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ART 3352
Fairmont State University Arts Integration Exam 1 Study Guide
| Question | Answer |
|---|---|
| What are the steps to analyzing art work? | describe, analyze, interpret, judge/evaluate |
| Describe (first step in analyzing) | what you see, form, medium, viewpoint, size, color |
| Analyze (second step in analyzing) | separate into parts, order, the relationship |
| Interpret (third step in analyzing) | meaning, mood, emotions, grief, memory |
| Judge/Evaluate (fourth step in analyzing) | unity, skill, personal taste |
| Why is art criticism important? | criticism allows us to clarify thoughts, receive communication, understand time/place/culture, and achieve a fluency in visual language and communication |
| Art Critic | professional who explains, interprets and evaluates works of art through writing |
| Art Historian | researches for information on art of the past and will lecture or write about it |
| Art Aestheticisn | philosopher who ponders the meaning and nature of art / can also write or lecture |
| Artist | someone who creates the artworks |
| What are some positive outcomes / rationales of integrating art? | increases student engagement, enhances memory and comprehension and fosters skills that align with our standards |
| What are the 4 skills that align with standards? | process produces product, access points, true equity, analytic practice |
| Process Produces Product | more emphasis is put on the work and effort, not the end product, which makes it all more authentic |
| Access Points | children are given points of relevance to connect and make meaning with |
| True Equity | ensures kids are learning in a way that meets their unique needs |
| Analytic Practice | analyzing parts and how they synthesize into a whole (critical thinking) |
| What are some examples of integrating art? | mirroring, stepping into the painting, call and response |
| How does art integration promote inclusivity? | offers diverse learning pathways for students of all backgrounds and makes content more accessible |
| What are the overall characteristics of western art? | rooted in ancient Greece/Rome, valued invention/emotions/experiments, illusion of 3D world, fine v functional, artist as an individual |
| What are the implications of critique in temporal context? | what art means to us now may not have been what it meant to the artist at the time |
| What are the laws of classical art? | balance, harmony and perfection |
| Explain the Greece culture of art | focused on perfection, the idealized person |
| Explain the Rome culture of art | focused on realism / portraying the human as they truly appear |
| What was the prehistoric method of marking artwork? | supplies were natural resources (clay, rocks, minerals, hair, bones) / use it to tell a story or record the past |
| What is the definition of aesthetics? | the philosophical study of how art is experienced / process of recognizing our reactions (initially preference then information-based analysis) |
| Prehistoric to middle ages | humans/perfection to religious |
| Middle ages to renaissance | religious to humanism/landscape/3D world |
| Renaissance to baroque | humanism/landscape/3D world to dramatic/religious |
| Baroque to rococo | dramatic/religious to frivolous/revolutions |
| Rococo to neoclassicim | frivolous/revolutions to symmetry/heroism |
| Neoclassicism to romanticism | symmetry/heroism to emotion/imagination |
| Romanticism to realism | emotion/imagination to truthful interpretation/mundane |
| Realism to impressionism | truthful interpretation/mundane to Japanese/accurate understanding |
| Impressionism to postimpressionism | Japanese/accurate understanding to dots/structured/formal |
| Postimpressionism to fauvism | dots/structured/formal to interior landscape/bold colors |
| Fauvism to german expressionism | landscape/bold colors to as abstract as music |
| German expressionism to futurism | as abstract as music to speed/motion/technology |
| Futurism to cubism | speed/motion/technology to analytical/synthetic |
| Cubism to modernism | analytical/synthetic to grit/urban life/Bauhaus |
| Modernism to surrealism | grit/urban life/Bauhaus to dreams/Dada |
| Surrealism to abstract expressionism | dreams/Dada to push pull/poured pigment/spontaneous |
| Abstract expressionism to pop | push pull/poured pigment/spontaneous to hard edged/colored |
| Pop to minimalism | hard edged/colored to clean/no emotion |
| Minimalism to conceptual | clean/no emotion to concept more important than art |
| Conceptual to postmodernism | concept more important than art to questioning how art is defined |
| African aesthetic | tribe, social, religious, decorated instrument |
| Chinese aesthetic | calligraphy, painting, poetry, yin and yang, all black and white, very strict, respect, peace |
| Japanese aesthetic | humans, nature, less expressive, more formal |
| Korean aesthetic | mountains, rocks |
| Islamic aesthetic | geometric designs, all decor, no animals/humans |
| Indian aesthetic | big figures, small backgrounds |
| Mexican aesthetic | human heads, clay dogs, murals |
| Tribal aesthetic | nature, supernatural |
Created by:
haileyjordan91
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