In art teaching (personally, especially in art appreciation), in order to highlight the orientation of art as a humanities subject, students should deeply understand the essence of beauty. Aesthetic feeling comes from the social practice of production and life, and aesthetic activity is a special behavior that transcends general practical activities and exists for spiritual satisfaction. Looking for examples from painting, sculpture, architecture and arts and crafts, we will find that any works of art are not divorced from the times and society. In art teaching, especially in art appreciation teaching, teachers should not only appreciate art techniques, but also learn to tell the stories behind their works. Watch "guernica" and tell the story of German air strikes; When we see The Fountain of Angels, we should not only talk about the S-shaped composition, but also talk about the struggle between neoclassicism and romanticism, as well as the ideological changes in the post-Renaissance era. When you see David, don't just talk about the proportion of head and body, but also talk about the humanistic trend of thought and the story that the statue was forced to wear a grass skirt. When you see Notre Dame de Paris, don't just talk about Gothic architecture, but also talk about the great events that have happened here (too many). Art teachers should have enough humanistic knowledge to deal with these problems.
In a word, in order to highlight the orientation of humanities in art teaching, first of all, teachers should be clear about themselves: not only art teachers, but also disseminators of humanistic knowledge and spirit.
What are the basic characteristics of China art history as a humanities subject? First of all, your question is too general. Art history includes world art history and art history of various countries and regions, and its basic characteristics also have different induction starting points. For example, people often divide art history into painting, sculpture, architecture and practical art.
From the materialist point of view, the first concept is that art originated from labor (in fact, many foreign scholars have different views, such as that art originated from witchcraft or sex)
Then the development of art generally seems to be from "reproduction" to "performance", but many specific situations do not fully meet this basic feature.
Finally, the development of art is inseparable from religion.
Qiu panofsky: Art History as a Humanities QQ 1 176986930 Thanks to two translations:
Art history as a humanistic discipline translated by Fu Zhiqiang (translated by Fu Zhiqiang in this book: The Significance of Visual Art, written by panofsky, translated by Fu Zhiqiang). Aesthetic translation series of Liaoning People's Publishing House, 1987. Confucius's old book network has)
Cao Yiqiang also translated this article: Art History as a Humanities (Fan Jingzhong School).
How to use interdisciplinary integration in art teaching Music and art are sister arts, so they are also the two best integrated disciplines. One static and one dynamic complement each other. For example, in art appreciation, adding appropriate music can increase the artistic conception of works, and in the process of students' painting, music can be used to increase students' imagination in painting. On the contrary, music lessons can also be expressed by artistic elements such as colors and lines.
Research methods on how to highlight the main body of modeling expression learning field in art teaching "comprehensive inquiry" learning field course is a new art activity course specially advocated in the art curriculum standard of full-time compulsory education.
Adding a comprehensive art activity course to the current art teaching in normal universities can effectively improve the comprehensive application ability of normal students in art teaching, so that they can consciously combine art with life, art with other disciplines, art with teachers' profession, so as to adapt to the development of new kindergarten and primary school art education in the future.
In view of the problems existing in the current art courses in normal universities, the author systematically expounds the importance and necessity of adding comprehensive art activity courses to the existing art courses.
Combined with the cases of comprehensive art activities developed by educators at home and abroad, and the cases of comprehensive art activities carried out by the author in teaching practice in recent years, the feasibility and operability of this course are further demonstrated.
In art teaching in primary schools, how to carry out happy teaching in school education and teaching, students' evaluation determines teachers' attitudes and feelings towards students, teachers' behaviors and words towards students, and teachers' inspection methods towards students. Learning evaluation in art teaching is a value judgment of art learning effect, a means to motivate students to learn and improve teachers' teaching, and an indispensable link in art teaching. How to evaluate it effectively is also a topic worthy of our discussion.
Keywords: evaluation, effectiveness and evaluation methods
In ordinary primary school art teaching, art teachers often give the following comments in the face of students' performance: "You speak very well", "You think very well" and "You draw very well"; For students' art homework, most teachers judge an "excellent" or "good" grade according to their subjective impression, or make a score before class. Occasionally point out a few good students who draw, I hope everyone can learn from them. Students who are not praised feel lost. An art class ended like this, and the students were not interested.
What is the crux of the problem ? -It is not teachers' professional ability, nor students' learning attitude, but the monotonous classroom teaching evaluation of "one person, one evaluation and one standard evaluation".
When discussing the evaluation of art homework, Art Curriculum Standard points out: "The progress and development of students should be fully affirmed, so that students can clearly understand the weaknesses and development direction that need to be overcome." Specifically, the evaluation of students' art learning should not only pay attention to students' mastery of art knowledge and skills, but also pay attention to the evaluation of students' art learning ability, learning attitude, emotion and values, strengthen the diagnosis, development function and internal incentive function of evaluation, and weaken the screening and selection function of evaluation. So how to implement effective evaluation in art courses, I think we should start from the following aspects:
First, students' self-evaluation
In the evaluation process, not only teachers should make a correct evaluation, but also students should fully participate, so that students can discover their own beauty, advantages and disadvantages in their homework, joy brought by success, and treat their own shortcomings correctly, so as to make their works more perfect, cultivate their enterprising spirit and continuously develop artistic self-restraint. Self-evaluation, mutual evaluation and evaluation group activities in and out of class can improve students' learning enthusiasm and oral expression ability. This evaluation is more convincing. Let each student give full play to his initiative independently and improve his creativity as much as possible. In short, encourage more and blame less; Praise more and criticize less, so that students can realize that their imaginary achievements can be recognized and affirmed by others, thus cultivating their healthy and innovative psychological quality. Here are some self-evaluation methods I tried to share with you:
1, independent evaluation method
Children's inner world is rich and colorful. They often pour their feelings and knowledge on paper without reservation. Sometimes teachers may not be able to understand and understand their own works, or even judge them. Therefore, after the practice, the teacher can ask the students to post their works on the homework display platform, and then ask "three questions": A. "Whose works do you think attract you the most? Why? " B, "How did you draw it?" C. "What do you think you have gained today?" . The first problem is to let students be teachers themselves and analyze and evaluate their own or others' works from their own point of view, which not only exercises students' language expression ability, but also improves their aesthetic ability. The second question is to provide a relatively "poor" student's self-evaluation and talk about why he likes this performance. Speak your own thoughts, let the teacher know the psychological process of his painting, let him objectively evaluate his works, and make clear the profound connotation, so as to lay the foundation for the development of students' personality. The third problem is to guide all students to sum up their knowledge, reflect on their behavior and point to their abilities and emotions, such as listening carefully, actively cooperating with others, making creative speeches and preparing complete tools. Through the active participation of students, students can realize their own value. In this way, the blindness, subjectivity and randomness of our art evaluation are reduced, and teaching has a certain directivity.
2. Self-rating and group rating
Students are also interested in this evaluation method of mutual evaluation homework. In other words, students first grade themselves according to their completed homework. You can give yourself a score of 100, but tell the reason for scoring 100. Then, when grading each other in a group or class, you should give the reasons for grading others. It doesn't really matter how many points you get here. It is important to let students speak, talk and comment, cultivate their ability to discover their own and others' strengths and weaknesses, and also improve their language skills.
3. "Salesman" and "Order"
As an art teacher, I often come across students' handmade works. How to evaluate the effectiveness of such works? I often hold "trade fairs" and the results are not bad. That is, at the "fair", each classmate or group representative is required to tell the advantages of his work (self-evaluation) and "sell" his work (training oral expression ability and self-expression consciousness); Then, the teacher gave everyone an "order form" and invited the students to visit and order. The person who gets the most orders is successful. Finally, let the winners talk about the secrets of their success and share them with everyone.
Second, teachers' evaluation of the performance of artistic activities
The traditional art teaching evaluation is only the teacher's correction of homework, and the evaluation method is single and boring. When the teacher handed out homework, he saw simple evaluation methods such as excellent, good and qualified, and gradually the students lost interest in your evaluation. Art homework can't be as simple as Chinese and math to distinguish right from wrong, so our evaluation can't be that simple. In classroom teaching, teachers should affirm students' imaginative thinking in time and give correct guidance. Encourage and praise more, give students full confidence and let them speak their minds boldly. Don't forget, the main body of the class is the students, not the teachers. It is a stage for students to show themselves. Art homework shows each student's different personality, and there is no uniform standard for the evaluation of art works. We should respect the learning differences and personality differences of different students. There should be different evaluation criteria for different students, so that students can develop their own personality characteristics while meeting the basic requirements. What we want to cultivate are students with innovative spirit and personality. The following are some effective methods in classroom activities:
1, hierarchical evaluation method
The evaluation under the new curriculum pays attention to students' needs, hobbies, development speed and development track, and the development goal has certain personality. Therefore, teachers should correctly judge the development potential and direction of students according to their different characteristics and needs, and put forward specific and targeted teaching strategies and evaluation criteria suitable for their development for each student. In ordinary teaching practice, we can try to adopt hierarchical evaluation according to the individual differences of students, and the effect will be better: we have unique opinions on top students, evaluate them with "innovation" and praise them for "innovation"; Use "positive" evaluation to middle school students' overall views and encourage them to "answer correctly"; Students with learning difficulties have problems. We should use empathy evaluation, with approving eyes, tolerant smiles and friendly actions to convey the message that "you have made progress". We should use more thumbs and less thumbs, so that every student can keep moving forward on his own track.
2. Language evaluation methods
When students draw in class, we should adopt the evaluation method of "affirming first and then correcting", which is based on children's psychology and makes students willing to accept it. "Your role modeling is really good, not many people can match it, but if you give him a smile, it will attract more audiences." "The children you drew are really likable. He will be very happy if you add some other friends around him. Do you like many children to play with you? " "Oh, what a coincidence your hands are. Did you make this cock? You're great. Think about it. If you dress the rooster in gorgeous clothes, it will certainly thank you. " "Through your photos, the students know that you have moved a lot of brains. If you can make the painting cleaner, you are an example for them to learn. " Let encouragement light up children's self-confidence, let inspiration enlighten wisdom, and let teachers truly become the guides for children's learning.
Third, the evaluation of students' art homework
The evaluation methods of art homework should be varied and hierarchical. The evaluation of art homework is mainly to let students find mistakes and deficiencies in painting and then correct them. Our evaluation is not simply the evaluation and appraisal of students' paintings. This is not the responsibility of an art teacher, but the responsibility of an art critic. Our evaluation should first fully affirm students' labor achievements, make students full of self-confidence, make full use of students' interest in art, and tap every student's painting potential. Give timely praise and affirmation to students' original and creative thinking homework. As an art teacher, first of all, don't ask students from a professional perspective, and take the shape and technique of painting as a single evaluation. If that's the case, I don't think the students will satisfy you. In the end, the only self-confidence and innocence of students will be erased by you. Originally, children liked painting, which made them lose interest in painting. Secondly, students' homework can't be simply evaluated. Students should know why their works are evaluated in this way, where are their advantages and disadvantages, and how to improve them in future homework. Let students make continuous progress and improvement, then our teaching evaluation will be meaningful. Third, we can't just affirm and encourage. The evaluation of art homework is an affirmation of students' learning. The curriculum reform outlines the value goal of "evaluation should not only pay attention to students' academic achievements, but also discover and develop students' various potentials". Every student is a potential talent and has his own intellectual characteristics, learning types and development direction, so teachers should choose appropriate and diverse evaluation methods. You might as well try the following methods:
1, physical evaluation method
When an evaluation method is implemented for a period of time, students often lose their initial enthusiasm and make the evaluation unattractive. Therefore, as a teacher, we must change the evaluation method in time to adapt to children's curiosity and love for new things and arouse their interest in learning again. Sometimes "excellent" and "good" scoring symbols are used too much, and students will be numb. Therefore, in the evaluation of homework, the evaluation can be expressed in kind. It can be represented by seals and some small things that cut the picture. For example, printing a small red flower means that your picture is beautiful, giving a thumbs-up means that you are great, and a small red flag flying in the picture means that you need to refuel. Exaggerated and interesting objects are not only loved by students, but also reflect the characteristics of art classes. Sometimes you can post some trinkets that students like. In this way, students are more interested in learning and drawing more carefully than before.
2. Symbol evaluation method
I once asked the students for advice: "What method do you want the teacher to correct the art homework?" After discussion, we reached an agreement: use specific symbols for hinting (for example, ○ for color, for composition, etc. Students can draw colors or composition symbols on the back of the picture according to their own wishes to express satisfaction, relative satisfaction and dissatisfaction. If they are not satisfied with an evaluation, they can take it back to modify and reevaluate it. This method of dynamically correcting homework pays attention to students' self-evaluation, which makes students' enthusiasm for doing homework high. Students often ask their teachers to correct their homework many times.
3. Comment on evaluation methods
If symbols are the means of evaluation, then comments are the motivation to motivate students to learn. When comprehensively evaluating students' homework at the end of the term, teachers can adopt the method of organically combining comments with students' learning feelings: teachers' comments are an affirmation and summary of students' phased learning; Students' learning experience is a review and hope of individual phased learning, and it is also a requirement and test for teachers' teaching.
There are many ways to improve the quality of teaching. We should teach students in accordance with their aptitude and take concrete measures suitable for the conditions and conditions of our school to improve the traditional education and teaching. However, self-improvement, learning curriculum standards, activating teaching materials, harmonious teacher-student relationship, active teaching atmosphere, optimizing classroom structure and implementation are always effective and important methods. As long as we put it into concrete actions and persevere, our teaching will certainly achieve twice the result with half the effort.
How to realize scientific lesson preparation in art teaching depends on painting appreciation, painting system genre, painting type, painting foundation,
Give the students a plaster, still life, and it's over. If you have to give a speech, talk about what is color, what is sketch, and so on.
How to break through the teaching difficulties in art teaching? In the design of art classroom teaching in primary schools, how to formulate the teaching weights and difficulties and how to break through them has become a standard to judge whether classroom teaching can be carried out well and whether the expected teaching objectives can be achieved. It is often used to evaluate a qualified teacher's teaching means and methods, and it is also a sign of whether the teaching concept meets the requirements of the times. How to break through the key points and difficulties of teaching is an important part of classroom teaching.
How to observe objects in art teaching? Classroom teaching should go deep into nature and let students go outside to observe carefully. They will immediately say, "The tree is not green, the sunlight part is yellow-green, the backlight part is dark green, and there is a little purple ..." The color drawn in this way is not monotonous. Later, I organized students to go outdoors, guided them to observe, and inspired them to say, "Look up, what is the difference between the color of the near sky and the color of the distant sky?" See who observes most carefully. "After careful observation, the students were surprised to find that the sky above them was blue and the color was fresh, while the sky in the distance was not very blue, as if covered with a hazy gauze and the color was gray. In the process of observing nature carefully, students will have high interest and be able to answer teachers' questions actively. The colors of nature are ever-changing. Students are encouraged to observe more in life, cultivate keen observation and color sense, let them discover and gather beauty in nature, and give full play to their creativity and expressiveness. B observe the real thing indoors. Put the real thing in front of the children and let them describe it while observing. This is not to let children sketch directly from physical objects, but to let them deepen their understanding of physical objects from deeper observation, thus breaking the conceptualization in children's paintings and overcoming the phenomenon of hasty description because of unclear physical concepts. Therefore, observing something indoors is also a very important way for children to draw. Let's take observing apples as an example. One day, I put some apples in a fruit bowl for children to observe. A minute later, I covered the fruit bowl and asked the students to talk about the results just now. The children were very enthusiastic, and some said, "Teacher, I just saw a plate of apples, some big and some small." Some said, "Teacher, I just saw some apples are red and some are green." I have asked many children this answer. After I fully affirmed their answers, I asked enlighteningly, "Has anyone seen some red apples and some green apples on the plate?" At this time, the children looked at me and I looked at you. No one raised their hands, so I opened the lid of the apple and let the students continue to observe. A minute later, I covered the fruit bowl again. The children were so happy this time that they tried to answer "Teacher, there are three red apples and two green apples in the dish" and "No, there are three green apples and two red apples in the teacher's dish", so the two groups competed with each other. At this moment, I spoke. Let's vote. As a result, most students voted for the first one. I didn't say anything, just lifted the lid, class. 4. Learn to observe and describe, and enrich students' imagination. Observation and description mainly include two aspects: first, teachers can not only guide children to observe with language, but also describe the observed object with artistic language. For example, a poem is used to describe it, just as a teacher is leading children to observe the big white goose and reciting Luo's poem about goose: "Goose, goose, white hair floating green water, red palm clearing waves." Vividly expressed the expression, color and artistic conception of the goose. Second, when observing, the teacher must let the children describe what they have observed. Such observation involves not only vision but also language, which is of great benefit to deepening children's observation and memory. 5. Consolidate students' observation results and show students' personal dreams. In painting activities, one of the purposes of children's observation is to let children "speak in kind" in painting creation. Therefore, after the teacher leads the children to observe, it is necessary to let the children show it with pictures in time. If insufficient observation is found in painting, children should be allowed to return to the observed object for further observation, so as to promote the development of children's observation ability. In short, it is very important to cultivate children's observation ability in art education, which is the basis of children's imagination, thinking, creativity, operation and aesthetic ability.
It can be seen that a full understanding of the unpredictable world begins with observation. Especially art, it is more important to cultivate students' observation ability. So what is observation? Psychology tells us that observation is a purposeful, planned and lasting perceptual process to know an object. Artists observe life with aesthetic eyes and express all kinds of things and forms as beautiful images. French sculptor Rodin pointed out: "... a master of art ... can see with his own eyes what others have seen and find beauty in what others are used to." Therefore, observation is actually an active form of people's perceptual knowledge of reality. Observation is an ability to see the essence of things clearly, that is, the ability to analyze and synthesize current things, and it is an important part of intelligence. Everything in nature, clouds, sediment and waves in the starry sky, birds and animals, and even pots and pans are all materials for children to observe and describe. Inspire children to feel and discover the points in the shape, color, order and change of things around them with their eyes, ears, hands, nose and whole body, thus stimulating their curiosity and desire to engage in painting performance. Therefore, changing students' learning style in painting education focuses on the process of cultivating children's observation ability, that is, the process of cultivating children to observe beauty, appreciate beauty, express beauty and create beauty. Correctly guiding children to "observe" is an important content that cannot be ignored in painting education. The cultivation of children's observation ability should pay attention to the following points: 1. Stimulate children's interest in observation and develop a good habit of observing anytime and anywhere. Interest is the best teacher. To stimulate children's interest in observation, teachers must first find out what children are interested in. Generally speaking, children like sports things better than static things, things with sound better than things without sound, things with bright colors better than things with dark colors, and things with relative novelty better than things with absolute novelty. Therefore, teachers should pay attention to those things that can attract children and reflect the essence of objects and phenomena when choosing observation objects. "The more new things children see and hear, the more they want to see and hear" (Piaget, psychologist). Over time, children will become interested in observation and form a good habit of observing anytime and anywhere. 2. Teach students the method of observation and help them learn to observe in their interest that "it is better to teach people to fish than to teach them to fish". When children are interested in observation, teachers must put forward the purpose and task of observation to them before observation. The so-called clear purpose and task is to let children know what to observe, why to observe, and what to pay attention to when observing, so that children's observation is more selective and targeted. Preschool children and lower grade children can't control their eyesight when observing. They look around without purpose or plan. Therefore, teachers should guide them to observe and teach them observation skills. Rudolf arnheim, a gestalt child psychologist, said, "Watching means capturing some of the most prominent features of the things in front of you. Only a few outstanding features can determine a complete style. " It can be seen that to understand a thing, the most important thing is to observe its main characteristics and the relationship between objects. In painting activities, teachers should guide children to observe the characteristics, shapes, colors, proportions and spatial relationships of objects. Observation follows the general law of starting from simple things, gradually entering into complex things, and entering into subtle local observation from general observation. 3. There are two basic ways to cultivate students' observation ability, and there are many ways to improve students' painting performance ability and cultivate children's observation ability. The author believes that there are two ways to cultivate children's observation ability in painting activities: one is to lead children to observe in nature. The second is to observe objects and pictures indoors. Observation of nature. Nature is magical and colorful. Gorgeous colors always have fresh and magical charm for children. They are used to using bright solid colors to express objects conceptually, such as drawing trees in green and drawing the sky in blue. So the tree is green and the sky is blue?