Fundamentals of Art

WHY STUDY VISUAL CULTURE?  GOOD QUESTION!

A good reason is fascination, but there are many others. Not the least of these is the enrichment of life, which is not at all a simple matter of pleasant decor or popular imagery. Of course, it remains an exciting fact that art can often be enjoyed even as it asks you to question your expectations, whether these be philosophical, ideological, aesthetic, sociological, political, moral, or whatever. Do note, however, that some art was never meant to be "enjoyed" in the common sense. In fact, the visual arts have a most complicated history, and their importance as a legitimate mode of intellectual discourse is fundamental to the kind of society in which we live. Having some understanding of the visual arts as such is essential to a fully-rounded liberal education.
 

Standard one: >p.a.s.s. skill< Language of visual art-The student will identify visual art terms (eg., content, engraving, foreshortening, mosiac, and perspective)

objectives/ACTION

1.1  Identify and apply the elements of art: line, color, form, shape, texture, value (light and dark), and space in works of art. Discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middleground, foreground, placement, one-, two-, and three-point perspective, overlap, negative, positive, size, color) in personal artwork, and the art work of others.
 

1.2  Identify and apply knowledge of the principles of design: rhythm, balance (symmetrical, asymmetrical, radial) contrast, movement, variety, center of interest (emphasis), and repetition in personal artwork, and the artwork of others.

1.3  Describe exhibitions of original works of art seen in the school or community.

1.4  Describe exhibitions of original works of art seen in the school or community.

1.5  Differentiate between art criticism and art reviews, recognizing that criticism is positive as well as negative in its evaluation of a work of art.
 

standard two: >p.a.s.s. skill<Visual Art History and Culture - The student will recognize the development of visual art from an historical and cultural perspective.

objectives/ACTION

2.1  PROFICIENT: Analyze a work of art within its cultural and historical context.

2.1b Advanced: Analyze a work of art within its cultural and historical context.

2.2  PROFICIENT: Describe the basic ideas underlying several major art movements or historical periods including: Ancient (Egyptian, Greek and Roman), Renaissance, Impressionism/Post-Impressionism and 20th Century.

2.2b ADVANCED: Analyze issues related to chronology and discuss or debate these issues in relation to historical perspective.

2.3 PROFICIENT: Compare cultural and ethnic art forms throughout the world that have influenced visual art

2.3b ADVANCED: Assign works time-periods or movements based upon style.

2.4 PROFICIENT: Describe the relationship between visual art and other art disciplines such as drama, music, and dance.

2.4b ADVANCED: Synthesize the creative and analytical principles, themes, and techniques of the visual art and other disciplines.

2.5 PROFICIENT: Identify major regional, national, and international collections of art.

2.5b ADVANCED: Visit and critique art at local, regional, national, and international museums, and art exhibitions.

2.6 PROFICIENT: Identify the use of visual art in business and industry, advertising, television and film.

2.6b ADVANCED: Document and create a visual art career plan based on portfolio, and an investigation of educational possibilities.

 

standard three:>p.a.s.s. skill< Visual Art Expression - The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art.

objectives/ACTION

3.1 Create original two-and three-dimensional works of art from observation, memory and imagination using a variety of art media

3.2 Prepare a portfolio (collection) of the learner’s original artwork.

3.3 Develop and apply skills and techniques using a variety of art media, and processes in making two- and three-dimensional works of art:
MEDIA TYPES

Ceramics media: clay, modeling clay, clay substitutes, glazes, paint, stains. processes: pinch and pulled forms, slab, coil, incising, etc.
Drawing media: pencils, colored pencils, markers, chalks, crayons, oil-pastels. processes: sketching, contour line, hatching, crosshatching, stippling, rendering shading.

Fiber Arts media: cloth, yarn, ribbon, found objects, paper, and ropeprocesses: weaving, stitchery, braiding, and basketry.

Mixed Media media: tissue paper, photos, found objects, foil, fiber, paint, paper, magazines. processes: collage, bas-relief.

Painting: media: tempera, watercolor, oil, and acrylic. processes: wet-on-wet, wet-on-dry, wash, resist, sponge.

Printmaking media: printing ink, styrofoam, stencil, found objects. processes: relief, silkscreen.
 

Sculpture or Architecture media: paper, papier-mâché, clay, plaster, cardboard, wood, found objects, beads, sand, wire. processes: carving, constructing, and assembling.

3.4 Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
 

standard four:>p.a.s.s. skill< Visual Art Appreciation - The student will appreciate visual art as a vehicle of human expression.

objectives/ACTION

4.1 Demonstrate appropriate behavior while attending a visual art exhibition in a museum or art gallery.

4.2 Demonstrate respect for their work and the work of others.

4.3 Demonstrate thoughtfulness and care in completion of artworks.http://www.serve.com/cmtan/LifeBuddha/buddha.htm