Cultural Strategies And Modern Children Art Education

The development of culture is a dynamic progress which relates to timeliness and history and embodies the character of surpassing self and reconstructing self. In the time globalizing information and advocating the multiplex and regionally culture, China is stayed at an edged position of various cultures in the world, although it was so brilliant and centuries-old in past. As a Chinese, we have the duty to re-flourish the Chinese culture. We should set up "the self-knowledge of mainland consciousness and regional consciousness", relying on the "fountainhead" of tradition to re-survey our history and section of culture, with the opening mind looking for the chances to export Chinese culture by ways of considering both the East and the West, and participate in the conversation of international culture in the modern world with communicable language. This is our cultural policy.It’s a popular belief that education could change the power of society. Considering that artistic education as a steering wheel to flourish and balance the education, it’s an important way to reconstruct and promote the social civilization. In some extent,"the child as artist " is regarded as people who can shoulder the duty to save the society. This dissertation tries to come up with a curriculum and instruction model of child artistic education which regards artistic education as a core radiating to other curriculums. Actively utilizing the charm of the traditional culture and national spirit, this curriculum will teach children to feel the globalizing civilization and to build the confidence and pride of the national culture to take part in the globalizing cultural communication, to set up the cultural aesthetic attitude with aesthetic personality, toleration and opening mind.The child art curriculum model with the core of the aesthetic education is an all-around child art education theory based on the Child-centered Education and Discipline-based Art Education. Aesthetic education as a core of the theory extends to cognitive education and emotional education and so on. Based on the cognitive ways and aesthetic mentality in one’s childhood, we put forward a main concept and frame of child art education about the curriculum design, practice, coaching and evaluating the teaching progress. This curriculum shows that child art education should comply with art technique, art criticism, art history and esthetics and it should accord with children’s cognitive ways, aesthetic taste, aesthetic preference, aesthetic comment and standard. The educational content and form is planned in this curriculum by creative course that mainly art creation and appreciative course which combines criticism, aesthetic and art history. It emphasizes the combination of actively "occupations" and quite appreciation in the class teaching.And it’s very important that all-around goal of "four in one " needs to penetrate each other and to form the art quality by running through the art feeling and art creation. This curriculum especially asks for the contact among the art education, social environment and cultural surroundings, for example, museum education, national custom education and so on.Conceiving and forming the child art educational curriculum with aesthetic education as core, this dissertation brings a system comprising content, teaching philosophy and technique,organizing class and evaluating teaching, so that concretely gives a programming of how cultural policy penetrate into it.