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36 Cards in this Set
- Front
- Back
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Art
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attention is on apperace as well as use, porvides pleasure/stimulation, communicate feelings, envokes reaction and response
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Art Categories
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fine art, indigenous art, applied art, popular art
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Elements
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Line, shape, color/form, texture, space, value
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Principles
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balance, movement, contrast, emphasis pattern, unity
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Balance
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symmetrical vs. asymmetrica, dull and big, bright and small
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Line
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can be made with anything
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Shape
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organic or geometric, 2D
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Form
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3D
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color
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primary-red, yellow, blue
Secondary-green, purple, orange, indigo, violet tertiary-primary and secondary ex: red-orange, |
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Value
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light and dark shadding
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Texture
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touch, real or implied
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Space
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overlapping, linear perspective, atmospheric perspective
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movement
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shpaes move to vocal pt, pulls outside edges into picture
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contrast
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Excitement, 8 different types
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Emphasis
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vocal area
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Pattern
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repeated elements of dsign
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unity
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since of belonging
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monochromatic
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one color
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formalism
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focus on elements and principals
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contextualism
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focus on context
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DBAE
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discipline based art education, compregensive approach to learning in art
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4 disciplines
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art history, production, art criticism, aesthetics
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Art History
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social, cultural, and historical information
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Production
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application of skills, techniques and knowledge to create art
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Art Criticism
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learning how to describe, analyze, interpret and evaluate art
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Aesthetics
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learning how to make subjective assessments, asking philosophical questions related to art
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When teaching art you should:
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-make connections between art and other content areas, -examine historical context of artworks, look at and interpret works of art, create works of art, demonstrate learning and understanding of concepts taught, exhibit work
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3 approaches to drawing
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observation, from memory, from imagination
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Scribbling stage
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2-4, scribble and try to point and name parts of their drawings
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Pre-schematic stage
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late pre-7, 1st attempts to represent people or objects, value approval, active, hands on, focus on one idea at a time
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Schematic stage
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7-9, use symbols, no horizon, divide by gender in play, represent characteristics
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Realistic stage
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9-12, affected by perr influence, increase detail, develop set of values, want to do things "right"
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Pseudo-naturalistic stage
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12-14, critical of what they make, more adult-like mode of expression, comform to their peers,
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Developmental stages
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all children go through these stages but not all at the same time
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complementary pairs of color
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colors that are opposite each other on the color wheel
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analogous color
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next to each other on the color wheel
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