Chapter 3

• Visual Arts:

• Traditional categories

• Communication & Design

• Architecture

• Folk Art

• Work of Art

• Not Art

• Assembly Tasks: emphasis on following directions not creatively crafting macaroni necklaces, etc.

• Art

• One of a kind piece; child driven; should even put emphasis on how they want to display it  

• Developing skills for positive critiquing

• Emphasis is the process; not the product

• Questions about activities to help determine if it is art

• Are children’s responses predetermined? If so- NOT art

• Will products look nearly identical? If so-NOT art

• What is the purpose of the activity? Busy Work

• Is the activity developmentally appropriate? If someone has to help the child or adds to creations-NOT art

• Variables affecting children’s artistic expression:

• Prior experiences

• Cultural opportunities

• Family support

• Visual skills, mental capacity, motor coordination  

• 4 types of learning are promoted through art

• Knowledge: developing vocab

• Skills: emphasis on the process

• Dispositions: positive interaction with materials, etc.

• Feelings: support, value, respect:

• Artifacts (almost like proof)

• Object or symbol created to have meaning to a culture