Chapter 2
Art
Why teach art?
• Boosts self-confidence.
• Develops sense of personal act.
• Develops motor skills, practical knowledge & schematic knowledge.
• Provides opportunity to create object worthy of celebration.
• Learners work as cooperative unit.
• Opportunities to experience & express feelings.
• Promotes act. in brain.
• Helps understand other subjects more clearly.
• Nurtures inventiveness.
• Gain tools necessary for understanding human experience.
• Skills & values gained from studying art:
o Intrinsic aptitudes:
▪ creativity & imagination
▪ self-expression & perception
▪ spatial awareness
▪ visual aptitude
▪ physical acuity
o Extrinsic aptitudes:
▪ developing powers of description & analysis
▪ extended intercultural awareness
▪ planning & executing art projects
▪ developing & supporting arguments & viewpoints
▪ peer collaboration
▪ self-directed learning
Important role of art in education
• Important for growth & development.
• Enhance cultural appreciation & awareness.
• Symbol systems as important as numbers & letters.
• Integrate mind, body & spirit.
• Provide opportunities for self-expression.
• Create connection between motivation, instruction, assessment & practical application.
• Opportunity to experience processes from beginning to end.
• Develop independence & collaboration.
• Provide immediate feedback & opportunities for reflection.
• Use personal strengths in meaningful ways.
• Merge learning of process & content.
• Improve academic achievement.
N. Sweeney PST210G Summaries Chapter 2
, • Develop higher-order thinking skills.
• Essential components of alternative assessment programme.
• Provide means for every learner to learn.
What are visual arts?
• Non-verbal language that needs to be learnt just as any spoken language.
• Visual literacy: set of skills which help interpret & construct meaning from images.
• Best known art movements:
o Impressionism
▪ small, thin, yet visible brush strokes.
▪ emphasis on accurate presentation of light.
▪ inclusion of movement
▪ unusual visual angles
▪ Picasso & Monet
o Fauvism
▪ intense colours
▪ means of communicating artists’ emotional state
▪ colours do not have to be realistic
▪ Matisse
o Cubism
▪ geometrical depiction of natural forms
▪ assembling objects in abstracted form
▪ Picasso
o Expressionism
▪ distorting images for emotional effect
▪ express emotional experience
▪ Van Gogh
o Art Nouveau
▪ flowing curves
▪ extreme decoration
▪ wide variety of styles
▪ Klimt
• Visual arts include:
o fine arts (2D)
o sculpture (3D)
o applied arts
o decorative arts
o crafts
Development of skills through art
• Fine motor skills: holding paintbrush
• Language: learn new words for colours, shapes, etc.
• Decision making: critical thinking when making art decisions
N. Sweeney PST210G Summaries Chapter 2
Art
Why teach art?
• Boosts self-confidence.
• Develops sense of personal act.
• Develops motor skills, practical knowledge & schematic knowledge.
• Provides opportunity to create object worthy of celebration.
• Learners work as cooperative unit.
• Opportunities to experience & express feelings.
• Promotes act. in brain.
• Helps understand other subjects more clearly.
• Nurtures inventiveness.
• Gain tools necessary for understanding human experience.
• Skills & values gained from studying art:
o Intrinsic aptitudes:
▪ creativity & imagination
▪ self-expression & perception
▪ spatial awareness
▪ visual aptitude
▪ physical acuity
o Extrinsic aptitudes:
▪ developing powers of description & analysis
▪ extended intercultural awareness
▪ planning & executing art projects
▪ developing & supporting arguments & viewpoints
▪ peer collaboration
▪ self-directed learning
Important role of art in education
• Important for growth & development.
• Enhance cultural appreciation & awareness.
• Symbol systems as important as numbers & letters.
• Integrate mind, body & spirit.
• Provide opportunities for self-expression.
• Create connection between motivation, instruction, assessment & practical application.
• Opportunity to experience processes from beginning to end.
• Develop independence & collaboration.
• Provide immediate feedback & opportunities for reflection.
• Use personal strengths in meaningful ways.
• Merge learning of process & content.
• Improve academic achievement.
N. Sweeney PST210G Summaries Chapter 2
, • Develop higher-order thinking skills.
• Essential components of alternative assessment programme.
• Provide means for every learner to learn.
What are visual arts?
• Non-verbal language that needs to be learnt just as any spoken language.
• Visual literacy: set of skills which help interpret & construct meaning from images.
• Best known art movements:
o Impressionism
▪ small, thin, yet visible brush strokes.
▪ emphasis on accurate presentation of light.
▪ inclusion of movement
▪ unusual visual angles
▪ Picasso & Monet
o Fauvism
▪ intense colours
▪ means of communicating artists’ emotional state
▪ colours do not have to be realistic
▪ Matisse
o Cubism
▪ geometrical depiction of natural forms
▪ assembling objects in abstracted form
▪ Picasso
o Expressionism
▪ distorting images for emotional effect
▪ express emotional experience
▪ Van Gogh
o Art Nouveau
▪ flowing curves
▪ extreme decoration
▪ wide variety of styles
▪ Klimt
• Visual arts include:
o fine arts (2D)
o sculpture (3D)
o applied arts
o decorative arts
o crafts
Development of skills through art
• Fine motor skills: holding paintbrush
• Language: learn new words for colours, shapes, etc.
• Decision making: critical thinking when making art decisions
N. Sweeney PST210G Summaries Chapter 2
