Name: Tutor: Course: Date: The works of Vincent van Gogh and sol LeWitt and Japanese influence on European art 1. In drawing a comparison and contrast between the works of Vincent van Gogh and sol LeWitt, Vincent van Gogh’s application of symbolic colors and paint to express subjective emotion have created the basis of defining abstract expressionism, which started with the Americans after the World War II movement of art creation and presentation. LeWitt’s work, on the other hand, has been used as a basis for the use of traditional art materials during the creation of artworks. However, his use of traditional art materials had been improved, to involve the use of digital technology and computers to create and edit these materials. Some
The revised ‘Advice for teachers’ section of both studies is a suggested guide and offers teachers a variety of examples of possible teaching and learning activities relevant to the outcomes. Both studies offer advice for teachers when developing an appropriate course of study including explanations of specific terms used throughout the studies. VCE Art and Studio Arts share some terminology, including references to visual language. Visual language is defined as artmaking skills and aesthetic awareness and is demonstrated in the ability to employ formal elements and principals to communicate meaning. Visual language is the language required to make art and is distinct from art language, which is the terminology employed to speak about art.
Often, the display should be the representation of the children’s own work. However, posters, published materials or good quality photographs can be used when the children’s own work is not available. The display should always have a clear title, a year group label and should have a short explanation of the task / learning objective. In order to enhance and enrich the displays, all the labels could be printed by school staff or children using their computer skills. It is also important that the class teacher uses a range of questions to draw attention to the display and encourage interaction.
What can be done to ensure that the arts are a component in the project? I think that the project approach should the interest of the children. It keeps them interested and the opportunity for growth development curiosity and wanting to learn creativity. The arts can be ensured by including work that will allow children to do project based on what they learned. 3.
As soon as the creativity hits a higher level and the work assumes its own identity, whether it has a function or not, that is when it becomes art. In 2007 the national curriculum for education changed the scheme of work. They changed Art and design, to Art, craft and design. In the previous curriculum criteria, students had to explore the work of artists, craftspeople and designers. Therefore craft has always been in the curriculum but some felt it was over looked.
Assigned essay topics will often require students to incorporate artworks from the non-European world. Themes and topics include both context and visual analysis. [C2] • The human body • Objects related to religious ritual • Narrative art • Sacred spaces (religious architecture and sites) • How art and architecture convey power and authority • Formal analysis of an artwork • The relationship of the artist to society • The role of the patron who supported the artist • Issues of gender • Cultural diversity C2—The course teaches students to understand works of art within their historical context
TASK Ai e) Demonstrate your understanding of ways to establish ground rules with learners Ground Rules are boundaries and rules introduced to reinforce behaviour deemed appropriate for the class/ workshop, ensuring respect and creating a safe environment in which teaching and learning can take place. The first step in establishing ground rules is to decide whether they are negotiable or non-negotiable for example certain rules must be abided by when on college campus, and these are stated in the college handbook which is handed out to all individuals, there are also negotiable /non-negotiable rules relating to each department for example when in practical lessons it is possible to vary the times of breaks and it is vital that both staff and learner abide by the various health and safety policies introduced to ensure the safety and well-being of all present in the workshop e.g. mandatory wearing of personal protective equipment, the banning of mobile phones, banning of the use of machinery when not permitted/ trained to. There are various methods of establishing ground rules, and effective method being a discussion either between the students and one’s self or by encouraging the learners to work together to recognise what behaviour is acceptable. This enables the learners to recognise what is acceptable and gives them a sense of ownership as well as encouraging group dynamics.
Art is another significant subject in this novel. The students at Hailsham gain a sense of identity through art. It is said in the novel that the art created by the children could reveal their souls. There is a sense that Hailsham students create art in order to make their identities discernible. Students try to hold on to a sense of individuality through small collections and their ability to create beautiful and meaningful pieces of artwork.
CYPOP7 – Unit Assessment Project Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3. The EYFS framework emphasises the importance of creativity and creative learning and creative development is one of the main areas of learning within the early years curriculum. Defining creativity is not straightforward, but it is agreed among many theorists that the creative process involves a number of components including imagination, originality, productivity, problem solving and the ability to produce an outcome of value and worth. Creativity should not only deal with the traditional expressive arts, such as painting and drawing or dance, but should include creativity in all subjects including science and maths. Creativity in
Art Thou Really Art? Tiffany Lundrigan ECE 1140 Section 01 Emily Mathison Art Thou Really Art? Art can be defined and interpreted in many different ways. While looking at art there are three necessary criteria’s we have to look at. While looking at their art we have to emphasize the process of how they created their art, it must value originality and it must allow for children to retain ownership of their own work.