Research On Contemporary Art Education Courses

Contemporary art didn't enter the college education system until the late 1990 s due to the heterogeneity of contemporary art and the short period of exploration in teaching related courses.Therefore,the teaching of contemporary painting art is bound to face some problems,which is both an inevitable result of current college education development and a necessary stage in the development of arts disciplines and the painting major.This thesis looks at the current development of contemporary painting courses offered by college painting majors,traces the development of courses offered by fine arts colleges and involves the consideration of some problems in order to provide a clearer view of the overall development trend of courses offered by college painting majors.Since the 21 st century,the teaching activities of painting majors at Chinese fine arts colleges have become more complicated under the influence of diversified educational concepts and popular education models in contemporary society.For example,the eight fine arts academies in China differ in curriculum settings because of their different artistic concepts and teaching characteristics.The differences in curriculum settings and teaching modes pose various challenges for the teaching of college painting majors.Instead of new vs.old fine arts ideas and the technology vs.theory,today's challenge is how to find a balance among various differences and contradictions.With today's diversified curriculum concept and teaching,how to establish individual-oriented education philosophy and college spirit and set up curriculum goals that are more in line with student development plans while seeking harmonious development? What's the difference between teaching contemporary art and traditional courses? In this information age and knowledge economy age,how can we grasp painting education which develops from the traditional mode to contemporary one? How to absorb,introduce and localize foreign experience of teaching contemporary art in order to make it suitable for the current teaching situation in China?Questioning awareness is where this thesis comes in.The writer starts with the curriculum setting and teaching reality of painting majors,regards problems facing teachers and students as description phenomenon,and continuously collects,sorts,and summarizes teaching resources in order to find and pose questions.The empirical part in the thesis is first-hand data and material collected from the teaching practice of college teachers.Based on the material,the writer further considers the main elements,the nature and the constructivist paradigm of contemporary art courses from multidimensional perspectives.First,the writer determines her research subject and carries out preliminary work on academic research.Next,she clarifies the research purpose,its significance,her basic ideas and research methods in this thesis.Then she determines the core issues of the research,and defines and differentiates the core concepts.After that,the writer tries to find the problem based on the collection and sorting of related research results in order to discover the new growth point of research on contemporary art courses at fine arts colleges,and finally determines a new pivot point of research in the thesis.The first chapter is the Occurrence and Development of Contemporary Art Courses Offered by the Painting Major.The writer combs through and summarizes the occurrence and development of contemporary art courses offered by Chinese and Western fine arts colleges with a holistic and systematic review.In the process of tracing and analyzing historical issues,the writer tries to discover how Western contemporary art and its courses influenced the construction of contemporary art courses at Chinese fine arts colleges,and explore the internal connection between contemporary art and its courses offered by fine arts colleges.Under the background of globalization,the thesis re-examines basic characteristics,the significance and realization methods of China's contemporary art courses in the 21 st century.China's contemporary art courses have borrowed heavily from both traditional Chinese aesthetic education and foreign advanced teaching experience.China has explored a path of popular art education in higher education through the reform and practice of contemporary art courses,and has gradually created “new” courses in line with Chinese contemporary art and the development of college fine arts education.The second chapter is the Goal Setting of Contemporary Art Courses at Chinese Fine Arts Colleges.The writer begins with the reality of the courses and teaching of painting majors at Chinese fine arts colleges and examines the nature and the constructivist paradigm of contemporary art courses from multidimensional perspectives of main elements and interrelationship of contemporary art courses offered by painting majors.The writer analyzes the relationship between the curriculum setting,curriculum structure and the teaching content of the painting major in contemporary art education,so as to find a curriculum goal that is more in line with the development of contemporary art and contemporary painting education,as well as the overall cultivation goal of fine arts education.The writer tries to find the internal logical relationship between the teaching philosophies of different fine arts academies and their courses by studying their core courses.The third chapter is the Construction on Contemporary Art Courses Content at Chinese Fine Arts Colleges.The construction on contemporary art courses content is a complete system,involving the theoretical basis of courses,courses content,courses organization,etc.Through the comparative analysis of contemporary art courses and traditional courses,the writer discovers the comprehensive,diversified and developmental characteristics of contemporary art courses.Contemporary art courses are different from traditional courses in terms of knowledge and education standpoints:first,the former breaks the traditional course teaching characterized by rigidity,dogmatism,and enclosed mode;secondly,the former is open and develops dynamically because it is the selection,reorganization and re-creation of the latter.Furthermore,the writer pays attention to the influence of contemporary art on the core courses of the painting major.New elements,methods and concepts in contemporary art are incorporated into contemporary art courses,and they are extended,digested and absorbed to promote the development of contemporary Chinese painting art creation.The fourth chapter is the Implementation of Teaching Contemporary Art Courses.The teaching of contemporary art courses is different from traditional teaching methods in that the former uses rational,scientific and practical course design and has a more reasonable course design and development.The teaching of contemporary art courses has broken through the traditional apprenticeship education model in China.It is exploring the combination of modern apprenticeship and atelier teaching methods,and highlights the “cultivation” function of fine arts education in teaching.At the same time,it tries to internalize and localize foreign painting courses,explore a more open learning space,grasp the basic elements of course implementation,and form more systematic contemporary painting art courses.The fifth chapter is the Evaluation and Reflection of Contemporary Art Courses.Course evaluation focuses on promoting course reform and students' future development and building students' professional abilities and personal art experience.It is not only a method of examination and assessment,but also a promotion and reform of course implementation and teaching activities.The current course evaluation at Chinese fine arts colleges is mainly the application of Western performance assessment and authentic evaluation.It combines Western evaluation methods and the teaching reality of Chinese painting majors and has new attempts at fine arts colleges.The fundamental issues of course evaluation have become important parts of the course construction of the painting major.The basic elements of course evaluation include three aspects: students' learning,teachers' teaching,and the overall effect of courses.Building a systematic evaluation of courses offered by today's painting majors can help improve students' comprehensive abilities.