The significance of emotional art
This fully shows the importance of emotional experience, which is an important part of art classroom teaching. It is an important guarantee to improve students' overall artistic accomplishment and cultivate innovative spirit. At the same time, whether students have rich emotional experience is also an important indicator to test whether students have good artistic literacy. Students walk into the art classroom with emotion, and enrich their emotional experience through artistic perception in the classroom. The two promote each other and complement each other. Positive and rich emotions can promote the process of cognition and will, and make personality develop in an all-round way. Whether it is skill expression or artistic appreciation, students are required to mobilize all kinds of senses to experience and explore the spiritual connotation of works of art in the process of contacting art. Emotion plays a role of bridge and link in this process. When appreciating artistic works or participating in artistic expression, without active and reasonable artistic emotional experience and participation, it is difficult to produce * * * sounds with works, and it is impossible to really complete artistic creation and artistic appreciation, thus ensuring the effectiveness of art teaching.
Therefore, it is necessary for teachers to use various methods in their own teaching activities to promote the experience and accumulation of students' artistic feelings, and strive to create opportunities for them to acquire rich artistic feelings, improve aesthetic taste, cultivate sentiment, cultivate good artistic accomplishment, form sincere and simple feelings, and then realize a sound personality. All teaching activities should be carried out around this goal. Teachers should give full consideration to students' knowledge structure, ability level and hobbies, formulate corresponding teaching strategies for different teaching contents, supplemented by effective teaching methods, so as to ensure that students can effectively improve their artistic skills and enrich their artistic emotional experience. So how to enrich students' emotional experience? What are the ways and means? The author has made some explorations in the usual teaching, focusing on the following aspects, summing up his own experience and communicating with you on how to cultivate students' good artistic emotional experience.
First, become the protagonist in your own work.
Encourage students to participate in the creation of art competitions, and it is easier to express their feelings in the picture than others.
Actively take advantage of the opportunity to participate in the painting competition, let yourself enter the picture and become the protagonist in your own picture. Due to the limitation of time, students will pay less attention to their usual homework in art class, and the emotional and technical factors in their works are not easy to be fully reflected. And once they take part in the painting competition, they will be more focused. Because of the long preparation time, the works are generally complete in conception, expression and characterization. Teachers can make full use of the opportunity to participate in painting competitions, encourage students to participate in creation, try to draw themselves in, choose themes and stories that suit them, and put their sincere feelings into them, which will make it easier to draw infectious works.
For example, the theme of the Ninth National Calligraphy and Painting Competition for Primary and Secondary School Students is "I am a qualified citizen". Teachers make full use of the emotional expression function of art works when guiding students' creation. First put forward "what is a qualified citizen" and
"How to become a qualified citizen" and other issues, in the discussion between teachers and students, guide students to establish values such as self-reliance, self-improvement, dedication, care and self-esteem, and understand that these are the basic qualities for cultivating a sound personality. Then put forward the topic of discussion:
I am a middle school student. How can I make my due contribution in my family or group? How to work as hard as possible, how to realize your own life value and so on. Imagine that in this picture, parents are harvesting rice in a paddy field in the sun, but what can you do? Students' answers are helpful for harvesting, carrying baskets to deliver water and meals, and so on. Such a simple story is enough to express the theme of "qualified little citizens", and students can easily draw works with emotion when creating, because the works contain love for their parents and affirmation of their behavior! This kind of work will show people a beautiful and harmonious family life, and it is also an expression of harvest joy. It is a very infectious work of art. Moreover, in the process of creation, students will always think of their hard-working parents and their care in the picture, which will be a sincere expression of emotion, and art and emotion will naturally be combined. The function of emotional expression is well reflected through his own artistic creation, and artistic emotion is gradually enriched and deepened in this process.
Emotion in aesthetic psychological activities, on the one hand, induces various psychological factors to actively participate in creative activities, on the other hand, it is integrated into other psychological activities, so that the whole creative activities are stained with emotion. Emotion is an important way to develop image thinking in artistic creation, which induces image memory and emotional memory and forms certain emotional experience.
Second, create a lively teaching situation and form a positive emotional experience.
Nowadays, teachers are under great pressure and may be troubled by various problems, but they can't bring their bad emotions into the classroom. When facing students, we should maintain a positive attitude and optimistic psychology, always show students a youthful face and a gentle and kind smile, and give them a relaxed attitude emotionally. You can't affect your mood just because some children are disobedient or the overall performance of some classes is not ideal. If teachers first set themselves against students and keep a certain distance, it will be difficult to implement effective teaching activities, thus affecting students' emotions, making students lose their interest and motivation in learning, and artistic emotional experience will be impossible. Therefore, teachers should be good at establishing a harmonious relationship between teachers and students, forming a positive emotional experience, having reasonable encouragement and praise, building confidence, adjusting emotions by activating classroom atmosphere, and using the psychological and emotional influence of appropriate environment to implement teaching.
People's emotions are always generated in certain situations and occasions. Lively teaching situation can stimulate students' positive emotional experience and is an effective means of emotional education for students. Classroom activities are the process of interaction among teachers, students and educational situations. Therefore, teachers should use positive means to create a good classroom atmosphere, so that collective efforts can drive and influence the mood of the whole class, so as to participate in the experience of artistic emotion. This collective influence is also called "conformity" psychology in psychology. A positive classroom atmosphere not only helps students to show themselves in a relaxed environment, but also promotes the development of students' creative thinking, because classroom atmosphere will hint others through the language, actions and emotions of teachers and students, thus causing a chain reaction between students' emotions, thus driving them to actively participate in teaching activities together. This is also what we can use in classroom teaching.
For example, the understanding and appreciation of Li Keran's Cattle Grazing Map is not only guided by ink painting techniques, but also taught by teachers from life experience, emotional impression and other aspects. We should be emotional first, and then pay attention to relatively professional issues such as picture composition. Classroom practice shows that what can arouse students' interest most is that the work itself can arouse their inner feelings. This kind of inner emotion is accumulated from life experience. Children who come out of the countryside will have some experiences of contact with animals, such as cattle, sheep, rabbits, dogs, geese and ducks. Teachers ask them to try to remember their childhood, and they can be reminded by guiding words: Do you remember your childhood animal friends? How unforgettable it is to be with your favorite animal partner. Do you want to go back in time? Close your eyes and remember your childhood. Do you have any childhood friends in your mind? Then the students told interesting stories about animals when they were children. The teacher also introduced that he and his partner rode on the back of a cow when they were young, imitating the story of "Three British Wars against Lu Bu". The teacher dressed as Lu Bu himself, holding a long bamboo pole and riding his head.
The old buffalo and other friends dressed as Guan Yu, Zhang Fei and Liu Bei each rode a cow to kill each other, which aroused students' strong interest.
With the foreshadowing of "Cattle Show" in textbooks and the speeches of teachers and students, students' emotions are mobilized, from art to writing.
The emotional experience awakened in the product also began to help them expand their imagination. Some students grew up in the city, lacking life experience related to livestock, but they were positively emotional contagion by other students, and easily felt happy from their classmates' pleasure. At this time, the teacher will explain Li Keran's intention and expression of his inner feelings in time, which will be more easily accepted by students. This kind of teaching design can easily arouse the atmosphere of the whole class, and students' attention begins to pay attention to the inner emotional expression of artistic works, instead of just looking at what is painted in the works and what is used to draw them. They are so integrated with the painter's feelings that they feel that "Cattle Grazing" was not created by Li Keran, but by themselves, and that the lens shown in this work is the story of their childhood. Teaching activity is a process in which cognitive process and emotional process are intertwined and complementary. The interaction and complementarity of interest and pleasure provides the best emotional background for students' intellectual activities and emotional experience, which can change the nature of students' emotional activities, turn negative state into positive state and improve the effectiveness of classroom teaching emotional experience.
Third, the big topic and small work, avoid "aesthetic panic" and narrow the distance between works of art and daily life.
Emotion is people's attitude and experience about whether objective things meet their own needs. In the teaching of art appreciation, many works of art are masterpieces of artists at home and abroad, but ordinary audiences sometimes feel that these works are too elegant and classic, which is far from their own emotional needs, directly rejecting these works psychologically and even leading to some panic. They will think: is it difficult? I can't understand it. Or think that it is a masterpiece anyway, and it must be good and not bad. They don't care what is good and what is difficult. This hinders the emotional experience and communication between teachers and students in classroom teaching, and loses the possibility of appreciating and understanding the deep connotation in the works. To avoid this situation, teachers should try their best to close the distance between art appreciation and students, popularize, simplify and live those seemingly "abstruse" and "elegant" arts as much as possible, reduce the requirements and difficulties of appreciation, and achieve "big problems and small works". In order to avoid boredom in the teaching process, we can start teaching with stories and anecdotes. But the story should be based on the principle of respecting history and art, and there should be no vulgar plot or some rumors, but should pay attention to the principles of interest, authenticity and teaching appreciation. In terms of teaching methods, students should be encouraged to actively participate in classroom teaching and avoid "full-house irrigation" in teaching. Teachers' endless explanations will aggravate students' boredom and panic. Teachers should make more efforts in teaching design to guide students to appreciate works actively. If you can say, "If I give you this red harmony of Matisse, you are going to hang it in your living room, study or bedroom. Why? " If you have friends at home, how are you going to introduce this work to them? "This directly narrows the distance between the works and the students, forces them to face up to the works of art, encourages students to participate in discussions and express their opinions bravely, so as to experience the spiritual value of the works and tap the deep connotation of the works. Teachers can make appropriate explanations, but instead of convincing them that they must like some works, they are encouraged to express their views. At the same time, teachers should also introduce their personal views appropriately, which will also help students and play a reasonable guiding role. You can even criticize some of these works (of course, it is also your personal preference, without affecting the general principles). In this way, students will feel a little fresh and may think the same as they do. Because the content of appreciation is mostly beneficial, it seems to be compulsive and subjective, and students will inevitably become numb if they watch too much. After all, they can't consciously appreciate the works of art that are relatively profound to them, and they need teachers to guide them slowly. In the process of appreciating a work, what really matters is the perception of its emotional value and artistic expression, not the evaluation of its quality. Teachers who stand with students emotionally and spiritually will gain the trust of students, which is the premise and guarantee for effective guidance and implementation of effective teaching.
Fourth, pay attention to the infiltration of disciplines and grasp the hot topics and knowledge points related to art teaching.
Van Gogh's paintings have appeared in middle school art textbooks many times. I noticed that articles and paintings introducing Van Gogh also appeared in China's textbooks, which showed that Van Gogh was now highly respected and concerned by people. But as a primary and secondary school student, after all, I don't know much about foreign artists, so it's hard to agree. But since Chinese textbooks and art textbooks are the same.
Information about Van Gogh appears from time to time. I believe students will also notice this and have some ideas about Van Gogh's teaching.
Expect. Therefore, teachers should seize this favorable opportunity to find the most effective way for students to get in touch with and understand Van Gogh, and show his works to students in the most intuitive way. In addition to understanding his artistic style and general situation of life, he also focused on his "post-impressionist" painting style, that is, expressing his strong inner feelings through his works and the far-reaching influence of his oil paintings on the world. Teaching activities revolve around the emotional factors in Van Gogh's works, such as passionate brushwork, exaggerated and bold use of colors, and the love and desire for life shown in his works. The brilliant golden color in his Sunflower shows the tension of life and infects countless audiences. Show the classic examples to the students and let them feel how the artists who have attracted much attention express their feelings. The introduction of Van Gogh in China's textbooks just complements the art classroom teaching. This requires teachers to know the information of related disciplines in time, pay attention to the infiltration of information and knowledge between disciplines, use all valuable conditions to improve the effectiveness of art classroom teaching, and let students enrich their emotions in active classroom teaching activities.
Five, written expression, build confidence.
Encourage students to describe their understanding of works of art in their own language.
I found that when answering some questions in class, some students were not very confident, especially in the evaluation of works of art. Teachers should try their best to change this situation and make students understand that it is not the key to evaluate the right or wrong of works, or even there is no right or wrong. The key is to express your views and reasons. Speaking your mind is the best evaluation. For example, the understanding of characters' demeanor, the grasp of dynamics, and the feelings of colors in master works, etc. Try to evaluate other people's works to improve their artistic perception ability, exercise their language expression ability, and cultivate good artistic emotion and artistic understanding ability in evaluation. Not accustomed to oral expression, students can express their experience of artistic works in written forms such as prose, poetry and random thoughts. After getting used to it, they can boldly evaluate the works of art by answering directly in class. In this process, emotional experience plays an important role in helping to build self-confidence, and enrich your emotional experience through positive evaluation.
Sixth, make full use of the emotional impression of color to enrich your artistic emotional experience.
Color is an indispensable element in artistic expression, and color is the carrier of emotional impression. People have an intuitive perception of the emotion of color. In fact, color is completely emotionless, but the earth we live in is a colorful world, and people perceive a lot of information and symbols through color. The influence of spring flowers and festivals in nature on people is mostly deeply imprinted in people's hearts through the memory of colors, so when a certain color appears in front of people, it will involuntarily associate with the related feelings encountered in life experiences, causing inner voices, and then producing "emotions." We mistakenly think that this emotion comes from color, but in fact it comes from our experience of life and is closely related to our social life. The color emotion in artistic works has symbolic value beyond the color entity, and it is a more exaggerated, generalized and idealized color. Emotional impression in color works is accumulation and cohesion for creators and accumulation and release for appreciators. Different colors convey different emotions and impressions through their symbolic meanings. There are thousands of colors in nature, and different colors or tones can convey different emotional information. The spiritual and emotional expression value of the three primary colors is very unique. For example:
Yellow, the brightest and brightest, symbolizes light, knowledge, truth and understanding; Red, with irresistible brilliance, symbolizes the vibrant earth and excitement, enthusiasm, belligerence, war and so on. Red and orange are warm and flashing, symbolizing burning.
Flame. Because fire is always red, it gives us heat and warmth; Blue symbolizes strength, shadow, transparency and winter tranquility. Pure blue tends to be dark and is often used to indicate night. Other emotional impressions are varied, including cold and warm, gorgeous and simple. Visible color, as the carrier of emotional impression, can convey rich information symbols, so it becomes an indispensable part of people's lives, and is used to decorate objects, beautify the environment and serve our social life.
The aesthetic value of color comes from the symbolic meaning of color, and there is a corresponding relationship between the symbolic meaning of color and human emotion, that is, there is an interactive intertextuality identity between the artistic charm of color and the emotional impression of the viewer. Emotion is a profound memory experience, and color will correspond to these experiences one by one, thus showing the richness of color emotional impression. On the basis of understanding the emotional value of color, students will more reasonably integrate the emotional impression of color into their own emotions when they appreciate and participate in artistic creation, thus improving their emotional experience of artistic works. When appreciating and creating works, they will have a brand-new feeling of color, with a clearer purpose, more reasonable collocation and bolder imagination of color, which will help them to convey their emotions by color, thus achieving the purpose of enriching their emotions.
Artistic creation comes from life, and artistic emotion is gradually enriched and deepened with the improvement of experience life ability, artistic conception ability and artistic expression ability. It is always full of artistic emotion in the whole process of artistic creation, and the artistic image without emotion is pale, lifeless and without charm. Students need to release their emotions in the face of works of art, and teachers should guide them to pay attention to the understanding of emotional value in works of art, and constantly enrich their emotions and thoughts in their study, so as to cultivate good artistic accomplishment, improve aesthetic taste, and achieve the effect of perfecting personality and cultivating sentiment.
refer to
Art Curriculum Standard of Full-time Compulsory Education (Experimental Draft)
On Sun Xuece's Moral Education
Pi liansheng's teaching psychology.
Pan Zhichang's anti-aesthetics.
On Tintin's Life Education