How to introduce folk art resources into elementary school art teaching

Currently, the education sector is paying more and more attention to elementary school art education. This is because more and more people are beginning to pay attention to the role of art education, which can not only improve the aesthetics but also improve the quality. However, the process of comprehensively promoting quality education, in teaching practice, the quality of the art teacher's own quality has a very great impact on the students. This can be reflected in the new curriculum reform, which calls for the role that art should play in compulsory primary education, while encouraging art teachers to be efficient in the planning part of teaching. The combination of some of the methods that can be used to utilize local community resources to go for practical application to the teaching and learning process, therefore, also requires that art teaching methods must be innovative. This paper focuses on how to use folk art resources to provide specific teaching resources for elementary art teaching activities. In order to achieve the promotion of innovative teaching of the basic art model, in order to stimulate students to learn the initiative of art, but also to enhance and improve the grassroots aesthetic.

I. Importance of introducing folk art resources into primary education

1, conducive to students' aesthetic enlightenment, better understanding and feeling of the charm of folk art

Folk art resources from different perspectives reflect the public aesthetic perception. For the general works of art, folk art has its own unique characteristics and advantages: intuitive and easy to understand. At the same time, because of the long history of folk art, it has a very rich folk culture tradition. These rich and colorful folk art resources are used to teach students' aesthetics and let them acknowledge the folk art resources, and at the same time, they can better understand and feel the charm of folk art. Tracing the development of folk art over decades or even centuries of history, its expressions are lively, non-binding and overly utilitarian ideas. Simple shapes and bright colors can be ****ing with students. In addition, the introduction of folk art in elementary school art teaching resources can improve the aesthetics of primary school students, as well as enhance their democratic pride and democratic self-esteem.

2. It is conducive to the diversification of elementary school art as well as the inheritance and development of folk art

For folk art resources, it comes from the private sector. With a long history, it is a resource that belongs to the scope of our national intangible cultural heritage. Therefore, for elementary school art education, community resources will be introduced into the elementary school education program, introducing the inheritance and development of local folk art resources has a very important role. Students' bodies and minds are in the early stages of development, they have a curious heart for all kinds of things in nature and are very willing to accept new things. In the process of teaching art in elementary school, folk art resources are a combination of local culture and art resources, which can satisfy students' curiosity as well as guide them to understand art, and at the same time, it can also improve the attitude of local people to study art and develop more folk art resources for students to have diversified and interesting learning.

Two, the natural intrinsic connection between folk art and elementary school art

There are many ****commonalities between the folk natural things and elementary school art art, we may be able to see from the elementary school art and folk art, the two shapes in the characteristics of the intrinsic connection. The famous American art theorist Rudolph? Rudolph Arnheim, in his book Primitive Art, said that folk art and elementary art books function as an in-depth study and detailed analysis of "art and vision". He describes two types of art as "self-regulation" and "discipline". The third type of art in addition to the above is the "self-regulating" form of art. It can be directly described as three types of art forms and a simple concept of primitive art, as it was not largely influenced by the Renaissance, and therefore the creators of the three types of art maintained a primitive state of art in their artistic endeavors. Within art every work of inspiration is brought about from an impulse in the individual's life. Therefore, any scientific laws still affect the creative thinking of the artist, and this type of work also belongs to the "disciplined" type, but of course, this type of art is not true and pure art. From a certain point of view, folk art and elementary school art belong to the category of the "self-discipline" type, which is also the dominant form of art, and children receive folk art as a form of art with an intimate sense of nature. Introducing folk art in children's art education is more in line with the way children learn art.

Three, folk art resources into the elementary school art teaching specific methods

1, encourage students to try folk art

In the elementary school art class teaching process, you can let the students to appreciate the works of folk art, not only can satisfy the curiosity of the students, but also make it easier for students to accept the art, and if there are conditions again, the teacher can let the students Try to try the creation of folk art. For example: you can use some of the objects in our lives, to teach students to try to create art, such as making some of our lives in the small animals or students in the zoo to see the animals can also be the students free shipment of some of the items imagined to encourage students to boldly create their own works of art. The purpose of this is to teach students to try to create art, so that students boldly to create art.

2, guiding students to appreciate the folk art resources

Folk art has a lot of excellent works, and a lot of folk art has a long history, and some of the folk art is still the classic creations of history and culture, so that we y remember. In the elementary school art teaching process, not only to guide students how to appreciate and understand these excellent folk art works, but also to explain the historical origin of these folk art, but also let the students to appreciate the works of art.

3, make full use of local folk art resources

Let the folk art resources into the scope of primary art education, if only simply let the students understand that there is a folk art resources, can not achieve good teaching results. Therefore, when teaching elementary school art courses, art teachers should make full use of folk art resources according to the actual situation of national folk art. And some local folk artists are invited to the school to give students guidance and teaching, or weaving students to visit some local folk art resource bases and key areas. For example, some places have a lot of porcelain manufacturing plant, the school can take full advantage of this local advantage. Let the school and porcelain manufacturing factory to contact, can organize students to porcelain manufacturing factory to observe the creation and firing of porcelain. These activities can make students subject to more receptive to art, and these influences can not be learned from textbooks.

In short, in the teaching of art in schools, so that students learn to aestheticize art, the introduction of diverse folk art resources into the classroom is a very good initiative. The transformation of folk art resources into elementary school art education resources will help the dissemination of folk art resources and the protection of traditional intangible cultural heritage.