"visual Education" The Application Of The Art Appreciation Teaching In High School

Be dominated by Visual Culture, the current era has effected human’s watching modeand aesthetic standards. What does it mean to education? How should high school educationrespond? Current high school students are in the period of being sensitive to visual images,receiving information quickly, being under immature aesthetic standards, and formation ofaesthetic standards. However, challenged by lack of aesthetic conscience of high schoolstudents, the education has to accomplish the goal of teaching students to watch, todifferentiate, to explain, to utilize, and to communicate visual informationThis study was focused on the“Visual Education(VE)”. In general, it means to leadstudents to observe to guide them on aesthetic reading, determining of value, defining, andpracticing the aesthetic experience and knowledge. Visual Education could be sorted intothree levels: the first level, acknowledge, is the fundamental which is the sum of sensationmainly composed by visual sensation; the second level, comprehending, is to distinguishdifferent visual cultural; the third level is to utilize the visual symbol to communicate. Thegoal of VE is to accomplish these three levels. The first two levels act as the fundamental forthe third level. In return, after accomplishing the three level of VE, students would improvethe sense on visual information, voluntarily select the visual information, and utilize visualrecognition to appreciate. Therefore, the third level could anti-function on the first two levels.In practical, the art appreciation class of high school is the main intermediary for VE.This study interpret this from the perspective of VE and goal of art appreciation teaching,pointing out that art appreciation is critical for students development and specify the threegoals of VE. We also interpret in details about the content, goals, characters and methods ofthe art appreciation class. Combined with the teaching experience, we found some essentialproblem as incorrect teaching method, such as instructor-center teaching strategy ignoring thedominance position of students or releasing too much freedom for students without guidingthe class.This study combined practical case to interpret how to utilize VE in high school artappreciation teaching, analyze the strength and weakness in the case, and draw a conclusionon applying VE in the art appreciation class. The step includes develop visual acknowledgingby applying the function of visual memories, apply art language training by utilizinginteractive teaching strategy, and introduce them the art gallery to practice the visual culturecommunication.