Practical Exploration of Ideological and Political Education in the Art Guidance Course for Music Graduate Students

Abstract

Based on the conceptual definition of the Art Guidance course for music master’s students, this article explores paths and strategies for deeply integrating ideological and political education with artistic re-creation within the course. Currently, the Art Guidance course in practice primarily focuses on cultivating professional skills, while ideological and political education is often marginalized or shallowly integrated, resulting in weak connections between artistic re-creation and social responsibility or cultural mission. This article proposes that the Art Guidance course should take ideological and political education objectives as the leading guide, design cross-disciplinary, contextualized, and case-driven teaching content and methods around creation themes with social significance and historical value, and promote the organic unity of artistic expression and ideological values during the re-creation process. Innovations in teaching methods—such as situational teaching, case teaching, heuristic discussion, and project-based practice—not only stimulate students’ creativity and ideological-political awareness, but also encourage them to actively engage with social issues and cultural inheritance during artistic re-creation, strengthening their sense of social responsibility and value formation. Through these reforms, the Art Guidance course can effectively enhance both professional artistic literacy and ideological-political competence, enabling artistic re-creation to serve as an important carrier of ideological expression and social responsibility, and cultivating high-level music talents who possess both artistic capability and a sense of cultural mission.