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The formulation of "Fine Arts Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" has a unique role and important significance in discussing the requirements and functions of fine arts education in implementing quality education, researching activities and learning fields, promoting the improvement of fine arts education quality, cultivating students' sentiment, improving students' aesthetic ability, developing students' perceptual ability and thinking ability in images, cultivating students' innovative spirit and practical ability, and promoting students' personality formation and all-round development.
According to the stage goal of "Fine Arts Curriculum Standard for Full-time Compulsory Education", modeling, performance, design, application, appreciation, evaluation, synthesis and exploration are regarded as four learning areas of fine arts education. In order to improve the understanding and quality of art appreciation class, this paper discusses the basic elements of art appreciation class (status, function, content, teaching objectives, teaching discussion, basic methods, teaching design and its regular requirements).
First, the position and role of art appreciation in art education
The content of art education in primary and secondary schools generally has three aspects, namely, artistic knowledge and skills, artistic expression and artistic appreciation. At present, the basic situation of art classes in primary and secondary schools in China is that on the one hand, only knowledge and skills are taught, and there are weak links in art appreciation to varying degrees, and even some economically underdeveloped areas are basically blank, especially in rural primary and secondary schools. On the other hand, due to the quality of teachers and teaching equipment, there are indeed many difficulties in teaching. First, the theory of teachers' art education is not systematic enough, which directly affects teachers' teaching. Second, the lack of necessary appreciation teaching equipment (slides, wall charts, audio-visual materials, etc.). ), leading to the inability to teach appreciation classes. Third, the teaching of art appreciation is not taken seriously, and teaching research cannot be placed in its proper position.
According to the above situation, it is necessary to strengthen the teaching of art appreciation in order to fully implement quality education, cultivate students' aesthetic accomplishment, improve students' personality, improve the art education (art education) system. Therefore, fully understanding the position of art appreciation in art education will help us attach importance to art appreciation class and improve the quality of appreciation teaching. Through different forms and methods of teaching, students can understand excellent works at home and abroad, inherit and carry forward excellent traditional culture at home and abroad, and share artistic resources of human society.
What is the position and function of art appreciation in art education? We will raise awareness from the following aspects and clarify its status and role.
1. Art appreciation is an important part of art education and an important way to implement aesthetic education.
Art appreciation is generally divided into three kinds, one is the special appreciation of excellent works at home and abroad, the other is the appreciation in class and the appreciation of visiting.
Starting from the requirements of art appreciation, students can appreciate and know the natural beauty, the beauty of material, the beauty of form and the beauty of content of works from multiple angles through the appreciation class, and understand the general situation of art development at home and abroad. Gradually improve the ability to feel the works, master the basic methods of expressing your feelings and understanding by using language, writing and body, form a healthy aesthetic interest and develop aesthetic ability. It is necessary to gradually form an attitude of advocating civilization, cherishing outstanding national artistic and cultural heritage and respecting world multiculturalism.
① Art appreciation can effectively cultivate students' creativity.
The process of artistic appreciation is a positive creative process. In this process, the appreciator (student) reconstructs the works of art, fully mobilizes the potential creativity of the appreciator, and mobilizes his own internal reserve for creation. That is, according to one's own experience, knowledge, personality, imagination and emotional tendency, to transform and create an aesthetic image, so that the aesthetic object of art has a unique personality and creative imprint. Thousands of admirers walk into the same art gallery, and there are thousands of different artistic images in the gallery.
② Art appreciation can effectively cultivate the independence of the appreciator.
Because of the differences in life experience, temperament, aesthetic ability and artistic accomplishment, especially their psychological expectations of works of art and their understanding and feelings of the connotation of works of art in art appreciation, they cannot but be branded as the subject of appreciation. In ancient China, "different people have different opinions, and the wise have different opinions", while in the west, it was said that "there are 1000 readers and 1000 Hamlet". Lu Xun: We both appreciate A Dream of Red Mansions. "Scholars see the Book of Changes, Taoists see lewdness, talented people see lingering, revolutionaries see full rows, gossips see ladies-in-waiting secrets ..." Art appreciation is not a conformity problem, and the autonomy of any appreciator is very clear relative to creators and other appreciators.
③ Art appreciation can effectively cultivate the imagination of the appreciator.
Imagination is the life of art. Without imagination, art can hardly survive. People often say that "silence is better than sound", "where there is no painting, there is a wonderful place" and "nothing is said, but everything is romantic", which is the expression of "blank" and "uncertainty" in art and can be said to call and wait for the imagination of the viewer. It requires the appreciator to fill in the blank left by the artistic works and determine the uncertainty existing in the artistic works. This full display of the viewer's imagination is the main reason why art appreciation activities make people get aesthetic pleasure experience, which is the charm of art. ..
2. The role of students' psychological development. (Art Education Psychology)
When people appreciate works of art, they don't feel happy. Xunzi, an ancient thinker in China, said that "those who enjoy it, gentlemen enjoy their way, and villains enjoy their dazzle". Obviously, people's psychological activities are closely related to artistic activities. Strengthening the research of art psychology is a trend of art education research today.
Psychological development can be divided into broad sense and narrow sense. Psychological development in a broad sense refers to the continuous psychological change process of individuals from birth to adulthood. This change is not only quantitative change, but also qualitative change, which not only refers to the change of progress, but also includes the change of decline and extinction. Psychological development in a narrow sense refers to positive psychological changes from birth to adulthood. In other words, it also refers to the process of expanding, improving and improving individual activities to reflect objective reality. The psychological development of primary and secondary school students here refers to the psychological development in a narrow sense, that is, the positive psychological changes that have taken place in primary school and middle school.
Psychological development of primary school students
Primary school, also known as childhood or preschool, refers to the period from the age of six or seven to the age of twelve or three, which is a major turning point in a person's physical and mental development. It is from this period that children enter the new living environment of the school and start learning-oriented activities. Therefore, compared with preschool children, they have made obvious physical and psychological development, and their main characteristics are as follows:
① Primary school students' thinking is a transition from concrete image thinking to abstract logical thinking, but it still has great concreteness. The fourth grade of primary school (about10-1year) is the turning point of thinking development.
② Pupils' emotions are easily exposed and unstable. With the growth of age, although the emotions of primary school students seem implicit in early childhood, they are still relatively exposed, easy to show, easy to produce passion, and the emotional duration is short. Pupils' mood is unstable and easy to change. They are not good at controlling and regulating their emotions, and often show an emotional state of ecstasy or crying. However, with the growth of age, emotional stability is constantly enhanced. At the same time, due to the rich life content after entering school, the emotional content is also constantly enriched and profound.
(3) Pupils have a clearer purpose of will action and poor self-control ability. Junior students' action goals are relatively specific and short-lived, while middle and senior students gradually learn to consciously put forward more ambitious action goals, but they are still unstable. Junior students are poor in self-control, impulsive and easily influenced by others. The willpower of middle and senior students has been developed, and the initiative, independence and persistence of will action have been strengthened. However, in the whole primary school stage, I was still not good at controlling myself.
④ After primary school students enter school, on the basis of pre-school development, their self-awareness is accelerated. The general trend is fast at both ends and slow in the middle, with the first rising period from the first to the third day, the stable period from the third to the fifth day, and the second rising period from the fifth to the sixth day.
3. Play the role of aesthetic education in art appreciation teaching.
① Appreciation teaching and aesthetic education
The so-called appreciation is to form a dialogue between the author and the appreciator through the intermediary of the work. Appreciation can also be said to be the process in which the appreciator participates in the creation through the works, and appreciation does not only represent the simple aesthetic enjoyment. As an opportunity of creative appreciation activities, it is this touch that awakens the aesthetic feeling of the appreciator and further improves the aesthetic consciousness. In this sense, appreciation is not a simple enjoyment of beauty, but a re-creation of aesthetic consciousness.
Appreciation is a creative activity, although many people don't think that appreciation around famous paintings can create anything. However, appreciating a good work can completely re-create aesthetic consciousness. If the appreciation of a work is limited to asking questions from the perspective of the work itself, but not related to the author's creative motivation, it will not only lead to dialogue, but also be difficult to understand, so appreciation sometimes even needs to be observed from a completely opposite angle. For example, when we are moved by the beautiful scenery of nature and sprout the desire to express, we can already understand the creative mentality of the painter in describing the landscape in the dialogue with the landscape.
When describing works, both painters and primary and secondary school students are generally constantly revising their ideas and their works. He always compares the scenery in front of him with that in his works. In this process, the author's heart keeps talking with the object (landscape and works). Through this kind of dialogue, the author's aesthetic consciousness has been continuously trained and gradually approached a higher level of aesthetic requirements. Kaii Higashiyama, a famous Japanese contemporary painter, once wrote in his influential book Dialogue with Scenery: "In the dialogue with the silent scenery, I silently determined my own path ... I don't want to lose a pure heart, a heart that was moved by beauty into a simple life." In this book, Kaii Higashiyama truly expresses a painter's understanding of beauty.
Therefore, appreciation and expression are similar in essence, and they are both re-creation of aesthetic consciousness, which can be said to be two aspects to achieve the same goal. The performance uses a brush or carving knife, which is in direct contact with the materials, and exercises and improves the aesthetic consciousness in the process of hand-brain cooperation. Although appreciation does not have the above specific activities, in the process of contacting various works, its own aesthetic consciousness is awakened, and at the same time, it produces the pursuit of a higher aesthetic level. It can be said that both of them are based on aesthetic consciousness and works, but in essence, they are real projections of natural view, cultural view and outlook on life.
② Appreciation of teaching and ideological education.
At present, there is a phenomenon of "alienation" in the art education of primary and secondary school students in China. That is to say, in the practice of art education in primary and secondary schools, due to the unclear guiding ideology, improper teaching methods, low quality of teachers and other reasons, art education is often easy to lose its own essential characteristics, neither highlighting the characteristics of art nor highlighting the characteristics of primary and secondary education, so that it can not be regarded as a veritable art education in primary and secondary schools in essence.
On the one hand, art education in primary and secondary schools lacks artistic characteristics. As far as the whole education scope is concerned, art education in primary and secondary schools is not relatively independent to a certain extent, which is reflected in people's understanding and determination of the essence and purpose of art education. It either falls into the category of moral education or intellectual education. Nominally, art education is called "art", but in fact, art education is called "virtue" or "wisdom", so art education has mainly become a vassal and "colony" of other aspects of education.
On the other hand, art education in primary and secondary schools lacks the characteristics of primary and secondary education, and general education is not ordinary. Art education in primary and secondary schools is an ordinary and popular art education, not a professional and professional art education. It is quite different from the art education in professional art colleges in terms of educational purposes, educational objects, teaching requirements and teachers' quality. However, in the process of educational practice, there is often a tendency to compare art education in primary and secondary schools with professional art education. We call this trend "specialization of art education in primary and secondary schools".
Moral education in art education in primary and secondary schools
The word "moral education" may not be accurate. What we want to say is that in China, a problem that has long plagued the theory and practice of art education in primary and secondary schools is to equate or attach art education to ideological and political education, to "educate people through art" or "entertain education through fun", and to treat art as a medium and means of moral education to educate students through ideological and political education. The main purpose of art education is to improve students' ideological and political consciousness and cultivate students' moral sentiments.
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Gardner, an American art educator, wrote the article "Differences between Chinese and American Art Education" after inspecting the art education in primary and secondary schools in China. In this article, when comparing the aims of art education between the two countries, he pointed out: "Like general education, China's art education also has political, spiritual and moral purposes, and pursues certain aesthetic purposes. Participating in art activities is considered to improve people's sentiment and stimulate positive motivation and good feelings. To measure works of art and performances is also to see how well they do in this respect. In America, the political, spiritual and moral purpose of art is not obvious. In fact, if some people say that art works or art education serve political purposes, most people will not understand what is going on. They also don't agree that art can improve people's moral or spiritual realm. In fact, Americans are accustomed to ignoring the sources of self-expression, creativity, spontaneity and personal differences, rather than political, moral and spiritual purposes. " From this comparison of Gardiner, it is not difficult to see that there are indeed trap differences in the purpose of art education in primary and secondary schools between China and the United States. It should be said that it is wrong to completely ignore or deny the political, spiritual and moral functions of art education like Americans, and it has certain negative effects. Art can't simply belong to politics, but it can't be divorced from politics. Like us, it is also worth thinking that the purpose of ideological and moral education is the main or even the only purpose of art education in primary and secondary schools, and it is clearly emphasized.
Therefore, our opposition to moral education of art education in primary and secondary schools is not to deny the practice of ideological and political education through art forms in the field of moral education. This is not for the artistry of moral education, but for the moralization of art education, that is, it is not in favor of bringing the whole art education into the category of moral education, only taking art education as a way of moral education, or equating art education with moral education.
We quote the "Teaching Guiding Ideology" written by an art teacher about a revolutionary historical painting art appreciation class, from which it is not difficult to find the seriousness of this problem.
"Revolutionary historical painting is a vivid teaching material for students to carry out revolutionary traditional education. This appreciation topic selects four classic works, such as Bloody Clothes, Tunnel Warfare, The Fall of the Chiang Family Dynasty and founding ceremony, to show major revolutionary historical themes. Bloodstained Clothes is an image summary of the great land reform movement. Tunnel warfare reflects the tenacious struggle between the people of China and Japanese imperialism. The downfall of the Chiang family dynasty shows the great historical fact that the people's liberation war won and the reactionary rule of the Kuomintang completely collapsed. Founding ceremony embodies the grand festival scene, high spirit and enthusiasm of the people of China to celebrate the founding of People's Republic of China (PRC) after the Agrarian Revolution, War of Resistance against Japanese Aggression and the War of Liberation finally overthrew the three mountains of imperialism, feudalism and bureaucratic capitalism. Taken together, Four Great Classical Novels is both representative and systematic. With a relatively complete historical process and vivid artistic image, students are deeply educated in the revolutionary tradition, and further realize that the new China is hard-won and the happy life is hard-won, thus inheriting the revolutionary tradition and participating in the four modernizations. "
After reading this "Teaching Guiding Ideology", perhaps more people will not hesitate to think that this is an ideological and moral course, not an art appreciation course. It should be said that if this course is an ideological and moral course in the form of painting appreciation, rather than an art class with painting appreciation as its content, it is undoubtedly a very excellent course.
If we take this course according to the above-mentioned "teaching guiding ideology", that is, we will concentrate our main energy or even all our energy on excavating the ideological content of four-piece works of art. Four-piece works of art are just an intuitive picture of an ideological and moral lesson and an auxiliary tool for teachers to explain, which can make students feel immersive to some extent. Therefore, from the perspective of "enabling students to receive profound revolutionary tradition education", this course may be very successful. Strictly speaking, it is not an art appreciation class, but an ideological and moral class.
If we take this course from a different angle, that is, from the analysis of artistic forms of works of art, from the analysis of how artistic forms express content, let students really pay attention to artistic works. The teacher focuses on how the various elements of the painting form depict people and show the scenes associated with these four paintings, such as how the works shape people, scenery and environment, and reflect the works of art through changes in color, light and shade, line thickness and position. In this way, the artistic form and artistic content are well unified, which not only allows students to truly appreciate art, but also allows students to understand the revolutionary history in the process of appreciating art, although the revolutionary history is not deliberately pursued in this course. Obviously, this class is an out-and-out art appreciation class.
It should be said that real art education produces moral education effect as aesthetic education rather than moral education. The moral education effect of art education is not directly obtained from the ideological and political content of art works, but must be obtained through the core link of aesthetic education and aesthetic perception of art works. The exertion of the moral education function of art education does not depend on directly instilling moral beliefs and political goals into students, but first of all, cultivating and developing students' aesthetic feelings through art education. The development of aesthetic feelings can promote the purification of students' aesthetic taste and the improvement of their aesthetic ability to some extent. Healthy aesthetic taste provides impetus and conditions for the formation of noble moral concepts. With aesthetic ability, people's minds can unconsciously accept various concepts of beauty and finally accept moral concepts associated with the concept of beauty.
There are obvious differences between real art education (or artistic art education) and moral art education in the function of moral education.
First of all, art education pays attention to let students understand art itself, and understand the ideological connotation of art by grasping the relationship between art form and art content, so as to obtain the effect of moral education; Art moral education focuses on letting students know what works of art describe, and regards works of art as only an intuitive teaching aid that is conducive to expressing the content of moral education.
Secondly, art education focuses on emotional people, and pays little attention to language explanation. The content of the explanation is mainly artistic aesthetics, and the effect of moral education is mainly subtle and lasting. Moral education in art education focuses on convincing people with reasoning and explaining in more languages. The main content of explanation is the political and ideological significance of works of art, and the achievement and maintenance of moral education effect is likely to be immediate.
Third, art education mainly teaches students what is beautiful and what is ugly, and stimulates students' pursuit of beauty, thus making their hearts better; Art moral education mainly educates students what is right and what is wrong through specific scenes provided by artistic works, thus establishing students' correct ideological and political concepts.
From the above differences, we can easily feel that art education with moral education actually belongs to ideological and political education, not art education.
③ Advantages of moral education infiltration in art appreciation.
The teaching forms of art appreciation course in primary schools are rich and attractive to primary school students. Giving full play to the advantages of art appreciation class and infiltrating ideological and moral education have unique advantages.
(1) visualization
The content of intuitive images organically permeates the ideological and moral education.
(2) Flexibility
Extensive artistic creation (nature, people, history, etc.). ), a wide range of themes, and a variety of appreciation methods.
(3) fun.
In the art appreciation class, students have a strong interest in ancient works of art, so that they are influenced by beauty as well as subtle ideological and moral education. For example, in the appreciation class of ancient arts and crafts in China, the teacher took out porcelain, teapots, embroidered fabrics and mahogany carvings, and first talked about relevant knowledge, and then let the students appreciate it carefully, so as to let the students know that the culture of the Chinese nation is splendid and colorful, thus inspiring their love for the motherland.
(4) timeliness
Arrangement and selection of teaching opportunities
4. The role of the quality of art teachers.
The work of art teachers and artists is also the work of creating social spiritual wealth, which is a complex and creative mental work. Different from artists, art teachers can not only create artistic works, but also cultivate high-quality talents that the country needs in the future with other teachers. Art teachers' job is to convey human art culture and lay a good foundation for improving the quality of all students' art culture and cultivating future art talents. Art teachers are the enlighteners for students to learn art, and the early discovery, support and cultivation of art talents have a great relationship with art teachers. The work of art teachers is also the work of shaping people, and it is a sacred work to make students have modern excellent personality through art education.
① Qualified qualifications in basic cultural knowledge.
Art teachers are engaged in the sacred cause of teaching and educating people. Basic cultural knowledge is an important aspect of art teachers' professional cultural accomplishment. The basic cultural knowledge with qualified academic qualifications or equivalent academic qualifications is the cultural basis for engaging in education and art teaching, as well as the cultural basis for art teachers to further study and improve the quality of education and teaching, and is an important part of the knowledge structure of art teachers.
Because teachers are "a treasure house of all-knowing and all-powerful knowledge" in the eyes of children. Therefore, the wider a teacher's knowledge, the richer the better. Art is the modeling carrier of human culture, which is closely related to environment, culture, society, religion, politics and economy. Without certain cultural knowledge and understanding of cultural sociology and cultural anthropology, the understanding of art will not be profound. Taking the works involved in art appreciation textbooks in senior high schools as an example, we need to have knowledge of history, geography, religion, literature, sociology, aesthetics, philosophy and folklore, not to mention the theoretical knowledge of art itself. Without this knowledge, it is impossible to teach China ancient sculpture, architecture, painting and arts and crafts; Without rich cultural knowledge, it is impossible to start pupils' imaginative creation of the ocean and starry sky; Without rich cultural knowledge, students can't be inspired to create posters about environmental protection, population and future, and students can't understand the social significance of Leonardo da Vinci's Mona Lisa as a humanistic banner. Without the knowledge of Chinese and western cultures, it is impossible to make a good comparison between Chinese and western arts; Without the knowledge of culturology, aesthetics and philosophy of art, and without understanding European culture, we can't understand modernist works and so on. Rich cultural knowledge is the basis of teachers' own understanding of art, and also the basis of engaging in subject teaching.
(2) Have rich professional knowledge of fine arts.
Art teaching materials have a wide range of contents, involving all aspects of the four categories of art, which in itself requires art teachers to master the theoretical knowledge of teaching. Master the theoretical concepts, technical knowledge and terminology that can be taught correctly. What's more, the students contacted by art teachers come from all kinds of families, and they may ask all kinds of questions about this subject, and art teachers should generally be able to give correct answers. Art study is different from mathematics study. In math class, students will not ask more profound questions far beyond their study scope. In art class, students may ask questions about art works at any time. These questions may be profound aesthetic theories or artistic creation theories. For example, when students see an abstract painting, they may ask, "What is this?" ? Is it also a painting? "Why do you draw like this?" For contemporary avant-garde art students, there are more puzzling problems. Answering students' questions about performance art and pop art, explaining finished art, such as piling a pile of waste indoors, explaining works, such as wrapping the German parliament building with cloth and connecting trees with ropes, requires teachers not only to be proficient in the history of art development, but also to understand the philosophy of art, especially the philosophy of modern art. With the increase of art appreciation courses in primary and secondary schools and the opening of compulsory courses in high schools, art teachers must have a solid foundation of art history and aesthetics if they want to be competent in teaching.
(3) have skilled professional skills.
Skills of theoretical telling
Accurate, vivid and fast presentation skills
"Specializing in many skills" forms various artistic abilities. "Versatile" is knowledgeable and competent in teaching materials and related knowledge of various art forms, techniques, themes and historical backgrounds.
④ Have basic theoretical knowledge of educational science.
Art teachers should have the basic theoretical knowledge of educational science, not only the basic knowledge of general pedagogy and educational psychology, but also the teaching theory of art subjects. This is an important aspect of the theoretical knowledge structure of art teachers. Improve art teachers' theoretical level of educational science, so that they can better master and apply teaching rules, use teaching materials more reasonably and effectively, sublimate their own teaching experience, and make experience rise to theory.