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