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Art practices in art education

2018-11-05 来源: 51due教员组 类别: Paper范文

下面为大家整理一篇优秀的paper代写范文- Art practices in art education,供大家参考学习,这篇论文讨论了艺术教育中的艺术实践。在艺术教育的过程中,我们应该更重视艺术实践的教育,因为艺术教育的最终目的都必须通过艺术行为来体现。如今的艺术教育往往过分强调理论或是过分强调技能,从而将知识教育、技能培养与艺术对于个人的要求分离开来,忽略了艺术行为对于从事艺术创作的人的价值。在理论和技能的前提保障下,我们更应该重视艺术实践的教育。

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The contents of art education are generally divided into: art theory knowledge; Artistic professional skills; Artistic behavior. At present, China's art education institutions probably include normal university, professional university and comprehensive university of art. Different education institutions have different emphasis. There are those who emphasize art theoretical knowledge, those who attach importance to the cultivation of professional skills, and those who combine theory with specialty. There is a view that: for art education, the completion of teaching work does not require high professional technical requirements, but focuses on the mastery of education theory and art theory, and helps students acquire more comprehensive art education through social practice activities, rather than for the purpose of mastering certain professional skills. Overemphasis on skill training may eventually lead to over-reliance on skill and lose the sense of authenticity and purity of artistic creation. Another view is that art education cannot be called art education without the guarantee of technical content. Without good technical standards, a low level of artistic creation is inevitable. No matter how much theoretical knowledge you have, it is just a piece of paper.

The author thinks that education should pay more attention to education of art practice. The ultimate purpose of art education must be embodied through "artistic act". The current situation of art education tends to place too much emphasis on theory or on skills, so as to separate knowledge education and skill cultivation from the requirements of art for individuals and ignore the value of art behavior for those engaged in artistic creation. The two viewpoints mentioned above, whether theoretical or technical, are ignored by the author. First, art education should be education for people. Secondly, art education should be a education that is different from other disciplines on the premise of art, that is, education that emphasizes ego, openness and non-formal regulations. Under the premise of theory and skill, we should pay more attention to the education of art practice. Only through practice can we truly solve the significance of art to individuals and the artistic quality of individuals. An art educator in the United States, Mary? Eriksson once said: "art is more an activity than a thing." Artistic behavior is realized through various practices of art. Art should be thought of as an active thought, a changing and dynamic form. Therefore, in the process of art education, art practice should be the most important aspect of education.

Of course, there will be a view, art professional learning and training is not art practice? Such as vocal music practice, painting practice sketch, actors practice body lines and so on. But the practice is one-sided. By "artistic practice", the author does not mean the study and creation practice of artistic skills carried out by students in art colleges, but refers to the application of theoretical knowledge they have learned to life through their own thinking. Therefore, in this process, students should not only have some hands-on parts, but also have the process of thinking. It is not simply to discover the things in life like ordinary people. Instead, it is to discover the living things around us through thinking about how to dig out from life. Through thinking and practice, it is transformed into its own artistic views and thinking mode, thus forming its own unique artistic expression forms and creation means. Therefore, it is far from enough to practice vocal music, painting and body lines in the room. But students are required to put the aesthetic thought, personal understanding of the art, way of thinking and viewing Angle and their social practice, life practice, the relationship between skills and self, the relationship between ego and art, the relationship between self and art and social life and so on, so as to achieve goal of improving the quality of aesthetic accomplishment, personal art. Therefore, artistic practice is not a simple process of hands-on practice, but a process of combining ideological practice and hands-on practice.

Why raise the question of artistic practice? The author wants to discuss from the basic understanding to the art. Art practice is not simply a mechanical application of theoretical knowledge or repeated proficiency in professional skills, but must enter social life, with an aesthetic sense of art, and the observation of people, objects, events and conflicts in real life with thoughts on vision and form. The existing art teaching methods are generally in the original "art elite" teaching mode, and students mainly listen to some boring art theoretical knowledge and aesthetic concepts in class, or some artistic creation experience taught by teachers. Some students therefore see themselves as an outsider, completely absent from the process of thinking about the interest and nature of art. But as an art student or artist, everyone has to have a strong sense of art. This expression of inner feelings about life and self is realized by artistic practice. The essence of art is to realize the experience of reality through the activity of art, and to realize the plan of reality spirit through some kind of emotional behavior. The research of art psychology shows that the way of artistic experience is intrinsically related to the development of thinking. According to arnheim, the meaning of art is the most substantial and pure experience of life itself. The experiential features of art require our artistic behavior, first of all, to realize the goal of cognition on the basis of life practice. The reason why students engaged in performing arts start from the sound stage is not only to learn basic performance skills, but also to develop the ability to experience and convey things in a variety of ways, such as hearing, vision, touch and feeling, so as to establish behavioral awareness of art.

The author believes that art education should move from class to life, and should not cover up the lack of life with a lot of pale knowledge and rigid skills. Art education should make students aware of the happiness of individual life, make them realize that this happiness is not far away, and it is around them, even inherent, so that students will get a pair of discovery eyes. Students should dynamically understand the common sense of art, the principles of aesthetics, professional skills and their own participation in creation. In this process, students constantly explore their own spiritual experience and creativity through various methods and media to show. In this process, no method or experience is absolute. The answer is to be established in the continuous art practice, and finally form their own unique artistic insight into life, artistic way of thinking and the ability to create independently. We can summarize it as: from art education to life, and then from life to art education. This process is the process of more comprehensive art practice. "Everyone is an artist," says boyus, a German artist. This phrase has become a classic saying in the visual art world since the 1970s, and many artists have been inspired by it and engaged in artistic creation. The main task of art education is to cultivate talents who can think independently and have innovative ability. Can feel the life, in the life to seek the talent of cultural source heart. In the practice of art, students should be guided to perceive beauty and art in their lives, especially to create and express life in various forms through art practice.

Art education is a long, hard work, it's a job for "people" who live in a constantly changing reality and engage in artistic creation. For students receiving art education, we can't treat them with a fixed thinking mode, and we can't use how much theoretical knowledge we have and how skilled professional skills we have as the only standard to judge students' level. For a student who has received art education or will be engaged in art creation, self-artistic quality, unique artistic viewpoint and way of thinking, as well as how to view the essence of art's embodiment and meaning of self-value in the real society, is the guarantee of becoming a real art creator. Our results for art education are not about test scores, technical excellence, etc. Students must actively return to the thinking and art practice of vivid art, and through long-term scientific art education, finally show the charm of art with accurate art behavior, instead of arming the whole body with cold theories and stylized skills, rejecting people from thousands of miles away.

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