1 Present situation of art appreciation teaching in senior high school
1. 1 Art appreciation started late and is in the stage of popularization.
China's art appreciation started late. Many people who engage in art mainly focus on painting and practical art, while relatively few people engage in art theory, which is also unpopular, resulting in the lag of art appreciation. At present, with the rapid development of China's economy, global economic integration has promoted the continuous exchange and collision between culture and art and foreign countries, and art appreciation has been put on the development agenda. At present, the course of art appreciation is constantly improving in popularity.
1.2 students generally don't pay enough attention to art appreciation class.
Art appreciation has become a compulsory course in full-time senior high schools since 2003, and the status of art appreciation course has been greatly improved from the institutional point of view. However, in actual teaching, the subject of art appreciation has not changed, and it is almost difficult to fundamentally change students' understanding of art appreciation class. Almost every student knows the important role of art appreciation class, but what students say and do is quite different. In their eyes, this is a second-level course, which is neither unified nor college entrance examination (except for art majors). It's more affordable to study more exams.
1.3 society, schools and parents have not paid enough attention to it.
Not only students don't pay attention, but also society, schools and parents don't pay enough attention to art appreciation classes.
2 Several attempts of art appreciation teaching in senior high schools
2. 1 Art appreciation starts with topics that students are interested in.
The new teaching concept holds that the learning content in the textbook does not have to be conclusive knowledge, but also allows students to express their views and get in touch with some controversial content. Therefore, the new curriculum provides a relatively broad space for finding topics of interest to middle school students in reality. Topics in real life often have a sense of closeness. For example, in the teaching of "What is a work of art", the author showed the "torn" jeans worn by stars and the school uniforms worn by students, and asked: "Are these works of art? What kind of clothes do you usually like to wear? " This leads to the diversity of beauty, the beauty of the times and the conditions for the emergence of artistic works, and applies the concept of beauty and corresponding formal rules to the reality of life, so that students feel that beauty is around and closely related to daily life.
2.2 Teachers' teaching methods should be flexible and diverse.
1) Give full play to students' autonomy. Autonomous learning theory holds that students are the masters of learning. Students' learning activities are not passive acceptance, but active participation. Only in active learning activities can students give full play to their subjective initiative and mobilize their creative potential. Give students sufficient preview time before class, and guide students to use the library, network, etc. Collect information related to the content of appreciation, so that students can "enjoy" what it has prepared, thus shortening the distance from the content of appreciation and generating appreciation interest. In class, after the teacher shows appreciation for the work, the teacher should not explain it immediately. You can ask students to read the pictures for a few minutes, or you can ask them to talk about their first impressions of the works in the form of discussion. Then give some thinking questions to guide students to observe the pictures. Like what color is the picture? What did you draw? Is the color warm or cold? Does the whole painting feel cheerful or sad? This will help to stimulate students' subjective feelings, which is better than the teacher's explanation. This has also changed the teacher monologue in which teachers and students participate together, giving full play to students' autonomy and encouraging them to express their views.
2) Appreciation combines painting and craft to understand the connotation of the work. Art appreciation class should not be blind appreciation. Sometimes, students are allowed to copy works and appreciate the connotation of works, which breaks the situation of empty talk and no practice in appreciation class and helps students understand works. For example, when teaching folk painting and handicraft appreciation, students often show great interest and want to do it. At this time, students may wish to copy according to the style and image of the work.
3) Create a scene and taste the artistic charm. Excellent works of art, behind the overall formal structure, contain rich spiritual connotations such as feelings, thoughts, concepts or certain meanings, that is, the beauty of implication. If music and art are organically combined in art appreciation class, the teaching purpose of expressing profound themes with pictures and sounds will be achieved, and students' aesthetic comprehension ability and creativity will be fully cultivated. Teachers can get twice the result with half the effort if they can make full use of audio-visual education method, language description method and scene setting method.
3 Art appreciation should move from text appreciation to research-based learning
It is the need of quality education reform, the need of talent training in the new century and the bridge between art, social culture and the times to properly carry out research-based learning activities in art appreciation teaching in senior high schools. Through such activities, art appreciation education has been endowed with rich significance, which undoubtedly brings fresh air to art appreciation teaching.
In the research study of art appreciation class, teachers are the guides of students' learning. This kind of guidance is different from the traditional teaching guidance. There is no so-called standard for the answers to research questions, and even the questions are listed by students themselves under the guidance of teachers. Collect information extensively through network resources, book search, folk surveys and other means, and integrate and summarize the text, pictures and video materials related to the topic, carry out cooperative exploration around your own topic, and complete the research report. It helps to broaden students' artistic and cultural horizons and promote students' experience and feelings of art and culture.
The new curriculum concept requires that the teaching of art appreciation should pay attention to its learning process, not excessively pursuing results and unification, so as to help students think positively and learn how to study problems, thus exercising creative thinking, enhancing art appreciation interest and improving learning efficiency.
(Author: zunhua city Senior High School) Further Reading: Creating Huixin characteristic culture to lay the foundation for students' happy life.