First, how do students communicate with pictures in appreciation
The new art curriculum standard puts forward the concept of "emotion, attitude and values" for the first time. Its purpose is to emphasize that students can experience and feel the value of artistic activities through their own participation, thus forming their own artistic views and values. Art appreciation is an aesthetic activity, which requires one's own observation, judgment, imagination and other thinking activities to understand works of art, and this activity requires one's aesthetic feeling and emotional experience.
Emotion is the central issue of aesthetic activities, and most works of art are mainly spiritual products, which usually express some ideas and concepts of artists and mainly affect people's emotional field.
Due to the lack of life experience, aesthetic experience and knowledge cultivation, it is difficult for students to actively appreciate works of art. Educator Stuart said in the Teacher's Rules: "I think the art of teaching lies not in the ability to teach, but in inspiration and awakening." How to motivate people without getting excited? How to wake a sleeping person? "I think this sentence should inspire us. In the teaching of art appreciation, teachers need to guide and motivate students appropriately. This process can be divided into three steps. The first is to mobilize students' emotions. Teachers can help students analyze the images and plots of artistic works, especially some fascinating details, such as the mysterious smile of Mona Lisa, and then use vivid and appropriate language description as a breakthrough to arouse students' attention and interest. The second is to ask some questions appropriately to stimulate students' imagination, but not too many questions, few but precise, and the key points should be prominent. Thirdly, it is very important to evaluate students' answers with a positive attitude.
Second, teach students to understand the cultural situation of works of art
Any work of art does not exist in isolation, but is produced in a certain cultural environment. When artists create works of art, they will inevitably be influenced by their environment. Cultural context refers to the cultural environment, conditions and characteristics of artistic creation. Therefore, in the teaching of art appreciation, we should not only talk about techniques, but also put works of art in a certain cultural environment to learn. So how to do it specifically?
First of all, in order to help students better understand the connotation of the work, it is necessary to understand the background of the times and related historical stories. For example, in Van Gogh's Sower, it is necessary to introduce some stories about Van Gogh's life, which will help students better understand the meaning of the picture. When students appreciate the "grain" of the Soviet Union, they should know that the Soviet Union was baptized after the war, with high labor enthusiasm and a brand-new way of life.
We know that art comes from life, so do many famous works, and artistic phenomena can be seen everywhere in life. In the teaching of art appreciation, we can also combine extracurricular activities with students' life experience, so as to broaden students' horizons, enhance their perceptual knowledge and create a broader cultural situation.
Third, we should improve students' appreciation ability in many ways.
Every student's aesthetic is different. Any excellent work, different people will have different feelings when they appreciate it in different situations, which is the charm of art appreciation. Art appreciation teaching should focus on cultivating students' creative thinking, rather than teachers' preaching or scripted teaching. There should be differences and students' opinions and feelings should be tolerated and accepted. In teaching, teachers should have a correct attitude towards students' views and opinions, so that students can experience the joy of success, which can arouse students' greater interest and stimulate students' motivation to continue learning. Art appreciation teaching should pay attention to its learning process, not excessively pursuing results, and there is little unity. Telling students this will help them to think positively, learn how to study problems, exercise their original thinking ability, enhance their interest in art appreciation and improve their learning efficiency. In classroom teaching, art teachers should closely focus on quality education, carry out art education and teaching under the guidance of new curriculum standards, guide students to take the initiative to participate, encourage students to make bold innovations, and pay attention to students' personality development, so as to gradually shift the focus of students' art classroom teaching from the traditional single mode of imparting artistic skills to a new mode of all-round, diversified, open and artistic culture infiltration, thus promoting students' all-round, healthy and harmonious development. In order to develop students' divergent thinking, Picasso sighed: "I spent my whole life learning painting like a child." Teachers should emancipate their minds and adopt vivid and flexible teaching methods to induce students' creative inspiration. It is no exaggeration to say that in order to cultivate painters with full artistic creativity and a generation of creative modern talents, we should highly respect, protect and encourage students' free activities and imagination space, cultivate students' divergent thinking, enable students to give full play to their specialties, express their individuality and improve their artistic appreciation ability. Art teachers let students really have their own activities in ordinary teaching, and students' personalities will be clearly displayed. In art appreciation class, students have a process of knowing and understanding art. From their personal point of view at first. They think that what is "like" is good, while some works that are not "like" are introduced by teachers as the world famous paintings. It is these comparisons that they will gradually discover that artistic works are not based on whether they are painted like or not. After these thoughts, students will care about what art is. Teachers should not introduce art in theory, but let students experience life boldly, so that each student can exert his rich imagination and creativity.