AED 201 Study Midterm

New info fits into prexisting information/fields.

New information, does not fit into preexisting field.

Occuring durings assimilation

Occurs during accomdation, new experiences, people, situations

Attempts to modify symbols with accurate, proportions, details

Greater attention to proportion, detail, POV, & Color. Based on observation instead of adding details later.

14-17 Art focused on refining skill w/ mdia to achieve desired artistic effects. Not limited to depicting reality.

Thinking about hwo to think. Different approaches for different problems.

• Should have more than one valid POV
• Relate to students beliefs about all artworks
• Age appropriate
• (Older students: More Abstract. Younger Students; Validity of other POVs )

The Artwork, The Artist, The Viewer, The Context

• 1. Examining classic questions. CHoose one that relates to artwork.
• 2. Reword classic question.
• 3. Explain why there is more than one valid answer.

Exposure & Support

Discipline concerned with the philosophical nature and definitions of Art & Beauty

When a person is aware of their non-functional, non-objective raction to something.

A peron's definition of art and beauty, based on their aesthetic experience.

Defintions of Art&Beauty that influence the personal aesthetic of individuals in a particular culture, formed around shared experience

To provide different experience & train students to be attentive to them.

• 1) Skills for increasing students awareness of their aesthetic experience
• 2) Consideration/Discussion of Aesthetic Issues relating to art (Often called "Issues Based Aesthetics")

Spontaneous-> Topical Discussions or Big Question Chart

Organized-> Puzzle Cases or Great Debates or Categorization

PREP: Choose content base, choose relevent aesthetics core question & modify to fit content, Develope content supporting two sides at least

RISK: Ride current of discussion. Unexpected conclusions.

Structure so students will be forced to consider their own aesthetics in relation to question. Clearify conclusions student reach.

7-11 yrs old. Art is viewed as the practice of representing something. Subject matter becomes important. Color remains important as an aspect of beauty. VIewpoints of others become televent, but only in the category of beauty, realism, skill, assoative responses seperated from what can be seen.

11+ Quality is linked to the intensity and interest level of the moetional experience that they produce.

11+, not all reach this stage. Sensitivity to rules of art.

Egocentric, Mimetic, Expressive, Style & Form, Autonomy

Very few people reach this stage. Views quality as a subjective, not objective constant. Questions basic rules of art. Seeks more personal meaning for art and art works that balances personal experience with societal teachings.

Focuses on reinforcing in other academic disciplines

• Primary: Allows sharing of curriculum
• Secondary: Production is only one discipline, so we need another set f Stages

• 1.Develope students ability to understand and appreciate art (Art ideas, concept, and creating)
• 2. Teaching Art as an essential component of general education & a foundation for specialized art study

• 1) Cognitive Development (Abstract Cogniion)
• 2) Physical Development (Manual Dexterity)
• 3) Emotional Development (Self Expression)

Aesthetics, Art Criticism, Art History, Production

Understanding the visual organization of an art work for purpoes of critiquing or judgement

Understanding artworks as part of the context of art, artists, culture, history (Context)

Understanding & engaging in the process of making art objects

Brought child centered movement to museums

Brought Child Centered Movement to US from Germany post WWII

• 1) Develope Studnets artist knowledge and production sklls
• 2)Devlope students creativity and self epxression
• 3) Develope Students Aesthetic Literacy
• 4) Develope Students Cultural Awareness
• 5) Develope students desire to engage in lifelong learning about Art

Praxis I, Praxis II, Complretion of Art Core, DP#1, DP#2 must be complete before appling for student teaching. Liscensure for DP#3 (Course base assment, not recorded) Make Student Teaching application one year in advance. DP4, take Praxis II

9-14. Shift from symbolic communication to are as creative endeavor. Attention to detail. Awareness of peer opinions. Substages: Realistic Awarness, Analytical Realism, Preceptual Realism

• Attempts to mofify symbol w/ accurate proportions, details, and color
• variations based on observation. Horizon lines. Feelings still effect
• proportions.

Overlapping of shape and contours

Simple Use of prespective based on size and detailed bservations replaced drawing what they know to alarge degree. Often a use of cartoon or other stylizing image to make up for lack of control or skill

Good art accurately represents real life

good art clearly expresses emotions, moods, or ideas

Good art clearly expresses emotions, moods, or ideas

Good art has an obvious compositional organization

Language Development.

• Predevelopment
• Egocentrism/Favoritism
• Mimetic/Realism
• Expressiveness
• Style+Form
• Autonomy

• Scribbling Stage (Uncontrolled, Controlled, "name-it", Mandala)
• Symbol Making (Undifferentiated, Differentiated)
• Naturalism (Realistic Awareness, Analytical Realism, Perceptual Realism)
• Mature

Kinesthetic (Scribbling), Expression (Symbol Making), Observation Informing Expression (Naturalism)

Personal Aesthetics, Cultural Aesthetics, Aesthetic Experience

• Preschematic (Undifferentiated)
• Schematic (Diffeentiated)

Analytical Realism

Leader of the researchers workign with the Getty Institute, instructmental in dfeveloping the DBAE

INsisted that a childres natural crative and mental growth dependent on being allowed to freely epxress themselves without adult influences; created developmental stages of artistic ability

Promoted progressive ideas of education that included art instruction that related to the lives of students, oeprated the Laboratory school where he tested his ideas

Organized and institutionalized vocational drawing insturction inAMerican common schools, started the "Normal School" where teacherswere taught how to teacher drawing

Formalized the instuction of design and composition through the use of elements and principles

Introduced the idea that art should be taught as a discipline of knowledge

Served as al eader for researchers examining the developmental characteristics of childre in relation to artistic skills; his research led to the first "Child-Centered" method of teaching art in American Schools

• Benjamin Franklin, American Textiles Came up Short, Smith took Johann
• and went to Boston, Art was commonly vocational, Stanley Said "Follow
• the Kids", The moral art was in the books, There was a show at the
• Armory, Money got tight so art supported, Vikto took piaget and followed
• Stanley, The Russian satelite went beep, Congress said, Teach to win
• the race, They listened to maual about Jerome, Dwain said "Teach it
• Academic", When Getty talks, teachers listen, Bush and his goals for
• art.

Common School -> Child Centered -> Progessive/Picture Study->Integrated/Correlated-> Child Centered Creative -> DBAE