Create Like An Artist

In the era of "core literacy",the education sector has formulated core competencies for various subjects.How to implement the concept of practical education in high school art courses and cultivate students’ creative and practical literacy?What is the intrinsic connection between VTS and creative practice literacy?How to enhance students’ creative practice literacy through VTS?This paper takes the application and innovation of VTS in school art courses as the main line,analyzes the feasibility of VTS on cultivating students’ creative practice literacy through theoretical combing,and explores a new path of integration of VTS and high school art courses in teaching practice.Practical research is mainly carried out through the following three aspects:first,to improve students’ creative practice literacy,how compatible VTS is with high school art courses;Second,VTS as a method of visual literacy cultivation,explores the process of cultivating students’ creative practice literacy in high school art courses;The third is the use of high school art courses,VTS’s "stay" and "abandon".Based on the current situation of the lesson arrangement of high school art appreciation courses,the study takes the "Art Appreciation" module as the main module,and the process of "creating like a master" as the unit course,observation,imagination and composition run throughout,and in the appreciation cases,interpret the innovative form of VTS in improving students’creative practice literacy,and provide thinking and reference for its application in cultivating students’ core literacy in art disciplines and even teaching other disciplines.Through theoretical demonstration and practical research,the author conducted educational internships or on-campus internships in many middle schools,went deep into high school art classrooms to obtain first-hand information on teaching practice,designed and implemented student questionnaires and teacher interviews,and examined the current situation of high school art teaching and students’ understanding of creative practice.Through statistical analysis of the results of the survey,it is found that there are few opportunities for vivid hands-on practice in high schools,and creative practice literacy has become a shortcoming for students’ all-round development.From the formulation of implementation plans,the implementation of teaching cases,the display of learning results and the analysis and improvement of teaching cases,the article presents the implementation process of VTS in high school art courses,and explores how to optimize the integration of VTS and art courses.Through the implementation and reflection of the course,it is found that:first,creative practice literacy,focusing on practice,difficult in creativity.Attach importance to learning by doing,give students more opportunities to practice creation,copy and recreate classic masterpieces,and encourage various forms of creative practice;Second,the intrinsic connection between VTS and creative practice literacy aimed at improving visual thinking is practice.The essence of visual thinking is creative thinking,and through students’ practice in VTS art courses,students’ creative practice literacy is cultivated;Third,starting from visual thinking,the steps of observation,imagination and composition run through the VTS teaching method in the process,attach importance to students’ practical creation,pay attention to formative evaluation,and present teaching results with students’practical works.Of course,students’ practical achievements are important,but the sparks of thinking collided in the process are more fascinating,and the integration of VTS and school art education is only the starting point,and the practical exploration in various disciplines is more worth looking forward to.