#courseware# Introduction courseware is an important basis for teachers in the classroom teaching process and an important guarantee for the normal development of teaching activities. Courseware, also known as lesson plan, is a specific teaching plan designed by the teacher in units of lesson hours after lesson preparation. Due to the different nature of the subject and teaching materials, the purpose of teaching and the type of lesson, courseware does not have to have a fixed form. The following is a collection of art courseware for sixth grade primary schools. You are welcome to read and learn from it. I hope it will be helpful to you!
1. Art courseware for sixth grade primary school
Teaching objectives:
1. Guide students through simple planning, interviews, and I and exhibition activities to feel the joy of work and success of art workers.
2. Cultivate a spirit of unity and cooperation and good communication skills.
Important and difficult points in teaching: Organizing students to conduct interview activities and producing interview results.
Teaching preparation: camera, microphone, pens and markers, paper, newspapers, etc.
Teaching process
1. Introduction: Bring your camera and paintbrush, and let the little workers hit the road!
2. Organize interview activities:
1. The teacher emphasized issues that should be paid attention to during the activities: civilization and unity.
2. Each group will conduct interviews as planned.
3. Guide students to organize the interview results:
1. Express them in writing.
2. Photos (to be developed).
3. Use painting or comprehensive methods.
4. Guide people to appreciate newspapers and give them brief instructions.
5. Display the interview results and guide students to observe and communicate with each other about their feelings as small workers.
6. Summarize me into a big newspaper.
2. Art courseware for sixth grade primary school
Teaching material analysis
1. Teaching content and objectives
1. Understand the basic structure and characteristics of character avatars.
2. Learn how to draw portraits and use divergent thinking to draw portraits.
3. Train students’ divergent thinking and stimulate their imagination.
2. Key points and difficulties of teaching
Key points of teaching: Appreciate and understand the expression methods of character avatars, and learn to use one half of the avatar to creatively add the other half.
Teaching difficulties: divergence and imagination, using different methods to express.
Teaching preparation:
Character head pictures, painting utensils.
Teaching process
1. Introducing new lessons through inspiring talks:
Everyone learned a series of portrait paintings starting from "Draw Yourself" in the first grade This method is no longer unfamiliar to portraits. (The teacher shows a group of portraits). Students, come and appreciate them. What are the characteristics of each of these portrait works (painting style, character characteristics)?
Show the topic: Add portrait painting
2. New teaching
Show the sketches, oil paintings, prints, Chinese paintings and other master works provided in the textbook.
1. Simply summarize the basic characteristics of face shape and facial features.
2. Appreciate the characteristics of characters of different ages and genders in the work
3. Briefly analyze the painting characteristics and style of the work:
a Sketch pays attention to light, shadow and volume Expression of sense;
b Cubist oil paintings focus on the spatial expression of shape blocks and simplify the details of characters;
c Prints highlight the decorative beauty of lines;
d Chinese painting emphasizes the charm of brushwork and national characteristics.
4. Tian Hua guides us to look at these works. Which ones do you think are better? Why?
How can these works add their other half?
Student answer: You can use ballpoint pens to draw lines and line drawings; you can use colored water pens to add paintings and express them with exaggerated colors; you can use oil pastels to add paintings and use color brightness contrast to express other things. Half; can be added with paint to imitate the style of Impressionism.
3. Student practice, teacher tour guidance
Assignment requirements: Based on the basic characteristics of different characters, creatively draw the other half of the portrait.
Teachers patrol and provide help to students in need.
Provide timely advice and inspiration to help students solve common problems found, such as composition size, ink thickness, dull expressions, etc.
IV. Commentary assignments
1. Student self-evaluation
2. Let’s look at the works of young masters and compare them with the first works. Do you think Are you satisfied with your work? And tell us what are the inappropriate and inadequate aspects of these works?
(1) Add painting features (2) Lines (3) Physical features (4) Facial features (5) Layout
3. Sixth grade of primary school Art courseware
Textbook analysis:
This course is in the field of modeling expression. French sculptor Rodin said: Beauty is everywhere. For our eyes, it is not a lack of beauty, but a lack of discovery. This lesson is about using cameras to record the beauty around us.
Learning areas
Comprehensive exploration of modeling expression
Teaching objectives
1. Knowledge: Understand texture, find beauty from the whole and parts, Experience beauty
2. Skills: Cultivate students’ ability to discover beauty and create beauty.
3. Emotions: Thoughts and feelings of loving life
Teaching focus
1. Understand the beauty of texture
2. Reasonable composition< /p>
Difficulties in Teaching
Discover the beauty of things from multiple angles.
Preparation of teaching aids
Digital camera, toothbrush, straw, gouache paint. Gouache, ink, rice paper
Preparation of school tools
Digital camera, toothbrush, straw, gouache paint. Gouache and ink on rice paper
Courseware content
1. Appreciation of different numbers of flowers
2. Appreciation of distant and near photos of the Great Wall
3. Woods Appreciation pictures of , desert, leaves and sand grains
Appreciation of 4 texture pictures
Teaching evaluation
1. Affirm students when they answer their feelings and give Highlight praise for good creative answers and supplement missing answers.
2. While affirming students’ homework, they should also set higher requirements and improve them. Excellent homework should be praised and the advantages should be pointed out.
Teaching process:
Activity 1:
Ask students to appreciate photos of one flower, photos of several flowers and photos of many flowers. (Display courseware picture 1 , Picture 2 and Picture 3)
The teacher asked the students to talk about their experience of the three photos.
Summary: One flower is bright and clear, several flowers bloom overlappingly, and many flowers are gorgeous. Colorful.
Let’s “Look for Traces of Beauty” together. (Blackboard writing topic)
Design intention: Guide students to discover that different quantities and methods can show different beauty
Activity 2:
Invite students to appreciate the Great Wall of distant and close-up pictures. (Show courseware pictures 4, 5 and 6)
The teacher then asked the students to talk about their experience of the three photos.
Summary: The Great Wall is majestic and majestic in the distance. The Great Wall is like a long dragon hovering in the mountains.
Teachers inspire students: The ancient poet Du Fu once wrote a poem to describe Mount Lu. "Viewed horizontally, it looks like a ridge or a peak on the side, with different heights from near to far." It is also used to describe the beauty of observing things from different angles.
Design intention: Guide students to discover that distance can show different beauty
Activity 3:
Invite students to appreciate photos of woods and deserts (display courseware Picture 7 and Picture 8)
Ask students: What traces of beauty are hidden in these natural scenery.
After students have finished answering, they can then enjoy Lesson 9 and Lesson 10.
Summary: These scenery are the beauty that we usually notice. The large trees in the forest are beautiful, and the leaves are also beautiful.
The infinite desert is beautiful, and so are the individual grains of sand.
Design intention: Guide students to discover that macro and micro, whole and part can show different beauty
Activity 4:
Teachers ask students to use this method Express the beauty you find in the form of parallel sentences.
For example: The vast ocean is very beautiful, and so are the drops of water. My house is very beautiful, and the neat bricks and tiles are also beautiful.
Our school is also very beautiful.
Design intention: to expand students’ thinking and discover traces of beauty from different angles.
Summary: Lines can be blown with a straw, rendered with ink and raw rice paper.
Dots can be made with toothbrushes, spray bottles, watercolor pen dots, etc.
The teacher demonstrates one or two of the methods when students answer.
Design intention: Let students discover texture phenomena in life and find methods of texture production.
Activity 6: Homework Design
Students’ homework requires that they can use a digital camera to directly take photos of landscapes or textures. You can also use your favorite method to create works with texture effects. Teachers encourage students to use a combination of tools to complete assignments individually or in groups. Teachers provide guidance and ask them to name their works. After the homework is completed, students appreciate each other and evaluate the homework through mutual evaluation between teachers and students.
4. Art courseware for sixth grade primary school
Teaching objectives:
1. Understand what is a suitable pattern and understand what is a suitable pattern Types and composition characteristics.
2. Learn to make suitable patterns in a variety of ways. Use color drawing, engraving, paper cutting and pasting, physical collage and other methods to produce, without being rigidly bound to the form, so that students can feel the rich and colorful expressions, form an open mind, and master the design methods suitable for patterns.
3. Through learning, feel the artistic characteristics of suitable patterns, discover the application of suitable patterns in life, feel the vitality and practicality of art, and improve the ability to beautify life. Key points and difficulties in teaching: Through learning, students can understand the compositional characteristics of suitable patterns. Difficulty: Master the creative method suitable for patterns.
Preparation before class (students) collect pictures of suitable patterns, items and painting tools that are suitable for patterns in life. (Teacher) Courseware, model works, and items suitable for patterns in daily life.
Lesson 1
1. Appreciate the topic.
Teachers use courseware to display objects with suitable patterns in life, guiding students to experience the role of suitable patterns in beautifying life. After the teacher shows some images, ask the students to also show the works they have collected, and ask the students to briefly talk about their understanding of the structural characteristics of the patterns. Since the teachers and students have not discussed it before, the students cannot clearly explain the structural characteristics of the patterns. At this time, the teacher introduces the topic-suitable patterns.
2. Discussion and research.
(1) What are the structural characteristics of suitable patterns?
①Students appreciate and analyze the model pictures in the textbook.
②The teacher asks students to talk about their understanding, and at the same time summarizes and writes the students’ opinions on the blackboard.
(2) Combined with the illustrations in the textbook, the teacher organized students to collectively communicate and discuss, and at the same time summarized the structural forms suitable for patterns written on the blackboard: symmetrical, balanced, centripetal, centrifugal, rotating, etc. Teachers then use courseware to let students perceive patterns.
(3) Organize students to discuss content selection suitable for patterns.
①The teacher plays the suitable pattern works collected in the courseware and guides students to understand the content of suitable patterns.
②Teachers and students jointly summarize the content selection of patterns: flowers, characters, animals, landscapes, geometric shapes, etc.
(4) Teachers display design works to guide students’ appreciation and perception and stimulate students’ interest in design. ①Students look at picture examples. ②The teacher guides students to watch the "production steps" shown in the textbook.
3.Student homework.
Assignment requirements:
(1) Design and create a work suitable for the pattern.
(2) Allows the use of different painting tools.
(3) Can be round or square.
4. Communicate and evaluate.
(1) The teacher displays students’ works.
(2) Ask students to introduce their creative ideas and evaluate their works.
(3) Students evaluate each other and make suggestions.
(4) Teachers evaluate and make suggestions.
5. The teacher summarizes the learning situation of this lesson.
6. Remind students: The content to be learned in the next class is to use different materials to design suitable patterns: weaving, engraving, cutting and pasting, pasting items, etc., so that students can prepare materials for the next class. .
5. Art courseware for sixth grade primary school
Teaching objectives:
1. Experience the commercial value and aesthetic value of physical street signs , feel the close connection between art and life.
2. Through appreciation and thinking, expand the space of imagination and stimulate students’ desire for design creation.
3. Use manual expression to express boldly and design and make a logo.
Teaching focus: Use waste materials to make an interesting store sign.
Teaching difficulties: The design is unique and the intention is appropriate. Can waste materials be reused?
Teaching process:
1. Appreciation of materials
Look for what materials were used to make it? ——There are crepe paper, handkerchiefs, paper boxes, medicine boxes, scissors, etc. There are corrugated paper, wool, colored paper, etc. There are colored paper edges and corners, and a lot of backgrounds.
Production skills: (Tips on the use of materials)
It can be made with some materials that have texture on the surface, just like the wonderful use of corrugated paper in the picture.
2. Operation skills
Steps: (take manual expression as an example)
1. Conceive and determine the main object.
2. Choose appropriate paper and waste materials.
3. Production and combination, paying attention to color matching.
4. Adjustment and completion.
5. Appreciate.
Use material skills: You can use some materials with original texture on the surface.
3. Work display
4. Assignment design requirements:
1. Design and create an interesting physical logo based on the conceived image.
2. The colors are novel, strong and eye-catching.
3. It is completed by hand, and the characteristics of the material can be cleverly utilized when using the material.
5. After-school development
Put together the shops that everyone has built to form a lively commercial street.
Comments after teaching:
This course focuses on the combination of fun and practicality in the teaching content. The design of markers is conducive to improving students’ interest in learning and cultivating students’ initiative. Express life and taste the consciousness of life. In teaching, teachers can neither inculcate everything, place too much emphasis on production skills, and impose too many restrictions, nor can they just let students indulge in random additions, resulting in low-quality works. Therefore, teachers need to grasp the appropriateness and guide students to think and create in a timely and skillful way.