Discipline Based Art Education A Fresh Approach To Teaching A-Books Pdf

Discipline Based Art Education A Fresh Approach to TeAching A
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ate his or her inventive possibilities The quality of imagination DBAE since it is both a process and a philosophy As a process. is a treasure that each of us should savor and respect 2 Joyous it is described as follows Aesthetic inquiry occurs when we. as it may be the act of creation demands enormous self discipline examine the statements and judgments we make about imagery. and teaches students to learn how to handle frustration and fail to determine what conception of beauty or other value systems. ure in pursuit of their idea It requires setting goals determining they represent and how these may be justified 4. a technique figuring out how to apply it and continually making As a branch of philosophy aesthetics deals with general ques. evaluations and revisions in other words thinking and solving tions about art beauty and creativity It is a way of dealing with. problems 3 ideas about beauty such as what moves each person to a higher. spiritual level and what makes a person stop look and wonder. Art Criticism Aesthetic scanning is a method of art criticism of responding. Art criticism is a four part process description analysis evalu to a specific work or body of work Historically aesthetics is a. ation and interpretation When they act as art critics students branch of philosophy with its own substantive content which. use art vocabulary which expands their written and oral skills deals with general questions such as What is art What s. They develop observation skills learning to look without preju the difference between a work of art and a copy Are there. dice and to make unbiased judgments criteria that can be used in evaluating all works of art and Is. To implement this section of DBAE it is necessary to teach the concept of originality in art a meaningful one 5. the rules formal properties of art As students view fine art they The study of aesthetics is important to Christian education. see how artists use formal properties They read professional cri Fowler states it succinctly Studying the arts furnishes students. tiques and become familiar with the vocabulary of art criticism with a crucial aesthetic metaphor of what life at its best might. By working through all the elements of design and connecting be Through the study of an art students learn to strive for. them to the principles they have learned students become skill perfection to self correct and to create a satisfactory solution. ful in expressing their own opinions about the use of color line to the challenges at hand 6. shape etc They acquire the necessary vocabulary and learn how. to ask questions and formulate possible answers about the artists Why Art Why DBAE. intentions As they learn that there are no answers to some ques For schools in the Seventh day Adventist educational system. tions they gain practice in working with abstract ideas They that are expected to provide a structured college preparatory. synthesize what they have learned through production and study program Discipline Based Art Education meets a specific. of art history They begin to develop their own philosophy about need DBAE provides a strategy that will work within the ex. art isting Adventist curriculum and that will also encourage greater. In this area of art criticism DBAE differs from traditional art openness to art education The strategy is found in the five. instruction It teaches critical thinking along with self expres commonalities for all DBAE curricula as outlined by Dobbs. sion DBAE requires students to apply the formal properties of 1 A long range plan and written lessons ensure that cur. design when creating art as well as the process of critical analysis ricular activities are specific well understood and coordinated. used when looking at art To teach DBAE the teacher must have with other grades. a good understanding of the formal properties of his or her sub 2 Sequential organization ensures that skills and concepts. ject build on one another through regular systematic ongoing in. Art History 3 Engagement with works of art by mature artists from. Through instruction based on DBAE the student develops many cultures is central to the organization of curricula. an appreciation of the historical factors that influence an artist s 4 Content is balanced among the four art disciplines. work In the unit of instruction that began with viewing the re production history criticism and aesthetics to promote en. production of David Hockney s Nichols Canyon see case study gagement from multiple perspectives. the students not only described and analyzed the painting but 5 It uses developmentally suitable and age appropriate. also researched the artist They found out about his photo collages activities 7. his British working class background his supportive parents and Adventist education needs more than a single vision of art. where he went to school They began to appreciate how an artist s education Imagine randomly tossing out a thousand flower. early beginnings might inform his later work They learned how seeds in the hope that a garden will emerge Planting a lot of. to place the artist within the historical context of his training seeds may be a beginning but it s not a sustainable strategy. found out what artists he might have studied with and examined for garden design DBAE is the landscape architect s plan. art that would have been familiar to him They learned what was for incorporating the thousand flowers into a comprehensive. happening in the world during his formative years This enabled and coherent plan for a garden Like a garden plan that can. them to relate Hockney s art to social religious political and be modified to suit a variety of climates soils and latitudes. historical events during his life and to discuss how that might DBAE is flexible and adaptable while incorporating an overall. have informed his artistic vision plan It rejects the whatever happens happens outcome in favor. of a strategy with defined goals and achievable results Our. Aesthetics educational system would be benefit from putting such a sys. Aesthetics is the most problematic of the disciplines taught in tem into place 0. 44 The Journal of Adventist Education OCTOBER november 2008 http education gc adventist org jae. Case Study, Twenty four students enrolled in my academy art class. Only two had had any previous exposure to art apprecia. tion and production All of them viewed art subjectively. based on the following criteria Is it pretty Does it resemble. a photograph Does it affect me emotionally With this. group I decided to apply Discipline Based Art Education. Before the students began art production the first step. of DBAE I showed them David Hockney s painting Nichols. Canyon and solicited their reactions Most reacted nega. tively They did not regard the painting as very good or. interesting So I dropped the subject deciding to come back. to it later, Now it was time to get the class involved in art produc. tion During the first few weeks we discussed various genres. of art elements and principles of design and the fact that. each piece of art has a specific genre i e landscape and. medium i e tempera and addresses a big idea As they. created and discussed their artwork the students began to. see how the principles and elements of design play a role in. art production, The assignments both helped them to create good com. positions and required them to consider the big idea that. they were trying to communicate They examined many. fine art reproductions and studied examples of good student. art shown in their textbook Yet the beginning students con. tinued to incorporate common symbolism hearts for love. happy faces for joy a sun in the corner for a bright day in. spite of my ban on such usage, When the students turned in their first assignments only. two of the landscapes could be regarded as even average. most were of minimal quality But the students who put the. greatest effort and thought into planning their painting felt. the most satisfied with their work I did not get discouraged. because quiz results showed that the students were begin. ning to understand the principles of good art production. To complete their assignments the students had to learn. new processes and methods of expression such as how to. create a work of art based on formal properties They also. learned about preparing an idea by planning and experi Nichols Canyon by David Hockney. menting rather than relying on inspiration They learned. to put aside their prejudices personal preferences and analyzing a painting We discussed Hockney s use of the prin. preconceived ideas when evaluating artwork Gradually they ciples of design the elements he emphasized and other elements. became more proficient in self expression and gained confidence and principles that could be identified in the painting The stu. in using new subject matter Meanwhile their knowledge of dif dents each received a form with questions to guide them in ana. ferent types of media expanded lyzing the painting Because this analytical process was preceded. The class was now ready for the second step in DBAE art not only by the art production session but also viewing of videos. criticism We went back to Nichols Canyon First I asked them to on art elements composition and vocabulary review the stu. write a description of the painting They were to describe what dents could apply what they had learned to the process of analyz. they saw using only factual statements without any interpreta ing artwork. tion or personal opinions such as I think a pretty flower Each student was assigned a research project They found in. or an ugly dog Sorting fact from opinion was hard for some formation about David Hockney and became familiar with the. students but with practice they were able to avoid interpretation place medium genre political and social atmosphere of the time. Second I gave each student a handout showing the structure when Nichols Canyon was painted This was the third phase in. and movement of Nichols Canyon and explained the process of DBAE art history. http education gc adventist org jae The Journal of Adventist Education OCTOBER november 2008 45. After the students became familiar with Hockney s early life bols in artwork. and work they were asked to write an evaluation that included Discussing questions such as these helped the students make. these facts Again they were to insert no personal opinions and aesthetic judgments and form aesthetic standards The questions. all judgments had to be supported by facts They were to seek to became more involved as the students knowledge grew. understand what the artist was trying to say about the specific At the end of this unit of study my students had changed. place shown and to judge the effect of the colors and the nature their attitude toward the Hockney painting as is evident from a. of his composition Was Hockney s use of unconventional color sample of their comments. influenced by the effect of the bright, southern California light or the.
diverse culture in the Los Angeles, area The students were to base their. opinions on what they had learned, about the history and structure of. visual arts the artist s life his inten, tions and place in history and his. relationship to and possible influence, on the contemporary art world Now. they had reached the fourth step in, DBAE aesthetics.
The class final art production as, signment was to paint a landscape. using tempera They could use fam, ily snapshots as a resource but could. not copy them Part of the assign, ment was to explain their composi. tion which meant they had to think, through what they were trying to. say about the place or landscapes in, general Their big idea might be.
to use the landscape to explore a va, riety of media or to emphasize one. particular element They were told, that their work would be critiqued by. classmates, In critiquing each others work, the students were directed to apply. what they had learned about critical, analysis and aesthetics When a class. discussion centered on why Jenny, might have put a yellow sun in the.
corner of her painting the students, began to create a philosophy of aes. thetic standards They discussed the, following questions Is it ever pos. sible to see a sun in the corner of the, sky at three o clock in the afternoon. Is it always childish to put a sun in, the corner of the painting Why. doesn t the teacher let us use suns in, the corner or smiley faces hearts.
and stars in our paintings What, genres of art make use of symbols If. Jenny used tempera to make a copy, of Hockney s painting would that be. intellectual theft Do other cultures, use symbols in their art When is it. OK to include commonly used sym, 46 The Journal of Adventist Education OCTOBER november 2008 http education gc adventist org jae. Where can I get a poster like that one of art production but also enables them. I want it on my wall to look at every day I to appreciate art criticism history and Guest Editorial. think the artist was painting a scene in Mexico aesthetics Carefully employed DBAE can Continued from page 3. or El Salvador Look at the colors he used address the needs of students with many. They look like the colors you see in Mexican different learning styles good students it and the society that produces it 3. or Hispanic art He seems to have deliberately unmotivated students those with a life. program Discipline Based Art Education meets a specific need DBAE provides a strategy that will work within the ex isting Adventist curriculum and that will also encourage greater openness to art education The strategy is found in the five commonalities for all DBAE curricula as outlined by Dobbs 1

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