1. the Arts Teach Kids to Make Good Judgments About Qualitative Relationships
Total Page：16
File Type：pdf, Size：1020Kb
1. The arts teach kids to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail. 2. The arts teach children that problems can have more than one solution and that questions can have more than one answer. 3. The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world. 4. The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds. 5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition. 6. The arts teach students that small differences can have large effects. The arts traffic in subtleties. 7. The arts teach students to think through and within a material. All art forms employ some means through which images become real. 8. The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job. 9. The arts enable us to have experience we can have from no other source and through such experience to discover the variety of what we are capable of feeling. 10. The arts' position in the school curriculum symbolizes to the young what adults believe is important. SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications ART HISTORY MOVEMENTS my name would be: MATCH QUIZ+ maidenUSA© CIRCLE YOUR CLASS PERIOD: STUDIO ART: 1ABD, 3ACE, 3BD1E DESIGN 2ACE, D/P 4BD5A, ADV ART 2BD1C, the cool WORD BANK: • ABSTRACT EXPRESSIONISM • CLASSICISM • SURREALISM • BAROQUE • ART DECO • IMPRESSIONISM • EXPRESSIONISM • CUBISM • REALISM • DADA • NEO-IMPRESSIONISM • ROCOCO • CONSTRUCTIVISM • OP(TICAL) ART • BEAUX ARTS 1. A 1920s’ style characterized by setbacks, zigzag forms, and the use of chrome and plastic ornamentation. 2. A further development of Collage, Cubism, and Dada, this 20th-century movement stressed the weird, the fantastic, and the dream world of the subconscious. 3. Late 19th-century French school dedicated to defining transitory visual impressions painted directly from nature, with light and color of primary importance. 4. European art and architecture of the 17th and 18th centuries. Giovanni Bernini, a major exponent of the style, believed in the union of the arts of architecture, painting, and sculpture. 5. American art movement of the 1940s that emphasized form and color within a nonrepresentational frame- work. 6. The 1960s’ movement known as Optical Painting, characterized by geometrical forms that create an opti- cal illusion in which the eye is required to blend the colors at a certain distance. 7. A development in mid-19th-century France led by Gustave Courbet. Its aim was to depict the customs, ideas, and appearances of the time using scenes from everyday life. 8. A 20th-century European art movement that stressed the expression of emotion and the inner vision of the artist rather than the exact representation of nature. 9. A product of the turbulent and cynical post-World War I period, this anti-art movement extolled the irratio- nal, the absurd, the nihilistic, and the nonsensical. The reproduction of Mona Lisa adorned 10. Elaborate and formal architectural style characterized by symmetry and an abundance of sculptured ornamentation. 11. A form of art derived from the study of Greek and Roman styles and characterized by harmony, balance, and serenity. 12. A French style of interior decoration developed during the reign of Louis XV, consisting mainly of asym- metrical arrangements of curves in paneling, porcelain, and gold and silver objects. 13. Early 20th-century French movement marked by a revolutionary departure from representational art, stressing basic, abstract geometric forms that presented the object from many angles simultaneously. 14. A school of painting associated with Georges Seurat and his followers in late 19th-century France which sought to make Impressionism more precise and formal. 15. A form of sculpture using wood, metal, glass, and modern industrial materials and expressing the techno- logical society. 19th and 20th Century Artists: An Art History Research Project Name ______________________ Period Artist’s Full Name _______________________________________ Biographical Info: Place/DOB _______________________________________________ Place/ DOD _____________________________________________ Interesting/Personal Information: Type of artwork (painting? drawing? sculpture?) ____________________________ Media (what materials used) ________________________________________ Style or Period of Art _______________________________________________ Short definition of the style or period __________________________________ >>>>>>> IMAGES: As you are doing your research SAVE TWO (2) images to your disk. They can be 2 examples of the artist’s work or 1 pic of the artist and one of her/his artwork……. For each image: # 1 - Title: ___________________________________________ Date: _____________ Media: ______________________ URL/Site name ______________________________________________ #2 - Title: ___________________________________________ Date: _____________ Media: ______________________ URL/Site name ______________________________________________ Choose one of those pieces of art and answer the following questions: 1. Is this a still life (group of things)? a portrait (a painting, drawing or sculpture of a person)? or a landscape (picture of the land)? 2. What is the subject matter? 3. Is this artwork realistic (as real as possible)? abstract (distorted reality)? or non-objective (as far from reality as possible)? 4. Can you identify a color scheme? Why do you think the artist might have chosen the colors she/he did? Do they make sense? 5. What feeling does this work of art give you? Why? 6. What part of the artwork is your favorite? Why? 7. Why do you think the artist chose the subject she/he painted? Artists and Poets are liars, as the proverb runs, And I being one, attest that is true. Some lie for profit or possessions, And some for lack of something else to do. But I tell lies that I might lie with you, Who otherwise were lost to me for sure: If you were lost, no poems would ensue, And this is what no poet can endure. Perhaps you think it easy to devise Fables to camouflage these lies of ours: You need imagination to tell lies, So, Aristotle calls them metaphors. Love lies, and the body dies, in grief — Awash upon the shores of disbelief (Henry Weinfield, 1999) Dear In- HAUS Art Victim: Please write a ONE page essay in your own words on what this poem means to you – Or what the author was stating- Be specific and use details that support or argue your opinions/feelings/ ideas. Elements of Design QUIZ Texture Form Color Value Space Line Shape 1- _________ - also known as hue. This word represents a specific wavelength found in the spectrum, ranging circularly from red to yellow, green, blue and back to red. Warm ones are red, orange, and yellow. They may remind you of a desert, fire or the sun. Cool ones are blue, violet and green. These cools may be associated with ice, mountains and cool grass. 2- _________ - a mark with greater length than width. They can be horizontal, vertical or diagonal, straight or curved, thick or thin. Also known as a point extended in motion, with only one dimension - length. It has both a position and a direction in space. 3- _________ - a closed line. They can be geometric, like triangles and rectangles; or organic, like free formed or natural ones. They are flat (2-D) and can express length and width. 4- _________ - three-dimensional shapes, expressing length, width, and depth. Balls, cylinders, boxes and pyramids are these. Paintings usually have the illusion of this, made up of shapes with shading. 5- _________ - surface quality that can be seen and/or felt. They can be rough or smooth, soft or hard. They do not always feel the way they look; for example, a drawing of a cactus may look prickly, but if you touch the drawing, the paper is still smooth. 6- _________- area between and around objects. This area around objects is often called negative-_____. It can also refer to the feeling of depth. It is three-dimensional; in visual art when we can create the feeling or illusion of depth we call it this…. 7- _________- light and dark contrast on a scale, which moves from white to black. Colors have this also. Pretend you've taken a black and white photo or Xerox copy to figure out these white, gray and black color ranges. 7 - Elements of Design Color - Also known as hue. This word represents a specific color or light wavelength found in the visible light color spectrum, ranging circularly from red to yellow, green, blue and back to red. Warm colors are red, orange, and yellow. They may remind you of a desert, fire or the sun. Cool colors are blue, violet and green. These may be associated with ice, mountains and cool grass. Form - Three-dimensional shapes, expressing length, width, and depth. Balls, cylinders, boxes and pyramids are forms. Paintings usually have the illusion of form, made up of shapes with shading. Line - A mark with greater length than width. Lines can be horizontal, vertical or diagonal, straight or curved, thick or thin. Also known as a point extended in motion, with only one dimension - length. Line has both a position and a direction in space. Shape- A closed line. Shapes can be geometric, like triangles and rectangles; or organic, like free-formed shapes or natural shapes.