First, the characteristics of preschool children's art learning
The development of preschool children's artistic ability is regular, which generally goes through several main stages, such as graffiti period, symbol period and schema period. According to Piaget, children aged 2-7 are in the early stage of operation and have the following characteristics in artistic activities.
1. Mastering the function of symbols: Children use symbols to represent what they touch. They gain experience through sensory actions, and begin to form image symbols and use language symbols.
2. Egocentricity: Children often regard what they see as what others see, with strong subjective feelings.
3. Action is dominated by perception: children will be attracted by some interesting and striking features in the surrounding environment, thus paying attention to the part and ignoring the whole, leaving a fairly stable and lasting impression on things that can arouse his strong feelings and interests.
Children's artistic talent will change systematically with their age, and almost all children have a similar development process. So is this change natural? What is the function of education? From the first three or four-year-old children
Painting analysis, those symbolic schemata full of natural feelings, are exaggerated and deformed at will, always to convey some accidental intentions. It should be said that children at this stage are less influenced by the outside world and more natural and mature.
With the child's maturity, his perception and skills have been developed, and the goal of painting has changed from simply expressing an idea to being more closely related to his intellectual development, personality formation and social interaction. At this time, through teaching
Education can promote children's artistic learning. Art appreciation education will play a subtle role here.
According to the investigation and observation of children's art works aged 5-7, we find that this age
Some children have the potential to appreciate works. They can look at the works for a long time and describe them simply according to their existing knowledge and experience. Children have the right to know the theme of a work when observing its content.
A certain degree of perceptual acuity. They mainly rely on intuitive perception, carefully observe local objects, and can describe some details, and often guess non-concrete pictures from the concrete point of view. For the form of the work, each
Children have their own potential hobbies. Generally speaking, they are easy to accept pictures with bright colors and realistic shapes, pay attention to beautiful elements such as color contrast, modeling outline, density relationship, composition and proportion, and can make certain achievements.
Some simple judgments. In artistic thinking, they mainly think figuratively, and their experience and cognition of works depend on perceptual operation and direct reasoning of existing experience. Their understanding of all aspects of beauty still exists.
In certain difficulties, there is a lack of overall analysis and judgment. So we assume that it is possible for children in large classes to receive art appreciation education.
Second, cultivate the ability of art appreciation and learning.
1. Ability to develop aesthetic forms
Aesthetic experience comes from the interaction between individuals and works. The perception of visual art depends not only on the general perception ability, but also on the skills of appreciating art forms. That is, through the analysis at all levels, we can understand the meaning of the work and feel the experience provided by the work. Eisner, an art educator, puts forward that it can be grasped through six levels.
Experience level: What does the job give us? Pay attention to the form of the work and the ideas it causes. This is the first feeling of the work.
Form level: pay attention to the formal structure of the work and emphasize the appreciation of the overall structure.
③ Symbolic level: the understanding of the image meaning of the work.
④ Theme level: Master the theme and basic meaning of the work.
⑤ Level of materials: appreciate the characteristics of materials and the nature of visual experience caused by materials.
⑥ Level of environment: Understand the background and conditions of the work and its position and importance in art history.
In art teaching, children should be guided to appreciate the form, content and media of artistic works as a whole, so that various visual elements can present different expressive connotations, and pay attention to experiencing the thoughts and emotions that artists want to express in their works, so that children can get the satisfaction of aesthetic experience.
2. The ability to describe the visual form properly
Visual forms can be described in three ways: description, analysis and evaluation.
Description: The viewer touches the work with direct sense and aesthetic consciousness, and then describes the initial impression of the work.
② Analysis: Perceive the form, design, organization and relationship of the work. Pay attention to the cognitive level of art, make conscious observation, analyze and describe the formal elements of the work, explain the emotions, atmosphere and thoughts conveyed by the work, and explore the connotation of the work.
3 evaluation: the judgment of the value of the work. Talk about the structure of works and discover the potential aesthetic value of works of art with creative perception.
Third, the type and structure of this course
This topic draws lessons from the subject-based curriculum theory, emphasizes the aesthetic value of art, combines the characteristics of children's aesthetic development, takes art appreciation as the center, and takes art learning, understanding and appreciation as the important goal of art education.
1. Course objectives
① Cultivate children's interest in painting, broaden their horizons, make children have a preliminary impression on some famous paintings, and get a pleasant experience in appreciation.
② Cultivate children's keen sense of artistic works and have the ability to perceive some basic elements of beauty.
Master simple artistic terms and have the ability to describe and talk about works of art.
④ Stimulate children's potential creativity by appreciating their interests, desires and ability to express freely.
2. Content and structure of the course
The nature of preschool children's art appreciation is different from ordinary appreciation. Preschool children focus on understanding works of art from the perceptual level and appreciating and praising their favorite works. Only pay attention to the background knowledge and basic artistic elements of the work under the guidance of the teacher.
Choosing artistic appreciation works for children must follow the principle of combining high artistry with children's acceptability. In principle, works by famous artists or works recognized by the society and having artistic appreciation value should be used. At the same time, children's interests and understanding ability should be considered to make them conform to their life experience.
According to children's interest, experience and acceptance, this course focuses on Chinese painting, western painting, folk art, sculpture and architecture, selects themes close to children's daily life, and introduces them to children with famous works.
Shao. Among them, Chinese painting is mainly based on modern famous works, and the content of the works is centered on animals, landscapes and children's life themes, which makes it directly or indirectly related to children's lifestyle. If some famous artists like to draw some rich pictures.
The sketch of life interest coincides with children's experience, and the insects and shrimps painted by Qi Baishi; The panda painted by Wu Zuoren is very popular with children. Western paintings are mainly modernist works, with bright colors and constant changes.
Attract children's curiosity and attention with its fresh and changeable characteristics, such as Fan? Gao's Starry Sky, Matisse's Dance, mondriaan's Composition of Red, Yellow and Blue and other non-figurative and amorphous works are all in line with children's freedom.
Free pursuit is easy for children to accept. Folk art works are easily accepted by children because of their originality, unchanged theme and strong utilitarian color; At the same time, children's art and folk art are naturally pursuing life.
There are many similarities between the simplicity and innocence of peaceful artistic expression, which is suitable for children to appreciate. As for handmade works of art, they are very suitable for children to enjoy because of their three-dimensional sense and operability.
Because art appreciation needs uninterrupted and sufficient time and opportunities, and enables children to accumulate certain experience, the selection of appreciation materials should follow the principle of gradual and procedural, and the content and theme of appreciation should be systematically arranged from near to far, from simple to complex, so that it is directly or indirectly related to children's lifestyle.
The above contents can be taught in the following four levels.
The level of feeling: Teachers use the appeal of artistic works to stimulate children's desire to explore with an open attitude, and ask children to contact works with direct sensory perception and aesthetic consciousness to avoid instilling teachers' expectations into children.
② Wisdom level: Art activities depend on the use of wisdom, while art cognitive activities need to be studied. When children appreciate works, they should be guided to make conscious observation from the aspects of theme, form, symbol and material, and make a brief statement to further understand the form and connotation of the picture.
③ Expression level: Children are required to express their feelings about the works under the guidance of teachers, and analyze, describe and talk about the aesthetic elements. Teachers can focus on the characteristics of visual elements in works, such as how the author is safe.
Arrange and organize to achieve the expected creative effect. In the communication with children, teachers skillfully present the connotation and artistic conception of artistic works by means of metaphor, suggestion and explanation, and make necessary explanations and explanations on the perceptual structure of works.
Evaluation.
④ Creative level: Teachers and children jointly explore the potential aesthetic value of the artworks they appreciate, and encourage children to create their own works in a subtle way.
Fourth, the basic method of curriculum implementation guidance-dialogue method.
The proposal of length dialogue method
Dialogue method refers to the interaction and communication among teachers, children and works of art in art appreciation education.
One of the bases for putting forward dialogue method in preschool children's art appreciation education is the view that "works of art are infinitely open". The meaning of works of art is not fixed, even in different times and occasions.
In the same dialogue, works of art will constantly show its new meaning. In this way, the artistic work itself has become the main body of hair growth. The various meanings of works of art can only be produced in the dialogue with the appreciator.
Let's go
Dialogue method was put forward in preschool children's art appreciation education, aiming at solving the disadvantages brought by teachers' long-term use of indoctrination method in preschool children's art appreciation education. The direct expression of indoctrination is the teacher.
Self-centered, instilling their knowledge about works of art into children, children identify with teachers and teachers' knowledge, lack their own perception and experience, and have no direct dialogue with works of art, thus losing their self-awareness.
The ability to accept, self-process information and self-actively create eventually leads to the decline of its aesthetic quality. The rules of dialogue are different. In the process of dialogue, between teachers and children, between teachers and students, works of art are not an indoctrination and irrigation.
The relationship between losing and not losing is an equal two-way communication relationship. Teachers and children actively exchange and discuss art works, which may have many meanings.
2. The characteristics of dialogue method
have a conversation
France emphasizes that dialogue is first and foremost an exchange between two subjects. Dialogue is different from information transmission, which is one-way and asymmetric, with one party as the subject and the other as the object. The party receiving the information is in the object position.
Just passively accept and understand the information sent by the subject. Dialogue, on the other hand, is multi-directional and symmetrical, and both sides of the interaction are subjects, so they all have a dynamic role. Dialogue between appreciators and works of art should be realized.
The purpose of this paper is to communicate with each other, that is, the works of art speak to the appreciator and the appreciator speaks to the works of art.