Visual Art and Design

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Visual Art and Design

• INTRODUCTION
• OVERVIEW

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• 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.

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• 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 todays art.

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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.

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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.

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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.

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VOCABULARY DESCRIPTIONS

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

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Chapter 2 When Is It Art?

• Study question Answers
• 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.

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• 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.

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• 9. Art produced by people who do no have formal
  art training.
• 10. Art that commonly appears in newspapers or on
  television.

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Some Conditions for an Artwork

• Use the following conditions to determine whether
  an object is or is not an artwork.
• 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.
• Good design. There is a logical and harmonious
  relationship among the objects parts.

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• 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.

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• Optional Conditions
• 6. 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.

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Elements of ART

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

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CHAPTER 3

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

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• A) Looking, and B) telling or writing
• Facts include things people can see in the
  artwork, such as objects, people, shapes colors
• - Opinions are based on thoughts about the
  artwork.
• Knowing what to look for and using the right
  words to describe what you see.
• Subject matter (people and objects)
• Line, shape form space, color texture, value,
  movement.

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

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

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• http//www.gamequarium.com/
• http//school.discovery.com/lessonplans/finearts.h
  tml

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• 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.

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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

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VOCABULARY DESCRIPTIONS _CH LINE

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

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VOCABULARY DESCRIPTIONS _CH LINE

• Hatching
• Closure
• Crosshatching
• Edge
• Implied line

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Chapter 4Study Questions

• Visual Elements
• Line

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Elements of art - LINE

• http//www.brigantine.atlnet.org/GigapaletteGALLER
  Y/websites/ARTiculationFinal/MainPages/LineMain.ht
  m

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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 lineDefines edges, including edges of
   shapes within a form shows depth varies in
   thickness, darkness. HatchingClosely spaced
   parallel lines. (CrosshatchingHatched lines that
   cross

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

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• 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

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Visual Art DesignChapter 5

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