On the Differences between Chinese and Western Art Education —— On the Comparison of Chinese and Western Art Education from the Perspective of Development Process
Abstract: Since ancient Greece, western art education has advocated "free education" and pursued its true colors. In China, people pay more attention to subjective consciousness and artistic conception. Throughout the development of Chinese and western art education, there are certain differences in both cultural differences and educational concepts. By adopting the method of comparative study, we can appreciate the charm of Chinese and western art education more intuitively.
Keywords: development process; Art education; compare
In the Encyclopedia Britannica, art is defined as non-utilitarian visual art or art mainly related to the creation of beauty. With the development of the times, the scope of art is also expanding. In China, our understanding of art has also expanded from traditional painting to include painting, sculpture, design, technology and other categories. Art education is based on art. With the continuous expansion of the concept of art, teachers and students need to improve their artistic skills in a planned way while meeting their own development or social needs.
First, the development of Western art education
In the west, since ancient Greece, there has been an idealized art education method-"free education", which cultivates children's understanding of beauty from an early age and promotes their physical and mental health. This non-utilitarian education method, as a means of aesthetic education, is of great help to children's own growth. In the Middle Ages, a period full of religious theocracy, while missionaries publicized religion, art also became a good missionary tool. The great transformation of art education was in the Renaissance, when professional art colleges with knowledge content appeared, such as Da Vinci Academy and Florenka Painting Academy. The educational methods of these colleges not only inherited the comprehensive art education methods of ancient Greece, but also further strengthened students' skills and literacy. /kloc-in the 0/9th century, the industrial revolution broke out, which not only promoted the development of industry, but also promoted the development of art education. Due to the limited aesthetic level of the working class, the sales of the products produced are blocked. In order to meet the market demand, while cultivating aesthetic education, art education has been widely popularized. Art education in the 20th century is no longer limited to painting skills. At this time, a deeper art teaching theory has emerged, and the progressive education thought has also been paid attention to in schools. With the development of society, the concept of art education is more diversified. While constantly improving educational methods, it also pushes art education to a more stable stage.
Second, the development of art education in China
In ancient China, there were two different education modes because of the different objects of art education: one was aristocrats who improved their personal qualities. Usually it is taught by teachers or private school teachers. In the process of art education, copying is the most important learning method. After copying, you can gradually form your own painting style to have basic skills. The second is a craftsman who takes art as his lifestyle. This kind of art learning involves a wide range of knowledge and strong skills, and most of them adopt the educational methods of family inheritance or learning from teachers. These two different traditional art education modes have had a far-reaching impact on China's art education. After the Westernization Movement, art education, as an integral part of school education, gradually stepped onto the historical stage. 1902 the charter of the king James school drafted by the Qing government stipulates that the school should offer courses such as pictures, which indicates that art education has gradually entered the school. Since then, normal schools have also offered painting and handicraft classes, with the aim of training teachers. After the Revolution of 1911, the Shanghai Painting Academy was established, which indicated that China fine arts gradually embarked on the road of professional fine arts education. After that, a group of new young people who saved the country through education returned to China. They brought western art and Japanese art back to China, and professional art developed rapidly. Modern art education has also begun to continue the ancient traditional art education, and practical skills education and aesthetic education go hand in hand. Modern school art education was hit hard in the period of "",but social art was extremely active. Comics also developed well in the political situation at that time. After the looting, the school education returned to normal, and the painting class was renamed as the art class, which broke the limitations of the original painting class. With the support of relevant policies of the education department, art education has gradually become a part of students' basic quality.
Although there are differences between Chinese and western cultures, the development of art education has been on the right track. Art in contemporary society is in a pluralistic state, and art will be more or less affected in mainstream and non-mainstream education. From the overall development of art education, we should consciously understand and analyze the factors affecting the development of art education.
Third, cultural differences.
Ancient philosophers in China advocated the golden mean, emphasizing the unity of man and nature, and the harmonious coexistence of man and nature. Art education conforms to China's traditional thought, pays attention to cultivating sentiment, and expresses inner thoughts through painting. Most of the works echo seal cutting, calligraphy and painting, creating the formal beauty and artistic conception of Chinese painting, with unique expressive force, full of romantic thoughts, richer expression of inner feelings and more vivid expression of noble morality. This ideology and culture rooted in China nationality has far-reaching significance for the development of art education. Western art education is inextricably linked with religion. Medieval theological thought advocated suppressing thoughts and resisting pagan culture. _ _ _ _ after the rise, destroyed the ancient Greek and Roman architecture, painting and other cultural relics. Under the influence of this theological thought, the development of western art education controlled the painter's thought, and then trained a group of craftsmen who painted idols. In western art, oil painting is a common painting, which is done with pigments on special cloth and boards. The works pursue rich colors and realism, pay attention to science and logic, and take man and God as the creative scope. Different historical cultures between China and the West have also produced two different modes of educational thought.
Fourth, the factors of educational thought.
Different cultural differences will inevitably lead to some different educational ideas. In the west, German aesthetician Schiller first put forward the concept of "aesthetic education". He compared ancient Greece with modern society, which made people feel the liberation of ancient Greece's personality and realized the transformation of human nature. Schiller's thought endows aesthetic education with an independent position and irreplaceable role. This has played a very important role in China, which has a long history of art education. In China, Cai Yuanpei put forward the idea of "replacing religion with aesthetic education" by combining Schiller's and China's aesthetic education thoughts. "Aesthetic educators use aesthetic theory and education to cultivate emotions." 1 He emphasizes the importance of cultivating sentiment. Cai Yuanpei and other aesthetic education thought systems put aesthetic education and science at the same level, and put forward before the May 4th Movement that "citizens with cultural progress should not only implement scientific education, but also popularize art education". Under the impetus of Wang Guowei, Cai Yuanpei, Lu Xun and others, two artistic education thoughts, practical education and aesthetic education, were formed. With their unique ideas of art education, they slowly pushed open the gloomy sky of art education in China.
Verb (abbreviation for verb) social and economic factors
China's art education is doomed to be inseparable from the audience, and the economic base determines the differences of development models to some extent. In the west, with the rise of industrial revolution, the proportion of science and technology in social economy has gradually expanded. Due to the limited aesthetic level of workers, product sales are blocked. Popularizing art education not only increased the sales of products, but also promoted the development of art education. In the modern environment of the information age, people are slowly accepting this popular art popularization education.
In addition, the development of art education will be influenced by national politics, system and other factors.
Comparison is a straightforward learning method. In the process of comparison, we can intuitively reflect our views on art education and wisely analyze their advantages and disadvantages. The mode of western art education thought is worth learning, but we don't need to copy western education thought. Art education in China is developing at an unprecedented speed, and gradually tends to be diversified. In the process of summing up historical development factors, art education absorbs foreign art education ideas that are beneficial to China's art development, constantly adjusts itself, and strives to inherit and innovate.
References:
[1] Selected Works of Cai Yuanpei's Aesthetics, p. 174, Peking University Publishing House, 1983.
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