Visual Art and Design by kRD76wzt


									Visual Art and Design
• Demonstrate ability to write
  effectively about works of art.
• Communicates concepts regarding
  personal artwork through effective
  – 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
• Understand that cultures past and
  present from all over the world
  contribute to the expansive variety of
  today’s art.
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
•   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.

• Artworks
• Harmony
• Traditional art
• Aesthetic response
• Conditions
• Good design
  Chapter 2 When Is It Art?
• Study question Answers
1. 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
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
•  Use the following conditions to determine
   whether an object is or is not an
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
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 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.
     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 writing
2. 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
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
  – Early life - Significant
  – Influences
  – Later Life – Best
• 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
• **Utilizes and applies knowledge of
  elements of art and principles of design.
• ***Investigates drawing concepts,
  techniques, and skills such as:
• Observation; Outline; Contour; Implied
               _CH LINE
• Line
• Contour line
• Descriptive line
• Lines of sight
• Outline
• Abstract
• Hatching
        _CH LINE

• Hatching
• Closure
• Crosshatching
• Edge
• Implied line
            Chapter 4
         Study Questions
• Visual Elements:
• Line
  Elements of art - LINE

• http://www.brigantine.atlne
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
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
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”
8. Lines limited to expression; they
  do not symbolize outline or look
  like shading
     Visual Art & Design
         Chapter 5
• Shape
• Positive shape
• Pattern
• Negative shape
• Form
• Closure

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