A Study On The Practicability Of Curriculum For Integrated Arts

According to the request from the Ministry of education, our country promoted the curriculum for integrated arts in 2001. Curriculum for integrated arts is different from the previous single art courses, which add art and life, art and emotion, art and culture, art and technology, and other aspects of the content, instead of paying more attention to knowledge and skills before. Curriculum for integrated arts breaks the boundaries of the divided Art curriculum, paying close attention to the connection of art and emphasizing integration and humanity in the art curriculum.Since the implementation of the curriculum for integrated, it has been more than ten years. In theoretically, curriculum for integrated arts is beneficial for students to acquire the holistic understanding of art, and is meaningful for developing "the whole human beings". But in my observation of the teaching process, some phenomena have appeared. Such as too much emphasis on education but despising the cognitive teaching, too much emphasis on experiential learning but neglecting the learning of basic knowledge and skills and so on. These phenomena led to the result that the curriculum for integrated arts is difficult to achieve the purpose of education. In this case, in order to implementing the curriculum for integrated arts better, this study will analyze and discuss issues related to the curriculum for integrated arts, including the basis of setting curriculum for integrated arts, related textbooks and lesson analysis, and the advantages and disadvantages of curriculum for integrated arts. The aim of this study is to provide some reference for teaching curriculum for integrated artsThis study will combine curriculum with artistic theory, selecting typical materials and lesson for analysis, to explore the issues related to the curriculum for integrated arts. In the introduction part, this paper discusses the art as the content in the curriculum through the relationship between curriculum and knowledge. The text is divided into three parts. In the first part, the paper discusses the basis of setting curriculum for integrated arts based on the curriculum theory and the art theory. In the second part, through the typical Art Textbook (New century edition and Shanghai version of the Art Textbook) unit, and lesson analysis to discuss the practice of curriculum for integrated arts.The third part is about author’s thinking related to the advantages and disadvantages of the curriculum for integrated arts, and the problems in the implementation. Through the discussion of issues related to the curriculum for integrated arts, author suggests that the curriculum for integrated arts as a supplement of the divided curriculum is more suitable for the form of extra-curricular activity.