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1.
吴猛 《郴州师范高等专科学校学报》2013,(6):83-85
双勾写意花鸟画是近几年形成的新的写意花鸟画形式。而双勾技法自古有之,双勾写意花鸟画的发展一直隐现在写意花鸟画的发展历史过程中。梳理与探究双勾写意花乌画发展的历史,有利于人们对“双勾写意”这一独特表现形式引起足够的认识和关注,从而促进写意花鸟画的发展与创新。 相似文献
2.
李国兴 《山西广播电视大学学报》2013,(1):100-102
宋代以后,文人画逐渐兴起,使花鸟画的画风由工整细腻逐渐向水墨写意转变,到明清时期,写意花鸟画走向成熟。文人花鸟画在造型上讲求＂似与不似之间＂,审美上注重状物抒情、托物言志;技法上重视笔精墨妙、神完气足;形式上诗书画印相得益彰。文人画的产生使花鸟画由工笔向写意发展,使花鸟画的思想内涵和意境更加深邃。 相似文献
3.
北宋前期院体花鸟画工致、细腻、色彩艳丽、重形似,但不失其"意",是院体花鸟画的高峰。北宋前期院体花鸟画所特有的写意性是绘画历史发展必须经历的过程,也是当时社会文化的产物。正确认知北宋前期院体花鸟画的写意性,有利于全面把握北宋前期院体花鸟画的风格。正确认知北宋前期院体花鸟画的写意性,有利于辨别现代花鸟画的发展方向。 相似文献
4.
徐渭是中国明代文化史上的一位奇才,他开创了笔墨纵恣、气势磅礴的大写意画派.他的写意水墨花鸟画纵横奔放、构图巧妙、水墨淋漓,对后世中国画的发展影响甚远.写意花鸟画是一种即兴创作,必须胸有成竹,一气呵成,构图是其中的关键.讨论徐渭写意花鸟画的构图,将徐渭的花鸟画构图与宋代传统花鸟画构图比较,重点研究徐渭写意花鸟画的构图样式以及对其构图形式语言进行分析. 相似文献
5.
吴猛 《郴州师范高等专科学校学报》2010,(4)
写意花鸟画的发展与突破在中国画中一直是一个难题.中国画是以线为主的艺术创作形式,线有其独特的审美价值,在写意花鸟画中线的作用更显突出.方楚雄、吉瑞森把工笔花鸟画中的双勾造型运用到写意花鸟画之中,并把线的作用发挥到了极致,形成了新的写意花鸟画创作样式,有明显的风格趋向,极具学术价值,为写意花鸟画的创作提供了新的技术支持,是真正的"大花鸟、新境界". 相似文献
6.
写意花鸟画的发展与突破在中国画中一直是一个难题。中国画是以线为主的艺术创作形式,线有其独特的审美价值,在写意花鸟画中线的作用更显突出。方楚雄、吉瑞森把工笔花鸟画中的双勾造型运用到写意花鸟画之中,并把线的作用发挥到了极致,形成了新的写意花鸟画创作样式,有明显的风格趋向,极具学术价值,为写意花鸟画的创作提供了新的技术支持,是真正的"大花鸟、新境界"。 相似文献
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8.
任志鑫 《中国校外教育(理论)》2009,(9)
传统写意花鸟画经历了漫长的发展历程,写意花鸟画作为我国最有特色的三大画科之一,其深邃而丰富的文化内涵有着重要的历史意义和学术研究价值."创新"一直是推动花鸟画发展的一个首要动力,所以,当下如何实现整体艺术上的创新对于每一个作者来说尤为重要.在学院式教学中,实现创新的根本在于教学上的创新,先实现理论创新,再进行操作创新,这样才能真正实现传统写意花鸟画的教学革新. 相似文献
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10.
马奔 《和田师范专科学校学报》2010,29(2):220-221
中国花鸟画自从魏晋时期萌芽以来．历数发展,直到明代文人画潮流中,写意花鸟画终于勃兴起来。特别是徐渭独树一帜,创立了水墨大写意花鸟画风．史无先例,开一代先河。水墨写意画到徐渭手里比前代更为简练、奔放,技法更为丰富,更加直抒性灵,从根本上完成了水墨写意花鸟画的变革．真正地成为“大写意”。 相似文献
11.
How can artist residencies for preservice teachers plant seeds for future classrooms? Teacher educators and a teaching artist describe a two-tiered residency in an early childhood and special education program that transformed preservice teachers' attitudes toward visual art and arts integration. Findings are based on teaching artist and instructor reflections as well as a qualitative analysis of student journal entries. Preservice teachers who had no prior art training and were resistant toward abstract painting began to enjoy it and appreciate the value of art for children's learning. They came to recognize visual art as a tool to support social development and children with special needs, understood the importance of process in children's art experiences, and considered ways to integrate art throughout the curriculum. We urge teacher educators and teaching artists to incorporate artist residencies into teacher education programs to prepare future teachers to integrate the arts into the classrooms of tomorrow. 相似文献
12.
邵泽军 《连云港师范高等专科学校学报》2002,(4):37-38
美术创作的体验生活应努力体会与血脉息息相关的情感 ,体验需要积淀的过程 ,以此来丰富画家敏锐、深刻的感觉 ,而这正是艺术家的天性 相似文献
13.
本文从马克思对艺术生产的论述入手,结合西方马克思主义者的艺术生产理论,重点分析了在艺术创造中居于主体地位的艺术家在当代的历史境遇,对艺术家和艺术工人,艺术家作为生产劳动者和非生产劳动者之存在的不同表征进行了分析.并提出了艺术家在当下的使命感.即:在艺术生产时代,艺术家何为? 相似文献
14.
祝鹏程 《内蒙古师范大学学报(哲学社会科学版)》2014,(3):91-96
在建国初的相声艺人改造中,为了将“思想落后”的底边艺人转化为社会可控制的力量,塑造符合新社会需要的文艺工作者,国家借助“恩威并施”的方式。既展示了党和国家的绝对权力,也改造了艺人的思想,并通过举办艺人讲习班等方式展开了对旧艺人的改造。经历了改造的艺人内化了国家的戒律,以主动“迎上”的姿态参与到了改造中,组织了相声改进小组,开展政治学习与业务提高的改进运动,并获得了初步的成功。 相似文献
15.
The Artist Teacher as Reflective Practitioner 总被引：1，自引：0，他引：1
Alan Thornton 《The International Journal of Art & Design Education》2005,24(2):166-174
In this article it is argued that in order to be an effective artist teacher it is helpful to be a reflective practitioner. Initially a working definition of the artist teacher is formulated and the artist teacher scheme that has developed in England over recent years is discussed regarding its importance in offering both accredited and non‐accredited personal and professional development for artist teachers. Potential problems with adopting this dual practice or identity are then highlighted and reflective practice is evoked as a means by which such problems can be tackled, with particular reference to the theories of Schön. 相似文献
16.
Cynthia B. Loza Allan B. De Guzman Regalado T. Jose 《The International Journal of Art & Design Education》2010,29(1):61-71
This article presents the second segment of a qualitative study on the integration of traditional arts in tertiary level art and design education in the Philippines. It is focused on the experience of artist‐teachers as participants in an in‐service teacher training programme that aimed to prepare the teachers for the trial integration of traditional Filipino arts in art and design courses. Taking the view of the participants, journals written by the artist‐teachers were sourced for their reflections about their encounter with traditional Filipino artists during field visits. This phase of the study takes the form of action research as it involves the participants in gathering data that could inform the methods and content of the learning of traditional Filipino arts in the schools of art and design. The findings reveal that artist‐teachers acknowledge the traditional artist as a valuable source of traditional knowledge and expertise. They also recognise their own essential role in the transmission of learning between the traditional artists and the students. The prerequisites of the course take the artist‐teachers beyond teaching in the classroom and extend their tasks to research. 相似文献
17.
James Hall 《The International Journal of Art & Design Education》2010,29(2):103-110
The article explores the concept of the artist teacher, drawing upon an overview of relevant literature and two related pieces of research: the first investigated practices within the Artist Teacher Scheme (ATS); the second sought to understand the perceptions of practice‐based coursework in an MA Art Education programme at Roehampton University in London. Commonalities and differences between the perceptions and understandings of artist teachers (including masters' students), their tutors and gallery educators were explored. The data for each piece of research were collected through unstructured, open‐ended interviews. A significant reflexive and autobiographical dimension for the research was motivated by my own identity as an artist teacher, and by the exploration of reflective practice as a potential framework for realising and sustaining an artist teacher identity and practice. The research concluded that connections between art practice and teaching are complex, diverse, difficult to articulate, challenging to implement and do not easily lend themselves to simple impact measurement. The ATS operates in a context that includes languages, cultures and identities from frameworks in education and art that can be both complementary and oppositional. Artist teachers need to develop skills of negotiation through which they can articulate and continuously reappraise their art practice and, at an appropriate stage, use that practice to inform their teaching. 相似文献
18.
‘Artist‐teacher’ is a conceptually rich term in the field of art and design education used to describe the professionally distinct roles of artist and teacher. George Wallis (1811–91), a nineteenth‐century artist and teacher, the subject of this article, first used the term ‘artist‐teacher’ to describe himself and his theories of art education. To better understand this new term, the researcher organised the diverse aspects of Wallis's life from 1811 to 1845 as a network of enterprises to track the streams of thinking that contributed to this professional statement. Through comparison, ordering and sequencing the various enterprises, a deeper and reflective understanding of Wallis's teaching developed. In fact, the network of enterprises displays the growth of Wallis's thought as a slow and evolving process, eventually highlighting the turbulent situation that provoked Wallis to defend his theories and practices when he conjured the new term. 相似文献
19.
Melissa Bremmer Emiel Heijnen Sanne Kersten 《The International Journal of Art & Design Education》2021,40(1):82-98
Teachers in arts education frequently struggle with their professional identity. When asked, arts teachers often answer that they believe that their main responsibility is education at the expense of understanding themselves as artists. The Mexican‐American artist and teacher Jorge Lucero questions whether an occupation as teacher necessarily impedes a creative practice. The finding that both progressive pedagogy and conceptual art share certain characteristics forms the basis for his concept of ‘teacher as conceptual artist’. In short, Lucero proposes that a teacher’s practice, in and beyond the classroom, simultaneously can be his or her creative practice. This qualitative intervention study explored whether or not the concept of teacher as conceptual artist holds the possibility to narrow down the gap between teacher and artist identities. The intervention consisted of a three‐day project led by Lucero in which nine arts teacher students were familiarised with modes of operation as a conceptual artist. In the three following months, these students implemented lessons in primary and secondary education based on those modes. Prior to the project, ‘elicitation‐interviews’ were used to explore how students perceived their professional identity and at the end of project semi‐structured interviews were conducted. The findings suggest that through the modes of operation as a conceptual artist, students who mainly identified as an artist were able to integrate a teacher identity in their artist identity, but the modes of operation also gave students who withheld their artist identity from the classroom an opportunity to live their artist identity in the classroom. 相似文献
20.
《Teaching Artist Journal》2013,11(2):108-111
On a trip to Chicago's Museum of Contemporary Art, fourth-grade students discover new and surprising ways to approach the work of artist Dan Flavin. 相似文献