On the special education teaching deaf art appreciation and aesthetic evaluation

[Paper Keywords] special education teaching Art appreciation and evaluation of characteristics of aesthetic value
[Abstract] special education schools for deaf students Art appreciation course problems, combined with the object of special education, special education and teaching in accordance with the characteristics and laws, made the teaching of Art appreciation course characteristics, and aesthetic value and evaluation.


First, special education teaching Art appreciation feature

For special education school Art teachers, teaching is difficult to appreciate the practice of teaching. In general, students with physical disabilities to enjoy the traditional works of art, only to appreciate some of the figurative image data, and for the deeper meaning behind the image ( painting style, background knowledge, etc.) will be very difficult to understand this is because the hearing-impaired deaf, due to the reasons for student body, resulting in their normal social contact with less difficulty communicating with people, sometimes can not exceed their living and learning environment and experience range, due to the limitations of their own habits of aesthetic appreciation, and thus appreciate the aesthetic qualities and the level is relatively low. so little art appreciation courses. In view of this situation, if the art teacher did not use appropriate teaching methods to inspire guide them, then the effect of teaching art appreciation courses can imagine. for special students "significant form" of perception and experience is not a simple art program can do everyday. aesthetic sense and formation requires a long process. This is not to say that the appreciation of the work is not an aesthetic awareness activities, the students seem to be able to enjoy a smooth realistic (reproducibility) works, but for the more abstract (expressive) works to know the cloud, resulting in this situation are many reasons, but one thing is certain, that the deaf and appreciation of the aesthetic evaluation criteria has not been established on the basis of aesthetic value, when faced with a new visual aesthetic phenomenon, and its evaluation Standard on the confusion.

We already know and enjoy teaching has three main functions - awareness, education, aesthetic. Constantly get from the appreciation of the aesthetic appreciation of a variety of functions in the secondary role. This requires us to special groups of students, teachers to express through body language, delivery to the students so that they appreciate the figurative or abstract through the works of art types, realize the potential of self-consciousness thinking, the ability of the existence of certain aesthetic, and and works to form an emotional exchange between.


Second, the art of aesthetic value and evaluation

1. Aesthetic value of objectivity. Aesthetic value of art is built on the basis of practical value, with objectivity in appreciation, because each particular student's knowledge structure, family environment, personality and other differences, would result in exactly different values ​​in the actual work of a judge, the different subjects will be a different experience in teaching, appreciate the choice of materials and teachers commented on is extremely important and if properly appreciate the choice of materials, teaching can not achieve the desired effect, if the appreciation is still at a low level of students, let them enjoy body art, may not carry out teaching the same time, teachers need access to a wide range of pre-class information and works on the history of the article, choose the universal norms and standards, so as to make the evaluation criteria more in line with the objectivity of aesthetic value.

(2) evaluation of the utilitarian aesthetic in art appreciation, the work's aesthetic perception utilitarian one hand, the aesthetic image and information in the excitation of the main (groups of students with physical disabilities) aesthetic experience, but also may inspire individuals real sense, that aesthetic judgments in the analysis of the potential associated with the judge, such as, for painting the color and shape of Apple's appeal to the eye, they can be used as "fancies" of emotional experience on the other hand, beauty in human society contains useful to restrict the content of the aesthetic value judgments in the appreciation of teaching, teachers and students and students with the knowledge and experience which exist between the differences of aesthetic judgments and these will affect the evaluation, so teachers must have good training and a wealth of knowledge, understanding The most common form and content of works of aesthetic significance, a tolerant attitude to accommodate the feelings of students and evaluation, to inspire and guide students to perceive the aesthetic sense to work to the daily emotional distillation of the aesthetic judgments. Links to free download http://www.hi138.com 3. Aesthetic unity of subjective and objective evaluation. Aesthetic value does not exclude the subject of objectivity in aesthetic experience the phenomenon of diversity appreciation in the principal involvement of carried out, the vision and knowledge of personal experience with a subjective evaluation determined that these ingredients cause appreciation of the complexity of activities, but also difficult to create a unified evaluation of the teacher in explaining the work, first make their own judgments on the inner judge, sort out the emotional in aesthetic and non-aesthetic elements in teaching to their own judgments from the speculative language to guide students to perceive and evaluate the works, such as, "I experience ..." and "I feel ..." and other non-qualitative tone so that students feel that teacher evaluation is not authoritative and ultimate. Thus, students with hearing disabilities will be carried out self-analysis, so that they know what response on behalf of their basic personality and permanent components, which are temporary mood or one-sided judgments.'s own judgments and judgments of others were to see their evaluation in line with what the majority view. and so forth to carry out teaching evaluation activities so that students develop a conscious verification to determine and reduce the blind impulse evaluation, the evaluation to achieve the unity of subjective and objective.

Indeed, the total evaluation of teachers works with a certain authority, and performance in teaching as a kind of indoctrination, especially for special students with hearing disabilities, they themselves have a certain degree of inferiority complex, unfamiliar work , the more prone to strange and impossible to understand the situation. This requires that we appreciate the teachers during teaching activities, timely transfer to the student's subjective aesthetic emotions, the aesthetic appreciation of students runs through the whole process of teaching and learning activities.


Third, the evaluation of painting appreciate

1 works of the content and form. Generally believed that reproduction of works of service in the form of content, expressive content of their work is often reflected in the form of the body being. Any painting has the performance and reproducibility of the multiple nature of the content in figurative painting, reproduction of content is more obvious, while the performance of the content is more subtle these needs and special groups of students to the actual situation of the combination, and a detailed explanation As the painting has a multiplicity of content, in teaching them to distinguish between primary and secondary relationships, the perception and evaluation of targeted students.

2. Enjoy and form in this stage of the evaluation, we need to focus fixed on the work, and trying to grasp the main component of those interactions with, for example, Cezanne's <<apples to oranges>>, resulting in smooth , harmonious and happy mood in the form of mechanism is the main ingredient that caused the lines are smooth, rounded shape is smooth, the color is a warm tone; still life in a large area against the background of the white lining, the brightness is high profile. composition is from a variety of sizes of triangles of different orientation, changes in unity. the desktop to the left tilt sense of insecurity caused by smooth fruit, but it seems the fruit bowl in the right tilt to achieve a balance under strong constraints, so that both images dynamic and cheerful , there are quiet and peaceful sense of balance. However, these qualitative analysis must be the student's evaluation, the teaching should guide the students to experience first, because the form factor of the analysis is over, but on the form of intuition, intuition is a form of comprehensive sex knowledge, is dynamic, especially for hearing-impaired deaf, hearing loss, while they, on the other body organs such as eyes more sensitive in teaching, both are indispensable. On the one hand, we need the form of intuition, but intuition can not be deified on the other hand, intuitively rational analysis after the intuition can help us understand what factors by which we are asked not only to know these special students, but also to know why, although the analysis of the forms will appreciate the loss of pleasure, but to improve the standard form of intuition is extremely important to the whole teaching is a perception from the guide → analysis (history, concept, form factor) → then perceived cycle through the process, so that the level of particular groups of students from the perceptual stage of intuition to a rational level.

To sum up, so we understand the appreciation of teaching is a complex integrated activities. Teaching deaf students must be carried out based on the previous stage, proposing specific teaching objectives focus, though all stages of teaching and learning activities and at all levels have different purposes and requirements, but must be around to raise deaf awareness level of aesthetic form and the form of means for the purpose of intuition. the actual and effective multi-dimensional works of aesthetic evaluation, the only purpose is to achieve this one way.


[References]
1 Lie Situo Pavlovic, <<the aesthetic value of nature>> Social Publishing House.

2 Thomas Monroe, <<to science aesthetics>>, China's cultural co-publishing company.

3. Yanzeng Wu, <<Introduction to aesthetic principles, "Yellow Press, secondary school fine arts elective (experimental version)
4 <<>>,<< enjoy basic art appreciation>> People's Fine Arts Publishing House Links to free download http://www.hi138.com