Chinese Contemporary Art Design Education

Nowadays, the contemporary art education in China develops vigorously with market economy perfected and great opportunity appeared, and there's an increasingly artistic upsurge. When we were educated from "elite" to "public" to adapt to social development, we find a short history of art education let us realize there are still many defects and deficiencies, also the problems. The essay has made some rational analysis and thoughts on the unclear aims, the old teaching methods and ideas, imperfect content and curriculum system, and improvement of teaching quality ect. If we think the simple painting teaching as a dot and art design education as a radius to think, we're facing tremendous challenges on art design education. Therefore, it's a hot issue in higher education increasingly that how to make art design major be developed sustainably and foster practical and creative talents. In the past 20 years, Chinese art design education began to mature and boom, from reform of traditional arts and crafts, to the absorption of advanced designing concepts and teaching system, to the independent innovation and research. But compared with some developed countries, the maturity and prosperity in Chinese art design education are biased:Firstly, the traditional design education system only focus on unitary designed means and skills training; contemporary art design subject is no longer traditionally based on the creation of artistic works, and a large number of related subjects have been integrated into it. Secondly, the cultivation on professional designers or designing producers are laid too much stress on, while the vast majority of audiences and art design work's consumers, who play a positive role in the development of art design, are overlooked. The essay attempts to systematically elaborate art design education's trace of history, development and changes, and its prospects. There're four parts in the essay. The first part unscrambles the status quo of art design education courses, including the combination of art design education with market, the problems in the structure of art education courses, the historical evolution of painting teaching courses, etc. The summary of the first part defines the problems in the art education courses and deepens the objectives of teaching reform. The second part faces up to the problems in art design education and elaborates by five aspects. The third part proposes to optimize art design courses and foster excellent talents, after looking back the first part and second part. We should think and study deeply to adopt appropriate and effective teaching methods, and propose to increase the practical courses in the proportion of the curriculum system. Combining the college with enterprises is the main feature of employment promotion, and the "diversification" is the mainstream idea of art design education. At the same time, we should stress on the construction of teachers'overall quality, try to make teachers be evergreen in the network world to explore and make progress constantly. The fourth part is mainly about the prospect of art design education. It's quite general that idea and manifestation of western art design be copied by Chinese; on the contrary, design elements designed by US corporate can't be recognized by Chinese people, and so on. It's worth being thought by every artist worker that the design lacks of cultural meaning and implication. It also urges us to think and pay close attention to Chinese art design education, especially how distinctive teaching applied to basic theory play a role in art design education. There're two perspectives which author suggests:Chinese-style art design education and features of art design education.