Creativity And Perception

Ronfield and Eisner are the representatives of "instrumentalism" and "essentialism," respectively.Ronfield believes that art is a tool in education.It attaches importance to the educational value of art education and uses art to create it.Promote children’s all-round development and promote the development of children’s "creative power" through creative experiences in art education.Eisner believes that art has a unique contribution to children’s own experience because of its own value,advocates an education model for art,attaches importance to the inherent value of art education,and develops children’s "perception" based on the unique experience of art itself.So "creativity" and "perception" became the core of Ronfield’s and Eisner’s art education thought."Creativity" and "perception" are both the core of the thoughts of the two art educators,as well as their perception of the value of art.This recognition is based on the role of art.Ronfield and Eisner defined art as "education through art" and "education for art" based on different perceptions of the role of art in central education..The former uses art as a tool to cultivate "creativity" that has been missing in American education since the Industrial Revolution;the latter uses art as an ontology to illustrate that using art as a tool is the biggest misunderstanding of art,and the disciplines that art has The structure makes up for the lack of systematic art knowledge in the process of cultivating "creativity".Due to different perceptions of the role of art in education,the two thinkers also have differences on the methods of developing children’s art education.Ronfield argues that art is not teachable and guides children to self-experience and complete themselves with a heuristic teaching concept Expression and creation;Eisner advocates that art can be taught,and requires children to study systematic art courses and master relevant art knowledge systems with an art learning perspective.This requires that children not only have the ability to create art,but also have an artistic "perception" that integrates the understanding,appreciation,and evaluation of art,and can have a healthy and aesthetic art perception of the surrounding environment in order to adapt to the rapidly changing social environment.Art education always develops in response to changes in the social environment.Ronfield responds to the needs of society for innovative education,and Eisner responds to the needs of society for systematic discipline education.Both creative education and systematic subject education are inseparable from the educational purpose of cultivating children’s mental development.Mental development is the value of art education shared by the two thinkers.The core "creativity" and "perception" of art education respectively reflect and promote children’s mental growth.At the same time,the value of art education as one of the categories of the purpose of art education must have its art evaluation standards.Because Ronfield and Eisner’s ideological system have a complementary relationship,there is a certain degree in the evaluation of education value between the two.Ronfield’s focus is on children,focusing on the impact of children’s growth on the mind;Eisner focuses on the curriculum of art disciplines,focusing on the evaluation of children’s mental growth through the teaching of art courses.In summary,by comparing Ronfield and Eisner’s children’s art education thoughts,based on the "self" cultural reflection,learning from the "other" culture,combining contemporary art education thoughts and the characteristics of the times,exploring a new era ""Localization" art education development paradigm.Among them,"self" reflection cannot be confined to the context of reflection,but also to review the spirit of ancient Chinese traditional art education.By tracing the Confucian art education thought represented by Confucius and the first person of modern aesthetic education-Cai Yuanpei’s The idea of "religion through aesthetic education" clarifies the artistic spirit of "localized" art education in China.The spirit of art education is a kind of ideology,which belongs to the theoretical level.The practice of art that deviates from the concept of art education also hinders the development process of "localized" art education.Therefore,exploring the contradiction between what should be difficult and difficult for art education,and taking this as the development direction,and drawing on the "other" culture in a targeted manner.In conforming to the trend of the information-based digital media era,"localized" children’s art education will Moving towards "Life Art Education" under the vision of "Media Integration"...