Exploration of Junior High School Art Major Unit Teaching Based on Art Course Standards: A Case Study of "Bringing the Aesthetics of Old Streets and Buildings into Middle School Art Education"

DOI: https://doi.org/10.62517/jhve.202416215

Author(s)

Yang Liu*

Affiliation(s)

Chifeng No.2 International Experimental School, Chifeng, Inner Mongolia, China *Corresponding Author.

Abstract

In line with the "curricular philosophy" and "core literacy" requirements proposed by the "Compulsory Education Art Curriculum Standards" issued in 2022, this study aims to explore unit-based, structured teaching design in junior high school art courses, centered around the "big ideas" of the subject and revolving around "themes". The results show that such teaching design, with the subject's "big ideas" at its core and structured around "themes", effectively promotes the cultivation of core literacy in art education. Specifically, unit teaching helps integrate interdisciplinary knowledge, enhances students' creativity and critical thinking skills, and cultivates their aesthetic and cultural awareness. Moreover, the study found that thematic teaching methods provide students with a more attractive and meaningful learning experience, helping them connect art learning with real-world situations. In conclusion, the results of this study indicate that unit-based, structured teaching design, centered around the "big ideas" of the subject and themes, is an effective educational approach for fostering core literacy in art education, enhancing students' artistic skills and promoting their comprehensive development as creative and culturally aware individuals.

Keywords

Junior High School Art; Major Unit Teaching; Core Literacy; Aesthetics of Old Streets and Buildings

References

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