How to Infiltrate Traditional Culture in Art Teaching

China's traditional culture contains rich art education resources. We can learn from the artistic essence, spiritual accumulation and aesthetic taste of traditional culture. By infiltrating traditional culture education into art teaching, students can not only master the professional knowledge and skills of art, but also promote the inheritance and development of Chinese traditional culture while fulfilling the educational function.

(A) combined with folk craft production, to understand the traditional culture, so that national things can be developed.

Folk art is an important factor of national traditional culture. There are many kinds of folk arts, which run through all fields of people's lives and spiritual world, directly reflect the thoughts, feelings and aesthetic tastes of working people, and show their intelligence and artistic talent. Through art teaching, students can be sincerely proud of their rich folk culture and that we are descendants of the Chinese people.

For example, in the seventh grade Jiangnan folk art teaching, I let students know that China folk art is a part of our traditional culture in China. It is like a huge treasure house, with various forms, including paper-cutting, embroidery, New Year pictures, shadow play, clay sculpture, kites and Chinese knots? Students use the information collected after class to form groups in groups of three or five according to their own introductions, communicate first, and then report in groups. Some groups introduced the origin, types and making methods of kites to students. Some groups introduced various Chinese knots and their decorative purposes and significance. Some groups introduced the forms and characteristics of various folk toys and the decorative implication of folk toy patterns? Through the discussion and exchange in the first class, students learned a little about China ancient folk art, and on this basis, through designing and making kites, flying kites and making Chinese knots, they completed the inheritance and exchange of kite culture and Chinese knot culture in this series of learning processes, guiding students to improve their learning level from simple skills to an artistic culture. Through the research and production of kites and Chinese knots, we can deepen our understanding of culture and history, establish correct cultural values and cultivate humanistic spirit. At the same time, it also enhances the spirit of unity and cooperation among students.

(two) combined with the appreciation of architectural art, appreciate the cultural history and architectural characteristics of China architecture.

China has a long history of architecture and brilliant achievements. No matter from the structure of the building to the patterns and colors of decoration, it embodies the blending of man and nature, man and society, and places people's hopes for a better life, which has extremely profound traditional cultural connotation. In the teaching of "Architecture and Environment" in the seventh grade of children's edition, I asked the students to explore various ethnic minority houses, such as Dai bamboo house, Mongolian yurt and Dong drum tower. The students found that the Dai bamboo building is flexible and diverse in layout, smart and elegant in shape, surrounded by bamboo fences, quiet and pleasant, which embodies the concept of human settlements. The yurt is an expressive creation with the simplest technique and the most material-saving technology, which embodies the intelligence of the working people. The drum tower of the Dong nationality is not connected by nails and rivets. We are not only amazed at the exquisite skills of craftsmen, but also a symbol of Dong Shi family unity. Through the appreciation of architectural art, students can experience the ideal realm of people-oriented and harmonious coexistence, which coincides with today's peaceful development, love of nature, protection of the earth and construction of a harmonious society.

(3) Combining the appreciation of famous paintings, the traditional culture is infiltrated into the art classroom teaching.

Our art works reflect the unique cultural background and characteristics of different times, so I seize the opportunity to appreciate and appreciate painting in my usual teaching and let students feel the essence of traditional culture. For example, before class, I arranged about three minutes for the column "Walking into Famous Paintings". Through the weekly student exchange, I feel the artist's love for life and cultivate students to love and cherish life from an early age. At the same time, combined with specific classroom teaching, I can infiltrate traditional culture in time. For example, in the sixth grade art textbook, when talking about the expression of various lines, students can feel the unique artistic charm of Chinese painting lines by appreciating some specific works such as Gu Kaizhi's Proverbs of Women's History, Wu Daozi's Eighty-seven Immortals Volume and Kai Liang's Splash Ink Immortals. Through the appreciation of paintings, students have a certain understanding of Chinese painting lines. Only in this cognitive situation can they further inherit and create traditional culture.