Study Page for Final


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Art for Children, Fall 2002, Marvin Bartel, Instructor
 
Updated 12-11-2002  most recent updates are in yellow areas
these are matching question
words and phrases 

After media work
Art history
Art Materials (media)
Ask accretion questions
Before media work
Changing habits of work
Container
Contrast
Conventional 
Conversation Game
Conversational
Copy from each other
During media work.
E. Feldman 
Edwards
Expressionistic 
Flexible
Flow
Form
Formalism
H Gardner 
I and My topics
Independent
Inductive 
Line
Lowenfeld

M Chagall
Mark Making or Preschematic
Mattise
Multi-sensory
Negative area
Non-Sequential
Open Questions
Opposites
Painting
Perception 
Perceptual
Practice
Problem finding
Process centered
Product centered
Realism
Representational accuracy
Reproduction 
O'Keefe
Sighting device
Similar to prior success
Skepticism
Stippling
Surrealism or Fantastic
Symbol Making or Schematic
Topics for assignments
V Lowenfeld
Visual thinking

2002 Fall 

The Final is over material from the whole term, the whole book, all the handouts, videos, all class and studio sessions. 
Review chapters in the text from earlier tests.
Study Chapter 8, and 9 in the text. Know the terms at ends of chapters.
 

See an  Analysis (comparison) by Marvin Bartel of Paul Duncum's "What Elementary Generalist Teachers Need to Know to Teach Art Well"(Art Education.  November, 1999) and "Drawing Is Basic" by Jean Morman Unsworth,  A  response to “What Elementary Generalist  Teachers Need To Know to Teach Art Well” Art Education. November, 2001, pages 6 to 11.   http://www.goshen.edu/art/ed/duncum-review.html

Review the work of the art history pages presented in our class for exemplars related to the art work made in our class. 

In Chapter 7, and our class notes, what are the characteristics of creative children, problems they face, how do we kill creativity and how do we foster creativity.
In your opinion, what are the pros and cons of "profiling" highly creative children in the classroom?

Review your handout on Developmental Stages to be able to tell the differnences for a first grade and a forth grade, etc. 

Study the National Visual Arts Standards, appendix A in text. Can you say which standards or categories you covered in the lessons you taught in Field Teaching?

Study Questions.  Find other students in the class and ask each other these "jeopardy" questions. 

  1. How would it be different to teach thinking strategies to do problem finding compared to problem solving? 
  2. What ways can you think of to teach idea finding for subject matter in art work?
  3. What ways can you think of to teach new art skills in observation and with art materials?
  4. What ways can you think of to teach imaginative thinking?
  5. What ways can you think of to enhance and motivate work done from memory?
  6. What would be the aesthetic implications of multi-use space in a school vs. single use space designed for one function?
  7. What are some ways to teach and learn visual literacy?
  8. What kinds of art materials and processes are more and less appropriate at various developmental stages? 
  9. What would be subject matter (topics) for art that would be more appropriate for first graders than for fifth graders?
  10. What criteria would be good to use when selecting art exemplars to study after media work?  How and where could you find these exemplars?
  11. What subject matter is more appropriate for fifth graders than first graders?
  12. What are the steps of idea creation (not craft methods) you could use for students to create a weaving?
  13. How could you teach the craft of weaving without doing a weaving demonstration?  By what criteria could these be fair questions since the class has not had any weaving lessons?
  14. What kinds of criteria would you use to group a fourth grade class into synectic groups for the purpose of designing and creating school murals about the neighborhood in which they live? 
  15. What kind of Visual Arts Standards could be addressed by a third grade poster assignment dealing with neighborhood beautification?
  16. What is the definition of an artful teacher (not an art teacher)?
  17. In what ways is teaching similar to creating artwork?
  18. How can children be helped to accept and benefit from mistakes?
  19. In what ways is the teaching of art, when done correctly, also apt to help students learn other things even though the other things are not part of the art lesson?
  20. What formal compositional choices are made by students arranging colored shapes in a collage?
  • Review your e-mail messages from the term - looking for content.
  • Review handouts from the term.
  • Compare Claudia Cornett's "Creativity Squelchers" (POST IT PAGE 1-7 from Creating Meaning Literature and the Arts page 30) with Bartel's "Creativity Killers"
  • How could Cornett's Pantomine Possibilities be used as motivational topics and techniques for artwork (see A-to-Z Pantomeme Possibilities, page 262, POST IT PAGE 8-1)?
  • Review Text.
  • For the complete list of webpage links about art education
     
    Stages of the Creative Process (including Elaboration
    Strategies to Creatively Solve Problems 

    Review sheet for How To Judge Photography
    Review sheet for Types of Photographs

    ON RESERVE IN LIBRARY, DECEMBER 2002
    For lots of examples and ideas for photography with chldren
    see: Secret Games: Collaborative Works with Children 1969-1999 by Wendy Ewald, Adam D. Weinberg, Urs Stahel
    Select and study one idea that you feel you could use as a point of departure to creatively develop a photography lesson for children in an elementary school classroom.

    For photographic categories and types. 
    Criticizing Photographs: An Introduction to Undertanding Images
    by Terry Barrett