Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
56 Cards in this Set
- Front
- Back
|
Perception
|
The student develops and organizes ideas from the enviornment
|
|
|
Creative Expression
|
The student expresses ideas through original artworks, using a variety of meadia with appropriate skill
|
|
|
Historical/cultural heritage
|
The student demonstrates an understanding of art history and cultures as records of human achievement
|
|
|
Critical Evaluation
|
The student makes informed judgments about personal artworks and the artworks of others
|
|
|
Line
|
The path of a moving point, a mark made by a tool or instument as its is drawn across the surface
|
|
|
Shape
|
A two dimensional area that is defined in some way, perhaps with an outline or solid area of color, Shapes may be also implied.
|
|
|
Form
|
Objects that have three dimensions (lenght, width and depth)therefore have mass and volume
|
|
|
Space
|
Shapes and forms exist in space. On a flat surface, artists can employ various means to imply the illusion of three dimensional space such as modeling to show volume, objects diminishing in size as they move to the background, overlapping and showing more detail and brighter colors in the foreground with duller colors and less detail in the distance
|
|
|
Texture
|
The way a surface feels or appears to feel if you could touch it
|
|
|
Color
|
The aspect of objects caused by varying quality of reflected light to describe. Colors appeal directly to our emotions and can stand for ideas and feelings
|
|
|
Value
|
The relative lightness or darkness, whether in color or in black or white
|
|
|
Rhythm and Movement
|
The repetition of visual elemnets, such as shapes, lines or spaces, Visual rhythym creates the sensation of movement as the viewers eyes follow the "beats" through a work of art
|
|
|
Balance
|
The arrangement of elements in works of art. This may be symmetrical, asyymmetrical, or radial
|
|
|
Proportion
|
The relative size of one part to another
|
|
|
Contrast
|
The degree of difference between colors, shapes, tones,or other elements in a work of art
|
|
|
Variety
|
Combination of elements using diversity and change. Too much sameness might be dull:thus artists add variety to their work to make it more interesting
|
|
|
Unity
|
Allows the viewer to see a complex combination as a complete whole. If all the parts are joined together in such a waytheat they appear to belong to a whole, the work of art will be unified
|
|
|
Emphasis
|
Center of interest in a picture; the focal point. Artists generally designate the most dominant part of the work by using some of the elements above to emphasize the most important point
|
|
|
Drawings
|
Making marts n a flat surface of material, usually paper. Use charcoal, colored chalk, pen,pencils, crayons andn pastels
|
|
|
Paintings
|
Usually more color-dependent than drawings, Use acrylics, tempera and watercolor
|
|
|
Printmaking
|
An original artwork made in multiples, Images are raise or scratched into a surface, and ink is rolled onto the surface, Either the raised partor the nonscratched part is then pressed or stamped onto paper or fabric. This can be repeated. Fingerprints are a basic form of this artform
|
|
|
Collages
|
Paper fabric, anf various found materials combined to adhere to a surface. Making collages is not just cutting things sout a magazine and pasting on what you like. They involve placement and thought abourt the other elements of art and principles of design and usally revolve around a central idea
|
|
|
Sculpture
|
Feee standing, three dimensional and viewed from all sides. These include carving,modeling, casting and assembling
|
|
|
Fiberarts
|
Use of textiles or fabrics, yarns, threads, etc to produce weavings, quilting, needlework, basketry and fiber sculpture. Fiberarts can also include the spinning of yarn and thread from raw matierials
|
|
|
Electronic media
|
Technology assisted image making. theis may include draw and paint software programs or more exlicit programs like adobe photoshop.
|
|
|
Paleolitic
|
25,000 BCE First examples of pigment being placed on a surface (cave drawings ) ABstract sculptural figures in stone
|
|
|
Egyptian
|
(3000 BCE) Art and architecture reflect concerns with order and rationality. Unparalleled naturalistic style in sculpture
|
|
|
Greek Art
|
500-325 BCE Art and architecture reflect concerns with order and rationality, Unparalled naturalistic style in sculpture
|
|
|
Roman Art
|
500 BCE Contributed realism in figurative sculpture and painting
|
|
|
Asian Developments
|
1200-300 BCE Animal style prevalent in early bronzers. Pi disc reveals Chinese desire for unity. In India, dome shaped shrines house relics of buddha
|
|
|
Byzantine Art
|
1000 CE Domed churches: mosaic becomes hightly developed art form. Naturalism and realism totally lost
|
|
|
Gothic Art
|
c 1300 Pointed arch introduced, along with butress system lending extraordinary height to the interior
|
|
|
Developments in Islam and asia
|
600-1100 Principal form of Islamic arthitecture is the mosque, featuring a tower used in calling to prayer
|
|
|
Renaissance
|
1350-1650 Ever increasing naturalism, linear perpective inventeed; exactness and order is reborn form the classical greek and romal times. the importance of the individual is emphasized. Exploration takes these new ideas to Germany and the Netherlands
|
|
|
Art in China
|
Landscape Painting is held as a pursuit of the founding principle of the universe and therefore is the highest artform. Exiled artists make political art showing bamboo that will bend but not break under the mongol rule ond orchids that flourish without soil around their roots
|
|
|
Pre Columbian Art
|
Olmec focused on pyramids and lare stone statues, In mayan culture, narrative relieff sculpture dominates. Aztecs celebrate calendars withh connections to nature and body systems
|
|
|
Baroques
|
Most notable for its theatricality and drama in art that is achieved by use of light and monumentalizing
|
|
|
Rococo
|
Curvilinerar style of the Baroqued is modified and refined to be more delicate. Painting and sculpture begin to reflect sensuality
|
|
|
Romantiscism
|
Color and expression of subject matter reign supreme. Painting shows passioin of subject. In landscape painting , human's insignificance in the face of the infinite is called sublime
|
|
|
Realism
|
Romantic idealism fades in favor of the depiction of reality _ the here and now especially in the face of the reality of war
|
|
|
Impressionism
|
Focuses on the plesures of life, backing off from realism and social realism. Leisure is the main subjec, Optical mixing is interesting and thre fleetingness of time becomes key to represent
|
|
|
Post- Impressionism
|
No dominant visual style, but there is an increase in the expressive possibilities of color, they critique modern life and the elitist qualities of the impressionists
|
|
|
cubism
|
Trying to see the three-dimensional word in two dimensional terms. Emphais on trying to see the worle in terms of the cylinder, the cone, the sphere and the cube
|
|
|
Futurism
|
Champions spped, motion, energy and the machine, Painting and sculpture show movement
|
|
|
Dada
|
ARt reflects a nihilistic point of view, Nonsensical juxtapositions of ideas attach tradition and challenge the status of arts's sacred and precious images
|
|
|
Surrealism
|
More positive than Dada, exploration of dream imagesand incorporation of chance events into compositions
|
|
|
Abstract Expressionism
|
Energetic use of line and color along with the ablility to document the actions of the artist
|
|
|
Pop Art
|
Art reflects more humoruous, less serious approach, Common images from popular culture, advertising, television, magazines abound. The transformation of the commonplace into monumental is a dominant theme
|
|
|
Minimalism
|
Artists seek to simplify in the face of the excess of 1950s culture. the notion of space and the matierial prescence of shapre and form are key
|
|
|
Postmodernism
|
Pluarlistic art incorportates diverse ideas and cultural values. Art reflects new and old technologies intermixed. Reevaluation of traditional canons of art histary, particularly roles of women artists. The question of identity is key along with other social and political issues
|
|
|
Knowledge
|
Students recall terminology, titles, dates. They recognize names, identities, labels and are able to examine, show and collect information
|
|
|
Comprehension
|
Students explain, describe, translate, interperate and summarize collected information
|
|
|
Application
|
Studnets go beyond the concept or principle they have learned and use that principle in a new imaginative or hypothetical idea. They can expericment, predict, imagine and hypothesize as they attempt to solve problems
|
|
|
Analysis
|
Students make connnections and establish relationships, categorize, compare and infer, classify and arrange, and organize and group information
|
|
|
Synthesis
|
STudents critically design, plan, combine, construct and produce
|
|
|
Evaluation
|
STudents critically examine their own work and the work of others as they learn to criticize, judge, appraise and make decisions
|
