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Who are we?

Who are we?. Name… From… Concentration… Teaching experience….

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Who are we?

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  1. Who are we? Name… From… Concentration… Teaching experience…

  2. “I could teach him the mixing of colors, certainly, or how to manipulate oils or tempera or watercolor. But I certainly could not teach him a style of painting-at least I wasn’t going to. Style today is the shape of one’s specific meaning. It is developed with an aesthetic view and a set of intentions. It is not how of painting but why. To imitate or teach style alone would be a little like teaching a tone of voice or a personality” (p. 12). Max Beckman Ben Shahn The Shape of Content

  3. Is visual expression innate? Why? Are there universal aspects to this expression? How do you know? Should art be taught? Explain.

  4. www.cssuart325.wordpress.com

  5. Constructivist approach to understand the world • Subject Matter-Art • Personal Goals, Desires • Past Experiences, Knowledge Understanding Art • Understanding Alienation of aesthetic and historical consciousness Aesthetic Consciousness – Loss involves a withdrawal or alienation from the authentic experience of an artwork. Historical Consciousness – Loss involves an attempt to hold ourselves at a critical distance in understanding voice or objects from our past.

  6. Examine: -Describean early “art” experience. Think about why this specific event comes to mind. Early Art Experience -What “elements” or characteristics constitute this event as an art experience for you? -Conclude your response by reflecting on your own art education experiences. Interview people about their early art experiences. Describe similarities and differences between your story and theirs. Before you begin, visualize and record this event in your sketchbook; also listing key words relating to this experience.

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