What are the characteristics of preschool children's music education?

Characteristics and Enlightenment of American Preschool Children's Art Education 20 1 1-8- 19 Abstract: Since the 1990s, American Preschool Children's Art Education has developed rapidly with government intervention. American preschool children's art education is unique in its objectives, contents, methods and evaluation. Children's art education aims at the all-round development of all children, constructs life-oriented and all-round children's art education content, creates a common life circle between kindergartens and communities, and forms an increasingly perfect evaluation system for children's art education and a tolerant and open multicultural art education. These characteristics of American preschool children's art education can bring some enlightenment to the development of preschool children's art education in China. Key words: America, preschool children, art education Since 1990s, art education has become an indispensable part of American national education system. During the period of 1994, the U.S. government passed the Goal of 2000: American Education Act, which gave unprecedented support to American art education, and art was legally listed as one of the "core disciplines" in the national education goal. At the same time, it is stipulated that art disciplines, like other disciplines, should formulate national education standards and incorporate them into the "national education progress evaluation" system. In the same year, the National Standards for Art Education was promulgated, the fundamental purpose of which was to improve and improve the quality of art education in the United States. Since the beginning of 2 1 century, in order to better realize educational equity and further improve the quality of preschool education, the United States began to formulate and implement early learning standards. As of 2009, 50 states and 1 special administrative region in the United States have successively issued early learning standards for children aged 3-5. Although different states (special zones) have different emphasis on early learning standards, they mostly cover five areas in content, namely, physical coordination and sports development, social and emotional development, learning attitude, language and communication, cognition and common sense; There are four levels in the structure, namely, sub-fields, standard clauses of each sub-field, performance indicators of each standard and preparatory learning activities to help children reach the standard. [1] Up to now, most states (special zones) in the United States have clearly put forward the learning standards of preschool children (3-5 years old) in the art field. It can be seen that since the late 1990s, the art education of preschool children has been paid more and more attention by the American government. American preschool children's art education has its own characteristics in objectives, contents, methods and evaluation. These characteristics have certain reference value for solving the problems existing in preschool children's art education in China, developing preschool children's art education and improving preschool children's artistic literacy. I. Characteristics of preschool children's art education in the United States (I) Children's art education is geared to the all-round development of all children. From the perspective of children's art education, American preschool children's art education faces all children and pursues the all-round development of each child. The American National Standards for Art Education points out that all students, regardless of their background, talent or disability, have the right to enjoy art education and the rich content it provides. In the environment where science and technology are more and more advanced and sensory information is more and more complex, the ability to perceive, interpret, understand and evaluate such stimuli becomes the key. Art helps all students to develop their potentials to understand and distinguish this world full of images and symbols. [2] Every child has the right to participate in, appreciate and express art, the right to improve his life by appreciating and using art, and the right to receive art education. Art education is very important for shaping a complete child. If a child has no chance to participate in art-rhythm, painting or music, then we deprive him of another language. Visual arts, music, dance and drama-the creative process at work will really change the way we think, learn and solve problems in the future. In fact, art education is an indispensable part of building a complete child, which is a right, not a privilege. All children from kindergarten to high school can receive art education. [3] In the United States, every child has the right to receive children's art education, aiming at creating a complete child through children's art education. (II) Life-oriented and comprehensive content of children's art education From the perspective of the content of children's art education, the content of American preschool children's art education is life-oriented and comprehensive. Art comes from life, and preschool children's art education should also be closely related to life. Many scholars believe that art teaching should be closely linked with children's lives. For example, Art for Life focuses on the meaningful things in children's lives. "Art for life" is the story of human individuals and groups told through art [4] Art must be deeply rooted in people's daily life, deepen life and enrich living environment with art, regard life as the source of children's art education, make full use of children's life experience, and guide children to strengthen the connection between the two, so that art can truly have the value and significance in daily life. [5] Ernest L. Boyer, former director of the US Department of Education, believes that "in order to promote the full development of children's potential, lifelong learning of art should start from the first few years of children's lives. We need art to express emotions and feelings that language cannot convey, and we also need art to expand preschool children's ways of seeking knowledge, conduct classroom teaching and cultivate children's creativity. " [6] Since the 1980s, comprehensive art education has risen widely in the United States, and has had an important impact on the development of art education in the world. The trend of comprehensive art education not only reflects the change of curriculum organization, but also reflects the profound change of educational values. It embodies a goal orientation centered on children's all-round development, aiming at encouraging children to build an ecological structure with a variety of artistic feelings, experiences, knowledge and intelligence, and has the ability to actively explore, express and create art. [7] The content of American preschool children's art education emphasizes the relationship between art disciplines and between art and other disciplines, and strives to realize the relevance and integration of the curriculum in the overall education planning of kindergartens (or schools), and at the same time realize children's art in the greatest possible breadth and depth. (III) Kindergarten-Community Cooperation Art Education Ecosphere From the perspective of children's art education, American preschool children's art education is the active cooperation and interaction between kindergartens (or schools) and off-campus art education. Because off-campus art education has advantages that many kindergartens (or schools) do not have, many scholars put forward the legitimate reasons for teaching art outside school instead of relying solely on kindergartens (or schools) to provide art education. Off-campus art education is rarely restricted by the time arrangement of kindergartens (or schools) in terms of the opportunity to visit works, the time of artistic experience, the learning environment and the content of professors. Moreover, many off-campus art education institutions have adult artists, so it may be easier for children to see the connection between his creation and that of professional artists. When children see the connection between their artistic activities and professional artists, the art learning experience is enhanced in quality. In the United States, excellent exhibition means that art professionals know how to work together with kindergarten (or school) and community resources: "An excellent art activity should be that art professionals should be important participants, schools and communities should also participate, and urban cultural communities should be maximized." [8] The U.S. government and private sector have invested in the construction of various art centers, museums, art galleries and theaters. It provides better social conditions and artistic atmosphere for children's art education. Some cultural institutions in the United States have begun to provide more art education programs or projects for children. In recent years, two other types of providers have sprung up: off-campus organizations and community organizations. In addition to these institutions, many other "influential people" have also taken measures to promote more art learning: private foundations and business leaders. National and local art institutions, urban cultural affairs offices and higher education institutions (preparing classroom teachers and art experts and providing professional development of art education). The proliferation of these participants has created a highly complex art education ecology. [9] Therefore, American preschool children's art education has an art education ecosystem closely integrated by kindergartens and communities to create a good artistic atmosphere for children. (IV) The increasingly perfect evaluation system of children's art education Judging from the evaluation of children's art education, the United States is very concerned about the formulation of learning standards or evaluation systems in the field of children's art in order to better guarantee the quality of children's art education. The American National Standards for Art Education describes in detail the arts (dance, music, drama and visual arts) that children from kindergarten to grade four should know and do. Use two kinds of standards (content standard and achievement standard) in each ability field to guide the evaluation of children. Among them, the content standard specifically expresses what students should know and be able to do in art disciplines, and the achievement standard specifically expresses the level of understanding and achievement that children should achieve in each art when they finish their studies in grades 4 and 8 and 12. [10] At present, among the early learning standards of 5/kloc-0 States (special zones) in the United States, 45 States (special zones) have clearly put forward the learning standards of preschool children (3-5 years old) in the art field. In the field of art, the early learning standards of these States (special zones) mainly adopt two sub-domain classification methods. Twenty-seven of them are classified according to the content of art education, which mainly involves four disciplines: music, rhythm, art and drama, and each discipline has more specific and detailed learning indicators. In addition, 18 states have integrated the contents of art education from children's artistic ability, that is, from children's "expression and performance" and "understanding and appreciation" of art activities, and put forward specific learning standards. [1 1] It can be seen that the evaluation system of American preschool children's art education is relatively sound and detailed, and its evaluation system is also open and developed. In the United States, high-quality preschool children's art education activities often serve different purposes at the same time, such as cultivating children's creativity and imagination, teaching artistic skills and developing children's aesthetic consciousness. People can look at the quality of children's art education from many angles, such as children's learning, teaching, environment and social interaction. The most important indicator is the quality of children's learning experience, not the quality of their artistic works. In a realistic sense, children's experiences are the most important works, not the works of art they make. [12] The proposal of art learning standards and the firm evaluation of whether these standards have been reached are regarded as the quality and responsibility of children's art education by policy makers. (5) tolerant and open multicultural art education The United States is an immigrant country. Especially since the second half of the 20th century, due to the increase of immigrants from all over the world, the American nation has shown a diversified development trend, and multicultural education has emerged in the United States. From the end of the 20th century to the present, in the field of art education, the United States has always advocated multicultural art education. American national art education standards clearly require that the history, culture and ethnic background of art should be the basis of art curriculum development, and emphasize the cultural diversity of art education, expecting to learn to respect and learn from other ethnic groups by understanding their different ways of thinking, expression and work. [13] Therefore, the curriculum of children's art education must be expanded to include art forms beyond western standards, and presented to children in the form of contemporary art, non-western art, folk art and local art. In particular, visual culture and art education cover various cultural industries, incorporate popular culture and popular culture into art education, and emphasize the diversification of art education and cultural essence, connotation and form. [14] Visual culture and art education advocates that the content of art education should include all forms of visual images in contemporary culture, especially those related to children's own lives. Creating and learning contemporary art is a very important way of visual culture and art education, not only because contemporary art is closely related to children's life culture, but also because participating in contemporary cultural forms can often promote multiculturalism. [15] Second, the enlightenment of American preschool children's art education has had a far-reaching impact on the development of children's art education in the world today. In China, children's art education has become the focus of current educational research. However, in the practice of art education, there are many misunderstandings in preschool children's art education, such as emphasizing artistic knowledge and skills and ignoring children's aesthetic experience and free expression. The art discipline is artificially separated, which is far away from children's lives to some extent. In recent years, the characteristics of American preschool children's art education can bring beneficial enlightenment to the development of preschool children's art education in China. (I) Policy Support for the Development of Children's Art Education Since the second half of the 20th century, the US government has issued a series of policies to support the development of children's art education. Especially since 1990s, American government has paid more and more attention to the development of art education. The Goals: American Education Act of 2000 clearly stipulated that art was legally listed as one of the "core disciplines" in the national education goals, and then the national standards for art education in the United States were promulgated. Up to now, most states (special zones) in the United States have promulgated learning standards in the field of early art, and the promulgation and implementation of a series of policies shows that the government attaches importance to children's art education. In order to improve the quality of American children's art education and promote the all-round development of every child, the United States not only provides policy guarantee for the development of children's art education, but also provides theoretical support and financial assistance. In China, the development of children's art education is unbalanced at present, and the timely intervention and intervention of the government can alleviate the problems existing in children's art education. (2) Pay attention to the life and comprehensiveness of the course. American children's art education emphasizes that art comes from life, and children's art education should be closely related to children's lives and experiences. Life is the foundation and source of art. The content of children's art education should reflect and be closely related to children's life, so that children can feel the beauty of life and nature, learn to express life in the form of art, and enhance their love for life. At present, a phenomenon in children's art education in China is that some children's art education activities are divorced from children's lives to a certain extent, and teaching activities are basically organized according to the perspective of disciplines. Art is a comprehensive activity at first, and then it is gradually divided into independent art categories such as music and fine arts. Corresponding to the development of human art and the characteristics of children's physical and mental development, in a sense, the content of early children's art education should also be comprehensive. Children's art education should not only reflect the relationship between artistic disciplines, but also reflect the relationship between artistic disciplines and other disciplines, and also reflect the integration of artistic appreciation and artistic creation. The comprehensiveness and daily life of American children's art education can provide reference and enlightenment for overcoming the problem of artificial separation of art education content of some kindergartens in China. (3) Pay attention to the evaluation of children's art education. At present, the evaluation of children's art education in China is relatively backward, that is, China has not yet established a perfect and scientific evaluation mechanism for art education. The existing problems are as follows: first, the evaluation of art education lacks scientific, systematic and complete theoretical support; Secondly, there is a lack of unified evaluation system and standards; Third, there is a lack of research results for reference. [16] In China, the evaluation of children's art education is subjective and unscientific. Some teachers evaluate children's performances or children's works of art according to their own established standards. Some teachers have no standards and don't know how to evaluate them. The national standards for art education in the United States state in detail what students from kindergarten to grade four, grade five to grade eight, and grade nine to grade six, five, four, three, eight and eight +02 should know and do in art (dance, music, drama and visual arts). The early learning standards of American States indicate the standard terms of children aged 3-5 in the art field, the performance indicators of various standards, and the preparatory learning activities to help children meet the standards. The purpose of evaluation is to ensure the quality of children's art education and ultimately promote children's all-round development. Therefore, it is imperative to formulate the learning standards or evaluation system in the field of children's art in China. (4) Attach importance to multicultural art education The United States attaches great importance to multicultural art education because of its unique social and cultural environment. The content of early education standards in American art territory fully reflects the richness of content and diversity of forms of art education for preschool children. The learning standards of each state (special zone) not only involve four main subjects: music, rhythm, art and drama performance, but also include children's experience of natural beauty and understanding of art in different cultural backgrounds. [17] At present, with the acceleration of internationalization and the strengthening of ties among ethnic groups, children should be educated in multicultural arts, learn to respect and learn from the cultures and arts of other countries and nationalities while understanding their own culture and arts, and promote the integration and exchange of multiculturalism. Every culture has its own value and is an educational resource for children to learn. The roadmap of art education issued by UNESCO puts forward that one of the goals of art education is to promote the expression of multiculturalism. [18] It can be seen that it is precisely because of the differences of various cultures and arts that the whole culture and art will be rich and wonderful. All kinds of culture and art should have the opportunity to express themselves, and children should also have the right to understand and learn all kinds of culture and art. (V) Teachers are the key to strengthen the training of teachers in children's art education and improve the quality of children's art education. The United States attaches great importance to the training of children's art education teachers. Children's art teachers should undergo strict special training, and all art teachers should be trained in colleges and universities. Teachers engaged in art teaching should obtain at least a bachelor's degree. While strengthening the pre-service education of art teachers, we will strengthen the on-the-job training of art teachers through various channels such as holding art lectures and various trainings in universities and art teacher training centers, so as to improve the comprehensive quality of teachers in children art. At present, the teaching staff of children's art education in China are mixed, and some art teachers have low comprehensive quality and outdated teaching concepts, which are difficult to be competent for children's art education and teaching. Therefore, China should strengthen the pre-service education and post-service training of children's art education teachers to promote the professional development of art teachers. Not only should the pre-service education of preschool art education teachers pay attention to the combination with the practice of preschool art education, but also the comprehensive quality and teaching level of in-service preschool art teachers should be improved through various forms such as expert lectures, short-term training, regular teaching and research, and school visits.

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