Freedom And Creativity

At present, the concern for freedom and creativity has become one of the targets in pursuit of the social and life values. Freedom and creativity are regarded to be a value tendency that is changing school education in contemporary China and has thus become the essence of school art education. Educators have now come to know that school art education is not only knowledge education but also the cultivation of the non-intelligence factors which encourage the students to further study new knowledge in the spirit of freedom and creativity. This dissertation discusses the essence of school art education by the approaches of historical narration, theoretical analysis and methodology construction and thus comes to the conclusion that freedom and creativity are the true essence of school art education.By reviewing the changes of the value tendency of art education, we come to realize that different time has different value opinions of art education which result in kinds of revelations brought about by the ideas of art education. We can see such problems existing in school art education as moralization, formalization and specialization which are the exterior expressions of the value tendency of school art education in contemporary China.As a notion of value pursued by human being, freedom and creativity have been sparkling in the thoughts of Chinese and foreign philosophy, art creativity and art education. No matter Chinese ancient philosophers such as Confucius and Zhuangzi or western philosophers such as Kant, Hegel and Nietzsche; No matter Chinese traditional theories of fine art such as "Qiyun Shengdong", "Waishi Zaohua", and "Yihua", or modern art masters such as Rodin, Matisse and Lin Fengmian, and also no matter educationists such as Rousseau, Schiller, Dewey, Read and Lowenfeld, their ideas are all focused on pursuing freedom and creativity bridging communication between traditional art theories and contemporary ideas of art education.The pursuit of freedom and creativity is the beginning of art education and the essence meaning as well. We think that the relationship between freedom and education, freedom and art, creativity and education, and creativity and art is so close that it makes freedom and creativity dependent on each other and these conjunct forces form the essence meaning of school art education. The purpose of school art education is to realize the art life of freedom and creativity by cultivating the student's to self-discover their visual and sensory abilities and their independent aesthetic ability and to enhance their creativity by cultivating their creative thinking. This kind of push method development from freedom to creativity and then to freedom makes freedom and creativity the very essence of art education while the art paradigm is at the same time going from traditional plastic arts to modern multi-visual arts the coming of visual culture era.This dissertation puts forward the argumentation that the idea of freedom and creativity in methodology is to liberate inherent ideology, to build main body consciousness and personality, and to change the 'variation' freedom in order to establish the freedom spirit and to build up an environment for them to grow up harmoniously. We should also cultivate their art visual ability by developing the visual perceiving ability, bringing up visual aesthetic ability and inspiring visual create ability in order to know and create art by themselves. We should promote the self-exhibitions of the students in school art education by strengthening their self-consciousness, increasing their experience of art activities, and extending their behaving language in order to obtain more freedom, more confidence and more creativity. We should stimulate and develop the students' creativity by cultivating their emotions, giving them their rights, mitigating their competitions, using some heuristic and positive ways to realize the goal of school art education—freedom and creativity.In doing researches on school art education, it is a must for us to discuss the teaching contents and teaching modes. The relations between art and science, modality and content, working and playing, interpretation and acceptation should also be studied. The combination between art and science can benefit us when we are in pursuit of freedom and creativity. The fact that the relation between modality and content is going from combat to harmony helps us find out the direction to realize our ideal of freedom and creativity. The realization of teaching while having play makes it easier for us to achieve the teaching and studying intentions of freedom and creativity. Only when the teacher and student get rid of syntactical fetter when they are interpreting and accepting art works, our school art education can find its own way to a higher aesthetic circumstance.