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Fine Arts
| Term | Definition |
|---|---|
| Prepare= | The groundwork phase where individuals gather inspiration, conduct research, and brainstorm potential ideas. Benefits include assistance in gaining new knowledge. |
| Develop= | The phase where ideas are fleshed out, plans are formulated, and concepts are refined through visualization. This stage encourages idea generation. |
| Create= | The stage where ideas come to life through various mediums; assets are gathered, content is produced, and initial refinements are made. This stage promotes student collaboration. |
| Revise= | The stage where the creation is evaluated and discussed; feedback from peers or instructors informs specific improvements. This facilitates critical analysis. |
| Reflect= | The final stage where artists look back on their journey, identify growth, and celebrate success to gain insight. This encourages insightful thinking. |
| Create= | Teachers guide students to conceptualize, generate, and organize artistic ideas. |
| Perform/Present/Produce= | Focuses on improving techniques, interpreting meaning, and sharing creative work to bring it to life. |
| Respond= | Involves perceiving, analyzing, and evaluating both the work and the process to interpret intent. |
| Connect= | Synthesizing knowledge and personal experiences to relate art to societal, cultural, and historical contexts. |
| Line= | A mark made by a moving point used to define shapes, create textures, and convey emotions. |
| Shape= | A two-dimensional enclosed area defined by lines or contrasts in color/texture. |
| Space= | The area within, around, and between objects used to create depth and organize compositions. |
| Color= | Produced when light reflects off an object; characterized by hue (name), value (lightness), and intensity (brightness). |
| Form= | The three-dimensional equivalent of shape, possessing volume and depth. |
| Texture= | The surface quality or feel of an object. |
| Value= | The lightness or darkness of a color, essential for creating contrast. |
| Principles of Design= | These principles govern how the elements of art are arranged. |
| Balance= | The distribution of visual weight in a composition to create stability (symmetrical, asymmetrical, or radial). |
| Contrast= | The arrangement of opposing elements (like light/dark or large/small) to create visual interest. |
| Emphasis= | A technique used to draw attention to a focal point or area within a design. |
| Movement= | The visual flow or path created to guide the viewer's eye through the work. |
| Pattern= | The repetition of visual elements in a consistent and predictable manner to create rhythm. |
| Proportion= | The size, scale, and relative dimensions of elements to ensure they are visually harmonious. |
| Unity= | The cohesive relationship between all elements in a design, creating a sense of completeness. |
| Elements of Music= | Music is organized sound defined by five primary characteristics. |
| Rhythm= | A consistent pattern of movement or sound, including beat, meter, and tempo. |
| Melody= | A sequence of notes that create a memorable tune or theme. |
| Harmony= | The simultaneous playing of different notes to form chords. |
| Form= | The overall structure or organization of a musical composition. |
| Expression= | The way emotion or mood is conveyed throughout a performance. |
| Elements of Dance (BEAST)= | Dance uses the body as an instrument through five core elements. |
| Body= | How dancers use their physical form to express themselves, including flexibility and coordination. |
| Energy= | The dynamics of movement, such as intensity, speed, weight, and flow. |
| Action= | Specific movements or sequences, including gestures, jumps, and balances. |
| Space= | The area of movement, encompassing directions, levels, and pathways. |
| Time= | The rhythm and duration of movement, including the beat and tempo. |
| Elements of Drama= How many characteristics? | Drama is defined by 14 fundamental characteristics grouped into categories. |
| Character= | The essence of a person depicted in the performance. |
| Role= | The function an actor assumes to explore identities. |
| Relationship= | The interaction between characters. |
| Language= | The dialogue and speech used to express thoughts. |
| Movement= | Physical actions used to convey emotions. |
| Mood= | The emotional tone set by lighting, sound, and music. |
| Symbol= | Objects or actions representing deeper meanings. |
| Place= | The setting and social context of the story. |
| Time= | The pacing and the period in which the story occurs. |
| Space= | The physical area (stage/backstage) used to create context. |
| Situation= | The circumstances leading to conflict or crisis. |
| Dramatic Focus= | Directing the audience's attention to important aspects. |
| Tension= | The buildup of suspense leading to a climax. |
| Contrast= | Highlighting differences to evoke specific reactions. |
| 1D (One-Dimensional)= | Simplistic art relying on linear elements like lines and dots. |
| 2D (Two-Dimensional)= | Art possessing height and width, typically created on flat surfaces like paper or canvas. |
| 3D (Three-Dimensional)= | Art that occupies physical space and has depth, height, and width, such as sculptures. |
| Digital Art= | Art created using digital technology as the primary medium. |
| Media Art= | Artwork incorporating audio, video, and interactive elements. |
| Convergent Thinking= | Emphasizes a linear process that typically leads to a single answer (e.g., counting objects). |
| Divergent Thinking= | Embraces various possibilities and results in many potential answers to a single problem. |
Created by:
nboat913