How to use school resources for art teaching

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IntroductionThe logical structure of the "New Vision Series of Art Curriculum Reform" follows the theoretical guidance of experts and the teaching guidance of teaching researchers, so that theory and practice, theoretical guidance and practical operation are organically combined. The first three volumes of the series explain and guide the basic theories of curriculum and teaching (including concepts, value systems, goals, methods, methods, and means, evaluation, etc.), and always grasp the direction of curriculum and teaching and their reform. The last seven volumes all provide practical and practical guidance on experience, and achieve the unity of theory and practice, fiction and reality. This book is part of a book series.

Table of Contents of the Book. 1. Re-understanding of art curriculum resources.

1) The importance of developing art curriculum resources.

2) Theoretical understanding of curriculum resources.

3) School curriculum resources and school-based curriculum.

2. Development of art curriculum resources.

a) A general approach to the development of fine arts curriculum resources.

2) Use information technology to develop art curriculum resources.

3. Local Cultural Resources and Fine Arts Courses.

1) Material Resources and Fine Arts Courses.

2) Folk and ethnic cultural resources and art courses.

3) Multiculturalism and Fine Arts Courses.

Fourth, people are the most important art curriculum resources.

1) Teachers are an important resource for the curriculum.

2) Experiential resources for students.

3) Teaching process resources.

4) Curriculum resources among parents.

5) Folk artist resources.

5. Transformation and utilization of art curriculum resources.

6. Integration of art courses and art curriculum resources.

1) The influence of comprehensive curriculum theory on art curriculum (2) Several different paradigms of comprehensive art curriculum.

In order to adapt to the implementation of the new curriculum and explore the integration of local art resources and art courses, so as to maximize the development of students' comprehensive art literacy, our school has developed, practiced and explored local art resources from the local reality. This not only changes the way students learn, stimulates their interest in learning art, but also promotes the improvement of students' creativity, practical ability and comprehensive quality.

The traditional art of paper-cutting has always been passed down in our country, so our school has brought the art of paper-cutting into the art classroom. Students appreciate a large number of paper-cut artworks, such as "Double Carp Playing in the Water", "Phoenix Wings", "Double Magpie Fighting for Spring", etc. Generally obtain a strong visual impact and shock, at this time, students have a certain understanding of the form of paper-cutting.

Then, it can be explained theoretically that paper-cutting is a wonderful flower in China's folk art, which is widely circulated in China's folk, and is spread all over most of the provinces, municipalities and autonomous regions in the country, especially rural women, who not only use it as an important means to decorate life and beautify the environment, but also carry a nation's vision and nostalgia for life and the future.

Art is not only the training of skills and techniques, but also the learning of culture. With the help of local cultural resources, students can understand different history, culture and other related knowledge, so that students can inherit the traditional virtues of mankind, initially form a correct moral outlook, outlook on life and values, and form a sound personality.

The role and value of excavating local art resources in school art teaching are diverse, and there are many aspects that need our further in-depth study in addition to paper-cutting, such as the black pottery art of our city. In order to grasp the deep cultural connotation of ethnic and folk art and its value in school art education, so as to better guide practice.

Chinese folk art is a very rich artistic resource. If these resources are transformed into primary school art teaching, it can not only improve the aesthetic level of students, but also enrich teachers' teaching methods. We can use these forms of folk art to contribute to their inheritance and development.

Based on the practical experience of teaching primary school art, the author transforms folk art resources into artistic behaviors that can provide methods for primary school teaching.