Paper Keywords: art education; Character; create
Abstract: The purpose of art education is for the development of students. In teaching, we should respect and encourage students' individual differences in artistic expression and aesthetics. Give full play to students' main role in teaching. Teachers should properly handle the relationship between students' inheritance, development and creation. In addition, there should be specific suggestions to cultivate students' personality.
The purpose of education is for the development of students, so is the purpose of art education. In education and teaching, we should not only teach students how to create high-quality works, but also play a role in cultivating temperament, venting emotions and developing personality. Compared with other disciplines, the characteristics of art are obvious, for example, it is irreplaceable by other disciplines in cultivating students' observation ability, imagination and aesthetic ability. In art education, we should not only teach students how to inherit, but also encourage them to develop through inheritance. However, if students' imagination and personality are restricted in education, then development and creation will be out of the question and run counter to the purpose of education.
In recent years, the reform of basic education is in full swing, and teachers' understanding of the basic concepts, methods and values of education has taken a big step forward. Higher education should not be a bystander of this reform. With the development trend of art diversification, art teaching is also facing challenges. The single and rigid teaching mode has caused double obstacles to the development of art and students, including the development of students' personality characteristics. As Mr. Jin Shangyi said: This is a turning point, which requires us to be educated with a book, to adapt to the thinking of the times, and to cultivate and bring up a generation of creative new artistic talents in a new way. ?
First, respect and encourage students' individual differences in artistic expression and aesthetics, and give full play to students' main role in teaching.
The object of education is students, and the purpose of education is for the development of students. All this shows that the theme of education is not textbooks or teachers, but students, and students are individuals with independent personality, and their personality can only be developed in a free environment. Teachers cannot interfere with students' unique aesthetic habits according to their own aesthetic preferences. Take care of different students' aesthetic preferences when preparing lessons. Choose more representative works of different styles. Don't explain the tendency of absolute items in class. When analyzing the works of a certain genre, it is necessary to point out different or even opposite views on a certain work, so that students can choose and form their own understanding. In practice, we should start from students' feelings, guide them to express their feelings, and allow them to freely express their chosen objects. In this way, students' unique aesthetic experience and self-feeling will gradually develop, and students' sense of self-efficacy will be strengthened and developed in art teaching.
On the premise of respecting students' individual differences, encouragement is the best way to cultivate students' creativity and develop their personality. In psychology, the famous Rosenthal effect illustrates the extraordinary significance of encouraging students. When Rosenthal and others suggested these students to the relevant teachers? The most promising? Sometimes, teachers will pay attention to these students intentionally or unintentionally, constantly pay attention to them and inspire them. Students will consciously or unconsciously experience the teacher's care and trust for themselves, and will consciously have a positive emotional response, so that they are willing to accept teaching and full of confidence. In art education, students are encouraged to feel their own potential and value and make bold innovations in their creation, thus promoting the development of students' personality.
The relationship between teachers and students is also extremely important for cultivating and developing students' personality. In traditional teaching, the teacher is often the authority. In this relationship, the teaching process is a kind of imitation and obedience, which will inevitably constrain students' spontaneity and creativity and seriously hinder the development of students' personality. Moreover, students will gradually lose interest in learning art in the long run, and finally their self-confidence will decrease. In modern teaching philosophy, the relationship between teachers and students is equality, cooperation, communication and interaction, while in art teaching, this relationship can be expressed as understanding, appreciation and dialogue between hearts. Teachers' authority is reflected in teachers' knowledge, that is, teachers can give students a variety of perspectives, judgments and ideas for students to choose from, not just a standard.
Second, handle the relationship between inheritance, development and innovation.
Although it is extremely important to develop students' creativity, solid basic skills are necessary for success in any field, and art is no exception. The study of skills and techniques is a compulsory course for art majors and a basic ability to engage in artistic activities. Learning basic knowledge and mastering various forms of painting language are language tools for students to express their personality and convey their thoughts and feelings. However, painting skills are not the goal for students to learn art, but the means for students to express their thoughts and feelings, express their feelings and express their feelings. The basic skills can be a little different, but the works that rely on these skills can be diverse and beautiful. In other words, we need to work hard on the necessary skills training, but students should not be limited to this, but strive to surpass these skills. In the training of skills and the cultivation of basic skills, students' will can be sharpened. In the emotional catharsis and aesthetic expression, students' personality can be publicized. We should make clear the dialectical relationship between cultivating skills and artistic creation.
In today's art teaching, it is a common phenomenon to put the improvement of students' skills in the first place and take this as the only goal, which is a misunderstanding and a drawback of art teaching. To change this situation, while teaching technology, we should pay attention to understanding students' personality, tap students' individual creativity and teach students in accordance with their aptitude. In the teaching process, we should give appropriate guidance according to their different personalities, preferences and personality characteristics. In school art teaching, students' individual consciousness and creativity are not advocated, and students gradually give up. This is very regrettable. Without the intervention of personality, we only have skills, and the students we cultivate can only be artisans, and cannot grow into masters.
Freedom is the soil of art. Throughout history, great artists who have made great achievements, regardless of their work styles and background of the times, have a common feature, that is, they give full play to their individuality and express their true feelings in their works of art. All his works reflect the brilliance of artists' thoughts and wisdom and create great art with unique personal style.
In art teaching, the free atmosphere makes students dare to innovate boldly. In the process of innovation, students' unique personality is displayed and cultivated, which is manifested in artistic works, that is, artistic creations. Therefore, the free teaching atmosphere, creative works and students' personality characteristics are closely interactive. For teachers, what they should do is to give students a free and equal learning and creative environment on the basis of basic skills.
Third, some concrete suggestions on displaying and cultivating students' personality in art teaching.
There is always a distance between theory and practice. In teaching, we should not only practice our skills, but also give full play to students' creativity and let them complete personalized works. To do this, teachers should not only have profound theoretical foundation and practical experience in fine arts, but also have rich teaching experience, and have a certain grasp and understanding of students' psychology.
Teachers should try to avoid setting a single standard and judge the quality and right or wrong of their works accordingly. It should be noted that for art, different styles and even different interests are only symbols of artistic vitality in creation, but setting a single standard has stifled this vitality. Teachers can put forward the most common views and opinions on a certain work, and then talk about the comments of other schools, and examine the style characteristics and expression techniques of the work from all angles. Teachers can certainly evaluate from their own point of view, but try to avoid imposing this personal preference on students. The purpose of doing this is to give students a variety of choices. Because different students often have different aesthetic orientations, a generally accepted view may be absurd and undesirable to other students. Moreover, students can also put forward their own views and feelings, and discuss these views in class when necessary. In this way, students can speak freely and learn from each other's strong points, which not only helps to improve their artistic ability, but also forms their own style and artistic ideal. Of course, teachers can't unilaterally emphasize a certain style and make students lose themselves.
Teachers should incorporate creative ideas into their teaching. The traditional teaching concept is deeply rooted, and the idea of modeling for describing nature has a great influence in teaching. Therefore, while mastering students' psychological characteristics, we should also guide them to get rid of this wrong modeling concept. Teachers should guide students to be good at combining their emotions with the objective things to be expressed. The abstract factors hidden behind the image are revealed to broaden students' creative thinking. At the same time, guide students to convey their thoughts and feelings to viewers through their own artistic images. In this way, everyone's thoughts, desires, likes and dislikes about objective things will be transformed into an inexhaustible source of artistic creation through practice. Use this view to guide students' painting practice, so that they can constantly improve their understanding of themselves and objective things, learn and understand the advantages of different expression methods in practice, and thus create works that are full of personality, deeply rooted in people's hearts and can attract widespread attention.
It is often said that what is national belongs to the world. I want to say that personality is * * *. Give students a free space in teaching, let them express and develop their personality in endless space, students' psychology will be healthier, and the art world will be more colorful.
References:
Xiaojian Jiao, Xu Jiang. Selected works of concrete expressionism [M]. Hangzhou: China Academy of Fine Arts Press, 2003.
[2] Li Shaowen. Beyond art [M]. Beijing. Peking University Publishing House, 2009.
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