As a faculty member, we often need to write lesson plans. Writing lesson plans helps us accurately grasp the key points and difficulties of teaching materials, and then choose appropriate teaching methods. So how do you write a good lesson plan? Below is the art lesson plan I collected for everyone in kindergarten: Carrying the sun, for reference only, I hope it can help everyone. Art lesson plan for kindergarten class: Carrying the sun 1
Activity goals
1. Be able to use the correct method to mend holes.
2. Use your imagination and try to draw various images according to the shape of the hole.
3. Experience the fun of adding paintings to the cave.
Activity preparation
1. Oil pastels, glue sticks, markers
2. Various clothing magazines, colored paper, colored newspapers, etc.
< p> 3. PPT: Teacher’s mountaineering photos; various images (animals, cars, fruits, people, etc.)4. Music: "Tearing Newspaper", "Forest Rhapsody"
Activity process
1. The conversation leads to the topic.
Teacher: We had a holiday a few days ago. Did you go out to play? (I went to the park, but didn’t go out...) Guess where I went? (Open the mountain climbing photo) Let me go mountain climbing! It’s fun to climb mountains. Why! There was only one thing that made me particularly depressed. I broke several holes in my clothes. You see! (Showing the T-shirt with the scratched hole)
What do you think I should do? (Sew and mend)
Teacher: You are so smart! (Shows various papers) If this is a piece of cloth, I patch it on the back of the hole. Look, the hole has been patched up. How to make the hole look more beautiful? (Fill in patterns inside and decorate with patterns...)
2. Game-Tear holes.
Teacher: What you said is very good! I invited you here today just to help me design these holes.
1. Put forward design requirements: The teacher has prepared various T-shirt papers, but there are no holes on them yet. Let’s play a game together, tear out holes of various shapes on them, and then design them. (Remember: the weirder the shape of the hole, the better, and there must be a certain distance between the holes.)
2. Play the music "Tear Newspaper" to start the game.
3. Try to imagine and create.
1. Patch the holes.
Teacher: Now there are many holes in the T-shirt. Apply glue around the holes and choose a piece of paper you like to fill the holes.
2. Add imagination.
Teacher: The hole has been repaired, let’s see what the hole can become? (Ask individual children to demonstrate) Play the PPT and "Forest Rhapsody" and let the children start creating!
4. Children give a brief introduction to the design of their own works.
Kindergarten art lesson plan: golden rapeseed flowers
Kindergarten art lesson plan: golden rapeseed flowers (additional paintings)
Author: Zhu Chunhua, Xinfeng Central Kindergarten
p>Objectives:
1. Understand the main characteristics of rapeseed flowers through observation.
2. Learn division of labor and cooperation, and use lines and colors to express the golden beauty of rapeseed flowers in spring.
Preparation:
1. Some actual rape flowers for children to observe.
2. The photos taken during the spring outing allow children to perceive the beautiful scenery of golden rapeseed flowers all over the mountains and plains.
3. The teacher draws some drawing papers (one for each table), watercolor pens and oil pastels on the branches of rapeseed flowers.
Process:
1. Import :
Teacher: Last time we went on a spring outing, we saw a golden flower in the wild. Today the teacher brought it here. Come and see what its name is? (Rape flower)
2. Observe the appearance of the rape flower.
1) Observe the shape of the flower.
Teacher: Please come and see how many petals it has? What shape are the petals?
What is the color of rapeseed flowers?
How are the rape flowers arranged on the limbs? Like what?
What other flowers have you seen? Are rapeseed flowers the same as those flowers?
Children answer based on their own life experiences.
Teacher summary: Rapeseed flowers are golden yellow, have four petals, and the petals are oval.
2) Observe the branches and leaves.
Teacher: Does the rapeseed flower have one branch or many roots? How are they arranged?
What are the shapes of rapeseed leaves? How are they arranged on the branches?
Children observe and answer.
3. Children’s cooperative painting.
Teacher: Today we will draw rapeseed flowers and decorate our classroom.
1) Children discuss the division of labor independently.
Teacher: A few days ago, we painted a beautiful tablecloth. Children, please recall, how did we paint the tablecloth?
Children recall the last time they collaborated on painting. < /p>
Children learn to divide their own labor. After dividing the work, introduce it to everyone and let everyone listen to see if it is reasonable.
2) Children collaborate in painting, and teachers guide on tour.
Ask children with strong abilities to draw some other things after they have finished drawing.
4. Display children’s works and appreciate each other.
1) Ask the children at each table to introduce the content of their works and how they work together.
2) Question: Which work is your favorite and why?
5. Teacher summary.
Praise the painting group for its reasonable division of labor and creative painting (***children sitting at the same table). Art Lesson Plan for Kindergarten Class: Carrying the Sun 2
Activity Objectives
1. A preliminary attempt to use the overlapping method to arrange the picture.
2. Feel the friendship between people in the picture showing everyone holding the sun behind them.
3. Teach children to develop a careful and serious attitude towards learning.
4. Be willing to tell everyone your ideas boldly.
Activity preparation
Pictures: 1. A picture of five trees
2. A picture of a tree with the sun behind it and a house with the sun behind it.
Activity process
1. Talk to introduce the theme of painting.
1. The Shenzhou 6 developed by our country went into space some time ago. What will the two uncles see in space?
2. What will the two uncles see in a day? There are many sunrises, does that mean there are many suns in our world?
3. There is only one sun. Every morning, the sun is the first to get up and work, spreading sunshine to the earth and bringing it to everyone. When the light comes, people start to go to work and go home in the evening, so where does the sun go? (The sun goes over the top of the mountain, takes a bath, and then goes to light up the other side of the earth. The sun always works non-stop and never rests. )
2. Use anthropomorphic techniques to explain painting requirements.
1. The sun is too hard. Friends on the earth discussed how to make his work easier. The big tree said: "I will carry the sun." But the sun is so big, how can a big tree carry it? They could carry it, so two, three, or four trees came together to carry the sun.
2. Hey, why is it only half? How does this tree squeeze in? (The teacher traces along the outline and discusses with the children) Stop when you see the edge, and stop when you can’t see it. Jumped over and saw what happened next
3. There were so many trees carrying the sun together, but the sun was too heavy and they couldn't carry it. The fifth and sixth trees also come to support the sun. Where do these two trees stand? Can they join hands with the tree in front?
4. There are two gaps here, maybe The sun will slide down through the bushes, and there are more trees coming to help.
5. Ah, the radiant sun is finally on my back. What method was used to make the sun in the painting so beautiful? (Teacher shows the painted painting)
3. Assign painting tasks.
1. The big tree walked for a day without carrying the sun, and was seen by the house. The house said: "I will carry the sun. How can several houses carry it?
2 , many houses held hands like big trees and carried the sun for a day. This news spread to all directions. Who else would come to fight for the sun?
3. There are three hundred and sixty-five years in a year. God, we need many friends to work together.
4. Please choose one of your favorite friends and let them carry the sun.
4. Evaluation
< p> 1. Taiyang is very grateful to you. It is your help that makes him work more easily and happily.2. The teacher focuses on the overlapping painting method of the children.
Reflection on activities
In future activities, it is worth noting that we should strengthen the cultivation of children's observation ability, enhance children's interest in art activities, provide more individual guidance, let children observe with questions, and Problems were found during observation. Pay attention to the guidance of children's line practice and color matching. To enhance children's interest, sensitivity and expressiveness in art activities, we should start from the kindergarten art lesson plan: Carrying the Sun 3
Objectives:
1. A preliminary attempt to use overlapping methods to arrange the picture.
2. Feel the friendship between people in the picture of everyone turning to the sun. .
Preparation: Children use drawing paper, examples, and pens
Process:
1. Talk to introduce the topic.
Teacher: The sun is the first to get up and work every day, bringing light to everyone. Is it hard work?
2. The teacher demonstrates while talking. (Key point: overlap)
Teacher: The sun is working too hard. Friends on the earth are discussing how to make it work easier. The house said: Let me carry the sun! (Draw a house) But the sun is so big, can a house be carried on its back? So two, three, or one house came together to carry the sun. (The teacher drew while talking, and there was overlap)
(Discussion 1) Hey, why is this house half built? The three houses together cannot bear the sun, and the fourth house also comes (teacher demonstrates). It is the same as the third house. If there are people standing in front of them, they will politely stand behind them. The four houses together still cannot bear the sun. When the fifth and sixth houses come, where will they stand? Can you also politely stand in and hold hands with the house in front of you?
(Discussion 2) The house has been carrying the sun for a whole day, and the big tree saw it. The big tree said: "Let us carry it the next day!" Only those big trees can carry it. Where is the sun?
Teacher summary. "There are 365 days in a year, and we need many friends to carry the sun. Now please choose one of the friends you just mentioned to carry the sun, and draw how they carry the sun.
3. Children draw according to their imagination, and the teacher guides and introduces them according to their creations.
4. Let the children talk about the works while showing them on the seat. .
5. After the summary, children color.
Teacher: The sun is very grateful to you. It spreads its colorful light to the earth and makes it more beautiful.
6. End of the project.
Art activity: Designing stamps (upper class)
Activity objectives: 1. Children appreciate stamps and try to decorate them with bright and pastel colors. 2. ．Enhance children's experience of the beauty of decoration and color. 1. Cut the lace drawing paper. 3. Stamp albums. /p>
Activity focus: Children learn to decorate stamps with bright and soft colors
Activity process: Appreciating stamps-teacher-student discussion-children’s painting-evaluation activities
< p>Activity process: 1. Arouse interest 2. Two days ago, the teacher went to the post office to send a letter, but the uncle at the post office said that the letter was missing something and could not be sent. Please help me find out what is missing (show me? Envelope) 3. What is missing from this letter? (Stamps) 4. Do you know what stamps are used for? (Sending letters) 5. Some people like to collect used and unused stamps. Take it out and look at it when you have time. Why is this? (Because the stamps are beautiful and can be appreciated) 6. The teacher also brought some stamps today, shall we appreciate them too? 7. Teacher-student discussion 8. Did you see the stamps? What is it like? (With lace, currency value, and beautiful patterns...) 9. Just now, a child saw a beautiful pattern on the stamp, and the currency value indicating the stamp price. There is white lace next to the stamp. Stamp designers design. If you are a stamp designer, what kind of stamp pattern are you going to design? 11. There is a white edge on the side of the stamp. We should also leave a white edge when designing, and then write on the stamp. 4 words for China Post, it looks like a stamp. 12. Who is willing to draw the stamp pattern you have in mind? 13. Demonstration for children 14. Painting for children 15. Do you want to design a stamp too? Please think about what kind of stamp you want to design, and then draw it on the paper. 17. The teacher will guide the children to leave a white border next to the designed pattern. 18. Activity evaluation 19. Who is willing to introduce the stamps you designed to everyone? 20. Children introduce their own worksPaper-cutting activity: Blossoms
Objective:
1． Through observation, comparison, discussion, etc., I feel the characteristics of cumulative paper-cutting, and initially try to use this method to create "flowers".
2． Able to use folding, cutting and contour drawing methods to create and experience the joy of success.
3. Able to use various tools and materials in a consistent and reasonable manner. Preparation:
1. Various wax paper, paste, scissors, tray, rag, pencil, etc.
2． A cumulative paper-cut work (see Figure 1), in which the pattern of a butterfly can be separated and moved.
3. Background music, "Three Butterflies" background picture (there are several flowers drawn by children on the picture).
4． Appreciate the paper-cut works of flower-cutting lady Ku Shulan and enrich your experience. Process:
1. Recall past experiences and develop interest in activities.
Teacher: We have heard the story of Grandma Ku Shulan, the flower-cutting lady, and we have also admired Grandma Ku Shulan’s paper-cut works. Do you still remember what the work was? What did Grandma Ku Shulan use for this work? How to do it?
Young: Mei Xiang rides a horse.
Young: The method of cumulative paper cutting is used. 2. Appreciate the paper-cut work "Butterfly Flying" and perceive the characteristics of cumulative combination paper-cutting.
(1) Preliminarily appreciate the work as a whole.
Teacher: What do these butterflies look like?
Young: They are different in size and fly in different directions.
Young: There are red, yellow and blue.
Teacher: Among so many beautiful butterflies, which one do you like best? Which part do you think is the most beautiful?
Young: I like the red butterfly best.
Young: The zigzag pattern on the butterfly’s body is very beautiful.
Young: The butterfly also has wavy, round and drop-shaped patterns on its body.
Teacher: What do the patterns on the wings of this black butterfly look like?
Young: The outermost one is zigzag-shaped, with many circles in the middle, like a small sun.
(2) Preliminary understanding that different positions of cumulative pasting will produce different effects.
Teacher: How many layers does the pattern like the little sun have? Let’s count them together.
(The teacher separates the sun-shaped patterns on the black butterfly layer by layer to facilitate children's observation.)
Teacher: It turns out that the four layers of graphics are from bottom to top, one layer at a time. The layers are small and they are different colors.
Now I want to put them back together, which one should I put on first?
Young: The pink one is the biggest and should be put at the bottom, then the green and smaller ones. ...the smallest one should be attached to the top.
Teacher: Is the pattern after pasting the same as the original one? Why is it different?
Young: The circles have been pasted to one side, and the water droplets on the small wings of the butterfly are The pattern is somewhat similar.
Teacher: It seems that the cumulative pasting positions are different, and the pattern effects produced are also different.
(3) Preliminary understanding that different number of layers of cumulative pasting will produce different pattern effects.
Teacher: Are all the patterns on butterflies four-layered? Are there any that are different?
Young: The patterns on the small wings are three-layered.
Young: The body of the butterfly also uses two layers of accumulation, and the eyes use one layer.
Teacher: The accumulated patterns can be single-layered or multi-layered, and their colors and pattern effects are also different.
3. Boldly try to use the paper-cutting method of cumulative combination to create "flowers".
(1)*** Let’s discuss the production method.
Teacher: We are going to perform the fairy tale "Three Butterflies" on our small stage. We have already made some backgrounds and painted some beautiful flowers. Today we will use the additive method to make some flowers to make the background richer, okay? What kind of flowers do you want to make?
Young: chrysanthemums, lotus, butterfly flowers, plum blossoms...
p>
Teacher: I have some plum blossoms here, let’s see what they look like.
Young: The outermost layer of petals is red, the second layer is pink, and there are stamens.
Teacher: How do we make this flower? Are the two layers of petals the same size?
Young: First fold and cut out the first layer of plum blossom petals, and then cut out the second layer of petals. .
Young ones: The ones at the bottom are the biggest, and the ones in the middle are smaller... You also need to cut out the stamens, and then stick them together. You can also cut some small patterns to decorate the petals.
(2) Try to make it.
Teacher: We can use the folding and cutting method and the outline cutting method to make flowers. When using materials, we should pay attention: use large paper for large petals and patterns, and use small paper for small petals and patterns. The paper should be cut into pieces and placed on the empty plate. We should learn to save like Grandma Ku Shulan.
(Children make and place their works on the background of "Three Butterflies")
4. Teachers and children jointly arrange and appreciate the works, and experience the joy of success.
Teacher: Which one do you like best? Which part of it is the most beautiful?
Young: The lotus is very beautiful. Its petals are layered layer by layer, and each layer has a different color. .
Young: Cockscomb is very beautiful, and its stamens have many shapes.
Teacher: The cumulative paper-cut method can not only make flowers, but also express many other things. Let’s try it again in the future.
The paper-cutting activity is a series of activities. The event was conducted as a backdrop for a small stage performance of "Three Butterflies". In the early activities, the teacher first let the children feel the characteristics of Ku Shulan's paper-cutting, guided the children to appreciate the excellent paper-cutting works, and feel and understand the beauty of paper-cutting art.
During the activity, the teacher not only allowed the children to appreciate the content and layout of the work, but also encouraged them to speak boldly about their understanding, guided them to discuss paper-cutting methods, feel the beauty brought by changes in color and graphics, know what cumulative paper-cutting is, and compare it How is it different from hollow paper-cutting to stimulate children's interest in exploration and learning? Paper-cutting activities are not only the practice of skills, but also a cultural influence on children and a subtle influence on their life concepts. For example, during activities, we should pay attention to the development of good habits in children, form a certain awareness of environmental protection, etc. Art Lesson Plan for Kindergarten Class: Carrying the Sun 4
Activity objectives:
1. Preliminarily try to use the overlapping method to arrange the picture.
2. Feel the friendship between people in the picture of everyone carrying the sun.
3. Be bold in painting and decorate with symmetry.
4. Cultivate children’s good painting habits.
Activity preparation:
Children use drawing paper, examples, and pens
Activity process:
1. Talk to introduce the topic.
Teacher: The sun is the first to get up and work every day, bringing light to everyone. Is it hard work?
2. The teacher demonstrates while talking. (Key point: overlap)
Teacher: The sun is working too hard. Friends on the earth are discussing how to make it work easier. The house said: Let me carry the sun! (Draw a house) But the sun is so big, can a house be carried on its back? So two, three, or one house came together to carry the sun. (The teacher drew while talking, and there was overlap)
(Discussion 1) Hey, why is this house half built? The three houses together cannot bear the sun, and the fourth house also comes (teacher demonstrates). It is the same as the third house. If there are people standing in front of them, they will politely stand behind them. The four houses together still cannot bear the sun. When the fifth and sixth houses come, where will they stand? Can you also politely stand in and hold hands with the house in front of you?
(Discussion 2) The house has been carrying the sun for a whole day, and the big tree saw it. The big tree said: "Let us carry it the next day!" Only those big trees can carry it. Where is the sun?
Teacher summary. "365 days a year, many friends are needed to carry the sun. Now please choose one of the friends you just mentioned to carry the sun, and draw how they carry the sun.
Three , children draw according to their imagination, and the teacher guides and introduces them according to their creations.
4. Let the children talk about it while showing the works on their seats.
5. After the summary, children color.
Teacher: The sun is very grateful to everyone. It spreads its colorful light to the earth and makes the earth more beautiful.
< p> 6. End the topicReflection on the activity:
In the past, we also let the children try some contextual drawing methods, but found that the children in my class did not master it very well. , so I have been looking for an activity related to it, and the activity "Back to the Sun" is exactly what I want. In this activity, I mainly focus on how to arrange the occlusion relationship of the picture.
At the beginning of the activity, the non-stop work of the sun led to the topic of "carrying the sun", which made the children curious about "who will carry the sun".
The demonstration was followed immediately. I showed the unfinished work first. The picture allows children to perceive the occlusion relationship of the house clearly. After "occlusion", they may only see part of the lines, and then demonstrate the painting method of the fifth house, so that the children can intuitively see the painting. During the demonstration, I especially emphasized to the children that the body of the house in the back is higher than the body of the house in the front. However, when the children drew by themselves, some children still made mistakes, and they only made mistakes after my reminder. Correction. When asking individual children to draw a house, some children drew both walls of the house. I thought the goal of this activity was to try to arrange the pictures using overlapping or interconnected methods. That kind of drawing method can be used to arrange the pictures in an interconnected manner. I did not point out specifically. I just asked the children to draw overlapping houses between the two houses.
The five examples are presented from different angles. Friends who "back the sun" not only allow children to observe the occlusion relationship from different angles, but also expand their thinking in the selection of content. When asking children to find the similarities in the five examples, the children cannot find out. According to my guidance, children know that "friends are all connected or overlapped with each other, and there can be no gaps." However, children cannot understand "you can only invite one kind of friend every day"
Finally, let the children freely imagine asking friends to help the sun. Some say they can ask an elephant, some say they can ask the clouds in the sky, etc. However, in real paintings, the children imitate my five examples. One child drew the clouds he just mentioned, while the other children had no ideas of their own.
When giving comments, I was a little anxious considering the time limit. I did not guide the children to observe carefully. I just did a little bit and then disappeared. The comments were relatively simple.
Throughout the activity, I spoke more and gave the children less opportunities to speak. In the future, I will provide more opportunities for children to speak.
In addition, when providing examples in the future, you can broaden it a bit and prepare some simple drawings to remind children and broaden their thinking. Maybe the children's pictures will be richer!