"教科书"与"照相馆"--周扬与姚文元文艺观之比较

周扬的文艺观和姚文元的文艺观有一脉相承性：一个代表着“左”的阶段，一个代表着“极左”的阶段。二者都是大环境的产物。但周扬的文艺思想在五、六十年代有所变化。以姚文元文艺观为参照，可以考察周扬五、六十年代文艺思想的流变，以客观评价周扬在现当代文艺理论史上的地位。     

农村职业美术教育的成功实践--以浙江缙云工艺美术学校为例

农村职业美术教育面临改革与发展的机遇。浙江缙云工艺美术学校实施的“教产结合”模式是一条经济效益与社会效益双丰收的发展路子。其主要特征有:学校与企业融合的办学模式,学生与工人融合的管理模式,教学与生产融合的教学模式。“教产结合”办学模式的成功实践启示我们:农村职业美术教育只有不断地改革教育思想、教育观念和传统的教学模式,走符合农村环境和教育需求的路子,才能在激烈竞争形势下立于不败之地,保证农村美术教育持续稳定地发展。     

雅俗共赏,妙趣横生——《歧路灯》的语言艺术

李绿园本着写实主义态度创作的《歧路灯,》在语言艺术上取得了较高的成就。《歧路灯》中人物语言各有声口、富于个性,再加上河南方言的成功运用和丰富多彩的修辞手法,从总体上看,此小说的语言雅俗共赏妙趣横生,独具风格。     

书法由来见性真——陈独秀与中国书法艺术

:“书法由来见性真”,是陈独秀对中国书法美学最本质的把握 ,其对赵孟顺、汪精卫、沈尹默书法的评价皆以此为准则。他自己的书法 ,也正是他高尚人格的象征 ,历来为人们所称道、所借鉴     

高校艺术设计课程教学改革研究

改革艺术设计教育,需以了解当今的艺术设计教育现状为前提,唯有如此,才能保证改革的科学性与有效性,而艺术设计课程教学的效率也才能得到提升。在对高校艺术设计教学课程进行改革的过程中,我们不仅要将学生的培养重点放在其基础造型能力的加强上,还需要对艺术设计的深入教育高度重视。文章首先对高校艺术设计课程教学的现状进行了简要介绍,总结并指出了当前的三大突出问题;接着为改革高校艺术设计课程教学提供了包括与时俱进、分层设置教学目标等在内的五条可行性路径。     

文化创意背景下艺术设计类课程的发展、演进与重构

随着我国艺术设计教育改革与创新的不断深入,传统的设计类课程教学模式难以满足艺术设计专业课程教学需要。在文化创意背景下,努力推进设计类课程的教学改革与实践,积极进行设计类课程探索,对多元现代性背景下设计专业学生更好地学习艺术设计专业课程以适应时代转型有着积极的作用。文章通过梳理视觉传达设计专业课程的发展历程,从构建符合地方特色的专业课程教学模式、方法以及“以赛促教、以赛促学”多个角度出发,对高校视觉传达设计专业课程教学改革与实践探索进行研究和分析。     

书法艺术的美学特征对现代设计的影响

中国书法艺术有着强烈鲜明的民族特征,它作为一种新的视觉思维和语言,是中国现代设计继承创新的坚实基础。     

美术教育应注重培养学生的创新能力

要走出美术教育的误区 ,首先要提高教师的理论水平、转变家长的陈旧观念、抵制社会不良因素的影响 ,为正确实施美术教育提供有力保证 ;再从更新教育观念入手 ,把培养学生的创新能力融入美术教育中     

Learning through culture: seeking “critical case studies of possibilities” in the history of education

Abstract

In Radical Education and the Common School (2011), Michael Field and Peter Moss argue for a radical alternative to the failed and dysfunctional contemporary discourse about education and the school with its focus on markets, competition, instrumentality, standardisation, and managerialism. They argue that it is necessary, if we are to progress “social alternatives” in education, to construct micro-histories of schools that have developed as “real utopias” through radically revising their practice. They call these micro-histories “critical case studies of possibilities”. In To Hell with Culture (1963), the art educator and anarchist Herbert Read returned to a theme he had been exploring since the early 1930s – the purpose of education. For him, “education” implied many things, but he saw modern practice as “socially disintegrating”. Instead, Read offered an alternative to the dominant discourse about education under capitalism in the 1960s which would create “that collective consciousness which is the spiritual energy of a people and the only source of its art and culture”. To what extent was Read’s conception of education an ideal, a dream unfulfilled? Following Fielding and Moss this paper will seek to trace “critical case studies of possibilities” drawn from the past which reflect the fundamental connection identified by Read between school learning, “collective consciousness”, art, and culture.     

Interactive Television (ITV) Instructor Behaviors: Implications of Frequency and Importance

Two hundred students majoring in education responded to the Validation of Effective Behaviors of Distance Instructors Inventory (McKenzie, Kirby, & Mims, 1997). The 41 items measured two dimensions: frequency and importance of effective behaviors in delivering distance instruction. A two-way within-subjects ANOVA was conducted. Of the 41 items, 14 were rated higher in importance than in frequency. The 14 items were then analyzed using Principal Component Analysis with Varimax rotation, which yielded two factors: Effective Learning Methods and Student Guidance. This study suggests that the behaviors of Interactive Television (ITV) instructors may be lacking in these two important factors.