For art teachers, skills and theories are essential. In this book, there is not only a longitudinal review of the development of Chinese and foreign art education, but also a horizontal comparison of the characteristics of Chinese and western art education, with a clear context. Especially the division of art education content, let me have a new understanding.
In general art education in China, figurative art still occupies a dominant position. However, the modeling of China traditional art is based on the measurement of similarity and dissimilarity. Intentional art has no objective standard of good or bad, and students will not be distressed because the painting is not like it, nor will they blindly follow it because the painting is too abstract.
In art learning activities, how can we make concrete, intentional and abstract art arrange reasonably?
In the requirements of American primary school art learning stage, starting from the subject system, we pay attention to the subject elements and divide them according to line, surface, body, color, light and shade, texture and so on. Each learning stage has its own goals. At the same time, it stipulates the artists that each period should know. For example, grade 1-2, paul klee, Xia Jiaer, Van Gogh and so on. Norman rockwell in Grade 3-4, etc. Grade 5-6, Leonardo da Vinci, Michelangelo, Raphael, Rembrandt, etc. Taking a painter as the center, doing thematic unit courses is progressive at different levels.
From the perspective of promoting students' quality development in China and the subject system in the United States, their respective divisions and requirements are different, and each has its own emphasis, but they are all divided into stages according to students' physical and mental development level. With different ages, students' emotional characteristics, cognitive level and practical ability in art are also different.
In the graffiti period of children's development, there are more chaotic lines piled up and repeated; In the picture period, it is a simple, exaggerated and isolated arrangement of "shapes"; Only in the period of realism did they show their intention to objective nature and pursue specific natural arrangements. During the development of children's art to adult figurative art, many psychologists and art educators have studied the development of children's art and divided it into stages. Such as mcardle, Hebrid, Roanfield, etc. , and expressed their different views. But the general trend is similar. That is, from simple to complex, from generalization to detailed and objective, from line to surface to body, from subjective to objective.
The great educator Mr. Tao Xingzhi once said, "Life is education." And stressed: "education should be life-centered, and education that is not life-centered is death education."
The teaching process should be connected with students' real life, avoid empty preaching and integrate theoretical knowledge into life. Only in this way can students be convinced that learning is useful, thus stimulating students' interest, enhancing students' emotional experience and making the teaching process full of interest and vitality. Therefore, in class, I will pay great attention to connecting with students' real life, give some easy-to-understand examples closely related to students' life, or let students give examples to talk about their own understanding and experience. In this way, students will feel that knowledge is around us and closely related to us, and their interest in learning will also be improved.
In today's diversified world, the openness of art classes is enhanced. We are not limited to various learning fields, but also emphasize comprehensive learning. Judging from the development trend of children's art mentioned above, the three kinds of art education are the same, and they all exist in each learning period, but they are biased in each learning period. Compared with concrete art, abstract art and intentional art are more suitable for low-level students, such as primitive art, folk art, China freehand painting, impressionism and cubism. However, the figurative art, which needs objectivity and rationality and emphasizes complexity and details, is relatively more suitable for senior students, such as classical painting, realistic art, naturalism art, surrealism art and so on. Some formal rules, such as balance, rhythm, rhythm, contrast, harmony and unity of diversity, will be reflected in these three kinds of unique arts. These three kinds of art education complement each other. Intention and abstract art education enable students to strengthen creativity and vividness in the learning process of figurative art. In specific teaching, one aspect cannot be emphasized unilaterally without leaving any room for others.