The Research Of Intangible Cultural Heritage Comes Into The Fine Arts Curriculum Resources System

This article is aimed at the analysis of the difficulties and the approaches of how Intangible Cultural Heritage (hereinafter the ICH) enter into the system of fine arts curriculum as potential curriculum resources.The arguments and research process of this article will be structured in three chapters as follows:Chapter1, construction of the theory of Fine Arts Curriculum Resource System (hereinafter the FACRS) which involved the observation, analyze and research of its intension, extension, formation, development, transform and utility. Through system scientific approach with suppose of the Fine Arts Curriculum Resources (hereinafter the FACR) consists an independent and comprehensive system, this part will look into three dimension of FACRS which are its internal elements and their relevant structure, its external relationships with the environment and its operation as well as the value research. Chapter2, discussion of the problems during the entering process of ICH into FACRS as potential resources such as chaos of structure, isolated status and loss of function. Chapter3, comprehensive analyze of the approach of how ICH getting involved in the FACRS by taking the success example of how "Yu County Paper-cut" enter into the FACRS as potential resources under the viewpoint of re-assess of importance of ICH to FACRS. This specific case study will describe the two transform processes which are the entering of the potential resources into the FACRS and the entering of FACRS into art curriculum.The author achieved three basis conclusions by done the research of this article as follows,First, Fine Arts Curriculum Resource is a system. FACRS breed in the environment of Fine Arts Curriculum and potential Fine Arts Curriculum Resource which operate like the potential resources kept entering into the curriculum in order to consist curriculum’s support or elements as well as serving the target of the curriculum system. Fine Arts Curriculum Resource consists of the fine arts curriculum thoughts resources, knowledge resources, art experience, property resources and human resources element. Fine arts curriculum resources system is a consistently process which is discovering the dynamic system environment of arts courses. Any potential fine arts curriculum resources need the entry approach of the fine arts curriculum through the operation of fine arts curriculum resources system. In this process, the fine arts curriculum human resource is the key of systematic operation. Through the role of human resources, the potential fine arts curriculum resources is broken up and turned into fine arts curriculum resources elements within the system and through the fine arts curriculum resources development, the transformation and utilization of its operation (i.e., the fine arts curriculum resources system operation) into the fine arts curriculum content or support system to ensure the success implementation in art courses. The value of FACRS is revealed by its operation and the positive effect to the systematic environment. Any potential curriculum resource must be operated by FACRS to enter into art curriculum.Secondly, it is discovered that the ICH as a potential fine arts curriculum resources has some problems existing when enter into fine art curriculum such as chaos of structure, isolated status and loss of function. Chaos of Structure is shown as the disorder elements in art curriculum resources system. Which is proved by three aspects below, the lack of contact between the potential of art courses resources and the fine arts curriculum resources system, the missing of the human resources in the fine arts curriculum resources system, the ignorance of the operation on the system architecture of fine arts curriculum resources. Isolation Status existed which means that the lack of involvement of the ICH into FACRS. It is revealed by the lack of attention form curriculum human resources on the ICH and the bias from the FACRS to accept ICH. Loss of Function, which means FACRS does not give fully play the role of the ICH protection. It is shown as FACRS’lack of questioning and misunderstanding on ICH’s special inheriting function issue. The causes of these problems can be summed up into two reasons, one of which is the lack of research of the art curriculum resources, and the other is the lack of understanding of the ICH as a potential art curriculum resources. Third, we need to reassess the significance of ICH entering into FACRS as cultural resources. Based on this attitude, ICH could firstly enter into FACRS in the systematic environment as potential resources then get access to art curriculum through this system. This entering process must proceed in a3-step-procedure, which is target setting-thoughts reasoning-specific guidance.Innovations about this research are:use of system-scientific approach to reconstruct the FACRS theory, analyze the problems and its causes of entering process of ICH into FACRS theoretically, the elaboration from operational angle of FACRS about the entering approach. This research could succeed in testifying FACRS theory as well as perfecting FACRS principle by actual implementation of ICH entrance to FACRS.