Children and Art
Children and Art AEAH 3750
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This 7 page Class Notes was uploaded by Margaret Daniel on Sunday October 25, 2015. The Class Notes belongs to AEAH 3750 at University of North Texas taught by Elizabeth Willett in Fall. Since its upload, it has received 21 views. For similar materials see /class/229181/aeah-3750-university-of-north-texas in Art History at University of North Texas.
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Date Created: 10/25/15
FINAL review Modern Art The movement towards abstraction fresh new ideas with materials and nature of art FormalismFocused on the physical properties on the artwork Pushed parameter of what we know art to be Postmodernism intermedia installation art conceptual art and multimedia All forms of art come together and create visually stimulating pieces Marxism Social class standing Feminism Artwork that re ects the lives and struggles of women brings visibility to issues Semiotics How the meaning is created in a work of art Children s artistic development stages Manipulative 25 years scribbling and mark making Symbolic 69 years usage of symbols of distinctive objects Preadolescences 1013 natural positioning detailing o QUESTION As a result many of your parents may still draw gures as they did when they were in the sixth grade BLOOMS TAXOMONY 1 Create synthesis design purpose construct Evaluate make judgments and opinions 3 Analyze visual communication breakdown information and references a QUESTION When you are working on a project for your instructor you are creating a form of visual communication that has no right answer this mode of thinking is INTERPRETATION or analysis 4 Apply conceptual matching what you know and applying to the solution 5 Understand describe and explain translating and organizing the facts 6 Knowledge recalling the facts and putting them to use Memorization a Differences in knowing and applying what you know GIFTED AND TALENTED General characteristics 0 One idea leads to another uency of imagination 0 Integrated thinking perceiving and feeling 0 Faith in ideas 0 Artistic Characteristics 0 O O O Directness of expression High degree of selfidentification Children live through their art Sensibility to design and certain areas ART CRITICISM talking or writing about art Reaction what is it Description first step of determining value and purpose Interpret justify your examination Evaluation judgment reaching a conclusion about the value of the artwork ART HISTORY STYLES o Realism general attempt to decrepit reality 0 Impressionism the use of out of studio I F auvists spontaneous subjective response to nature with bold characteristics 0 Surrealism surprisingunexpected juxtapositions o Expressionism subjective emotions owns perception I Neo expressionism modern painting portrayed recognizable objects 0 Pop art Massproduction of visual components 0 Abstract not accurate exaggeration I Cubism depicting different viewpoints use of geometric shapes abstractly 0 Photo realism nearly photographic reproduction 0 Egyptian 0 Asian 0 Native American GOALS for teaching 0 Americans art is diverse 0 Art is produced everywhere 0 Art changes over time and constructs the past Social studies and ART 0 O O O O 0 Time and change Culture People places and environment Individual development Relationships with others and oneself Power authority and governance Methods for teaching 0 O O O Discussinterpret visuals Identify contribution to other cultures Identify basic institutions common to cultures Respect beliefs AESTHETICS art exists for the sake of its beauty Philosophical aesthetics nature of beauty art and taste with creation and appreciation of beauty Intentional Fallacy the assumption of the meaning intended by the author isn t important ART THEORIES o Imitation mimic copying rerepresentation o Formalism the work of art viewed as an organic unity self contatinedjustifying 0 Expression art viewed as a representation of manifestation of the inner state of the artist 0 Hedonistic pleasure is the highest and nal aim of conduct pleasure is right pain is wrong 0 Pragmatics Art exists to serve a function in terms of effect to the audience designed to accomplish specific experiences 0 PostModem personal stories individual interpretations VISUAL CULTURE focusing on the aspects of culture with visual images Denotation Visual interpretation and meaning Connotation Cultural association in the artwork Assessing Student Learning and Achievement Standaradized test Administered the same for ebery student ACT SAT LSAT ECT Authentic Looking at individual progress overtime performance based evaluation Summative Judging the final product of the activity evaluation of thought process that went into the creation Formative Evaluation of the process through the material to check knowledge Informal Making appropriate selections in the text book and making decisions based on students behavior 5Chapter one Visual learners half of all students desired style learners use graphs images pictures colors and maps Kinesthetic learners hands on learners they can learn best by doing and when movement is included Auditory learners They learn best by hearing they can remember details of conversations and lectures Generally have strong language skills MULTIPLE INTELLIGENCES logicalmathematical numbers and reasoning linguistic word smart Bodilykinesthetic body smart musical music smart interpersonal people smart intrapersonal self sma spatial picture smart naturalist nature smart wagwwaH Friedrich Froebel developed the concept of kindergarten Children have unique needs and capabilities John Dewey famous with hand on learning Thought children needed learning with concern interaction re ection and experiences and interest in the community Blooms Taxonomy refers to different objectives that educators set for their students THE BIG IDEA ENGAGES STUDENTS INTO DEEPER LEVEL OF THINKNIG Create design propose construct Compiling the information together and other alternate solutions Evaluate argue defend judge Present and defend opinions by making judgements about the information Analyze compare contrast calculate Breakdown of the information making inferences and evidences to support Apply choose employ operate Using the knowledge to solve the problems Understand describe and explain Translation by organizing and understanding facts Knowledge 7 remembering The student recalling the facts terms and basic concepts and answers THE BIG IDEA broad important human issues characterized by ambiguity Contradiction and multiplicity They do not completely represent an idea but a number of concepts such as power personal and social values justice and injustice synthesis Subject matter is the artist s topic whereas big ideas are the concepts Childrens three stages in art making Manipulative Stage 25 yrs scribbling and markmaking experimentation with line and shapes Symbol making stage 69 addition of a baseline The preadolescence stage 1013 detailed drawings natural positioning of gures 9 ELEMENTS OF DESIGN LINE extension of a point SHAPE expanse within an outline of a twod area MASS form The physical bulk of an solida body ofmaterial open and closed TEXTURE the tactile qualities of surfaces or the visual representation actual and implied SPACE the relationship between objects and their surroundings VALUE degrees of darkness lightness in surfaces COLOR the effect on our eyes of light waves PRINICIPLES UNITY appearance of oneness BALANCE achievement of equilibrium symmetry EMPHASIS used to draw attention on the focal point or area of interest FORCES movement path for the eyes to follow CONTRAST juxtaposition of dissimilar objects REPTITION repeating of visual elements SCALE size of one thing to another Types Modernism self consciousness work that draws attention to the process and materials used Modern Art toward abstraction Modern artists experimented with new ways of seeing and with fresh ideas about the nature of materials and functions of art Formalism The way it s made the context of the art reason backgroud and life of the artist Approaching the understanding of art Postmodernism intermedia installation art conceptual art and multimedia the style as a joining together of various art forms used throughout art s history the goal of postmodern art is to separate the works as far away as possible from the monotony and blandness of modernist art so all forms of art come together to create visually stimulating unique and original pieces of appropriated art Hyperreality The inability to distinguish between reality and fantasy Convincing illusions of reality based on photographic images Details and emphasis Marxism by Karl Marx class struggle the artwork concerned with Marxism interacts with power structures and is tied to speci c classes Images contain information on the economy Feminism Artwork re ects the lives and experiences of women and brings visibility Semicotics how the meaning is created in a work of art The interpretation depends on indentifying denoted meaning visual sign It comes up ways to navigate and interpret connated meaning cultural association
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