What is the relationship between artistic appreciation and sense of form?

As a kind of cultural education and aesthetic education, art appreciation course is a special course for students to know and evaluate beauty. Therefore, good art appreciation can not only broaden students' horizons and increase their knowledge, but also improve students' humanistic quality in the process of subtle education. At present, there are still some misunderstandings in art appreciation teaching: the emphasis of appreciation teaching is biased and the content is one-sided; The teaching method is single, which is mainly explained by teachers; Discussing painting with painting has separated the organic connection with other disciplines and so on. Based on my teaching practice, this paper analyzes this and puts forward some opinions.

First, overcome the one-sidedness in the teaching content and pay attention to the inner feelings of the works. In terms of content, some teachers often explain art works only from the technical angles of historical consciousness or modeling, composition and color. In order to cater to the students' curiosity, the whole class is talking about the anecdote of this painter. Explaining works from the perspective of historical consciousness and technology is not the main aspect of artistic appreciation. Art is a spiritual product created by human beings. It is an art that people use certain material and tools and certain aesthetic ability and skills to create a static plane or three-dimensional visual artistic image, reflect life and express the author's thoughts, feelings and aesthetic feelings. It has both materiality and spirituality. In traditional Chinese painting, literati paintings often express their feelings through scenery and things, while Zheng Banqiao painted bamboo to express the author's character, integrity and noble sentiment through bamboo and images. If art appreciation only pays attention to art history and technology, it is a deviation from art appreciation class.

Art appreciation class should explore the author's thoughts, emotions and artistic conception hidden under these representations through the shapes, colors, composition and other representations of works, grasp the spiritual and emotional power expressed by the author in painting, and make the dead material and human spirit combine to become vivid, such as the expressionist painter "Scream", through strong and flowing colors and burning red in the sky; In an unstable form composed of inclined bridges and railings; The strong distortion and exaggeration of roads and characters, the exaggerated facial expressions of gaunt men and the loneliness and helplessness in the distance show the author's inner world of fear, despair and madness.

The role of art appreciation teachers is to guide students to discover and discover the soul of works through the appearance of appreciation, that is, the author's thoughts, feelings and aesthetic feelings, so as to improve students' aesthetic ability, artistic feelings and cultivation. As for historical consciousness, technical discussion and anecdotes of painters, they can only be used.

Second, overcome the singleness of teaching methods and fully reflect the subjectivity of students. I have done experiments in teaching: I taught impressionist painting in the same grade, of which Class A was taught by the whole class; Class B, under my prompt and guidance, let the students express their opinions, and then I will sum up the explanation. The unit course has an assignment entitled "My Understanding of Impressionist Painting". Results Many students in Class A copied their textbooks and finished their homework. Class B had a heated discussion, and quite competitive students put forward some original opinions. It can be seen that the bilateral activities between teachers and students in the teaching process of art appreciation class are very important for giving full play to the leading role of teachers and the main role of students and improving students' learning enthusiasm. Pay attention to three tasks:

First of all, teachers should prompt and guide students to express their views, and then teachers should summarize and explain. Let's take Picasso's guernica as an example. Step 1: Guide students to express their feelings about the works. Teachers should provide some descriptive words to help students express their feelings correctly. If there are a large number of students, we can discuss them in groups, and then select a representative to make comments. Step 2: Ask students to analyze the reasons for this feeling. Teachers should guide students to analyze the content and form of works. The content mainly refers to what kind of image is drawn in the painting and what kind of activities are shown. From the formal point of view, this paper mainly studies the author's handling of artistic modeling elements, the application of formal beauty rules and organizational methods, and how to create the atmosphere and emotions we feel. Guernica's symbolic decomposition of cattle, horses, women, lamps and other things has created a broken, chaotic, turbulent and violent effect on the screen, showing the cruelty and terror of war and the pain and despair of the people. Step 3: Ask students to analyze what theme the author wants to express through the work. Teachers should guide students to carefully find the feelings that the author wants to express from the aspects of images, colors and composition. At the same time, the teacher introduces the background of the work, the author's world outlook and personality appropriately. Let students grasp the theme of the work better and more comprehensively. 1937, the Nazi air force of Germany was killed and the town was in ruins. Picasso was furious, so he created this work to accuse fascism of crimes. It shows the author's strong sense of justice and desire for peace. Step 4: Learn about students' appreciation in time. Before class, ask the students which work they like best in this class. Why? Understand students' learning gains, aesthetic tendency, aesthetic level and values.

Secondly, we should pay attention to the combination inside and outside class. Let students enjoy the original works as much as possible in the art appreciation class. Because the strong color impact and the shocking feeling of the picture in the original work, as well as the atmosphere created by the picture, are incomparable to the printed matter. In addition, teachers should organize students to visit some exhibitions according to their ability to broaden their horizons. Collect relevant pictures after class, and don't limit the art appreciation class to the classroom.

Third, we should attach importance to point to area. In teaching, we should focus on analyzing the most representative works and omit other works in order to get twice the result with half the effort. We should also pay attention to the vertical and horizontal comparison, sum up the commonness and individuality of different works, and enable students to form network knowledge as soon as possible. Sometimes you need to be flexible, for example, when you appreciate western modern painting, because you have absorbed oriental painting methods. It can be compared with some oriental arts such as Chinese painting and Japanese ukiyo-e painting, so that students can better understand the characteristics and connotation of the works.

Third, to overcome the isolation of analytical works, teachers should constantly improve their own literacy. In art appreciation, the relationship between art and other disciplines is separated by painting theory. The art discipline is isolated and the knowledge is narrow, so it is impossible to understand the works more deeply. One of the reasons is that the teacher's knowledge is not wide enough. Secondly, it ignores the positive role of other disciplines in art appreciation class. This requires teachers to read all kinds of knowledge and introduce knowledge of literature, music, photography, history, psychology and other disciplines into art appreciation classes as much as possible. After all, art and literature, music and photography have many common characteristics. In China's artistic tradition, art and literature are inextricably linked. "There is a picture in the poem, and there is a poem in the picture". The artistic conception, rhythm and rhythm of music are consistent with art, for example, impressionist painter Monet's Water Lily and Whistler's Landscape are called "visual music" and "musicians of color". The composition, color, conception and art of photography have common characteristics. History discipline can provide the background of works, and psychological knowledge can promote the appreciation of works of art. Analyzing works of art by borrowing other disciplines can not only stimulate students' interest in learning, but also make them easier to understand the content and spirit of works, which is more intimate and plays a multiplier role.