T.A MIDTERMS Flashcards
Inspired by works of the artists by using the same technique, medium, or subject.
Art and Culture-based Theme
for your lesson, consider the current events and what the students are learning in other subject as
well.
choosing art activity
Art activities are integrated into other disciplines where students are
challenged to create projects and apply their knowledge and skills to solve problems.
Integration in Subject and Content Areas
Students should be able to have fun in art. One session per quarter of a play-based art activity where
the main goal for students is to have fun in the art process can promote a positive attitude toward art creation and
help develop their creativity and self-expression.
Art as Play
during holidays and special occasions, students are able to connect their work to
relevant experiences through art activities.
History and Event Themes
• Always in the safe zone •
• Copy examples
• Dependent on what the teacher provides
Conservative learners
• Highly imaginative and spontaneous
• Can generate new ideas and suggestions
• Provide solutions to problems that were not mentioned by the teacher
• See relationship among things, people, place, events, including abstract concepts, such as emotions and desires
Creative Learners
Examples: finger printing, wet-on-wet watercolor abstract painting, splatter effects, and printmaking using stamps
and rollers which are fun and have no definite right or wrong answers
ABSTRACT AND EXPRESSIONIST ART ACTIVITIES
These activities require minimal fine motor skills, but if done right can create aesthetically pleasing outcomes
ABSTRACT AND EXPRESSIONIST ART ACTIVITIES
Recommended for kindergarten and students who need extensive support
ABSTRACT AND EXPRESSIONIST ART ACTIVITIES
“rushed” work because students are excited to spontaneous; therefore, needs a little bit of explaining or context
IMPRESSIONIST AND EXPRESSIONIST ART ACTIVITIES
Artworks are unique and can also serve as a window to understand the child’s world that may not have been said
in words
IMPRESSIONIST AND EXPRESSIONIST ART ACTIVITIES
Suited for children who have a lot of original ideas, but may lack the fine motor skills to create a well-rendered
representation of what’s on their mind
IMPRESSIONIST AND EXPRESSIONIST ART ACTIVITIES
Examples: landscape paintings that use colors that are close to reality, figure drawings with correct proportion,
landscapes that show perspectives, and still life paintings that show accurate lighting and shadow
REALISTIC REPRODUCTION AND TECHNICAL ART ACTIVITIES
For students who demonstrate mastery of fine motor skills; considered artistically talented if they are able to
produce quality work with high resemblance to the reference
REALISTIC REPRODUCTION and TECHNICAL ART ACTIVITIES
For children who are able to visualize and render their ideas in a skillful manner. The goal of the teacher is to take students to reach this level.
CREATIVE, IMAGINATIVE, AND THOUGHT-PROVOKING ART ACTIVITIES
Output from these activities is unique to the creator because it draws from personal experiences, emotions,
thoughts, and wishes. Their work may contain symbols that convey a message or link to history, science, and other personal interests
CREATIVE, IMAGINATIVE, AND THOUGHT-PROVOKING ART ACTIVITIES
The ___ is referred to the one who makes the artwork, establishes representation and intentions. Artist attempts
to connect to the audience through their artwork.
Artist is:
• Guided by their individual philosophies in artmaking.
• Have their own original process in artmaking. Develops distinctive subjective views
• Communicates personal experiences in their artworks.
• Artworks reflect documented events and ideas
• Explores media and develops new aesthetic conventions.
• Own critical curators, constantly reflecting and refining their artmaking.
• Visionaries who represent their ideas and belief
THE ARTIST
is the object that shows the artist’s intentions and ideas by their own technical innovation and
finesse.
Artwork is:
• The bridge between the artist and the audience.
• Objects that convey ideas and conventions of artist.
• Objects shaped by technology of that time.
• Objects that can be read like books for meaning.
• Challenges or compliments traditions of artmaking process.
• Objects reflect ideas and beliefs of a time and place.
THE ARTWORK
refers to the time and place where the artist, audience and artwork reside.
The ____:
• the acceptable ideas and conventions in that period that
• involves historical events.
• includes beliefs and conventions of a period.
• involves technical advances.
• involves links to what the world was going through, the artworks and the artists of that time.• includes the fashion, politics and society of that time. includes the influence of important people who
shaped the process of thought at that time.
THE WORLD
is the people who view and comment on the artwork. These include historians and critics
throughout history as they documented thoughts and tastes of that period.
Audience:
• includes the general public who respond to the artwork.
• may be shocked by an artist’s forms of representation.
• includes critics who influence and govern the acceptance of an artwork, its intentions and meanings.
• includes those who sponsor the artist.
• includes historians who places value and importance on artworks.
• includes specialized audience such as curators
THE AUDIENCE
as defined by the National Core Art Standards, are the physical and cognitive actions by
which arts making and learning are realized. These processes describe and organize the relationship between art
and the student. In planning an art lesson, the teacher can use this as guide to provide the full experience of the art
processes.
THE ARTISTIC PROCESS
Learning to use the tools, materials and practices of an art form.
Develop Craft
Learning to take up subjects of personal interest and importance with focus in persevering at tasks.
Engage and persist
Learning to imagine what cannot be directly observed, heard or written and to develop possible next steps in making a piece.
envision
Learning to create works that convey an idea, feeling or personal meaning.
Express
Learning to attend to visual, audible and written context and thereby notice things which might not otherwise be noticed.
observe
Learning to think and talk about one’s own art processes and those of others.
Reflect
Learning to reach beyond one’s supposed limitations, to explore playfully without a preconceived plan, and to embrace the opportunity to learn from mistakes.
stretch and explore
Learning to interact as an artist with other artists within the broader arts community.
Understanding arts community
provides a structure on how to create learning objectives and plan art activities for
the class.
• This describes what artists do and the 8 thinking tendencies that artists use in the artistic process.
• The learners and teachers can also assess their progress by identifying emerging artistic behaviors present in their
performance.
Eight studio habits of mind
Habits that can be easily introduce in kindergarten
Stretch and explore, express, observe, engage and persist
habits that can be easily introduce as students progress through middle elementary grades
Understand arts community, envision, reflect
Can be included in all activities in all ages since it is the essence for most art programs especially in schools
Developing craft
Domain that targets the development of physical movement and is measured in
terms of precision, speed, accuracy, procedures, or techniques in execution. In creating an activity plan, writing
the objectives in psychomotor domain should be carefully considered because art mainly requires physical fine
motor skills, such as drawing, painting, sculpting, etc.
Psychomotor Domain by Simpson
the ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. It requires the learner to demonstrate an awareness or knowledge of the behaviors needed to carry out the skill.
Key Words (Verbs) — Chooses, Describes, Detects, Differentiates, Distinguishes, Identifies, Isolates, Relates, Selects
Perception
refers to the readiness to act. This is also called your mindset. It is the mental, physical and emotional dispositions that make you respond in a certain way to a situation.
Key Words (Verbs) — Begins, Displays, Explains, Moves, Proceeds, Reacts, Shows, States, Volunteers, Demonstrate, Assumes a position.
Set
refers to the early stage of learning a complex skill. It is the first attempt at a physical skill and includes imitation, and trial and error. The learner can complete the steps involved in the skill as directed.
Key Words (Verbs) — Copies, Traces, Follows, Reacts, Reproduces, Responds, Attempts, Imitates, Tries.
Guided response
This is the intermediate stage in learning a complex skill. It is the ability to convert the learned responses into habitual actions so the movements can be performed with a medium level of proficiency, assurance and confidence.
Key Words (Verbs) — Assembles, Calibrates, Constructs, Dismantles, Displays, Fastens, Fixes, Grinds, Heats, Manipulates, Measures, Mends, Mixes, Organizes, Sketches.
Mechanism
is the ability to skillfully perform complex movements correctly. Complex movements are performed quickly, accurately and with a minimum wasted effort. This category includes automatic and highly coordinated performance without hesitation.
KEYWORDS: assemble, builds, calibrate, constructs, dismantle, displays
Complex Overt Response
is the ability to modify the learned skills to meet new or special requirements. Your skills are so well developed that you can modify movement pattern to fit special requirements.
Key Words (Verbs) — Adapts, Alters, Changes, Rearranges, Reorganizes, Revises, Modifies, Varies.
Adaption
is the ability to create new movement for a special situation or problem. You are able to develop an original skill from a learned skill. In other words, learning outcomes emphasize creativity based upon highly developed skills.
Key Words (Verbs) — Arranges, Builds, Combines, Composes, Constructs, Creates, Designs, Initiate, Makes, Originates.
Origination
Learns by watching and imitating actions
Imitation
Actions performed through memorization or following directions
Manipulation
Performance becomes more exact and actions are more precise.
Precision
several skills can be performed together in a harmonious way.
Articulation
high level of Performance achieved with actions becoming second nature
Naturalization
Create
evaluate
analyze
apply
understand
remember
Bloom’s taxonomy
Origination
adaption
complex overt response
mechanism
guided response
set
perception
Simpson psychomotor domain
Naturalization
articulation
precision
manipulation
imitation
Dave psychomotor domain
Give the name of each domain
PSYCHOMOTOR
COGNITIVE
AFFECTIVE
SIMPSON PSYCHOMOTOR
DAVE PSYCHOMOTOR
BLOOM’S TAXONOMY (COGNITIVE)
KRATHWOHL’S TAXONOMY (AFFECTIVE)
