On The Cultivation Of University Students' Legal Consciousness Of Fine Arts

In the times of ruling country by law, to strengthen the cultivation of the legal consciousness of college students majoring in fine arts is not only the important component of the comprehensive quality education of college students, but also the necessary requirement that artists and those serving for art should meet artistic market development. This paper has studied the cultivation of the legal consciousness of college students majoring in fine arts on basis of theories about legal consciousness with pedagogy analysis methods. It consists of five parts as follows: The first part presents the summary of the related theories about legal consciousness category, and analyses the intension of the legal consciousness of college students. In the second part, the individual characteristics of college student majoring in fine arts are concluded from the aspects such as cultural quality, thinking way, value orientation and so on, and the importance of cultivating the legal consciousness of college students majoring in fine arts is emphasized. The third part adopts questionnaire survey and individual interviews in order to present the situation of the legal consciousness of college students and to discuss the effects and existent problems of both basic law education and special law education related to art. The forth part analysis the general content of cultivation of the legal consciousness of fine art students from four levels such as studying the law, abiding by the law, making use of the law and maintaining the sanctity of the law. In addition, the special legal contents related to art involved in the creation, communication and trading of artistic works and the protection of and inheritance of cultural heritage are addressed with case analysis. At last, the paper points out that it is necessary to adopt trinity pattern of school, family, society in the cultivation of the legal consciousness of college students majoring in fine arts, combining classroom teaching with extracurricular teaching, in-school education with after-school education, dominant education with recessive education.