Research paper on effective mode of school art education

Art education is an important content and way for schools to implement aesthetic education. The quality of art education is directly related to the effect of aesthetic education in schools. The following is my school art education thesis for your reference.

Model essay on school art education 1: On school art education should attach importance to promoting excellent folk art resources. Folk art; Characteristic art education

Exploring the relationship between folk art and school art education is one of the important contents of curriculum resources development in the new curriculum reform. Excellent folk art, as the "mother art" of all art forms, is an important part of Chinese traditional humanistic aesthetic education, which plays an irreplaceable role in cultivating students' aesthetic consciousness and improving their traditional cultural literacy. School art education should actively tap local folk art resources and form its own characteristics. This paper expounds that attaching importance to folk art teaching is the inevitable choice and unshirkable responsibility of current art education, and it is the way to excavate and sort out folk art resources and form characteristic art education.

Strengthening school art education is an urgent task to comprehensively promote quality education and promote students' all-round development. How to cultivate and improve students' aesthetic ability and cultural accomplishment through art courses and extracurricular cultural and artistic activities is the subject of art education in colleges and universities. Especially, training practical talents for local economic and social development is an urgent task of art education in vocational and technical colleges. The author thinks. Art education in vocational and technical colleges should consciously adapt to the needs of economic construction and social development for high-quality and practical talents, and change educational ideas and concepts. Undertake the excavation and arrangement of excellent folk art resources, incorporate them into the teaching content, and form a distinctive art course in line with our school and local reality.

First, attaching importance to folk art teaching is the choice and responsibility of art education with school characteristics.

Exploring the relationship between folk art and school art education is one of the important contents of curriculum resources development in the new curriculum reform. The National School Art Education Development Plan (2001-2010) clearly points out that colleges and universities should not only combine their own school reality, but also strive to create conditions to offer various art elective courses and limited elective courses. Meet the different needs of students and form their own characteristic art education. According to the exploration in teaching in recent years, the author thinks that attaching importance to folk art teaching is the inevitable choice and unshirkable responsibility of current art education, and art education integrated with folk art will have its own characteristics.

(1) Paying attention to folk art teaching is the need to cultivate talents urgently needed by society.

At present, school art education is generally taught with national unified textbooks, which leads to a serious disconnect between school art education and local reality. Students don't know the most popular local operas, and they know very little about folk arts that represent local regional characteristics. What's more, graduates majoring in tourism art can't sing local folk songs or dance. They don't know much about local folk customs, which runs counter to the purpose of cultivating practical talents. In recent years, in order to accelerate economic and social development. Various places have developed local characteristic cultures to enrich the cultural connotation of tourism and attract tourists. At the same time, people call for a return to traditional culture. The development of regional culture, the implementation of traditional cultural protection projects, and the promotion of local folk songs, folk dances and other folk arts into classrooms, institutions and enterprises have made this contradiction more prominent. In view of this reality, the author thinks that attaching importance to folk art teaching is the inevitable choice of current art education, and it is also the practical need for schools to implement quality education, cultivate students' innovative spirit and practical ability, and promote students' all-round development. Art educators should actively explore, attach importance to folk art teaching, tap the essence of local folk art, and supplement it to classroom teaching and extracurricular activities of art education, which not only meets the practical needs of local development, but also forms their own characteristic art education system.

(2) Paying attention to folk art teaching is the need to strengthen national culture education.

Excellent folk art, as the "mother art" of all art forms, records and reproduces the occurrence and development process of human culture and thought, and is an important part of traditional humanistic aesthetic education in China. It has a broad mass base, a profound cultural foundation and irreplaceable national cultural characteristics. It is closely related to the formation of local aesthetic psychology. Excellent folk art contains important art education resources, which plays an irreplaceable role in cultivating students' aesthetic consciousness and improving traditional cultural literacy. For example, as a comprehensive art form, it is not only singing, jumping, speaking and singing, but also compatible with poetry, novels, music and acrobatics. It plays the role of cultural aesthetic education. In the area where the author lives, there is a small folk song and dance venue, which has a unique form of expression, humorous and vivid performances, as well as unique skills of dancing and clowns playing with straw hats. After more than 400 years of inheritance and development, it has become a folk art form deeply loved by local people and praised by foreign tourists. It represents the highest achievement of the development of folk art in this area. Organize students to learn from folk artists in extracurricular activities, or organize appreciation and observation, so that students can generally feel the profoundness of folk art. Through the study of this cultural phenomenon, we have a deeper understanding of the folk customs and cultural traditions in this area. It can be seen from this that the introduction of local folk literature and art resources in the classroom can effectively get close to students' life experiences and feelings and enhance students' understanding of local culture and regional civilization.

(3) Paying attention to the development of excellent folk art is the responsibility of school art education.

Folk art is an important part of national traditional culture. From the excellent folk art, we can see the traces of the historical development of human civilization. It is an important link to carry forward national culture, inspire national spirit, build advanced culture and regional characteristic culture and promote social harmony. In recent years, after a profound reflection on the cultural construction since the founding of the People's Republic of China, it is generally believed that in the process of reform, opening up and modernization, we have lost many excellent traditional Chinese cultures and many folk arts. To this end, the state has strengthened the protection of cultural heritage. the State Council issued the Notice on Strengthening the Protection of Cultural Heritage, and in 2005, the first batch of intangible cultural heritage representatives were protected.

Protecting folk art and promoting national culture is the responsibility of the cultural propaganda department and the vast number of cultural and artistic workers, and it is also the unshirkable duty of every art educator. At present, the main work of cultural heritage protection is to excavate and sort out original materials, train a group of enthusiasts and successors, take their cultural consciousness and love for folk art as one of the important ways to inherit and carry forward excellent folk art education, and shoulder this important task through the connection between art education and regional cultural construction. The second is to excavate and sort out excellent folk art and form the way of school characteristic art education.

Art education emphasizes the cultivation of students' artistic ability and humanistic quality in a generative environment. The ultimate goal is to realize the all-round development of human beings. The natural integration of various arts is one of the best environments for art learning under the background of great culture. Through various forms of integration, art learning can become more natural, relaxed and vivid. Therefore, excavating and sorting out excellent folk art and forming school characteristic art education can be realized through the following ways.

(1) Absorb the essence of local literature and write characteristic school-based courses. There are many kinds and forms of folk literature and art, and there are dozens or even hundreds of folk literature and art forms in any region, all of which are involved. School art education is neither realistic nor necessary. In 1980s, the whole country carried out the excavation and arrangement of folk art, and various localities successively edited and published the Collection of Folk Art, which basically covered the essence of local folk art and included important materials of primitive folk art. In recent years, some areas edited and published some folk art albums. For example, the author's region has published Ziyang Folk Songs Album and 50 Gao Lan Folk Songs. Art teachers can use this as a basis, combine their own research results, select the essence of local folk art according to the key points of training, and write school-based courses. For example, in art education, we can focus on excavating the fire mask, painted clay sculpture, stone carving and paper-cutting, dragon and lion lighting production, etc. For tourism majors, we can tap the essence of local folk songs, folk dances and folk customs, compile characteristic teaching plans, embody regional characteristics to the maximum extent, and show unique art teaching examples.

(2) Take advantage of the openness of art courses to invite folk artists into the classroom. For a long time, due to the influence of regionalism, folklore and folklore, folk art is generally not accepted by mainstream culture in various periods. Basically, it is word of mouth, and it is taught by mentoring. A large number of precious folk art resources are still in the hands of a few folk artists, and many skills are unique, which are often difficult to record in the form of words. Therefore, we should make full use of the open characteristics of art courses, invite folk artists into the classroom and give lectures to students face to face, so that students can really do it.

In this regard, most of the national art colleges have made successful attempts, such as the minority song and dance theater in Ankang, Shaanxi. 1954 After winning the first prize in the national folk art performance on behalf of Shaanxi Province, the Central University for Nationalities invited two actors to teach students to sing southern Shaanxi Huagu minor and teach them the skills of pulling straw hats. After half a year, Ankang, a "great skill on a small stage", went to the whole country. Paper-cutting and clay sculpture, which are good at skills, need folk artists to communicate face to face with students in class, demonstrate and teach by themselves, stimulate students' enthusiasm for learning and let them master basic skills in the shortest time.

(3) Organize students to go out of the classroom and carry out folk art investigation activities. Students' personal growth environment, including daily life, emotional experience and cultural background, is closely related to local culture. We should seize this favorable factor, link art education with students' personal growth environment, and actively guide students to pay attention to the folk art environment around them from the aspects of students' interests, needs, emotional expression, interpersonal communication, etc., carry out folk art surveys, and tap interested folk art resources.

Guide students to discover some art with obvious symbolic expression through investigation (such as local opera, social fire mask, etc.) ), discuss their symbolic meaning with folk artists or folk experts, and learn to create symbolic works. You can also organize a group survey. Each group investigates the art of a local ethnic group and makes further research by linking this art with architecture, geographical location, costumes, dialects and so on. From this area. It imitates the dance and singing methods of this nation and deepens the understanding of the traditional cultural characteristics of local ethnic groups.

(four) to participate in festivals and folk cultural activities. Learn about folk literature and art in an all-round way. Traditional national festivals and local festivals such as Spring Festival, Lantern Festival, Dragon Boat Festival and Temple Fair are the biggest platforms for concentrated display of folk art.. The programs and activities organized by ordinary people spontaneously are basically local representative and original folk art forms, which basically include folk music, folk dance, local opera, local folk customs and other aspects, and are the best opportunity and the biggest platform for learning and studying local folk art.

Art educators should make full use of this platform to guide students to participate in traditional cultural activities in their spare time, enrich their knowledge, broaden their horizons and fully understand folk traditional culture. For example, around the humanistic theme of the Spring Festival, guide students to experience colorful cultural entertainment during the Spring Festival, understand folk art forms such as lighting lanterns, dancing dragons and lions, picking lotus boats and singing flowers and drums, deepen their understanding of folk art, and encourage students to form their own improvement and creative opinions on a certain art form according to their own opinions on folk art, thus promoting the organic combination of folk art and modern life.

In short, school art education should pay attention to the excavation and arrangement of folk art and incorporate its essence into the teaching content. Actively organize students to engage in ethnic and folk cultural activities, form a generative learning environment, and combine the characteristics of regional art and culture to form art teaching characteristics, which not only promotes the all-round development of students, but also cultivates talents urgently needed by society, and forms art courses with different characteristics and styles in schools.

Mode 2 of School Art Education Paper: An Analysis of the Effective Mode of School Art Education Paper Keywords: Building an Effective Art Education Model

This paper analyzes the evolution and present situation of art education in China, expounds the importance of implementing art education, and puts forward a plan to build an effective art teaching model, mainly focusing on classroom teaching and the construction of aesthetic foundation; Based on art lectures, feel the artistic charm; Pay attention to artistic practice and enrich artistic activities.

Art education, like a key to open the door of human mind and emotion, not only shapes the lofty spiritual realm of transcending self, utility and nature, but also breeds people's pursuit of truth, goodness and beauty. Therefore, some people call art education "the education of cultivating the whole person". However, due to the lack of understanding of the importance of art education, art education at this stage lags far behind the requirements and progress of the times and becomes the weakest link in higher education.

First, the evolution and present situation of art education in China

The so-called art education is an educational activity to cultivate students' keen perception, rich imagination, intuitive insight and creativity through artistic works and the application of the laws of artistic appreciation and artistic creation. Confucius, a great thinker and educator in ancient China, first put forward the concepts of poetry teaching and music teaching, which can be said to be the earliest art education thought. After the Revolution of 1911, Cai Yuanpei advocated aestheticism and called for "the cultural movement should not forget aesthetic education". In modern times, the American government even stipulated that "art became a compulsory subject for middle school students in 1994, and that a person who doesn't know art can't be considered a perfect person in 2 1 century", which shows that art education is becoming a new pursuit of modern education.

In recent years, thanks to the establishment of the national education policy of all-round development, art education has made great progress on the platform of humanistic quality education in colleges and universities in China. However, due to the lack of research on its educational model, art education still stays in the quality-oriented education teaching with appreciation as the mainstay, ignoring the promotion and interaction of art education on scientific knowledge education. In order to grasp the actual situation of art education in colleges and universities, we conducted a questionnaire survey on art education in several colleges and universities in Xi. The results show that only 8. 1% students know the staff, 62% students have no confidence in their aesthetic ability, and only 48% students will actively participate in art education in art, music and drama. This shows that the present situation of art education in colleges and universities in China is not optimistic.

Second, the importance of implementing art education

1, art education is the need to promote intellectual development and stimulate students' creative ability.

Sprenger, a German cultural educator, once said: The ultimate goal of education is not to impart existing knowledge, but to induce people's creativity and awaken people's life consciousness and value. The best mode to awaken creative thinking is the superposition of scientific thinking and artistic thinking.

The research of thinking science shows that human thinking can be divided into two categories: scientific thinking (logical thinking) and artistic thinking (image thinking). Only by organically combining scientific thinking with artistic thinking can we form a high-quality and high-level thinking quality. Facts have also proved this point. Cao Xueqin's Dream of Red Mansions, Beethoven's symphony, ingenious oriental gardens and ingenious western industrial art are all the results of the combination of scientific thinking and artistic thinking. Many masters at home and abroad have made great achievements in science and art, such as Leonardo da Vinci of Italy, who is not only a great painter, but also a great mathematician, mechanic and engineer. Li Siguang, a modern geologist, also composed China's first violin music. Qian Xuesen, the father of the two bombs, famously said that scientists are not craftsmen, and there should be art in the knowledge structure of scientists, because there is aesthetics in science.

2. Art education is to cultivate people's emotions. The need to cultivate perfect personality

Art education has the characteristics of "moving people with beauty and moving people with emotion", which can affect students' emotions, and then affect other aspects of students' psychological activities, resulting in subtle effects. In recent years, college students' emotional deficiency and mental health problems have attracted increasing attention. The author conducted a factory-wide survey of students in several universities, and found that quite a few students have psychological barriers, mainly manifested as excessive negativity, excessive depression and excessive autism. Even at a certain moment, emotional instability has serious consequences. Art education has the function of regulating emotions. Through art education and cultural and artistic activities for students, it will be very beneficial for students to eliminate psychological barriers, maintain stable and healthy emotions, form healthy psychological quality, and enable students to cultivate their emotions and shape their personality on the day they accept and appreciate artistic works.

3. Art education is the need to strengthen moral education and supplement morality with beauty.

Quality education emphasizes moral education. However, ideological education can not simply preach, but "sneak into the night with the wind" like spring rain. In this respect, art education can be said to have unique conditions. When people appreciate works of art, they will be attracted by the characters, actions, scenes, events and meanings, and have a strong emotional reflection. Therefore, art education can cultivate students' ability to understand right and wrong, good and evil, beauty and ugliness, shape sound personality and healthy personality development, and promote their all-round and harmonious development. Thirdly, the conception of art teaching mode.

Art education in colleges and universities cannot be equated with skill training in art colleges, but should focus on students' artistic appreciation level and artistic accomplishment. Therefore, an effective art education model should be based on classroom teaching, with art lectures as the means and art practice as the platform and scale to test the teaching effect and students' ability, so that students can promote the all-round development of morality, intelligence and physique in the subtle influence of works of art.

1, Grasping Classroom Teaching —— the Foundation of Architectural Aesthetics

Because non-art college students generally have not received systematic art education before entering the university, college art education should be started from scratch and step by step. In the first year, we will focus on popularizing non-art education in colleges and universities, offering compulsory courses in public art, teaching relevant basic knowledge and guiding students to enter art. In the second stage, we will offer elective courses in public art, such as vocal music, instrumental music, calligraphy creation, Chinese painting, oil painting and computer art design. Students with certain professional basic knowledge can choose courses at will to meet the learning requirements of students with different foundations and hobbies.

2, based on art lectures-perception of artistic charm

Art lectures should be based on classroom teaching, and teachers or scholars with certain experience and research in a certain field should be hired to hold special art lectures to guide students to further enter the mysterious palace of art on the basis of further deepening their understanding of the basic knowledge of art. Practice has proved that this effective form can stimulate students' interest in perceiving artistic charm more than classroom teaching. In 2007, the National Centre for the Performing Arts held a series of lectures on "Opening the Door of Art Education in the National Centre for the Performing Arts", and specially invited Li Lanqing, former vice president of members of the Political Bureau of the Communist Party of China Central Committee and China and vice president of the State Council, to tell more than 200 audiences about "Music, Art and Life". This lively and artistic lecture has also aroused strong repercussions in colleges and universities. Many students who have watched TV programs still have fresh memories, and they welcome such lectures to enter the university campus more often.

3. Pay attention to artistic practice-enrich artistic activities.

Art practice is an important part of school art education. In this link, we should focus on three aspects: first, we should institutionalize and ensure the regularity and durability of activities. For example, the school should hold an annual art festival and insist on holding celebrations and performances in conjunction with major festivals. Second, diversity, focusing on attracting students to participate widely, such as holding art, photography and calligraphy competitions, and conducting speech activities, providing suitable platforms for students with different specialties and interests, and also providing the power of role models for freshmen to open a door to art; third, professionalism, ensuring improvement on the basis of popularization, focusing on organizing and giving play to the positive role of art associations. For example, activists and backbone elements are organized into music associations, painting associations, photography associations, choirs, dance groups and other cultural and artistic societies.

The above three links of art education are interrelated and interactive. As long as these links are organically combined to form an interactive chain, the educational function of art can be exerted from the superficial to the profound, from knowledge and skills to spiritual edification and influence, and from the outside to the inside, thus promoting the flowering and fruition of art education in colleges and universities.

Articles related to school art education papers;

1. Essay on Art Education for Middle School Students

2. Middle school students' art education papers

3. On Art Education Papers in Colleges and Universities

4. Art Education Papers in Rural Primary Schools

5. Work plan of art education in demonstration schools