Art Literacy
We Believe Art Literacy...
Encourages students to think creatively and to problem solve, which prepares them for their futures.
Helps students to learn how to observe, something naturalists, climatologists, writers, and doctors need to know how to do.
Gives students the opportunities to form mental images, an ability chemists, engineers, architects, designers, and inventors use to think up new ideas.
Celebrates many perspectives. Students learn to value diverse views and cultures, which is ever important in a global society.
Communicates ideas and emotions of the human spirit, connecting us to our history, traditions, and heritage.
Provides an artistic platform for students to realize that there are many ways to see and interpret our beautiful world.
Volunteer Today!
Contact Art Literacy
For Art Literacy program information or questions about volunteering, please contact the Art Literacy Coordinator Cathy Lamb.
The Red House by Camille Pissarro
- Artists Teaching Students Online Lessons
- About Beaverton Art Literacy
- Art Gallery
- Art Literacy Volunteer Coordinators
- Art Literacy Yearly Timeline For Coordinators
Artists Teaching Students Online Lessons
We want to bring art lessons to your home during this difficult time.
Please click on the links below to see Art Literacy's new program, "Artists Teaching Students."
Through a slide deck, our students learn about different local artists, their art, how they create their work, their studios, childhoods, and how to become an artist.
All of the lessons are in our elementary and middle schools, adjusted for different grade levels. All of the lessons are also in audio read-along so all of our students can participate. They can learn about our artists as if they're being read a story!
We have painters, sculptors, children's book authors and illustrators, ceramicists, encaustic artists, a mouse designer, a bamboo artist, and even a monster maker. (The monsters aren't too scary, we promise!)
We hope you, and your children, enjoy and learn from these lessons.
THANK YOU to Oregon artists Karen Carman, Janel Pahl, Yong Hong Zhong, Nancy Coffelt, Maggie Rudy, Terresa White, Veronica Arquilevich Guzman, James DeRosso, Charissa Brock, Margaret Godfrey, Tierney Davis Hogan, and Kim Nickens for volunteering to bring art to Beaverton School District's students. We appreciate you!
Brenetta Ward
Round Two Students Teaching Students
Jerold Howard
Sidnee Snell
Students Teaching Students
Mike Caroff - Wildlife Photographer
Tierney Davis Hogan - Fiber Artist
Kim Nickens - Quilling Artist
Charissa Brock - Bamboo Artist
James DeRosso - Monster Maker
Margaret Godfrey - Painter
Veronica Arquilevich Guzman - Ceramicist
Terresa White - Sculptor
Maggie Rudy - Author and Illustrator
Yong Hong Zhong - Fine Artist
Janel Pahl - Encaustic Artist
Karen Calcagno - Painter and Muralist
Nancy Coffelt - Painter and Children's Book Illustrator
About Beaverton Art Literacy
Beaverton Art Literacy
The Beaverton School District is home to an exceptional, volunteer-staffed elementary and middle school art education program called Art Literacy. About 1,600 volunteers currently participate in Art Literacy in 48 Beaverton elementary and middle schools.
Art Literacy lessons are presented six times a year at the elementary level, from October to June, and three times a year at the middle schools, during regular school hours.
If you are a Community Volunteer, you are assigned a classroom at a school where there is a need. You may present the lessons/art projects to the students, or choose to act as an assistant to the presenter.
This is an opportunity for those who enjoy working with students in a teacher-like role. The classroom teacher remains with the class, but you are presenting or assisting with the lesson.
NO ART BACKGROUND IS REQUIRED AND ALL MATERIALS ARE PROVIDED.
Art Literacy volunteers need to attend a training meeting before each classroom presentation. The times and days for these are different at each school
At the training, volunteers receive a copy of the lesson they will be teaching. The Art Literacy coordinator will present the lesson/artist overview, the focus of the lesson, and then will teach the lesson as if in a classroom setting. The art project the students will be completing is demonstrated and explained. You, too, will complete the art project, so you will know how to best teach the students. All of the art supplies are provided by each school program.
Classroom assignments for volunteers are made at the beginning of the school year, and the presentations are scheduled with the teacher, by you or the coordinator, to take place during regular school hours.
The artists that are presented during the year are pre-selected according to a district-wide rotation that includes a painting, non-painting, 20th century artist, woman, minority or regional artist, as well as introducing art from another culture.
The program’s elementary curriculum is based on 72 artists and the middle schools' curriculum has over 40 artists.
The students study European masters, renowned American artists, some living and local artists, and cultural arts. For example, Marc Chagall, Bev Doolittle, Dale Chihuly, Claude Monet, Beatrix Potter, Grandma Moses, Faith Ringgold, Mary Cassatt, Deborah Butterfield, Rembrandt, Frank Lloyd Wright, the Canadian Inuit, Ancient Greece, and Korea, are all part of the curriculum.
You can see the rotations and a schedule of the artists month by month by looking at the Box Rotation section on this website.
Each year the rotation adjusts to bring a new set of artist lessons to the students.
Generally, each classroom lesson and art project takes a little over an hour. Total time commitment for each lesson is about three and a half hours, which includes training, classroom time, preparation and clean up.
Teaching Art Literacy is an extremely rewarding volunteer opportunity for both the volunteer and the students.
If you would like more information about volunteering for the Art Literacy program in the Beaverton School District, please contact Cathy Lamb at Cathy_Lamb@beaverton.k12.or.us. Thank you for volunteering in Beaverton Schools!
The Beaverton School District requires ALL volunteers to fill out and pass an online background check. Volunteers will also need to create a Volunteer Profile Account for signing in prior to volunteering in any school. Click on this link for more information... https://www.beaverton.k12.or.us/departments/communications-community-involvement/volunteer
Art Gallery
Art Literacy Bulletin Boards
Art By Our Students And Volunteers
Eric Carle
Vermeer
Audubon
African Textiles
Louise Nevelson
Audubon
Peter Paul Rubens
Grant Wood
Alexander Calder
Van Gogh
Celtic Illuminations
Mary Cassatt
Audubon
Maxfield Parrish
Mary Cassatt
Peter Paul Rubens
Remington
Faberge Eggs
Oceania
Rembrandt
El Greco
Ansel Adams
Eric Carle
Andy Goldsworthy
Audubon
Renoir
Renoir
Art Literacy Volunteer Coordinators
Art Literacy Volunteer Coordinator
Job Description
The Art Literacy Coordinator (or team) at each school site is responsible for:
1. Copying the Art Literacy lesson, Production, and Take-Home information for the volunteers for each artist/culture presentation, and buying all necessary art supplies for the lesson.
2. Studying and presenting each lesson and art production to the volunteers during training meetings throughout the year. Meeting times and number are to be determined by the coordinator(s) on a site by site basis. Follow up with volunteers who do not attend the training meetings.
3. Recruiting classroom volunteers, often in conjunction with the school Volunteer Coordinator, through Back To School Info, PTC meetings, school website, principal newsletters, etc.
4. Maintaining a master calendar for equipment check out and volunteer training meetings.Checking each month that all classes are scheduled (by you or by your volunteers in communication with the teachers) and following up with volunteers who are not scheduling or showing up to teach their lesson.
5. Maintaining a Roster of the Art Literacy volunteers at your school and confirming they have completed the district application/background check. Establish a volunteer sign in account.
6. Inventorying and exchanging the artist box materials with the schools in your assigned block, according to the monthly schedule.
7. Attending three district coordinator meetings a year. One each in September, January and May.
8. Communicating with the principal, teachers, school Volunteer Coordinator, parents and PTO groups as needed regarding scheduling, yearly funding and equipment needs.
9. Communicating with the two Art Literacy Volunteer Coordinators employed by the school district.
10. Displaying an Art Lit bulletin board in conjunction with each artist presentation. Make a project board for each Artist Box to explain, step by step, the production, if possible.
11. Thanking your volunteers. (And THANK YOU for all your time and efforts. The students at your school are lucky to have you.)
All of the lesson materials are supplied for each school including a PowerPoint presentation, lesson plans (K-2, 3-5 & middle school versions), bulletin board materials, production samples, artist biographical information, books, a laptop and a projector as needed.
Each site-based parent group (PTO, PTC, PTM) provides funds for the purchase of the art production supplies used by the students.
Any questions? Please email Melody_Ball@beaverton.k12.or.us or Cathy_Lamb@beaverton.k12.or.us
Art Literacy Yearly Timeline For Coordinators
Thank you for coordinating Art Literacy at your school!
Listed below is a timeline for your Art Literacy Program that we hope will be helpful.
August
- Pick up your boxes from the Art Literacy Resource Coordinator.
- Plan recruiting strategies for volunteers. Create visibility and information at fall school events.
- Edit and copy the Art Literacy Volunteer Opportunity form to be sent home.
- Set your Training Meeting Schedule for the year.
- For meetings outside of the school day, visit the school district website and schedule on School Dude. Ask that the dates be added to the school master calendar.
- Put up your Art Literacy bulletin board before the first day of school. Buildings are open the week before school starts. Change monthly with the new artist bulletin board.
September
- Ask the school secretary for a list of teachers and number of students by grade level.
- Continue to recruit volunteers. Send home the Art Literacy Volunteer Opportunity form the week after school starts. Send email to volunteers from last year and being your volunteer list roster.
- Make sure that everyone completes the Beaverton School District volunteer profile.
- Compile returned volunteer forms and match volunteers and classrooms. If you do not receive enough volunteers, send a second notice out titled, We Need You.
- Purchase and organize the supplies for your first lessons.
- Create a master calendar for volunteers and staff to reserve the equipment/cart. Team Up or Sign Up Genius are both online calendars for groups.
- Inform teachers who their assigned volunteer is and include the volunteer's contact information.
- Prepare for your first artist training and notify volunteers of date, time and location. Send reminder emails a day or two before the meeting.
- Attend the Beaverton Art Literacy Coordinator’s Meeting this month.
October
- Hold your first training meeting at school for your volunteers. Teach the presentation/visual slides and have all volunteers create the art project. Stress the importance of attending ALL training sessions.
- Make sure all volunteers know how to use the technology and make sure they are sending home the Art Lit handouts home with the students.
- Check your presentation calendar and verify that all classes are scheduled and both teachers and volunteers know that date. If volunteers do not show up, contact them to go over the lesson and to make sure they are still volunteering.
- Check the art supplies on the cart weekly. Replenish and organize. Always leave a copy of the lesson on the cart. Copy all handouts for Art Lit to go home with the students.
- Save a sample of each of your productions to share at the January Coordinators’ Meeting.
November
- Buy supplies and present the next lesson to your volunteers.
- Create an Art Lit bulletin board/Project Board. See the art box for bulletin board ideas or the Bulletin Board tab above under Art Gallery.
- Return the School Status Report you received from the Art Literacy Volunteer Coordinator in September.
- Ask your volunteers for feedback from their first artist presentation and address any concerns if need be. Make sure all lessons were taught.
- Contact teachers to discuss any problems or concerns.
- Save a sample production for the January Coordinators’ Meeting.
- Note: November and December are combined for your second artist in the rotation.
December
- Inventory, clean, and exchange boxes with the other schools in your block before the school buildings are locked up for the break.
- Enjoy the season!
January
- Attend the Beaverton Art Literacy Coordinators’ meeting this month.
- Make sure all your volunteers are scheduled with their teachers for the next lesson.
- Buy supplies and present the next lesson to your volunteers.
- Create an Art Lit bulletin board/project board.
February
- Buy supplies and present the next lesson to your volunteers.
- Create an Art Lit bulletin board.
- Recruit school Art Lit coordinators for the next year if you will not be the coordinator
- Note: February and March are combined for your fourth artist presentation in the rotation.
March
- Inventory, clean, and exchange boxes with the other schools in your block before the school buildings are locked up for the break.
- Have a good Spring Break!
April
- Buy supplies and present the next lesson to your volunteers.
- Create an Art Lit bulletin board. Consider making a Project Board, as seen below.
- Check your school calendar for volunteer appreciation week and plan a “Thank You” for your volunteers.
May
- Buy supplies and present the next lesson to your volunteers.
- Create an Art Lit bulletin board.
- Contact the parent organization and request an adequate budget for the upcoming school year.
- Let your school Volunteer Coordinator know who will be the coordinator for the Art Literacy Program for the next year.
- Attend the Beaverton Art Literacy Coordinators’ meeting. This meeting includes an opportunity to see art productions from your rotation for the upcoming school year.
- Contact the teachers and ask for suggestions for improving the Art Literacy presentations in the classrooms.
June
- Turn in your artist boxes according to the schedule provided by the Art Literacy Resource Coordinator.
July
- Enjoy the summer! Thank you so much for being an Art Literacy coordinator. We appreciate all your time and efforts, as do the students and teachers.
A quick summary of what to do on a monthly basis...
- Plan, buy supplies, and present each Artist/Culture Lesson to your volunteers.
- Put up a bulletin board on each artist/culture. Encourage teachers to display the art work in classroom or hallways, or send home art work with the handout.
- Create an Art Literacy bulletin board.
- Submit a short newsletter update on each artist to your principal to be included in the school news, optional.
- Submit your receipts for supplies to the parent organization for reimbursement in a timely manner.
- When you pick up a box or pass it on to another school, be sure to do a complete inventory. (Inventory sheet located inside the cover of each artist notebook.)
- Thank your volunteers and show your appreciation whenever possible.
Contact Cathy Lamb, BAL Volunteer Coordinator, for questions about running your program and working with volunteers.
- Art Literacy Classroom Volunteers
- Lessons
- Art Smart Notebook
- Box Rotations
- The History of Beaverton Art Literacy (BAL)
Art Literacy Classroom Volunteers
Art Literacy Volunteer Responsiblities
Art Literacy Volunteer Responsibilities
Thank you for volunteering to teach Art Literacy in Beaverton Schools.
Please...
Attend All Of The Training Meetings
Volunteers should be prepared to present each lesson. It is VERY important that the volunteer come to every training meeting. The volunteer coordinator will present a Powerpoint, the lesson, and the art project. All volunteers get to participate in the art project, making teaching the art project to the students so much easier.
And it's fun to create art!
If a volunteer is unable to attend a training meeting, it is their responsibility to obtain the lesson and prepare for it. There are several ways to do this:
-
Sit in on another classroom presentation prior to their own presentation.
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Study the materials at home, or when they are not in use at school, and discuss the lesson/PowerPoint/project with the Art Literacy Coordinator in person, by phone, or email.
Act Professionally
Although the job is voluntary, the commitment is professional. Volunteers are responsible for maintaining an attitude of mutual respect and kindness. Become familiar with school and classroom policies. Absolutely, positively do not disclose student, staff, or personal matters that come to your attention while volunteering to family, friends, etc. Working with the students, teaching staff, and other volunteers requires complete confidentiality, a friendly attitude, and flexibility.
Be Dependable And Punctual
Schedule each presentation in advance. Confirm each presentation date with the teacher and any other Art Literacy classroom volunteers. Arrive early. If you must cancel the presentation on the day it is scheduled, contact the office and leave a message for the teacher. Follow the procedure outlined by the school coordinator to reschedule a lesson.
Prepare For The Lesson And Production
Practice reading the lesson several times and complete the art project at the training meeting. The school coordinator will let volunteers know if there is any prep work for the lesson or production at the training meeting. Leave the materials organized for the next classroom volunteer. If there is a supplies/tech, etc. issue, the volunteer should contact their Art Literacy School Coordinator or designated materials manager. Make sure you send the Art Lit handouts home with the art project/students.
Know How To Use The Equipment
It is the volunteer’s responsibility to be familiar with the equipment/technology used for presenting the visual portion of the lesson. In turn, it is the coordinator’s responsibility to be sure the volunteer knows how to use it and all is in working order.
Work Collaboratively With Other Classroom Volunteers
It has always been the policy of the Art Literacy organization to allow all volunteers who want to participate in classroom presentations to be able to do so. Some options for accommodating more than one parent volunteer in the same classroom are:
- Alternate the presentation of the lessons between trained volunteers.
- Split the lesson into the visual and production portions, one person leading each.
- Act as a helper during the classroom presentation and art project.
Thank you for all of your time and efforts! The students of Beaverton Schools are lucky to have you!
Time Management in the Classroom
Time Breakdown in the Classroom
There are two versions of each lesson Plan. The simpler K-2nd lesson version allows for differences in the learning abilities and objectives of younger students. These lessons usually have fewer images and simpler text.
The more detailed lesson developed for 3rd-5th grades includes additional images and information to meet the state requirements in art education for these grades and gives volunteers greater background information.
● The amount of time spent on the presentation should vary depending on grade level.
K to 1st grade students = 15 minutes for PowerPoint and 30-45 minutes for project set up, clean up
2nd to 3rd grade students = 20 minutes for PowerPoint and 30-40 minutes for project set up, clean up
4th to 5th grade = 25-30 minutes for PowerPoint and 30-35 minutes for project set up, clean up
6th-8th grades students = 25-30 minutes for PowerPoint and 25-40 minutes for project set up, clean up
A major goal for the visual portion of the lesson is to have students engaged in active participation and discussion.
Studies show we learn 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we both see and hear, 70% of what is discussed with others, 80% of what we experience personally and 95% of what we teach someone else. Including visual, auditory and kinesthetic opportunities for learning reaches a greater number of students.
Most of us agree that there is not enough art education in our schools today.
A large part of how Art Literacy is different from art done in the classroom is in the learning of new vocabulary, historical information, processes, materials, reasons for creating art, and how we feel about it. When the students create their own art productions, a masterpiece can emerge!
Lessons
Lesson Structure
The Value of Art Literacy Lessons
In 2002-03, Beaverton Art Literacy (BAL) began to align its lessons to help BSD meet their Curriculum Learning Targets for the Visual Arts in grades K-8.
BAL also aligns with the School District's Pillars of Learning. We believe Art Literacy provides:
- EXCELLENCE in exposing students to well known art and artists of the world beginning in Kindergarten.
- INNOVATION in the use of Power Point presentations and cross-curriculum connections in art and core subjects.
- EQUITY in the inclusion of all students and the presentation of diversity in background, gender, and culture in the artist lessons.
- COLLABORATION in the essential relationships between staff, Art Literacy coordinators, parent and community volunteers who bring this program to the students.
The Contents of an Art Literacy Lesson
Objectives
The Objectives section of the lesson state the learning outcomes for the four areas of History, Criticism, Aesthetics and Production (see below). The objectives are measurable and are tied to the vocabulary presented in the lesson. They align with the district’s Curriculum Learning Targets for the visual arts.
Vocabulary
The vocabulary presented in the text of the lesson is determined by the objectives of the lesson. The vocabulary is chosen to help meet the specific Curriculum Learning Targets. It includes the elements and principles of art, artistic movements, and art terms. The vocabulary is imbedded in the lesson and is not recommended as an introduction to the material.
Introduction
The Introduction section of the lesson is a way to engage students at the beginning of an Art Literacy presentation. It acts as a transition from any activity the students were engaged in, to the volunteer’s presentation. Volunteers may choose to use their own introduction or method of engaging the students as well.
Note to Volunteers
Notes to volunteers are scattered throughout the lesson to offer ideas and instructions on classroom management, required materials, and presentation tips.
FYI Text Boxes
Text/books in boxes may or may not be included in a lesson. If included, they contain additional information about the artist and/or art history. Generally, this information is not appropriate for the students and is included to enhance the learning of the adult volunteers.
History: Places an artwork in its art historical context.
Art history teaches students to value the expressions of all people and to understand the unique contributions of their own culture. It also gives students a sense of the past and helps them understand the times in which they live. Art history is the study of art, past and present, and its contributions to cultures and society. Art history tells us who?, what?, when?, where?, and why?
Additional history notes:
The titles, dates, media, museum locations and size information on the lessons and the Power Points are not meant to be read to the students. This is generally informational and in the case of the PowerPoint presentations, some of it is required for copyright permission. If you feel it is appropriate and the information adds something important to the discussion, or a question is asked regarding the information, then bring it into the conversation. Otherwise, skip giving this level of detail to students.
Criticism: Informed talk about art
Art criticism involves learning other criteria for judging art beyond our personal likes and dislikes. It sometimes helps us value art that we don’t necessarily, because we understand that the art communicates something important. Teaching students some techniques for looking at art, such as “scanning,” helps them become informed viewers who make informed judgments. A major component of the DBAE approach to teaching art is in learning to examine a visual image and recognizing the parts that create the whole. Information about art is gained through a process called Aesthetic Scanning, which includes the examination of four properties:
- Sensory Properties – What do you see (colors, lines, shapes, texture, value, space and form)?
- Formal Properties – How is it arranged (balance, emphasis, contrast, pattern, unity, movement and rhythm)?
- Technical Properties – What media, tools and techniques were used?
- Expressive Properties – What mood, idea or dynamic state does it express?
Aesthetics: Questions the nature, value and beauty of art
This area of the lesson deals with the “big questions” of art such as what is Art? Aesthetic discussions help the student gain insight into his/her own response to the visual world. These discussions also validate and deepen the “experiencing” of art.
Production: Creating art
Creating things which give expression to one’s thought and feelings is an essential human activity. Students learn how to use new materials and techniques so that they can more accurately express themselves. As they mature, students learn how to make complex decisions and judgments to achieve the effects they desire. In addition, through production, students learn about the artistic process and can therefore better appreciate the efforts of other artists. While not all students will become practicing artists, they will all be sojourners in a visual world. Art production is the presentation of ideas and feelings by creating expressive images.
Additional production notes:
- When it comes to art education the saying "it's the process, not the product" just about says it all.
- The overall aim of an Art Literacy production is not for a student to create a “masterpiece” or beautiful piece of artwork. Creating art is often as much about learning a new technique, process or media as having the chance to be expressive. Often a production is more about the process learned than the outcome of the work itself.
- Each student has different talents, skill level and interests. A student is successful in creating art if he or she meets the objectives of the production which are not based on artistic talent. For instance, did a student create a landscape using warm or cool colors? These are easily measured objectives. Evaluating artwork with this kind of criteria allows for all students to be successful.
- Sharing how the production objectives were met in each student’s artwork is an ideal follow-up after a lesson presentation. Time doesn’t usually allow this to happen, but if the opportunity presents itself, take it.
- One of the aims of the production is to tie together work of the artist with the vocabulary.
Additional Lesson Information
- BAL began using a lesson format known as Discipline Based Art Education or DBAE in the 1980’s. Simply stated, this format allows art to be taught with measurable outcomes in the four areas of History, Criticism, Aesthetics and Production (see above).
- There are two versions of each DBAE Lesson Plan. The simpler K-2nd lesson version allows for differences in the learning abilities of younger students and the differences in the Curriculum Learning Targets for grades K-3. The more detailed lesson developed for 3rd- 5th grades includes additional information to meet the requirements in the Curriculum Learning Targets for these grades and gives volunteers greater background information.
- The amount of time spent on the visual (PowerPoint/slide) presentation should vary depending on grade level.
- K to 1st grade students = 15 minutes
- 2nd to 3rd grade students = 20 minutes
- 4th to 5th grade = 25-30 minutes
- 6th to 8th grades students = 25-30 minutes
● A major goal for the visual portion of the lesson is to have students engaged in active participation and discussion.Studies show we learn 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we both see and hear, 70% of what is discussed with others, 80% of what we experience personally and 95% of what we teach someone else. Including visual, auditory and kinisthetic opportunities for learning reaches a greater number of students.
We all agree that there is not enough art education in our schools today.
A big part of how Art Literacy is different from art done in the classroom is in the learning of new vocabulary, historical information, processes, materials, reasons for creating art and how we feel about it.
Disciplined-Based Art Education (DBAE)
DISCIPLINED BASED ART EDUCATION – DBAE
What is discipline based art education?
DBAE approaches art education as a course of study, in the same way that other subjects, such as mathematics or science, are approached. The four disciplines studied in a DBAE lesson, art history, art criticism, aesthetics and art production, are discussed in detail in the following pages.
How and why did DBAE originate?
The Getty Center for Education in the Arts, one of several programs run by the J. Paul Getty Trust, in Los Angeles, was established in 1982 to promote art education and to study issues confronting art educators. It adopted a concept, long held by art educators, that art needed to be studied in a systematic and sequential program. The same way other “serious” subjects are studied: also four art disciplines should be included in the study of art: art history, art criticism, aesthetics and art production. The term DBAE was coined in the early 1980s to describe this new approach to art education.
Why study art history?
Art is a form of communication unique to human beings. The study of art from many times and cultures is one valuable avenue for comprehending the human experience. When children study art history, they learn to value the expressions of all people, and to understand the unique contributions of their own culture. Art history gives children a sense of the past and helps them understand the times in which they live.
What does art history include?
Art history is the study of art, past and present, and its contributions to cultures and society. Art history tells us who?, what?, when?, where?, and why?
Why study art criticism?
Often, people look at art and make an immediate judgment without knowing why. Art criticism helps us slow down our judgment process and helps us understand why we respond the way we do. Art criticism involves learning other criteria for judgment beyond our personal likes and dislikes. It sometimes helps us value art that we don’t necessarily like, because we understand that the art communicates something important. Teaching children some techniques for looking at art, such as “scanning,” helps them become informed viewers who make informed judgments.
What is art criticism?
Art criticism is informed talk or writing about art. Information about art is gained through a process of looking called Aesthetic Scanning, which includes the examination of four properties: 1) Sensory properties, 2) Formal properties, 3) Technical properties, 4) Expressive properties.
Sensory Properties – What do you see?
- line
- color
- shape
- texture
- value
- space
- form
Formal Properties – How is it arranged?
- balance
- contrast
- emphasis
- unity
- pattern
- movement
- rhythm
Technical Properties – What media, tools, and techniques were used?
Media:
- oil paint
- watercolors
- pastel
- clay
- wood
- penci
- link
- marble
Tools:
- computers
- chisels
- palette knife
- potter’s wheel
- airbrush
Techniques:
- collage
- construction
- paint strokes
- color mixing
Expressive Properties – What mood, idea, or dynamic state does it express?
Mood:
- playful
- sad
- joyful
- mysterious
- peaceful
- terrifying
Ideas:
- truth
- pride
- honor
- courage
- wisdom
- authority
- compassion
States:
- calm
- excitement
- power
- conflict
- suspense
- tension
- relaxation
Why study aesthetics?
Although few people could define the word “aesthetics,” people naturally engage in aesthetic inquiry when they consider the meaning and value of a piece of art. For example, people wonder what makes a particular object, say a vacuum cleaner, art, when it is mounted and displayed in a museum. This puzzle warrants an aesthetic discussion about the nature of art. Similarly, some people would say that a clay bowl is not art, while others would disagree. Here again is an aesthetic dilemma.
Aesthetic discussions are part of a DBAE lesson because such discussions help the student gain insight into his/her own response to the visual world. Sometimes people have a deep, emotional response to a work of art, and they may attempt to tell or write about the experience. This attempt to explain a response is characteristic of aesthetic discourse, and little children, as well as philosophers, will quite naturally try to describe why they like or dislike something they perceive. Teaching aesthetics validates and deepens this “experiencing” of art.
What does aesthetics mean?
Aesthetics is the inquiry into understanding the nature, beauty, and value of art. The inquiry deals with “big questions,” such as:
- What is art?
- Are all people creative?
- Does every piece of art deserve praise?
- Can something be art in one culture and not art in another?
Why study art production?
Creating things which give expression to one’s thoughts and feelings is an essential human activity. Children naturally engage in art production, and they enjoy learning how to use new materials and techniques so that they can more accurately express themselves. As they mature, children learn how to make complex decisions and judgments to achieve the effects they desire.
In addition to the satisfaction gained from producing art, children also learn through production about the artistic process. They can therefore better appreciate the efforts of other artists. While not all children will become practicing artists, they will all be sojourners in a visual world, and will benefit from their art production experiences in elementary and middle school.
What else is art production besides painting and drawing?
Art production is the presentation of ideas and feelings by creating expressive images. Here are some ways expressive images are produced:
- sculpture
- graphic design
- architecture
- crafts
- photography, film, video
- printmaking
- fashion design
- painting
- drawing
Art Smart Notebook
For our Art Literacy Coordinators and Volunteers...
Would you like to learn more about art, artists, and cultures?
The Art Smart Notebook in each Artist Box is full of information about...
- The Time Lines of Art History
- Art and Culture Time Lines
- Overview of Artistic Periods
- Art Through the Ages
- Art Literacy Artists
For example, in the Time Lines of Art History section, art from the Stone Age to Estruscan Art to the Impressionists to Modern Art is shown chronologically, along with graphics, so one can easily learn about art around the world from 10,000 BC to the present time.
In the Art and Culture Time Line, learn about visual art and architecture, government, culture, science, music and world events from 5,000 BC to the present time.
In the Overview of Artistic Periods, we discuss Western and Greek art, the Byzantine Empire, the Romanesque period, Gothic Art, Italian Renaissance Art and Baroque Art, among others.