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