Pathways for University Aesthetic Education to Serve Local Rural Revitalization: A Study on University Art Inquiry-Based Learning Practices of Shanghai’s Marine Intangible Cultural Heritage from the Perspective of Aesthetic Immersion

Qi Wang; Yulu Zhou; Shunzhi Yan; Naiwei Zheng; Tianlan Fan; Feifei Ma

doi:10.63313/EH.9066

Authors

Qi Wang XuBeihong Art Academy, Shanghai Maritime University, Shanghai 201306, China Author
Yulu Zhou XuBeihong Art Academy, Shanghai Maritime University, Shanghai 201306, China Author
Shunzhi Yan XuBeihong Art Academy, Shanghai Maritime University, Shanghai 201306, China Author
Naiwei Zheng XuBeihong Art Academy, Shanghai Maritime University, Shanghai 201306, China Author
Tianlan Fan XuBeihong Art Academy, Shanghai Maritime University, Shanghai 201306, China Author
Feifei Ma XuBeihong Art Academy, Shanghai Maritime University, Shanghai 201306, China Author

DOI:

https://doi.org/10.63313/EH.9066

Keywords:

University Aesthetic Education, Rural Revitalization, Aesthetic Immersion, Marine Intangible Cultural Heritage, Art Inquiry-Based Learning, Pathway Research

Abstract

Against the dual backdrop of the rural revitalization strategy and the Ministry of Education's Aesthetic Immersion Initiative, this study explores how university aesthetic education can serve local rural development through art inquiry-based learning focusing on Shanghai's marine intangible cultural heritage (ICH). Using action research, it constructs an "Cognition-Experience → Co-creation-Transformation → Nourishment back to the Rural" model. Findings indicate that university art inquiry-based learning can facilitate ICH's shift from static preservation to living transmission via three pathways: awakening aes-thetic perception, transforming local knowledge, and building collaborative net-works. The study expands the social function boundaries of aesthetic education and provides an operable model for "university-rural" synergy.

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