1 / 12

Art

Art. An artistic Power Point. What Is Art?. free, creative self-expression a rt vs. craft Art has no desired outcome other than the artist’s A craft does, but should still have an artistic component Crafts should only be done when important enough p rocess vs. product

said
Download Presentation

Art

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Art An artistic Power Point

  2. What Is Art? • free, creative self-expression • art vs. craft • Art has no desired outcome other than the artist’s • A craft does, but should still have an artistic component • Crafts should only be done when important enough • process vs. product • Process of inner revelation, experimentation, development and aesthetics • The outcome is unimportant, except to the artist by choice • Need not be totally open-ended • Can have theme or age-related limitations • Should always allow for choice, including whether to do it and how to do it

  3. What Isn’t Art • Crafts • Coloring books • Dittos • Product-oriented projects • Working from models, required or suggested • Tracing, copying, coloring in • Gimmicks • Rubbings, unfoldings, stampings • Use of stickers, googly eyes, etc.

  4. What not to do • Art should not be judged or compared • Art shouldn’t be corrected or finished • Art shouldn’t be joined or modeled by the teacher • Art shouldn’t be used for academic lessons • One shouldn’t • Say what it looks like • Say whom it should be for • Say when it’s finished • Ask what it is • Write on it without permission

  5. If children ask • to help them • Try to defer back to their skills, ideas and process of development • what you think of their work • Praise them, as needed, with specifics, about their efforts • But empower them when ready toward self-assessment • what you think it is • Don’t bite

  6. Appropriate Feedback • Would you like to tell me something about what you did? • How do you feel about it? • I noticed that…. • Where would you like your name? • Would you like something written about it? • Would you like to share it with anyone?

  7. Benefits of Art • Creativity • Self-expression • Self-revelation • Independence • Time occupation • Individuality • Eye-hand coordination/fine motor development • Concepts of color, shape, texture, changes in matter, directionality, symbolization • Sensitivity • Attention span • Patience • Stress release • Introduction to culture • Therapy

  8. Types of Art • Drawing • Crayons, markers, chalk, pastels • Variations in shape, texture and color of paper • Advantage: very easy and independent • Painting • Easel, table, watercolor, finger, sponge, sand, object • Variations in size of brushes, texture of paints, paper, use of body • Advantage: special, vivid colors, color mixing, verticality • Modeling • Clay (moist, earth, modeling); Playdough (basic, cooked, textured, edible); Papier Mache (flour, glue, paste, starch, wallpaper paste and water) • Advantage: three-dimensional, craft oriented (lasting and useable) • Collage • Buttons, fabric, styrofoam, feathers, leaves, shells, cellophane, glitter, montage • Glue in squeeze bottles, cups w. brushes or sticks, glue sticks; colored glue; paste • Advantage: good for curriculum integration, informational as well as expressive • Also • Woodworking, mosaics, mobiles, weaving

  9. Stages of Art • 0-1: Child doesn’t draw; puts crayon in mouth • 1-2: Early scribbling stage • First half: just exploring and enjoying sensori-motor experience • Second half: connecting movements to markings on paper, making dots, lines, squiggles; beginning to gain some control • 2-3: Transition stage (later scribbling) • Bolder stroke, greater space, more deliberate use • Accidental formation of shapes from lines and squiggles • Beginning to identify those shapes with objects, usually round first • Beginning to distinguish drawing from writing • 3-4: Basic Forms stage • More shapes being deliberately created to represent objects • Sometimes called “early representational” • Circles expanding to ovals, squares, rectangles, arcs • Fine motor skills becoming more refined • First attempts to draw familiar things

  10. Stages of Art continued • 4-5: Pictorial Stage • Sometimes called pre-schematic • Have begun to draw familiar things, including people (tadpole person), also houses, animals, vehicles, nature, sky • Don’t draw what they see: draw symbolically, emotionally, developmentally • No attention to or awareness of accuracy: little to no perspective, invisibility, proportionality • Using smaller tools • 5-6: Transition to Representational/Schematic • Developing sophisticated grasp • Starting to become aware of and attempt more accuracy • Body is developing, including belly button • Things begin to sit on a baseline • 6-7: Beginning of Schematic stage

  11. Interpretation of Children’s Art • Use of colors • Boldness and darkness of lines • Size of objects, particularly people • Facial expressions • Portrayal of self (solidity, size, parts, color) • Position of people and objects in relation to one another • Hint of story being told

  12. Controversies in Art • The use of food • The availability of black and brown • Whether to only have primary colors available • Whether anything commercial, cartoony or teacher-drawn will necessarily be suggestive • Conservation of paper

More Related