Tempera Teaching Method and the Cultivation of Middle School Students Multiple Literacy Ability

DOI

10.2991/assehr.k.210609.062How to use a DOI?

Keywords

Tempera, Multiple Literacy, chemistry, materials

Abstract

Teaching art and design in middle school in the modern era fails to cultivate students’ creative thinking ability and aesthetic ability and deviates from the law of students’ psychological development. This article aims to sort out the historical reasons and evolution of art education literacy and introduces the related concepts and pedagogy of the Tempera teaching method and multiple literacy reading, understanding and communicating through different techniques, and experiencing diverse experiences. The situational differences in art learning can further cultivate students’ thinking and ability to create art. We also use “video analysis” to demonstrate the analysis of the “Basic Art” classroom teaching by the researcher. Through comprehensive textual research and personal teaching experience in art education, the Tempera method should be implemented in all classrooms to improve teaching art to modern middle school students.

Copyright

© 2021, 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/).

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TY  - CONF
AU  - Chen qiduan
AU  - Xu wanhua
PY  - 2021
DA  - 2021/06/10
TI  - Tempera Teaching Method and the Cultivation of Middle School Students Multiple Literacy Ability
BT  - Proceedings of the 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021)
PB  - Atlantis Press
SP  - 308
EP  - 311
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210609.062
DO  - 10.2991/assehr.k.210609.062
ID  - qiduan2021
ER  -