According to the website of the Ministry of Education, in order to deepen the reform of aesthetic education and teaching in higher education institutions, strengthen the construction of public art curriculum in higher education institutions, and cultivate socialist builders and successors with comprehensive development of morality, intelligence, physical fitness, aesthetics and labor, the Ministry of Education recently issued the "Guidelines for Public Art Curriculum in Higher Education Institutions" (hereinafter referred to as the "Outline").
The Outline points out that public art curriculum is an important part of my country's higher education curriculum system, a central link in school art education work, and a main way to implement aesthetic education. It has strong ideological attributes. It has irreplaceable value and role in guiding students to establish a correct historical view, national view, national view, and cultural view, improve students' aesthetic and humanistic literacy, cultivate innovative spirit and practical ability, and shape a sound personality.
The Outline requires that a public art curriculum system should be built that combines classroom teaching and art practice activities for everyone, and public art courses should be included in the undergraduate talent training program of various majors, so that students can only graduate if they have completed 2 credits for public art courses. Increase efforts in curriculum construction, focus on cultivating aesthetic and humanistic literacy, focus on cultivating innovative capabilities, and strive to improve core literacy such as cultural understanding, aesthetic perception, artistic expression, creative practice, etc., and form a new situation in public art education in higher education institutions such as "one school, one product" and "one school, multiple products".
In terms of course setting, the Outline points out that public art courses include three types of courses: aesthetics and art history theory, art appreciation and criticism, art experience and practice.
Aesthetics and art history theory can offer courses such as introduction to art, introduction to aesthetics, Chinese and Western art history, Chinese and Western music history, literary and artistic theory;
Art appreciation and commentary can offer courses such as appreciation and commentary in music, art, film and television, drama, dance, calligraphy, design, etc.;
Art experience and practice can offer courses of experience and practical activities in art-related subjects, and art experience and practical activities should meet students' different interests and needs as much as possible.
Vocational colleges should organically combine art courses with professional courses, strengthen practice, and offer expanded art courses that reflect the characteristics of vocational education . The public art curriculum setting should reflect integrity, consistency and systematicity, and meet the talent training positioning and requirements, and should not be designed based on personal information.
In terms of education and teaching, the "Outline" points out that it is necessary to improve the promotion mechanism of public art curriculum, strengthen the overall design of the curriculum, and standardize the education and teaching of public art curriculum. Colleges and universities are encouraged to develop a number of high-quality digital education resources for public arts, build a number of aesthetic education practice bases, and cultivate a number of excellent results of public art education and famous teacher studios in colleges and universities based on the characteristics of talent training and professional qualities and requirements of professional qualities.
In terms of credit management, the "Outline" proposes that colleges and universities should include public art courses in undergraduate talent training programs in various majors. During school study, each student must pass the study and assessment in three categories of courses: aesthetics and art history theory, art appreciation and criticism, art experience and practice, and obtain 2 credits before graduation. Among them, the aesthetics and art history theory, art appreciation and criticism courses will receive at least 1 credit. Schools should establish a recording system for off-campus art practice experience and other activities, and explore inclusion in credit management.
