At present, senior high school students are in a period of active thinking, strong thirst for knowledge and quick acceptance, and their subject knowledge structure is relatively perfect. With the growth of age and the enhancement of understanding ability, I gradually became interested in art appreciation activities. This interest is a very favorable factor to achieve good educational results. But we should also clearly realize that the improvement of a person's aesthetic ability is not on the rise with the growth of age, the development of intelligence and the enhancement of understanding ability. Because there are still many unfavorable factors in students' art appreciation and study. Regardless of social constraints, in terms of students' autonomy, there are the following problems:
First, most students' understanding and mastery of art knowledge, whether systematic or broad, can't meet the needs of appreciation, let alone connect the works with their cultural situations. When appreciating a work of art, it is necessary for the appreciator to mobilize his existing knowledge and experience related to the work. For example, when appreciating ancient Greek works of art, you can't understand its content without understanding Greek mythology; When appreciating Renaissance works, if you don't understand the artistic style of Europe in the Middle Ages before that, you can't understand the connotation of humanistic spirit in Renaissance art. In addition, students' ability to analyze and understand forms, as well as their aesthetic creativity and other factors will restrict students' understanding of artistic works, and even affect artistic appreciation and learning. Of course, there are both subjective and objective reasons for this situation. On the one hand, it is caused by human consciousness and social reasons. On the other hand, art is a huge and complicated subject. Because of the limited cognitive ability, junior high school students can't and can't systematically train from rhetoric to grammar in a limited time, just like Chinese learning. It is not surprising that the above phenomenon occurs in high school. Therefore, teachers must consider these factors in appreciation teaching in senior high schools.
Second, students' aesthetic habits and methods can not meet the aesthetic needs of art works. For a long time, due to students' lack of training in the sense of artistic language, their aesthetic attitude has not been fully formed, and their understanding of artistic forms is not sufficient! Form! Style lacks recognition. They are used to describing problems and contents in written language, and they always appreciate works of art with this habit. As a result, in the face of artistic works, the language form in the works cannot be transformed into emotional experience. For example, in front of the works of Matisse and others, they can't understand the strong and exaggerated colors and strokes in the picture, but they still try to understand the works with the similarity characteristics of reproducible paintings and find the answer through literary reading. On the one hand, it shows that students lack understanding of the diversity of artistic styles, on the other hand, it also shows that they have certain limitations in appreciation methods. The existence of this aesthetic habit leads to students' lack of analysis of formal elements of artistic works and feelings and experiences of emotional elements of works, which leads to the incomplete realization of aesthetic process. If teachers don't guide and help students, students' aesthetic interest will be dampened, which will bring difficulties to their future study.
Third, high school students often show the phenomenon of attaching importance to rationality and neglecting sensibility in appreciation. For example, before Miro's works, they could not comment, let alone feel the pleasure brought by appreciation. Strangely, in the face of this work, every pupil can tell a wonderful story. This can't help but show that our high school students are extremely unimaginative in artistic reconstruction. When appreciating works, people are often better at or accustomed to analyzing the rationality of the existence of artistic images with rational thinking, but lack of sensory organs to experience the emotional and spiritual pleasure brought by the form of works. This lack of emotion/appreciation usually makes appreciation only superficial, and it is impossible to understand the author's feelings, let alone go deep into the connotation and implication of the work, so it is impossible to realize a profound understanding of the cultural situation of the work. This phenomenon shows that students' problems are not only improper aesthetic methods, but also insufficient aesthetic psychological ability. The defect of this ability even affects their personality development, such as: unable or afraid to exert their aesthetic imagination in front of works, afraid to express their aesthetic views, afraid of authority, afraid of challenges. In the long run, their ability to perceive beauty and create beauty cannot but be worrying.
Due to the prevalence of these factors, there will always be the same situation in art appreciation teaching in senior high schools: that is, students' appreciation of art works is only superficial and swept away. They like to look at the appearance, do not want to study the connotation, like to listen to the teacher, but dare not speak for themselves; I like what I can understand, but I'm afraid of what I can't understand.
Through the above understanding of the current situation of students, the author believes that in the teaching of art appreciation in senior high schools, teachers must proceed from the reality of students, fully grasp the current situation of students, and cut into the reality to carry out effective teaching. Students are required to master relevant artistic knowledge, introduce artistic works and understand the relationship between artistic changes. And pay attention to guide students to understand the unique artistic language of the work, improve their visual perception ability to drive their emotional experience of the work, and communicate with the work attentively, so as to cultivate students' correct aesthetic habits and attitudes and improve their aesthetic perception ability. In actual teaching, we should start from the following aspects:
First, strengthen horizontal contact and broaden knowledge.
When students appreciate the works, they want to know more about the works in addition to their feelings about the external forms, so as to seek the basis for further understanding and analysis of the works. In plastic arts, any work is the materialized product of the creative subject's subjective thoughts, emotions and concepts. In other words, works of art contain the author's thoughts! Emotion and personality temperament, etc. If students don't understand the author's life experience, background of the times, artistic concept and attitude, then in the process of appreciation, they always evaluate and measure the works with their own life experience and past aesthetic experience, which can't resonate with the cultural situation of the works. In this case, the perceptual style of the works is often far from the expectation level of the appreciator, which eventually leads to the appreciator being at a loss of judgment basis. Besides, any artistic work is a part of a specific cultural background. We can understand the history by appreciating the works, so we can also understand the works by understanding the history in the process of appreciation and learning. Therefore, it is very beneficial and necessary for students to master a certain historical and cultural background for art appreciation. Of course, sometimes this knowledge is not without accumulation for students, such as history books! Literary works, extracurricular reading materials! The information in movies, TV programs and even comic books may be helpful for art appreciation. And there are similarities between various art forms, such as art and music! Literature! Movies and other art forms are all expressing emotions! The expression of artistic conception! There are similarities in many aspects, such as the evolution of style. Sometimes with a little inspiration, students will draw inferences. Teachers should be good at using students' existing experience, strengthen horizontal contact and broaden their knowledge for appreciation. Of course, teachers should be selective and focused when using this knowledge, which is conducive to deepening their understanding of the works.
Second, understand artistic language and cultivate aesthetic attitude.
All the author's thoughts and feelings are conveyed through certain material forms. Different art categories, because of their basic characteristics, have the characteristics of modeling! Vision! Static and spatial, so in the aesthetic elements, the emotional elements and implication beauty they show have the same characteristics. However, different works of art use different materials and production methods, which leads to their great differences in aesthetic form elements. Such as: color in the painting! Light and shade! Brush strokes! Line, etc. The sculpture shows the volume of the material! Quantity and texture! Texture, etc. Works in different periods will show different styles and forms. Because of this, in appreciation learning, teachers should expose students to a large number of excellent works and experience the role of artistic language. Teachers should guide students to adopt different aesthetic attitudes to appreciate the works of different artistic categories, especially through different teaching methods, so that students have the opportunity to compare and experience the characteristics of different languages of various arts, and strengthen their feelings and understanding of artistic languages through oral and written narration, thus improving their perceptual ability.
Third, adopt the correct methods to improve aesthetic ability.
Appreciating teaching cannot be satisfied with familiarizing students with several works and understanding some related knowledge. More importantly, through the appreciation of these works, students can master the basic appreciation methods and gradually cultivate and improve their aesthetic feeling of the works. Specifically, students should be guided from the following links.
1. Intuitive feeling. The initial intuitive feeling of a work is often an important basis for obtaining aesthetic feeling. Because this feeling is an undisturbed overall grasp, it is fresh! Vivid. But the strength of this feeling varies from person to person. This depends on the viewer's life experience, aesthetic experience and knowledge level, and also depends on the perceptual style of the work itself. In appreciation, the reason why students can't appreciate the work further is that students sometimes don't understand the form of the work, which arouses their aesthetic interest. At this time, teachers are needed to guide and cultivate. In fact, in the process of cultivating students' intuitive feeling ability, viewers need to pay attention to constantly improving aesthetic consciousness, enriching life accumulation, improving cultural and artistic accomplishment, and apply it to the process of appreciating practice.
2. Analyze and understand. Students' appreciation of learning can not only stay in the perceptual stage, but also guide students to complete the deepening from perceptual to rational. This depends on a deeper analysis and understanding of the works. Artists always use artistic language to express their emotional thoughts and aesthetic ideals. When the receiver faces a work of art, the first thing he perceives is the visible form in the work! Image! Form conveys the author's ideal, even his attitude towards life and even his political inclination. To accept these, only by using all my knowledge, from ideological content to formal skills, can we understand the composition and ideological connotation of the artistic image of the works. This also requires the recipient to have extensive knowledge and high artistic accomplishment. It can be seen that appreciation is actually a process of acquiring new knowledge and feelings by using one's existing knowledge and experience. Teachers should let students know that analysis and understanding is an important step of appreciation, the only way to get aesthetic pleasure and the basic skill of art appreciation. In teaching, students should be repeatedly trained in this ability and skillfully used.
3. Aesthetic experience. After in-depth analysis and understanding of the content and form of the work, the audience suddenly realized the ideas and concepts that the author wanted to express, and even realized that all the formal factors contained profound meanings, and gained an experience that they had integrated into the work, thus reaching the highest level of aesthetics. In teaching, teachers should let students know this feeling of/experiencing 0. And encourage students to work towards the highest goal of aesthetic activities.
In a word, in teaching activities, only when teachers really understand students and proceed from their actual needs can they have a clear aim and achieve good results in appreciating teaching.