Paper Keywords: art education function; Overall promotion; Middle school students' quality
The role of art education in improving the quality of middle school students is mainly reflected in the cognitive function, educational function and aesthetic function. The cognitive function, educational function and aesthetic function of art education are dialectical unity, which can improve middle school students' cognitive ability, cultivate their temperament and cultivate good moral and aesthetic ability from all aspects, so as to achieve the goal of comprehensively improving the quality of middle school students.
With the progress and development of society, especially the proposal and implementation of quality education, art education has been paid more and more attention, and people have begun to re-evaluate its value and its potential role in comprehensively improving the quality of middle school students. The role of art education in improving the quality of middle school students in an all-round way is mainly reflected in its three functions, namely, cognitive function, educational function and aesthetic function. As early as 1000 years ago, Zhang Yanyuan of the Tang Dynasty in China had already seen these three functions of art. He pointed out in Famous Paintings of Past Dynasties that painting can? Enlighten others, help others, change the poor, and learn from imperceptible influence to become a virtuous, stupid and likable temperament? .
First, the cognitive function of art is mainly reflected in the following aspects: art often reflects life through typical images, and the appreciator learns about the specific and vivid life scenes of different times, different countries and different nationalities from different works of art, so as to know the times at that time. We can learn about the hunting economy of primitive society from the stone tools left by Zhoukoudian or the murals of altamira, the culture, belief and luxury life of the early ruling class in China feudal society from the silk paintings of Mawangdui Han Tomb, and the social life, customs, economy, politics, military culture, religion and national life in various historical periods from the Five Dynasties and Ten Kingdoms to the Song and Yuan Dynasties from Dunhuang Art Museum.
In teaching, students' understanding of painting often comes from teaching, so they often stay in the content of painting itself. Painting is painting, which is the embodiment of technology. This simple understanding makes students not only understand one-sidedly, but also narrow their interest points, which leads to the understanding of classic works going in one ear and out the other, and also leads to the extremely one-sided understanding of creation. So in my teaching, when I talk about the knowledge of works, I sum up two points: First, works are history? . In other words, whether it is contemporary or ancient works, we should study their historical background clearly, telling not only a painting, but a period of history. Second? Is the work a story? . The historical information attached to the work can't be stuffed in casually, and students are not interested. They must collect historical information into stories and explain them. In the process of listening to stories, students combine the information and interest of the works to achieve the purpose of conveying the cognitive function of painting.
The cognitive function of art is also reflected in the special description of art, that is, the language form. First of all, once a work of art is created, it has the possibility of transcending time and space. The history of different times and the spirit of different nationalities will be preserved and become the object of future generations' understanding. Secondly, the form of works of art, such as its style and structural features, can also be the basis for people to understand the spiritual outlook of an era, a nation and a theme. For example, from the style and structure of China gardens, people can realize that the Chinese nation pursues the harmony between man and nature. Harmony between man and nature? That kind of feeling or national spirit. Therefore, we can not only understand the world and history through the objects depicted in works of art, but also understand the spirit of a nation and the life of a generation by grasping the visual way of objects from art.
Therefore, this understanding of nationality and characteristics may be a relatively broad concept, which is problematic in breadth and depth for students who have not fully understood the whole world. If they talk in general and listen in general, the effect will be specious and half-informed. Therefore, this difference in national temperament can be started from the topics that students are interested in, such as the current fashion style, music style, world tourist attractions and even hot spots, and then it will leave a deep impression. For example, in the Athens Olympic Games, we naturally pay attention to various hot spots in Greece, thus extending to the artistic modeling style of Greece and combining it with specific works. In this way, students are not only interested, but also can apply what they have learned.
Second, the educational function of art is embodied in the artist's creative process, which not only reflects reality, but also evaluates real life, thus putting forward his own ideals and wishes and expressing his experience and feelings about life and the world. The intuitive and touching artistic features, interesting colors and vivid shapes of art can arouse the interest of middle school students and are more suitable for the psychological development of teenagers. Sneak into the night with the wind, moisten things silently? The subtle educational role.
The educational function of different works of art lies in that they can make people adopt an ethical attitude towards nature, society, life, others and themselves. The first choice of this attitude means the love for the beautiful things and just cause of human society, the belief in progress and the pursuit of truth, as we feel from Delacroix's Free God Leading the People and Leonardo da Vinci's The Last Supper. Secondly, this attitude includes awe of life, sympathy for suffering and indignation at sin. The ancient Greek sculpture Venus, Luo Zhongli's father, Wang Shikuo's bloody clothes and Picasso's guernica can arouse people's emotions. Like Li Keran's landscape paintings, Qi Baishi's flower-and-bird paintings have educational functions, because they can make people love nature, life and life more. As for those humorous cartoons, they can make people cope with life with a generous and open mind.
Communicating the educational function of art is actually a difficult problem in teaching. Because it is a teaching material to convey the ideological content of art works? Main melody melody? Students turn a blind eye, as if moral education emphasizes learning Lei Feng's spirit. No one objected, but they were not that interested. Teachers often go through the motions and students often go through the motions. However, if students have no specific understanding of the ideological nature of their works, it is difficult for them to include profound thoughts in their own works. Therefore, when I convey the educational function of art, what method do I use? Specific life? Let students feel, know and feel that this kind of thinking is happening around them. For example, when I appreciate Luo Zhongli's Father, I will ask, How do people feel about his father? What is your deepest feeling for your father? It doesn't matter whether you love him or hate him, but you must talk about an emotional focus and summarize your father's greatest characteristics according to the emotional focus. Then back to the works, from Luo Zhongli's works, you can see what is the emotional focus conveyed by his father, and what thoughts and feelings are conveyed by wrinkles, eyes and bowls. So this? Life? And then what? Concrete? The new educational method enables students to concentrate, thus benefiting greatly from their ideological understanding.
Third, besides cognitive and educational functions, art has more important aesthetic functions. The purpose and task of art aesthetic education is to cultivate and improve people's ability to feel, appreciate and create beauty, correct aesthetic concepts, aesthetic concepts and aesthetic tastes, cultivate people's temperament and purify people's emotions, thus inspiring people's enthusiasm for loving nature and life.
As we all know, beautiful things in life are everywhere, but not everyone can appreciate and feel them. This is because people's ability to know, discover and appreciate beauty is not innate, but can be gradually acquired and enhanced through study, training and exercise. Middle school students belong to the transitional period of teenagers, with infinite plasticity and strong thirst for knowledge. It is of great significance to systematically train their skills, educate their art knowledge and improve their aesthetic ability and quality through art classes.