Quiz Questions Flashcards

These are questions based on the quiz content presented in class.

0
Q

How can Social Activism in Art demonstrate a Prophetic reality?

A

Art allows artists to create a different version of what the world is/could be.
By providing a vision of a different world, artists can not only inspire hope for things to come, but they can also point out injustice in our current world; sometimes the absence of something can create just as strong a statement as its presence.

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1
Q

Relate questions of identity to social justice

A

Artists create portrayals of who they are and what represents them. While exploring this, artists encounter issues of gender, race, language, culture, sexuality, or socioeconomic status.
This lets students see the positives of community and diversity yet allows the hypocrisy and discrimination to be viewed and discounted. Identity shows the common ties and proves why we should fight for all people, not just ourselves.

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2
Q

Give two examples of art projects that can promote language arts goals

A
Writing a story
Illustrating a story
Journaling,
Writing a poem or essay
Discussing memories
Practicing visual literacy (media, technology)
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3
Q

How can art be used to improve vocabulary development?

A

Art can be used to aesthetically describe and depict something. Knowing what line, shape, color, texture, and pattern are help develop a way to look at the world and be able to describe it.

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4
Q

How can asking questions about art facilitate speech development?

A

Students can discuss works, methods, and stories. This explanation, done in a group or as a class, gives students a chance to create an opinion and support it with that they have learned about art.
This can also help students use their own experiences to critically examine artworks and share their conclusions with the class.
Art can be a collaborative experience.

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5
Q

How can field trips be a viable method of teaching for students with disabilities?

A

Places like museums help students increase their awareness and appreciation of the artistic world. Often a museum may already have accommodations for patrons with disabilities and many have supplies geared toward school-age children.
Children can see more of the original art and can associate it with the other artwork of the period.

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6
Q

How does art contribute to therapy?

A

Art can be an expressive release, where a patient can work through personal feelings and stress. It can also be a starting point for discussions in therapy.

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7
Q

List at least three gains students with intellectual or developmental disabilities can acquire through working with art.

A

1: Art can allow students an alternative mode of expression that may be easier and more clearly understood.
2: Art can provide tactile, visual, and motor experiences that the student may not be able to access elsewhere. This allows physical and mental processes to be more closely connected.
3: Art becomes problem solving that allows students to make decisions and create solutions.

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8
Q

What is visual culture?

A

Visual culture works towards a social theory of visuality. It focuses on questions of what is made visible, who sees what, and how seeing, knowing and power are interrelated.
It examines the act of seeing as a product of the tensions between external images or objects, and internal thought processes.

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9
Q

According to Clements & Wachowiak:

List at least 4 reasons that it is important for children to study art

A
Cultural Understanding
Makes the Ordinary Important and Special
Personal Communication and Expression
General and Artistic Creativity
Aesthetic Awareness
Literacy and Cognition
Core Participant in School
Different way learning/communicating school
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10
Q

What is art criticism and what are the three questions that serve as beginning points for discussion?

A
Art criticism is the term given to "talking, writing, and thinking about art-works."
The three questions are:
What is it?
What does it mean?
What is its value?
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11
Q

There are two differing perspectives on art and art critcism.
What are they? Give a brief definition

A

Formalism: art is the form - how it looks, the materials used, and the skills used to make it.
Contextualism: Art is a social communication system.

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12
Q

Identify the Elements of art

A

Line, Shape, Form, Space, Texture, Color, Value

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13
Q

Identify the Principles of art

A

Balance, Emphasis, Movement, Pattern (Repetition), Unity, Contrast, Rhythm

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14
Q

What is Paracosm?

A

Paracosm is “a prolonged fantasy world invented by children; can have a definite geography, language, and history.”
It is a persistent form of make-believe lasting over weeks, months, or years and is revisited over and again.

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15
Q

How does the thinking tool IMAGING relate to what “what cannot be said in words”?

A

Imaging is the recreation of thoughts feelings and sensory impressions in our minds without extrinsic stimulation from corresponding organs.
Artists attempt to recapture this ineffable amalgam and translate it into a representation that others can experience

16
Q

How does the design of the Create, Imagine, Play, & Human Development Through Art class attempt to connect art education “illusions” and “reality” for students?

A

Illusions = academic/intellectual knowledge, formulas, theories, Symbolic Knowledge
Reality = real world, hands-on, direct experimentation, Physical Knowledge
The combination of lecture/lab connect these.

17
Q

What is the difference between Big “C” Creativity and little “c” creativity?
Give Examples

A

Big “C” is creative genius - when a person (using symbols of a domain) has a new idea or sees a new pattern and changes a field/domain: sometimes creating a new domain.
Examples: Steve Jobs, da Vinci, Einstein, Picasso, Shakespeare

little “c” creativity is personal creativity that everyone has and can develop. Experience the world in novel and original ways, fresh perceptions, insightful judgments or create/discover something that might be important only to us. This includes personal problem solving.
Everyone has “c” creativity.

18
Q

When creating lesson plans, what should the resulting projects be?

A

They should be many, varied, and unusual.

19
Q

According to Andreasen in “Building Better Brains”, the human brain is very “plastic” (responsive, adaptive, eternally changing). List 5 things she suggests for developing creativity in adults or children.

A

-Try a new field you know little or nothing about - be a polymath (Renaissance man)
-Practice meditation or “Random Episodic Silent Thought” - allow ideas flow freely sin outside input
-Practice observing and describing
-Practice Imagining
Read interactively with an adult or child
-Turn off the TV
-Go outdoors and look at the natural world
-Develop an interest in music or art

20
Q

Clements and Wachowiak discuss 5 metaphors/factors that influence the art learning process - What are they?

A

Mind, Eye, Hand, Heart, and Context

21
Q

A U-shaped decline appears in creative development of young people. What ages does this occur around and what are possible reasons?

A

This occurs around 8-11 (3-6 grades).

Self-imposed demands for realism, self-critical toward own art production, and lack of environmental support.

22
Q

In the reading “Why Children Draw” (Wilson & Wilson, 2009), what are the 4 Krietler “realities” discussed that are used to provide a basis for understanding children’s drawings?

A

Common reality - everyday objects, household, life
Archaeological - the layers, facets, of self
Normative - Good/Evil, Standards
Prophetic - imagining the future

23
Q

Give reasons, other than the 4 realities, why children create art.

A
  • Pleasure of Art creation, aesthetic and kinesthetic
  • Convey thoughts & ideas: Story telling
  • Gain recognition and approval from adults and peers
  • Enjoyment of activity for its own sake
  • Relieves boredom
  • Symbolic possession of an object
24
Q

Art can help students understand and engage in the interconnectedness of community. List at least 4 collaborative art learning processes that promote this process.

A

Art based on a theme and exhibited together

Murals, puppetry, “Chalk the Walk,” art tableau, art games, Worldplay, “drawing/painting blow ups,”

25
Q

According to Donahue, Stuart, Elkin, and Mistry (2010), what are three main issues/questions related to social justice?

A

1: Art helps make visible and helped define people’s identities.
2: It helps name and document injustice
3: It provides alternative perspective (prophetic)

26
Q

How is engaging in a collaborative project important for students?

A

It helps them understand and engage in the interconnectedness of community. Simple, individual contributions create a larger expression of community.

27
Q

What are some reasons that copying may impede art development?

A
  • Copying does not provide all that is needed for artistic development
  • Image Copy becomes static, not always able to improvise from the style
  • Easily achieved results, may inhibit attempts to be original
  • Often stereotypical images (Snoopy, Manga, etc.) which limits the students own powers of observation and creation of original and expressive works
28
Q

From Golomb, what are some key universal concepts?

A

1) Children in each culture naturally invent drawings that represent human forms
2) Invented human forms are “transmitted” to the next generation
3) Children’s drawing styles develop independently from adult image models
4) Cultural assimilation does influence a child’s drawing content or process

29
Q

From Golomb: Though there are universal characteristics in children’s art, use either China or Japan to explain the source of the cultural difference and how it impacts a Japanese of Chinese child’s art development.

A

Value & Education are Cultural Mediators
China: a strong artistic tradition and nationally adopted art curriculum which is carefully implemented.
Japan: Early artistic education (Starts in pre-k, direct guidance by teacher for color, theme, paper, procedures - encourage sensitivity to medium- but with stylistic features. Manga influence

30
Q

Describe characteristics of artistically gifted students

A

Early evidence (before age 10), emergence of talent through drawing, rapidity of development, observes accurately, self-directed, art as escape, vivid/superior memories. calculating capacity - past concepts in new context, “Rage to Master”

31
Q

Describe characteristics of artistically gifted student artwork

A

Visual Fluency (large amount of work, detail), Visual symbol system is a language, Adept at handling problems that require imagination, Compositional control. complexity and elaboration, evidence of knowing and seeing:high level of visual memory and detail, sensitivity to art media, random improvisation

32
Q

Can we predict the level of adult artists’ success based on their early work? Why or why not?

A

There are clues evident in early work. If the study is pursued then there is a high chance of the student becoming successful, especially in a technological world where visual media plays an extremely powerful role.

33
Q

What does P.L. 94-142 (IDEA) mandate?

A

Students should be placed in the LRE, one that allows the maximum possible opportunity to interact with non-impaired students.
It mandates “mainstreaming”

34
Q

Besides establishing classroom expectations that build routine and a stable structure for learning, what are 2 more classroom practices that enable all students (especially those with disabilities) to be successful in your classroom?

A

Classroom Expectations: reinforced expectations builds routine = stable structure for learning

  • Organizational Predictability: consistent use of attention signals, supply distribution, movement in the classroom, and clean up expectations= encouragement of independence and enables success
  • Group Share: Open ended discussions, critical inquiry, peer critique through pair share or small group strategies
35
Q

Why are use of “open-ended” lesson plans a more effective approach when you are developing art lessons for successful inclusion of students with learning differences?

A
  • Choice of art lessons: Open-ended (creative problem solving) vs Close-ended (step by step, direction following): Open-ended lessons encourage many, varied and unusual expressive products which allows each student to develop their own strategies and approach the lesson from their unique abilities and differences.
  • Open-ended in NOT the same as absolute freedom to just do anything…there are still specific concepts to be learned and criteria that needs to be met