Traveling through time and space.

Chapter 223 Development and Operation of Art Training Courses for Cultural Companies

After Mu Yang successfully established a green supply chain management system for his family business, the company's social image and market competitiveness significantly improved. He was deeply pleased to see the company steadily progressing on the path of sustainable development. However, his innovative and enterprising spirit was not satisfied, and he set his sights on the cultural and artistic fields. He keenly perceived the strong demand for arts training in society and decided to lead the cultural company in expanding its business, meticulously developing and operating arts training courses. He embarked on a new journey, fueled by the creative excitement and commercial promise of developing and operating these courses.

Mu Yang arrived at the art training curriculum development office. The space was spacious and bright, with sunlight pouring into every corner through floor-to-ceiling windows. A variety of artworks covered the walls. Among the vibrant paintings, abstract works, with their unique juxtaposition of lines and colors, showcased an uninhibited artistic spirit. Realistic paintings delicately depicted the myriad aspects of life, each stroke imbued with the artist's observation of the world. Calligraphy, with its bold strokes, ranged from elegant and free-flowing to dignified and rigorous, exuding the unique charm of ancient Eastern culture. Photographs of dancers, capturing the moments of leaping and twirling through the air, captured the interweaving of power and beauty. In the center of the room stood a large conference table, piled high with art textbooks, draft syllabi, and various art education research materials. Some of these materials, so well-read that their edges were slightly curled, demonstrated the importance attached to the curriculum development. Professional artists and art education experts gathered together, enthusiastically discussing the curriculum design. A rich academic atmosphere permeated the air, with a constant exchange of fresh ideas and perspectives.

"Hello everyone, thank you very much for gathering here to work together to provide suggestions for the art training courses of our cultural company. Nowadays, people pay more and more attention to the improvement of artistic literacy. Art can not only enrich people's spiritual world, but also is an important way to cultivate creativity and aesthetic ability. We must seize this opportunity to create a unique and high-quality art training course system to meet the pursuit of art by different groups of people." Mu Yang said to everyone with a smile, his eyes revealing his expectations and confidence in this project. That look seemed to be able to penetrate the future and foresee the vigorous development of the cultural company in the field of art training.

Renowned painter Professor Li adjusted his glasses and spoke first. His voice was steady and powerful. "I believe that painting course design shouldn't be limited to simply teaching traditional painting techniques. Different focuses should be adopted for students of different age groups. For example, for children, whose imaginations are at their most fertile, we should focus on inspiring creativity through interesting painting themes and activities to stimulate their imagination and creativity. We could offer themed painting courses like 'My Dream Home' or 'Future City' to allow children to freely express themselves. During this process, children can unreservedly express their fantastical ideas on paper. Some might draw floating houses, others flying cars. These playful works are not only the beginning of their artistic expression but also a true reflection of their inner worlds. For adult students with a certain foundation, we should strengthen the teaching of art theory and art appreciation to enhance their aesthetic level. Adult students often have a stronger understanding and are eager to draw deeper nourishment from art. By studying art history and appreciating classic works, they can better understand the connotations of painting and incorporate more thought and emotion into their own creations."

Dr. Zhang, an art education expert, nodded in agreement. He adjusted his glasses and continued, "Professor Li is right. The same is true for music courses. We should not only teach instrument playing techniques, but also integrate music history, music appreciation and other content. Moreover, we should develop diversified courses based on the interests of students, such as pop music singing, classical music appreciation, and folk instrument playing. However, the initial investment cost of developing art training courses is not low. Just the recruitment of teachers is very expensive. Inviting well-known artists like Professor Li to teach is quite expensive. Taking Professor Li as an example, the hourly teaching fee may be as high as [X] yuan. There is also textbook writing, which requires investment. It requires a significant investment of time and effort, involving professional educators and artists. From content planning to layout design, every aspect requires meticulous refinement. Purchasing equipment is also costly. A high-quality violin can cost tens of thousands of yuan, not to mention larger instruments like pianos and professional audio equipment. However, we're currently unsure of course pricing and market returns, which presents a significant challenge. According to preliminary estimates, if we were to offer a comprehensive foundational course covering various art disciplines, the initial cost per student would likely be around [X] yuan. However, the varying prices of similar courses in the market present a dilemma for us regarding pricing.

Mu Yang pondered for a moment and said, "Dr. Zhang, your concerns are very realistic. We can first conduct market research to understand the fees and market demand for similar art training courses. Then, based on the characteristics and advantages of our courses, we can formulate reasonable fee standards. In terms of cost control, we can optimize resource allocation. For example, we can cooperate with art departments in universities and hire outstanding students as part-time teaching assistants. This will not only reduce teaching costs but also provide students with practical opportunities. There are many talented students in universities who are passionate about art and have solid professional knowledge. By collaborating with them, we can not only enrich the teaching team but also provide them with a platform to apply theoretical knowledge into practice. At the same time, in the compilation of teaching materials, we will make full use of existing teaching resources, integrate and innovate, and reduce unnecessary expenses. We can refer to excellent art teaching materials from home and abroad, and make targeted adaptations and improvements based on the characteristics and needs of local students."

After weeks of discussion and refinement, a comprehensive training curriculum encompassing multiple art disciplines, including painting, music, dance, and calligraphy, has taken shape. Each course offers diverse content tailored to the needs of students of varying ages, artistic backgrounds, and interests. It emphasizes the integration of theory and practice, incorporating elements of art appreciation and creative inspiration. The painting course, from simple line sketches to complex color applications, guides students through a step-by-step process of mastering painting techniques. Interspersed with art history lectures, students gain an understanding of the development and characteristics of various painting schools. The music course not only teaches students how to play instruments but also, through music appreciation classes, allows them to experience the charm of diverse musical styles, from the elegance and solemnity of classical music to the free and unrestrained style of pop music, broadening their musical horizons. The dance course features detailed instructional plans tailored to different dance styles, including folk dance, ballet, and modern dance, emphasizing the development of dance techniques and expressiveness. The calligraphy course, starting with basic strokes, teaches students the standard brush calligraphy techniques and introduces methods for appreciating calligraphy works, allowing students to appreciate the profound depth and breadth of the art form.

As the art training program entered its implementation phase, Mu Yang visited the art classroom. It was spacious and bright, its décor imbued with an artistic atmosphere. The painting classroom was furnished with easels, drawing boards, and a variety of painting tools, from brushes of varying sizes to a rich variety of paints. The walls were decorated with outstanding paintings. Some were created by students, documenting their growth and progress in painting, while others were classics by renowned artists, providing models for students to learn from. The music classroom was equipped with a variety of instruments, including pianos, guitars, and violins. The piano offered clear, melodious tones, the guitars twanged powerfully, and the violins shone melodiously. The high-quality audio equipment perfectly reproduced the subtle details of the music, creating an immersive music learning environment for students. The dance studio featured a professional dance floor with excellent elasticity and non-slip properties. Mirrors and barres were also provided. The mirrors allowed students to observe their movements and make corrections. The barres were essential aids in practicing basic skills. The calligraphy classroom, permeated with the fragrance of ink, is neatly arranged with brushes, inkstones, and paper. The white, soft rice paper, the strong, upright brushes, and the rich, mellow ink all make one feel as if they were in a palace of traditional culture. Professional teachers are diligently teaching according to the course syllabus.

In the drawing classroom, Teacher Wang was teaching a creative painting lesson. He began by drawing a simple circle on the blackboard and then asked, "Children, when you see this circle, what can you imagine?" The children raised their hands. Some said it looked like the sun, some like a balloon, and some like a plate. Teacher Wang smiled and said, "Then draw your own ideas and see who has the most creative!" The children excitedly took up their brushes and set to work on the paper. Soon, a series of works full of childlike fun and imagination were created. Some children added rays of light and a smiling face to the circle, creating a lovely sun. Others added ropes and colorful patterns to the circle, transforming it into a beautiful balloon. Still others drew various delicious foods around the circle, transforming it into a plate filled with delicious food. Teacher Wang walked around the classroom, carefully observing each child's work and offering encouragement and guidance. He would gently squat down and say to each child, "Your idea is really unique. If you could apply the colors more evenly, the painting would be even more perfect!"

However, competition and conflict between different art training programs are gradually emerging in the allocation of teachers. Teacher Liu, the dance program director, approached Mu Yang, looking anxious: "Mr. Mu, our dance program has more and more students, but we're running out of teachers. We need more professional dance teachers, otherwise the quality of teaching will be affected. But other art programs are also competing for teachers. What can we do? The current teacher-student ratio in dance programs is close to saturation. According to ideal teaching standards, each dance teacher should have a maximum of [X] students, but some classes have already reached [X] students, making it difficult for teachers to balance the standardization of movement and the improvement of skills for each student. However, music and painting programs are also expanding, and everyone is competing for limited resources of excellent teachers."

After thinking for a while, Mu Yang said, "Teacher Liu, I understand your difficulties. Let's re-evaluate the number of students and teacher needs for each course, and make reasonable adjustments based on the actual situation. At the same time, we will speed up the recruitment of professional dance teachers and broaden recruitment channels. We can post recruitment information in dance colleges and art talent websites. We can establish long-term cooperative relationships with professional colleges, set up internship bases, and attract outstanding recent graduates to join our teaching team. In addition, we will carry out teacher training activities, encourage teachers of different art categories to learn from each other, and cultivate some cross-disciplinary teachers to cope with the shortage of teachers. For example, let dance teachers learn some music knowledge, so that they can better grasp the rhythm of music and improve dance expression in dance teaching; let painting teachers understand some aesthetic concepts of calligraphy, so as to incorporate more cultural connotations into their painting creations."

In order to understand the needs of parents and students in a timely manner, Muyang organized a parent-student communication meeting. The atmosphere at the communication meeting was lively and parents and students actively spoke.

One parent said worriedly, "My child is learning calligraphy. I think the course content is quite rich, but I hope the teacher can pay more attention to the child's pen-holding posture and writing standards. This is very important for children's calligraphy learning. When my child first started learning calligraphy, he always holds the pen incorrectly. I'm worried that it will become a habit over time and difficult to correct."

One student said excitedly, "I really like the music class. The teacher is very good. I hope there will be more music practice activities, such as holding small concerts, so that we can have more opportunities to show our talents. I have learned an instrument for such a long time, and I am eager to perform on stage and show everyone what I have learned."

Mu Yang carefully recorded everyone's opinions and suggestions and said, "Thank you very much for your feedback. We will definitely adjust the course content and teaching methods in a timely manner according to everyone's needs. Parents' concern and expectations for their children's art learning and students' enthusiasm and love for art training are all driving forces for us to move forward. We will definitely work hard to improve the quality of training to satisfy everyone. Regarding the calligraphy pen-holding posture issue raised by parents, we will have teachers strengthen guidance in class and add special practice sessions. As for the students' suggestion to hold a small concert, we will arrange it as soon as possible and build a platform for everyone to showcase their talents."

As cultural companies' art training courses continue to operate, competition for students is becoming increasingly fierce. Some competitors are resorting to low prices and false advertising to attract students, putting pressure on Muyang's cultural companies. Some competitors claim their faculty are exclusively from renowned art schools, but in reality, they offer a mixed bag of talent. Others lure students with ultra-low prices, only to add hidden fees after enrollment.

Mu Yang discussed countermeasures with his team members: "In the face of this unfair competition, we can't just go with the flow. We must highlight the characteristics and advantages of our courses and strengthen brand building and publicity and promotion. We can invite students and parents to share their learning experiences and achievements, and attract more students through word-of-mouth. At the same time, we will continuously optimize course content and teaching services, improve teaching quality, and win the market with strength. We can produce beautiful promotional videos to showcase students' wonderful performances in class, teachers' professional teaching, and rich and diverse teaching activities, so that potential students and parents can have a more intuitive understanding of our courses. We can also hold open days regularly and invite them into the classroom to experience our teaching atmosphere firsthand."

In this process, the differences and conflicts between traditional art education culture's emphasis on skill-based instruction and modern art training culture's emphasis on comprehensive development have gradually become apparent. Some teachers accustomed to traditional teaching methods are less comfortable with approaches that incorporate modern elements such as art appreciation and creative inspiration.

A senior painting teacher said, "I think we should focus on teaching painting techniques. Will art appreciation and creative inspiration distract students and affect their mastery of painting skills? I worry that overemphasizing these contents will cause students to neglect the practice of basic skills."

Mu Yang patiently explained: "The times are developing, and the concept of art education is also being updated. Modern art training culture emphasizes the cultivation of comprehensive qualities, so that students can develop comprehensively and better understand and express art. Art appreciation can improve students' aesthetic level, allowing them to learn different expression techniques and creative ideas in the process of appreciating excellent works, thereby providing inspiration for their own painting creations. Creative inspiration can inspire their creativity, allowing them to no longer be limited to traditional painting modes, and to boldly use their imagination to create their own works. These are all of great help in improving painting skills. We must keep pace with the times, constantly learn and adapt to new teaching concepts and methods. We can organize teachers to participate in professional training courses, invite experts in the field of art education to give lectures, share the latest teaching concepts and methods, and encourage teachers to continuously explore and innovate in teaching practice."

In order to promote the integration of traditional art education culture and modern art training culture, Muyang organized several teacher training