Ingarden, a famous Polish philosopher and literary aesthete, put forward the concept of "indefinite point" in phenomenological literary theory. Although the artist has created a certain visual image in his works, it is by no means equal to reality, but the imagery of the author's concept. In fact, it is impossible to show the infinite richness of ideals through limited artistic images and artistic language, and there will always be many "indefinite points", which can be called "fuzzy levels" in the secondary creation of artistic appreciation.
First, the characteristics and research significance of "fuzzy hierarchy"
In the actual teaching of art appreciation, teachers can't give a single certainty to artistic works, and think that the understanding of the connotation of works should be unified and should not be controversial. Through the research and understanding of "fuzzy hierarchy", the effect of art appreciation teaching will be promoted.
Characteristics of 1 and "fuzzy hierarchy"
Artistic works have the basic characteristics of modeling, visibility, static and materiality, and artistic image naturally becomes the terminal form for artists to realize some ideals in artistic works. "The purpose of a work of art is to express basic or remarkable features, which is more complete and clear than the real thing. The artist first forms an idea about the basic characteristics, and then changes the object according to the idea. After such changes, the object is' consistent with the artist's ideas', that is, it becomes' ideal'. Although it also belongs to objective existence, it is different from the objective reality in our lives. The so-called "art comes from life and is higher than life". This shows that the concept instilled by artists in their works also has a "fuzzy level", and the pen has endless meanings. In the19th century French painter Gleaning Ears, Miller vividly portrayed three ordinary French peasant women who bent down to pick up the left ear of wheat in the harvested wheat field. Although the artistic image is true, it cannot fully express the author's ideal concept of life. Modern sculptor Ye Yushan carved a monument to the martyrs in Geleshan. The prison background of his artistic image is vague, the cruelty of the enemy is vague, and the only concrete thing is a spiritual power.
On the other hand, the depth and richness of readers' perception and experience in appreciating artistic works are also different, which is also very vague. Different life experiences and personality characteristics will make readers have multiple interpretations. We can't stick to a kind of "construction" and subjectively and arbitrarily instill a "unified understanding" of the works into students. For example, Improvisation by Kandinsky, an abstract painter in the 20th century, does not take natural images as a model, but only painting elements such as lines, colors, blocks, shapes and compositions. Different readers have different levels of emotional imagination and spiritual thinking stimulated by visual perception.
In fact, in the face of a brand-new work of art, the difference in appreciation ability of different readers often depends on their understanding of "fuzzy hierarchy". Therefore, studying the "fuzzy hierarchy" in art appreciation will help us improve the classroom teaching effect and cultivate students' aesthetic ability.
2. Study the meaning of "fuzzy hierarchy"
Many aspects of life (including art appreciation, of course) have a "fuzzy level", and many things cannot be unified or specific. However, in actual teaching, it is found that many students attach great importance to the elaboration and analysis of art works in the teacher's classroom. If we change the time and place, the students' reaction has no unique perspective and emotional imagination, which is a kind of transplantation. This is the disadvantage of the old teaching model. If this situation is allowed to develop, it will be extremely unfavorable to our modern art teaching.
Studying the "fuzzy hierarchy" in art appreciation is helpful for teachers to establish a brand-new teaching concept, adjust classroom teaching mode, and let art appreciation teaching really play the role of quality education. There is an important concept "image" in China's ancient literary theory, which is particularly important in the process of appreciating fine arts. Meaning originates from the artist's heart, and it is actually the sustenance of meaning to express it with the help of his own image. While appreciating the perceived image, readers should make a second creation in their minds according to the specific image in the works of art, actively mobilize emotional factors, restore or fill in what the artist sees and feels, infiltrate their own emotional imagination, and experience the "fuzzy level" image beauty of the works of art, which has a positive effect on improving aesthetic ability. It is also helpful for students to construct a reasonable aesthetic knowledge system and let them learn to use multiple thinking methods for creative learning.
Second, the enlightenment of "fuzzy hierarchy" to art appreciation teaching
1, let students become the main body of appreciation.
On the "fuzzy level" of art appreciation, students often play a "rational" bystander and are the objects of appreciation. They describe artistic feelings in fashion, such as "reflecting the wisdom and strength of working people", "expressing the lofty ideals of the author" and "reflecting the darkness and cruelty of feudal society", and so on. They have no real emotional imagination at all and are completely passive in appreciation.