Acquisition And Expression Of Children 's Art Language

Art language is one of the important ways of early childhood language expression, it also reflects children’s cognitive and emotional development of unique explicit language symbols, at the stage of early childhood, children’s second language system has not yet been established, they usually express and communicate by means of the art language image symbols. This can be found from in all sorts of research literature about early childhood art, from Lowenfeld’s theoretical construction of children’s art development stage, to the Italian Reggio’s children art language exploration practice, we can clearly found children art language development path and the uniqueness of its art language performance, diversity and richness. Promulgated in 2012, the country’s new "3-6 years old children’s learning and development guide" (hereinafter referred to as the "guidelines"), put forward a two art sub-goal:feelings and appreciation, expression and creation. First goal aimed at "acquisition", letting children feel, appreciate, and experience a variety of art ways of key experience, stimulating young children interest to participate in art activities; The second goal aimed at "performance", making the infants with the art of key experience bold expression and the creation of art to explore the process and result, emotion and experience. "Guide" new targets in the field of art, it needs paying attention to preschool art teaching urgently:providing rich artistic environments and materials for children, leting childrens realise and experience all kinds of art, acquiring a variety of art languages, in order to meet children’s needs of creation by means of painting language symbolic representation system.By deepening reach in preschool art education practice, I understand the art education questions in current preschools:1) children art teaching concepts confined to demonstration and illustration teaching; 2) teachers’evaluations stay in "like or not, real or not, true or not, and so on"; 3) according to the similarity of children’s art is extremely high, like a "replica of production line, this kind of teaching ideas, activities and evaluation way, neglected the discipline of children’s cognition experience as first step fundmental philosophy and appeal. Violates the" guide "the aim of art; How to make children experience an acquire more richful art language symbols, and express themselves freely and boldly, in the condition of obeying children’s discipline of cognition in art teaching for children in kindergarten,which is always confusing,full of something to think,and is also the motivation of this study.In terms of the art language it’s essence is a kind of visual language, is a kind of dedicating to graphic language with the aid of image symbol. This study is based on the basic elements of children’s art language to express (point, line, shape, color, structure, space, texture, materials and other graphics language), in line with the simple to complex, from easy to difficult, from plane to solid, from abstract to concrete acquisition principle, based on young children’s age characteristic, art painting in different stages of the visual characteristics of the language itself, etc., designed for small, medium and large on the system, the art language acquisition and performance of related activities; Based on action research method, through the teacher, the researchers with the reference of the 18 teachers as well as research group of art language activity plan and implementation; In children’s art language acquisition and the activities of the implementation process, the author gradually to the preschool art education and teaching have a clear understanding of:value of preschool art education should focus on "freedom of expression" rather than "stereotype copy", in the fine arts teaching activities, encourage children to be "creators" rather than "bystanders", in the teaching activities of the fine arts teacher’s concepts and the guidance is very important, the teacher’s "words" tends to become the child’s "painting"; Therefore, through this study, the author is more firmly believe that:art is a kind of the child grow the game, whether in art activities or on the way of evaluation should not limit children seriously; Art teaching should establish "swim" art space for the child;In the development of life’s most precious preschool age, children’s art education should provide children with rich, diverse aesthetic feeling and experience, in gaming activities let children are familiar with and learned the art language, and be able to use my good at graphic language to express the cognitive and emotional.