Educate people with aesthetics and take good art courses in colleges and universities

Xi Jinping, the General Secretary of the Communist Party, recently highlighted the importance of enhancing aesthetic education in schools. He stated that we must “comprehensively strengthen and improve aesthetic education in schools, ensuring we have qualified teachers and uphold the principle of educating people through beauty and culture to enhance students’ aesthetic and cultural literacy.” This initiative underscores the significance of art classes in schools, which are crucial for cultivating students’ appreciation of the arts and promoting their overall development.

As universities across the nation embrace distinctive public art courses, a pressing question arises: how can higher education institutions effectively deliver these art programs? This challenge requires ongoing exploration and a commitment to continuous improvement.

Aesthetic education does more than shape students’ character and refine their aesthetic sensibility; it also has a profound impact on their emotions, tastes, temperament, and worldview. Consequently, art courses offered at universities must respect the natural growth and educational needs of students. Many college students possess latent artistic talents, indicating a strong demand for both foundational courses and specialized art options. It’s essential for these courses not only to provide knowledge and historical context but also to include appreciation, experiential learning, and hands-on practice to cater to students with diverse interests and backgrounds.

To engage students effectively in art classes, innovation in teaching methods and presentation styles is crucial. Recognizing that artistic experiences and aesthetic perceptions vary among individuals, it is vital to foster an environment of sharing and exploration through group discussions and case analyses. This approach can invigorate student thinking and expression, making the learning process more engaging and profound. With rapid advancements in internet technologies and multimedia tools, art can be delivered through various channels and formats, greatly enhancing students’ learning experiences. For instance, online courses such as “A Century of Red Dance: The Aesthetics and Classic Images of Chinese Red Dance” have received widespread acclaim from both educators and students.

To instill cultural confidence in students, universities should leverage local cultural resources within their art curricula. For example, Peking University offers a series of aesthetic education courses centered around “Dream of the Red Chamber,” combining literary analysis with theatrical performances. Similarly, Capital Normal University provides a course titled “Searching for Dreams and Roots,” focusing on folk dance. Each semester, students explore a different region, conducting field research that immerses them in local dance, costumes, cuisine, and literature. By creatively integrating the rich cultural heritage of China into aesthetic education, universities can enrich art courses and inspire a sense of national pride, uniting students in the pursuit of the Chinese Dream.

The modernization of China requires a balance between material and spiritual civilization. The third plenary session of the 20th Central Committee asserted, “We must enhance cultural confidence, develop advanced socialist culture, promote revolutionary culture, and inherit outstanding traditional Chinese culture.” By effectively utilizing art classrooms and solidifying efforts in aesthetic education—teaching through beauty and culture—we can nurture a healthy and spirited younger generation. This initiative will undoubtedly contribute to building a strong nation and achieving the great rejuvenation of the Chinese nation.