A Study on Aesthetic Education Practice of Black-and-White Woodblock Printing at Linzhi Vocational and Technical School in Tibet from the Perspective of Art Therapy

Abstract

Against the backdrop of the synergistic advancement of aesthetic education immersion, cultural nurturing in Tibet, and mental health education in the new era, this practice-based study addresses several challenges faced by Nyingchi, Tibet, including limited forms of aesthetic education, inadequate access to psychological counseling for adolescents, and the gradual weakening of local cultural heritage. Using black-and-white woodblock printing as a medium and grounded in art therapy theory, a six-month systematic pilot program was conducted at Nyingchi Vocational and Technical School. Employing empirical methods such as questionnaire surveys, classroom observations, and semi-structured interviews, the study developed a tiered curriculum system aligned with vocational schools’ skill-oriented and employment-focused goals. The curriculum integrated visual elements throughout the woodblock creation process, including the natural landscapes and folk patterns of the Kongpo Tibetan community, Lingnan cultural characteristics, and symbols of the Chinese national community. The practice demonstrates that the printmaking classroom, infused with art therapy principles, serves a dual educational function: on one hand, it broadens aesthetic perception, reinforcing local cultural identity and national confidence; on the other, it provides a low-barrier outlet for emotional expression, effectively alleviating the multifaceted psychological stress among students in plateau regions stemming from academic advancement, high-altitude adaptation, and career planning. Ultimately, this approach achieves the unified realization of three educational values: aesthetic cultivation, psychological support, and the preservation of regional cultural heritage.