The Influence of Mainstream Educational Culture and Dominant Aesthetic Values on the Inclusion of Diverse and Individual Aesthetics in Chinese Art Education

Abstract

This article discusses how mainstream educational culture and dominant aesthetic values affect the integration of multicultural perspectives and individual aesthetic expression in Chinese art education. Taking the college entrance examination art examination as an example, this article compares Taylor's theoretical foundation and Banks' multicultural curriculum framework to explore the different paths between the two in terms of curriculum design, educational equity and cultural diversity. The analysis points out that although Taylor's model maintains national uniformity through standardized curricula and assessments, it also limits the creativity of students, teachers' autonomy, and the presentation of ethnic minority culture. In contrast, Banks' framework advocates multicultural integration, culturally responsive teaching, and wider participation of students in curriculum development, but its implementation under China's centralized and test-based education system faces many challenges. This article further explores the relevance of these frameworks to the integration of creativity, art education and intangible cultural heritage into school curricula. The article suggests that future curriculum reform should seek a balance between standardization and inclusiveness, respecting multicultural traditions and ensuring the quality of education. This study helps to explore curriculum reform, multicultural education and cultural sustainability in contemporary Chinese art education.