Equal emphasis on art and technology——Concerns about designing professional skills education in art

-- Editing: dolcn
-- Pan Lusheng (Dr. Art, Associate Dean and Professor of Shandong Arts and Crafts Institute)

China's general higher education has formed a set of teaching models. The general disciplines and professions pay more attention to basic knowledge and related knowledge, but they pay insufficient attention to practical ability and comprehensive quality education. How higher education adapts to the transformation from a planned economy to a market economy, how to change or develop a new education system and education model, and to change traditional concepts and methods of education is a new topic before us. In terms of designing art schools, training what kind of design talents can adapt to the development of society should be an urgent issue to be resolved and re-thinking. We believe that having a good scientific and cultural quality, a keen aesthetic vision, a comprehensive creative thinking method, and a comprehensive quality that masters the professional and technical capabilities of the profession should be the goal of the training of design art talents in ordinary universities.

Historically, China’s traditional arts and crafts are a combination of art and handicraft production, and the relationship between design and production is interdependent. With the advancement of science and technology, the development of large-scale machine production has led to a strict division of labor in the production and production processes of the products. The predictability and processability of the design have also occupied an important position. After the founding of the People's Republic of China, although many higher art academies and engineering colleges all set up arts and crafts specialties and played an important role in a certain historical period, they are still somewhat incompatible with the development of the economy and the design concept of arts and crafts. Still look thin. Of course, there are many reasons for this. From the admission examination to the school's curriculum, there are problems with skills in design, career, and practice, from drawing sketches, painting colors to painting patterns, painting decoration, and painting design. The emphasis on design awareness and design and production practice is still insufficient.

The phenomenon of segmentation in the teaching structure still exists, the convergence of basic and professional, the convergence and penetration between majors, the structure of curriculum setting and theoretical education, and the obvious lack of practical ability and professional characteristics. The course of "painting" is both numerous and complicated. Of course, the author does not mean that the foundation of painting should be diluted, but this foundation should be strengthened from certain professional directions, but it is not the purpose of this subject. The practical courses that are technical, technological, engineering, economic, and even in-depth production and production are very few. It can be seen that the weak design concept and the delinking of the production process are justified. The key is still the concept of education. There are some problems with the teaching method.

No matter whether it is a traditional arts and crafts or a modern design art commensurate with art and design, its professional features are very outstanding compared with pure art. It is not only the proportion of practice or actual operation that is interspersed in teaching, but more importantly, it lacks sufficient understanding of the practical factors of product and commodity nature and its social factors. This practice is not a practice at the theoretical and practical level, but a practical experience corresponding to social life and production and processing. It is the direct carrier of designing artistic products and is the result of the requirements of product flow in design practice, that is, the design art. Basic properties. In other words, the professional characteristics of design art determine its practical requirements.

We know that engineering education pays attention to factory internships and medical education attaches importance to clinical practice. Then the establishment of an internship factory in the engineering college and the establishment of an affiliated hospital in the medical school is a matter of reason. Is it not a lack of education on arts and crafts or design art? It is obvious that this deficiency is evident. Even very few physical works in colleges and universities are just wishful thinking. They rarely consider the preconditions of market conditions or social needs. As for production and consumption, it is impossible to test. The design studios, practical facilities, and internship sites for colleges and universities in design art are not only pitifully small, but they are often useless even if they are prepared. They are still the venue and medium for teachers and students to perform on paper, computers, and classrooms. How can the cultivated talents not be able to separate themselves from practice, from production, and from society? This is not only a misunderstanding of "design", but also a disregard for its professional characteristics, and it does not say that our design is far from the combination of modern high-tech, even if it is a light industrial product, clothing accessories, advertising posters, The design of product packaging and daily necessities also failed to achieve the purpose of design art. As far as the current development status of various disciplines of design art in China is concerned, the contents and goals of training are out of step with the needs of various industries in society, and the discipline or professional concepts and social industry requirements are not clear.

Over the years, it has attached importance to artistic performance, ignoring professional theories, skill operations and professional practice. Basic courses and professional courses are not connected. Professional courses do not meet the professional needs of the society, and they lack practical project courses. Although there are virtual project designs, most of them do not follow the requirements and laws of marketization, commercialization, and industrial technology, and the professional knowledge learned by the school is far from the social professional application. Therefore, in the past two decades we have trained college students majoring in arts and crafts, how many of them are engaged in related occupations, and how many graduates have the ability to adapt to the society. This is a question that the colleagues engaged in design art education seriously think about. Workers engaged in design art have a solid artistic foundation and practical design concepts. This is obviously determined by the nature of their profession. Designing art is not just a professional that can solve problems with sample drafting. It requires the designer to be familiar with the corresponding processes and materials, be familiar with the production processes and links, understand the market and consumption, and meet the requirements of production and consumption.

For the design art, the renderings and production drawings of the painting only completed one of the processes. The formation of the design concept is also based on the needs of daily life and production. If the designer does not touch or rarely touch the actual production, Little is known about people’s lifestyles, and they are not familiar with the market and consumer information, so its design is only a painting-style ideal program. This concept of not being in touch with reality and not touching life and production is actually caused by the dominant ideology of the art of painting, reflecting that the tendency of aestheticism is deeply ingrained and lacks professional and professional recognition of art and technology. If we establish undergraduate education as a training design artist, then higher vocational education is a design arts professional and technical personnel to cultivate social needs. This positioning seems to be more suitable for China's reality.

If the specialized talents cultivated cannot adapt to the corresponding design work, we should promptly check or adjust the professional catalogue, adjust the professional layout in time according to the needs of the discipline and society, and develop higher vocational and technical education while developing ordinary higher education. In recent years, some universities have been striving to increase their degree points and expand their professional distribution. In fact, some professions require talents at the basic research level, while some majors are suitable for applied professional talents and skilled professionals, and do not unilaterally pursue the upper level. According to the actual situation of the school, the cultivated objects should be adapted to the needs of the social talents. Most of the related majors in design art are developed at the application level. Certainly, some professional directions need to be higher. In short, there must be a reasonable talent training layout. The level of education is determined according to the attributes of the profession. If blindly seeking high, applied professional people do it, and the professional and technical personnel required by society will be trained, if they are all pursuing the so-called high-level development, they will miss out. In fact, there is still a lack of overall understanding of personnel training and demand. The fundamental difference between the goal of cultivating arts design schools and general art colleges lies in the fact that art academies are the cradle of cultivating artists, painters, or popular art workers, while arts and crafts and design arts colleges should cultivate a special emphasis on art and technology. Design talents not only cultivate their aesthetic creativity, but also cultivate their ability to master and use science and technology. However, the education models we have developed over the past decades have left the distance between art teaching, normal art teaching, arts and crafts, and design art education. People have become accustomed to following the path of art education or the development of a single art teaching model. It is impossible to develop in the long run. Specialized talents with comprehensive quality and design art required by society.

The education of design art should be divided into levels of development. General education should focus on the cultivation of comprehensive abilities based on professional theory, professional performance and professional practice. Vocational and technical education should focus on the training of professional practice skills and technical skills. Each has its own emphasis, but the professional characteristics of the design art profession cannot be ignored. At present, most of China's general education in design art pays much attention to “professional performance” and lacks “professional theory” and “professional practice”. The newly started higher vocational and technical education is mostly a copy of general education and lacks the content of professional skills training. Just changing the name, rather than considering the characteristics of vocational and technical education from the relevant occupations of social needs, the nature of vocational and technical education can only become a supplement to ordinary university education, loses the substantive meaning of higher vocational education, and can no longer train The role of the first-line technical talent that society urgently needs. In fact, China’s arts and crafts or design art education has always been characterized by vocational and technical education, but it has only been used in teaching content for many years to develop the way of art teaching, forming a self-righteous model of design art teaching, but the combination of art and technology The aspect is clearly lacking. The development of arts and crafts or design art education in the past two decades shows that some tend to focus on artistic expression while neglecting design theory and skills.

The cultivation of skills and technology should be regarded as the core content of the profession. For example, the cultivation of potters does not allow students to experience the nature of clay and the pottery of the pottery. The best design is also on paper; the students of advertising design are learning creative methods and expressions. At the same time, if you do not understand the market consumption knowledge, advertising performance of materials and processes, software knowledge and application, and even the printing process and other related technical knowledge, the design of advertising is just a plan from the actual and aesthetic self-respect. Design is a project and a product program. It is both an expression of art and a carrier of technology. If there is still no clear understanding of this issue in modern design, then we cannot cultivate designers and designers who really need it. In other words, our intention to cultivate talent is good, but the training results are likely to set goals in the wrong place, from these aspects we should sum up some experience in order to facilitate the next step of positioning and development. On the other hand, the cultivation of theoretical cultivation does not refer only to professional aspects. Even professional theories have levels. Although the theoretical theory is obscure, it is the frontier and guidance for the development of disciplines and professions. As Engels put it, "A nation wants to stand at the highest peak of science, and it cannot be without theoretical thinking for a moment." As a practice Sexual or tactical theories can generally be understood by students, but sometimes they appear to lack depth. If they are limited to this, they may fall into technical expression and lack creativity. In addition to professional theories, education for the humanities is often lacking for teachers and students of art or design art colleges and universities, including history, philosophy, literature, psychology, law, and other related disciplines and professional knowledge. The literacy of the humanities and sciences is of great importance not only in cultivating a person's healthy personality psyche quality and in shaping the student's beautiful soul, but also as a required basis for the design art profession.

Although our design art theory is still relatively weak, but as a higher vocational education can not be ignored, on the other hand it is more necessary to have a systematic and complete design art theory as a guide. Under the market economy and conditions, according to the law of market demand, how to determine the target of the school's enrollment and teaching training, and its principles of practicality and skills