Teaching Composition to Fine Arts students at Hung Yen College of Culture, Arts and Tourism - 14

Content

Time

space

Teacher activities

Game activities

1

On set

function

1'

Check attendance

Maintain order

Report the attendance

2

A-Reason

Theory:

Introducing the new lesson: "Pictures of working life"

I- Characteristics

of life

active

moving

1- Owner

subject

2- Image.

(1 hour)

32'

8'

6'

8'

6'

4'

- Introduce some paintings of labor activities on different topics so that students have a concept of the form and content of paintings on the topic of labor activities.

- Require students to apply the knowledge they have learned from the lesson "Family activities" to compare and find out the different characteristics of the paintings of working activities and the paintings of family activities.

- Topic.

- Image.

- Layout.

- Array image.

- Light and dark color.

Students look at illustrations to reinforce the knowledge they have studied before going to class.

- Students take turns comparing the differences in equivalent content of two categories of family life and work life (these contents have been prepared by students before coming to class).

- Students self-adjust their self-discovered knowledge to suit the lesson content that teachers and friends have built and edited.

cure.

3- Dad

lump

4- Array image.

5-Light and dark and color.

II - Method

real law

presently:

1- Choose a topic.

(12')

- The teacher makes a table comparing the characteristics of each type of family activity and work activity according to the content presented by the students.

- Systematize, adjust and explain further the content that students presented that did not meet the requirements.

- From the comparison table, the teacher draws conclusions about the characteristics of the work life pictures. Combine explanations and illustrations with pictures to help students perceive the problem more specifically and clearly.

- Students can ask questions, the teacher suggests for the whole class to answer - the teacher concludes later.

- Suggest students to present their understanding of labor topics such as: Agriculture, Fisheries, Small-scale industry... to enrich their knowledge.

lesson for the whole class

- Students present their understanding of specific work-related topics.

Students listen to lectures and view illustrations. Ask questions that need to be answered more deeply about how to penetrate reality and sketch.

2. Real penetration.

3- Find the sketch.

4- Expression.

4'

4'

4'

- Teachers analyze the characteristics of each topic. Orient the perception of beauty of each topic, other topics combined with analysis on the picture.

- Teachers guide students on how to go into real life at some locations such as fishing villages, rural areas, and craft cooperatives to choose typical objects, sketch characteristics, and choose sketch angles that are appropriate to the topic.

- The remaining parts such as sketching and expressing are practiced regularly by students so teachers do not need to repeat them.

- Assign the task of creating paintings on the theme of daily life

labor - optional topic.

- Students practice and sketch documents outside of class hours.

3

B- Part

Practice . Create a painting on the topic

labor activities

(18

section)

- Guide each student to practice.

- Teachers discuss with each student.

Students present sketches to teachers

dynamic - optional theme

Size: 40 x50cm

Material: Color powder.

1- Find the owner

topic​

2- Find the picture

statue .

22'

23'

6 periods

students on different topics. Based on students' sketches, teachers suggest and guide them to choose topics that are suitable to their abilities and available materials.

- Based on the students' sketches, the teacher continues to discuss with each individual about the options for choosing a typical image suitable for the topic (note, do not impose the teacher's opinion but try to understand the students' intentions and interests to guide them appropriately).

- Guide students to redefine the rhythm of the sketch to suit the nature of the topic and arrange the shapes in a balanced and harmonious way within the drawing paper.

- Note: Students must arrange the array to avoid violations.

layout rules like: main block in the middle

and discuss ideas with teachers to get guidance in choosing the theme of the work.

- Students discuss with teachers their expectations and preferences in choosing a character image suitable for the topic.

Students must find and create rhythms on their own, then adjust them in class according to the teacher's suggestions.

All work must be prepared at home, only the teacher will suggest adjustments in class.

Students find ways to solve the problems themselves.

Different layouts to minimize clutter

3- Find the sketch

herb​

a. Sketch the lines .

4

section

intersection of 2 diagonals, panels that are too equal and similar, distance between character heads is equal, avoid lines that divide the painting into 2 equal parts….

- During the implementation process, the teacher will only guide students to apply interdisciplinary knowledge such as: Drawing, Perspective, Sketching to detect and correct errors. Only when students cannot solve the problem themselves, will the teacher give specific instructions.

- Require students to create an additional sketch of their own choice in addition to the official assignment to practice their creativity.

- Teachers review each student's black and white sketch, discuss to grasp students' creative ideas and guide how to adjust to suit the content.

topic content

most mistakes. Only when the difficulties are beyond the ability should the teacher be asked to solve them.

Students do an additional composition assignment at home, and in class ask the teacher for comments and corrections. Students adjust the black and white sketch at home, and in class the teacher will guide them on how to adjust.

Students follow the teacher's guidance and apply interdisciplinary knowledge to find errors and solutions in both exercises.

Students actively seek solutions to color sketches at home. When in class, present sketches to teachers for guidance.

repair.

b- Black and white sketch.

3

section

- Suggest that students apply knowledge from Drawing, Decoration, Perspective... to solve the relationship of intensity between image blocks.

- Pay attention to orienting students on how to create spatial layers, main surfaces and highlight the focus of the sketch (both main exercises and additional exercises).

- Require students to sketch according to a reasonable process.

The teacher reviews the students' color sketches, continues to discuss to grasp the students' ideas and orient the solution in both exercises.

Suggestions for students to apply color knowledge from different subjects to solve color problems, self-discover and adjust color harmonies to suit.

appropriate to the topic. Pay attention to instructing students on how to create colors.

Students apply interdisciplinary knowledge to solve problems, detect and correct errors.

Students present their work in accordance with the process and spirit of the sketches. Discuss with teachers about presentation techniques for guidance.

Students must be proactive and actively present their lessons at home and in class ask the teacher for guidance and correction.

c- Color sketch .

4- Expression

4

section

appropriate to space and time and highlighting the main points. Require students to do the exercise in a logical order.

- Discuss and suggest to students how to express the painting in the spirit of black and white and color sketches.

- Closely monitor students' implementation of the main homework process (extra homework is only at the outline level because there is no time).

time of expression)

4

C- Part

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practice:

40'

- The teacher asks 2-3 students to classify the class's homework into 3 groups (good, average, weak).

- After classifying the lesson, continue to ask other students to discuss and adjust the ranking according to their own comments.

- Ask 2 students to analyze the advantages and disadvantages of some typical exercises.

- Classify the exercises correctly and analyze,

Detailed review of each exercise.

- Students have practiced the skill of classifying the exercises of the whole class outside of class time and each student has practiced analyzing an exercise according to the class's assignment (both written and spoken).

- Students participate in classifying and analyzing exercises.

- Students watch and listen to the teacher evaluate the strengths and weaknesses of the exercise to gain experience.