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I was born and raised on Long Island, NY. I graduated from LIU Post in 2019 with a degree in Art education, K to 12th. I am currently in my 3rd year as a Middle school Art teacher. I've worked with various styles and mediums of art to further enhance my teaching and my students artwork. Outside of school I like to be with family, work outdoors, create artwork, and go upstate to my cabin.I also have many different types of reptiles and animals that i love to show off and interact with! My axolotls are always a big hit. This is my second semester in the CDIT Masters program and I am looking forward to creating a new course through ETAP 623!
My Topic and Purpose
My mini-course is designed to teach young artists with the knowledge and skills of the building blocks of art known as the elements of art. Within four different sections, student will learn about the first steps of creating art. Students will also learn how to create fair and impactful assessments of each others work, understand fine details and terms in art, discover methods for providing meaningful feedback and critiques, and finally, explore creativity and imagination by integrating the key aspects of art into their work and build an appreciation of the visual arts. Students will leave this course with a new outlook on the arts and a hopeful strong passion for the expression of art.
The fundamental purpose of this mini-course is to provide students with a strong foundation in the fundamentals of art, with a specific focus on understanding the elements of art and developing the ability to critique artwork effectively. By delving into the core principles of art and honing their critical thinking skills, students will not only enhance their own artistic abilities but also gain a deeper appreciation for the artistry of others. This knowledge will empower them to communicate and express themselves visually while engaging in meaningful artistic discourse.
Scope of Learning Outcomes and Content
By the end of this course, learners will be able to:
- Demonstrate an understanding of the foundational elements of art, including line, shape, form, color, value, texture, space, balance, proportion, emphasis, and movement.
- Apply the principles of art to create visually engaging and conceptually meaningful artwork.
- Develop proficiency in various art techniques, such as shading, perspective, and composition.
- Express personal creativity and artistic vision through original artworks.
- Explore and experiment with different artistic media and materials.
- Engage in constructive and insightful critiques of one's artwork and the work of peers.
- Articulate the elements and principles of art used in both their own and others' artwork.
- Provide specific and actionable feedback to help peers improve their artistic techniques and concepts.
- Analyze and evaluate artwork from a critical perspective, considering artistic intent, visual impact, and technical execution.
- Reflect on personal artistic growth and development through self-critique and self-assessment.
For an art class, focusing on the fundamentals of art is key where you can adapt the content to address the nature of the problem/opportunity and clarify the instructional aspects.
What is the nature of the problem/opportunity?
The nature of the problem/opportunity is centered around the need for comprehensive and engaging art education that instills a deep understanding of fundamental artistic concepts. Traditional art education often falls short in providing students with a grasp of the core elements and principles of art. In today's fast-paced world, art education faces the challenge of nurturing creativity while adapting to diverse learning preferences and environments. Students should not only be equipped with the technical skills to create art but also develop a profound appreciation for the fundamental elements of art, such as line, shape, color, texture, and space. Embracing these fundamentals enriches students' artistic vocabulary and allows them to communicate and express themselves effectively through their art.
Is it an instructional problem/opportunity that is best addressed through teaching and learning?
Yes, as we find that in art education, there must be ways to go beyond teaching techniques and tools; it should be an engaging, enlightening, and formative experience for students. By providing in-depth instruction and opportunities for artistic exploration, educators can enable students to grasp the elements of art and how to employ them effectively in their work. Teaching and learning strategies should encourage creativity, critical thinking, and experimentation, making art education a vibrant and transformative process.
The participants in this art class are students with varying levels of artistic experience and a shared passion for art. The class is designed to accommodate both beginners seeking to build a strong artistic foundation and more experienced students looking to refine their skills.
This art class intends to empower participants with a deep understanding of the fundamental elements of art and their application in creating meaningful and expressive artworks. Through engaging teaching and learning experiences, students will acquire the knowledge, skills, and appreciation for the core principles of art, enabling them to communicate their ideas, emotions, and perspectives effectively through their artistic endeavors.
Analysis of the Learner and Context
Analysis of the Learner:
This course is intended for younger aged artists, between the grades 3 to 5. These learners may have diverse characteristics that could affect what is taught and how it is taught in this course:
- Technique Proficiency: Learners may have varying levels of proficiency in the techniques we use. Same will have better ways of understanding the art mediums or techniques as we move forward.
- Technical Skills: Evaluate the learner's proficiency in using various art mediums such as pencils, paints, or digital tools. Assess their control, precision, and ability to create desired visual effects.
- Teaching Experience: The learners may include different learners who have created many pieces of art or have a like or passion for art, while others may not.
- Creativity and Imagination: Observe the learner's creativity in generating original ideas, concepts, and artistic interpretations. Consider their ability to think outside the box and bring unique perspectives to their art.
- Visual Communication: Analyze how effectively the learner conveys emotions, stories, or messages through their artwork. Consider the use of color, composition, and visual elements in expressing ideas.
- Time Constraints: Learners may have limited time available for professional development.
Analysis of the Context:
This course will be structured into four modules. Within each module, their will be various questions and reflective feedback on projects that are made throughout the course. Lastly, students will work on a final project that will try in together the building blocks of art known as the elements of art. This course will be asynchronous where students will be working on their own time to complete it and given the freedom based on their schedules. With that said, this course will be closely monitored and there will be due dates and submission dates.
- After completing this mini-course, learners will be able to:
- Observational Skills: To enhance students' ability to observe and represent the visual world accurately through techniques such as still life drawing, figure drawing, and landscape drawing.
- Elements and Principles of Design: To introduce students to the basic elements of art (line, shape, form, color, value, texture, space) and principles of design (balance, contrast, unity, movement, pattern, emphasis) that are the building blocks of visual composition.
- Color Theory: To teach students about the color wheel, color mixing, and how to effectively use color to convey mood and meaning in their artwork.
- Drawing Techniques: To provide instruction on various drawing techniques, such as contour drawing, cross-hatching, stippling, and shading, to help students achieve greater precision and expressiveness in their drawings.
- Painting Skills: To develop students' proficiency in using different painting mediums like watercolors, acrylics, and oils, as well as techniques like blending, layering, and brushwork.
- Art History and Art Movements: To introduce students to the history of art, famous artists, and various art movements that have influenced the world of visual art.
- Critique and Analysis: To enable students to critically analyze and discuss their own artwork and that of their peers, fostering a deeper understanding of art and constructive feedback.
- Creative Expression: To encourage students to develop their unique artistic voice and explore personal themes and concepts in their artwork.
- Craftsmanship and Presentation: To emphasize the importance of attention to detail, craftsmanship, and proper presentation of artwork, including matting, framing, and exhibition. These objectives aim to provide a solid foundation for students to appreciate, create, and engage with art, and they lay the groundwork for further exploration and specialization in the field of visual arts.
Task and Content Analysis
Creating a unit lesson on the elements of art and their application can be a rewarding experience: Here is the layout:
Section 1: What are the elements of art? How are they used and defined?
- Introduction to Elements of Art
- Objective: Introduce students to the seven elements of art: line, shape, form, color, value, texture, and space.
- Class discussion on each element with visual examples.
- Short hands-on activities or worksheets focusing on one element per day.
- - Applying the Elements
- Objective: Help students understand how artists use the elements in their work.
- Analyzing famous artworks to identify the elements.
- Creating simple artworks that emphasize a single element.
- - Elements in Art History
- Objective: Explore how artists from various art movements have used the elements.
- Research and presentations on artists and movements.
- Student artwork inspired by specific movements.
Section 2: How to implement key focuses and techniques in their artwork
- - Techniques and Focus Areas
- Objective: Introduce students to various art techniques (e.g., blending, cross-hatching) and focus areas (e.g., perspective, symmetry).
- Hands-on practice with techniques.
- Applying focus areas to their own artwork.
Section 3: How to create a virtual assignment or learning experience of changing the project from hand-made to digital-made
- Transitioning to Digital Art
- Objective: Teach students how to adapt their traditional art to a digital format.
- Introduction to digital art software (e.g., Adobe Photoshop, Procreate).
- Scanning or photographing traditional artworks for digital enhancement.
- Digital Art Project
- Objective: Assign a digital art project that builds on the elements of art and techniques learned.
- Students complete a project digitally and submit their work online.
Section 4: Critique/Feedback/ Explanation of technique and reflections
- Art Critique and Feedback
- Objective: Teach students how to provide constructive feedback and reflect on their own work.
- Class critique sessions where students evaluate and discuss each other's artwork.
- Self-reflection exercises.
- Final Presentations and Thoughts:
- Objective: Have students present their digital artwork and reflect on their journey.
- Student presentations of their digital art projects.
- Individual reflections on their learning experience.
Throughout the unit, encourage creativity, critical thinking, and individual expression. Adjusting the difficulty level and depth of content based on the grade level and proficiency of my students is key. Also, incorporating discussions about the role of art in society and its potential for social change to address social issues like school segregation. This unit allows students to explore not only the technical aspects of art but also its cultural and historical significance.
References and Resources
- Mathison, S., & Ross, E. W. (2002). The hegemony of accountability in schools and universities.
- Strauss, Valerie. "American schools are modeled after factories and treat students like widgets. Right? Wrong." 2015.
- McNutt, Chris. "Is the Factory model a myth." 2018.
- Senior, Carol, and Howard, Corey. "The state of the art in student engagement." Frontiers in Psychology, vol. 6, 2015, article 355. doi:10.3389/fpsyg.2015.00355.
- Kisida, Brian, and Bowen, Daniel H. "New Evidence of the benefits of arts education." Brown Center on Education Policy, 2019.
- Duma, Amy. "The John F. Kennedy Center for the Performing Arts." 2014. URL: https://files.eric.ed.gov/fulltext/EJ1050588.pdf.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
- Csikszentmihalyi, Mihaly. Creativity : Flow and the Psychology of Discovery and Invention. New York :HarperCollinsPublishers, 1996.
- Mathison, S.& Ross, E. W. (2002). The hegemony of accountability in schools and universities. Workplace, 988-102.
- Paris, D., & Alim, H. S. (2017). In What is culturally sustaining pedagogy and why does it matter? Teachers College Press.
- Ladson-Billings, Gloria. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher.