With the in-depth implementation of the Ministry of Education's "Guiding Opinions on Further Strengthening and Improving the Enrollment of Art Professional Examinations in Ordinary Colleges and Universities", at present, my country has gradually established a unified college entrance examination as the basis and provincial professional examinations as the main body. Comprehensive evaluation, multiple admissions" art examination admissions system.

Art exams are no longer a shortcut to college

  The "Shandong Province 2022 Implementation Plan for the Enrollment of Art Majors in Ordinary Colleges and Universities" shows that the admission control score for literary editing and directing, broadcasting and hosting, and photography cultural courses is a line for ordinary courses; art, music, calligraphy, and aviation services. The admission control score for art cultural courses is 75% of the first section of ordinary classes; the admission control score of dance, film and television drama performances, and costume performances is 65% of the first section of ordinary classes.

With the increase in the proportion of cultural courses in the admission scores of the art examination, it is no longer feasible to obtain an undergraduate pass through the art examination.

  There are different interpretations from all walks of life on issues such as narrowing the scope of school examinations, the full coverage of provincial unified examinations, and improving the admission control score for cultural courses.

Proponents believe that without a solid cultural foundation, it is likely to lead to a lack of stamina.

At the same time, another obvious advantage is that there will be more and more art colleges and comprehensive colleges to choose from after the unified professional examination.

Some experts also pointed out that the policy has led to "first-class educational resources" sometimes only recruiting "low-end students", because many candidates with excellent professional quality may fall behind because they cannot pass the grades of cultural courses.

For example, in 2021, the students admitted by the college of music of a well-known university in the south through the college entrance examination method have high scores in cultural courses, but relatively lack of professional ability and artistic literacy. Therefore, the school has to adjust the teaching plan, starting from the most basic chords and scales. teach.

  Statistics show that in 2002, the number of applicants for the national college entrance examination was 5.1 million, while the number of applicants for the art test in that year was only 32,000, accounting for 0.6% of the total number of applicants for the college entrance examination. 1 million, accounting for 10.96% of the total number of college entrance examination students.

In the past ten years, the number of art examinations has remained at more than one-tenth of the total number of applicants, ranking third after engineering and management.

"Art examination fever" stems from many complex factors.

On the one hand, the performance requirements for the cultural course in the art examination are relatively low, and the professional course can be improved through a short and fast "exam-taking course", which has become a shortcut to the university entrance examination.

On the other hand, the "art craze" is marked by profound changes in the social and economic structure, and one of the important factors is the rise of the creative industry.

By 2019, my country's cultural and related industry enterprises above designated size will achieve an operating income of 8,662.4 billion yuan.

In the art examination army, most students plan to work in cultural and creative industries, such as visual communication design, industrial design, fashion design, games, animation, and digital music.

  Creative industry talents need to have a complex knowledge structure and high artistic literacy.

Specifically, in the stage of higher education, the cultivation of creative talents needs to consolidate the foundation of art majors on the one hand, and on the other hand, it must be supplemented by the education of basic liberal arts disciplines such as history, computer, philosophy, etc. .

However, for a long time, the low performance of Chinese art students in cultural courses has become a key obstacle restricting the quality of their training.

Therefore, it is extremely important to improve the cultural quality of art candidates, which can effectively realize the transformation of the art examination army from "quantity" to "quality", so as to meet the actual market demand for art talents.

  Screen candidates with both cultural quality and professional ability to avoid "high scores and low skills"

  The reform of art examinations affects the whole body, and has a wide-ranging impact, involving various links such as enrollment, training, and employment.

Therefore, the reform of the art examination cannot be accomplished overnight, and must be a continuous improvement process.

Worldwide, art learning is becoming more standardized, institutionalized, and even quantifiable.

It can be said that my country's current art college entrance examination has achieved full coverage of the provincial examination, which is in line with this trend.

But on the other hand, we must also clearly realize that creative talents with creativity are difficult to be fully quantitatively measured through the unified examination.

  Screening out candidates with both cultural quality and professional ability is the fundamental goal of the reform of the art college entrance examination.

To achieve this goal, on the basis of improving the cultural score control line, we should first continue to work hard on the level, level and quality of the provincial unified examination.

The distinction degree of examinations should be strengthened to meet the needs of colleges and universities of different levels and types to select outstanding talents.

For example, the musicology normal major focuses on teacher training, and piano and vocal music, as the necessary skills for music teachers in primary and secondary schools, should be the key assessment content.

While taking the professional catalogue as the guiding basis, the provincial examination institutions should fully consider the needs of talent selection in different categories of colleges and universities, and reasonably subdivide the unified examination subjects (such as music unified examination subdivided into composition, conducting, musicology, music education, music performance, music Artificial intelligence and music information technology, etc.), to ensure that the content and difficulty of the provincial examination are in line with the corresponding professional needs of the colleges and universities covered by the provincial examination, and comprehensively examine students' subject literacy and necessary skills to avoid the problem of "high scores and low abilities".

At the same time, it is recommended that provincial examination institutions set up a special information disclosure portal to promptly publish information such as admissions policies, provincial unified examination methods, list of qualified candidates for unified examination, filing rules, consultation and appeal channels, etc., and publish examination-related content (such as sample papers, Exam questions over the years, exam scope and difficulty, bibliography, etc.), for the convenience of candidates for reference.

  Secondly, screening and evaluation of outstanding artistic talents is one of the important links.

From 2021 onwards, the gradual establishment of an information database for art professional assessors will be conducive to the sharing of assessors in various provinces (autonomous regions and municipalities).

At the same time, the "separation of assessment and evaluation" strictly implements the "three random" working mechanism randomly arranged by candidates, judges, and examination rooms in the examination group, which effectively promotes the fairness and impartiality of the art examination process.

It is worth noting that a unified mechanism for scoring implementation rules, scoring methods, and scoring management should be established in the art category unified examination.

At present, the provincial unified examination and scoring process for art majors is relatively standardized, which is worthy of reference for other art categories.

The formal scoring goes through five steps: rough classification, coarse classification review, subdivision file, subdivided file review, and scoring.

Such evaluation methods can basically ensure the fairness and impartiality of art examination scores as long as the supervision of rough grade review and sub-grade review is increased.

Because the admissions process of many other arts categories involves live performances, the review process is not as convenient and intuitive as that of the fine arts category. The score of the candidates is closely related to the level and preference of the judges, which is prone to deviations.

Therefore, in order to improve the pertinence of the training of judges, we can consider focusing on studying the performance videos of different grades over the years, clarifying the scoring requirements and unifying the scoring standards.

In addition, the supervision of evaluation personnel should be strengthened, the integrity file of the evaluation personnel should be established, and the lifelong accountability system should be implemented.

  Thirdly, the admission mechanism should be further optimized. When the candidates' professional unified examination scores and cultural scores have reached the corresponding batch of admission control scores, colleges and universities should reasonably allocate the candidates' college entrance examination cultural course scores and provincial levels according to their own school-running positioning and talent training plans. percentage of grades.

For those who focus on professional skills, after the cultural performance reaches the qualified line for admission control of the arts, the professional scores are sorted from high to low, and the admission is based on the principle of voluntary professional performance; for the theoretical application majors that require candidates to have a solid humanistic foundation, in the planning Online can increase the proportion of cultural courses, and candidates with the same comprehensive scores will be given priority to those with higher scores in cultural courses.

  Finally, it should be pointed out that the unified art examination tests standardized skills, and art students will face another set of art standards that emphasize individuality, creativity and expressiveness after entering the university. This requires universities to actively reform and improve their curriculum, The key links of professional training such as assessment and evaluation promote students to complete the transition from standardized skills to individualized abilities.

  (Author: Zhou Xingxiong Xiaoyu, Lecturer at Capital Normal University Aesthetic Education Research Center and Dean of Jiangxi Normal University School of Music)