The Appropriation Of Poetry Into Fine Arts Teaching In Chinese Primary And Secondary Schools

New curriculum reform not only set higher goals for students’ study, but also raises new requirements for curriculum design and pedagogy. This paper proceeds from relevant theoretical research and pedagogical experience respecting fine arts education so as to explore the channels through which poetry can be introduced into fine arts pedagogy in Chinese primary and secondary schools. It aims to incorporate Chinese traditional culture into fine arts pedagogy and evoke their interest in learning fine arts. By doing so students are expected to acquire deeper understanding of Chinese culture and gain keener conception of fine arts. In addition, the introduction of poetry will broaden their horizon, motivate their innovativeness, and enhance their ability to apply theory into practice. In a word, the incorporation of poetry into fine arts pedagogy will contribute to the fostering of noble aesthetical sentiments and promote their all-rounded development in intellectual, emotional and conceptual respects.This paper expounds on this issue from three aspects. The first part concerns the reasons for the introduction of poetry into fine arts pedagogy. Though somewhat different in manifestation, poetry and fine arts share similarities in terms of aesthetical sentiments. Besides, recent research into and experience about cross-disciplinary pedagogy reveals that combination of Chinese culture and fine arts is conducive towards the fostering of students’interest and creativity. The influence includes:enrichment of pedagogical methods and modes, incorporation of knowledge, grasp of relevant theory, inspiration of imagination and enhancement of students’creativity. The second part concerns the procedures for the introduction of poetry into fine arts pedagogy. It sets out to substantiate this from the three dimensions of textbooks, teachers and pedagogical approaches, supplemented by concrete and detailed teaching plans. Last but not the least, this paper highlights some issues with regard to the implementation of this teaching concept.