Art Final

Elements of Art

Basic parts of an artwork Line- a thin mark made by a tool like a pen or pencil Shape- an area enclosed by lines Texture- the surface qualities of things Value- different degrees of lightness and darkness Color- what is perceived when waves of light strike the retina Space- an empty surface or area or the area surrounding something

Left Brain

Controls the right side of the body, verbal and analytical, needs to be turned off to draw properly, abstracts, counts, marks time, plans step by step procedures, makes rational statements based on logic, school systems designed to cultivate it, symbolic, temporal, rational, digital, logical, linear.

Texture Rubbing/Texture Squares

Creating visual texture (representation of tactile texture in 2D) by rubbing crayons on a piece of paper on top of an object from nature (leaf, bark, etc) or a texture square (piece of plastic with ridges in different shapes used to create visual texture)

National Art Standards (Anchor Standards)

1) Creating: Generate and conceptualize artistic ideas and work. 2) Creating: Organize and develop artistic ideas and work. 3) Creating:Refine and complete artistic work. 4) Presenting: Select, analyze, and interpret artistic work for presentation. 5) Presenting: Develop and refine artistic techniques and work for presentation. 6) Presenting: Convey meaning through the presentation of artistic work. 7) Responding: Perceive and analyze artistic work. 8) Responding: Interpret intent and meaning in artistic work. 9) Responding: Apply criteria to evaluate artistic work. 10) Connecting: Synthesize and relate knowledge and personal experiences to make art. 11) Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Common Hazards in the Art Classroom

1) Failure to wipe up spills immediately. 2) Eating and drinking while working. 3) Improper ventilation. 4) Forgetting to wash hands after working. 5) Not knowing current safety procedures such as first aid.

Minnesota Art Standards (Strands and Organization)

4 strands to foster development of artistic literacy: 1) Artistic Foundations 2) Artistic Process: Create or Make 3) Artistic Process: Perform or Present (Produce) 4) Artistic Process: Respond or Critique Organized into grade bands (K-3, 4-5, 6-8, 9-12) and should accomplish standards by the end of the band.

Formalism

An aesthetic and critical theory of art which places emphasis on formalism, the concept that a work's artistic value is based solely on its form- the way it is made, its purely visual aspects, and its medium. It emphasizes compositional elements such as color, line, shape, and texture instead of realism, context, and content. It is the concept that everything necessary in a work of art is contained within it.

Functionalist

An aesthetic and critical theory of art which places emphasis on function. The most important thing about a work of art is the effective functionality of the piece.

Imitation

An aesthetic theory of art which places emphasis on the literal qualities. The most important thing about an artwork is the realistic representation of subject matter and a work is considered successful if it looks like and reminds the audience of what is seen in the real world.

Emotional/Expressive

An aesthetic and critical theory of art which places emphasis on expressive qualities- the emotional or expressive reaction to this artwork is the primary purpose of this theory. The success of the artwork is based on its message, a strong feeling for the mood and idea the artist wants the viewer to see.

Art Classroom Safety

Consider housekeeping, tools and equipment, lighting, ventilation, instructional methods, student responsibilities, monitoring responsibilities, classroom management, bodily development, human weaknesses, exposure accumulation, skill development, toxicity, ingestion, power tools, and activities.

Right Brain

Controls the left side of the body, nonverbal and global, need to turn it on to draw properly, understands metaphors, dreams, creates new combination of ideas, draws pictures of our perceptions, synthetic, concrete, analogic, nontemporal, nonrational, spatial, intuitive.

Schematic (7-9 years)

Every child develops a schema, usually draws objects on a baseline, usually draws the sky as a strip at the top of the paper, solve spatial problems based on their knowledge, x ray drawings (subject seen from inside and outside), folding over (objects drawn perpendicular to base line), realistic colors, exaggerated sizes

Principles of Art

Guidelines artists use as they create artworks. Unity- the quality of seeming whole and complete, with all parts looking right together Variety- the combination of elements of art in an artwork Emphasis- importance given to certain objects or areas in an artwork Balance- the arrangement of the elements in a work of art to create a sense of equilibrium Proportion- the relation of one thing to another with respect to size and placement Pattern- repeated colors, lines, shapes, or textures in an artwork Rhythm- the repeating of elements that creates a pattern of visual motion in an artwork

Four Styles of Art

Imitation, functionalist, emotional/expressive, formalism

Art Lesson Resources

Incredible Art Lessons, Dick Blick Art Lessons, Crayola Art Lessons, Kinder Art Lessons,Teach-nology. Com Art Lessons, Kodak. Com Art Lessons, The Teachers Corner. Net Art Lesson Plans, Arts Connected Ed. Org, The Teacher's Guide to Art Lessons, Art Educators of Iowa (ARTEDIA)

Basic Spatial Conventions

Make objects that are far away smaller, place distant objects higher on the pictorial plane and close objects lower, overlap closer objects in front of those that are further away, make further objects less detailed than those that are close, use linear perspective (1 point/2 point/aerial)

Color/Mixing

Primary (red, yellow, blue) mixed to create Secondary (orange, green, purple) mixed with Primary to create Tertiary (red-orange, yellow-orange, yellow-green, blue-green, red-purple, blue-purple) Tint- light value of a color, Shade- dark value of a color

Stages of Artistic Development

Scribble, Pre Schematic, Schematic, Dawning Realism

Importance of Art Museums

Shows students that adults value art because they have special places to house/appreciate it, introduce students to a wide range of periods/styles/artists, inspire students' imaginations, get them excited to create their own masterpieces, learn the history/context/technique behind each work, use critical thinking skills to compare and contrast works and artists

Printmaking/Styrofoam

Start by drawing design on a sheet of paper, then carving it into the printing block (can be styrofoam, metal, wood, linoleum, plastic), then use a rubber brayer to spread the ink over the block (will leave carved areas white and raised areas will become the color of the ink), then press the block to paper to create prints (design will be backwards)

DBAE

Students should study art from these 4 perspectives: art production, art criticism, art history, aesthetics

Scribble Stage (2-4 years)

a) Disordered (uncontrolled markings) b) Longitudinal (controlled repetition of movements, enjoys kinesthetic aspect) c) Circular (further exploring, more complex forms) d) Naming (child tells stories about scribble, change from kinesthetic thinking in terms of motion to imaginative thinking in terms of pictures)

Dawning Realism (9-12 years)

Will paint the sky blue and the grass green, more cautious, more socially aware and sensitive to peer opinion, most children cease to be significantly involved in making art, extremely self-critical, realism represents child's experiences with a particular object, use of perspective techniques to show objects that are further away (overlapping, small to large objects, point perspective)

Pre-Schematic (4-7 years)

appearance of circular images with lines that suggest human/animal figure, schema (visual idea) developed, drawings show what child feels is most important, little understanding of space, use of color is emotional

Art History

not just "who made what when" but the history of objects and the history of people through art. Works of art provide a unique documentation of cultural changes throughout history. Studying historical works not only gives us insights into the past, but can also provide valuable insights and information about the present.(Works of art, artists, cultures, periods, broad styles/trends)

Art Criticism

the examination and discussion of style, formal principles of design and elements of art (in terms of color, line, perspective, texture, and shading). (Description, analysis, interpretation, judgement)

Art Production

the making of art, and the various components of making art, such as use of tools, manipulation of media, form, and expression. (Varieties of art, sources of inspiration, design skills, expressive use of media, careers, art/design-everyday life

Aesthetics

the philosophy of art. Philosophical questions about art seem to be unanswerable. What is art? What is good art? What is beauty? It is important in the study or art that students engage their brains, think about what they are doing, learning, and feeling about their art and the art of others. In studying art through aesthetic questioning, the answer is not important. The act of working through the puzzle provided by the question is extremely important. (Aesthetic perception, art vocabulary, critical thinking, aesthetic theories)