Drawing a Princess's Cabin in the kindergartenThe following is a lesson plan for a kindergarten class drawing a princess's cabin:
** 1. Teaching objectives **
1. Stimulate the child's imagination, allowing the child to conceive the overall appearance and internal details of the princess's cabin.
2. To improve children's drawing skills, such as the use of lines, color matching, etc.
3. Cultivate children's aesthetic ability, so that children can feel the unique beauty of the princess hut.
** 2. Important and Difficult Points in Teaching **
1. ** Main point **
- Guide the child to describe the characteristics of the princess's hut, such as the unique roof, door and window shapes, etc.
- Help the children match the colors reasonably and reflect the dreamy feeling of the princess cabin.
2. ** Difficulty **
- Stimulate the child's imagination to avoid the image being too singular.
- Guide the children to handle the relationship between the overall layout and details in the painting.
** 3. Teaching preparation **
1. Collect some pictures or videos of the princess's cabin, such as the princess castle in the disney animation.
2. Prepare sufficient drawing tools, such as drawing paper, colored brushes, oil painting sticks, etc.
** 4. Teaching process **
1. to lead
- The teacher played pictures or videos of the princess's house and asked the children,"Children, look at these beautiful houses. Who lives in them? That's right, the princess lives there. Today, we're going to paint the princess's cabin."
2. guided imagery
- The teacher and the child discussed the appearance of the princess cabin together. "Children, what shape could the princess's cabin be? Is it tall like a castle, or short like a small wooden house?" "What would the roof of the hut look like? Is it pointy or round?" "What are the doors and windows like? Are there any beautiful patterns?" Children are encouraged to speak up and share their thoughts.
3. Painting Guide
- The teacher first demonstrated the outline of a princess's cabin on the blackboard. For example, draw a square body and add a triangular roof. Then, he said," Children can draw the general shape of the cabin first like the teacher, and then slowly add details."
- Remind the child to pay attention to the smoothness of the lines. When drawing details such as doors and windows, you can draw some curved lines, heart shapes, etc. to reflect the characteristics of the princess cabin.
- As for color matching, the teacher could say,"The princess's cabin must be beautiful. We can use pink, purple, blue, and other dreamy colors to paint it."
- In the process of children's painting, the teacher would tour and guide, give affirmation and encouragement in time, and provide appropriate help to children who encountered difficulties.
4. Exhibition and sharing of works
- Let the children display their works and admire each other. The teacher could guide the child to say," The princess cabin you drew is so beautiful. Can you tell us why you drew it like this?"
- Children are encouraged to discover the bright spots in other children's works, such as unique shapes, beautiful colors, etc.
** 5. Reflection on Teaching **
1. the key of success
- Through playing pictures, videos, and discussions, the imagination of the children was better stimulated. The children showed a variety of unique princess huts in the painting, such as mushroom-shaped huts and castle-style huts with rainbow bridges.
- In the process of drawing guidance, the children's mastery of lines and colors had made some progress. Many children could use different lines to decorate doors and windows, and the color matching was more harmonious.
2. deficiencies in
- Some children still had problems with the overall layout. For example, the small house was too big, resulting in no space to draw other elements around it. In the future, he could strengthen the guidance of the overall layout. For example, let the children use a pencil to gently draw the location and size of the hut, and then draw the details.
- For some children with weaker imaginations, encouragement and guidance were not deep enough. They could give these children more opportunities to speak during the discussion session and give them more inspiration during the painting process, such as providing some creative elements for their reference.
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