China's traditional culture is rich in art education resources. We can learn from the artistic essence, spiritual accumulation and aesthetic taste of traditional culture. By infiltrating traditional culture education into art teaching, students can not only master the professional knowledge and skills of art, but also promote the inheritance and development of China's traditional culture while completing the function of educating people.
(a) combined with folk craft production, to understand the traditional culture, so that national things can be developed.
folk art is an important factor in the composition of national traditional culture. There are many kinds of folk art, which run through all fields of people's life and spiritual world, directly reflecting the thoughts, feelings and aesthetic tastes of working people, and showing their wisdom and artistic talent. Through art teaching, students can be sincerely proud of their rich folk culture and be proud that we are descendants of the Chinese people.
For example, in the teaching of the unit Jiangnan Folk Art in grade seven, I let students know that China folk art is a part of our traditional Chinese culture. It is like a huge treasure house, with colorful forms, including exquisite folk crafts such as paper-cutting, embroidery, New Year pictures, shadow play, clay sculpture, kites and Chinese knots. Students use the information collected after class, in groups of three and five, to form a group voluntarily according to their own introduction, first communicate, and then report in groups. Some groups introduced the origin, genre and making method of kites to the students. Some groups introduced all kinds of Chinese knots, as well as their decorative uses and meanings. Some groups introduced the forms and characteristics of various folk toys and the decorative implication of folk toy patterns? Through the discussion and exchange in the first class, the students learned a little about the ancient folk art knowledge in China, and on this basis, through designing and making a kite, flying a kite and making Chinese knots, they completed the inheritance and exchange of kite culture and Chinese knot culture in this series of learning processes, guiding students to improve from the learning level of simple skills to the learning level of an art culture. Through the study and production of kites and Chinese knots, we can deepen our understanding of culture and history, establish correct cultural values and cultivate humanistic spirit. At the same time, it also enhances the spirit of unity and cooperation among students.
(2) combine the appreciation of architectural art to appreciate the cultural history and architectural features of Chinese architecture.
China architecture has a long history and glorious achievements. No matter from the structure of the building, to the decorative patterns and colors, it reflects the blending of man and nature, man and society, and places people's hopes for a better life, which has extremely profound traditional cultural connotations. In the teaching of "Architecture and Environment" in the seventh grade of children's edition, I let the students explore the ethnic minority dwellings with their own characteristics, such as Dai bamboo houses, Mongolian yurts and Dong drum towers. The students found that Dai bamboo houses are flexible and diverse in layout, smart and elegant in shape, surrounded by bamboo fences, quiet and pleasant, which embodies the concept of human settlements. The yurt is an expressive creation with the simplest technique and the most material-saving technology, which embodies the intelligence of the working people. The drum tower of the Dong nationality is connected without nailing and riveting. We are not only amazed by the exquisite skills of craftsmen, but also a symbol of the unity of the Dong family. Through the appreciation of architectural art, students can experience the ideal realm of people-oriented and harmonious coexistence, which coincides with today's peaceful development, love for nature, protection of the earth and construction of a harmonious society.
(3) Combine the appreciation of famous paintings, and infiltrate traditional culture into art classroom teaching.
Our art works reflect the unique cultural background and characteristics of different times, so I seize the opportunity of appreciating and appreciating paintings in my usual teaching to let students feel the essence of traditional culture. For example, before the class, I arranged about three minutes for the column "Walking into Famous Artists and Paintings". Through the exchange of students in turn every week, I felt the artist's love for life and cultivated students to love and cherish life from childhood. At the same time, combining with specific classroom teaching, I can infiltrate traditional culture in a timely manner. For example, in the sixth grade art textbook, when talking about the performance of various lines, I can feel the unique artistic charm of Chinese painting lines by letting students appreciate some specific works such as Gu Kaizhi's "Women's History Proverbs", Wu Daozi's "Eighty-seven Immortals Volume" and Liang Kai's "Splash Ink Immortals". Through the appreciation of paintings, students have a certain understanding of the use of lines in Chinese paintings, and only under the cognitive situation can they further inherit and create traditional culture.