Decorative color also belongs to the basic course of color sketch, which is different from ordinary color sketch and has a unique color language. It is also an extension or transformation of realistic painting. The modeling principle of decorative color is not the "real right" that stays in the objective reproducibility of objective natural color or form, but breaks through the bondage of objective natural color and form and pays more attention to the subjective understanding of color. In this respect, in the teaching of art design students, we can't copy the previous training methods of art colleges or pure painting majors. We all know that in the teaching of fine arts colleges or pure painting majors, it is a long-term and repeated training, so as to achieve the purpose of color and modeling, and students can also cultivate solid modeling basic skills through such practice. In this respect, the teaching of art design specialty has different requirements for students. Art colleges or pure painting majors train painters with certain modeling ability and artistic creation ability, while art design majors train designers with certain modeling ability and artistic accomplishment, which also includes the cultivation and exercise of color understanding and accomplishment. There are great differences between them in teaching purposes, teaching requirements and time allocation, which also determines that there are more different requirements for students in specific teaching practice. In my practical teaching of decorative color course, after practical teaching and thinking and exploration of the course, I summed up two obvious differences from pure painting, which can also be said to be two basic directions of decorative color. There are many differences in the course. There are two points here.
First of all, the goal of cultivating students' ability. In the teaching of decorative colors, students majoring in art design and students majoring in pure painting have different requirements and purposes. The former requires students to be designers with certain modeling ability and artistic accomplishment, while the latter requires students to have painters engaged in pure painting art creation, which determines that the training objectives are very different. There may be many connections between the two, but there are more differences. Simply put, it is also the difference between training designers and painters. Our teaching focuses on the training of the former. A painter is not necessarily a designer, and conversely, a designer is not necessarily a painter. There is an inevitable connection between the two, but there are also essential differences. Therefore, in the teaching of decorative colors, students should be tendentiously required by cultivating designers' abilities and goals, that is to say, the requirements for students majoring in pure painting cannot be applied to students majoring in art design. Besides, for students majoring in art and design, it is not as long as students majoring in pure painting to repeatedly train realistic objects. For them, the time of such courses is relatively short, so the purpose of teaching and training must be achieved in a relatively short time. That is to say, before class, teachers should clearly know what occupations the students they are facing or teaching will engage in in in the future. What kind of ability should I master? Should they be painters or designers? Teachers should clearly know that cultivating students' ability to become designers is the teaching goal and task, and students should be cultivated according to the quality and ability requirements of designers. Only in this way can the teaching tasks and objectives be clearly reflected and the quality and effect of teaching be guaranteed.
Secondly, the teaching content and methods. In the teaching of pure painting color, teachers require students to repeatedly train their realistic ability for the same content and to reproduce the objective image as much as possible. No matter how the content of the picture changes, it will not deviate from the objective image. However, this method or teaching content is not suitable for students majoring in art design, and more appropriately, it can not meet the requirements of cultivating designers' ability and quality. There may be an inevitable connection between the accomplishment of designers and painters. There is no denying that pure painting and decorative modeling are related, but at the same time they should be essentially different, with many differences and requirements in content and methods. In the teaching of decorative color, the connotation, foundation and creation of design creation are inseparable, but it is not a simple reproduction of objective objects and pure painting. Creation and creativity itself is a foundation for designers. In the study of decorative color, inductive color view can better reflect the subjective behavior of color discovery and creation. Students are required to embody and advocate students' personality, imagination and innovative spirit in the content and methods of decorative color course, to inspire students how to express and reproduce objects, how to understand colors in a deeper level, and to expand students' creative thinking at the same time, so that students can actively participate in the research and exploration of colors. In the practical teaching of decorative colors, I start with realistic decorative colors, plane decorative colors, deconstructive decorative colors, image decorative colors and design decorative colors. In the whole teaching, it is also an evolution and continuation from shallow to deep, from objective to subjective, and follows a step-by-step process in terms of knowledge points and content forms. While emphasizing the subjective grasp of color rationality, the course also strengthens the subjective feeling and training, and integrates the concepts of creation and design into the subjective concept of color, and combines them together to develop and cultivate students' creative thinking and creative potential of color thinking as much as possible.
Decorative color, as a basic course of painting modeling for art design majors, is still in its infancy in my teaching, and there are more experiences to be summarized and practiced in the future teaching process. The two points mentioned above are only the teaching ideas summarized in stages in the teaching process. I hope that in the future teaching process, I can use and learn from other people's experience to achieve the purpose of learning and self-improvement and improve my teaching ability. In view of this, I hope to get more exchanges and corrections.