The Difference Between Chinese and Western Art Education

From the time of the Ancient Greeks, Western art education has advocated "free education" and the pursuit of true color. In China, it favors subjective consciousness and is concerned about the mood. Throughout the development process of Chinese and Western art education, both cultural differences and educational ideas have certain differences. The following is the paper I recommend to you on the differences between Chinese and Western art education, I hope you like it!

Thesis on the differences between Chinese and Western art education a

"Comparison of Chinese and Western art education from the development process"

Abstract: From the ancient Greek era, Western art education advocates "free education" in pursuit of true color. In China, it emphasizes on subjective consciousness, and pays attention to the mood. Throughout the development process of Chinese and Western art education, both cultural differences and educational ideas have certain differences, the use of comparative learning methods can be more intuitive to appreciate the charm of Chinese and Western art education.

Keywords: development process; art education; comparison

In the Encyclopedia Britannica, fine art is defined as a non-utilitarian visual art, or an art primarily concerned with the creation of beauty. With the development of time, the scope of fine arts has been expanding. In China, our understanding of fine arts has expanded from traditional painting to include painting, sculpture, design, crafts and other disciplines. Art education is to art as a carrier, with the concept of art is constantly expanding, that teachers and students must also need to meet the needs of self-development or social needs at the same time, to improve the art skills in a planned manner.

First, the development of Western art education

In the West, art education from the ancient Greek era, there is an idealized way - "free education", from childhood to cultivate children's awareness of beauty, to promote their physical and mental health. This non-utilitarian approach to education, as a means of aesthetic education, has been of great help to children's own growth. In the Middle Ages, a period filled with religious theocracy, art became an excellent missionary tool for missionaries as they propagated their religion. The transformation of art education was of great significance during the Renaissance, when professional art colleges with knowledge content came into being, such as the Leonardo da Vinci Academy and the Florence Academy of Painting, etc. These colleges not only inherited the comprehensive art education of the Ancient Greek period, but also further strengthened the skills of the students, and other aspects of the qualities of the students. In the 19th century, the Industrial Revolution not only led to industrial development, but also to the development of art education. Due to the limited aesthetic level of the working class, the sales of the products produced were stagnant. In order to meet the market demand, art education was popularized in a wide range of areas while cultivating aesthetic education. art education in the 20th century was no longer limited to painting skills, and at this time, deeper art teaching theories and progressivist educational ideas were also emphasized in schools. With the development of society, the idea of art education is more diversified, in the continuous improvement of education at the same time, the art education to a more stable stage.

Second, the development process of art education in China

In ancient China, due to the different art education targets also gave rise to two different modes of education: First, to improve the personal qualities of the aristocracy. Generally, the way of learning from teachers or private teachers. In the process of art education, copying was the main learning method, and after copying to have basic skills, they gradually formed their own style of painting. Second, craftsmen who use art as a way of life. This type of art learning encompasses a wide range of knowledge and is highly skillful, and most of them adopt the education method of clan inheritance or apprenticeship. These two different traditional modes of art education had a profound impact on Chinese art education. After the foreign affairs movement, art education gradually appeared on the stage of history as a part of school education, and in 1902, the Qing government drew up the Statutes of the Qin Ding School, which stipulated that the school should offer courses such as drawing and painting, marking the gradual introduction of art education into the school. After that, the teacher-training schools, which aimed to train teachers, also offered drawing and painting courses. After the Xinhai Revolution, the Shanghai Academy of Chinese Painting was established, marking the gradual introduction of professional art education in China. After that, a group of new young people, who returned to China after studying abroad with the spirit of saving the country through education, brought back Western and Japanese art to China, and professional art developed rapidly. Modern art education also began to continue the ancient traditional art education, practical skills education and aesthetic education in parallel. Modern school art education suffered a severe blow during the "" period, but social art was extremely active. Comics were also well developed under the political situation of the time. After _ was crushed, school education returned to normal, and the drawing class was renamed art class, breaking the limitations of the original drawing class. With the support of relevant policies of the education department, art education gradually became part of the basic quality of students.

Although there are differences between Chinese and Western cultures, the development of art education is on the right track. Contemporary society is in a state of diversification of art, in the mainstream and non-mainstream education, art will be more or less affected. From the perspective of the entire development of art education, we should consciously recognize and analyze the factors that affect the development of art education.

Third, the factor of cultural differences

Ancient Chinese philosophers advocate the idea of mediocrity, emphasizing the unity of heaven and mankind, and harmony between man and nature. Art education is in line with traditional Chinese thought, focusing on cultivating sentiment and expressing the inner world of thought with paintings and so on. Most of the works echo each other with seal carving, calligraphy and painting, creating the formal beauty and mood of Chinese painting, with unique expressive power, full of romanticism, richer expression of inner feelings, and more graphic representation of noble virtues. This idea and culture, rooted in Chinese nationalism, has far-reaching significance for the development of art education. Western art education, on the other hand, is inextricably linked to religion. Medieval theological thought advocated the suppression of ideas and the rejection of pagan culture. After the rise of ____, it destroyed the architecture, paintings and other artifacts of the ancient Greco-Roman period. The development of Western art education was under the influence of this theological ideology, which controlled the minds of painters and subsequently trained a number of artisans to paint the idols of gods and goddesses. In Western art, oil painting is a common type of painting, done with pigments on special canvas and panels. The works pursue richness of color and realism, focus on science and logic, and are mostly created with people and gods in mind. The different histories and cultures of China and the West have given rise to two different modes of educational thought.

Fourth, the factors of educational thought

Different cultural differences, there are bound to be some different educational ideas. In the West, the German aesthetician Schiller first put forward the concept of "aesthetic education", he compared the ancient Greek and modern society, so that people can feel the personality liberation of the ancient Greek period to realize the transformation of human nature. Schiller's idea makes aesthetic education have an independent status, so that aesthetic education has an irreplaceable role. This had a very important effect on China, which has a long history of art education. In China, Cai Yuanpei combined Schiller and Chinese aesthetic education together and put forward the idea of "substituting religion with aesthetic education", "Aesthetic education is the application of the theory of aesthetics and education for the purpose of cultivating feelings." 1 He emphasized the importance of cultivating feelings. 1 He emphasized the importance of cultivating feelings. Cai Yuanpei and other systems of thought on aesthetic education put aesthetic education on the same level as science and, before the May Fourth Movement, proposed that "a culturally progressive nation should implement both scientific education and popularize art education." It was only under the impetus of Wang Guowei, Cai Yuanpei, Lu Xun and others that the present two ideas of art education, i.e. practical and aesthetic education, were formed. It was only with their unique art education ideas that they slowly pushed away the cloudy sky of Chinese art education.

Fifth, socio-economic factors

China's art education from the audience group has been destined to the economic base to a certain extent determines the difference in the mode of development. In the West, with the rise of the Industrial Revolution, science and technology gradually expanded its proportion in the social economy. Due to the limited aesthetic level of workers, the sales of products were stagnated. After the popularization of art education, it not only increased the sales of products, but also promoted the development of art education. In the modern environment of the information age, people are slowly accepting this popularized art education.

In addition, the development of art education is also affected by national political and institutional factors.

Comparison is a straightforward way of learning, in which one can visualize one's own views on art education and analyze one's own strengths and weaknesses. The Western model of art education is worth borrowing and learning, but we do not need to copy the Western idea of education. China's art education is developing at an unprecedented rate and is gradually becoming more diversified. Art education in the development of historical factors continue to summarize the process, in view of the needs of the real society, to learn from foreign art education ideas conducive to the development of Chinese art, and constantly adjust their own, and strive to achieve the inheritance and innovation.

References:

[1] Selected Essays on Aesthetics by Cai Yuanpei, p. 174, Peking University Press, 1983 edition

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