Visual Art and DesignVisual Art and Design

INTRODUCTION OVERVIEW

INTRODUCTION OVERVIEW

• Demonstrate ability to write effectively about works of art.

• Communicates concepts regarding personal artwork through effective writing:– Assessment/critique– Motivations and decisions in the

artistic process– Artist statement

• Explains art processes through• writing directions sequential steps.

• Recognize that art today includes an extensive variety of forms produced with many different materials/

• Understand that what we call art is affected by the work of artists, art historians, archaeologists, teachers, viewers, students, museums, and galleries.

• Understand that cultures past and present from all over the world contribute to the expansive variety of today’s art.

M N P S STANDARD. Demonstrates understanding and utilization of visual arts concepts, elements of design, and principles of design to create multiple solutions to a problem. • Creates personal art using a

variety of media and techniques.• Utilizes and applies knowledge of

elements of art and principles of design.

VOCABULARY DESCRIPTIONS

• Artists• Contemporary art• Traditional art• Abstract art• Viewers• Symmetrical balance – The organization

of a composition so that one side duplicates or mirrors the other.

When Is It Art –CH 2

• Identify some conditions used to that an object is art.

• Identify some objects that are designed well that prompt an aesthetic response but are not art.

• Defend an object as a work of art based on Conditions of Artwork.

VOCABULARY DESCRIPTIONS

• Artworks• Harmony• Traditional art• Aesthetic response• Conditions• Good design

Chapter 2 When Is It Art?• Study question Answers1. Traditional materials and form, good

design, aesthetic response, intentions, expert opinions.

2. By causing us to think in more creative ways.

3. What art is, how it can be evaluated, how people respond to it, how it relates to personal and social values

4. Logical and harmonious relationships among parts of an artwork.

5. It is seen and enjoyed for its own sake; it does not have to be used in any way.

6. Someone, such as the artist or museum director, planned or intended something to be a work of art.

7. People including artists, dealers, collectors, art critics, museum directors, art teachers.

8. In art museums, galleries, art book, art magazines, homes, offices, public buildings.

9. Art produced by people who do no have formal art training.

10. Art that commonly appears in newspapers or on television.

Some Conditions for an Artwork

• Use the following conditions to determine whether an object is or is not an artwork.

1. Traditional materials and form. The object is made with materials traditionally associated with art forms, such as paint and canvas, wood, stone, clay, metal, gems, pencils or pastels.

2. Good design. There is a logical and harmonious relationship among the object’s parts.

3. Aesthetic response. The object is looked at for its own sake, or for its beauty and pleasurable qualities.

4. Intentions. Artists, museum and gallery directors, art collectors, and art critics intend the object to be art.

5. Expert Opinion. Artists, art critics, museum and gallery directors, teachers, and art historians judge the object to be a work of art.

• Optional Conditions6. Craftsmanship. The work

demonstrates skill and care in the use of materials and procedures.

8. Cultural relevance. The work relates to the beliefs, values and habits of a society

9 Innovation. The work introduces something new and original.

Elements of ART

• Line • Shape• Form• Movement• Value• Color

CHAPTER 3

• Describe• Opinion• Shading• Fact• Subject matter• Art elements

1. A) Looking, and B) telling or writing2. Facts include things people can see in

the artwork, such as objects, people, shapes colors;

- Opinions are based on thoughts about the artwork.

3. Knowing what to look for and using the right words to describe what you see.

4. Subject matter (people and objects)5. Line, shape form space, color texture,

value, movement.

• Four slides – Biographical Information– Early life - Significant points– Influences– Later Life – Best works

• Four slides – Biographical

Information– Early life - Significant

points– Influences– Later Life – Best

works

• http://www.gamequarium.com/

•http://school.discovery.com/lessonplans/finearts.html

• Student Objectives

• Understand important facts about Impressionism, including artistic styles and techniques.

• Describe the style and technique of one Impressionist painting.

• Compare and contrast the works of different Impressionists.

• Compare and contrast the styles of Impressionists and Post-Impressionists.

Visual Element LINE chapter 4

• *Demonstrates understanding and utilization of visual arts concepts, elements of design and principles of design to create multiple solutions to a problem.

• **Utilizes and applies knowledge of elements of art and principles of design.

• ***Investigates drawing concepts, techniques, and skills such as:

• Observation; Outline; Contour; Implied line

VOCABULARY DESCRIPTIONS _CH LINE

• Line• Contour line• Descriptive line• Lines of sight• Outline• Abstract • Hatching

VOCABULARY DESCRIPTIONS _CH LINE

• Hatching• Closure• Crosshatching• Edge • Implied line

Chapter 4Study Questions

• Visual Elements: • Line

Elements of art - LINE

•http://www.brigantine.atlnet.org/GigapaletteGALLERY/websites/ARTiculationFinal/MainPages/LineMain.htm

1. Veins of a leaf, tree branches, spider webs, etc.

2. Telephone lines, lines indicating highway lanes, etc.

3. Outline – A line joins itself to surround a shape; only outer edges are defined; usually same thickness throughout; shows little depth. Contour line—Defines edges, including edges of shapes within a form; shows depth; varies in thickness, darkness. Hatching—Closely spaced parallel lines. (Crosshatching—Hatched lines that cross

4. Closely spaced thin black lines blend with the white of the paper thus appearing to be gray. The mixing of the black and white happens in the eye.

5. By using a method called shading to develop lighter and darker grays.

6. By an edge. (Example: where one shape ends and another begins, which may be defined by a difference in color, texture, or value.) By lines of sight. (Example: following a line of sight between two people.)

7.A Portly Courier (text fig. 4-8): “relaxed” lines. Mother and Child # 2, by Catlett (text fig. 4-15): “graceful” lines. Grove of Cypresses, by van Gogh (text Challenge 4-4a): “rhythmic” lines.

8. Lines limited to expression; they do not symbolize outline or look like shading

Visual Art & DesignChapter 5

• Shape• Positive shape• Pattern• Negative shape• Form• Closure