Traditional Culture Encyclopedia - Photography and portraiture - How to Infiltrate Moral Education in Art Education
How to Infiltrate Moral Education in Art Education
Teachers' well-designed lead-in language can create an emotional atmosphere and easily lure students into the classroom atmosphere, thus enhancing students' emotional awareness and achieving the effect of "educating people with aesthetic education". Therefore, we can use this stage to infiltrate moral education without trace, so that aesthetic education can be combined and integrated. For example, in the course of architecture appreciation in China, Olympic venues such as Bird's Nest and Water Cube can be displayed first, which will draw students' thoughts back to the 2008 Beijing Olympic Games, stimulate students' national pride, and introduce a new lesson to appreciate other architectural works. This arrangement not only mobilizes students' learning enthusiasm, but also enhances their strong sense of national pride, so that students can receive patriotic education in a subtle way.
Second, the use of works of art in the classroom
This method can be well applied in appreciation class, because appreciation class needs a lot of art works. Through the introduction and appreciation of these excellent works or representative works at home and abroad, students can gradually gain aesthetic pleasure and get enlightenment and enlightenment at the same time, so as to achieve the goal of assisting morality with beauty.
(1) Use the creative background of the work.
Every work has a certain creative background, and the creative background of many works has profound patriotic education significance, such as China's oil painting founding ceremony.
(2) Use the content reflected in the work.
Many works reflect historical and contemporary patriots, national heroes and selfless workers, and their deeds are very good educational materials. Moreover, excellent Chinese and foreign historical masterpieces are good teaching materials for patriotism education. In the teaching process, combining with the appreciation process, we can dig out the patriotic ideological content, which can make students receive profound patriotic ideological education, stimulate their strong patriotic enthusiasm and inspire their national spirit. There are also many works depicting the vast and magnificent rivers and mountains of the motherland and the elegant demeanor of all ethnic groups, and some describe major events in history. Through the appreciation of works of art, students can understand history, enrich knowledge and cultivate sentiment. For example, by appreciating Leonardo da Vinci's masterpieces The Last Supper and Mona Lisa, we can understand the Renaissance movement that began in Italy in the 0/4th century and the "humanistic spirit" that Leonardo da Vinci adhered to as a pioneer of the Renaissance movement. By introducing the composition characteristics of Delacroix's masterpiece "Guiding People's Freedom", students not only relive the history of the French people's struggle against the restoration of monarchy in the19th century, but also feel the artistic charm of the romantic painting school and are influenced by beauty.
(3) Use the influence of work.
In the long river of historical development, human beings have created many works of great influence in the world, especially China, which has a 5,000-year civilization, and has made remarkable achievements in painting, sculpture, arts and crafts and architecture. Such as Terracotta Warriors and Horses in the Qin Mausoleum, Dunhuang Murals and Oracle Bone Inscriptions, which are one of the three oldest scripts in the world. These are very conducive to students to establish national pride and self-confidence.
(4) Take advantage of the fate of the work.
When introducing cultural relics, combining art history, such as the modern history of China, is a history of national humiliation, which has been plundered by foreign powers for a long time, and a large number of outstanding cultural heritages have been stolen overseas or burned to ruins. Up to now, there are still many rare treasures occupied by other countries, which can stimulate students' hatred of aggressors and enhance their feelings of loving the motherland.
(5) Use the author's creative intention.
Many authors regard the objects in their works as an important medium to express their thoughts and feelings and show their understanding of social life. Among them, many authors use their works to express their patriotic feelings, such as Picasso's guernica.
(six) the use of the life story of the creator of the work
In the art appreciation class, the author's stories are introduced in combination with the author's works, including their patriotic behavior of throwing money and borrowing money to recover the national treasure, their loyalty to high officials, their passion for life and their creative spirit of bringing forth the new. This not only helps students to master artistic knowledge, but also stimulates students' admiration and love for artists, so that students can be edified by their personality and purified by their hearts.
Third, the use of painting activities
In painting class, students are inspired to love their hometown, their motherland and their life by depicting nature. Let students experience and taste the beauty in nature, and let them love our motherland and our life more! Learn to discover beauty and feel beauty.
Fourth, the use of classroom language art
To avoid moralization of moral education, we must first make adjustments in language, instead of always conducting education in the form of language structures such as "you should …", "you should …" and "you must …". Nowadays, middle school students can be said to be well-informed and have outstanding personalities. But because their minds are not mature enough, they are often subjective and blind. With the reform of educational mechanism, teachers are no longer supreme in students' minds, but like elders and friends. We can't convince these independent students to accept our educational views just by saying "You must …".
In art class, we can't directly tell students what is "truth, goodness and beauty" and what is "fake, evil and ugly". Instead, we should guide students to think, discover and experience themselves in the process of learning and appreciation, and start in time, such as introducing the life story of the painter by telling stories and creating situations, and reminding students of the cruelty, peace and stability of war through some art works; The purity of love, the warmth of family, the sincerity of friendship, etc. Moral education "seamlessly" permeates the process of students' autonomous learning and entertaining, so that students can fully sublimate their emotions in natural and pleasant associations. This is much more effective than the didactic education method.
In the process of art teaching, aesthetic education is complementary to each other, and it often has the magical effect of "moistening things silently", which is no less than the infiltration of all ideological and moral courses. Therefore, make full use of all the clues and resources in art classroom teaching, fully infiltrate moral education, make students subtly infected and edified by beauty, and improve their personality. When teachers put this moral principle of "leaving no trace" through the whole teaching process, they really realize the educational goal of teaching.
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