“Passive” and “Active”: Discussing Two Modes of Traditional Art Education Based on Chinese Art Concept
- DOI
- 10.2991/assehr.k.200425.038How to use a DOI?
- Keywords
- traditional culture, artistic concept, the fine arts education, passive and active mode, master to apprentice inheritance
- Abstract
The two concepts of “passive” and “active” of Chinese traditional art breed two modes of “passive” and “active” of art education, which contains the theoretical basis of constructing two modes of traditional art education: cultural consciousness. Based on the consciousness of art, traditional Chinese art education can be divided into “passive” and “active”. The former was mature from the pre Qin to the Former and Later Han dynasties, and the latter was formed in the Wei, Jin, southern and Northern Dynasties. The signs of its maturity and formation are: both created corresponding artistic practice and theoretical achievements, and established their relationship of the succession of teachings from a master to his disciples. The difference between “passive” and “active” is that the former creates and establishes the relationship between art achievements and the succession of teachings from a master to his disciples based on social culture, while the latter forms the relationship between art achievements and the succession of teachings from a master to his disciples centered on art.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Liangliang Wei PY - 2020 DA - 2020/04/30 TI - “Passive” and “Active”: Discussing Two Modes of Traditional Art Education Based on Chinese Art Concept BT - Proceedings of the International Conference on Mental Health and Humanities Education (ICMHHE 2020) PB - Atlantis Press SP - 172 EP - 176 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200425.038 DO - 10.2991/assehr.k.200425.038 ID - Wei2020 ER -