Art Test 2 Flashcards
Grand wood
regionalism, American gothic, farm one with the husband and wife , from Iowa
Faith Ringgold
Folk artist, story quilts, folk artist = not actually trained
jackson pollock
action painting, huge painting “splatter painting”
Keith Grace
collage;modern artist
Vincent Van Gogh
post impressionst painter, starry night
Georges Seurat
pointillism, painting with dots, “sunday afternoon on the island of LaGrande”
Frida Kahlo
painter, mental health issues, woman
Pablo Picasso
abstract style called “cubism”
Mary Cassatt
American impressionist painter, takes light into her pictures, softer, mothers and children, love and family
Claude Monet
impressionist painter, lilly pad painting
Wayne Thiebaud
pop art, repetition, variety
Salvador Dali
Surrealism, melting clocks
The teacher’s role
planner,organizer, expediter, counselor, dreamer, goal setter, to intergrate art into the classroom using other subjects.
integration in the 3 domains
cognitive, affective, psychomotor
Cognitive
factual info that students learn in school, analysis and synthesis
affective
emotions in learning
psychomotor
how movement of the body is involved in learning
blooms taxonomy
an approach to learning widely used in many schools that require written lesson plans. cognitive, affective, psychomotor
preplanning
a system for distributing student work in progress, art supplies, and tools.
strategies for teaching art
get their attention, keep motivation brief, get design off to a good start, teach non verbally, prevent bad starts, nurture creativity, foster perseverance, stimulate extra effort, clean up and evaluate,
manage the class
limit movement, minimize talking, disipline and redirect
positive classroom
when it comes to complementing a child’s work do this: describe the action, state your own feelings, then your needs that generate those feelings, make a request. communicate respectfully and intelligently about the child’s efforts
Motivated learning
students need some form of stimulating motivation either visual or verbal. use personal experience as motivation as expression
Recall experiences
Who? What? When? Why? Where? How?
direct perception
combines mind with eyes, sight, touch, taste, smell, and sound.
Still life
stimulating, eye catching still life used for sketching. Use tissue paper, crepe paper, fabrics to make it come more to life
Motivation
art media- give them fun materials:
bulletin boards- put the children’s art on display, lesson objectives:
timing: don’t rush art
Forms of evaluating
examining artworks both in progress and after completion, ongoing monitoring of the learner’s progress, assessing learning in art criticism, art history, and aesthetics through informal journals, in class written assignments, and tests, engaging students in verbal ad written expressions concerning the meaning they ascribe to their artwork.
Five kinds of art objectives and assessment
art production, artistic perception, art criticism, aesthetics, art history
2 most important part of a lesson plan
objectives and assessment
Summative assessment
summarizes both the students learning and the teacher’s effectiveness. designed to determine if objectives have been met. Happens after.
Formative assessment
conducted as students form their art pieces and form their thoughts during discussion. “I love the deep colors and the way you combined them; lets put your artwork up front on the whiteboard’s ledge and look at it together”
ADA
Americans with disabilities act
AYD
Adequate Yearly Process
IDEA
Individuals with Disabilities education improvement act
SAT
Student assistance team
SLD
Specific learning disorder
Garners intelligence
linguistic, logical mathematical, interpersonal, musical, spatial, bodily kinesthetic, intrapersonal, naturalistic
linguistic
reading, language arts; dissussions of art criticism, art history
logical mathematical
math; geometric form, computer art
interpersonal
knowledge of other people; students can give encouragement to peers.
musical, spatial
listening to music while working on art, creating music to accompany a certain painting
bodily kinesthetic
art creation and appreciation by dancing out the feeling depicted in a work of art
Spatial
visual art
interapersonal
subtle interplay between cognitive and emotional processes that guides one’s behavior. talking about own art
naturalistic
artists experiencing and depicting observed natural phenomona
gifted students
extend the art into the school, home, and community.
