On The European Apprenticeship System Of Fine Arts Education

At present, the education of visual arts, which is an important branch of arts, attracts the attention of the government and academic fields. It faces a new challenging period.Besides the reform of teaching contents and methods, many schools and arts educational institutions emphasize the theoretic study and research on arts education.However, up to now, the theory, reform and practice of arts education mainly take in the western studies and researches. Because it develops late and lasts for a relatively short time, the domestic studies still pay attention to the contemporary arts education. However, as for the related subjects and theory in arts education, few systematic studies occur.Based on the prosperous renaissance period, the thesis probes into the systematic analysis and research on master-prentice educational model and hopes to use the valuable experiences for reference so as to inspire our own arts educational reform.From the perspectives of school arts education and qualified education, the introduction expounds the significance and purpose of this thesis and introduces the background and situation of the study and puts forward the research method and basic ideas of the project.The first chapter traces the history of arts education, including the primitive period, classical period, middles ages and renaissance period and makes it clear the development of the European master-prentice educational model.The second chapter analyzes the characteristics of the European arts educational model. All of the artistic masters in renaissance period are educated in the workshop. This master-prentice model brings the good fellowship between teachers and students as fathers and sons. Because of the political and economic situation of that period, the artistic production and the facture are related closely, thus practice is a most important form of the master-prentice educational model. And the main content of the master-prentice is facsimile. In the middle and later time, the systematic theory and rules of master-prentice model appears and "lyceum" model begins to develop. This manifests that the social position of the artists improves with the development of their theoretic qualification.The third chapter expounds the characteristics, development and significance of the master-prentice model in Italy.The forth chapter discusses two masters who receive the education of the master-prentice model—Giotto and Leonardo da Vinci, including their artistic education, artistic ideas and practice and the significance on the world development of arts.The last chapter analyzes the value and significance of master-prentice model from the perspectives of "teaching by personal example as well as verbal instruction" and "teaching students in accordance of their aptitude". And still, this chapter evaluates objectively the limitations and rationality of this model. Lastly, this model can be used as an important complementary of school arts education.