Understanding of folklore and folk art

Our nation is vast in territory and rich in folk art resources: beautiful and practical fabric products such as cloth dolls, doll boots, tiger hats and flower insoles; A mysterious "Nuo mask"; Colorful national costumes; Paper-cut culture and virtual reality; Small and exquisite weaving crafts, etc. , all attract children's attention. However, under the strong impact of modern civilization and foreign culture, the national concept has gradually weakened, the lifestyle has gradually changed, and the economic foundation and cultural soil on which folk art depends have been destroyed, making it difficult to inherit and continue, and even on the verge of being lost or disappearing. How to combine colorful folk art with children art teaching, so that children can identify with their own culture, realize the artistic value of folk art, explore its beauty, and then love it, learn it, inherit it, develop it, and cultivate children's national pride, so as to inherit and carry forward folk art, at the same time, improve children's creativity, independent inquiry ability, innovative spirit, hands-on brain ability and artistic accomplishment and benefit for life. Art teachers have an unshirkable responsibility.

In order to inherit the national mother culture left by my ancestors, I have carried out arduous and interesting research and exploration for three years, and now I will take out some research experiences to discuss with you. ?

1. A narrow understanding of the word "culture"?

Zhang Dainian, a famous cultural scholar, believes that culture mainly includes three levels:? "Thought, consciousness, concept", "cultural relics" and "system and custom". It comprehensively reflects the relationship between man and nature, man and man, and man and himself. Therefore, culture is not tangible words or boring theories, but three-dimensional, vivid and alive.

When it comes to cultural heritage in art courses, many teachers begin to complain, such as "losing the subject noumenon of art" and "children are too young to understand". The crux of the problem is that his understanding of culture is still narrowly confined to the category of "learning knowledge". We should know that specific knowledge and skills can be "acquired" through teachers' teaching and children's practice, but how to cultivate emotions, correct attitudes and construct values? Inheritance is not a simple copy and the cultivation of imitators of traditional culture, but a constant renewal and reconstruction in line with the essence of cultural innovation. Through brand-new rational synthesis and complex reconstruction activities, China culture and art will maintain its long-term vitality without losing its original motivation-the internal spirit and temperament of the Chinese nation.

Second, the teaching philosophy and curriculum design

The most important reason why we want our children to learn art at a very young age is that we want them to stimulate their imagination and thinking through aesthetic learning and accumulation of modeling experience, so that they can become highly creative people, and they can freely exert their creativity and feel the physical and mental pleasure brought by creativity in the future. Art can help children learn tolerance and appreciation, make them understand, respect and care about others, know how to cooperate with others, be good at communicating and cooperating with others, and be confident, happy and successful in work and life. ?

Teachers rely on their superior art teaching equipment, rich learning materials and excellent professional skills to carry out personalized teaching design and guidance. First of all, we offer special courses, such as shadow play, paper-cutting, black-and-white printmaking, clay sculpture and so on. And use dynamic and static videos to make children fully aware, so that children can master basic skills and develop creative ability in happiness. The teaching method is flexible and independent, and continuous and sufficient theme teaching activities are carried out in combination with the theme. For example, we design corresponding courses according to different festivals, such as "the Goddess Chang'e flying to the moon" in Mid-Autumn Festival, "Lantern Festival" in Tomb-Sweeping Day and "Shayan Kite Painting in Old Beijing". Through painting, installation, collage and other different artistic modeling languages, these contents let children understand the cultural connotation of traditional festivals in China from many angles ... Secondly, the selection of teaching contents is more extensive, interesting and practical. Teachers can fully tap the art curriculum resources with local characteristics, where traditional culture can be more plain and appropriate, and children can naturally learn more easily and interestingly. Such as the idiom "Waiting for the Rabbit", legendary stories such as Jingwei's reclamation, goddess's mending the sky, folk art such as masks, fabrics, toys, batiks and New Year pictures, appreciation of historical relics such as Ansai Grottoes Relief Group, Anhui Archway, Qin Terracotta Warriors and Horses, and Tang Sancai ... Third, arrange various teaching forms. For example, visiting museums, art galleries and artists' workshops, visiting and sketching. In this process, children can get in touch with the tentacles of traditional culture in life in an all-round and close way. When we conducted the "most beautiful" theme teaching experiment, the teacher led all the children to sketch in Baohe Scenic Area for half a day and visited the National Day Art Exhibition of Yaming Art Museum nearby.

Third, the relationship between cultural inheritance and art learning?

The essence of culture and its relationship with inheritors clearly tell us that children are the core of cultural inheritance. Since childhood, culture and people are born with deep roots, just as soil and climate are to plants. Everything in children's environment, such as architecture, music, etiquette, aesthetic orientation, lifestyle, etc. As cultural elements, they all influence them all the time, forming ideas, attitudes and consciousness, internalizing them into a part of life and becoming unforgettable childhood experiences. The forming process of personality and noumenon habit is also the process in which culture and genes melt into life.

In the process of our art teaching, many teachers have asked us such a question, that is, "Is it still an art class to instill too much culture into children in class?" In fact, I'm afraid this question is raised because we don't understand the true connotation of culture, thus separating culture from art. When we say cultural inheritance in art learning, we don't mean that art is not needed, but that art learning is a medium and means, but it is not the only purpose. For example, the development of teaching is to find a specific cultural theme first, and then select the appropriate artistic modeling elements through discussion, and start related courses accordingly. The ultimate goal of the course is to inherit the excellent traditional culture of China. In the teaching activity of "Looking for Intangible Cultural Heritage", we have a section? The course of Shadow Play Painting and Performance integrates painting, production and performance. Through a series of teaching activities such as "Shadow Play Appreciation-Image Modeling Design-Shadow Play Production-Shadow Play Painting-Comprehensive Performance", children are guided to experience the charm of ancient shadow play culture and art such as "one load and one play". Are you online? In the comprehensive course of "catching steamed stuffed bun dolls" and folk paper-cutting (divided into two classes), children's feelings about form and color are cultivated through the production of clay sculpture and paper-cutting, and their modeling expression ability is improved; We also explained the historical story of "Nine-color Deer", so that children can better understand the traditional values of "faithfulness"; Description of Traditional Opera Characters in Line Drawing Class —— The classroom effect of painting creation combined with Beijing Opera appreciation is even more wonderful.

In a word, paying attention to children's art is a rational concern for human life process and creative spirit, which truly reflects the unbearable humanistic spirit and social progress of a country. ? In art education, we need rich and diverse cultural understanding and subtle cultural inheritance. Here, culture is not dry goods knowledge, it can be interpreted in many ways: it can be a paper-cut story of "poster", it can be a folk color rule of "peasant painting", it can be an appreciation and creation of "picture book", it can be a blessing to the motherland and an expectation for a happy life; Cultural inheritance in art education is not simply "taking", on the contrary, it is a kind of "communication", a kind of communication between man and nature, man and society, and man and himself!

Postscript: As a pioneer, the exploration of the road of inheritance did not stop, but accelerated the pace. On the premise of respecting the law of children's physical and mental development and the simple and natural state of children's art, we can explore the inheritance of cultural nationality from the perspective of children's art education, which may become one of the great contributions of art education circles to the cultural inheritance and sustainable development of China.