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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.
Core Questions in Aesthetics
- 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 )
4 Categories of Aesthetic Experience
The Artwork, The Artist, The Viewer, The Context
What is the Classic Issues Based Aesthetics process?
- 1. Examining classic questions. CHoose one that relates to artwork.
- 2. Reword classic question.
- 3. Explain why there is more than one valid answer.
2 Goals of Aesthetics Education
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
Aesthetic Teacher's Job
To provide different experience & train students to be attentive to them.
Aesthetic Lesson Content
- 1) Skills for increasing students awareness of their aesthetic experience
- 2) Consideration/Discussion of Aesthetic Issues relating to art (Often called "Issues Based Aesthetics")
Aesthetic Instruction Strategies
Spontaneous-> Topical Discussions or Big Question Chart
Organized-> Puzzle Cases or Great Debates or Categorization
Preparation and Risk
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.
Style & Form
11+, not all reach this stage. Sensitivity to rules of art.
Aesthetic Development Stages in Order
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.
Integrated & Correleated Art Education
Focuses on reinforcing in other academic disciplines
Implications of Aesthetic Development Stages for DBAE
- Primary: Allows sharing of curriculum
- Secondary: Production is only one discipline, so we need another set f Stages
Goals of DBAE
- 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
The 3 Dimensions of Artistic Ability
- 1) Cognitive Development (Abstract Cogniion)
- 2) Physical Development (Manual Dexterity)
- 3) Emotional Development (Self Expression)
4 Disciplines of art in DBAE
Aesthetics, Art Criticism, Art History, Production
Define Art Criticism
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
5 Goals of Art Education
- 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
Requirements for AED Graduation
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
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
What is necessary for Aesthetic Development to be measured?
Name the Aesthetic Stages of Development
Name all Stages and Substages of Artistic Development
- Scribbling Stage (Uncontrolled, Controlled, "name-it", Mandala)
- Symbol Making (Undifferentiated, Differentiated)
- Naturalism (Realistic Awareness, Analytical Realism, Perceptual Realism)
Three Stages of Artistic Development
Kinesthetic (Scribbling), Expression (Symbol Making), Observation Informing Expression (Naturalism)
3 Key Terms/Ideas Necessary To Teach Aesthetics
Personal Aesthetics, Cultural Aesthetics, Aesthetic Experience
- Preschematic (Undifferentiated)
- Schematic (Diffeentiated)
Which stage does the gang age occur at?
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
arthur wesley dow
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
Granville Stanley Hall
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
Timeline of Art Ed History Events
- 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
Timeline of Art Ed in Plain English
Common School -> Child Centered -> Progessive/Picture Study->Integrated/Correlated-> Child Centered Creative -> DBAE