art_education

Art Education Cases

__ Productivity __  //__Standards: H.3.1 PROFICIENT: Analyze the effective use of symbols, elements, principles, and media in works of art, using appropriate terminology. ADVANCED: Analyze how the visual organization of a work affects the communication of ideas and suggest alternatives, using appropriate terminology. __// **Environment **: Teacher computer, projector, computer lab in school available for one hour for up to five days.
 * Learners**: 9th grade students
 * Objective **: Given the topic (teacher’s lecture) and graphics software, students will be able to compare different elements in works of art. They are expected to create an essay with graphs to differentiate the effective use of elements.

Mr. Bill teaches the 9 grade arts education class. He teaches students about different forms of art and how these forms of art can impact their own works of art. In past years, students have to produce art that is associated with different styles. But now Mr.Bill introduces the Graphics software (e.g. Photoshop) to his classrooms. The students can draw the digital portrait in different forms of art, such as Charcoal, Watercolor, crayons, and so on. It can help them to easily understand how the difference in the forms of art  impacts their art work.

__ Content Exploration __  __//standard 7.2.1 Identify and be familiar with works from major periods of non-Western art identifying artist, culture, style, and aspects from the historical context.// __

**Learners**: 7th grade students **Objective **<span style="font-family: 'Arial','sans-serif';">: Given online resources on Art, the students will be able to identify artists and their works in different periods with 90% accuracy. <span style="font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif';">Environment **<span style="font-family: 'Arial','sans-serif';">: In the classroom, there is a DVD player, teacher computer, projector. There is also a computer lab available for 45 minutes each week.

Mrs. Hilton teaches the 7th grade arts education class this year. The goal of the class is to teach students to be familiar with the different styles artworks. John is troubled with searching all kinds of artworks. Then he searches the information on the Internet, and finds that there are many visual museums online. Students can log on the National Gallery of Art website [|www.nga.gov] and have a virtual field trip. They see different models and examples of artworks and understand the difference very well. Finally, they can foster "compare and contrast" ability from this class. __ Production __ __<span style="color: rgb(255, 41, 0);">//Standard: 6.7.4 Demonstrate appropriate use of various media, techniques, and processes to communicate themes and ideas in artwork.// __ <span style="font-family: 'Arial','sans-serif';">**Learners**: 6th grade students **<span style="font-family: 'Arial','sans-serif';">Environment **<span style="font-family: 'Arial','sans-serif';">: <span style="font-family: 'Arial','sans-serif';">Teacher computer, a projector, a computer lab in school available for one hour for up to five days.
 * <span style="font-family: 'Arial','sans-serif';">Objective **<span style="font-family: 'Arial','sans-serif';">: Given the topics and online portfolio, students will be able to demonstrate appropriate use of various media, techniques, and processes . Their performance will be measured by works in their e-portfolio.

Mr. Smith teaches the 6 grade arts education class. Students need to learn how to paint the objects during one semester. They need to submit their works in paper every time and then Smith need to organize and grade them carefully. So it is really a heavy workload. Then Smith introduces e-portfolio to the students. They can create their own dossier online and hold all the works they have finished during the semester. Moreover, the students can share their works with others and learn from each other. It is very convenient for Smith to grade the works now. <span style="color: rgb(255, 41, 0);"> __ Communication

__  <span style="color: rgb(247, 29, 86);">__<span style="color: rgb(231, 19, 19);"><span style="color: rgb(233, 43, 101);"><span style="color: rgb(246, 69, 55);"><span style="color: rgb(237, 12, 12);"><span style="color: rgb(236, 39, 39);"><span style="color: rgb(0, 0, 0);">//Standard: 8.1.3 Identify ways in which artists from culturally diverse backgrounds have used personal iconography and life experiences in their artwork.//      __ <span style="font-family: 'Arial','sans-serif';">**Learners**: 8th grade students **<span style="font-family: 'Arial','sans-serif';">Environment **<span style="font-family: 'Arial','sans-serif';">: a computer lab in school available for one hour for up to five days.
 * <span style="font-family: 'Arial','sans-serif';">Objective **<span style="font-family: 'Arial','sans-serif';">: Given a list of French modern artists' contact information, students will be able to communicate with artists and identify how their experience impacted on artwork . Students are expected to create an essay no more than 400 words to describe potential impact.

Ms. Mary teaches grade 8 arts education class and she will teach modern art history in French this fall. She has only one textbook available now. In the past, students disliked the art theory very much and had trouble with understanding the history exactly. Then Mary has a good idea to avoid the problem. She provides a list of French modern artists' names and emails and asks the students to choose one and communicate with the artist. The students can discuss about the modern art history with the artists easily and directly. <span style="color: rgb(247, 29, 86);"><span style="color: rgb(231, 19, 19);"><span style="color: rgb(233, 43, 101);"><span style="color: rgb(246, 69, 55);"><span style="color: rgb(237, 12, 12);"><span style="color: rgb(236, 39, 39);"><span style="color: rgb(0, 0, 0);"> __ Data collection /analysis __ __<span style="color: rgb(245, 15, 57);">//Standard:// H.2.1 PROFICIENT: Recognize and compare works of art, identifying them by artist, period, style, and geographic location. ADVANCED: Analyze common characteristics of works of art and artifacts across time and among cultural groups to analyze and identify influences. __ <span style="font-family: 'Arial','sans-serif';">**Learners**: 10th grade students **<span style="font-family: 'Arial','sans-serif';">Environment **<span style="font-family: 'Arial','sans-serif';">: Teacher computer, projector,a computer lab in school <span style="font-family: 'Arial','sans-serif';">available for two hours each week.
 * <span style="font-family: 'Arial','sans-serif';">Objective **<span style="font-family: 'Arial','sans-serif';">: Given information on Asian Art and the class website, students will be able to recognize and compare works of Asian art . Each student is expected to contribute at least 10 posts in the class website.

Mr. Johnson teaches the 10 grade arts education class. He plan to teach the Asian Arts this semester. Usually, Most students haven't been to the Asian countries, such as China, Korea, Japan and so on. They can only get information from textbooks, library and teachers. Johnson wants to help the students understand the foreign arts so he sets up a website for the class. Every student can log in the website and contribute different kinds of information about Asian arts, such as papers, pictures, videos and so on. Whenever the students find any useful and interesting information, they can upload it to the website. Johnson is in charge of the site's management. It is amazing that the students can get more from the website. <span style="color: rgb(245, 15, 57);">