During the Eighth Five-Year Plan period, theoretical and practical research on children's comprehensive art education was carried out to explore aesthetic art education.
Start with, promote the all-round development of children's quality education, and lay a solid foundation for the construction of aesthetic creative personality.
First, the educational value of aesthetics and aesthetic art
This paper introduces the theories of related disciplines, and probes into the relationship between the basic theories in the field of aesthetic art, the value of aesthetic art activities, the nature and function of aesthetic art education and children's psychological development. We believe that the value of art education to preschool children's psychological development is as follows:
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Lay the foundation for the shaping of perfect personality. This is because artistic aesthetics is the activity of the mind, and the mind has no time and space restrictions. It can gallop freely, coordinate and communicate the present and the future, the finite and the infinite, the reason and the emotion, the material and the spirit. The ability to reflect the outside world as a whole cultivated in aesthetic art is the basic training to cultivate perfect personality. If we can adhere to the combination of art and physical education, intellectual and moral education in education, we can make education
The combination of "sociality", "scientificity" and "aesthetics" makes children's behavior not only practical, but also can be appreciated from a distance, so that the behavior not only accepts "goodness" and "truth"
Passive control and automatic adjustment of "beauty" can lay a good foundation for the growth of perfect personality.
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Conducive to the development of whole brain function. According to research, any kind of artistic activity is the result of the synergy between the two hemispheres of the brain. In art education, adhering to the combination of aesthetic characteristics of artistic image layout with delicate and rich emotional content, and adhering to the combination of intuitive overall information processing and rational understanding, so that different working methods of left and right brains interact with different structural elements in works of art, will help to promote the development of whole brain function with right brain function as the main function.
3. Contribute to the development of general wisdom and creativity. Intuition and spatial imagination developed in artistic activities are supplements to logical thinking.
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It is helpful to cultivate children's artistic interest and talent and make their childhood more joyful. At the same time, children's psychological characteristics, such as wholeness, intuition, concreteness of memory, uniqueness of thinking and imagination, susceptibility and dispersion of emotions, make them particularly like artistic activities.
However, the development of artistic wisdom is different from the development of general wisdom, and it does not necessarily develop with age. Without proper education, the early artistic potential will weaken and disappear with the development of children's logical thinking, the way of understanding the world and the changes of learning tasks. So, adults are children.
It is in line with the law of children's physical and mental development to provide good art education to children at the golden age of 2 years old to 12 years old, so that the potential of the brain can be developed without losing the opportunity.
Second, the development characteristics and training methods of preschool children's aesthetic psychology
This study synthesizes the existing research results in art psychology, music psychology and literature psychology, and combines my own practice to find 1.
/kloc-Babies under 0/8 can make perceptual choices about some aesthetic features of external things, such as bright colors, beautiful melodies, rhythmic nursery rhymes, etc., which will lead to the orientation of babies, which is the basis for the development of aesthetic psychology and aesthetic art education.
Children's aesthetic psychology, like non-aesthetic psychology, includes three systems: knowledge, emotion and meaning, which is the psychological basis of aesthetic and artistic appreciation and creation. The research results of aesthetic and artistic psychology show that the psychological functions that play a key role in the interaction between the knowledge, emotion and will system of the aesthetic subject and the aesthetic artistic object are aesthetic perception, aesthetic emotion, aesthetic comprehension, aesthetic imagination and aesthetic will (creative behavior), which run through the whole process of aesthetic appreciation and aesthetic creation.
However, there are similarities and differences between aesthetic psychological activities and non-aesthetic psychological activities in purpose, way and result, which reflect two different ways of reflecting the world. In scientific work, the purpose of perception, imagination, understanding, discovery and thinking of objects is to find out the original appearance and development law of objective things, provide basis for interpretation, utilization, transformation and innovation, and seek truth from facts. If you violate objective laws, you will be punished.
The objective reflection in aesthetic activities is perceptual, imaginative, distorted and even illusory. Take the moon for example. Scientists tell us that it is an unlit star orbiting the earth. Moonlight is the light reflected from the sun to the surface of the moon. At night, the moon and stars are sparse because there are no clouds. Aesthetically, the moon exists as an aesthetic object, as an object of reposing feelings and imagination.
"Looking up, I found it was moonlight, and then sinking, I suddenly remembered home" and "How bright the moonlight at home is!" Into the object, there will be "the Goddess Chang'e flying to the moon"
Fantasy imagination. This is the result of the feeling, imagination and empathy of the aesthetic subject. Therefore, the aesthetic process is that the subject is sensitive to the image, color, sound, rhythm, rhythm, fluency, harmony and order of the object, feels the movement of life, produces passion and imagination, and emotions can be reflected in the image. If the aesthetic result is regarded as scientific knowledge, it will inevitably fall into absurdity.
We refer to relevant information and research experience, and summarize the following training methods, which become the basis for guiding our practice.
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Accumulate non-aesthetic cognitive experience, practical experience, social communication experience and emotional experience, enrich the realistic representation, and provide a rich source for the orientation of perception (familiar elements in objects can attract more attention), understanding and imagination, and the generation of emotions.
2. Teachers and students jointly create an aesthetic artistic environment. You can choose a theme close to life for artistic creation, decorate the environment with finished products, or upgrade the routine of life to artistic expression.
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Systematically carry out artistic appreciation and artistic creation activities with artistic works as the medium and aesthetics as the core, organically combine external-internal artistic reprocessing with internal-external artistic creation practice, change the past tendency of emphasizing content over form, emphasizing imitation over creation, emphasizing production over appreciation, and make all aspects of aesthetic psychology move from opposition to unity and complementarity. Therefore, when we organize art appreciation, there are two differences from the current art education: (
1) Aesthetic features of forms that permeate other things or art-
Symmetry, balance, repeated changes and unity of opposites should be emphasized to make them interact with children's consciousness, so as to improve children's intuitive sensitivity to formal aesthetic characteristics and their intention to transfer and use them. ( 2
We should highlight the social emotional mode contained in artistic images, so that the emotional communication between subject and object can develop from the subconscious level to the conscious level, and take the emotional tone of works or the inner feelings of characters as the objects for children to identify, watch, match, express and reconstruct, so that children's subjective feelings can gain richer experiences in watching, expressing and reconstructing.
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Teachers' personality characteristics and aesthetic quality. In aesthetic art education, first of all, a teacher must be a person with perfect personality or pursuing perfect personality, a person who is in harmony or constantly pursuing harmony and perfection in the psychological system of knowing, feeling and meaning and the external behavior of truth, goodness and beauty, and a person who is good at discovering beauty, creating beauty or trying to enrich his growth.
"aesthetic person"
. Secondly, teachers have certain literacy in music, art and literature. She doesn't have to have a variety of performing skills, but she must have a certain knowledge of art appreciation, a wide interest in art appreciation, the ability to appreciate, choose and express emotions, and the enthusiasm to introduce beauty to children in time. Thirdly, teachers should love children, understand children, be optimistic and cheerful, and work hard; Can tirelessly guide children to create a better life together, and guide children to develop healthily, harmoniously, lively and happily in artistic activities similar to play.
5. With artistic aesthetics as the center, the cultivation of aesthetic feeling is radiated into various activities, so that aesthetic experience and non-aesthetic experience penetrate, complement and transmit each other in "virtual" and "real".
Promote the synchronous and coordinated development of children's aesthetic psychology and general psychology in the repeated cycle.
Third, the overall conception of preschool children's art education curriculum
How to realize the multiple values of aesthetic art education and promote the development of aesthetic psychology? The key is to cultivate people's overall reaction ability. We try to make use of children's romantic fantasy and generalization to make some experimental attempts, build a bridge between consciousness, subconscious and unconsciousness, and achieve zero breakthrough in communicating three art forms and cultivating comprehensive artistic wisdom.
1. Theoretical hypothesis.
( 1
We must cultivate from three aspects: morality, intelligence and beauty, in order to shape a perfect individual with all-round development. The task of art education must start from the all-round development of people, quality education and the construction of children's aesthetic psychological structure (rather than from the technical training of art), so that people's overall personality can be in harmony with nature and society and develop synchronously with contemporary material civilization.
(2) All-round artistic wisdom exists. Art, music and literature have some common aesthetic elements, which can migrate, penetrate and communicate with each other through aesthetic intuition and emotional isomorphism.
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The development of children's artistic psychology is gradually completed in the uninterrupted teaching process. Strengthening the teaching of artistic emotion in the form of comprehensive art education may promote the development of comprehensive wisdom and the construction of aesthetic psychological structure.
2. Compilation of comprehensive art education curriculum.
The art comprehensive education course is different from the traditional injected subject teaching course. It is a people-centered course, aiming at developing and cultivating the intrinsic and endogenous value of the subject, and at the same time absorbing some essence of the knowledge-centered course. From the educational goal, comprehensive art education is to fully tap children's perceptual potential and realize individual self-realization and all-round development by using the most abundant disciplines; From the perspective of teaching methods, it is advocated that in a free atmosphere, under the condition of mutual trust and respect between teachers and students, teachers should abandon compulsory teaching, take children as the main body and put children's interests, needs and experiences in an important position; From the organizational structure of teaching materials, it emphasizes the comprehensiveness of disciplines and the integrity of courses. See the table below for the curriculum objective system of comprehensive art education.
Fourth, the implementation of art comprehensive education curriculum.
1. Analyze and extract isomorphic elements. ( 1
The similarity of content and emotional expression between different works of art makes the subject have the similarity of emotional attitude and experience. Whether it is music, art or literature, as long as the emotional tone of the works is the same, the subjects will have similar emotional experiences when enjoying them. Music, art and literature can all express the same emotion or character's emotion through their different emotional symbols. In painting, lines or colors and different shapes are used to express it. Literature is mainly embodied by the detailed description of people and things. The image and emotion of music are uncertain. In the intense emotional experience, people often evoke emotional memories similar to their own, resulting in a visible image. (
2) Artistic elements arouse the communication of emotional symbols of the subject. Mainly includes: ①
The emotional symbol of color. For example, green symbolizes the vitality of nature and peace, giving people a feeling of security, warmth, tranquility and innocence; Black symbolizes death and danger, which makes people experience fear and depression. However, the isomorphic relationship between color and soul is not fixed, and the symbol of color and its preference are influenced by nationality, personality, personal habits and specific mood.
②
The emotional expression of line and shape and the communication of inner experience. For example, the vertical line is straight, firm, rigid and solidified, the horizontal line is calm and steady, the thin straight line is heavy and powerful, the thin straight line is light and flexible, the curve is soft, flowing, euphemistic, light and elegant, alert and cunning, and the radiation is cheerful, stretching, happy and growing, so that it is stable, straight and flowing.
③
Different combinations of rhythm and rhythm and their changes can not only show the ups and downs of the works, but also cause the emotional changes of the appreciators. For example, a slow pace can cause feelings of relaxation, peace, fatigue and depression, while a fast pace can make people excited, active, nervous and anxious.
④
Sound and melody. Sound can be divided into high and low, strong and weak, long and short, frustrated, continuous and pure. The processing of different sounds can express different emotions. Melody and rhythm are important elements of auditory art, which directly correspond to different emotional patterns in the subject's psychological structure. For example, it's exciting to hear marching music, comfortable and soft to hear light music, pleasant to hear cheerful and jumping music, and sad and desolate to hear low and slow music. These emotions will be related to the audience's experience and will produce visual images in the brain. Therefore, melody, like rhythm, constitutes a symbol of musical image.
⑤
Strength and direction. When any element is integrated into a work of art, it shows the strength, movement, change and trend of power, whether it is rising or falling (sinking), increasing or decreasing, confronting or reconciling, accumulating or spreading, propagating or contracting. The movement mode of force determines the change of direction, such as the propaganda force, and its direction must be upward, step by step or outward. Different force patterns and their trends are isomorphic to specific emotional structures. (
3) The principle of formal beauty has universal applicability in works of art ... We choose some rules that children can feel and adapt to: ① symmetry and balance; ② Repetition and change; ③ Unity and diversity.
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Set the goal of hierarchical isomorphism activity. We try to divide the isomorphism ability in this course into three levels from the lowest to the highest. The lower-level ability is the foundation of the higher-level ability development, and the higher-level ability development integrates the lower-level ability. It is worth pointing out that the goals of these three levels are not the corresponding goals of small, medium and large classes. Children's artistic ability varies greatly in different classes. Classes with a low starting point can achieve the low-intermediate goal, while classes with a high starting point can achieve the high-intermediate goal. Individual differences in artistic ability are also great. In the same class, different children may have to accomplish different goals. However, ability development is closely related to age. It is necessary for children in small classes to achieve high-level goals, create a relaxed atmosphere for each child, and let them get the best development at their own pace.
3. Determine the content of isomorphic activities. (1) isomorphism. Adhere to the form of artistic works based on intuitive experience and form "isomorphism"
, including color, lines, composition, phonology, melody, rhythm and other elements, exaggeration, personification, symbols and other techniques constitute the overall picture. Although these structures are common in various artistic images, their uniqueness is different. For example, the formal characteristics of literature are relatively hidden, and people are easily attracted by themes and plots when they appreciate it.
"squeeze"
Enter the subconscious. On the contrary, the visual aesthetic characteristics of works of art and the auditory aesthetic characteristics of music are very distinct. According to this feature, formal isomorphism should drive the implicit form to perceive, experience, identify and create in an explicit form, such as
The structural feature of "symmetry" is the most intuitive in painting, and it should be internalized in painting appreciation and painting operation, so as to assimilate the symmetry phenomenon in music and literature. (2) Heterogeneity and isomorphism. "isomorphism"
It is the feeling and understanding of the similarity of the aesthetic form and structure of the object, "isomorphism"
It refers to the correspondence and communication between various structural forms that can cause different emotional experiences of the subject. Emotion is expressed through forms, and any form contains specific emotions to become art, so "heterogeneous isomorphism" and "
Isomorphism is inseparable. To illustrate the problem, we try to analyze their internal structural levels. In concrete operation, the isomorphism of these two aspects is often intertwined.
4. The process of constructing isomorphic activities. ( 1
) Choose teaching materials according to isomorphic goals. Choosing teaching materials is an important aspect of isomorphic activities. Generally speaking, different textbooks have their own emphasis on achieving the goal of isomorphism. The formal isomorphism generally takes art and music as the core teaching materials, while the content and emotional isomorphism generally takes literature and art as the core teaching materials. (
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) Sort out the isomorphic elements in the core textbooks. Take Wen as an example. For example, The Mother Tree and the Doll with Leaves have two isomorphic elements: one is the symmetrical development of emotions, with the mother leaves as the main emotional clue, which constitutes a complete emotional change process from joy and happiness to sadness and loneliness and back to joy and happiness. Second, this emotional change just constitutes three sections in the overall structure, which can be repeated.
The matching of ABA structure. In these musical works of art, there are also isomorphic elements. ( 3
) Choose different cut-in points according to isomorphic goals. We can feel, understand and express the melody and rhythm of the works from the perspective of music appreciation, and then find similar characteristics in literature and art; You can also feel the overall picture structure such as symmetry, balance, repeated changes, diversity and unity from the perspective of artistic appreciation, and then find similar characteristics in literature and music; We can also start with literature appreciation, feel the emotional types with rich images in the works, and then appreciate art and music with the emotional experience and rich imagination of literature, so as to associate, imagine, feel, experience, empathize and create new images of social emotions in art and music.
After determining the goal and breakthrough point of isomorphism, we should consider how to present the isomorphism point of the work and make it concave.
The process of isomorphic activity generally has two levels: (1
) feel the level. There are many ways to feel and experience the isomorphic point characteristics, such as telling, music, painting, action participation and so on, which highlight the aesthetic characteristics of works and arouse children's feelings. (2) Selecting, matching and understanding levels. exist
After gaining experience in 1 ~ 2 works, the known concepts or images are used to match the similar images of seeking knowledge, so that the known and the unknown interact.
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Experience preparation and opportunity of isomorphic activities. In isomorphic activities, the feelings and exchanges of the common aesthetic elements of the three art forms must be carried out in known and unknown materials, and children must be allowed to assimilate and adapt to aesthetic information in other fields with aesthetic experience in one field, so it is very important to prepare aesthetic experience in different fields for children.
Teachers should also properly grasp the opportunity of isomorphism. In the curriculum system of comprehensive art education, courses in different fields are relatively independent, and isomorphic courses are interspersed at different connection points. Not all activities must be isomorphic, nor must the three fields be pulled together. In fact, before isomorphic activities, there were many activities in different fields and lower-level isomorphic activities. Teachers must consider the opportunity from the aspects of goals, materials, children's foundation, etc., with the aim of making aesthetic elements in various fields fully contribute to children's aesthetic processing, rather than interfering with each other.
Verb (abbreviation of verb) abstract
The design and implementation of this course meet the needs of children's physical and mental development. In the implementation, the children in the experimental class showed their sensitivity to common aesthetic elements in all fields, rich emotions, unprecedented activity and initiative in artistic activities, and fully demonstrated their individuality. Many of the children's works of art in the experimental class have won national awards, and they have also performed well in other fields, and they can integrate aesthetic principles and emotions into their lives, making the class atmosphere warm and orderly. It can be said that this study basically verified the theoretical hypothesis.
Although we have discussed some problems, there are still more problems worth discussing. We will continue our efforts to gradually improve this model to serve the future of China.
In 2023, the single-recruit majors of Luzhou Vocational and Technical College include power system automati