Composition: through the study of art, what are the improvements in aesthetics?

The aesthetic value of art is based on practical value and has objectivity. In appreciation, due to cultural differences such as regions and nationalities, there will be differences in values and even completely different value standards. But this does not mean that aesthetic value is not objective, because value is not equal to evaluation, and they can be unified or opposed. Cultural customs and personal special experiences are the main reasons for the disunity. In the actual evaluation of a work, different subjects will have different feelings. For example, when a person loses a loved one, the warm and pleasant form will not be perceived as a happy thing. On the contrary, a happy person will feel the atmosphere of celebration in rainy weather. Due to the differences in cultural habits, a China landscape painting is also difficult to be accepted by westerners. Whether the evaluation of the subject conforms to the objectivity of value depends on whether the appreciation media operated by the subject conforms to the appreciation habit of the subject. A person who can't play Go, no matter how much aesthetic knowledge and experience he has, can hardly perceive the formal beauty in the chessboard. At the same time, it also depends on whether the subject can sublimate ordinary emotions into aesthetic emotions under the action of rationality. A person with an appreciation level can perceive and experience the aesthetic phenomena of various media, and even can transform daily information into aesthetic information for experience. It can be seen that weakening the non-aesthetic information attached to the object media and restraining the non-aesthetic emotion of the subject are important conditions for evaluating the objectivity of aesthetic value. Therefore, in teaching, the choice of appreciation materials and teachers' comments are extremely important. If the appreciation materials are not selected properly, the teaching will not achieve the expected results. If students' appreciation ability is still at a low level, letting them appreciate human body art may make teaching impossible. At the same time, teachers need to consult all kinds of historical materials and works analysis articles before class, and extract universal norms and guidelines from them, so that the evaluation criteria are more in line with the objectivity of aesthetic value.

In art appreciation, the aesthetic feeling of works has social utility. On the one hand, aesthetic images and information not only stimulate the subject's aesthetic experience, but also stimulate the individual's realistic consciousness, that is, interest judgment lurks in aesthetic judgment. For example, when the color and shape of the apple in the painting are very beautiful, it can also be used as an emotional experience of "looking at the plum to quench your thirst". Even a universal emotion conveyed by pure geometry can arouse the individual's unconscious interest judgment. On the other hand, aesthetic feeling contains contents that are beneficial to human society. If the spectacular war scene is regarded as a whole art, then people will not want to see that art ... because the judgment of aesthetic value is restricted by cognitive value and ethical value, that is, the content beneficial to human society restricts the judgment of aesthetic value. For example, works with times and regional styles, or formal norms recognized by a group's personal feelings, can all be used as standards for aesthetic evaluation.

In appreciation teaching, there are differences in knowledge and experience between teachers and students, which will affect aesthetic judgment and evaluation. Therefore, teachers must have good cultivation and rich knowledge, understand the most common aesthetic significance of the form and content of works, accommodate students' feelings and evaluations with a tolerant attitude, inspire and guide students to perceive works with aesthetic consciousness, and sublimate their daily feelings into aesthetic judgments.

The objectivity of aesthetic value does not exclude the diversity of subjective feelings in aesthetic phenomena. Appreciation is carried out with the participation of the subject, and personal vision and knowledge and experience determine that evaluation has subjective elements, which leads to the complexity of appreciation activities and makes it difficult to unify evaluation. Before explaining the works, teachers should first introspect and rationally analyze their own judgments and sort out the aesthetic and non-aesthetic elements in their emotions. In teaching, students should be guided to perceive and evaluate works from speculative language. Such as "I experienced …" and "I felt …". Let students feel that the teacher's evaluation is not authoritative and ultimate. Therefore, students will also conduct self-analysis, so that he can understand which reactions represent the basic and permanent components of his personality, whether they are temporary emotions and mutations or one-sided judgments. Compare your own judgment with others' judgment, and let them see which aspects of your evaluation are in line with the opinions of the majority. Repeated teaching evaluation activities in this way will enable students to form conscious verification and judgment, reduce the blindness and impulsiveness of evaluation, and achieve the unity of subjective and objective evaluation.

It is true that teachers' evaluation of works always has certain authority, which is an indoctrination in teaching. But any evaluation is a subjective choice and explanation of the object value. In a sense, this kind of "indoctrination" is a channel to dredge the free essence and rational spirit of human nature. A kind of teaching to cultivate aesthetics is divorced from the process from individual to general judgment subject. Any qualitative indoctrination may cause students to be "pseudo-sensitive" in appreciation, that is, they lack the illusion of being independent and following the trend. This is another kind of teaching prejudice.