The relationship between art and science is an old and young topic. Both the connotation of "six arts" in ancient times and the concept of "art" in ancient Greece profoundly reflect the close relationship between art and science and technology. The ancient Greeks called all skills that can be learned through specialized knowledge "art". Sculpture, painting and poetry are arts, so are hands, agriculture, medicine, horseback riding, shooting and cooking. This concept of "art", which is the unity of art and science and technology, reached its peak during the Renaissance in Europe, and the scientific, cultural and artistic aspects of the Renaissance were also the most brilliant period in the history of human civilization. Leonardo da Vinci, Michelangelo and Diu Lei were not only artists, but also scientists and engineers. They have created outstanding works of art and made great achievements in scientific development and technological invention.

Art and science are two wings of human culture, and people have been discussing the relationship between them. Physicist and Nobel Prize winner Mr. Li Zhengdao said: "Art (poetry, painting, music, etc.). ) use innovative methods to awaken everyone's consciousness or subconscious with existing emotions. The more precious the emotion, the more common the reflection, and the better the art. Science (astronomy, physics, biochemistry, etc. ) made a new and accurate abstraction of the phenomena in the world. The simpler the scientist's abstract narrative, the more accurate and extensive the inferred conclusion, and the more profound the scientific creation will be. The common foundation of science and art is human creation, and their goal is the universality of truth. They are like two sides of a coin, inseparable. " ① Painter Wu Guanzhong said, "Science reveals the mystery of the universe, while art reveals the mystery of emotion." Einstein said: "Real science and real music need the same thinking process." The relationship between art and science used to be very close, and their separation was closely related to the development and deepening of science and technology and the emergence of various professional behaviors before and after the industrial revolution. However, the organic combination of the two is of great benefit to the development of art and science. The scientific and cultural achievements in the Renaissance are the best embodiment of the mutual integration and development of art and science. Art and science are closely related, more accurate and deeper. The German philosopher Bingler once said that he seemed to see Pythagoras and Euclid from the precise and beautiful ancient Greek sculptures. Descartes, Newton, Leibniz, Euler and Gauss are all seen from the melody of western coordination recombination groups. "Art is perceptual science, and science is precise art" (3)

Whether "science and art are two sides of the same coin" or "art is perceptual science and science is precise art", the relationship between art and science is explained. This relationship is the most prominent in design art. In the history of western design art, the separation of art and science has led to the ugliness and lack of human feelings of technical products, and artistic trends such as "Arts and Crafts Movement", "Art Nouveau Movement" and "Decorative Art Movement" have emerged. No matter what the original intention of these thoughts is, their purpose is to solve the relationship between art and technology in design art, and design art is also produced under this background, represented by Bauhaus established in Germany in 19 19 and Ulm School of Design established in Germany after the war. Bauhaus and Ulm School of Design have the same starting point in design art education, aiming at achieving "the unity of art and science" in design art, thus creating products that meet people's material and spiritual needs. Because of their different social backgrounds, Bauhaus advocated "the new unity of technology and art", but in practical teaching, he focused on art, while Ulm School of Design focused on technology. In the actual operation and development, the two gradually formed two different educational concepts of design art, focusing on art and technology.

From the essence of design art, the integration of art and science is conducive to the construction and development of design art discipline. Science includes natural science, social science and humanities, and the interdisciplinary nature of design art is reflected here. Herbert simon, an American management scientist and Nobel Prize winner in management, first put forward the concept of "design science" (design art) in 1969, and the design art gradually formed an independent and emerging interdisciplinary system. Design art disciplines include: design art genesis, design art phenomenology, design art psychology, design art ecology, design art behavior, design art aesthetics, design art philosophy, computer graphics iconology, design art pedagogy and so on. As far as its system composition is concerned, it also reflects the intersection of design art, such as the origin, development and style of design art are closely related to science and archaeology; Phenomenology of design art studies the classification of design and the relationship between design art and consumption. From this, new disciplines such as design art economics have been derived. Computer graphics iconology is the product of the combination of design art and computer technology science. Ulm School of Design also extended the tentacles of the course to the fields of natural science and social science in its later teaching, but it did not really achieve the goal that "design art is the integration of art and science".

Second, orientation: the educational concept of "scientific spirit, humanistic quality, artistic innovation and technical ability"

Design art education is an important part of the whole higher education, which is closely related to social practice. The development direction of higher education is the key to the development of the school. As far as a specific institution of higher learning is concerned, it is the key to its development and survival to determine its own school-running philosophy in combination with its own situation, social environment, social needs, discipline system construction and other factors. The orientation of the school is mainly reflected in three aspects: the type, level and characteristics of running a school. The type of running a school involves many factors, such as subordinate universities and local universities; According to the main body of running a school, it can be divided into private and public; According to the discipline structure, it is divided into single-discipline colleges, multi-discipline colleges and comprehensive universities. The level of running a school mainly refers to academic contribution and personnel training level. China University can be divided into research type, teaching and scientific research type, teaching type and vocational and technical type. The characteristics of running a school are reflected in the differences from other schools, including the concept, style, training objectives and curriculum system.

Design art is a subject combining art and science. Art cultivates students' aesthetic ability, modeling ability and innovative thinking ability, while science enables students to acquire knowledge and skills in natural science, social science and humanities. Art itself belongs to the humanities with linguistics, literature, history, philosophy and archaeology, while social sciences include economics, science, law, sociology and psychology. Comprehensive universities in western developed countries put special emphasis on the courses of art history and art criticism, because they can supplement and improve the aesthetic ability of practitioners in humanities. For natural scientists, artistic literacy can increase their humanistic thinking and use the similarity between art and science to solve problems in natural science. The ancient Greek philosopher Pythagoras once said, "It is the best art to keep a simple musical proportion in line with nature." With the development of modern and contemporary science, the relationship between art and science is getting closer and closer. As Flaubert, a French writer in the19th century, said, "Art is becoming more and more scientific, and science is becoming more and more artistic. They broke up at the foot of the mountain and will meet again at the top of the mountain one day. " With the development of science and information science, the relationship between art and science is getting closer and closer. 199965438+1October 8th, The New York Times, USA, published the article "the network art school is in the ascendant", which stated that "the muse also needs the wings of science" and that "technological progress and the germination of new art forms always go hand in hand, and the interaction between art and technology promotes the progress of human civilization, while the Internet, as the trend of modern technology, has begun to give birth to new art forms. ④

Design art is "artistic creation behavior", which is closely related to science and technology. It needs innovative thinking concept and material forming technology to meet the needs of consumers. In the "arts and crafts education" in the early stage of art education, "craft" itself contains the elements of science and technology. The concept of "arts and crafts" has its historical origin and specific subject connotation, covering the related fields of "design art". The concept of "art design" or "design art" used at the end of the 20th century is not very clear relative to "craft (technology) art (art)". This can be seen from the subject setting of early arts and crafts education in China. 1902, the Qing government promulgated a new school charter, which stipulated the establishment of trainee workshops, divided into workers and farmers. Engineering courses include shipbuilding, architecture, machinery, electrical appliances, applied chemistry, drawing, kiln industry, dyeing and weaving, metalworking, carpentry and so on. The idea of modern arts and crafts education is budding. In the same year, Li Ruiqing, a famous scholar, painter and academician, founded Liangjiang Normal School, the first normal school in China. Li Ruiqing strongly advocated science, Chinese studies and fine arts, and listed painting and handicrafts as compulsory courses for students. 1905 formally established the Department of Painting and Handicraft, whose courses include Chinese painting, vessel painting (plane painting, solid geometry painting, perspective painting, graphic geometry and handicraft, papermaking, weaving, bamboo, wood, metalworking, bricklayer, painter, etc. ), manual and practical arts. Chen Zhifo, an educator of arts and crafts, thinks in the article "The Essence of Arts and Crafts": "As far as the essence of arts and crafts is concerned, arts and crafts are by no means equivalent to antiques. ..... industrial products are indirectly or directly related to human life, and their purpose is to produce for the continuation of human life. Technology is a combination of the elements of art and industry, aiming at the positive development of human life, so technology is an industrial activity that adapts to the elements of human daily life-'practicality' and integrates with the role of' art'. " It can be seen that arts and crafts education also profoundly embodies the close relationship between art and science and technology.

The orientation of colleges and universities should mainly consider the attributes, structure and school-running characteristics of disciplines, which is directly related to the development of disciplines themselves. As far as design art is concerned, its development must consider the relationship between art and technology. Shandong University of Arts and Crafts, as an art college, should determine its own reasonable orientation on the basis of considering the actual situation of the development of design art education and the design art discipline system, that is, taking "art discipline as the main body, humanities and engineering as the integration" and aiming at cultivating students' "scientific spirit, humanistic accomplishment, artistic innovation and technical ability". This orientation determines our development goal, that is, based on quality education, to cultivate high-quality design art talents with scientific spirit, humanistic accomplishment and innovative spirit, which are all-round developed morally, intellectually, physically and aesthetically and meet the needs of modern society. Scientific spirit, humanistic accomplishment and artistic innovation are the necessary qualities of modern design art talents, the needs of design art practice and the development of design art discipline system. The University of Pennsylvania in the United States clearly pointed out in graphic design education: "In view of the fact that the traditional skills familiar to designers are being ruthlessly replaced by contemporary scientific means, the focus of design courses needs to be re-focused on the cultivation of each student's creative ability. Therefore, we should emphasize the training of ability, and at the same time give intuition to the cultivation of perception. Professional knowledge that once belonged to other different fields is as important as description and font in traditional design courses, such as psychology, sociology, copywriting, economics, business studies and biology. ..... In comprehensive universities, students majoring in design or art tend not to communicate with students of other majors. What is different now is that we encourage students majoring in design to blend in with students from other majors as much as possible. In the traditional design bachelor's degree course, those short-sighted and isolated academic viewpoints and their inherent characteristics are divorced from modern design and inappropriate. Whether it is design inspiration or design experiment, it is far from meeting the requirements of graphic designer's literacy. At the University of Pennsylvania, we offer two degrees in graphic design, Bachelor of Arts and Bachelor of Science, and B.F.A has been cancelled. "6. Scientific spirit and humanistic quality are the premise of innovative spirit, and innovation is the soul of design art. Without innovation, there is no design. In order to make students have innovative spirit, we must pay attention to the cultivation of students' comprehensive quality, rather than simply staying in low-level skill training. From "arts and crafts" to "design art", it is not a simple change of name. In the course of discipline construction and development, we should not only fully consider the continuity of discipline connotation, but also consider the scientificity and innovation of discipline system. This consideration is the starting point of the discipline orientation of Shandong University of Arts and Crafts.