1. Basic situation analysis:
This plan is formulated for students in the first grade of junior high school (Classes 6-10). After preliminary research, it was found that although the students in this year have poor art foundation, The main reason is that there are no full-time teachers to provide guidance at the primary school level, and students lack necessary professional skills and basic art knowledge.
2. Analysis of teaching materials:
This semester is the beginning of the junior middle school learning stage. The learning process should try to avoid the traction and interpretation of concepts, focus on connecting students’ life experience, activate interest, and dilute Subjects, reduce difficulty, and adhere to the principle of meeting the general needs and individual needs of students' aesthetic psychology. In teaching, we should pay attention to the adaptability of knowledge, set learning situations and construct learning procedures according to different types of knowledge.
“Styling·Expression” is the foundation of the four learning areas and is relatively concentrated in the seventh grade setting. In the learning process of "modeling and expression", there will undoubtedly be areas such as "appreciation and comment" and "design and application". "Synthesis·Exploration" is reflected in each unit and is not limited to a certain form, so that learning is not only derived from the aesthetic experience gained in life, but also comprehensively applied and improved in practical application, which not only ensures diversity within the subject The comprehensive application of knowledge content also establishes a channel for comprehensive practice.
Distribution of learning content:
a. Focus on "modeling and expression": 3 units.
"Drawing You, Me and Him" ??(including "Appreciation·Commentary"): Observe and express the shape characteristics of the characters' heads and facial expression characteristics.
"Cartoon Story": Try to express the facial expressions and dynamics of cartoon characters and draw vivid and interesting cartoon story scenes.
"Color in the Painter's Pen" (including "Appreciation·Commentary"): Experience the emotion of color and analyze the color relationship of the picture.
b. Focus on “Design·Application”: 1 unit.
"Logo Design": Design logos and apply them to life.
c. Focus on "Appreciation·Commentation": 2 units.
"Festival and Auspicious Folk Art" (including "Shape·Expression" and "Design·Application"): Understand the graphics and meaning of folk art, and learn the basic techniques of making paper-cuts and Chinese knots.
"The Beauty of Pointillism in Calligraphy": Explore the beauty of the pen and ink forms of Chinese calligraphy.
d. Focus on: "Comprehensive·Exploration": 1 unit.
"Let Charts Speak" (including "Design·Application"): basic classification and functions of charts, design and application of charts.
3. Semester teaching objectives:
Intentionally use the modeling elements and formal principles learned in the course, try modeling expressions such as sketching, color, cartoons, etc., and explore different expressions Methods to develop individual expression abilities and express one's own thoughts and emotions.
Express your design intentions by learning the knowledge, methods and principles of logos. Comment on other people's design and craft works to form preliminary design awareness.
Appreciate folk art works, bondage works and the art works selected in each lesson, and understand the art of different eras and cultures, as well as important artists. Make brief comments on art works and art phenomena to express your own feelings and opinions through description, analysis, comparison and discussion. Combine the knowledge and skills of other disciplines to learn chart design, understand the connection between art and other disciplines, and the relationship between art, learning and life.
Appreciate the formal beauty of Chinese calligraphy, and through learning experience, understand the characteristics of pointillism that constitutes different calligraphy styles, the use of pen and ink, the artistic expression of calligraphy, and the basic knowledge necessary for appreciating calligraphy works, enriching inner feelings and life interests .
Through learning, you can initially understand the different categories and forms of art, understand the relationship between art and the human living environment, traditional culture, and multiculturalism, and cultivate a sense of respect for human cultural heritage.
IV. Key points and difficulties in semester teaching:
(1) Key points:
1. Describe the characteristics of characters and use them to express portraits and cartoon stories.
2. Feel colors, understand colors, and use colors to express emotions.
3. The design method and application of logos and the design methods and application of charts.
4. Understand the graphics and meaning of folk art, and appreciate the expression form of calligraphy. Difficulties:
1. The painting expresses the character’s avatar shape and personality characteristics.
2. Use colors to express emotions.
3. Personality expression of design.
4. Use the knowledge you have learned to appreciate and comment on artistic calligraphy works.
5. Specific teaching measures and methods
This semester is the first semester for students to enter junior high school. Students at this age are lively and active and highly participatory. Observation, memory, imagination, and cognitive abilities develop rapidly, and the independence and criticality of thinking are significantly enhanced. They are not satisfied with simple preaching and ready-made conclusions. The expansion of knowledge and social contact has strengthened their curiosity, desire for knowledge, and desire for expression, and they have shown great interest in exploring the understanding of things.
Based on age characteristics, when learning knowledge, attention should be paid to choosing a communication method suitable for students’ life experience, explaining the profound things in simple terms, and avoiding blunt and unfamiliar knowledge terms. The characteristic of the thinking development of junior middle school students is the transition from concrete image thinking to abstract logical thinking. Vivid and intuitive images are still very important during this period.
Based on these characteristics, activity methods and teaching organization facilitate interactive communication during teaching. At the same time, we should also pay attention to the guidance of deepening the friendship between classmates and cultivating the qualities of caring for and respecting others.
Gradually change the evaluation method to adapt to students who have just entered junior high school from elementary school. Respect students' way of understanding and encourage bold expression of independent opinions.