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A Brief Analysis of the Role of Architectural Aesthetics in Chinese Architectural Education from the Perspective of Mental Health

Author(s)

Weiwei Huang1, Qiong Luo2,*, Lingling Chen1

Affiliation(s)

1School of Civil Engineering and Architecture, Liuzhou Institute of Technology, Liuzhou, Guangxi, China. 2Liuzhou No. 12 Middle School, No.6 Gaoxin 4 Road, Chengzhong District, Liuzhou, Guangxi, China. *Corresponding Author.

Abstract

With the progress of the times, Chinese education must enable students to understand that architecture is not only a tool for life, but also an artistic creation. Architectural aesthetics also involves historical, cultural, and social factors, as well as psychological health. To cultivate architects with good artistic cultivation, it is necessary to increase education in art, aesthetics, psychology, and humanities such as traditional architectural theory, Chinese traditional philosophy, Chinese and Western architectural aesthetics, aesthetic principles, Chinese and foreign art history, mental health, architectural geomantic omen, literature, calligraphy and painting appreciation, sculpture, photography, etc. In recent years, some art colleges in China, such as the Central Academy of Fine Arts and the Academy of Fine Arts of Shanghai University, have successively introduced the subject of architecture, which is a great experiment and makes up for the shortcomings of traditional engineering and architecture colleges that focus on technology and light art. In terms of architecture education, it is necessary to cultivate students' creative thinking and enhance their artistic cultivation, and closely unite architectural aesthetics with mental health. In this regard, we are continuously discussing teaching methods, summing up teaching experience, and introducing new ideas to keep pace with the times.

Keywords

Architectural Education; Aesthetic Psychology; Teaching Methods

References

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