1. At the beginning of the sketch, draw the sky first, and strive for one go, so that the overall tone and atmosphere have been determined, and the colors of other scenes should be close to the tone, so as to promote the beauty of color coordination.
2. When the sky is still dry, draw a distant mountain or tree quickly, so that the part connected with the sky will naturally faint. This can not only make the distance dim and deep, but also conform to the law of being close to reality and far from virtual.
3. From left to right, brush the water first and then draw an object, in case the outdoor climate is dry and wet painting is difficult. For example, the houses and trees in the reflection in the water should be painted with various colors while being wet, and naturally diffuse, so that the shape inside the reflection is hazy. When it's all dry, gently draw a few water ripples with dry painting, and the reflection will be real and vivid at this time. As for the houses and buildings on the shore, dry paintings should be used to describe them, making them three-dimensional and straight, in sharp contrast with the reflection in the water.
4. The main part should focus on depiction, and make the picture cohesive and appealing from the aspects of composition position, bright colors and nuanced body depiction. In addition to letting students know that nature is divided into three levels: far, middle and near, students should also know that art has primary and secondary points. That is, students should learn to deal with the space of the picture artistically while mastering watercolor painting techniques.
The layout of landscape painting is still an important part. Local painting is beneficial to the development of water, and wet painting can be fully utilized, but the side effect is that it is easy to "break" and affect the whole picture, so it is necessary to adjust the relationship between hierarchy and color, and the picture is basically completed.
Second, pay attention to guiding students to operate several important links in teaching.
1. Students appreciate template painting, and teachers should explain their painting methods and the use of colors one by one, so that students can understand the style and characteristics of watercolor painting, and tell students that in order to keep watercolor painting transparent and bright, it is not advisable to mix colors too much, and try to finish coloring at one time, no more than three times at most, otherwise the picture will be chaotic. When copying, students should first be familiar with the use of tools and the methods of color matching and water control of pens.
2. When leading students to sketch outdoors, teachers can demonstrate some scenery first, and talk while painting: how to draw, what problems are easy to appear, and how to solve them ... This will enable students to have an intuitive feeling, and at the same time clarify the steps of sketching and master the expression techniques of various scenery.
3. Changing students' pictures is an important link in the teaching process. When students can't draw a certain part or draw unsuccessfully, the teacher draws a few strokes, which is of great help to students. There are so many students in a class, who should the teacher focus on? I think it is more appropriate to change the two ends into the middle. Students who draw well, as long as they "dot" a few strokes, will greatly enhance their own color, provide an example for everyone, and also enhance their self-confidence for intermediate students. On the other hand, help students who can't draw well to change one or two objects, such as an apple and a pear, and then encourage them to draw other objects boldly in this way. They are not afraid of drawing badly, and they will make progress in the long run.
4. Compiling the general rules of watercolor painting into easy-to-understand formulas will help students master and memorize watercolor painting techniques as soon as possible. Picturesque blue sky and white clouds: "Watercolor watercolor water, painting blue without regret, painting dark parts as white clouds, so painting genius is the most beautiful." Draw near the tree: "Draw near the trunk first, there are several big tree crowns, dry and wet painting in the distance, light and dark painting." Draw grass: "the grass is green, so pay attention to whether it is warm or cold." Heaven and earth are not connected. A few strokes nearby will be covered. " Draw a small room: "watercolor small room, first painted yellow, dark color divided into large pieces, the shadow can not be forgotten."
Einstein once said: "Imagination is more important than common sense, because common sense is limited, and imagination summarizes everything in the world, promotes progress and is the source of the evolution of common sense." Similarly, when evaluating a children's painting, an important criterion is whether the work has rich imagination and creativity. It can be seen how important it is to cultivate children's imagination and creativity. The application of audio-visual media projectors can provide vivid images and play a special role in cultivating children's imagination. Top of the list, can fully mobilize children's rich fantasy collection; Second, it can arouse children's association and invention fantasy.
What children need to draw is thinking in images. Thinking in images is a way of thinking to know and grasp the world carefully and vividly. In order to improve children's talent in this field, I took them to play a game of adding pictures with composite slides. For example, draw several shapes such as ○△ on the slide to inspire children and let them fantasize about adding something to these two basic shapes to become a new object. In this way, when training children's imagination, children will say, by adding eyes, ears, mouth and so on. They will become pandas, white rabbits, puppies and so on; △ can be turned into pine trees, chandeliers, red flags, etc. The teacher combined the slides wonderfully, like magic tricks, which developed the children's imagination and creativity and stimulated their rich imagination.
In addition, I also use the connection between projector and shadow in painting education, so that children can freely change various images with their little hands, tell stories to each other, play hand shadow games, and let children tell themselves what they have changed. For example, project a semicircle with your hand and let the child say, what is this? What will become a perfect thing if you add it? Children are very motivated. Some said, "Add ears, eyes and tail, and you will become a mouse." Some said, "Adding thorns and eyes to your body will turn you into a hedgehog." Some said, "Add up your head, neck and legs and you can become a little turtle." I projected the shape of my hand with my hand and asked the children, "What can I project besides my hands and gloves?" ? Add something, the picture will be better? "The children were rubbing their hands, and some said," This is a big tree. Wrist is stem, finger is branch, and leaves are added. "Some said," This is the rooster's head, the thumb is the rooster's beak, the other four fingers are the rooster's comb, plus the rooster's eyes and body. Other children said, "This is the tail of a small fish." If you add your head and eyes, you will become a small fish that can swim freely in the river. "
The children are very interested in this game. Finally, I asked them to practice in front of the projector, drawing at the same time, drawing the basic image of the changed object first, and then adding it intact. Because children are allowed to draw on the slide, they can check the color and composition of the picture by themselves and modify and add it at any time. Children can also tell stories to children by pointing to their own paintings, stimulate children's association and invention fantasy, introduce children into multi-angle and multi-level situations, and cultivate their ideological flexibility. Children learn common sense through laughter. In painting activities, children's activities are arranged by projection, so that children can develop their imagination and creativity in an unrestrained, lively and exciting atmosphere.
Summary of Watercolor Teaching in Fine Arts Example 3 Watercolor was formed in England and introduced to China for a hundred years. Watercolor plays a very important role in art teaching in middle schools. Usually people only think that watercolor painting is one of the important factors to improve students' modeling, color and aesthetic ability. In fact, in today's modern society, watercolor painting technology and its characteristics still have many practical values. It can be directly applied to industrial design. For example, the application of watercolor painting technology in architecture (renderings design of houses and bridges) and gardens (renderings design of scenic spots, green spaces and corridors). ), decoration, decoration, furniture, clothing and industrial products manufacturing design renderings. In addition, watercolor painting tools are simple, cheap, easy to use and carry, and the effect of watercolor painting is transparent, bright and moist, so it is popular.
One of the teaching purposes of watercolor painting in junior high school art class is to let students master the methods, steps and basic techniques of watercolor painting. Therefore, in teaching, I first let students understand and master the basic methods of watercolor painting through template painting and explanation: dry painting is painting first and then painting, so overlapping coloring is dry painting. This method is not mixed, and you can paint calmly; The disadvantage is poor expressive force. The wet coating method is to paint the color for the second time before the first time is dry, and then paint it repeatedly. This method is urgent and requires students to have the ability to control water and time. Generally, students are required to have certain painting skills before they can use it. Some places use dry paintings, while others use wet paintings. This method is fast and slow, expressive and easy for middle school students to master. In the whole teaching process of watercolor painting, we should pay attention to the teaching of wet usage and dry usage in order to achieve fast and good results.
1. Instruct students to effectively use the combination of dry and wet to draw the whole chest and parts.
The so-called full chest means that students should not only have the necessary sketch color basis, but also have the overall conception of the picture: the color tone, the relationship between far, middle, near and large levels. Partial painting refers to dividing the picture into several parts and completing them one by one. This method can make students concentrate, narrow the scope of painting, easily control water and time, properly use dry and wet painting, and avoid the phenomenon of paying attention to one thing and losing another. Watercolor still life sketch is one of the best methods for indoor watercolor basic training. Before still life sketching, students can be instructed to make several still life model paintings, aiming to familiarize students with tools, various painting methods and the characteristics of watercolor painting. Sketch should pay attention to guide students to follow the following steps:
1. The pen should be thin and the shape should be accurate. Highlight, reflection, light-dark boundary, projection, etc. Try to explain it clearly. Draw a small number of pencil lines in the dark and protruding parts to indicate the position, so that the colors can be drawn without confusion.
2. Brush the paper with water before painting, so that the paper is soaked in water, and brush it twice if necessary, so that the paper is not easy to dry, and the dry and wet painting method is easy to show.
3. Draw the background first (generally referred to as interlining), which has the advantage of no chaos and no flowers, and the overall effect is good. The background strives to achieve the same goal in one go, setting the tone of the whole picture.
4. When drawing objects, you should finish drawing them one by one. At this time, wet painting is more handy. For example, draw a pear, start from the bright part, leave highlights and paint it light yellow; When it is not dry, quickly paint it with medium khaki, so that it will naturally faint when it is connected with light yellow; When it is not dry, paint it brown and connect it with khaki. When it is not dry after flowering, paint it gray-green to the reflective part, or paint the interlining color as the reflective part as the influence of environmental color. In this way, the map of this pear is basically completed.
5. The organization of the picture is particularly important. Local painting is often easy to make the picture appear "broken" phenomenon, resulting in a sense of error at the level. Therefore, students should be required to pay full attention to sorting out and learn to adjust the picture. When the foreground object is real, the shape can be improved by lines (the contour line can be improved at the key parts of the object); When the object behind is empty, the shape and color should be weakened as much as possible to obtain a vivid effect. If the picture is monotonous, you can appropriately increase the environmental color to enhance the sense of color richness; The picture is rich in color and chaotic, so it needs to be arranged in the range of hue to make the picture more harmonious.
Summary of watercolor teaching in art Example 4 Watercolor is expressive and creative. In the teaching of fine arts education in colleges and universities, watercolor teaching is the further improvement and deepening of color basic teaching. With the continuous expansion of the application scope of watercolor, watercolor teaching under the traditional modeling and sketching methods can no longer meet the needs of the times. It is a new way and method for watercolor creation teaching of art education major in colleges and universities to make innovative attempts from the teaching process and teaching concept, rather than being limited to the inheritance of traditional watercolor techniques.
First, cultivate creative thinking in basic color training.
Before entering school, students have a basic theory of color. Scientific and rigorous study of light color, light analysis, feel the contrast between cold and warm brought by space, find the relationship between body structure and color, and pursue the overall unity of picture color. , has become the standard to evaluate the quality of students' color practice. Students rely on the painting inertia since the art test training to draw and enter the professional art training, which only increases the scale of the works, complicates the objects of expression and requires more complete colors, but ignores the color creation concepts and expression methods that are urgently needed in the learning stage. Color theory includes not only the basic knowledge of color, but also the rules of color creation and good color creativity, that is, professional color theory teaching should shift students from realistic color to conceptual color, which runs through students' color learning from beginning to end until graduation creation. The establishment of innovative ideas is an important link in the transformation of traditional sketch mode. In the past teaching, teachers often emphasized that sketching must accurately observe and record colors, study the changes of physical structure, create a three-dimensional atmosphere and improve the artistic conception of the picture, and pursue a high degree of unity between the picture and the solid color. As a result, students from the standard model gradually lost their imagination experience, resulting in a lack of imagination and creativity. In conceptual color, entity color is only the object of reference and feeling. Teaching should give students enough space to imagine. For example, strengthening the contrast in feeling can encourage students to widen the contrast between dark color and inherent color to enhance the sense of disharmony. Or deliberately weaken the contrast around the students' imagination, and boldly use gray to weaken or even abandon the inherent color of the entity; Or emphasize instantaneous perception and arrange solid colors or incongruous colors by leaps and bounds, using stippling or color composition, and so on. In the creative practice of conceptual color, the inherent mode is broken, but this does not mean losing the basic theory and ability of color modeling. Instead, teachers arrange conceptual color courses in stages in the process of basic skills training, so that students can gradually exercise their thinking and creative ability and cultivate their concept of color creation.
Second, the creative learning of watercolor basic techniques
After students have a certain basic color skills, they selectively enter the study of watercolor painting techniques and begin to express their artistic concepts independently by using western painting language. The techniques of watercolor painting are varied, such as spraying (salt, sprinkling and coloring), kneading, absorbing color and scraping. These courses, which are easy to stimulate students' creativity and imagination, often lose their vitality because of boring teaching and monotonous training. In teaching, the creation of works is separated from the practice of techniques. Even in graduation creation, because big paintings are difficult to control, students often dare not express their skills on the screen. It is very necessary to cultivate creative thinking in the stage of technical learning. Students' exploration of watercolor techniques and teachers' teaching of watercolor basic skills are two parallel main lines. Only through repeated pondering, continuous research and investment in the learning process of watercolor techniques can we form good technical creativity, produce creative ideas, constantly revise ideas, ask questions and solve problems in practice, and finally produce mature creative works. The creative learning of watercolor basic techniques mainly includes the creativity of materials, watercolors and light colors.
1. Creative learning of watercolor materials
Watercolor requires very special materials, such as the thickness of watercolor paper, water-containing property and coloring degree, the water absorption and elasticity of watercolor pen, the permeability of brush strokes, the change of watercolor pigment in dry and wet state, the lightness of color, and the precipitation of particles after pigment is dissolved in water. These are all important factors that determine the quality of watercolor works. In watercolor teaching, we should pay attention to the exploration and attempt of materials, give full play to the advantages of watercolor language, and be familiar with all possible materials in the process of pursuing effects, such as comparing the picture effects brought by the surface texture changes of watercolor paper, or trying various materials different from drawing paper, such as glass cardboard, canvas, plywood and so on. , to experience the thickness of the floor, smooth and slippery, and the changes in moisture and brush strokes caused by more or less water absorption in different picture environments.
2. Creative learning of water color change
The change of watercolor painting is one of its special effects. Using the invisible rendering and gradual change of water to pursue the dripping effect in transparent water requires skillful watercolor skills. Mastering the change of water and color is an important channel to deeply study the basic techniques of watercolor painting and form the independent artistic personality of watercolor language. Creative watercolor learning should first study the relationship between the reality, distance and spatial sense of color in natural images, and integrate the effects of moisture, change and transparency in water into the feeling of atmosphere, such as studying the interest brought by rain scenes: the obscurity of light rain, the purity of moderate rain and the diffusion of heavy rain. Or observe the floating waves on the water surface and the reflection in the water; Or analyze soft boundaries and clouds in the sky. With the natural and true feeling, we can turn this feeling into watercolor artistic conception, train technical language repeatedly, pursue the realization of artistic conception of the picture, and form watercolor creation with individual language.
3. Creative learning of light and color changes
As a kind of western painting, watercolor painting is very important to pay attention to the analysis and research of light in teaching. For example, under the action of different light sources, different color tendencies, corresponding changes of scenery colors in different periods, large and small light spots formed in the shadow of dancing trees, and picture atmosphere affected by light transmission. In watercolor teaching, students should be encouraged to capture and find the most touching moment of light color while recording the change of light color, and try to express painting with technical language, such as the arrangement of light spots in light and shadow, the grasp of color and tone, and the control of wet and dry techniques. After completing the technical training, add creative exercises, such as changing the tone of the real scene, abstracting or exaggerating the color relationship, adding the interest of light and color, and so on. These creative learning can enhance students' understanding of light and color in watercolor, improve their modeling ability and control ability of watercolor technique language.
Third, the creativity of sketch.
Facing the various techniques of watercolor painting, the traditional watercolor course is similar to pastel training based on color. From still life painting to figure painting to landscape painting, most of the teaching time is spent on sketching. Although the importance of sketch in watercolor painting learning is irreplaceable, it is a direct way to understand nature and train skills, whether from the scientific analysis of light or the research feeling of color. However, relying too much on sketching or mechanically copying nature can only lead to the loss of vitality and creativity of watercolor works. Sketch teaching should cultivate students' creative thinking. Each student's handling and feeling of the picture is different, and the key performance is also different, such as drawing texture, drawing light, drawing blocks, or drawing abstraction, watercolor and so on. These are the unique creativity of students. The process of sketching is actually a process of realizing creativity and improving watercolor expression ability, which should be respected in watercolor sketching teaching. Instead of traditional watercolor teaching, teachers put still life or models, put forward curriculum objectives and organize classroom discussions, and students are only passive thinkers and communicators in this process. Students draw teachers' interests and pursue teachers' feelings, and even some of them are similar in form and method. Teachers only devote themselves to independent art research, so that students can become replicas of teachers' pursuit of art. On the other hand, watercolor sketch courses for art education majors will directly affect the cultivation of students' color image thinking in future art education. Watercolor teaching for art education majors should be based on the characteristics of art education courses in colleges and universities, and pay attention to the creativity of color and modeling in color teaching, rather than sticking to the shape and true color of objects, which has established a good premise for the creative cultivation of basic art teaching.
Fourth, the creative choice of teaching methods and contents.
With the rapid growth of information in modern society, watercolor teaching methods are also developing and changing. In addition to hand-drawn demonstrations, searching online pictures and famous videos, making PPT courseware, or looking for watercolor prints, taking photos of works, photography and other advanced means can all assist teaching. Students can also appreciate the original works in the exhibition hall of the museum more intuitively, and even consult the works of foreign watercolor masters conveniently. The watercolor course of art education major in colleges and universities should highlight the characteristics of normal teaching and attach importance to the application research of watercolor in normal teaching. The arrangement of watercolor course is different from that of watercolor major in Academy of Fine Arts in terms of hours and contents. This is reflected in the watercolor sketch and creation course, which can also provide students with some design watercolor courses, such as clothing design, interior and environment design, industrial modeling design, or illustration and binding design. These courses can enrich students' expression language, broaden students' thinking and vision, and lay the foundation for cultivating high-quality normal teachers and compound talents who meet the needs of society.
Fifth, the creative integration of Chinese and Western painting methods.
Watercolor painting under the western painting language system does not pursue the change of pen. In the process of watercolor expression, even if there is a wonderful pen, it will be covered up with the gradual deepening of the picture. In addition, these watercolor propositions have been neglected in the orthodox teaching of western painting in the past, such as the blooming of water stains, the ingenious effect of color and water collision, and the vivid artistic conception under the oriental aesthetic of the picture. As an important inheritor of national painting language, watercolor teaching of art education major should incorporate expressive elements of Chinese painting, such as borrowing the use of ink and the change of color in Chinese painting, and creatively using the collision of color and ink in Chinese painting to study the change of color and water in watercolor painting. Or pursue the charm of Chinese painting in artistic conception and pen, and create a spacious and elegant picture effect; Or borrow the evaluation standard of Chinese painting in the picture evaluation, pay attention to the character and spiritual realm of the picture, and so on. The creative integration of Chinese and western painting methods in watercolor teaching has not changed or weakened the characteristics of western painting in watercolor teaching. On the contrary, this teaching method of combining things will highlight the performance advantages of watercolor painting in the western painting system. No matter for artistic inheritance or artistic innovation, only by adhering to China's unique national painting language can we break down the barriers between arts, enhance the national identity in painting, and push the unique oriental painting to the world art forest.