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Has Been Presented in the Story Telling Session in Vienna Festival and Other Intertwining Workshops

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Has Been Presented in the Story Telling Session in Vienna Festival and Other Intertwining Workshops Draft of the learning unit – Hong Kong Group The provisional title of the learning unit would be “From liu Yi to Yi Shu jiao yu”. Most of the content has been presented in the story telling session in Vienna Festival and other intertwining workshops. The main content is about what, how and why Western ideas on art education were being transported to China. The whole learning unit would be consisted of three parts: 1. Reading articles or materials; 2. Timeline of the importation of Western ideas on art education and related theme; 3. “guiding questions” for analyzing the issue “importation of Western ideas on art education and related theme” and reflective thinking. Targeted primary readers would be the under‐ or postgraduate students and professionals in related fields such as art educators. It aims to help the readers to do a reflection on the development of the culture in their own context and the following problems: cultural hegemony and Westernization. The learning unit would be existed as printed matters include information sheets, booklet, cards and handroll. The printed matter of all the learning units would be put into a folder. The learning units could also be downloaded from or found in the website of the Another Roadmap School. From Liu yi to Yi shu jiao yu From the second half of 19th century to the early 20th century, a lot of new Chinese terms were created to translate Western terms or concepts. Yi shu jiao yu is one of the salient examples of the terms being created in early 20th century China to translated the Western term art education. Yi - meaning in Chinese context According to the Kangxi dictionary1, the character or word Yi2 have different meanings. It could mean skill, talent, craft, limit, bound and to plant. In addition, it also means arts.3 In ancient China4 , Liu Yi (six arts) formed the basis of education. Confucius required his students to master six arts. Six arts included: • 禮 Li (Rites) - it included different kind of rite in different occasion such as festival, wedding, military ceremony, funeral etc. • 樂 yue (Music) – mean six different type of music • 射 she (Archery) – five different techniques of archery • 御 yu (Charioteering) - different techniques of riding the chariot • 書 shu (Calligraphy) means writing, learning the characters and writing essay. It also means studying the six categories (六書 liùshū "Six Writings") of Chinese characters. • 數 shu (Mathematics) - according to Guangya《廣雅》, an early 3rd century CE Chinese dictionary, shu means techniques, methods and skills. 1 The Six Arts incorporated both military and civil components. The civil side was later associated with the Four Arts (qin playing, chess, calligraphy and painting). There is an overlap between Four Arts and Six Arts. Here the qin epitomized music, the chess related to the military strategy, while calligraphy dealt with the aesthetics of writing and the character cultivation (the rites). For the late imperial time, the Four Arts was more a leisure characteristic. The four arts associated with artistic cultivation and lofty aspiration. They were the main academic and artistic accomplishments required of the aristocratic ancient Chinese scholar. In a broad sense, yue and shu in liu yi six arts and qin ji shu hua in four arts should be related to art education. New era of Chinese art education In 1902, The Qinding xuetang zhangcheng 《欽定學堂章程》 (Imperial Order on School Regulations) was issued. It means a watershed for the development of Chinese art education. It was the first time that art education was introduced to general school education. In the Qinding xiaoxuetang zhangcheng 《欽定小學堂章程》 (Imperial Regulations for Primary Schools),it was stated that drawing was one of the 11 subjects for higher primary school5. Students learned how to draw simple forms in the first year and then how to draw models in the second and third years.6 The Qinding zhongxuetang zhangcheng 《欽定中學堂章程》 (Imperial Regulations for Secondary Schools) also indicated that drawing was included in the 12 subjects.7 Students copied landscape drawings in the first year, and then made geometric drawings from the second to fourth years.8 One year later, another imperial regulations for school education were issued. After the overthrown of Qing regime, there were altogether seven curriculum guides issued from 1912 to 1948. The 1923 curriculum guides provided a foundation for the curriculum in later years, or, the issue and implementation of the 1923 curriculum guides had advantaged the further development of Chinese art education.9 The Chinese names for both art and craft subjects in primary school had been changed three times. ‘Meishu’ 美術 (fine art) and ‘laozuo’ 勞作 (labour) were the terms used in many curriculum guides. The changing of names reflected changing of objectives and contents for the two art education subjects in the first half of 20th century China. After ‘tuhua’ 圖畫 2 (drawing) was replaced by ‘xingxiang yishu’ 形象藝術 (formative art) and ‘shougong’ 手工 (sloyd) by ‘gongyi’ 工藝 (practical arts) in the 1923 curriculum guides, the content of the subjects expanded. According to Yao Jiadong 姚家棟, an art educator at the time mentioned, the main reason for changing the subject names was the desire to get a more appropriate name for the two subjects.10 In fact, this changing of names did reflect the Chinese art educators’ understanding or expectations of the two subjects and this was demonstrated in their arguments about replacing the term ‘tuhua’ 圖畫 (drawing) with ‘meishu’ 美術 (fine art) or ‘xingxiang yishu’ 形 象藝術 (formative art). Besides, the changing of names also meant the realization of the Zeitgeist “learning from the West”, as evidenced by the suggestion to copy American practice of naming the two art subjects while the Chinese art educators were looking for new names to replace ‘tuhua’ 圖畫 (drawing) and ‘shougong’ 手工 (sloyd). In addition to this, the adoption of the child-centred approach and the emphasis on art appreciation in the 1923 curriculum also demonstrated the Chinese intellectuals’ wishes, using Yu Jianhua’s 俞劍華 words, to keep the pace with the West at that time. 11 Ironically, in contrast to learning from the West, there was a neglect of Chinese cultural traditions such as visual arts, aesthetics, education or visual arts education in official curriculum guides. Though art appreciation had become one of the important components of art education after the 1923 curriculum guides appeared, it was not until the 1948 curriculum guides that the idea of “guiding the children to understand and appreciate Chinese art”12 was first announced. In his “Zhongxiaoxue tuhuake yi shou guohua yi” 《中小學圖畫科宜授國畫 議》 (Discussion about Chinese Painting Should be Taught in Primary and Middle School) (1935), Yu Jianhua 俞劍華 was critical that though Chinese painting had a long history and good quality, it was being ignored in schools and official curriculum guides. Considering that the entire Chinese school curriculum was copied from the West, Yu was critical of the fact that the curriculum guides seemed to be designed not for Chinese but European and American.13 ‘Meiyu’ 美育 (aesthetic education), ‘yishu jiaoyu’ 藝術教育 (art education), ‘meishu jiaoyu’ 美 術教育 (fine art education) and ‘tuhua jiaoyu’ 圖畫教育 (drawing education) were the new terms and new concepts in the first half of 20th century China. They were all imported from the West. In my search for the Chinese writings on art education, I find that ‘Meiyu’ 美育 was 3 the first Chinese term being used to introduced western aesthetic education or art education, ‘yishu jiaoyu’ 藝術教育 the second and ‘meishu jiaoyu’ 美術教育 the third. In this part of the story focus is given to the term yishu jiaoyu. Liu Haisu 劉海粟 pointed out in his writing Shenhe xin xuezhi yishuke kecheng gangyao yihou 《審核新學制藝術科課程綱 要以後》 (After Reviewing the Art Syllabus in New School System) that “the history of ‘yishu jiaoyu’ 藝術教育 (art education) in the West was long. On the contrary, it was new in China.” This indicates the fact that the concept “art education” is new to China and the term yishu jiaoyu is therefore a new Chinese term for translating this concept. This study finds that the first Chinese writing introducing the term yishu jiaoyu was Xun Wu’s 巽吾 translation “Yishu jiaoyu zhi yuanli” 《藝術教育之原理》 (Principles of Art Education) (1912) 14. In his translation, Xun Wu 巽吾 stated that the original author of the article, Po luoxie 潑洛歇15 was a psychology teacher at the University of Habodeng 哈勃登16 in America. This indicates that the Chinese term yishu jiaoyu is used to translate the English term art education. There were few Chinese writings devoted to discussions about the definition of ‘yishu jiaoyu’ 藝術教育 (art education) and these discussions were very brief. Zhu Sudian 朱穌典 and Pan Danming 潘淡明, for example, simply stated that ‘yishu’ 藝術 (art) was a kind of emotional and sentimental activity, and ‘yishu jiaoyu’ 藝術教育 (art education) was related to the cultivation of feeling, emotion and sentiment.17 For Tian Min 天民, the other name of ‘yishu jiaoyu’ 藝術教育 (art education) was ‘meiyu’ 美 育 (aesthetic education)18 and Zong Lianghuan 宗亮寰 also claimed that ‘yishu jiaoyu’ 藝術教 育 in English was aesthetic education.19 Both Tian Min 天民 and Zong Lianghuan 宗亮寰 did not provide any further explanation on this issue. According to Liu Haisu 劉海粟, ‘yishu jiaoyu’ 藝術教育 (art education) was ‘mei de jiaoyu’ 美的教育 (education of beauty) or ‘meiyu’ 美育 (aesthetic education).20 Lu Qiqing 陸其清 also equated ‘yishu jiaoyu’ 藝術教育 (art education) to ‘meiyu’ 美育 (aesthetic education). He explained sketchily /ˈskɛtʃɪli/ that ‘yishu’ 藝術 meant a concrete expression of beautiful feelings and ‘jiaoyu’ 教育 (education) was life. Put the two terms together, Lu said, and they denoted beautiful life and that was ‘meiyu’ 美育 (aesthetic education).21 4 In Feng Zikai’s 豐子愷 translation of “Yishu jiaoyu sixiang zhi fazhan” 《藝術教育思想之發 展》 (The Development of Art Educational Thinking), there was a comparison study of ‘yishu jiaoyu’ 藝術教育 (art education) and ‘meiyu’ 美育 (aesthetic education).22 German terms, i.e.
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