There is an urgent need for a review of a student s art assignment!! 10

What grade student? I don't know, I can't say.

1. Appreciation, from the perspective of literature and art, is to enjoy beautiful things and appreciate the fun in them. It is a subjective feeling of the appreciator about the beauty of objective purity. It is a kind of recognition and reflection of the aesthetic subject's beauty attributes of objective things, as well as an evaluation and judgment of beauty.

Whether it is natural beauty, social beauty, or craft beauty, it is the appreciator's feeling, experience and comprehension of the "beauty" of objective things, so as to obtain an aesthetic grasp from shallow to deep and scene blending, and cause emotional excitement, satisfaction and spiritual enjoyment.

In the process of appreciation, the viewer first adopts an attitude of affirmation and appreciation to face the work of art. There are very few evaluations of parts of the work. Such as:

Some people say that I admire Western modernist art. This means that he fully affirmed and appreciated Western modernist art. Just like in our real life, some people say, I admire your person, I appreciate your clothes, I appreciate your temperament, I appreciate this color, and so on.

They all think it is good, like it, and appreciate it with an affirmative attitude.

2. Evaluation: It is to evaluate the "value" of something. From the perspective of literature and art, it means that the evaluator makes judgments and evaluations on the achievements and failures of works of art and artists from a certain position and viewpoint.

For example, if we want to evaluate Western modernist art, first of all, it means that we have an attitude of disaffirmation and disappreciation of this genre. Conclusions can only be drawn through a serious, comprehensive and meticulous analysis, research and appreciation of the artistic propositions of this genre and the ideological content and artistic techniques embodied in the works. Only then can we decide whether to affirm and appreciate the art works of this genre, or to adopt an attitude of analysis, criticism, or even denial.

Only after analysis and understanding can the correct assessment be made. It is different from appreciation in terms of emotions and opinions. Because any work of art is composed of two parts, form and content, it is the perfect unity of content and form.

Therefore, there are two criteria for evaluating works. One is artistic, and the other is ideological content.

The content comes from the user: Zhan Yuanxiu.

Are the evaluation criteria for teachers appropriate? Is it comprehensive? Is it fair for students to only look at the final result mechanically, and ignore the creative activities of students throughout the teaching process?

This paper analyzes the problems existing in the evaluation of art assignments from the perspective of the current situation, and puts forward the strategies of how to evaluate students' art assignments according to the teaching practice.

Evaluation of student assignments in art teaching.

In the process of art teaching, it is essential to evaluate and display students' homework (works). The evaluation of students' homework is an important part of art education. It is the test of the effect of the whole teaching process, the basic guarantee to achieve the teaching objectives, and the feedback of students' art ability, so that students can summarize in time, so as to develop their strengths and avoid weaknesses and continuously improve the quality of teaching.

However, the actual implementation situation is not optimistic, because there is no selection task for art education, so it is ignored by everyone. The evaluation of students' art assignments is unilaterally evaluated by the teacher, and the students passively accept it, unable to truly understand the problems existing in the assignments. In addition, a "cold" score is likely to discourage students' enthusiasm and creativity in learning.

Are the evaluation criteria for teachers appropriate? Is it comprehensive? Is it fair for students to only look at the final result mechanically, and ignore the creative activities of students throughout the teaching process?

The author analyzes the problems existing in the evaluation of art assignments from the perspective of the current situation, and puts forward a strategy for evaluating students' art assignments according to the teaching practice.

Art Curriculum Standards" points out when discussing the evaluation of art assignments.

2. Evaluation should be dominated by affirmation and praise "Evaluation" and "display" are not the ultimate goal, but an effective way to achieve the overall effect of art education. It can promote students' mastery of the basic knowledge and basic functions of art, cultivate aesthetic awareness and cultivate sentiment, and promote students to gradually form good.

In art activities, the evaluation of students' works is an indispensable part, because the teacher's appropriate evaluation can effectively stimulate students' interest and enthusiasm in painting, so that students can feel their own progress and experience the happiness of success.

I believe that the following should be done when evaluating students' work:

The first is to follow the law of development.

Student painting has its own certain development process, from graffiti - reproduction - creation, with the growth of age, the thinking plane gradually spreads, different periods have different characteristics, there should be different ways to evaluate students' works, if the teacher does not use it properly, it may make students' interest in painting be submerged from then on, affecting the normal development in the future.

The second is to respect individual differences.

The level of painting of children in a class is not a line, individual differences exist in any educational activities, and painting is no exception, some are smart and flexible, some are more rigid in thinking, and the paintings are also diverse. We should be good at discovering the progress of each child, giving correct evaluations, and promoting overall improvement.

The third is the principle of incentive protection.

Due to their young age, incomplete understanding, and unfixed thinking, students will compose many unrealistic images and styles in their paintings. Regardless of the success or failure of a painting, teachers should stand on the basis of protecting their creativity and self-confidence to make appropriate evaluations, which can not only encourage the development of students, but also enhance their confidence in creation and life.

In addition, when teachers tutor students in drawing, the tools and materials for painting are too limited, and they do not make full use of the existing resources. Nature has endowed us with unique conditions, such as the sand and gravel in the river, the leaves of the big trees, the straw in the mountains, the bottle caps, and the potato chips. They can be used as tools and materials for painting.

We should be good at making use of all kinds of favorable conditions to reasonably guide students in painting, stimulate students' imagination, encourage them to express themselves boldly, and let them grow up happily in interesting art activities.

Painting skills point out the advantages and disadvantages, the intention is to put the pen first, art students have a shallow understanding, pay attention to point out the idea of painting. Don't just know art, other knowledge that students know will also help with art.

First of all, it is necessary to affirm the energy power of his color expression, and tell the advantages of his works (such as color coordination, the shape of things.

Zhi state of grasp, imagination) dao

Point out its deficiencies (such as the cleanliness of the picture, whether the technique is used correctly, the proficiency and smoothness of the lines, and the grasp of light and shadow). Finally, he gave suggestions (such as how to avoid technical mistakes when painting, how to improve the inspiration and thinking of painting in the accumulation of daily life, and continue to maintain his own advantages, etc.). ）

1.The overall composition is harmonious and discordant 2The visual center is prominent, not prominent, 3The lines are definitely not certain, and the colors do not match 4The structural relationship and the relationship between light and dark are clear and unclear.

In the evaluation of art works, in addition to motivating students through language, students' art works can also be evaluated in the following ways:

1.Facial feedback: Teachers give positive non-verbal feedback to students through facial expressions such as nodding and smiling.

2.Physical feedback: such as crumbling and thumbs up, giving students a more intuitive evaluation experience.

3.Participation in the operation: The teacher can ask the students to explain the creative ideas of Zhengyou Ming, and give guidance on the operation.

4.Exhibition: Exhibit students' outstanding works and organize exhibition and evaluation activities.

5.Peer Evaluation: Give full play to peer appreciation and let students evaluate each other.

6.Reward mechanism: small awards will be given to outstanding works to motivate students' enthusiasm for creation.

8.Teacher-student discussions: Organize special discussions to brainstorm and improve learning results.

In short, art evaluation should focus on diversity, taking into account both verbal and non-verbal methods, so that students can have a positive learning experience in all aspects.