On the Influence of Art Education on Children

1, the development of children's intelligence by painting

The purpose of children's painting is not only to learn technology, but also to develop children's intelligence. Children's intelligence refers to children's cognitive ability and understanding ability of objective things, including observation, imagination and creativity. Yan Guang Ban, an expert on Japanese children's art activities, said: "Children's art activities are not to teach children to draw a picture or make a handicraft, nor to train future painters, but to take it as a means to fully develop their intelligence and cultivate their creativity and noble sentiments."

1. 1 Art education can inspire children's observation ability.

Zankov, a psychologist in the former Soviet Union, pointed out: "The most important thing to develop children's intelligence is observation." It can be seen that it is extremely important to cultivate children's observation ability.

Observation needs to be cultivated constantly, and most children will not observe at first, especially children in small classes, whose observation is very one-sided; Although the children in middle and large classes have the initial observation ability, they are inexperienced, poor in abstract thinking and generalization, and unable to analyze, compare and distinguish small parts of things and complex spatial relations during observation. When drawing, teachers organize children to observe in interesting ways, explain the purpose of observation to children and teach them the methods of observation. Through such continuous exercise, children's observation ability can be greatly improved.

1.2 Art education can give full play to children's imagination and creativity.

Children in kindergartens are young, lack of knowledge and experience, and their thinking, imagination and creativity are relatively poor. In art teaching, teachers create opportunities for children to get in touch with external things through various channels, and encourage children to listen, see, touch and try more, so as to develop children's senses, enrich their lives, increase their knowledge, broaden their horizons and enrich their imagination.

2. The cultivation of children's non-intelligence factors by art education.

Early intellectual development includes a very important content, that is, the cultivation of non-intellectual factors. Non-intelligence factors mainly refer to a person's personality traits, such as pride, vanity, carelessness, poor autonomy, giving up halfway and so on. The cultivation of non-intellectual factors mainly depends on subtle education. If you always teach your child how to do it orally, the effect will be poor. In order to make children's non-intelligence factors grow with age, it is necessary to integrate the cultivation of non-intelligence factors into some appropriate activities. From this perspective, painting is a very suitable activity. A child who can face the practice of sketching by himself, when he transitions from casual painting and production to objective expression, when he asks adults to dare to create by themselves, his independent ability will naturally be strengthened; When they can arrange the tableware more orderly, their independence will increase. Let children dare to paint boldly, let them paint more carefully, let them finish painting, and let them find problems in their paintings. In short, all this helps to cultivate children's courage and perseverance.

3. The cultivation of children's comprehensive ability by art education.

The purpose of art education is a teaching system with aesthetic teaching as the core and paying equal attention to painting, craft and appreciation. By letting children see, say, think and draw, children's observation, memory, imagination, creativity and practical ability are cultivated. For example, when we teach children to draw chickens, we can organize the teaching in six steps: step 1, so that children can observe the photos of real chickens under the guidance of teachers. The teacher tells the order of observation and asks the students to observe as carefully as possible. For example, eyes are composed of eyelids, eyeballs, eyeballs and eye hair. How many layers are there in the eyelid? What are the shadows of the eyeball? What's the difference between the shapes of eyes and mouth? In the second step, teachers and students discuss the life habits of chickens, such as what chickens like to eat, when to sleep and when to crow. Let children know more about chickens. Step 3: Let children sketch according to real chickens or photos. Students can draw while watching, learn how to analyze and understand sketches, and exercise children's thinking. Step 4: Let the children master the basic characteristics of the chicken and draw various movements of the chicken. Teachers encourage students to create boldly and induce children to draw various feelings about chickens. Step 5: Discuss creation. According to children's understanding, feelings and creation of various movements, let students imagine freely, tell a story about chickens, let children have various scenes, and then consider the theme of creation. Step 6: Evaluate the advantages and disadvantages of the work. Teachers and students discuss together to gradually cultivate children's appreciation level.