Teaching Research On Multicultural Art Education In American Basic Education

In 2014,the United States issued the National Core Art Standard,which means that the reform of American art education has deepened.The United States is a multiracial nation.Multicultural art education has always been one of the important signs of American art education.It provides a space for development of various cultures,combines art teaching with social issues,and focuses on cultivating students' democratic concepts."Stones from other hills can be used for jade".In order to better understand the multicultural art education and provide some reference for our country's art education,the article takes its teaching as the starting point and combines case study and comparative research methods to analyze its teaching goals,teaching content,teaching methods and other aspects in depth.In the case study,the article enumerates the corresponding cases for each teaching content and teaching method to corroborate,analyzes how teachers carry out teaching in different teaching situations,and how they promote the improvement of students' aesthetic literacy.In the comparative study,due to the big cultural and social differences between America and China,the article comprehensively analyzes the general situation of multicultural arts teaching.Based on this,some localized teaching suggestions are proposed in the enlightenment part of the article with reference to Chinese society and culture.It intentionally analyze the thinking that multicultural art teaching can take in China from the cultural level.Multicultural art education is a reflection of multiculturalism and postmodernism in the field of art education on the one hand,and on the other hand is a comprehensive result of multiple intelligence theory,multidisciplinary art education,and visual culture art education,which reflects the combination of art education and modern social life.Its interdisciplinary nature,inquiry-based creative methods,and critical reflection can help students achieve a comprehensive understanding of art.From the perspective of teaching content,the article is based on multidisciplinary art education covering multiple dimensions of visual culture art education,and introduces how multicultural art education inherits the context of art history and conforms to the development of modern and contemporary art trends.From the perspective of teaching methods,the article explores why art teaching has become a platform for equal dialogues between teachers and students from the aspects of art integration,community interviews,and construction teaching,discovers its teaching characteristics by these perspectives and provides a reference for art teaching in China so as to guide students to identify with their own culture and appreciate the culture of others.Finally,based on the current state of art teaching in China,the article proposes specific enlightenment from the dimensions of student subjectivity,cultural identity,subject integration,and teaching orientation.From the perspective of student's subjectivity,art teaching should cultivate students'creativity,carry out equal dialogues between teachers and students,and provide conditions for students to explore art independently.From the perspective of cultural identity,teachers should guide students to identify with their traditional culture and generate national pride in case of underestimate their own capabilities in the face of multicultural art.From the perspective of disciplinary integration,art teaching must not only integrate art history,art criticism,art creation and aesthetics,but also draw on the research methods of anthropology,sociology and other subjects to help students recognize the whole picture of arts.From the perspective of teaching orientation,teachers should pay attention to the social and cultural orientation of art teaching,guide students to explore social issues,and at the same time make them realize the moderate and quiet inclination of Chinese art and culture,form the perspective of multi-culture.