As art educators, we must use various methods to turn the practice of art education into a platform for children to pursue and realize beauty, so that children can use various methods to express themselves in rich activities. In the inner world, the following is the art lesson plan for the kindergarten class that I carefully collected and compiled. I will share it with you below, so you can enjoy it.

Kindergarten art lesson plan 1

Activity goals:

1. Actively participate in activities, perform boldly, and experience the joy of music games.

2. Under the prompts of the courseware, feel the different musical images expressed in the music, and understand the structural characteristics of the music ABC.

Activity preparation: multimedia animation courseware, some cat headdresses.

Activity process:

1. Through animation demonstration, children are inspired to discuss and boldly perform different images.

1. (Screen 1: The little fish are swimming happily.)

Teacher: Where did the little computer take us? Have you seen how the little fish swim? ?

2. Let’s learn about the happy little fish! Teacher: Little fishes! Children: Hey!

The teacher and the children perform the happy little fish together image. (Reminder and encourage mutual learning among peers.)

3. The little fish are so happy together! Listen! Who is coming?

(Cat music) It’s here What do you want to do by the river? Look, the kitten is really here.

(Picture 2: The kitten is carrying a fishing rod) How does the kitten fish?

Inspire children to boldly express the action of the kitten swinging the fishing rod.

2. Listen to the music and understand its content and structure.

1. There are two pieces of music in the small computer, which tell the story of the little fish and the kitten. Please listen carefully. Which piece is about the little fish? Which piece is about the kitten? < /p>

2. Teacher: Let’s listen. How many times has the kitten flicked the fishing rod? (Appreciate the kitten’s music and listen to the debate phrases)

3. Let’s learn. .

4. Try to use two different movements to express two different pieces of music. (Should you give a hint on the map first?)

(Inspire children to express their performance in terms of speed and intensity)

5. Understand the music content through multimedia courseware.

A: What interesting things will happen between the little fish and the kitten? Let’s see next.

B: Children’s Appreciation Courseware 3.

C: Question: How did the kitten fall into the river? The teacher and the children played the role of the kitten and the small fish respectively, and worked together to pull the kitten into the river. (Follow the beat)

D: Oh, this turns out to be a story about a small fish catching a cat. Let’s listen to it in full. When did the music say that the small fish worked together to pull the kitten down the river? ?(Listen to the music in full)

E: Let’s learn from the little fish and the kitten and act out the story completely.

3. Happy performance.

1. Try to perform in different roles.

A: Invite a few children to play cats and other children to play small fishes. Question: When the cat is throwing the fishing rod, what are the little fish doing? (Use your brain and think of a way)

B: Inspire children to combine their own life experiences and boldly perform actions of thinking of ways.

C: A complete game for young children divided into roles.

2. Play the game again.

Kindergarten Art Lesson Plan 2

Activity goals:

1. Learn to paint narcissus using ink painting on the basis of understanding the appearance of narcissus.

2. Preliminarily master the method of outline and coloring to express the shape of daffodils.

3. Stimulate children’s interest in ink painting.

Key and difficult points of the activity:

Key point: Master the method of drawing lines and filling colors to express the shape of daffodils.

Difficulties: When painting with a brush, the lines are bold and smooth, and you can initially use the white space method.

Activity preparation:

1. Experience preparation: Understand the basic parts and characteristics of daffodils.

2. Rice paper, brushes, ink, paint, buckets, and some rags.

3.ppt courseware and demonstration drawings.

Activity process:

1. Memories introduction

Teacher: (show a picture of daffodils) Children, we all know daffodils, can you tell us about them? What parts does a narcissus consist of? What do they look like? (Ask individual children to answer)

Teacher summary: Narcissus has a round bulb and long, curved roots. , long green leaves, and white six-petaled flowers.

2. Learn to draw the appearance of daffodils

1. Introduce painting materials

Teacher: Today, we will draw daffodils. Take a look at the materials the teacher has prepared for you.

(Brush, ink, paint, rice paper and towel)

Summary: Today we will use ink painting to draw daffodils.

2. Show examples and discuss painting methods

(1) Teacher: What do you think we should draw first? (Guide children to draw according to the growth pattern: draw the bulbs first) < /p>

(2) Teacher: What does a narcissus bulb look like? (Guide the children to say it looks like a clove of garlic)

The teacher demonstrates how to draw a narcissus bulb. (While painting, tell me the points to pay attention to when dipping in ink and holding the pen)

(3) Teacher: What is slowly growing on the bulb? (Slender and long roots and long green leaves) I will start with Invite a child to draw the roots and leaves of narcissus (children try)

(4) The teacher also wants to draw. Do you think the teacher will draw in the same way as him? (Teacher demonstrates) Now we Let's draw the remaining leaves together. We need to hold the brush up and draw gently.

Reminder: You have to remember that when painting leaves, you should use one stroke to make the daffodils more beautiful.

(5) Teacher: Finally, draw the narcissus flowers. What do the narcissus flowers look like? (Daffodils are composed of a round flower center and 6 petals)

Teacher summary: We follow the growth pattern of daffodils from bulbs, roots, leaves and flowers. Now let’s put the painted daffodils into flower pots. (Teacher adds a painted flowerpot)

3. Learn to color narcissus

1. Teacher: Look, a pot of narcissus has been painted. Now let’s color it. Put on nice clothes. When dipping the paint, dip it fuller and paint from top to bottom.

2. Teacher: Who wants to give it a try? (Individual children demonstrate) How do you think this should be colored? (Emphasis on coloring from top to bottom. It doesn’t matter if there is a blank space. Don’t Fill in again and again)

Teacher summary: A beautiful narcissus is complete. Look at where the big stems of the narcissus should be drawn on the paper? (Towards the bottom, but leaving the flowers The position of the pot)

4. Children draw daffodils by hand, and teachers guide them

1. Requirements:

(1) Carry out according to the growth pattern of daffodils When painting, pay attention to the location of the flower pot.

(3) When drawing, you should hold the brush upright.

(4) When changing colors, wash the brush clean and then lick it on the towel

2. Tour guide for young children’s painting teachers

5. Work display and comments

Teacher: Our children’s daffodils are ready, they are so beautiful! Which pot of daffodils do you like best? Why? (The point of comment is on water and ink.)

Kindergarten art lesson plan 3

Activity goals

1. Feel the lively and cheerful nature of songs.

2. Try to learn to sing the first verse of a song by filling in lyrics and singing, and develop your listening and singing skills.

Gain initial perceptual experience with dots and rests.

Prepare tapes and tape recorders for the activity.

Activity process

1. Perceive music and become familiar with music melody.

1. The teacher plays the music and the children appreciate it

2. The children freely express their feelings after listening

Lead the children to listen carefully to the melody and hum, so that the children can I initially felt the lively and cheerful nature of the music.

2. Understand and learn the lyrics

1. Show the map. Question: See how they move on the map? What do they do?

2. The teacher sorts out the lyrics in time based on the children’s narration.

3. Teachers and children learn lyrics together.

3. Fill in the lyrics and learn to sing

1. Look at the map and the teacher’s baton, listen to the music and sing in your heart.

2. Children try to sing: follow the music and look at the teacher’s baton for a trial singing.

3. Focus on learning to sing difficult sentences: after the teacher models the singing, the children compare the similarities and differences

(The teacher models the difficult sentences that the children have sung incorrectly, and guides the children to discover the problems through comparison, so as to Self-awareness and learning the correct singing method)

4. Complete singing: Prompt the children to use what kind of singing voice to express their happy mood.

Kindergarten Art Lesson Plan 4

Design Intention

By chance, I watched the cartoon with the soundtrack of "The Three Little Pigs" and I felt deeply about it. The vivid and interesting storyline, clumsy and cute characters and the ups and downs of the soundtrack that are closely linked to the development of the storyline are hilarious. The music with rich musical language made me turn the children into cute little pigs in my mind...

Activity goals

1. Through rhythm games, feel The music has a cheerful and humorous mood.

2. By creating and arranging the actions of building different houses, you can further feel the jumping and frustrating rhythm of the music.

3. Actively participate in creative game activities and experience the joy of cooperation.

Activity preparation

1. Recorder, "Three Little Pigs" music tape, pig headdress, and pig tail.

2. Various pictures of piggy expressions, circles, squares, and triangles with dots on them for children to play with.

Activity process

1. Start of activity

Children listen to music and naturally enter the activity room.

2. Appreciate the music "The Three Little Pigs"

1. Teacher: What animal sounds did you hear in the music?

Capture the children listening Emotional expression in music, try asking children to feel the emotions.

2. Teacher: Did you hear what the little pig is doing?

3. Watch situational performances

The teacher performs according to the rhythm and emotion of the music, showing Piggy building a house.

1. Teacher: What did the children hear in the music? What did they see?

2. Teacher: How did the piglets build their houses? What happened to the piglets you saw? What happened? What happened first, and what happened next?

3. Tell the story of the three little pigs with the children to help them understand the music.

4. Teacher: What is the difference between the piglet building a house in our performance and the usual building of a house? (It is built with music.)

4. Try to create " "Building a House" scenario

1. Ask the children to create the action of building a straw house. The teacher consciously exaggerates and sublimates the children's actions, and pays attention to the lightness of the music.

2. Guide the children to create and compose the movements of building a wooden house. The teacher consciously exaggerates and sublimates the children's movements and performs the movements in time with the rhythm.

3. Guide the children to create and compose the actions of building a brick house. The teacher consciously exaggerates and sublimates the children's actions and performs the actions in time with the rhythm.

Children can use their hands to draw circles and follow the rhythm to express the scene of making peace with the mud. When they hear the cry of the piglet in the middle, they can do some actions such as wiping sweat, scratching, and resting. They can also let the children The pigs imitated the movements of carrying water and carried the mixed mud to the construction site to prepare for building a house. The teacher reminds the children to pay attention to their walking movements and follow the rhythm of the music. When hearing the piglet's cry at the end, children can repeat the actions of wiping sweat and scratching, and can also arrange the bricks and make the action of placing bricks while plastering with a plastering board. In the music Fully appreciate the fun of building a house.

5. Performance Games

Invite children to put on a pig headdress, clip on their tail, look in the mirror, and dress themselves up as a pig.

1. Ask the children to be Big Brother Pig and build a straw house on a triangular site (tear newspaper strips into bundles along with the music and build a straw house). After the music stopped, the big bad wolf came and blew down the house. The children ran to Brother Pig's stick house (circular venue).

2. Ask the children to be Brother Pig and build a wooden house (use newspapers rolled into tubes to build a stick house), and ask the children to make some changes in their movements when building. After the music stopped, the big bad wolf came and knocked down the house again, and the little pigs ran to the brick house (square venue) built by Little Pig.

3. Teacher: Brother Pig was afraid of trouble and didn’t want to use any strength, so he built a straw house. As a result, his straw house was blown down. Brother Pig didn't want to go too far to find more solid materials, so the wooden house he built was knocked down by the big bad wolf. Now we have to imitate Little Pig in building a brick house. It takes a lot of effort to find bricks and we have to walk a long way. Are we afraid of the hard work? How can we build a brick house so that it will not be knocked down by the big bad wolf? (Bricks and bricks have to walk a long way. The bricks must be tightly connected, and the little pigs use their arms to make the bricks. The arms are pulled tightly and very strongly, so that the big bad wolf will not push them down. )

Listening to the music, the little pig built the bricks. I built a brick house, and the brick house is very strong. The big bad wolf came and kicked and pushed, but it couldn't be pushed away or knocked down, so it left in despair. The little pigs were very happy.

4. The activity is over: The piglets are tired from building houses, let’s take a rest. The piglets gradually fall asleep to the soothing music...

Extended activities

Enjoy the cartoon: The Three Little Pigs. Children perform free performances.

Design Analysis

1. "The Three Little Pigs" is a story that children are very familiar with. The music of "The Three Little Pigs" shows the plot of the story to the children. The music has a distinctive rhythm, is humorous and interesting, and is very suitable for children's appreciation. Throughout the event, the children were able to participate emotionally.

2. In the activity of building a house, through feelings and games, everyone learned that they should not be afraid of hardship or be lazy in anything they do.

3. The teacher's input is very important in the activity. Teachers should not be coy when imitating the movements of piglets. They should regard themselves as a piglet and play like the children to inspire and infect the children.

4. Since this music activity is a relatively open activity, children often perform through their own understanding, so the teacher's adaptability is very important and he must be able to keep up with the children. ideas, and try to be in front of the children as much as possible, support their performance in activities, and help them solve the difficulties and problems they encounter.

5. Teachers should pay attention to improving children's expressiveness during activities, promptly affirm and encourage children's actions, and at the same time regulate the rhythm of children's movements in games.

Information link

Analysis of the work: "The Three Little Pigs" is a very interesting orchestral ditty with a distinctive theme music, light and cheerful melody, lively and cute music image, and it is easy to listen to Toddlers produce cries, perfect for toddlers to appreciate. The basic rhythm of jumping and jumping runs through the whole song, and the humorous piglet noises make the whole music full of interest.

Kindergarten Art Lesson Plan 5

Purpose of the activity:

1. Learn to create lyrics based on the image of puppets and perform impromptu songs.

2. Learn the skills to operate puppets: shaking your head, nodding, and making movements.

Activity preparation:

1. Material preparation: tape (puppet imitation music, miscellaneous puppet music, music of me making friends with puppets), tape recorder.

Create a scene: There are puppets (palm puppets, string puppets, tabletop puppets, etc.) in every corner of the class, and the number exceeds the number of children.

2. Skill preparation: Children have learned simple skills of operating puppets, and children have preliminary skills in creating and choreographing dances.

3. Knowledge preparation:

(1) Children have already appreciated songs and are familiar with them.

(2) Children can initially compose simple lyrics.

Activity process:

1. Rhythm: The puppets imitate music. The teacher introduces them as a small puppet and guides the children to make puppet movements according to the music. The children are required to move in a certain way. In tune, it should be like a puppet's movements.

2. Voice practice: Puppet learning to sing, the teacher demonstrates and explains, and guides children to practice singing with natural voices.

3. Song: "I Make Friends with a Puppet".

(1) The teacher introduces the puppet elephant and guides the children to recite the children's song "I Make Friends with the Puppet". The children are required to look at the puppet and practice "setting up the puppet, walking and shaking their heads" while reciting the children's song. ", do exercises" movements.

(2) Review the song twice. The teacher also plays the role of a puppet elephant and guides the children to sing and operate the puppet. The children are required to sing accurately and perform movements in time with the puppet.

(3) Children create lyrics.

① The teacher also introduces the child as a baby elephant and guides the children to talk about how to make up lyrics based on the appearance of the baby elephant. For example: The cute baby elephant is put in the hand, let’s tease it and clap our hands. , nodded, shook his head and nodded, followed me to do morning exercises, waved his hands one, two, one, two, we are all good friends, I made friends with the little elephant...

② Guide children to do whatever they want freely Make up lyrics about your favorite animals and change their actions appropriately. Teachers encourage children with strong abilities to create smooth lyrics; guide children with average abilities to create lyrics for their favorite animal puppets; encourage children with poor abilities to create lyrics freely.

③While the children are composing lyrics, the teacher inspires and guides the children to practice and master the simple skills of operating puppets: shaking their heads, nodding, doing exercises...

④After the children imitate the compilation, The teacher guides the children to freely choose puppets (string puppets, palm puppets, tabletop puppets) and sing imitated songs while operating them. The teacher conducts a comprehensive inspection and guides the children to operate, imitate and sing according to the puppet roles.

⑤Invite individual children to come on stage to operate puppets and sing. The teacher and children will comment based on the lyrics compiled by their peers. Promptly praise the children who have made smooth progress and made progress.

4. Review dance: miscellaneous puppets.

The teacher guides the children to practice dance movements, requiring:

(1) The movements should be like puppets, bending down, raising arms sideways and relaxing.

(2) The movements must be in time and consistent with the musical image.

5. Dance: The "miscellaneous puppets" come out of the room, and the children's movements are required to be in time.

Extension: Guide children to watch programs about puppet performances, so that children can have a deeper understanding of puppets. Put puppet clothes in the "Music Performance Corner" for children to listen to music while doing puppet movements. .

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