People's Education Press seventh grade art teaching plan "I add color to the campus": 1 class hour.
Class type: comprehensive? explore
Teaching objectives:
Through the design and simulation of school uniforms, we can understand the basic knowledge of clothing design, improve students' appreciation ability and aesthetic taste of clothing beauty, and stimulate innovative consciousness.
Teaching focus:
Apply the knowledge of fashion design to design practice.
Teaching difficulty: grasping the approximate proportion in the process of fashion design
Preparation before class:
Teaching AIDS for teachers: appreciation slides or multimedia courseware for fashion design works; A mannequin slide and a composite slide of several sets of clothing drawings.
Learning tools for students: collect some pictures, clothing design renderings, photos and other reference materials; Pencils, colored pens, all kinds of cloth ends or colored paper, scissors, glue, etc. First, import
Students, school is where we study and live. Do you want to make our campus more beautiful and colorful? (the student answers:? Think? Then let's dedicate our wisdom and enthusiasm to add color to our campus.
1, students discuss? How to add color to our campus? This topic leads to the learning content of this lesson.
2. How many students have been prepared? Models? Enter the classroom to watch the costume show.
3. Teacher-student discussion: How to choose clothes?
What characteristics should students wear? Please express your opinions. )
Students answer: bright colors, relaxed and leisure, suitable for sports. Some people like clothes that are lighter in color and fit better, and so on.
Characteristics of students' clothing: loose and casual, suitable for sports, and moderate color matching.
Second, new funding.
1, slides and multimedia courseware guide students to appreciate fashion design works and introduce several links in the process of fashion design:
(1), clothing style design: proceed from the whole, grasp the outline of clothing with simple geometric figures, and be practical with people's occupation and identity.
(2) Color design of clothing: The color of clothing should be in contrast or harmony with people's skin color and hair color, and people's occupation and identity should also be considered. Commonly used collocation methods include the same color combination, similar color combination and contrast color combination.
2. Guide students to practice school uniform design. Please have a try. )
(1) Design the draft with a pencil and color it with a watercolor pen. The lines should be concise and general, and the coloring need not be too uniform, just plotting to reflect vivid effects.
⑵ Sketch the outline of human body with simple lines, and cut and paste clothes with rags or colored paper.
(3) Ask each student to choose a way to design. (Play light music to adjust the classroom atmosphere during the design process)
Third, evaluate homework.
Combine the students' homework, let the students evaluate together and find out the advantages and disadvantages. Fortunately, how to correct the shortcomings will be better, and the teacher will summarize the evaluation.
Fourth, after-school expansion.
(1), select the best school uniform homework, recommend it to the school, and strive for an alternative for the design and production of school uniforms in the future.
(2) Pay attention to the different clothes worn by people with different occupations and identities in life, and analyze their advantages and disadvantages and the places that need improvement. Using the knowledge I have learned, I try my best to provide reference for my parents, relatives and friends when buying and customizing clothes.
(3) Hold school uniform design exhibitions, exchanges and appraisal activities.
(4) According to the excellent design draft, clothes are made of newspapers, cloth, wrapping paper and other materials, and scarves, hats, leaves and petals are used as decorations for fashion shows.
The overall goal of the second unit of the seventh grade art teaching plan "I add color to the campus" published by People's Education Press;
Through the design and simulation of students' clothing, works of art in campus environment and the design of campus planning model, various artistic methods and means are used to beautify their own image, beautify the campus environment, create a natural and harmonious situation between man and the environment, stimulate students' feelings of loving life and school, and their desire to discover and create beauty, and at the same time improve their ability to comprehensively use multi-disciplinary knowledge and skills in activities.
Suggestions on the allocation of class hours in units;
The content of this unit can be divided into three classes and five hours to complete * * * articles.
Lesson 1 Student Fashion Design and Simulation (1 lesson)
Lesson 2 Design and Simulation of Campus Environmental Artwork (2 hours)
Lesson 3 Design and Production of Campus Planning Model (2 hours)
Activity 1 Theme: Design and Simulation of Students' Clothing
Learning field: comprehensive exploration
Class hours: one class hour.
Teaching objectives
Through the practice of students' clothing design and simulation production, we can understand the basic knowledge of clothing design, improve students' appreciation ability and aesthetic taste of clothing beauty, and stimulate students' innovative consciousness.
Activity arrangement:
Design and display
1, draw a student costume design, write out the design ideas, and try to make a simulated student costume with the materials in your small work.
2. Use your own student clothes? Student costume conference.
Teaching process:
1, preparation before class
◆ Teacher preparation: appreciation slides or multimedia courseware for fashion design works; A synthetic diagram of a mannequin diagram and several sets of clothing diagrams; Black or gray outlines of prefabricated male and female mannequins for students to cover and paste clothes; Please put on students' clothes that fit, are fashionable and have harmonious colors before class, so as to prepare for class performance for students' appreciation and reference.
◆ Students prepare learning tools: collect some pictures, fashion design renderings, photos and other reference materials; Pencil, colored pen, colored cloth or colored paper, scissors, glue, etc.
2. Classroom teaching
(1) startup phase
A. discuss with students? How to add color to the campus? This topic leads to the learning content of this unit.
B: Please invite some students dressed as students to enter the classroom to perform costumes and introduce the learning content of this lesson.
C. Teachers and students discuss the following questions: How to choose when buying clothes? What role does fashion design play in our daily life? What characteristics should students wear? What characteristics should students' clothes in our school embody?
D. Show fashion design works, enjoy slides or multimedia courseware, and guide students to appreciate and introduce several links in the process of fashion design:
① Fashion design of clothing: Starting from the overall shape, grasp the outline of clothing with simple geometric figures, and adapt to people's occupation and identity.
② Color design of clothing: The color of clothing should be in contrast or coordination with people's skin color and hair color, and should also be adapted to people's occupation and identity. Commonly used color matching methods include the same color combination, similar color combination and contrast color combination.
(3) Selection of clothing fabrics (only for tips, omitted)
(2) development stage
Instruct students to practice the design of students' clothes.
Practice method:
(1) Drawing of renderings: Draw a design sketch with a pencil and color it with a colored pen. The lines should be concise and general, and the colors should not be too uniform. Just mark and color them to reflect vivid effects.
② Sketch the outline of human body with simple lines, and cut and paste clothes with rags or colored paper. The black or gray silhouette of the male and female mannequins prepared by the teacher can be superimposed and pasted by students to show their design effect.
(3) Ask each student to choose one of the above two ways to design a suit for male and female students.
(3) sorting and classification
Organize learning tools and restore the cleanliness of the classroom.
After-school development
(1) Select the best student costume design assignments and actively recommend them to the school, so as to strive for alternative schemes for the design and production of student costumes in our school in the future.
(2) Pay attention to the clothes of people with different occupations and identities in life, and analyze their advantages and disadvantages and areas that need improvement. Using the knowledge I have learned, I try my best to provide reference for my parents, relatives and friends when buying and customizing clothes.
(3) hold student fashion design exhibitions, exchanges and appraisal activities.
(4) According to the excellent design draft, use newspapers, cartons, plastics, wires, cloth, and other waste materials as well as ready-made products such as scarves and hats to make clothes, hold a simulation conference on the new design of clothes, perform clothes performances, and give full play to everyone's creativity and performance talents with music, makeup, movements, stage art, posters, etc. Remind students to pay attention to the scenes and buildings in the rural or community environment, pay attention to the perspective phenomenon of objects, feel their aesthetic characteristics, and boldly sketch.
Suggestions on teaching evaluation
1. Can you consciously observe and analyze the clothes of people around you with aesthetic eyes?
2. Can the knowledge of fashion design be properly applied to the design practice?
3. Do you have continuous interest in the content of this class and actively participate in the activities of this class?
Related teaching research topics
1. About the teaching of students' fashion design on campus? Comprehensive exploration? Research on ways and means.
2. Research on the combination of students' fashion design classroom teaching and extracurricular expansion activities.
Activity 2 Theme: Design and Simulation of Campus Environment Artwork
Learning field: comprehensive exploration
Class hours: 2 class hours
Teaching objectives:
1, to understand the significance and role of campus environmental art; Learn the design and production process of environmental art murals and sculptures.
2. The design of campus sculpture sketches and murals should be coordinated with the overall campus environment and meet the aesthetic requirements. Can initially put forward suggestions for the improvement of campus environmental art design.
Activity arrangement:
1. Appreciate these artworks and think about them. Are they in harmony with the environment?
2. Take a collective look at your campus environment and discuss what needs to be improved.
Teaching process:
1. Preparation before class
◆ Teachers prepare teaching AIDS: image materials of environmental art sculptures and decorative murals, multimedia teaching courseware of campus environmental art sculptures and decorative murals made of clay, foam blocks, cardboard or other materials (if possible).
◆ Students prepare learning tools: mud, foam blocks, cardboard, bamboo, wood, metal and other materials; Forming and cutting tools; Viscous materials such as latex.
2. Classroom teaching
(1) startup phase
A. Show the image data of environmental sculptures and decorative murals, as well as the samples of artistic sculptures and decorative murals in the campus environment, and guide students to appreciate and ask questions: How should the artistic works set up in the campus be coordinated with the campus environment? What contents and forms should be considered in setting up artworks on campus? What do you think should be done to improve our campus environment at present? Where should I add what kind of murals or sculptures? Put forward homework requirements to design a sketch or decorative mural of campus environmental art sculpture, and make a sample with any material.
B. Go out of the classroom and make a field trip to the campus, then exchange and discuss, express your views on the current situation of the campus environment, and publish your own improvement implementation plan, including the content, form, materials used and production methods and steps of the campus artworks you want to design, and comment on your classmates' plans.
(2) development stage
Summarize the students' various schemes, and explain the principle of harmony and unity between works of art and the surrounding environment, the basic law of three-dimensional modeling, the choice of materials and the steps of production methods step by step.
Students enter the design and production process, during which the teacher will introduce creative homework to you in time for your reference. Give appropriate guidance and help to students who have difficulties in creative conception and production.
Complete the design and production process in two classes.
(3) Show comments
Exchange and show homework, teachers and students comment on the advantages and disadvantages of homework, and summarize the existing problems. Put forward suggestions and methods for improvement. Pay attention to the evaluation of the work in combination with the environment to be placed, and avoid a single evaluation of the work itself.
After-school development
(1) Make an aesthetic inspection of the residential area or rural environment, put forward your own transformation opinions, and use the knowledge and skills learned in class to simulate the design and production of environmental art sketches.
(2) If conditions permit, please ask the school to arrange construction, enlarge the samples of outstanding works to the design size and put them on campus.
Environmental art is a comprehensive design and treatment between people and their environmental places, natural scenery and various contact objects. Including the overall planning and design of urban and rural environment, the design of garden green space, the environmental design of commercial and traffic information systems, the design of outdoor building groups, the design of indoor furnishings, the design of various items, and the unified layout and design of matching indoor and outdoor sculptures and murals.
Suggestions on teaching evaluation
1. Whether the design principle of harmony and unity between environmental artworks and the environment is defined.
2. Have you developed the habit of observing the surrounding environment and beautifying the construction through the study of this lesson?
3. Do you show enthusiasm for the construction of environmental art in campus and community?
4. Whether the production process shows a planned, patient and meticulous, persistent learning attitude.
Related teaching research topics
1. The teaching of environmental art sketch design and production in art class and the enlightenment of students' modern design consciousness.
2. Cultivate students to look at the surrounding environment with artistic vision and aesthetic thinking.
Activity 3 Theme: Design and Production of Campus Planning Model
Learning field: comprehensive exploration
Class hours: 2 class hours
Teaching objectives:
Learn the knowledge and skills of architecture and environment, model design and production, cooperate in designing and producing campus planning models, open up students' three-dimensional imagination space, and cultivate the creativity and hands-on production ability of three-dimensional modeling. Cultivate the emotion of loving life, learning environment and school.
Activity arrangement:
1, collective planning, drawing campus planning map.
2. Make a campus model with easy-to-find materials.
3, layout display, invite the whole school students or parents to visit comments.
Teaching process:
1. Preparation before class
◆ Teachers prepare teaching AIDS: reference materials such as architectural model design and production pictures, renderings, and production step diagrams.
◆ Teachers and students prepare materials and tools for model making through collection: various white and colored cardboard, cardboard, cardboard, corrugated paper, cellophane, waste transparent film, cans and other metal plates, wood, blow-molded paper, rigid foam (polystyrene board), soft foam (sponge), wire foam cutter, art knife, scissors, etc.
2. Classroom teaching
(1) startup phase
A Guide students to discuss and imagine the bright future of their campus, describe one or two buildings they like, and introduce them from the aspects of shape, layout, structure and color.
B show the design and production of building models, appreciate pictures, renderings, production step diagrams and other reference materials. This paper introduces the concrete production process of campus building model;
(1) General conception: What building facilities are there and how to arrange the shape, structure and color. For each building.
(2) plane planning and design: drawing a sketch of plane layout.
(c) Manufacture of main buildings: manufacture of large-scale components and treatment of surface components.
(d) Construction of annex buildings
(e) Manufacture and configuration of other facilities
(f) The overall adjustment is completed.
(2) development stage
A discuss and determine the overall shape and implementation scheme of the campus model. On the basis of completing the model in class, each team will further add and make necessary accessories to improve the terrain, playground, greening, landscape (such as murals, sculptures, fountains) and other areas, so as to make the whole campus model more exquisite and beautiful.
B. Take photos of models, arrange exhibition venues for models, and invite parents, teachers and students to visit, enjoy and comment together. Division of labor cooperation, each team at the same time design and manufacture the buildings and areas in charge of division of labor.
Divide the production of building components further to the people in the team.
D it takes two class hours to complete the design and production process.
E. Each group of students combines the completed model units into a complete campus model.
(3) sorting and classification
When the homework is close to completion, guide the students to adjust and modify the work as a whole and finally complete the work.
Organize tool materials. Restore the cleanliness of the classroom.
Step 3 expand after class
(1) Encourage students to pay attention to the campus environment, actively put forward design schemes according to the knowledge of environmental planning and model design, and show their design talents and abilities.
(2) On the basis of the model completed in the classroom, the necessary auxiliary parts are further added to improve the terrain, playground, greening, landscape (such as murals, sculptures, fountains) and other areas to make the whole campus model more exquisite and beautiful.
(3) Take photos of models, arrange model exhibition venues, and invite parents, old G coins and classmates to visit, enjoy and comment together.
Suggestions on teaching evaluation
1. Whether imagination and novel design ideas are fully expressed.
2. Whether the coordination between the main building and facilities and the whole campus environment is fully considered in the design concept.
3. Whether you always have a strong interest in the production process, with clear steps, patience and dedication.
4. Whether students can communicate and cooperate happily in the design and production activities.
Related teaching research topics
1. Cultivation of environmental aesthetic consciousness and art teaching in middle schools.
2. Research on the relationship between the cultivation of good interpersonal cooperation attitude and art classroom teaching.