How do you make an art lesson plan for kindergarten students?
Summary
本方案结合线上网站与线下活动，透过互动、创造与分享，让「美育”不再是一个抽象的教育概念，而是一个让孩子可以触摸、体验、分享的具体过程。通过激发想象力和团队合作，孩子们不仅可以完成一件艺术品，还可以体验到发现和创造美的乐趣。
你如何为幼儿园学生制定艺术课程计划？
探索孩子的小艺术世界！
你有没有想过，一片树叶或一块石头在孩子的小手里会变成什么？幼儿园阶段是孩子们释放创造力和想象力的大门，艺术教育是他们的第一把钥匙。学习如何为幼稚园学生设计艺术教案，不仅仅是教他们画画，更是让他们通过艺术发现世界和表达自己，以及在涂鸦中获得自信和快乐。最重要的是，他们不受规章制度的束缚，每一次划动都是一次美妙的冒险！快来看看如何通过生动有趣的艺术课让孩子的创造力大放异彩吧！
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第 1 节：走进艺术世界 – 获得灵感（20 分钟）
互动故事时间：
主持人（可以是打扮成魔术师的老师）讲一个故事，例如“树枝与石头的冒险”，并通过表演吸引孩子们的注意力。
道具：魔术帽、大书、自然物体展示篮。
问：“如果你是一块石头，你想成为什么？”
这些东西看起来普通吗？为什么它们变得特别？
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Session 2: Hands-on Creation – Magical Metamorphosis (10 minutes)
Material selection area:
A ‘nature shop’ is set up where children can select ‘materials’ (twigs, leaves, stones, coloured paper, etc.) and exchange them for ‘art currency’ (tokens provided). The children can select ‘materials’ (twigs, leaves, stones, coloured paper, etc.) and exchange them for ‘art currency’ (tokens provided).
A ‘nature shop’ is set up where children can select ‘materials’ (twigs, leaves, stones, coloured paper, etc.) and exchange them for ‘art currency’ (tokens provided). The children can select ‘materials’ (twigs, leaves, stones, coloured paper, etc.) and exchange them for ‘art currency’ (tokens provided).
Creative Workshop:
Each child tries to create his/her own ‘Transformative Art’ with the chosen materials:
The teacher guides but encourages children to be creative.
The table is labelled with ‘Inspiration Cards’: e.g. ‘Add wings to your twigs!’ ‘Make rocks talk!’
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Session 3: Installation Piecing – working together on a large piece of work (5 minutes)
Patchwork time:
the teacher leads the children, putting together their individual pieces on a large themed installation,
e.g.:
the teacher leads the children, putting together their individual pieces on a large themed installation,
e.g.:
‘Forest Wizard’s House”: assemble all collages into a small house.
‘Fantasy Aquarium”: hang “fish” and “sea creatures”.
Naming Ceremony:
the children take turns suggesting names, which are decided by a show of hands.
the children take turns suggesting names, which are decided by a show of hands.
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Session 4: Results Sharing and Photo-taking (2 minutes)
Group presentation:
Each child says one sentence to introduce his/her creation: ‘My branch turned into a bird because it wanted to fly!’
Each child says one sentence to introduce his/her creation: ‘My branch turned into a bird because it wanted to fly!’
Interactive questions:
Teachers guide parents to share with their children, ‘What part did you find the most fun?’ ‘What does this remind you of?’
Teachers guide parents to share with their children, ‘What part did you find the most fun?’ ‘What does this remind you of?’
Group photo:
take a photo in front of the installation and share the work on the activity website.
take a photo in front of the installation and share the work on the activity website.
Piaget’s theory of children’s cognitive development: explains that children need to construct an understanding of the world through sensory and hands-on manipulation.
Summary
This programme combines an online website and offline activities, and through interaction, creation and sharing, ‘aesthetic education’ is no longer an abstract educational concept, but a concrete process that children can touch, experience and share. By stimulating imagination and teamwork, children not only complete a piece of artwork, but also experience the joy of discovering and creating beauty.
