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柏拉图和亚里士多德关于艺术的观点

Plato viewed human life as a pilgrimage from the appearance to reality. He

also believed that a piece of art had to be strictly censored when they depicted

any form of evil and cruelty. When an artist imitated what was bad, they added

to the sum of badness in the world. Both Plato and Aristotle pointed out, we as

humans do find delight in representations of objects and emotions that we

consider different from real life; most of us agree with Aristotle in refusing

to believe that they are corrupt.

如何欣赏艺术

Students must be taught to value not only the beauty of art, but also the

meaning, elements and the history of art. Students do not naturally look at a

painting and know the principles contained in it, who created it and for what

purpose. Students must learn how to view and critique art in order to understand

it. This understanding can come from being immersed in an environment in which

art is an essential component to learning. If art is integrated throughout the

curriculum, and is not relegated to half an hour per week of drawing, cutting or

pasting, then students can develop a love and understanding for a variety of

creative experiences involving artistic expression. An environment supportive of

art development can be obtained in any classroom in which the teacher

instills in the students a respect for the history, purpose and meaning of

art. This doesn’t mean that all students have to be great artists capable of

completing outstanding works of art themselves; rather the implication is quite

the opposite. Even students who are not great artists themselves are capable of

appreciating, understanding, and perceiving art on a highly cognitive level. In

order for this to happen, students must experience for themselves the production

of art using specific elements, principles and techniques. Once they have tried

to create a particular effect, it is important to show them the work of someone

who mastered the task, and allow them to critique not only their own work, but

also the work of the professional artist. It is only by attempting to create a

piece of their own that students will truly understand how talented some artists

are. Despite the benefits of art production and criticism, an environment truly

conducive to artistic development must include both art history and art

aesthetics. As mentioned before, it is to provide a culturally diverse

perspective in these areas.

艺术的欣赏和审美

We must be aware of the global culture and heritage from which art emerges.

For example when teaching our students art aesthetics, we must never let them

think that there is only one way to view art. Students, and especially teachers,

should be ready to accept all ways in which art evaluation can occur. Western

aesthetics is based primarily on individuality, originality, permanence, and

form. These factors cannot be applied to art from every culture. For example,

African art is understood in terms of rites of passage, healing, power, control,

and commerce. Students must be taught to understand the principles of art as

they are understood by the cultural group in which they belong in order to truly

achieve global awareness and appreciation for art. Obviously, teachers must gain

this awareness themselves before they can impart it to their students.