the pictures of the sofa and let the children tell the story
Teacher: Who can tell me what you saw? Like what? Teacher summary: It turns out that it is a sofa in the shape of a mouth. This thing that looks like a mouth and a sofa, where do you think it would be more beautiful to put it?
2) Appreciate the pictures of the room. Child Narrator: What did you see this time? So do you know where this place is?
3) Appreciate the landscape pictures and let the children talk about them.
Teacher: Guess, what is this? What does it look like to you? If you had a painting like this where would you place it in the room?
4) Show the picture of the nose and let the children tell the story.
Teacher: Look at what this is? Whose nose could this be? Take a closer look at what else is on it?
2. Let children freely imagine the placement of pictures and give full play to their imagination.
Teacher: Let’s take a look again. This is the room we just saw. Now the teacher asks the children to help me. I want to put all these things in this room and decorate the room beautifully. Who will try?
2. Show "Surreal Apartment" to guide children to associate, appreciate and discuss the overall and partial images of the picture.
1. Teacher: A very famous painter also placed these items in the room. Let’s take a look at how he placed them.
2. Teacher: Wow, what is this? Her mouth, nose, and eyes are made of what we just saw? This painting is so interesting.
3. Let the children name the paintings, encourage them to imagine boldly, and the teacher will give them affirmation.
Teacher: But this painting doesn’t have a name yet. Let’s give it a nice name. Who can boldly say it?
4. The teacher briefly introduces the name of the artist and the title of the painting.
1. Teacher: You have given it so many names, so what is its name? In fact, it is a work by the famous Spanish painter Dali, and its name is "Surreal Apartment". Children, do you know what an apartment means? The apartment is the house we live in now. Our apartment has sofas, tables, curtains, and other things. The painter Dali also has these things in his apartment. Through his rich imagination, he created an apartment that is different from ours, except Like outside the apartment, it looks more like a funny face.
5. Children observe, think, imagine and finally operate.
1. Teacher: Something strange happened in the apartment now. Hey, what is missing? What should I do if my mouth is missing? Teacher Cheng has a lot of materials here. Which ones do you think can be used to make mouths?
2. Teacher: It turns out that children can make interesting faces by just using their little brains. Do you want to try it? There are five drawing boards here. Each group of three children work together to complete a work. Before doing it, the teacher has a request. I want the children to use different materials for the eyes, nose, and mouth on this face.
3. Children’s creation: teacher’s tour guidance.
6. Evaluate children’s works
Ask children to talk about their own works and comment on other people’s works. The teacher will briefly summarize.
Reflection on the activity:
In "Dali - Surreal Apartment", the writer's rich imagination shown in the content of the picture can transform our daily lives into Starting from the perspective, through specific combinations and changes, the objects in the room are combined into a curly-haired human face. It is such novel content that can stimulate children's interest in the appreciation process and allow children to discover the fun in paintings.
In this activity, the form of expression I used was to copy the artist's work, which further strengthened the content of the painting, and the work can inspire children's diversity in the use of materials. and the interest of the picture cannot be expressed well, so the expression link was modified to let the children decorate the blank face with the materials provided by the teacher. In this way, children can better express their gains after appreciating the works, and the children's operations can also be used to detect what the children have gained during the appreciation process. Therefore, the perception and appreciation of the picture and the later creation based on the appreciation should be a complete and inseparable whole. This should be a complete art appreciation activity. Middle class art "Funny Faces" lesson plan Part 2
Activity goals
1. Appreciate comic works and feel the exaggerated deformation of characters' faces and facial features.
2. Try to use exaggeration and deformation techniques to boldly imagine and create the characters’ faces.
3. Feel the fun of exaggeration and deformation, expand your ideas, and boldly express your own ideas.
Activity process
1. Appreciate the comic works and feel the exaggeration and deformation of the face.
(1) Teacher: We watched some comic works a few days ago. What is special about the works of these painters?
(2) Teacher: Let’s see what their faces look like?
(3) Teacher: These painters like to use exaggeration and deformation to create, which can strengthen certain features of the face.
2. Guide children to discuss and focus on appreciating the various interesting deformations of the facial features.
(1) Teacher: In addition to changing the shape of the face, what else do you think can be changed on our faces? Let's see how the painter changed the eyes, mouth, and ears. ①The teacher shows pictures of exaggerated deformations of the mouth and guides children to appreciate them.
Teacher: What’s so special about the mouths in these pictures? What does the mouth look like in this picture? What do teeth look like?
②The teacher shows pictures of exaggerated deformations of eyes to guide children to appreciate them.
Teacher: How are the eyes in these pictures exaggerated and deformed? The person in this picture has particularly small eyes? Kind of like what?
③The teacher shows pictures of exaggerated and deformed ears to guide children to appreciate them.
(2) Teacher: How do you feel after seeing various deformed faces?
(3) Teacher: These works make us very interesting! It turns out that we can exaggerate and deform the facial features by moving their positions and changing their size.
3. Clear requirements for children to create.
Teacher: Today we will change our faces. What do you want your face to look like? What does it look like to change a part of the facial features? Use the method of moving the position or changing the size of the facial features?
4. Exchange works with each other and experience the exaggerated deformation of the face.
Teacher: Where is the face you drew deformed? What has it become? Which one is your favorite? Why? Middle Class Art "Interesting Faces" Lesson Plan Chapter 3
Activity goals:
1. Through observation, touch, and appreciation, perceive changes in facial features and expressions, focusing on the protrusions of the face part.
2. Learn to use clay skin, clay strips, and clay balls to shape a more complete face.
3. Be able to boldly imagine and create and experience the joy of creation.
Activity preparation:
1. Make several three-dimensional sculpture faces.
2. Each person has one copy of clay and operating tools.
Activity process:
1. Conversation introduction.
(1) Teacher: Please look at each other’s heads. What’s on their heads? (Hair, eyebrows, eyes, nose, mouth, ears, etc.)
(2) Teacher: Please look carefully, what’s wrong with my facial features? (The teacher makes a face)
(3) According to the children’s speech, the teacher: It turns out that moving the facial features will produce various expressions, such as crying faces, smiling faces, fierce faces, playful faces... …an expressive face looks lively and interesting!
The teacher’s vivid and interesting face changes make the children feel the teacher’s cuteness and comedy – this serves as a good example for children’s careful observation and subsequent face changes.
2. Appreciate the sculptures and their faces collectively.
Teacher: The artist also made many vivid and interesting faces. Please pick the most interesting face and talk about your feelings.
Through appreciation and teachers’ encouragement and guidance, children’s desire to give it a try becomes stronger.
3. Show clay skins, clay strips, and clay balls for children to engage in creative activities.
(1) Teacher: It is not an easy task to successfully create an interesting face with clay! We first need to get to know the mud brothers.
(2) Teacher: Ni Lao Da is like the dumpling wrapper we commonly use, and his name is Ni Pi; Ni Lao Er looks like a fried dough stick, and his name is Ni Tiao; Ni Lao San is like the sesame dumplings we have eaten. , the name is Muduan.
(3) Teacher: Now let’s use the “Three Brothers of the Mu Family” to make a lively and interesting face!
4. Children’s operation, teacher’s guidance.
5. Exhibit and evaluate children’s works.
Children visit, communicate with each other, and choose “whose expression is the most interesting”, “whose facial features are the most prominent” and “whose decoration is the most interesting”.
Activity suggestions:
District corner activities
①Art area: Encourage children to use the "Three Brothers of the Mu Family" to create, and focus on guiding children to use a variety of means to express themselves Face (face made of clay strips, with clay balls and clay balls as facial features; clay balls as face, clay skin and clay strips as facial features; clay skin as face, clay strips and clay balls as facial features), fully experience the "Three Brothers of the Mu Family" Different effects produced by combined use. Use paper and pencil to let children draw interesting faces.
②Language area: Face masks with various expressions, play the game of "see expressions, say expressions".
Home education encourages children to use the "Three Mu Brothers" to make them separately or in combination at home, such as using clay skins to make cakes, dumplings, etc., using clay strips to make twists, earrings, etc., and using clay balls to make cakes, dumplings, etc. Make steamed buns, glutinous rice balls, etc., and compete with your parents to see who thinks more and who makes more.
interested in. Since each child has different ideas, the use of the "Three Brothers of the Mu Family" will also be different. During the narration process, children feel the diversity of production methods and can accumulate experience for their next creation. Middle Class Art "Interesting Faces" lesson plan Part 4
Activity goal
Try to identify the cut surfaces of various fruits, and decorate various parts of the doll's face to express an interesting baby face.
Activity materials
Activity process
1. Check it out
1. The teacher displays various fruits and asks the children to name them.
2. Give each child a cut-out picture of a fruit, find which fruit it is, and put it under that fruit.
3. ***Verify that the placement is correct.
2. Decorate the baby face
1. Each child chooses a baby face.
2. Divide the children into two groups. First, take out the fruits from the cartons and classify them according to varieties. Then, they can choose fruit cutouts to decorate their faces.
3. Guide the children to place the decorated doll's face on the display board.
The key points for teachers to observe Qin: Which types of fruit slices are used by children most (or least), which different parts of Wu dolls are made from the same slice, and what creative hairpins are there that have not been used in the past.
3. Appreciation and identification
1. Watch your companion's decorated baby face and encourage him to discover his companion's different expression techniques.
2. Paste them under the doll's face according to the type of fruit to guide the children to identify which fruits are used in each picture doll.
3. Use the method of control and elimination to check which fruits are used by the picture dolls and whether there are any fruits that are not used.
IV. Ending
Organize the desktop: Put the activity materials back into their original places according to categories.
Observe whether the children can distinguish the various parts of the fruit and place and organize them according to the rules of the activity.
Analysis of activities
Cultivate creative abilities in the large class activity area "Talking Face"
The activities in the children's art area must first be simple, with a low starting point for operation and sufficient Enable young children to connect with existing experiences and participate in activities.
However, a low starting point does not mean that you have been hovering at a low starting point. You must think about how to promote the space for children's development, how to provide different levels of materials according to the individual differences of children, and allow children to be independent in loose activities. Choose materials appropriately for activities, and how to explore children’s creative potential more effectively. To this end, we designed the Taipan activity area "Talking Face", trying to identify various fruit sections (such as transverse sections, vertical sections, fan-shaped sections), and use them to decorate various parts of the doll's face, in different shapes. Children can display their creative abilities in the interesting baby faces.
As far as "sticking to the five senses" is concerned, this is a relatively common activity, but how to carry out art activities in large classes that are different from those in small classes and middle classes, so as to promote them appropriately and help children gain more creativity What about experience? We reviewed the activity goals of children in small classes, which mainly guide children to distinguish the names and positions of facial features; in middle classes, they discover changes in facial features through observation and comparison; and in large classes, they use dressing up children’s familiar facial features as a carrier, focusing on discovery. Diversity of characteristics of things, using relevant methods to cultivate children's creative thinking ability.
Initial stage: Interesting fruit faces - observe from multiple angles and find that the same object will present different images. At the beginning, most young children will think that an object has only one image. For example, when it comes to apples, young children only know the shape of the apple. If the apple is cut into different sections, they often cannot tell the difference. To this end, I first provide children with pictures of various fruits with different cuts, and guide them to find the fruit that matches them. When children cannot distinguish or make mistakes, cut the real object on the spot to confirm. For example: how to cut the five-pointed star from the apple core, how to cut the kiwi fruit to produce different patterns, etc.
Through actual observation, the children discovered with great interest that different images of the same fruit will appear on different sections, breaking the children's fixed understanding that an object has only one image. The art activity area "Interesting Fruit Faces" was launched at this time.
Materials: Various fruit cross-sections (cross-section, vertical section, fan-shaped section), base plates with different baby faces.
How to play: 1. Young children classify the cross-section pictures of various fruits into categories.
2. Decorate the baby's face with cutouts of fruit of your choice.
3. Identify which varieties of fruit were used to decorate the baby face.
When children decorate their baby’s face, they not only find that the same fruit can decorate different parts of the baby’s face, but also find that the same fruit can be decorated in a much wider range due to its different shapes and colors. After decorating the doll's face, statistics were collected on which types of fruits were used for each fruit doll, thereby guiding the children to further discover that one kind of fruit can decorate different facial features, and different fruits can decorate the same facial features. At this time, the children notice that the doll's appearance is constantly changing, and they are more willing to express their new discoveries. In addition, this activity can be extended from fruits to surrounding objects, prompting and encouraging children to observe their surroundings carefully and experience the diversity of images presented by observing things from multiple angles.
Development stage: Plate Doll - from classification to correlation, further expanding the scope of creation. Classification and correlation are two different concepts: classification is to put similar items together, while correlation can be either Items of the same category can also be a combination of items of different categories in a specific situation. Comparing the two, the creative scope of correlation is more flexible and broader than that of classification. Therefore, after the children played "Fruit Doll", I changed the materials and gameplay in a timely manner to guide the children to further expand the scope of creation by looking for correlations.
Materials: Simulated rubber, colored clay, various colored plates of different shapes
How to play: i. Choose any one or two pieces of eraser and place them on the colored plate to represent a certain facial feature.
2. Think about things to do with rubber and use colored clay to shape other parts of the face.
3. Name the plate doll.
At first, the children were still looking for similar ones: if the eraser was in the shape of a nail, they would use colored clay to shape it into hammers, pliers and other tools to dress up the baby's face; if the eraser was in the shape of a cake, they would match it. Decorate food faces with cookies, chocolate, etc. After several attempts, the children found that it was difficult to find the same kind of eraser for some erasers. Can they also dress up a baby face? They embarked on new explorations. At this time, a child found a piece of butterfly eraser and added leaves. Clouds and flowers. I asked, "What would you call a face if these different plastic materials were placed on it?" Everyone thought about naming it and found that these materials can be found in the garden, and the name "Garden Face" was born. From this, children find that there are many things around them that are not the same but are related. Due to the changeable characteristics of colored clay, it is more convenient for them to find related items according to their own imagination, so they have "outing face" and "set meal face" Even "fix the traffic light" and many other strange masks came into being.
Improvement stage: face changing - presenting different images of the same object and finding related experiences, allowing creative imagination to show off. After the above activities have been carried out for a period of time, the modeling eraser can no longer meet the creative needs of young children. I mobilized the children to find flashcards from home and played a two-person game of finding connections, which I named "Friend Cards."
Materials: Flashcards.
How to play: A and B each choose 1 card, and take turns to choose fB card. A still chooses the third card. After selecting the cards, you must put the three cards together to give a name. If you say it is correct, you can take away all three cards. If you say it is wrong, put the cards back to the original place, and then exchange the order of the cards.
When many children start playing, they look for cards of the same type. When there are few cards and no similar cards can be found, they will consciously choose cards from the perspective of correlation. After playing proficiently, children will find that in order to make it difficult for the other party to take away the cards, it is best for b not to produce cards of the same type, and the third card of a is also very critical and must be related to the first two cards before it can be named. Many seemingly unrelated things are actually intrinsically linked in Taiyi. For example, these three cards are trees, volcanoes, and people. The children named them "volcano eruption", which means that the volcano erupted, the trees were burned, and people evacuated. Through this method, children's ideas can be expanded, and the more they play, the more intelligent they will become.
In the subsequent group activity "Changing Faces", the creative talents displayed by the children erupted like a volcano, producing products such as "24-hour convenience store", "Fruit-loving Cow", " With strange and creative names such as "Mother's Little Helper", each of them showed off their skills with full confidence. This kind of creative enthusiasm is incomparable to us adults.
Recall that I also organized a "Face Changing" event. Despite repeated inspiration, the children were still stuck in categories, and the content of the pictures was very monotonous. At that time, I mistakenly thought it was due to the children's poor art skills. Through the above activities, I realized that cultivating children's creative thinking ability is often not directly related to art skills. As far as children's art education is concerned, effectively developing children's creative potential is the foundation of art education. Middle class art "Funny Faces" lesson plan Part 5
Textbook analysis:
Art courses are recognized as one of the most effective courses for cultivating creativity. "Imagination is not only the source of artistic creation, but also the source of scientific invention." In figure painting activities in the field of kindergarten painting, it often happens that children do not understand the inner emotional changes of the characters and are unable to produce cries, which makes it difficult to be flexible. He only uses paintbrushes to create works, and can only mechanically copy the facial expressions of characters.
In response to this, I launched a themed painting activity with psychological soothing effects that focused on the interesting expression changes of the characters, was in line with the age characteristics of middle class students, and was close to the actual development level of children. This lesson is the first lesson in a series of lessons. It designs lively, interesting, challenging and creative game plots and operation links, etc., aiming to inspire children to initially observe the different changes in people's eyebrows, eyes, nose, and mouth under expressions of joy, anger, sorrow, and joy; Give children the freedom to express their individuality and the space to express their unique personalities. Based on the preliminary perception and understanding of the basic characteristics of human faces, they can create art to develop their imagination and creativity.
Teaching objectives:
1. Through multi-sensory participation, help children understand the characteristic changes of eyebrows, eyes, nose and mouth when they are happy, angry, sad and happy, and initially grasp the changing rules of characters' facial expressions. (Teaching focus)
2. Learn to use lines, colors and shapes to initially draw vivid and rich expressions of characters. (Teaching Difficulties)
3. Encourage children to observe carefully and stimulate their interest in figure painting.
4. Dip in color carefully when painting, keep the desktop and screen clean, and experience the fun of different forms of art activities.
5. Encourage children to discover the beauty in life and cultivate their love for art.
Teaching preparation:
1. Preparation of children's equipment: drawing paper, colored pens, facial features operation teaching aids, small mirror.
2. Preparation of teaching aids for teachers: music, booth.
Teaching process:
1. Teachers and students *** sing the song "Emotional Song" together, and experience emotions such as happiness, fear, and anger in the game scene.
2. Show the expression puzzle and ask the children to freely choose different sizes, colors, shapes of faces and facial features to put together according to their needs.
3. Summary of communication: What kind of expression do you put on your "face"? Look in the small mirror and learn it.
4. Question: What does this expression say about his heart? What happened? The child answered: A frowning expression means that he is unhappy, and he must not be able to find his toy; a laughing expression means that he is very happy...
5. Teacher’s summary: Hidden in our hearts A small house, when you are unhappy, the small house will be dark, full of things, and feel stuffy and clogged. If this goes on for a long time, people will get sick. Therefore, we must find ways, such as going out for a walk, listening to music, doing things we like, being with good friends, etc., so that the small house can open the windows, let in the sunshine, and truly make ourselves happy.
6. Provide drawing materials and ask children to draw interesting faces freely. (The teacher puts forward painting requirements: children make various expressions while looking in the mirror, inspiring them to carefully observe the characteristic changes of eyebrows, eyes, nose, and mouth, and actively try to create paintings.)
7. Children’s room Talk about your own art works and play the game: Learn (Imitate the facial expressions on the drawings of good friends).
8. End get out of class naturally.
Activities extension:
1. Parent-child painting activities: smiling mother, snoring dad
2. Kindergarten seasonal curriculum: expressions of small leaves< /p>
3. Integrate with daily life, inspire children to be good at observation, and be able to easily solve their own troubles and help good friends to relieve bad emotions.
4. Put operating materials in the corner game area to provide continued in-depth and long-lasting exploration of the rules of facial expression changes.
5. Appreciation of famous paintings: Leonardo da Vinci's "Mona Lisa", Picasso's "The Dream", Munch's "The Scream", etc.
Teaching reflection:
Children’s art activities require them to use their hands, eyes, and brains together, and they need to transform their own imagination and information sensed from the outside world into their own Mental imagery, and then the operational activities of expressing it using certain art media. Middle class art "Funny Faces" lesson plan 6
Activity goals:
1. On the basis of understanding the different facial expressions of the characters, try to use plasticine to creatively express an interesting face face.
2. Use various skills such as massing, rubbing, pressing, pinching, and pulling to express the facial features of the head, hairstyle and other rich facial features.
3. Try to use auxiliary tools to boldly imagine and experience the fun of clay sculpture activities.
Activity preparation:
Everyone has a piece of plasticine and auxiliary tools (knife, toothpick)
Activity process:
1. Pass Face-changing game to experience the diversity of character expressions.
1. Show facial expressions: Today I brought you an interesting photo. Let’s take a look.
(1) What are the children in the picture doing? make faces.
(2) Summary: Can you make faces? Let’s do it together and play a face-changing game.
(3) Encourage children to play games along with music, encourage children to change faces face to face with children at the same table, and experience the diversity of facial expressions.
2. Teacher’s summary: When our eyes and mouth change, we will have different expressions. In the past, we used to draw interesting faces with pencil strokes. Today we are going to change the method and challenge ourselves to use plasticine to make an interesting face. How can we do it?
3. After observation, the children responded: They need to make a big face, then hair and facial features.
Second, try to use the methods of massing, rubbing, pressing, pulling, and pinching to shape the face and express the facial features.
1. Guide children to transfer their past experiences and express large faces through reunion and flattening. At the same time, there are changes and innovations in the face shape.
2. The face shape is completed, what else do we need to do?
3. We still need to do facial features and hair, so who can do the eyes?
4. Focus on discussing how to make eyes, encourage children to use a variety of methods to make eyes, and the teacher will summarize based on the children's discussion.
5. Transfer experience, can you use the method of making eyes to make nose, mouth and hairstyle?
6. Show teachers’ appreciation of the products, guide children’s appreciation, and help children enrich their production experience.
7. After appreciating the work, let the children use their imagination to design an interesting face.
3. Children carry out masonry activities under the guidance of teachers.
1. Remind children to pay attention to the position of the facial features when making them.
2. The surface of the work should be as smooth as possible.
3. Encourage children to boldly expand their imagination and make some innovations and changes in facial expressions and hairstyles.
4. Evaluation activities.
1. Encourage children to display their works and appreciate each other’s works.
2. Teachers praise children who are creative and perform well, and give suggestions on problems that arise in some works.