1, adhere to the education orientation. Guided by socialist core values, carry forward the spirit of Chinese aesthetic education, follow the characteristics of aesthetic education, give full play to the educational value of public art courses, and cultivate socialist builders and successors with all-round development in morality, intelligence, physique and beauty.
2. Insist on facing everything. Colleges and universities should offer public art courses for all students, build a colorful artistic practice platform, improve the mechanism of aesthetic education for all, and let all college students enjoy the opportunity to receive aesthetic education. Incorporate public art courses into the undergraduate talent training plan of each major, and students can only graduate after completing 2 credits of public art courses.
3. Adhere to reform and innovation. Comprehensively deepen the comprehensive reform of aesthetic education in colleges and universities, strengthen the organic integration of various disciplines, integrate aesthetic education resources, fill the shortcomings of development, strengthen practical experience, strengthen all-round education for all staff, improve the evaluation mechanism, strengthen the supply of social resources for aesthetic education, and promote basic public cultural services to serve aesthetic education in schools.
Public art courses include aesthetics and art history, art appreciation and criticism, art experience and practice.
1, aesthetics and art history can offer courses such as introduction to art, introduction to aesthetics, history of Chinese and western art, history of Chinese and western music, and literary theory; Art appreciation and criticism can offer appreciation and criticism courses such as music, art, film and television, drama, dance, calligraphy and design; Art experience and practice can offer courses of experience and practice activities in art-related disciplines.
2. Artistic experience and practical activities should meet the different interests and needs of students as much as possible. Vocational colleges should organically combine art courses with professional courses, strengthen practice, and offer expanding art courses that reflect the characteristics of vocational education. The curriculum of public art should be holistic, coherent and systematic, meet the orientation and requirements of talent training, and should not be set for different people.