Art is a good means of emotional enlightenment, emotional communication and emotional expression, and the best tool for emotional education for children. It is clearly pointed out in the Outline that in art education activities, attention should be paid to children's artistic sensibility and individualized expression in artistic creation.
Childhood is the best time for children to gain expressive force. We reflect on the present situation of children's art education and find that there are still some misunderstandings: in the curriculum, art education activities are superficial; In artistic creation, the teaching of artistic knowledge and skills is still emphasized, while children's feelings about art are ignored, and results are valued over process in evaluation. In view of the above misunderstandings, combined with the actual situation of the development of children's art education in our garden, we put forward the topic of "Research on Cultivating Children's Artistic Expression Ability", aiming at cultivating children's interest in art through research, stimulating children's interest in expressing beauty and creating beauty, and improving children's ability to initially feel and express beauty; Promote teachers' self-development by participating in research, so as to improve the overall school-running level of our park.
Second, the concept definition and research objectives
Concept definition
1. Art: Art creatively reflects social life and expresses certain social ideology by shaping concrete images. Art education in kindergartens mainly refers to the education of art, music and literature for young children.
2. Artistic expression: it refers to infecting people through the concrete and vivid images of beautiful things and beautiful works, mobilizing people's positive emotions and inspiring people to creatively express their understanding of things and works in various ways.
3. Children's artistic expression: refers to children's active, personalized and creative expression of their feelings and experiences by knowing and feeling the sounds, colors, symbols and marks in life and by studying literary works, music, dance and art.
(B) Research objectives
1. Through the research of this topic, we strive to guide children to actively participate in artistic expression, so that they can be sensitive, appreciative and expressive to the surrounding living environment and the beauty of artistic works, and can boldly and willingly express their feelings, wishes and thoughts in their own way, so that art education can truly serve the development of children.
2. Through the research of this topic, actively explore the rules and methods of kindergarten art education, and find an effective way to cultivate children's artistic expression ability.
Third, the theoretical basis
1, Marx's aesthetic education view: Art has indisputable significance for the formation of human perceptual richness and the development of human potential.
2. Psychologist Maslow's hierarchy of needs theory holds that people's needs can be divided into five levels, of which the highest level of needs is "self-realization needs". And people's demand for beauty is one of the needs of self-realization. In life, only a few people can get the need of self-realization through artistic creation activities, while most people can only realize themselves through artistic appreciation, artistic edification and artistic infection.
3. Gardner's theory of multiple intelligences: The discovery of the theory of multiple intelligences makes today's education focus on art education, which has aroused the concern of art education.
Fourth, the research principles
1, the principle of life; 2. The principle of emotional edification;
3. The principle of universality; 4, the principle of subjectivity
5. The principle of playfulness.
The content and method of verb (abbreviation of verb) research
The content of the study:
This topic mainly takes music, art and language as the breakthrough point, focusing on the content and requirements of children of different ages. Small class: willing to participate in art activities, will use the existing life experience for simple expression and creation. Middle class: experience the joy of communication and cooperation in artistic activities, and express their understanding, imagination and emotions with words, actions and expressions. Large class: learn to use a variety of artistic means to improve the experience and expression of artistic interest and make the performance more personalized.
(B) the main measures of research
1. Create an art education environment.
(1) Create an artistic atmosphere.
(2) Build a performance platform
2. Adopt diversified teaching strategies.
(1) Diversification strategy of teaching content.
(2) The integration strategy of teaching means.
(3) Flexible teaching methods and strategies.
3. Initiate, release and exert the sensibility and expressiveness of art..
(1) Explore the foundation of children's expressive ability.
(2) Arouse children's desire for expression.
(3) Develop children's creativity.
(4) Guide children's performance skills.
(5) Publicize the child's personality.
(6) Evaluate the performance effect of children.
VI. Research objects and methods
(1) Research object: All children in kindergartens.
(2) Research methods:
1, literature method 2, action research method 3, case study method
Seven, the steps of research
The research time of this topic is three years, combined with the characteristics of young children, and it is promoted layer by layer and deepened continuously. It is divided into the following stages:
The first stage (March, 2006-June, 2006) is the stage of establishing the project name, writing the plan and applying for approval;
The second stage (September 2006-June 2008) was organized and implemented, and the research stage was carried out;
The third stage (2008.9-2008. 12) is the evaluation, summary and demonstration stage.
Eight, the main process of research
Under the guidance of the leaders of the district education department, the project has been revised three times from making a plan to organizing its implementation. In the process of implementation, we mainly carry out the following work.
1. The beautiful art education environment creates conditions for the cultivation of children's artistic expression.
(1) Create an artistic atmosphere and let children feel the art. As an "invisible language", the environment in which children live is an important way to educate children in art. Therefore, we tap the potential value of art education in the surrounding environment and make full use of various environmental factors in kindergartens to create a living and learning environment full of artistic beauty for children. Kindergarten is full of artistic atmosphere, no matter from the creation of the big environment or the layout of the class environment. When we entered the kindergarten, the words "artistic childhood, poetic homeland" on the theme background wall highlighted our topic. We skillfully designed three subtopics: "a book (literature), a pen (art) and a string of notes (music)" on the theme background wall and garden logo. The three floors of the kindergarten also create different artistic environments: the first floor is the world of literature, the second floor is the palace of art, and the third floor is the stage of music. The characteristic atmosphere of "embroidery", "weaving" and "turning waste into treasure" in each class is also very strong. Living and studying in such an environment, children are always feeling the beauty of art.
(2) Build a bold artistic expression platform for children. As we all know, the key to creating an artistic environment in kindergarten is to make children become designers and creators of the environment and pursue the "dialogue" between the environment and children, so we make full use of the existing space in kindergarten to create a platform for children to express themselves. First of all, on the third floor, we designed a fairy tale theater with a big mouth. The bottom floor is a reading corridor, idiom stories and ancient poetry world, so that children can "taste" it carefully. There are various manual workshops on the second floor. Each semester, according to the needs of the discipline, different areas are set up, such as the creative area (embroidery and weaving area, creative production area) and the painting area-art room, and children's works embodying various expression techniques in art are displayed under the careful guidance of teachers on soft pages. We put all kinds of materials in these areas according to the theme, so that children can boldly "embroider"; The "Musical Instrument Workshop" and "Big Stage" on the third floor also give full play to their functions, where children can display their talents and enjoy "dancing". Secondly, each class has set up a hands-on area and a performance area for children to show themselves in the game area. The construction of these platforms provides a platform for children to show themselves and express themselves, and opens up unlimited space for children's creative performance.
2. Various teaching measures provide a guarantee for the development of children's artistic expression.
(1) Diversification strategy of teaching content.
Art comes from life and is higher than life, which is a manifestation of life. In order to reflect the idea that education should not only return to children's life, but also move towards children's life world, we should pay attention to the following points when choosing the content of art education: First, the content is appropriate, that is, the selected content is close to children's life, satisfying children's interests and arousing children's * * *; Second, the series content First of all, according to the age characteristics of different children, choose different artistic activities. The small class chooses some content with simple content and distinct theme, while the large class chooses some content with performance, maneuverability and profound meaning. Secondly, according to the difficulty of the content and the depth of the goal, it is arranged step by step. In the curriculum, combined with the needs of the subject: Chinese mainly increases literary appreciation, interspersed with some classic fairy tales (such as The Little White Rabbit under the Peach Tree, The Little Match Girl, The Pear Violin, The Golden House is Hidden, and The Radish is Back). ), especially the children's literature works of China famous writer Jin Bo, because his works are very infectious and expressive; Art mainly introduces some folk arts (paper-cutting, printing and dyeing, knitting, embroidery) into our classroom, and at the same time appropriately increases the world famous paintings's "I talk to the master" and "I compare with the master", such as Picasso's "The Face of the Middle Class", "The Dream of the Big Class", Matisse's "Dancing Colors" and Van Gogh's "Sunflowers". Music is mainly to add some classic works with national characteristics to our teaching, such as Beijing Opera, Huangmei Opera and Pingtan. The choice and design of diversified teaching contents make children fully feel the long history and profoundness of the motherland's culture, greatly broaden their artistic horizons, stimulate their beautiful feelings about their works, and lay the foundation for their performance and creation.
(2) The integration strategy of teaching means.
People often say that there are pictures in poems and poems in paintings, and children's art education emphasizes the synthesis of art. With the deepening of research, we use the concept of synthesis to explore the same factors in music, art, language and other art forms, and skillfully combine them together, such as Music Appreciation of Yao Dance and Prose Appreciation of Leaves. Teachers fully tap the internal content of teaching materials. At the same time, we also pay attention to combining art activities with daily life, so that every link of the day's activities leaves traces of art. For example, every morning, we will play some cheerful and clear children's songs that children are familiar with, so that children will feel happy as soon as they step into kindergarten; Before children have lunch and nap, teachers will arrange beautiful music and beautiful stories to adjust children's mood. Through this series of relaxed and happy activities, children can feel the influence of art; In addition, we also combine art activities with games. Take game activities as an extension of teaching activities. Every game time, the "Big Mouth Fairy Tale Theater", Avenue of Stars, Creative World and other game areas are the best stage for children to show their personalities and talents.
(3) Flexibility strategy of teaching methods
With the deepening of the research, since 2008, we have consciously turned the research center to the flexible strategy of teaching methods. Organized children's art activities are a single and closed form and method of classroom teaching, which focuses on teachers' teaching and children's practice, and have been transformed into flexible teaching methods and teaching strategies. A: Autonomous learning: For example, the dance activity "Association of Flowers" in large classes aims to let children express the changes of flowers with body movements in different situations with music. Teachers will change the previous teaching method of demonstrating children's passive imitation, but let children observe-feel-experience, establish the relationship between the visual image of the action and the body, and actively express it with body movements. B: Cooperative learning: For example, in the literary activity "Moon" in the big class, the teacher finally added a link, in which children cooperated with each other to imitate poetry, so the whole activity was particularly eye-catching, and children's understanding-feeling-performance of poetry was shown in this link.
3. The open evaluation method has contributed to the improvement of children's artistic expression.
Gardner's theory of multiple intelligences puts forward that everyone has different artistic potential, and his development is different due to the influence of environment and heredity. So how to make every child feel successful and improve on the original basis requires teachers to use diversified and open evaluation methods and strategies to develop and release their artistic potential.
(1) Develop the evaluation index of children's artistic expression, and set up the correct orientation for research.
In the process of research, we pay attention to children's development, and pay more attention to whether children develop and improve their abilities in activities. Therefore, according to three sub-topics, we have formulated nine evaluation forms for children's development from three aspects: music, art and language. According to three age groups, we have abandoned the old evaluation criteria of "right or wrong, like it or not", and the main evaluation basis is whether children are always in an independent and active position in artistic activities, whether they can fully enjoy the fun of the activity process, and whether they can feel beautiful about the works and perform and create them. In every research activity, teachers use the standard of artistic expression to evaluate children's performance in the activity, and find out the points that are also helpful to children's performance, such as "Peking Opera Mask", an art activity in large classes. During the activity, the teacher let the children appreciate and feel the exaggeration of facial features and patterns. At the time of evaluation, some teachers suggested that color exaggeration is also an important part of this activity. Let children have a right by letting them feel the exaggeration of facial makeup colors.
Sensibility, thus improving children's aesthetic ability. The formulation of the evaluation form has determined the correct direction for the development of the subject research.
(2) Adopting multiple evaluation strategies to improve children's artistic expression ability.
A: Interactive evaluation strategy.
In traditional art education, teachers appear as evaluators too much, while children's role as evaluators is neglected. Therefore, we attach importance to the evaluation function of teacher-child interaction and child-child interaction in the evaluation process. In the process of guiding children's reflection and evaluation, teachers can summarize and find some problems that meet children's interest characteristics and can stimulate children's active participation and enthusiasm, and throw them out in time. In the evaluation process of children's interaction, children get more opportunities to think and express their aesthetic feelings, share their own creations with others, express their views on other people's artistic activities and works, and develop their own artistic appreciation and artistic criticism ability.
B: Guiding evaluation strategy
In the research, we find that children's artistic activity ability is gradually developed in the process of bold expression. Therefore, in addition to broadening the content of art education and providing them with a suitable environment, we also guide children to express and create freely and fully, stimulate children to feel and express beauty, and make them experience the happiness of their own expression and creation. For example, in art activities, when a teacher observes that a child's picture lacks richness and originality, he can think from the child's point of view and express his thoughts in a child's tone, such as talking to himself, which is actually a hint to the child. Questions leave a lot of room for children to broaden their thinking and enrich the content of their works.
C: shared evaluation strategy
Art activities are the best stage for children to get self-satisfaction. Children like to show their works and their views on the world around them. They hope to be recognized by their peers and teachers and share this happiness with them. Therefore, teachers' appreciation and praise are their greatest encouragement. From the teacher's positive comments, they experienced success and happiness. For example, "I'm going to primary school" is the theme activity at the end of the big class. Children express their nostalgia and sincere feelings for kindergartens and teachers in their own unique ways (painting, handcraft and singing). This feeling is worth sharing. Teachers can guide children to appreciate and share their works, and then let them know that there are different ways to express their feelings. The completion of creation is not the end of artistic activities, but the best opportunity for children to share their works, appreciate each other, communicate with each other and improve together. At this time, sharing is actually a gradual transition from general perception to aesthetic perception, which will improve children's appreciation and evaluation level.
D: show the evaluation strategy
In artistic activities, we pay attention to presenting children's successful works and positive behaviors intuitively and vividly, so that they have an immersive feeling. In the "Color of Dance" art activity of the big class, the teachers showed the works of each child. In their works, their novel and innovative ideas are eclectic and childlike, which is unimaginable for adults. Although a little childish and immature, it is what children have, and we are all fully sure.
IX. Main results and conclusions of the study
Through three years of research, teachers' theoretical level and scientific research quality have been comprehensively improved, and children's talent and ability in artistic activities have been greatly developed.
(1) Rational achievement: Explore the psychological process of improving children's artistic expression.
Expression creation
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Activate desire (express desire)
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Internalization construction
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Interest stimulation
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Feeling experience (the psychological development process of improving children's artistic expression)
In the process of research, we found that the improvement of children's artistic expression ability is constantly improved through an infinite cycle of feeling experience, internalization construction and performance creation.
(1) Experience: This is the primary stage of children's artistic expression. Children have broadened their horizons, cultivated their body and mind, felt the charm of art, and sprouted their interest and desire to participate in artistic activities in the artistic environment and in various artistic activities. Teachers, as implementers and guides of art education activities, communicate directly with children's minds, infect children emotionally, make them feel, experience and be moved, and understand a truth. The framework of this model is: perception+experience+migration.
(2) Internalization: children's experience of transforming the external information they feel into domestic demand through digestion and absorption. In this process, teachers should be good at observing children's interest in activities and stimulating their artistic creation motivation. In the process of constructing children's experience, teachers give timely and appropriate expression and technical guidance according to children's development and needs. When children are at a loss in the face of the requirements of activities, teachers, as the guides of children's artistic activities, give patient inspiration; When children have the ability and desire to express and try independently, teachers become supporters and collaborators of children's artistic activities and give appropriate help to children at any time when they need it; When children are completely independent, teachers, as appreciators and sharers of children's artistic activities, give children some supportive encouragement in time, so that children can feel the trust of teachers and their own growth. The framework of this model is: exploration+communication+performance.
(3) Performance creation: Every child has the potential and talent to perform and create, and artistic activities provide the best form of self-expression for children. During the activity, the children boldly expressed and created art. As a teacher, encourage children to create and express in their own way, and let children boldly show their personality and publicize themselves. The framework of this model is: appreciation+association+creation.
(2) Actual achievements
1, teachers' educational concept and scientific research quality have undergone profound changes.
Through research, teachers' educational concept has changed greatly, and their ability to design and organize classroom teaching has been significantly improved. The displayed Chinese teaching activities "Golden House" and "Fat King" won the first prize at the district level, and the music teaching activity "Little Leaves" won the second prize at the district level. The lollipops, socks and old wolf plastic surgery taught by the teachers were awarded to Suzhou and Wuzhong respectively.
The research and implementation of the project has improved teachers' ability to summarize and reflect. In the past three years, teachers have written 27 excellent cases of art education activities, published 8 summary research articles, and more than 40 have won provincial, municipal and district awards.
2. Children's artistic expression ability has been significantly improved.
Through three years of research and practice, we are pleasantly surprised to find that art helps children broaden their horizons and improve their artistic aesthetic ability. Beautiful art environment, colorful art education activities and excellent works of art deeply attract every child. They show heartfelt love for the beauty of color, language, music and other forms of works, and have a pair of eyes that will find beauty.
Art brings happiness to children, satisfies their desire for expression, and further promotes the development of children's artistic expression ability. In the research, by building an expression platform of "the world of literature, the palace of art and the world of music", we tried and practiced in many aspects, such as "exploring the foundation of children's expressive power, stimulating children's expressive desire, developing children's expressive creativity, guiding children's expressive skills and publicizing children's expressive personality". Hold activities such as "Guagua Cup" storytelling, "Big Mouth" pantomime, "Duoduo Cup" artistic creativity and "Lark" singing competition; The characteristic construction of "one lesson, one product" has created a stage for every child to display his talents, which not only satisfies the child's desire for expression, but also improves the child's artistic expression ability and has achieved remarkable results:
On June 1 day, 2008, the open art exhibition "Let Art Fly Childhood, Let Childhood Harvest Happiness", in the form of program performance and layout display of children's works, not only showed the artistic characteristics and research results of our garden to the society and parents, but more importantly, fully demonstrated the superb performance ability and artistic talent of children. The children's wonderful performance won the applause of parents, won the unanimous praise of all parents and was highly praised by all walks of life. On June 5438- 10, 2008, the pantomime Clownfish, which was created and rehearsed by the kindergarten, won the bronze prize in the second pantomime competition in Suzhou. The theme wall "Round World" arranged by teachers and students won the "Best Artistic Expression Award" in Wuzhong District Environmental Appraisal, two works of art created by children won the first prize in Wuzhong District Campus Culture and Art Festival, and 100 works of children's art won the first prize in the "Duoduo Cup" painting contest held by Jiangsu Early Education.
3. The operation level of kindergartens has been comprehensively improved.
The experimental research on cultivating children's artistic expression ability has promoted the connotation construction of our garden and the overall improvement of the level of running the garden. From June 5, 2007 to 2007 10, we ranked among the top quality kindergartens in Jiangsu province with excellent results. Today, kindergarten has become a pioneer in the teaching and research of preschool education departments in the district. In recent years, it has provided many seminars for the special research of preschool education in Wuzhong District, and received visits and exchanges from many sister parks in Wuzhong District.
The research of the subject has also improved teachers' own quality, and versatile teaching basic skills have also become a highlight of our teachers. The dance "Drunk Mountain Pond" won the Suzhou Excellent Performance Award, and pingtan "The Most Unforgettable Long Bridge" became a featured classic program of our Long Bridge Street. Teachers have also been invited to participate in various cultural performances at all levels for many times, and kindergartens have also been listed as Wuzhong District Cultural Propaganda Team. The theme environmental protection wall "Round World" arranged by teachers and students won the title of "Best Art Performance Award" in the environmental protection appraisal organized by Wuzhong District Education Bureau. The brush strokes written by two teachers won the first prize in Wuzhong District Preschool Teachers' Basic Skills Competition.
There is a saying in Saint Amethyst that "jade is not cut, it is not a tool". Looking at the whole process of our research in these three years, it is actually a process of cutting jade. Although this rough jade has not turned into a very beautiful jade, we are really gratified by the achievements made by teachers and the development of children in this "cutting" process. From beginning to end, our garden takes art education as the main theme, actively creates an atmosphere of "equal and respectful management art, harmonious and democratic humanistic art, free and open environmental art, active interactive teaching and research art, and aesthetic innovative curriculum art", and strengthens the research of curriculum garden with the intangible power of art and culture, constantly reflects and practices, and thrives.