The true value education of art education is a kind of functional training means, including personal function and social function. The individual function of art education is its inherent attribute, and the social function is its derivative attribute. The individual attributes and social attributes contained in art education need matching values. Value is an important prerequisite for the existence of art education. The essence of art education is to cultivate talents in the process of promoting individual growth, directly face individuals and promote social and cultural construction. As a value choice and expectation, art education is the pursuit and confirmation of survival value, quality of life and aesthetic significance. ? As a living body with its own needs, purposes, pursuits and aspirations, people always carry out activities for a certain purpose. Therefore, people's activities always involve certain value orientation and value choice, which are all processes of pursuing and realizing value. ?
The function of art education is to endow the cultivated talents with the value functions of respecting aesthetics, learning art, serving the society and inheriting culture according to the needs of individuals to pursue value and realize value, so that they can shoulder the heavy responsibility of strengthening cultural self-confidence and enhancing cultural consciousness, and undertake the responsibility of inheriting national culture and connecting with the world culture. The function of art education determines the category of art education, and the form of art education determines the combination of extensiveness and research, including both children's art education, university art education and adult art education, which is the combination of basic education and professional education.
However, whether it is basic art education or professional art education, its core value is about beauty education, which includes both the knowledge of studying beauty and the artistic skills of creating beauty. It should be noted that in the past, art education in China, especially in primary and secondary schools, deviated from the core value orientation, despised aesthetic education, attached importance to art skills, and became farther and farther away from the core value of art education under the guiding ideology of further studies. The core value of art education should and must be the foundation of art education. Only by adhering to the core value of art education can we cultivate the imagination of the educated individuals, guide the educated individuals to establish a contact system with multiple complex aesthetic feelings, and lay the foundation for artistic creation.
The practical path of art education Although art education should start from many angles and levels, it must be confirmed that the cultivation of beauty is the core stipulation of art education. In other words, we must go beyond the current utilitarian thinking, explore the connotation of art education from the perspective of artistic environment, and advocate the concept of art education at the cultural level, thus highlighting the unique significance of art education and making it play a role in the current art education practice.
On the one hand, we must confirm the humanistic characteristics of art education. It is true that exquisite skills, high-standard quality view of artistic works and serious and responsible professional attitude are the proper meanings of art education, but its essential stipulation must conform to the aesthetic dimension of artistic realm. For real art educators, education is first of all an activity to externalize all their vitality and creativity, a booth to shine the value of life, and a channel to safeguard artistic self and seek to solve doubts. Only in this way can art education remain true and precious forever.
On the other hand, we must adhere to the principle of combining narrow education with broad education. The so-called narrow education refers to the education of basic knowledge of fine arts. Art, after all, is an art that needs the interaction of hand, eye and heart, and it is a manual work that develops ideal emotion into a complete work of art. Therefore, it is essential to adhere to the basic skills of art (including copying, sketching, composition, color, sketch, etc.) at this educational level. However, in this educational process, it is necessary to pay attention to the cultivation of the core value orientation of the individual art of the educated. Orientation is the natural tendency, trend and dimension of the development of things specified and selected by the characteristics of things. It belongs to the level of value and embodies the target value and direction of things.
Educators should understand that today's education is to lay the foundation for tomorrow's society, cultivate broad aesthetic appreciators with both ability and political integrity and clear connotation of truth, goodness and beauty, and make the generation and process orientation, enrichment and practice orientation, value and transcendence orientation, integration and innovation orientation of educated artistic thoughts interrelated, closely linked and dialectically unified at the grassroots level.
General education pays attention to the cultivation of positive works of art. The author believes that as far as works of art are concerned, whether there is right or wrong has always been a controversial topic in the art world. So, in art education, especially in primary and secondary schools, right? Pseudo art? We must be vigilant enough. Educator Dewey thinks? Education is growth? , is it? Reorganization or transformation of experience? The construction and development of internalization.
Art education, as an activity of cultivating talents, exists in the form of process and is carried out in the form of process. Since the process attribute is the basic attribute of education, in the process of aesthetic education, it is more conducive to the growth of primary and secondary school students whose discriminating ability is still in the process of development to guide those works of art that can promote righteousness and cultivate morality to explain the core value orientation of works of art than to provide those controversial or absurd works of art to the educated who are not deeply involved in the world. The core value of art lies in the cultivation of beauty, and its realization requires educators to cultivate the corresponding artistic creativity of the educated individuals with their own literacy, thus helping the educated individuals to obtain a comprehensive art education, which is conducive to their growth and success. And success.
Art education research? In fact, we rely on art to help us realize the integrity of human nature. We firmly believe that understanding art and artistic practice is very important for the healthy development of children's spiritual thoughts. The meanings of the word art and education are inseparable. Long-term experience tells us that anyone who lacks basic artistic knowledge cannot show that he has received a real education. ? -Analysis of contemporary children's art education in arnheim.
Children's art education is closely related to their age structure. Children's painting is the same as their physical and mental development. Every child has his own personality and grows up according to his own rules. Grasping the law of children's growth moderately and combining with certain educational methods will greatly promote the purpose of children's art education.
After years of basic teaching research, combined with certain practical experience, I divide children's art learning rules into three stages according to age: subjective imagination period before the age of eight, objective realism period after the age of eight, and exam-oriented learning period in middle school.
This paper mainly studies the art learning law of children's subjective imagination stage. According to children's ability to feel things, it can be roughly divided into three parts: graffiti period before two and a half years old (conscious and unconscious unrestrained painting), symbolic period before school (symbolically expressing the impression in the mind), and subjective expression period of 4-8 years old (expressing the differences of things with subjective images). Teachers should encourage children to boldly express their feelings, understanding and imagination in different artistic forms, respect each child's ideas and creations, affirm and accept their unique aesthetic feelings and expressions, and share their happy contemporary creations.