AED 201 Study Midterm

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AED 201 Study Midterm
2011-10-13 21:59:43

Piaget Study Cards
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  1. Assimilation
    New info fits into prexisting information/fields.
  2. Accomodation
    New information, does not fit into preexisting field.
  3. Equilibrium
    Occuring durings assimilation
  4. Disequilibrium
    Occurs during accomdation, new experiences, people, situations
  5. Realistic Awareness
    Attempts to modify symbols with accurate, proportions, details
  6. Perceptual Realism
    Greater attention to proportion, detail, POV, & Color. Based on observation instead of adding details later.
  7. Mature Age
    14-17 Art focused on refining skill w/ mdia to achieve desired artistic effects. Not limited to depicting reality.
  8. Meta Cognitive
    Thinking about hwo to think. Different approaches for different problems.
  9. 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 )
  10. 4 Categories of Aesthetic Experience
    The Artwork, The Artist, The Viewer, The Context
  11. 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.
  12. 2 Goals of Aesthetics Education
    Exposure & Support
  13. Aesthetics Definition
    Discipline concerned with the philosophical nature and definitions of Art & Beauty
  14. Aesthetic Experiences:
    When a person is aware of their non-functional, non-objective raction to something.
  15. Personal Aesthetic
    A peron's definition of art and beauty, based on their aesthetic experience.
  16. Culture Aesthetic
    Defintions of Art&Beauty that influence the personal aesthetic of individuals in a particular culture, formed around shared experience
  17. Aesthetic Teacher's Job
    To provide different experience & train students to be attentive to them.
  18. 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")
  19. Aesthetic Instruction Strategies
    Spontaneous-> Topical Discussions or Big Question Chart

    Organized-> Puzzle Cases or Great Debates or Categorization
  20. 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.
  21. Planned Uncertainty
    Structure so students will be forced to consider their own aesthetics in relation to question. Clearify conclusions student reach.
  22. Mimetic Phase
    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.
  23. Expressive Stage
    11+ Quality is linked to the intensity and interest level of the moetional experience that they produce.
  24. Style & Form
    11+, not all reach this stage. Sensitivity to rules of art.
  25. Aesthetic Development Stages in Order
    Egocentric, Mimetic, Expressive, Style & Form, Autonomy
  26. 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.
  27. Integrated & Correleated Art Education
    Focuses on reinforcing in other academic disciplines
  28. 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
  29. 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
  30. The 3 Dimensions of Artistic Ability
    • 1) Cognitive Development (Abstract Cogniion)
    • 2) Physical Development (Manual Dexterity)
    • 3) Emotional Development (Self Expression)
  31. 4 Disciplines of art in DBAE
    Aesthetics, Art Criticism, Art History, Production
  32. Define Art Criticism
    Understanding the visual organization of an art work for purpoes of critiquing or judgement
  33. Art History
    Understanding artworks as part of the context of art, artists, culture, history (Context)
  34. Art Production
    Understanding & engaging in the process of making art objects
  35. D'Amico
    Brought child centered movement to museums
  36. Lowenfeld
    Brought Child Centered Movement to US from Germany post WWII
  37. 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
  38. 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
  39. Naturalism
    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
  40. Realistic Awareness
    • Attempts to mofify symbol w/ accurate proportions, details, and color
    • variations based on observation. Horizon lines. Feelings still effect
    • proportions.
  41. Simple Perspective
    Overlapping of shape and contours
  42. Analytical Realism
    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
  43. Imitationalism
    Good art accurately represents real life
  44. emotionalism
    good art clearly expresses emotions, moods, or ideas
  45. Functionalism
    Good art clearly expresses emotions, moods, or ideas
  46. Formalism
    Good art has an obvious compositional organization
  47. What is necessary for Aesthetic Development to be measured?
    Language Development.
  48. Name the Aesthetic Stages of Development
    • Predevelopment
    • Egocentrism/Favoritism
    • Mimetic/Realism
    • Expressiveness
    • Style+Form
    • Autonomy
  49. 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)
    • Mature
  50. Three Stages of Artistic Development
    Kinesthetic (Scribbling), Expression (Symbol Making), Observation Informing Expression (Naturalism)
  51. 3 Key Terms/Ideas Necessary To Teach Aesthetics
    Personal Aesthetics, Cultural Aesthetics, Aesthetic Experience
  52. Symbol Making
    • Preschematic (Undifferentiated)
    • Schematic (Diffeentiated)
  53. Which stage does the gang age occur at?
    Analytical Realism
  54. Dwaine Greer
    Leader of the researchers workign with the Getty Institute, instructmental in dfeveloping the DBAE
  55. Viktor Lowenfeld
    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
  56. John Dewey
    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
  57. Walter Smith
    Organized and institutionalized vocational drawing insturction inAMerican common schools, started the "Normal School" where teacherswere taught how to teacher drawing
  58. arthur wesley dow
    Formalized the instuction of design and composition through the use of elements and principles
  59. Jerome Bruner
    Introduced the idea that art should be taught as a discipline of knowledge
  60. 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
  61. 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
    • art.
  62. Timeline of Art Ed in Plain English
    Common School -> Child Centered -> Progessive/Picture Study->Integrated/Correlated-> Child Centered Creative -> DBAE