Investigation report on the art education of Italy and the school in the UK with the Ministry of Education
Investigation report on the art education of Italy and the school in the UK with the Ministry of Education
A group of nine national art education delegations organized by the Department of Physical Education and Arts of the Ministry of Education visited the school art education in Italy and the United Kingdom from October 24 to November 4, 2005. Director of the Department of Aesthetic Education, Gan Beilin, also participated in the study. Accompanied by the Chinese Embassy in Italy and the British Embassy in the United Kingdom, the delegation visited the Ministry of Education of the State of Italy and the British Council of Culture, and conducted extensive exchanges on issues related to school art education. The delegation also visited the national, middle and university universities of the two countries and examined the state of social art education in both countries. During the short period of ten days, the delegation has only made great achievements, but it has also achieved rich harvests. During the inspection, it has learned the advanced art education concepts and related practices of the two countries, and in the exchanges with the Italian and British educational circles. In the art education, we can basically form a number of consensuses, which are summarized as follows.
I. Establishing the people-oriented concept is the premise of the healthy development of art education. Art education is the fundamental goal of human development. It is important for everyone to get self-development and realize self-worth. It is also an important connotation for building a harmonious and healthy society. Sign. Art education should pay full attention to the independent and harmonious development of each life. The government, schools and society should provide necessary conditions and basic guarantees for everyone who is willing to accept art education, including those with intellectual or physical disabilities. It is also necessary to get care and get the fair right to art education. We saw in a small school in London, England that students with language barriers or mental disorders were individually counseled by specially designated teachers in special rooms, some were building blocks, some were practicing trumpet, and some were making Handicrafts. Teacher counseling is very patient, students are very serious, and can actively introduce themselves to the guests. Although China is paying more and more attention to the popularization of school art education, including the universal education for students with disabilities, there is no small gap between it and the developed countries in terms of understanding, ideas and policy measures.
Second, cultivating creativity is an important goal of art education. Art education has a profound and long-lasting influence on the human spiritual world in a subtle and infective way. It plays a very important role in cultivating people's imagination and creative spirit. Art education is for people. The potential impact is difficult to replace with other education. Art education encourages students to innovate, and allows students to have their individual talents to play, using various art forms to affirm the unique value of students' creative artistic ideas and works of art. Both the British and Italian education circles attach great importance to cultivating students' creative ability and innovative spirit. Since 1999, the British Council has launched a project with a capital of 70 million pounds - "Creation and Cooperation Project". The project aims to stimulate and develop students' imagination and creativity through comprehensive art education, and at the same time, improve teachers in the process. The project focuses on helping schools in underdeveloped areas to find opportunities for reform and promote education development. It has been promoted in 37 underdeveloped regions of England. In China, encouraging and advocating the development of students' innovative ability is only a beginning of exploration in recent years, and only in different key schools in developed areas have been piloted to varying degrees. At present, the focus of work in rural schools is to strive to make schools run hard and hard. The standard of the body is up to the standard as soon as possible. Learning the developed countries in Europe to promote the creative ability and innovative spirit of art education to train students is the goal we must strive for.
3. Promoting the harmonious development of people is the purpose of art education. We see that in all types of schools in Italy and Britain, the teaching activities of art education are not one-way and indoctrinated, but teachers and students participate in two-way cooperation. process. The content of art education is rich and varied, the form is flexible and the atmosphere is lively and lively. But their goal is not to train students to become artists, but to cultivate students' attention, understanding and experience of art. The results of artistic activities do not require high standards. Instead, they value the independent participation of students and value the students' perception, experience and development status. This achievement is shared by students and shared by teachers and students. In a small school in the East End of London, as a participating school of the British Council's “Creation and Cooperation Project” project, we saw students continue to dig a few pieces of porcelain from the underground of the school campus under the guidance of teachers. A series of simulations of archaeological and artistic creation educational activities: 1. Digging up broken porcelain pieces; 2. Visiting professional archaeologists to learn about relevant knowledge; 3. Students drawing out the complete pattern of this porcelain by imagination; 4. Playing the imagination , fill the color, draw a color picture; 5, write a short essay on this basis, imagine and tell a historical story related to the porcelain; 6, burn a creative utensil with clay; 7 students record the whole with words process. This series of activities will last for a long time, allowing students to get training and inspiration in the whole process, to develop language skills, hands-on skills, art skills, especially imagination and creativity. During the visit, we saw the earliest excavated tiles and the porcelain plates that the students created and burned, as well as photos of this series of activities. This vivid and interesting example is worth learning from our Chinese art educators. Thinking, it should be the most useful for the new curriculum standards of basic education that China is currently promoting. The school’s female principal proudly led us to visit the campus – not because of the amount of money invested in the campus building, but because of the design of the pavilion on the campus, the laying of the floor tiles, the strange shape of the slides, etc. The creative design of the students was done by the artists.
Fourth, creating a good art education environment and atmosphere is the basis for the development of art education
We have seen that schools in both countries attach great importance to the construction of art education facilities and equipment, and the art display of students on campus can be said to be everywhere. Both English and Italian education officials and school principals believe that art education must have the necessary material foundation and harmonious environment. The value of art is more manifested as self-expression, self-appreciation and self-realization. It is a kind of spiritual enjoyment, emotional comfort, and a self-view of the spiritual world. Art also has competition, but the competition of art pays more attention to the display of talent, not the gains and losses of utilitarianism. Art aesthetics is super-utilitarian. Therefore, art education should provide students with the necessary material conditions to enable art educators and art education recipients to meet aesthetic needs in good conditions and in a relaxed and beautiful environment. . At present, the conditions of art education in most schools in China are still not good. In the vast rural schools, the conditions should be recognized as quite rudimentary, and even can not meet the basic needs of carrying out art education. In order to improve the art education environment and conditions of rural schools, the Beijing Municipal Government allocated a special fund of 25 million yuan for the purchase of music and art teaching equipment for rural schools in 2006, in order to basically realize the capital education in the country as soon as possible. Modernization and early efforts to build Beijing into a modern international metropolis have made positive efforts. However, this is still far from enough. It is also necessary for all districts, counties and schools to continuously increase their attention and support, and form a good environment and atmosphere for art education at an early date.
Fifth, pay attention to the role of art education in cultivating students' education
Many art forms require the collective cooperation and cooperation of the participants to produce good results. In the practice of artistic activities, students can gain emotional experience and effective training for the spirit of cooperation and coordination. Art education should pay more attention to this process than to the final conclusive judgement. The host of the British Cultural Council's “Creation and Cooperation Project” project believes that the process of art education is the process of perception, imagination, and inspiration. It is also the process of thinking, discovering, and cooperating, or cultivating the spirit of cooperation and hands-on ability, and finding solutions to problems. The process of the approach. At the same time, there is no single myth in the field of art education. Whether it is music art or other art education, the development of an art skill must pay hard work and sweat. This process is the best way to train willpower and improve hands-on ability. . Art education should pay more attention to the process, not the result. It is based on this understanding that the Italian small art curriculum in Italy does not have a national unified teaching material, but the school chooses the teaching materials according to the nationally-developed teaching plan; the national and middle school graduates do not use scores to draw conclusions for students, but A description of the description is given by the teacher. The country requires each student to learn the same instrument, but does not ask for any level of requirements. At present, China is also carrying out various art education curriculum reforms and the promotion of students' extracurricular art activities. It should refer to these artistic education concepts and practices in the Italian and British countries, and pay more attention to the status and educational role of art education in students' moral education. . Rather than having to recognize art education through competitions and awards. In our country, it is now often only through the holding of some competitions and exhibitions to promote school art education, the lack of practical basic construction of school art education, and the improvement of the quality and practice of the art education level of the majority of Chinese small schools, thus also causing us Some students participate in artistic performances or creations for the purpose of further studies. What's more, they do not hesitate to take various measures to achieve the purpose of winning the awards. This is completely contrary to the purpose of our art education. But the problem now is that some of our leaders and principals are such understandings and practices, which requires us to seriously reflect and learn from our European counterparts.
The Italian and British governments and schools also organize regular or irregular comprehensive art events to provide students with a platform to showcase their artistic talents. In May, Italy holds a music festival for high school students every year. Each year, a different theme is determined. Through selection, excellent programs are selected to perform in the capital. The venue is located in the courtyard of the Ministry of Education. Those who participate in the performance are given certain rewards by the state.
6. Diversified school art education operation mode is an inevitable trend
From the perspective of policy formulation and orientation of the two countries, special attention is paid to the foundation and popularity of art education. Through the curriculum setting, art education will be popularized in the national and middle schools, so that each child will cultivate interest and hobbies in art from childhood, develop the habit of appreciating art, and have a preliminary artistic aesthetic cultivation, laying the foundation for future development. After middle school, students choose their own development direction according to their own interests. For example, in the eight-year compulsory education implemented by Italy, art courses are offered at all grades in the compulsory education stage. There is no hard and fast rule on the number of class hours, which gives schools more autonomy so that schools can make better arrangements according to their own circumstances. The country offers 66-99 class hours a year, leaving a lot of flexibility. Ordinary high schools implement sub-disciplinary teaching, and there is no uniform regulation for art courses. In the UK, after the students are 14 years old, they no longer have a unified requirement for art education. Students choose their artistic interests and hobbies according to their own development needs. In the school-based curriculum reform in many schools in China, there are a variety of distinctive new models of art courses, but they are still limited to the schools where the principals who value art education are located. Most schools are still implementing a more uniform and rigid teaching. The model, the outline is consistent, the teaching materials are unified, the teaching methods are old, the quality is not high, the effect is not good, and there is no geographical and school characteristics. After all, these schools are not engaged in education, let alone reform, are coping, mixing day.
7. Art education teachers should focus on the integration of school and social resources.
Italy has a clear academic qualification for art teachers in the country. It requires a diploma from a professional art school and a special qualification for teacher training. There is no special academic qualification for art teachers. Many schools in the UK employ social artists to serve as art education for the school, and some of them are parents of students. This kind of hiring generally does not cost the problem, because the state has already given the artist financial support, and this kind of support itself requires the artist to provide certain services to the school every year. If there is a problem with the cost, the school will apply to the relevant foundation, usually for the artist to pay 200-300 pounds. However, many artists do not go to school in order to get this reward, because they can have teaching-related gains in the process of tutoring students, and they can get rich creative inspiration from children. Beijing has developed and utilized the art education social resources very well. Thousands of social art experts in Beijing are active in Beijing's major Chinese schools, which have made outstanding contributions to improving the level of art education in Beijing schools. However, how to learn from developed countries, more organic, more scientific and rational use of social resources to improve the standard of school art education is still a topic we need to study and strengthen.
8. Strengthening government coordination and giving full play to the role of social resources are important conditions for the sustainable development of school art education
In the past, the Ministry of Education of Italy had a department specializing in art education. Now the department has been integrated into the school education department to integrate art education into the whole school education, unified coordination and management. In the UK, the British Council is responsible for the development and implementation of educational exchange programs and educational reform programs, including arts education. The committee is a government-funded, non-profit organization that has been established for 71 years. At present, there are 760 headquarters personnel and 7,500 overseas employees.
Both Italy and the United Kingdom are countries with a long history and cultural tradition. They are extremely rich in cultural and artistic heritage. A large number of museums, art galleries and art galleries with rich collections have become an inexhaustible source of art education. Both countries clearly stipulate that these venues should be open to students free of charge. The Chinese small schools in the two countries have fully utilized this unique and favorable condition to carry out vivid artistic education for students. In the museums in Italy and the United Kingdom, the delegation often saw a group of small students in the group led by teachers. Long-term acceptance of scenting and smudging in such an environment is naturally beneficial to the cultivation of students' elegant artistic taste. Recently, the Central Committee of the Communist Party of China and the State Council issued the No. 4 file "Opinions on Further Strengthening and Improving the Construction and Management of Minors' Extra-curricular Activities Sites", clearly requiring that the national off-campus education should strengthen the integration with the school's education, and stipulate that the school must have a half-day every week. Organize students to participate in off-campus education activities. In this regard, how can we strengthen policy guidance in Beijing, so that the rich human resources and natural resources of the capital truly become the wealth of art education at all levels and schools, and we still need to make long-term and arduous efforts.
9. Emphasis on professional art education
In the high school education stage, Italy has an art high school, which trains students in higher art colleges and offers four basic courses in painting, sculpture, architecture and color. If you study architecture separately, you have to study for 5 years. There is another type of art high school with a three-year academic system. After graduation, he is directly employed to cultivate traditional crafts. The opening of such art high school courses is very professional and regional. We visited the University of Edinburgh, University of Edinburgh, in the face of the ever-expanding multimedia communication industry in the social talent demand market. The multimedia communication department has successively opened majors in graphic design, music, language communication and communication. Currently, there are 1,300 students in the department. 20% of the students are from countries outside the UK. Tuition fees are between £9000 and £10,000 per year. Graduates of this department are very optimistic about employers and have a high employment rate.
X. Strengthening communication and communication is an important means of promoting art education
Art is across the ages and national boundaries, and art education should be open. We visited a small country for immigrant children in London, England. The school has 240 students. The children come from many countries in the world and use 29 different mother tongues. They feel the importance of communication and communication. The principal of the school has been to China twice, and her basic education has greatly inspired her. Officials in charge of foreign exchanges in the Ministry of Education of Italy said that it is the government's obligation to promote exchanges between the international education communities. At present, many schools in China and the United Kingdom have established counterpart exchanges. There are 4 senior education colleges in the UK with exchange programs in China. It is suggested that in the future, more school art education exchanges between China and the rest of the world will be strengthened, and more art education and study teams will be sent out to exchange and study, and efforts will be made to build Beijing into a modern international metropolis at an early date.
A group of nine national art education delegations organized by the Department of Physical Education and Arts of the Ministry of Education visited the school art education in Italy and the United Kingdom from October 24 to November 4, 2005. Director of the Department of Aesthetic Education, Gan Beilin, also participated in the study. Accompanied by the Chinese Embassy in Italy and the British Embassy in the United Kingdom, the delegation visited the Ministry of Education of the State of Italy and the British Council of Culture, and conducted extensive exchanges on issues related to school art education. The delegation also visited the national, middle and university universities of the two countries and examined the state of social art education in both countries. During the short period of ten days, the delegation has only made great achievements, but it has also achieved rich harvests. During the inspection, it has learned the advanced art education concepts and related practices of the two countries, and in the exchanges with the Italian and British educational circles. In the art education, we can basically form a number of consensuses, which are summarized as follows.
I. Establishing the people-oriented concept is the premise of the healthy development of art education. Art education is the fundamental goal of human development. It is important for everyone to get self-development and realize self-worth. It is also an important connotation for building a harmonious and healthy society. Sign. Art education should pay full attention to the independent and harmonious development of each life. The government, schools and society should provide necessary conditions and basic guarantees for everyone who is willing to accept art education, including those with intellectual or physical disabilities. It is also necessary to get care and get the fair right to art education. We saw in a small school in London, England that students with language barriers or mental disorders were individually counseled by specially designated teachers in special rooms, some were building blocks, some were practicing trumpet, and some were making Handicrafts. Teacher counseling is very patient, students are very serious, and can actively introduce themselves to the guests. Although China is paying more and more attention to the popularization of school art education, including the universal education for students with disabilities, there is no small gap between it and the developed countries in terms of understanding, ideas and policy measures.
Second, cultivating creativity is an important goal of art education. Art education has a profound and long-lasting influence on the human spiritual world in a subtle and infective way. It plays a very important role in cultivating people's imagination and creative spirit. Art education is for people. The potential impact is difficult to replace with other education. Art education encourages students to innovate, and allows students to have their individual talents to play, using various art forms to affirm the unique value of students' creative artistic ideas and works of art. Both the British and Italian education circles attach great importance to cultivating students' creative ability and innovative spirit. Since 1999, the British Council has launched a project with a capital of 70 million pounds - "Creation and Cooperation Project". The project aims to stimulate and develop students' imagination and creativity through comprehensive art education, and at the same time, improve teachers in the process. The project focuses on helping schools in underdeveloped areas to find opportunities for reform and promote education development. It has been promoted in 37 underdeveloped regions of England. In China, encouraging and advocating the development of students' innovative ability is only a beginning of exploration in recent years, and only in different key schools in developed areas have been piloted to varying degrees. At present, the focus of work in rural schools is to strive to make schools run hard and hard. The standard of the body is up to the standard as soon as possible. Learning the developed countries in Europe to promote the creative ability and innovative spirit of art education to train students is the goal we must strive for.
3. Promoting the harmonious development of people is the purpose of art education. We see that in all types of schools in Italy and Britain, the teaching activities of art education are not one-way and indoctrinated, but teachers and students participate in two-way cooperation. process. The content of art education is rich and varied, the form is flexible and the atmosphere is lively and lively. But their goal is not to train students to become artists, but to cultivate students' attention, understanding and experience of art. The results of artistic activities do not require high standards. Instead, they value the independent participation of students and value the students' perception, experience and development status. This achievement is shared by students and shared by teachers and students. In a small school in the East End of London, as a participating school of the British Council's “Creation and Cooperation Project” project, we saw students continue to dig a few pieces of porcelain from the underground of the school campus under the guidance of teachers. A series of simulations of archaeological and artistic creation educational activities: 1. Digging up broken porcelain pieces; 2. Visiting professional archaeologists to learn about relevant knowledge; 3. Students drawing out the complete pattern of this porcelain by imagination; 4. Playing the imagination , fill the color, draw a color picture; 5, write a short essay on this basis, imagine and tell a historical story related to the porcelain; 6, burn a creative utensil with clay; 7 students record the whole with words process. This series of activities will last for a long time, allowing students to get training and inspiration in the whole process, to develop language skills, hands-on skills, art skills, especially imagination and creativity. During the visit, we saw the earliest excavated tiles and the porcelain plates that the students created and burned, as well as photos of this series of activities. This vivid and interesting example is worth learning from our Chinese art educators. Thinking, it should be the most useful for the new curriculum standards of basic education that China is currently promoting. The school’s female principal proudly led us to visit the campus – not because of the amount of money invested in the campus building, but because of the design of the pavilion on the campus, the laying of the floor tiles, the strange shape of the slides, etc. The creative design of the students was done by the artists.
Fourth, creating a good art education environment and atmosphere is the basis for the development of art education
We have seen that schools in both countries attach great importance to the construction of art education facilities and equipment, and the art display of students on campus can be said to be everywhere. Both English and Italian education officials and school principals believe that art education must have the necessary material foundation and harmonious environment. The value of art is more manifested as self-expression, self-appreciation and self-realization. It is a kind of spiritual enjoyment, emotional comfort, and a self-view of the spiritual world. Art also has competition, but the competition of art pays more attention to the display of talent, not the gains and losses of utilitarianism. Art aesthetics is super-utilitarian. Therefore, art education should provide students with the necessary material conditions to enable art educators and art education recipients to meet aesthetic needs in good conditions and in a relaxed and beautiful environment. . At present, the conditions of art education in most schools in China are still not good. In the vast rural schools, the conditions should be recognized as quite rudimentary, and even can not meet the basic needs of carrying out art education. In order to improve the art education environment and conditions of rural schools, the Beijing Municipal Government allocated a special fund of 25 million yuan for the purchase of music and art teaching equipment for rural schools in 2006, in order to basically realize the capital education in the country as soon as possible. Modernization and early efforts to build Beijing into a modern international metropolis have made positive efforts. However, this is still far from enough. It is also necessary for all districts, counties and schools to continuously increase their attention and support, and form a good environment and atmosphere for art education at an early date.
Fifth, pay attention to the role of art education in cultivating students' education
Many art forms require the collective cooperation and cooperation of the participants to produce good results. In the practice of artistic activities, students can gain emotional experience and effective training for the spirit of cooperation and coordination. Art education should pay more attention to this process than to the final conclusive judgement. The host of the British Cultural Council's “Creation and Cooperation Project” project believes that the process of art education is the process of perception, imagination, and inspiration. It is also the process of thinking, discovering, and cooperating, or cultivating the spirit of cooperation and hands-on ability, and finding solutions to problems. The process of the approach. At the same time, there is no single myth in the field of art education. Whether it is music art or other art education, the development of an art skill must pay hard work and sweat. This process is the best way to train willpower and improve hands-on ability. . Art education should pay more attention to the process, not the result. It is based on this understanding that the Italian small art curriculum in Italy does not have a national unified teaching material, but the school chooses the teaching materials according to the nationally-developed teaching plan; the national and middle school graduates do not use scores to draw conclusions for students, but A description of the description is given by the teacher. The country requires each student to learn the same instrument, but does not ask for any level of requirements. At present, China is also carrying out various art education curriculum reforms and the promotion of students' extracurricular art activities. It should refer to these artistic education concepts and practices in the Italian and British countries, and pay more attention to the status and educational role of art education in students' moral education. . Rather than having to recognize art education through competitions and awards. In our country, it is now often only through the holding of some competitions and exhibitions to promote school art education, the lack of practical basic construction of school art education, and the improvement of the quality and practice of the art education level of the majority of Chinese small schools, thus also causing us Some students participate in artistic performances or creations for the purpose of further studies. What's more, they do not hesitate to take various measures to achieve the purpose of winning the awards. This is completely contrary to the purpose of our art education. But the problem now is that some of our leaders and principals are such understandings and practices, which requires us to seriously reflect and learn from our European counterparts.
The Italian and British governments and schools also organize regular or irregular comprehensive art events to provide students with a platform to showcase their artistic talents. In May, Italy holds a music festival for high school students every year. Each year, a different theme is determined. Through selection, excellent programs are selected to perform in the capital. The venue is located in the courtyard of the Ministry of Education. Those who participate in the performance are given certain rewards by the state.
6. Diversified school art education operation mode is an inevitable trend
From the perspective of policy formulation and orientation of the two countries, special attention is paid to the foundation and popularity of art education. Through the curriculum setting, art education will be popularized in the national and middle schools, so that each child will cultivate interest and hobbies in art from childhood, develop the habit of appreciating art, and have a preliminary artistic aesthetic cultivation, laying the foundation for future development. After middle school, students choose their own development direction according to their own interests. For example, in the eight-year compulsory education implemented by Italy, art courses are offered at all grades in the compulsory education stage. There is no hard and fast rule on the number of class hours, which gives schools more autonomy so that schools can make better arrangements according to their own circumstances. The country offers 66-99 class hours a year, leaving a lot of flexibility. Ordinary high schools implement sub-disciplinary teaching, and there is no uniform regulation for art courses. In the UK, after the students are 14 years old, they no longer have a unified requirement for art education. Students choose their artistic interests and hobbies according to their own development needs. In the school-based curriculum reform in many schools in China, there are a variety of distinctive new models of art courses, but they are still limited to the schools where the principals who value art education are located. Most schools are still implementing a more uniform and rigid teaching. The model, the outline is consistent, the teaching materials are unified, the teaching methods are old, the quality is not high, the effect is not good, and there is no geographical and school characteristics. After all, these schools are not engaged in education, let alone reform, are coping, mixing day.
7. Art education teachers should focus on the integration of school and social resources.
Italy has a clear academic qualification for art teachers in the country. It requires a diploma from a professional art school and a special qualification for teacher training. There is no special academic qualification for art teachers. Many schools in the UK employ social artists to serve as art education for the school, and some of them are parents of students. This kind of hiring generally does not cost the problem, because the state has already given the artist financial support, and this kind of support itself requires the artist to provide certain services to the school every year. If there is a problem with the cost, the school will apply to the relevant foundation, usually for the artist to pay 200-300 pounds. However, many artists do not go to school in order to get this reward, because they can have teaching-related gains in the process of tutoring students, and they can get rich creative inspiration from children. Beijing has developed and utilized the art education social resources very well. Thousands of social art experts in Beijing are active in Beijing's major Chinese schools, which have made outstanding contributions to improving the level of art education in Beijing schools. However, how to learn from developed countries, more organic, more scientific and rational use of social resources to improve the standard of school art education is still a topic we need to study and strengthen.
8. Strengthening government coordination and giving full play to the role of social resources are important conditions for the sustainable development of school art education
In the past, the Ministry of Education of Italy had a department specializing in art education. Now the department has been integrated into the school education department to integrate art education into the whole school education, unified coordination and management. In the UK, the British Council is responsible for the development and implementation of educational exchange programs and educational reform programs, including arts education. The committee is a government-funded, non-profit organization that has been established for 71 years. At present, there are 760 headquarters personnel and 7,500 overseas employees.
Both Italy and the United Kingdom are countries with a long history and cultural tradition. They are extremely rich in cultural and artistic heritage. A large number of museums, art galleries and art galleries with rich collections have become an inexhaustible source of art education. Both countries clearly stipulate that these venues should be open to students free of charge. The Chinese small schools in the two countries have fully utilized this unique and favorable condition to carry out vivid artistic education for students. In the museums in Italy and the United Kingdom, the delegation often saw a group of small students in the group led by teachers. Long-term acceptance of scenting and smudging in such an environment is naturally beneficial to the cultivation of students' elegant artistic taste. Recently, the Central Committee of the Communist Party of China and the State Council issued the No. 4 file "Opinions on Further Strengthening and Improving the Construction and Management of Minors' Extra-curricular Activities Sites", clearly requiring that the national off-campus education should strengthen the integration with the school's education, and stipulate that the school must have a half-day every week. Organize students to participate in off-campus education activities. In this regard, how can we strengthen policy guidance in Beijing, so that the rich human resources and natural resources of the capital truly become the wealth of art education at all levels and schools, and we still need to make long-term and arduous efforts.
9. Emphasis on professional art education
In the high school education stage, Italy has an art high school, which trains students in higher art colleges and offers four basic courses in painting, sculpture, architecture and color. If you study architecture separately, you have to study for 5 years. There is another type of art high school with a three-year academic system. After graduation, he is directly employed to cultivate traditional crafts. The opening of such art high school courses is very professional and regional. We visited the University of Edinburgh, University of Edinburgh, in the face of the ever-expanding multimedia communication industry in the social talent demand market. The multimedia communication department has successively opened majors in graphic design, music, language communication and communication. Currently, there are 1,300 students in the department. 20% of the students are from countries outside the UK. Tuition fees are between £9000 and £10,000 per year. Graduates of this department are very optimistic about employers and have a high employment rate.
X. Strengthening communication and communication is an important means of promoting art education
Art is across the ages and national boundaries, and art education should be open. We visited a small country for immigrant children in London, England. The school has 240 students. The children come from many countries in the world and use 29 different mother tongues. They feel the importance of communication and communication. The principal of the school has been to China twice, and her basic education has greatly inspired her. Officials in charge of foreign exchanges in the Ministry of Education of Italy said that it is the government's obligation to promote exchanges between the international education communities. At present, many schools in China and the United Kingdom have established counterpart exchanges. There are 4 senior education colleges in the UK with exchange programs in China. It is suggested that in the future, more school art education exchanges between China and the rest of the world will be strengthened, and more art education and study teams will be sent out to exchange and study, and efforts will be made to build Beijing into a modern international metropolis at an early date.
recommended article
- Ministry of Civil Affairs visited the German community construction training group
- Fujian Provincial Party Construction Work Investigation Report
- Report on the investigation of rural tourism in northern Fujian and southern Fujian
- Investigation report of private enterprises in Zhejiang Province
- Investigation report on new rural construction
- Some new artificial tourism inspection reports in Beijing
- Going to the "one district, three counties (cities)" non-public party building test
- Meishan Commercial Real Estate Development Campaign Investigation Report
- Northeast Education Investigation Report
- US Tourism Inquiry Center inspection report
- Go to Nanchang, Shanggao, Xiangdong, Guangfeng, Yushan
- Wanxiang, Huali, Wahaha and other enterprises
popular articles
- Happy famous words
- Encourage your child’s words
- Life perception phrase
- Branch inspection on the issue of xxx comrades turning positive
- Learning endless famous words
- Thanks for the words 2019
- Praying the mother's famous words
- Gansu Basic Education Project Investigation Report
- Australia, New Zealand Tourism Study Report
- Life perception phrase
- Valentine's Day confession
- a famous saying that protects the environment
- Valentine's sentence
- If you swear, the more poisonous, the better, without the dirty words.
- Describe bad sentences
- School study report
- Department-level cadre trial period inspection work materials
- Classical life motto
- Hong Kong Garbage Collection Station and Equipment Investigation Report
- Xinjiang Jiwu Project Investigation Report
- Investigation Report on the Development of Red Tourism in Jiangxi Province
- Classic talk mood phrase
- Praise the teacher's maxim
- Father's love
- Thanksgiving teacher's sentence
- Ideal famous saying
- Describe the sentence of the river
- Thinking sentence
- Investigation Report on the Management of High-rise Buildings in the United States
- Study report on the study in the six cities of Zhenjiang and Changzhou—