Activity Design
Threads can be seen everywhere in life. We also put some threads in the "Material Supermarket" of the class. Children use threads to tie, tie, play with flower ropes, etc. Discovery thread can be used to play various games and can be used in different ways to create different shapes. In addition, some time ago, the children came into contact with the picture book "Follow the Line" and experienced the fun of imagining and creating with lines. Based on the children's existing experience and interests, I designed and organized this activity to guide the children to experience the process of creating different shapes with one thread, to perceive novel and unique ways of artistic expression, and to experience the fun of creative expression.
When designing the activity "Follow the Thread", I used PPT courseware to guide the children to follow a thread into a wonderful journey, appreciate the interesting pictures created by a thread, gain aesthetic experience, and be bold. Lay the foundation for performance. Throughout the activity, I put the cultivation of children's aesthetic perception, imagination, and creativity at the core, respecting children's spontaneous and personalized expression and creation, so that children can enjoy exploring, exploring, and creating in situations full of "surprises." The joy of discovery and creation.
This activity is divided into the following three links:
The first link: Appreciate the PPT courseware of the picture book "Follow the Line" and perceive the unique way of using lines for artistic expression. Teachers use PPT to guide children to follow a thread into a wonderful journey, appreciate the interesting pictures created with a thread, perceive the unique way of using thread for artistic expression, feel the beauty of thread modeling, enrich their imagination, and prepare for the next step. Lay the foundation for positive and bold performance in every link.
The second link: Creative production, experience the fun of creating with threads. Teachers encourage children to use a thread to boldly imagine and express different scenes of traveling with a thread on the sticky operating drawing board, and experience the whimsy and fun brought by using a thread to create.
The third link: Appreciate the exchange works and feel the joy of success. Teachers guide children to not only experience the richness of line changes and enhance their aesthetic ability by appreciating the works, but also to feel the joy of success and develop the desire for further creation.
Objectives of the activity
1. Appreciate the interesting pictures created with a thread and perceive the novel and unique way of artistic expression.
2. Try to use lines to express different shapes and experience the fun of bold imagination and creation.
Activity preparation
1. Early childhood experience preparation:
Put a variety of threads in the "Material Supermarket" for children to play with during free activities ; There is a threading board outside the activity room door for children to play threading games.
2. Preparation of teaching tools:
(1) PPT courseware for teachers (scenes from the picture book "Follow the Line"), a sticky drawing board, a piece of wool, and the music "Kikujiro" Summer", picture book "Follow the Line".
(2) A sticky drawing board for children and some wool of different colors.
Activity process
1. Appreciate the PPT courseware and perceive the unique way of using lines for artistic expression
1. The teacher presents the PPT courseware and introduces the topic.
Teacher: Look, what is this? Recently we have been playing the game of threading. Today I would like to ask you to follow this thread to walk around, see and travel around the world.
2. Children can feel the charm of line modeling.
(1) Picture 1: The sea
Teacher: Guess where the line takes us? (The teacher gradually demonstrates the decomposition diagram of the sea and sailboats in the PPT courseware, and the children follow the decomposition diagram and make free guesses.)
Teacher: How have the sea and these small sailboats changed?
Teacher (summary): The magical thread brought us to the seaside. How interesting!
Teacher: Where else will this thread take us to travel? (Children are free to guess.) Let’s follow the line and set off.
(2) Screen 2: Sky
Teacher (playing sound effects): Listen, what is the sound? (Sound of airplane.) Look, where have we come? (The sky.)
Teacher: Why are there no planes? (The teacher gradually demonstrated the exploded view in the PPT courseware, and the children used their fingers to draw shapes such as airplanes and hot-air balloons in the air.)
Teacher (summary): This line led us to see a different scenery. How amazing!
(3) Screen 3: Zoo
Teacher: Where does the line take us now? What animals are there in the zoo that are made out of thread?
(The teacher responds promptly to the children’s answers, such as: there are small crooked snakes, there are small rabbits with long ears... making the children feel that there are many animals in the zoo that can be expressed with lines . )
(4) Picture 4: Small Farm
Teacher: What interesting and interesting things have been created by the thread in the farm? (Such as beautiful groves, beautiful little houses, etc.)
(Analysis: In this link, the child *** enjoyed four pictures.
When appreciating Pictures 1 and 2, the teacher guided the children to understand the method of using lines to create different objects by dynamically demonstrating the changing process of lines, solving the difficult problem of modeling expression; when appreciating Pictures 3 and 4, the teacher used Provide pictures of different dimensions to expand children's horizons and broaden their imagination. )
3. Teachers and children interact to demonstrate the process of using threads to shape.
Teacher: This magical thread has led us to many places. If you had a magic thread, where would you take us to travel? What can we see?
Teacher: There is a magical magic board here. Who wants to try it?
(Analysis: By asking questions, teachers help children to expand their horizons and imagine from different dimensions, and on the other hand, they also use this to understand children’s thoughts. In addition, teachers consciously communicate with individual children who have rich imaginations. Children interact together on the operating drawing board, which serves as a demonstration)
Possible situations for children: They can imagine where a line will travel, but they cannot express their own ideas.
Predictive education strategies:
●Understand the children’s thoughts and guide them to pose together on the operating drawing board.
●Guide the children to place the shape and then use the method of "pressing lightly with your little hands" to fix the shape.
Teacher (summary): This thread is really interesting, it brings us to ×× (place).
2. Creative production, experience the fun of creating with threads
1. Children should clearly understand their creative requirements.
Teacher: Now please go out for a walk with a thread and see where it will take you to travel and what you see.
2. Children’s creation, teacher guidance.
Teachers focus on the following three aspects:
(1) Whether children can use a line to express the general outline of things in creation.
Possible situations for young children: For some children, one line may be enough to represent objects, while for some children, one line may not be enough to represent objects.
Predictive education strategies:
●For children who have more than one line, teachers can encourage them to pay attention to the layout of the picture, require children to fill the picture, or guide children to use extra lines. Lines represent internal details of objects, such as patterns.
●For children who feel that one line is not enough to represent a complete object, teachers can encourage children to connect another line to express it.
(2) Whether children can express different and diverse objects.
Possible situations for young children: The objects displayed are relatively simple, and they may only imitate the teacher's examples.
Predictive education strategies:
●Understand children’s thoughts, further expand children’s thinking, and guide children to imagine from different dimensions.
(3) Whether children encounter II difficulties when using wool to create.
Possible problems for young children: The wool may fall off or curl up on the operating drawing board.
Predictive education strategies:
●Guide children to use the method of "gently pressing with small hands" to fix the shape.
3. Appreciate the exchange works and feel the joy of success.
Display all children’s works and guide children to boldly communicate the content of their works.
Extended activities: children read picture books independently.
Teacher: Today we followed the thread and traveled to many magical places. Where else will the line take us? (Show the picture book "Follow the Thread" to encourage children to read further and travel with the thread.
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