一名优秀的教师在教学方面无论做什么事都有计划和准备,作为教师就要好好准备好一份教案课件。教案可以让学生更容易听懂所讲的内容,减轻教师们在教学时的教学压力。那么,你知道教案要怎么写呢?下面是小编精心为您整理的“高三英语假案:unit1 Madame Curie——4”,希望对您的工作和生活有所帮助。
> 5. Which characteristic(性格) belonged to Mrs. Curie?
A. Devotion B. Impatience C. Carelessness D. Selfishness
(Key1.D 2.B 3.B 4.d 5.A)
探究活动
A Debate
The teacher says, " We all know that Marie Curie was a great woman scientist. Her are two opinions about her success. One is that she succeeded because she married Pierre Curie, a university professor at that time, and he and his fame actually helped her become famous. In fact, Marie Curie was not so outstanding as nowadays we think she was. Another idea is that Marie Curie's success is based on her hard work , brightness and the belief in herself. I'll divide all of you students into two groups and each of you can only be for one opinion and against the other. You have to show your evidence for the opinion that you support. When you show your idea and try to defeat those who are on the other side publicly, that is called "a debate". I'll give you some time after class to prepare for the debate. You can try your best to look for information about the Curies and you are supposed to put down what you think in your writing book. Then we'll hold a live debate and some students will be chosen to give their representation."
The teacher gives the students some time and necessary help in their looking for information and writing. Then an oral debate between two groups of four students each. After that, a rewriting of the debate.
unit1 Madame Curie搜集整理
一名合格的教师要充分考虑学习的趣味性,作为教师就要在上课前做好适合自己的教案。教案可以让上课时的教学氛围非常活跃,帮助教师掌握上课时的教学节奏。那么如何写好我们的教案呢?小编为此仔细地整理了以下内容《高三英语教案:unit1 Madame Curie——2》,仅供参考,希望能为您提供参考!
Unit 1 Lesson 2
MADAME CURIE (!)
课文阅读理解检测题
1.The text is mainly about Madame Curie's _____.
A. life, hard work and achievements B. college life in Paris
C. talent (天才) for physics D. cooperation (合作) with her husband
2. The greatest contribution (贡献) Madame Curie made to the word is the discovery of ____.
A. uranium B. radium C. polonium D. silicon
3. Marie became interested in physics ____.
A. before she went to university B. after she graduated from university
C. before she graduated from university D. after she went to university
4. From this text you can infer that life was ____ for Marie when she studied in Paris.
A. hard and meaningful B. easy and colorful
C. hard and tiresome D. Easy and interesting
5. Marie began her research work after she ____.
A. graduated from university B. got another degree in mathematics
C. got married D. gave birth to her first child
6. The radioactive nature of uranium was first discovered by ____.
A. Marie B. Mr. Curie C. another scientist D. Mr. And Mr. Curie
7. Which mineral is the most radioactive?
A. Polonium B. Uranium C. Radium D. Silicon
8. When did Mr. and Mrs. Curie begin to do research work together?
A. After they got married. B. After Mrs. Curie got her degree in mathematics.
C. After Mrs. Curie found polonium D. After Mr. Curie got a job.
9. What is the meaning of the word "share" in the text?
A. Have free time. B. Have something in common. C. Study. D. Research.
10. The second paragraph shows Marie's ____.
A. determination to succeed B. belief in her own ability
C. devotion to her research work D. understanding of the importance of science
(Key:1.A 2.B 3.A 4.A 5.C 6.C 7.C 8.C 9.B 10.B)
While checking the answers to the ten questions, pay attention to those that are questioned.
For some, maybe you have to explain or analyze the meaning of the questions clearly and exactly, and for others, maybe you have to tell the students the meanings of the new vocabulary. Besides, some answers can be clear when the teacher and the students are reading the text carefully, so it is also OK to leave some questions aside for a while as long as you remember to mention them in the text.
II. Go through the text.
1. Say to the students,
"I'm going to play the tape of the text and you should read in a low voice after the tape. Please pay attention to the pronunciation and intonation. While you are reading, please think of this question "In what order is the text written?" And underline the useful phrases and expressions you find in the text."
If the students' English level is high enough, they can finish the tasks without difficulty. Then the teacher can go through the language of the text quickly.
If the students' English is not so good, it is necessary for the teacher to spend some time on the structure of the t
教案课件是每个老师工作中上课需要准备的东西,是认真规划好自己教案课件的时候了。只有规划好教案课件工作计划,才能更好地安排接下来的工作!究竟有没有好的适合教案课件的范文?为此,小编从网络上为大家精心整理了《高三英语教案:unit1 Madame Curie——3》,欢迎阅读,希望您能阅读并收藏。
ext in order to train and culture the students' of reading skills in grasping the main idea of a reading material. The teacher can ask the students to summary the main idea of each paragraph or pick out the key words in each paragraph and help the students to connect the internal relationship between each paragraph so as to find out the main idea of the whole text.
A. Language points:
a. succeed in doing /sth.
e.g. I am sure they will succed in passing the examination
b. in honor/honour of 为纪念……
e.g. They called the boy Sam in honour of his father who died before his birth.
c. On the laboratory bench was a glass container form which came a tiny soft light.
地点状语置于句首,句子主谓倒装。
d. devote … to… (devote oneself to) 专心致志于……(do sth. In a very single-minded way)to 是介词,后接名词或-ing 形式。
e.g.1.He devoted part of his time to the study of history.
2. They devoted themselves to the work of children's health care.
e. give off 散发,放出 (to send out sth. especially a liquid, gas or smell)
e.g. 1. If plastic and rubber are burned, they give off poisonous gases.
2. The water gives off an unpleasant smell. You cannot drink it any more.
3.Let's go out and see the flowers. They're giving off a sweet fragrance.
f.give out 发出声音,光,热;分发; 发布;用尽(vi)
e.g. 1.The radiator is giving out a lot of heat, and my wet clothes are surely to become dry soon.
2. The teacher gave out the examination papers.
3. The news of his death was given out in a radio broadcast.
4. Her patient finally gave out and he lost his temper at last.
5. One of the plane's engines gave out in mid-Atlantic.
f. work hard at 为了……而努力工作;致力于……
e.g.1. He is working hard at a maths problem.
2. You can make rapid progress in your English if you work hard at it.
B. Underline useful expressions and phrases while going through the text, for example:
be admitted to, be determined to do…, from then on, go by, share sth. with sb.
Step3 Workbook (Ex.3, Page 74)
Homework:
1. Ex.4, Page 74 (分类找出,至少5个)
2. Read aloud the text and learn by heart paragraphs2 & 3.
教学设计Unit 1 Lesson 3
Unit 1 Lesson 3 (略)
set off :出发(vi);引起,引爆/引发(vt)
e.g.1. We'd better set off at 8 tomorrow morning.
2. A slight touch will set the bomb off.
3. Tom's speech set off a wave of anger.
set out 与set off 用法相似时,意为"出发,动身",另外,set out to do, set about doing 意为"着手去做。。。。。"
Unit 1 Lesson 3
MADAME CURIE (2)
课文阅读理解检测题
! Radium may not do serious damage to ____.
A. people's health B. animal's life C. plants D. metal things
2. Which can be used to cure (治愈) human beings' disease?
A. Polonium B. Radium C. Uranium D. Silicon
3. The verb phrase "set off " in the text means to cause the bomb to ____.
A. start B. burst C. balance D. make
4. In which countries were two Radium Institutes set up?
A. Poland and America B. France and America
C. France and England D. Poland and France
单元要览
本单元的中心话题是西方绘画和中国艺术的历史、中西方各种艺术形式与风格,不同时代的著名画家以及他们的作品。语言知识的选择和听说读写等语言技能的训练主要围绕“绘画艺术”这一主题进行。本单元的目的在于帮助学生掌握与“绘画艺术”这一主题有关的词汇知识,引导学生了解绘画艺术及其各个历史发展时期的 本单元的主要教学内容如下表所示: 类别 课程标准要求掌握的内容 话题 AbriefhistoryofWesternpaintingandChineseart;famousartistsandworksofart 词 汇 adopt v.采用;采纳;收养 scholar n.学者 possess v.拥有;具有;支配 preference n.喜爱;偏爱 attempt v.n.尝试;企图 reputation n.名声;名誉 predict v.预言;预告;预测 civilization n.文明;文化 appeal v.呼吁,求助 Egypt n.埃及 aim n.目标;目的 v.瞄准 district n.区;区域 typical adj.典型的;有代表性的 committee n.委员会 specific adj.确切的;特定的 signature n.署名;签字 carve v.雕刻;刻记 abstract adj.抽象的;深奥的 sculpture n.雕塑 conventional adj.常规的;传统的 gallery n.画廊;美术陈列室 evident adj.明显的;明白的 faith n.信任;信念 superb adj.卓越的;杰出的 possession n.所有;财产 ridiculous adj.荒谬的;可笑的 technique n.技术;方法;技能 controversial adj.争论的;争议的 coincidence n.巧合;相合 delicate adj.脆弱的;容易生病的 shadow n.阴影;影子 allergic adj.过敏性的;对……过敏的 figure n.画像;身材;数字 aggressive adj.侵略的;好斗的 clay n.黏土 fragile adj.精细的;易碎的 marble n.大理石 Egyptian adj.埃及的;埃及人的 cafe n.咖啡馆;小餐馆 visual adj.视觉的;看得见的 exhibition n.展览;陈列;展览会 fragrant adj.香的;令人愉快的 flesh n.肉;肉体 contemporary adj.当代的;同时代的 词 汇 geometry n.几何学 permanent adj.永久的;持久的 bunch n.束;串 faithfully adv.忠实地 avenue n.林荫道;大街 agreatdeal大量 attempttodosth.企图做某事 ontheotherhand(可是)另一方面 beallergicto对……过敏 appealto(对某人)有吸引力 haveapreferencefor喜欢 makesculptures制作雕塑 intheflesh活着的;本人 bycoincidence巧合地 句 型 1.Ifyouwereanartist,whatkindofpictureswouldyoupaint?(thesubjunctivemood) 2.Iftherulesofperspectivehad_not_been_discovered,noonewould_have_beenabletopaintsuchrealisticpictures.(thesubjunctivemood) 3.Therearescoresofmodernartstyles,butwithouttheImpressionists,manyofthesepaintingstylesmight_not_exist.(thesubjunctivemood) 4.Among_the_painters_whobrokeawayfromthetraditionalstyleofpaintingweretheImpressionists,wholivedandworkedinParis.(inversion) 功能 语 法 虚拟语气(SubjunctiveMood)(1)(IwishIwere/did/could/would...;IfIdid...,Iwoulddo...) Ifyoucouldhavethreeofthesepaintingsonthewallsofyourclassrooms,whichwouldyouchoose? Ifyouwereanartist,whatkindofpictureswouldyoupaint? Haveyoueverwishedyoucouldpaintaswellasaprofessionalartist? 教 学 重 点 1.GetstudentstoknowaboutWesternpaintingandChineseart,famousartistsandworksofart. 2.Havestudentslearnsomeusefulnewwordsandexpressionsaboutpaintingandartandletthemlearneffectivewaystomasterthem. 3.Enablestudentstograspandusetheexpressionsofpreference. 4.Letstudentslearnthenewgrammaritem:thesubjunctivemood(1). 5.Developstudentslistening,speaking,readingandwritingability. 教学 难点 1.Enablestudentstomastertheuseofthesubjunctivemood. 2.Letstudentslearntowritealetterofsuggestion. 3.Developstudentsintegrativeskills. 课 时 安 排 Periodsneeded:6 Period1 WarmingUp,Pre-reading,ReadingandComprehending Period2 LanguageStudy Period3 Grammar—theSubjunctiveMood(1) Period4 ListeningandSpeaking Period5 ReadingandWriting Period6 SummingUp,LearningTipandAssessment Period1 WarmingUp, Pre-reading,ReadingandComprehending 整体设计 教学内容分析 Thisisthefirstteachingperiodofthisunit.ThecentralpartofthisperiodisthereadingpassagewiththenameofAShortHistoryofWesternPaintingshowingthestudentsthehistoryofWesternpainting. WarmingUpgivesstudentsfourquestionstodiscuss,aimingatpreparingstudentsforboththecontentandthegrammaroftheunit. Pre-readingprovidesthreequestionstohelpstudentsfocusonthetopicofthereadingpassageandleadsthestudentstothinkaboutanypersonalexperiencesofWesternarttheymayhave,suchasthingsaboutartgalleries,paintingsingalleries,someWesternartistsandpaintings. ReadingmainlyintroducesthehistoryofWesternpainting.TherearefourmajormovementsinWesternart.Social,politicalandculturalchangescontributetothechangesinartisticstyles.Therearefourpicturesofpaintingsinthepassagerepresentingthefourmajormovements.Afteraglanceatthetitleofthetextandtheheadlineswithinitweknowthatitisahistoricalreport,inwhichtherearemanytimeexpressions.Thenwecanknowthetopicofthetextandhowtheinformationisorganized—intheorderoftime,fromtheearliesttothepresent. Comprehendingconsistsoffourwrittenororalexercisesforthestudentstodosoastohelpthestudentstogetabetterunderstandingofthetext,thatistosay,tohelptheteachertocheckhowmuchthestudentshaveunderstoodthetext. 三维目标设计 Knowledgeandskills 1.Tounderstandthemeaningsofthefollowingnewwordsandphrases:abstract(抽象的),sculpture(雕塑),gallery(画廊),faith(信念),aim(目标),conventional(传统的),typical(典型的,有代表性的),evident(明显的),adopt(采用),possess(拥有),superb(卓越的,杰出的),possession(财产),technique(技术),bycoincidence(巧合地),agreatdeal(大量),shadow(阴影),ridiculous(可笑的),controversial(争议的),attempt(尝试;企图),ontheotherhand(另一方面),predict(预测). 2.TolearnaboutsomemajormovementsinWesternartandhowarthaschangedstylisticallyoverthecenturies. 3.Tolearnhowtheinformationisorganized. 4.Todevelopthestudentsreadingabilitybyskimmingandscanningthepassage. 5.TodevelopthestudentsspeakingabilitybytalkingaboutWesternpaintings. Processandmethods 1.WhiledoingWarmingUptheteachercanleadinthetopicofthisunitbyshowingstudentssomeChineseandWestern-stylepaintingstorecalltheirownknowledgeandopinionsaboutvariousartforms.Studentsshouldalsobeintroducedtothesubjunctivemoodandtrytouseitwhentalkingabouttheartforms. 2.DuringPre-readingtheteachercangoaroundtheclassroomanddiscussthequestionswithseveralstudents.Thisdiscussionshouldbestudent-centeredandarousestudentsinterestinWesternpainting.Theteachershouldalsoaskthestudentstolookatthepaintingsinthereadingpassageandtrytoidentifywhichstyleeachofthembelongstosoastoletthemhaveageneralknowledgeofthesepaintings. 3.WhiledoingReadingandComprehending,theteachermayfirstaskthestudentstoreadthetextquicklytogetthegeneralideaofeachparagraph.Afterreadingthepassage,studentsareencouragedtoanswersomequestionsanddiscussthetextstructure. 4.Toconsolidatethecontentsofthereadingpassage,thestudentsshouldberequiredtoretellthehistoryofWesternartintheirownwordsattheendoftheclass. Emotion,attitudeandvalue 1.Tostimulatestudentssenseofbeautyandtheabilityofunderstanding,enjoyingandcreatingbeauty. 2.Todevelopstudentssenseofcooperativelearning. 教学重、难点 1.ToenablethestudentstolearnaboutthehistoryofWesternartandtodeveloptheirreadingability. 2.ToenablethestudentstotalkaboutWesternpaintings. 教学过程 Step1 Warmingup 1.Warmingupbylookingandtalking Showthefollowingpaintingstothestudentsandletthemfindouttheirfavoritesandgivethereasons.Thenhelpthemfindoutthedifferencesbetweenthefirstthreepicturesandthenextthreeones. Sampleexpressions: IfIweretochoosepaintingsonthewall,Iwouldchoosethefirstone,because... IfIwereanartist,Iwouldpainthorses.Because... 2.Warmingupbyreadingtheshortpassagebelow. TheChinesehaveforcenturiesseenpaintingasthehighestformofart.Chinesepaintingshaveanairoflivingnature,harmonyandpeacethatisnotalwaysfoundintheartofothercivilizations.ItisentirelydifferentfromWesternpainting,butthatdifferenceishardtograspandexpress.Thefollowingaresomedifferentformsofart: Figurepainting:Itincludesportraits,storypaintingandgenrepainting(风俗画)withfiguresasthemainsubject.Linesarethekeypoint. Landscapepainting:Chineselandscapepaintingscanbedividedintoblue-and-greenlandscape,gold-and-greenlandscape,light-purple-redlandscapeandwaterinklandscapeaccordingtothecolorsusedinpaintings.Theonewithoutoutlinesiscalledbonelesslandscape. Flowerandbirdpainting:Flowers,rocksandbirdsareusuallythemainsubjectsofthiskindofpaintings.Technically,therearedetailedstylewithcolorsandfreestylewithink. Courtpainting:Itreferstotheworksdonebythoseprofessionalpaintersemployedbytheroyalcourt,orimitationsoftheirworksbyotherpainters. ThepassageaboveisaboutChineseartforms.Withthis,theteachercanarousestudentsinteresttoreadthepassageaboutWesternpainting. Step2 Pre-reading 1.Matchthepaintingsandtheirpainters. Suggestedanswers:Painting1:Picasso;Painting2:Masaccio;Painting3:DaVinci;Painting4:VanGogh 2.Encouragestudentstotalkmoreaboutthepaintingsandtheartists. Keysforreference:LeonardodaVinciwasbornin1452inthevillageofVinci.LeonardobeganhiscareerworkingforamasterpainterinFlorence.HismasterpieceisMonaLisa.Leonardowastrulya“RenaissanceMan”skilledinmanyfields.Hewasascientistandaninventoraswellasanartist.Hemadenotesanddrawingsofeverythinghesaw.Leonardoinventedclevermachines,andevendesignedimitationwingsthathehopedwouldletapersonflylikeabird. ?Step3 Readingandcomprehending 1.Fast-reading Askstudentstoskimthepassagetogetthekeywordsandgeneralideaofeachparagraphandanswerthefollowingquestions: (1)Whatsthemainideaofthetext? ________________________________________________________________________ (2)HowmanystylesofWesternartarementionedinthetext?Whatarethey? ________________________________________________________________________ Suggestedanswers: (1)ThestyleofWesternarthaschangedalotastimegoesby. (2)Four.Theyare:theMiddleAges,theRenaissance,ImpressionismandModernart. 2.Detailed-reading (1)Askstudentstoreadthetextcarefullytogetsomespecificinformationandfillinthechartbelow. Period Mainaimofpainters Characteristicsofthepaintings Representativeartist TheMiddleAges(5thto15thcenturyAD) Torepresent__①__themes Religious,realistic __②__ TheRenaissance(15thto16thcentury) Topaint__③__astheyreallywere Perspective,realistic,newoilpaints Masaccio Impressionism(__④__century) Toshowhow__⑤__fellonobjectsatdifferenttimesoftheday Notdetailed,paintedoutdoors,paintedchangesinlight Notmentioned __⑥__(20thcenturytotoday) Toconcentrateoncertainqualitiesoftheobject __⑦__,veryrealistic Notmentioned(2)Askstudentstoscanthepassagefordetailedinformationanddothefollowingmultiplechoices. ①IntheRenaissance,painters______. A.paintedreligiousscenesinamorerealisticstyle B.focusedmoreonreligionthanonhumans C.begantopaintoutdoors D.returnedtoclassicalRomanandGreekideasaboutart ②______discoveredhowtomakepaintingslookmorerealbyusingperspective. A.GiottodiBondone B.Masaccio C.ClaudeMonetD.PabloPicasso ③Accordingtothetext,artisinfluencedlesslikelyby______. A.socialchanges B.thewayoflife C.agricultureD.beliefsofpeople ④Whendidpeoplefocusmoreonpeopleandlessonreligion? A.From5thto15thcenturyAD. B.From15thto16thcentury. C.Fromlate19thtoearly20thcentury. D.From20thcenturytotoday. ⑤MostpeoplehatetheImpressionistsstyleofpaintingatfirstbecausetheythought______. A.theirpaintingswereveryabstract B.theybrokeawayfromthetraditionalstyleofpainting C.theirpaintingswereveryrealistic D.theirpaintingswereveryridiculous ⑥Whatdoesthetextmainlytellus? A.Howreligiouspaintingdeveloped. B.Howoilpaintingdeveloped. C.HowImpressionistpaintingdeveloped. D.HowWesternartdeveloped. (3)Guesswhichperiodthefollowingpicturesbelongto. Suggestedanswers:(1)①religious ②GiottodiBondone ③peopleandnature ④late19thtoearly20th ⑤lightandshadow ⑥ModernArt ⑦Abstract (2)①D ②B ③C ④B ⑤D ⑥D (3)Painting1:theRenaissance;Painting2:theMiddleAges;Painting3:ModernArt;Painting4:Impressionism Step4 Languagestudy Dealingwithanylanguageproblems(wordsorsentencesstudentsmightnotunderstand)tohelpthestudentstohaveabetterunderstandingofthetext. Step5 Listening,readingaloudandunderlining Askstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework. Collocations:concentrateon,adoptahumanisticattitudetolife,possesssth.,beconvincedthat,bycoincidence,agreatdeal,leadto,breakawayfrom,attempttodo,ontheotherhand. Step6 Structureanalyzing Afterreading,askstudentstodiscussthetextstructure. Keysforreference: Thispassageisahistoricalreport.Thefirstparagraphintroducesthetopicandthethemeofthetext.Therestofthereportpresentstheinformationinchronologicalorder.Afeatureofhistoricalreportsistheabundanceoftimeexpressions.Thelastsentenceofthereportfunctionsasaconclusion.Inaddition,eachsectionbeginswithatopicsentence. Step7 Retelling AskstudentstotalkaboutthehistoryofWesternpaintingintheirownwords.Givethemsomekeywordsandexpressionsontheblackboard.Thenletthemtrytoretellthepassage. Step8 Homework 1.Learntheusefulnewwordsandexpressionsinthispartbyheart. 2.TrytofindabookwithreproductionsofWesternpaintingsorChinesepaintingsandexplainwhatyoulikeordislikeaboutthem. Step9 Reflectionafterteaching ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 教学参考 ChinesePainting Chinesepaintingisgenerallydividedbysubjectmatterintofourbroadcategories:figures,landscapes,flowersandbirds,andbambooandrocks.Thefirstthreecategoriessucceededeachotherinthesummitsoftheirdevelopments,whilethepaintingofbambooandrocksbecameacasualpleasureoftheeducatedelitefromthe12thcenturyon.BeforetheHanDynasty,foundedin202B.C.,therewasalreadyatraditionoffigurepaintingandportraitureofwhichremnantssurviveonlaterbronzes,jades,andpottery.DuringtheHanDynasty,theartofdepictingfiguresbecameincreasinglyelaborate.Rulersuseddidacticarttoemphasizecodesofgovernment.Survivingexamplesofstoneengravingandwallpaintingshowstrongandlivelydrawing. Landscape TheartoflandscapepaintingformedthecentralandmoststandingtraditioninChinesepainting.OnabasisofTaoistcommunionwithnatureandstrengthenedbyBuddhism,therewasastrongliterarytraditionofseclusionamong,andmeditationupontheforests,streamsandmountains.Chinaslandscapepaintingbroughtnaturespresencetowherevermandesiredit.ElementsoflandscapearealreadypresentinartoftheHanDynasty,butdevelopmentdidnotreallybeginuntiltheTangDynasty. ThesucceedingNorthernSungDynasty(960-1127)hasoftenbeencalledtheGoldenAgeofChineseLandscape.Thedifferencesinapproachandtechniquethatnaturallyappearedbecamegraduallycategorizedintotraditions:thenorthernandsouthernschools. BirdsandFlowers IntheTangDynastyatleastonepainter,TiaoKuang-yin,wasalreadyknownasaspecialistinbirdsandflowers.However,thefirsttwoimportantnamesinbirdandflowerpainting,HuangChuanandHsuHsi,occurinthe10thcentury.HuangChuan,asubjectofthelatterShuDynasty,inheritedthetraditionsoftheTangDynasty.Hispaintingsofflowersandbirdswereinanaccordinglyarchaicstyle,withstrictconventionsandconservativeattentiontocarefulrealism.HsuHis,wholivedundertheSouthernTangDynastycreatedthe“boneless”mo-kustyleinwhichformsarebuiltupwithpalewashesandoutlinesarenotused.Hisinspirationswereunrestrainedandtheschoolheinitiatedwasconsideredmuchthemorecreative.MiFu,theleadingliteraticriticofthe11thcenturyremarkedthattenpaintingsbyHuangChuanwerenotworthonebyHsuHsi.LaterbirdandflowerpaintersgenerallybelongedtoeithertheHuangortheHsutradition. StonesandBamboo Stonesandbamboooriginallyappearedasbackgroundobjectsinothertypesofpaintingsbutgraduallyevolvedintoaseparategenre.The10thcenturySouthernTangrulerLiHou-chudevelopedatremblingbrushtechniqueincalligraphythatwasalsoparticularlysuitableforpaintingbambooandrocks.TangHsi-ya,anartistofthesametime,adapteditforthatpurpose.InthefollowingSungDynasty,thepaintingofbamboobecamemoreandmorepopularandmanyfamousscholarssuchasWenTungandSuShihwerealsowellknownfortheirpaintingsofbamboo. 文章来源:http://m.jab88.com/j/114535.html猜你喜欢
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