UNIT 1 UNDERSTANDING ARTS AND ARTS EDUCATION (THEORY) Notes
Understanding Arts and Arts Education (Theory)UNIT 1 UNDERSTANDING ARTS AND ARTSEDUCATION (THEORY)NotesSTRUCTURE1.0Introduction1.1Learning Objectives1.2Meaning and Concept of Art Education(i)Visual Arts (ii) Performing Arts and its significance at elementary levelof school Education1.2.1 What is Art Education?1.2.2 What is Visual Art?1.2.3 What is Performing art?1.2.4 Nature and Scope of Art Education1.3Importance of Art Education at Elementary Level1.3.1 Need and Importance of Visual Arts1.3.2 Need and Importance of Performing Arts1.3.2.1 The World of Dance1.3.2.2 The World of Drama1.3.2.3 The World of Music1.3.3 Understanding Child Art1.4Knowledge of Regional Arts and Crafts (Local Specific) And it’s Relevancein Education1.4.1 What is Regional Art and Craft?1.4.2 Relationship of art and craft with elementary education.1.4.3 Teaching Students about Folk Objects and Traditional Arts1.5Knowledge of contemporary Arts and Artists, and artisans from the fieldof Visual and Performing Arts1.6Let Us Sum Up1.7Suggested Reading &References1.8Unit-End ExercisesBlock 1 : Art Education1
Understanding Arts and Arts Education (Theory)1.0 INTRODUCTIONNotesThe child comes to the world with an innate capacity to learn. The first languageof learning is not the language you speak to the child, the learning does not startwith the alphabets and numerals, with facts or books, with the schools or classes,actual learning begins with the immediate environmentwith the visuals around,with the sounds enveloping the child and the regular events that take place aroundthem. The child repeats the sounds elders produce, enjoys the giggles and claps,copies and performs . A look at a beautiful picture, a melodious lullaby, theshower of a lovely smile, the feel of an affectionate hand, there emerges aspontaneous response from a child. On the other hand, the sound of thunder, aflash of lightening, a rough touch and the child deplores it and starts wailing.The voyage of exploration commences through these regular happenings and itis the beginning of learning in visual and performing arts.“What is art? Art is the response of man’s creative soul to the call of thereal.” said Rabindranath Tagore.1.1 LEARNING OBJECTIVESAfter completion of this unit, you will be able to: Explain the perspectives of visual and performing art. Know about our regional art forms-music, dance, theater, puppetry andinculcate awareness and love for our local specific arts and regional artforms. Analyze diverse ways of communicating concepts. Relate to art activities for imparting regular curriculum in day to day teaching Understand how art encourages self directed learning and sharpens thecreative skills of a child. It escalates and innovates vision Analyse the importance of Arts in enhancing the traits in personality likeself esteem, self discipline ,better concentration etcWhy do the children do better in schools where arts are involved? Arteducation helps us achieve many fold objectives.2Diploma in Elementary Education (D.El.Ed)
Understanding Arts and Arts Education (Theory)Appreciating similaritiesand CELEBRATINGDIFFERENCESLearning withfun and Respect for selfand others1.2 MEANING AND CONCEPT OF ART EDUCATION1.2.1 WHAT IS ART EDUCATION?Art Education is a primary pathway to learning, a journey of discovery of themeaning of teaching for aesthetic experience. Art is an expression of ideas createdby human imagination, skill and invention. There is a saying “Music is whatfeelings sound like”. Similarly this applies to other art forms. Movement manifestsemotion ,voice modulation gives way to the inner self, drawing reveals the innerlayers of the mind, Sculpture mirrors the inner self - —— This is Arteducation .This is why we need Art education .Art education is the area of learningthat is based upon The visual, tangible art The performing arts1.2.2 THE VISUALAn artist uses paper, canvas, clay, metal,paint etc. which can be moulded ortransformed to create some physical orart object.a.drawing,b.painting,c.sculpture,Block 1 : Art Education3
Understanding Arts and Arts Education (Theory)d.Design (in jewellery, pottery, weaving, fabrics, etc. and design applied tomore practical fields such as commercial graphics and home furnishings.)Notese.Contemporary topics include photography, video, film, design, computer art,etc.)We have Art all around us: in paintings, architecture, pottery, sculpture etc. 0urarchitecture, inside our houses, in the way we dress up, the way we display ourfood, the way we stand, sit or even talk.a personal style statement.Each occasionand festivities in our lives involve the aesthetic expression. The rangolis on ourdoor steps on Diwali, that huge Ravana on Dussehra, the beautiful temporarytemples and not to miss Goddess Durga statues which have a new personificationevery year,. the shape , form and style of the divas emerging every day.howcan we think of a life untouched by art ?The ideas and skills in visual art canhelp transmission of cultural know how, traditional and customs.Your role as teacher will be to lead your students to discover the enormous varietyof art. Photography, ceramics, metalwork, collage are also art works.You can see how many forms and styles emerge when we have a class of 35-40kids trying their hands on a basket decoration or at pottery. And displaying thembecomes another art expression.1.2.3 THE PERFORMING ARTS? The artist uses their own body, face and presence as a medium. It is something which is performed, seen and heard.Usually the different types of performing arts accepted and understood are;4 Theatre Music Dance PuppetryDiploma in Elementary Education (D.El.Ed)
Understanding Arts and Arts Education (Theory)But some others rdCircusartsArtists who participate in performing arts in front of an audience are calledPerformers .They include actors, comedians, dancers, magicians, musicians,singers, puppeteers etc. The important aspect that a teacher has to understand isthat performance need not always be through very formal learning. India is aland of too many diverse cultures. The rich and all-embracing India has alwayshad a comprehensive approach to life around and created a blissful environmentin which a child participates in many artistic activities in day to day life which iscentral to education and self-development. The birth of a child , going to thegurukul, marriage, sacred thread ceremony, festivals, sowing and harvestcelebrations even death has elements of so many art forms in our culture. Arts isalways present in the conscious and sub- conscious mind. Let us understand howcelebration of a festival helps understanding varied facets of our cultureExampleIn the state of Punjab, wheat is the main winter crop, which is sown in Octoberand harvested in March or April. In January, the fields come up with the promiseof a golden harvest, and farmers celebrate Lohri during this rest period beforethe cutting and gathering of crops. For Punjabis, this is more than just a festival,it is an example of a way of life. The winters end during this time and the Earthstarts moving towards the sun marking the auspicious period of Uttarayan. Peopleoffer peanuts, rewri, flour, butter and various food items to places of religiousworship to thank God for a good harvest. Logs of wood are piled together for aBlock 1 : Art Education5
Understanding Arts and Arts Education (Theory)Notesbonfire symbolizing a prayer to Agni for abundant crops and prosperity. Friendsand relatives gather around it. They go around the fire three times, giving offeringsof popcorns, peanuts, revri and sweets. Then, to the beat of the dhol (traditionalIndian drum), people dance around the fire. Prasad of til, peanuts, revri, puffedrice, popcorn, gajak and sweets is distributed. What all is a child learning out ofthis festival if properly explained. The changing season, importance of agriculture,information when the crop wheat is sown and harvested ,what food like til,peanuts, revrietc is good to be consumed in winters , importance of communitycelebration, sharing of joys and sorrows and so on.Hence it will not be difficultfor any teacher to bring these information to the classroom by celebrating thefestival. This is what is meant by performing arts. The songs in each festival willgive so many messages about varied climate, tradition, clothes, people etc.Similarly dances and vigorous movements helps the body to be active .Hence wesee both physical and mental stimulation in any celebration . Glamorous filmsare snatching away real life issues – Don’t we realize this?So teachers let us follow what the great poet observed about his life “We wrote,we sang, we acted, and we poured ourselves out on every side.’ There wastremendous excitement and cultural richness.”Rabindranath TagoreCheck your progress -1A. True or false1. Crafts like Jewellery making, quilting, and woodworking, rangoli are allart.True/False2. All art is good art. There is nothing called mediocre art.True/False3. Art always has to be very beautiful.True/False4. I found a very interesting shape of stone. I brought it home and mounted iton a base. It is such a fine piece of art.True/False5. Art always has to be realistic. It cannot be art if it does not look like whatour eyes have not seen in real life.True/FalseB. Describe any one festival which give information about the people,geography of a region, traditions followed in a particular region, agricultureetc.1.2.4 NATURE AND SCOPE OF ART EDUCATIONThe field of creative arts and careers is gaining momentum in the recent world.The globe has woken up to the importance and the potential of arts in theireconomic, social, educational and cultural aspects.6Diploma in Elementary Education (D.El.Ed)
Understanding Arts and Arts Education (Theory) Personal DevelopmentStudents pick up important life skills from their education in the arts, suchas better memory, enhanced understanding and an ability to communicatesymbolically.NotesIt can enhance a student’s drive to succeed and the ability to take on newchallenges. Gaining holistic knowledge The learning of these particular forms, theirhistory, creation, performance, analysis, critique and appreciation is a voyageof learning in itself. Make life aestheticalIn our daily life it has an importance which isimmeasurable: From food to clothes to houses to festivities.all have variousaesthetic expressions and impacts. Cognitive Stimulation Art education has been linked to advanced cognitive development inchildren.Block 1 : Art Education7
Understanding Arts and Arts Education (Theory) In a 1998 report, “YoungChildren and the Arts: MakingCreativeConnections,”researchers found that arteducation can contributesignificantly to a child’scognitive, language and motorskills. “Learning and the Arts:Crossing Boundaries” statedthat brain scans proved that allparts of the cerebral cortex areactive while musicians are playing.NotesAcademic Achievement Students involved in art classes perform better in school. According to Howard Gardener’s Theory of Multiple Intelligences, studentswho take art classes develop an increased capacity to learn because theyexpand their learning styles beyond linguistic and mathematical reasoningin their traditional classes. It has been found that students who take arts classes perform better inacademics and have a higher thinking potential.This is an example of artistic science expression: the growth of the new shootand new root in a plant as the growing hair of the Mr Smart and the the growingroots show Mr Weird with an ever growing beard Conveys Messages Creative arts include many forms of artistic expressionsthat help us to convey a certain message to the target audience .e.g. Thestreet play, miming an act, a demonstration or a poster display all canwonderfully depict the deteriorating scene of India’s politics or pollution orpopulation explosion and problems associated with in a far more interestingand impressive manner than the essays or factual details they may be writing. Personal profile and growth Varied options of profession These are taught in schools starting fromkindergarten, primary and secondary schools and are also choices in higherlevels of education such as universities. With enhanced aptitude in art youcan successfully pursue so many professions like teachers in colleges anduniversities, commercial artists, actors/actress in theatre or television serials,8Diploma in Elementary Education (D.El.Ed)
Understanding Arts and Arts Education (Theory)educators, professional singers and dancers architects, cosmetic surgeons,designers ,interior designing , film world and so on.Architecture Film, theatre and related Cosmetic dentistry Webdesigning and AnimationNotesCheck your progress –21. List a series of personal developments of a child through practice ofdifferent arts. . . . . . .2. Think of all the professions that are connected to Art Education. Giveexamples. . . . . . .Block 1 : Art Education9
Understanding Arts and Arts Education (Theory)3. What do you understand by expand their learning styles beyond linguisticand mathematical reasoning?Notes . . . . . .1.3 IMPORTANCE OF ART EDUCATION ATELEMENTARY LEVELA teacher entered the class and told the children to take out a sheet of paper.They were told to associate themselves with some inanimate object. Draw andthen write few lines about themselves. One such entry was Viraj’sI am Viraj, a jet aeroplane.I zoom across the class and am always the first to reachmy destination.I do need a lot of food in the break as I need to refuelmyself to get lots of energy.We Realize101.Art allows the children to develop their own free expression of what theyare and how they feel.2.It allows them to learn in a more creative way than the structured lessons.3.There is no fear of being wrong. Here they are actually allowed to messaround without being frowned upon.4.It enhances the level of self analysis, self esteem, and also self discipline.Such children stay more motivated and cooperate more readily than theothers.5.It develops practical aptitude and facilitates thinking.6.People of all abilities, colour and gender relate to the artwork. Art is blindto the caste, creed, religion and even the boundaries of states, nationsand languages.7.Not only does it cultivate rich taste and appreciation of beauty, it alsodirects the inner energies into creative abilities.Diploma in Elementary Education (D.El.Ed)
Understanding Arts and Arts Education (Theory)8.9.An artist does not have to raise his/her voice; the expression of art form isenough to stir the masses. It is a wonderful tool to channelize energies intopositive expression.NotesImagination and vivid expressions (imagery) create opportunities of positiveeducational encounters leading to a passion for learning.10. Aesthetic experiences of the perspectives of a poet, dancer, visual artist, amusician engages the attention of the learner bringing out a realrenaissance in the thinking processes.11. Touching on the topics from fractions to geography.concepts of physics tothe difficult bio phenomenon, art is a perfect way to get started on a voyageof discovery, giving a practical, tangible experience of the world aroundthe child, thus enhancing learning.‘Home sweet home’ was the concept of the day. Children were told to make ahome. Most of the children had brought their own material to make a house. Lotsof ideas were coming up from hutments to bungalows to stilt houses withsticks to igloos with cotton. Two children were busy in the corner of a room.Beeramani a girl from Jharkhand had collected a lot of dry grass and was busycollecting and weaving to give it a shape of a nest. The other girl Zulka was fromAfrica, and she was making a paper folding of a small house and there near thehouse was a little origami dog stuck with a stick“I hate History”, said my daughter but she loved the Indrajal comics; sheloved the historical play on the events of post independence era.1.3.1 NEED AND IMPORTANCE OF VISUAL ARTSLearning to See and Observe and then represent Sight is an important part of the visual art curriculum. Such a sensorialexperience lasts longer as more than one sense organs are involved inBlock 1 : Art Education11
Understanding Arts and Arts Education (Theory)learning. Students need encouragement to observe details in theirsurroundings and explore the relationships between objects and theirenvironment. When a child draws an image after observation of an actualobject or through some imagination the concept becomes more meaningfulto the child as the creation develops an in-depth analysis for meaning in thevisual images.Notes“The aim of art is to represent not the outward appearance of things, buttheir inward significance.”AristotleLet us focus on developing the students’ abilities to perceive and develop a greaterunderstanding of the environment.Example -1 Key skill: ObservationTopic: “Forts”Suggested Resources: Models of forts Photographs of forts1.Introductory Activities: Making documentation cardsReference books on fortsVideo clips of visits to different kinds of fortsA visit to the fortMaps of forts.You may ask children to identify the historical buildings and structures intheir close vicinity and make documentation cards indicatingo the name of the historical buildings,o location/ address, kind of building,o reasons why buildings are special,o drawing of unique architectural features of the building: pillars / brackets/ arches /domes / gateways /designson historical buildings.2.Main Activities: A walk through theforts.Preparing the map of historical fortindicating the water bodies, the burj,entrance and exit doors, various minimehels, location of important featureslike a special gun12Diploma in Elementary Education (D.El.Ed)
Understanding Arts and Arts Education (Theory)3.Concluding Activities: Adopting a historical building. Finding out how old is the fort? Did the use of monument change with time? How is the monumentunique? Appreciate the art of that time and compare it with today’s art.NotesHas the natural environment affected the fort in any way?What is being done to preserve the aesthetics of the fort?Know about the materials used to build it.To find out about the architectural features / decorations / stones used/ carvings /sculptures / weaponry etc.Example 2-Making Sense of ThingsAll art works have their own sense of order and composition. Artists decide howto compose their ideas. This unit encourages students to look at order in its manyforms in the environment, and to explore the many possibilities for order inmoving from idea to arts expression. Here we move from ideas to expressions.Topic: “Bridges/ Flyovers”1.Introductory ActivitiesoDraw a bridge / flyover. Or observe the pictures of bridges.oAre there any elements of art in them?oDo you observe any patterns in the bridge design?oLet us try to find the characteristic features of our bridges and flyovers:their shape, pattern, the material used, and their size.oCompare the bridges and flyovers with those brought or made by yourfriends? Are all of you using the same material? Shape? Patterns?Block 1 : Art Education13
Understanding Arts and Arts Education (Theory)NotesBridges tend to be symmetrical. Have students explore the meanings ofsymmetrical and asymmetrical2.Main ActivitiesPlan activities in which students explore the relationship between shape and thestructural strength. Let them try out making their own bridge using a variety ofmaterials: clay/ paper/ card board / Thermocol / sticks / wood / stones / wir
Understanding Arts and Arts Education (Theory) Block 1 : Art Education Notes 1.2 MEANING AND CONCEPT OF ART EDUCATION 1.2.1 WHAT IS ART EDUCATION? Art Education is a primary pathway to learning, a journey of discovery of the meaning of teaching for aesthetic experience. Art is an expression of ideas created by human imagination, skill and .
2014 – 2015. 2 2014-2015 ARTS CONCENTRATIONS AT DURHAM SCHOOL OF THE ARTS ARTS: Music ARTS: Theatre Arts ARTS: Dance ARTS: Visual Arts ARTS: CTE ARTS: Writing . portfolio to Scholastic Art & Writing Awards _ Newspaper Journalism *Completer Options 1) Editor or Co-Editor . AP Art History - 54487X0Y Writing Through Literature 2-10272YW2 .
Trigonometry Unit 4 Unit 4 WB Unit 4 Unit 4 5 Free Particle Interactions: Weight and Friction Unit 5 Unit 5 ZA-Chapter 3 pp. 39-57 pp. 103-106 WB Unit 5 Unit 5 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and ZA-Chapter 3 pp. 57-72 WB Unit 6 Parts C&B 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and WB Unit 6 Unit 6
A LETTER FROM THE PRESIDENT OF THE AMERICAN ACADEMY v THE ARTS AND PUBLIC EDUCATION 1 Introduction 1 Prior Research on the Benefits of Arts Education 4 Access and Gaps in Arts Education 5 Now Is Our Moment 9 Sidebar: Arts Education in Our Schools and Communities 9 THE VALUES OF ARTS EDUCATION 10 Arts Education Builds Well-Rounded Individuals 11 Arts Education Broadens Our Understanding of and .
Arts Impact Arts and STEM Infusion PBL School Year Teacher Names; School Name; PBL Unit Title 1 ARTS IMPACT PROJECT BASED LEARNING UNIT PLAN Arts Discipline and STEM Infused PBL Unit Specify arts discipline. Lesson Title Lesson titleincludesthe major concepts covered by the lessons. Authors: Lesson authors include boththe teacher's namewith the artist-mentor name.
8 2016 Americans for the Arts Americans Are Experiencing the Arts throughout the Community The American public engages in the arts in many ways—as attendee, arts maker, art purchaser and decorator, and arts advocate. We consume and share art through technology and are more likely to experience the arts outside of the .
Elyse (Ginger Cooley) Applegate ARTS 332B 786-1683 Marketing and Public Relations e.a@alaska.edu Manager, Performing and Fine Arts Division Cedar Cussins ARTS 333 786-4890 Performing & Fine Arts cedar@alaska.edu Building Manager ART STUDIOS DRAWING Arts 101 (no phone) PAINTING Arts 102 786-1352 CERAMICS-HANDBUILT Arts 106 786-1246
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Extending Base Ten Understanding Becoming Fluent with Addition and Subtraction Understanding Measurement, Length, and Time Applying Base Ten Understanding Understanding Plane and Solid Figures Developing Multiplication Show What We Know MGSE2.NBT.1 MGSE2.NBT.2 MGSE2.NBT.3 MGSE2.NBT.4 MGSE2.MD.10 MGSE2.OA.1 MGSE2.OA.2 MGSE2.NBT.5 MGSE2.MD.8 MGSE2 .
BASIC WIRING TABLE OF CONTENTS Unit I: Occupational Introduction 1 Unit II: General Safety 15 Unit III: Electrical Safety 71 Unit IV: Hand Tools 101 Unit V: Specialty Tools and Equipment 195 Unit VI: Using Trade Information 307 Unit VII: Basic Equipment 343 Unit VIII: Basic Theory 415 Unit IX: DC Circuits 469 Unit X: AC Circuits 533 Unit XI: Wiring Methods 641 Unit XII: Conductors 685
