BI+and+EU+Brainstorming

​ __**//ADDING ENDURING UNDERSTANDINGS -// TO THE BIG IDEAS IN THE ARTS**__


 * Continue brainstorming after 5/5/10 - Directions **

"the develoment of personal expressive voices, the creation of "idea" Portfolios, the emergence f critical insight and judgment of their own work and that of others.." could be rewriten in the form of an EU that covers other subject matter and area of career.
 * __First__ , brainstorm words and phrases for a particular Big Idea the way we started 5/5/10 with Big Idea #5. List them under //Brainstorming- words & phrases //
 * __Second__ , use these words and phrases to compose statements that may be a generalization of the Big Idea giving meaning and importance to facts that transfer to adult life. These statements would be //enduring,// relevant and meaningful for years to come. Place these statements under the “horizontal line” and “  __Enduring Understandings__ . ”

 1. __SKILLS , TECHNIQUES, AND PROCESSES __ **:** **Through dance, music, theatre, and the visual arts, students learn that beginners, amateurs, and professionals benefit from working to improve skills and techniques over time.**
 * // BRAINSTORMING- WORDS & PHRASES // **

safety - using tools and media in a safe manner. Knowing procedures - preperation, clean up drawing, painting, printmaking, clay, 3-D, collage, multi-media, computer generated art, photograhy, natural art ​ learning new skills, participting in various processes, experiencing various techniques. practice and application

learning about S,T and P creates a a basis of information for students to draw from to experiment on their own. media can be conventional or unconventional, can be just about ANYTHING, permanent or temporary using new skills in different ways - experimenting with new ways exploring, life long learners, practice makes perfec,t infusing technology - research and crea ting works of art

original artwork familiar with processes craftsmanship portflio Children need repeated exposures to various media. Beginning with exploration, then comfort with a material, a gradual increase in skills and techniques is developed. Those skills enable the chld artist to see the entire process repeatedly, so that true expression through artistic media is possible.

Skills are the tools of expression.

Process book Problem solving to achieve best outcome

__**Enduring Understandings**__:

- How to work through the artistic processes. - continue with opportunities to apply new knowledge to better applications of the skill, technque and/or process. - motivated to think out of the box, trying new ideas, experiment, create new techniques and processes. - making personal decisions as to which techniques and processes to use, or work best to achieve a particular result. -understanding proper procedures to ensure safety while using art tools and media. - Just about anything can be used to create works of art, whether permanently or temporarily. -learning/practicing skills, techniques and processes builds confidence and provides "jumping off" places for experimentation and exploration of tools and media for the developement of new techniques and processes.

As adults, we remember and can apply the skills and techniques learned in visual art education toward everyday life experiences. Skills alone do not lead to artistic content and expression- they are just the very necessary underpinnings.​

Skills and techniques are the proverbial "box" of art. The kids need to learn them and experience them before being able to be creative with them - stretch, reshape or break out of the"box."

Review and crtitique your work and go back and make it better as part of the artistic process.

Being able to compare and contrast work with others at the same level

Practicing skills, knowing techniques and understanding processes can open up a world of choices to guide us through one or more of many solutions to accomplish a given task or overcome a arisen problem.

// **BRAINSTORMING- WORDS & PHRASES** // learning the elements and principles of art and design. Understanding how elements and principle are use in creating artwork. making decisions.​ composition, manipulation of structural elements, Observing the use of elements and principles in other works of art.( Description and Analysis)
 * 2.** **__STRUCTURAL ORGANIZATION__ : Works in​ dance, music, theatre, and visual art are organized by underlying elements and principles that guide creators, re-creators, and responders.**

learning to think out (sketch out) a project before tackling it

these are the starting point - the "rules" per se for those who need them in order to break them ​

Planning your approach to the solution

__**Enduring Understandings**__: Knowing the 7 elements of art and how they are used to establish the principles of design found in works of art. Undertanding how to manipulate structural elements to achieve certain/desired results, effects Art opens up the opportunity to explore many different and viable solutions to the same stated problem through the use of these structures. Artists use their knowledge of these of these structures to effectively communicate feelings (mood), opinions, stories, statements, beauty, events, Observe and identify el. and pr. in other works of art as well as in personal works. .

The elements and principals of art are a "common language" that artists and viewers of art use to "get on the same page". They are important milestones in the description and analysis of works of visual art. WESTERN ART

Seeing the elements in other artists' work allow students to give merit to work that might otherwise not fit that student's definition of what art "should" be.

Elements also give students the background information they'd need as they enter a museum or see art out in the world which provides a semblence of familiarity. T he way an artwork is organized helps the viewer understand it so it is important that we as artists know how their use is interpreted.

understanding how the organization of elements and the effects of principles can lead to the desired outcome of a vision or purpose

// **BRAINSTORMING- WORDS & PHRASES** // focused, making personal decisions,questioning, understanding process, working in groups, sharing ideas, building on prior knowledge Intepretation and Judgement- working on blogs, wikis, voice threads, to talk about and share personal works of art. Critiques original ideas, creative additions, experimenting with media and ideas. Research, application of new and prior knowledge, integration, creating new connections excitement, happy with progress and final results, enjoying the the process Journals, record of processes personal choices, personal exploration ​ How does one engage a child? Let them particpate in what you are doing. An engaged child will learn- even if they learn something different from the objective of the teacher!
 * __ACTIVE ENGAGEMENT__ : The arts are inherently experiential and actively engage learners in the processes of creating, re-creating, and responding to art.**

opportunity to create with no strings - intense focus on the work without concern of doing it "right"

Research, trends Analyasis of work How does it make you feel What do you see

__**Enduring Understandings**__:

visit museaums, galleries and exhibitions. Continue to participate in and produce personal works of art as a career, pass time. Possibly continue education in the arts through classes and workshops. Knowing what is considered art (just about everything) and recognizing the art around us. New and original ideas in art are incouraged and accepted and incouraged. To find enjoyment and satisfaction while engaging in the creation of works of art.

Visual art gives children the opportunity to cite their opionion- either visually (throught the act of creation), verbally or in writing. Art teachers can "unveil" meanings, cultural indicators and so forth by teaching an engaging students in acts of creation, thereby opening these meanings into broader (and cross-curricularly applicable) terms.

Have resources such as books, computer, internet, professionals to help students creat works of art

there is no limit to what ideas, concepts, opinions can be visually expressed, through the use of any material.

// BRAINSTORMING- WORDS & PHRASES // ** journaling, writing about different facets of art, personal experiences with art, compare and contrast through group discussion, or individual documentation participation in conversation about art. producing personal works, communicating feeling, mood, reactions, interpreting a given problem. engaging in art criticism process through group and class participation. expression of valid opinion through understanding of the asthetics, processes and structures of art, as well as a response to history, social issues, condition.
 * 4. <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-weight: normal;">__COGNITION AND COMMUNICATION__ : Individual cognition, self-expression, documentation, and communication with others are central to the arts.

students explaining experiences in art making verbally and in writing Open ended questions are answered visually.

communicating feeling or concept-students responding in group discussions to discover central ideas conveyed

**__Enduring Understandings__**:

interpret artists intentions from works of art. Derive personal meaning from works of art. share interpretations with others; Make judgements about works of art using supporting statements derived from clues in the work and personal experiences. able to discuss art work using the elements and principles articulate personal expression and opinion about and through art being respectful towards those with different skills, skill levels, perspectives, ideas. Speak up when you have something to say!

develope a personal expressive voice, critical insight and judgment,of personal work and that of others, all areas of life and work.


 * 5.**<span style="background-color: #00ffff; color: #800000; font-family: 'Arial Black',Gadget,sans-serif;"> __HISTORICAL, GLOBAL, AND FUTURE CONNECTIONS__ **: The arts foster understanding, acceptance, and enrichment among individuals, groups, and cultures from around the world and across time; and this new perspective helps individuals appreciate existing works and create new ones.**
 * // BRAINSTORMING- WORDS & PHRASES

Being able to understand different religous views based off of early art creations Getting to travel the world through learning about different artists and artworks from various countries and time periods.//**

**__Enduring Understandings__**


 * // WE WILL TRANSFER THE 5/5/10 BRAINSTORMING HERE SHORTLY. //**

// **BRAINSTORMING- WORDS & PHRASES** // using art vocabulary to relay information about works of art. Learning to LOOK at art - see how the elements and principles are used reflection of personal art work nd others works, art criticism process. working through dscription, analysis, interpretation, judgement. What is art? What is good? what is beautiful? What speaks? What offends? What confirms? what is successful? what is finished? etc. art assessment process - while in the process of making art and at the conclusion of making art.
 * 6. **<span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif;">__AESTHETIC AND CRITICAL REFLECTION__ **: The arts actively engage the creator, re-creator, and responder in the processes of assessment and analysis.**

Developing ARt philosophies for Assessing (judging art) Art: Art as Expression, Art as Imitation, Art as Formal Order, Art as Instrumental. This allows the student to assess the artworks and think about the different uses of art to be able to judge them.

Learning to feel their inner feelings while creating a piece of art and explain why they created something the way they did

student plays an active role in the assessment and evaluation of his or her own work throughout the art making process.

**__Enduring Understandings__**

seeing their art work as an expression of who they are at that particular moment in time - and extention of themselves (no right or wrong) Appreciating art as means of communication of a variety of feelings, opinions, events, reactions, beauty, Recognizing what is considered art and understanding that art is either functional and/or decorative Art is a process...one that allows reflecting, reorganizing, reworking, rethinking, until the desired results are achieved. Understanding that a judgement cannot be based solely on a what art "is," because there is no one definition for art at any given time - art must be seen in context with the time period, the artist's background and current state of mind.

Judging a work of art is a process of looking and analyzing

<span style="font-family: Helvetica,helvetica,sans-serif; font-size: 12px; line-height: normal;">the critique process of description, analysis, interpretation, and judgment of an artwork develops critical thinking that can be applied to other types of decision making.

// BRAINSTORMING- WORDS & PHRASES // ** art careers, art used everyday, how art drives decisions and choices. Art departments in businesses, Advertising power just about everything we use, daily, was designed - everything that does not naturally occure. making connections between things that might not be obvious - creating new necessities, new trends thinking outside the box - seeing the big picture why people are willing to pay $106 million for a Picasso (value and investment)
 * 7. **<span style="background-color: #00ffff; color: #800000; font-family: 'Arial Black',Gadget,sans-serif;">__ARTS AND THE ECONOMY__ **: Arts-related careers and 21st-century skills gained through learning in the arts are transferable and integral to local and global economies.

functional and decorative art - art effects environment -atmosphere. reflects culture

two kinds of art - art as a career and art for personal interest.

Daniel Pink

Understanding the importance of presentation of art work for gallery exhibitons

__Enduring Understandings__ Art influences everyday life, quality of life. Art is used to sway opinions and to drive business. Art is in all the products we buy and influences our decisions. Art changes the atmosphere/environment of home, businesses, which can in turn effect mood, and effectiveness of workplaces. Understand difference between art that is decorative and art that is functional. Much art is used to simplify and improve way life. Art helps to create and influence trends through advertising, experimentation, original thought. Art patrons/supporters Most businesses rely on art to advertise and direct consumers to their product or service. Ultimately, it is the artistic/creative mind that sees/makes connections and developes new products that attracts consumers. From Massachusetts "Students will describe the roles of artist, patrons, cultural organizations, and art institutions in socieies of the past and present" Arts develop valuable skills.

// BRAINSTORMING- WORDS & PHRASES // ** integration - infusion, cross curricular understanding, layered meaning - vocabulary that is shared with other subject matter. understand understanding the inter-relationship of the arts with life Understanding that art is the literal application of the theoretical practices in other academic areas - how it ties in. how it integrates, mathematical equations, geometry, stories, expressing ideas, visual description, scientific and historical illustration of concepts and understandings,
 * 8. <span style="color: #800000; font-family: 'Arial Black',Gadget,sans-serif; font-weight: normal;">__RELATIONSHIPS ACROSS ACADEMIC CONTENT AREAS__ : Dance, music, theatre, and visual art are often infused with each other and with other academic content areas.

Students use art to create reports, projects, displays, to more deeply create understanding of the concept being taught.( surface integration) Students use algebra and geometry every time they draw, paint, sculpt, build....., students use visual adjectives, adverbs, and story telling when creating art. Student use higher order thinking skills when they have to create a new version of something that already exists. when students build, they use balance, engineering - physics(deeper integration)

Students use science to understand about color theory Students use science to understand chemical reactions related to painting, developing flim/photos, and with the process of lithography and screen printing

A trained eye sees what it is looking at (not what it thinks it's sees). Art is not a seperate experience from the other content areas, but deeply integrated into the other content areas, Other academic content can be presented visually, to ensure understanding. (i.e. a math concept can be represented visually through sculpture, an animal and it's habitat can be communicated on one page through drawing, painting, student show description through detail -"a picture is worth a 1000 words") Art is the beginning and the basics of all recorded communication. (cave art - first communication) - it is the first thing we do, as children to explain thought. Art painlessly and almost invisibly sneaks all core subject areas into its own curriculum, allowing many of the abstract concepts taught elsewhere come to life without the student ever realizing it. Arts synthesize what we've learned. - It brings various content together into one whole visual experience. . From Mass "Students will apply their knowledge of the arts to the study of English language arts, foreign languages ( we would use World Languages ), health, history and social scienc, mathematics, and science and technology/engineering>"
 * __Enduring Understandings :__ **