Summary PST210G_summaries for Exam prep-Latest.

PST210G – Arts and Culture: Art Summaries Study Unit 1 – Theoretical orientation, curriculum design and general approach to art education Section 1: An introduction to art education The concept of arts • Linked to aesthetics (encompass a wide spectrum of human experience, such as a sensual enjoyment of form, and the human need to respond to, and create “beauty”) Includes: • Dance • Music • Theatre • Arts and crafts • Film, video, computer graphics (produced by technology) 2 categories of the arts 1. Visual arts: sculptures, painting, graphic art (confined to a certain place at a certain time) 2. Performance arts: dance, drama, musical performances (involves any form of movement and performance) Visual arts can also be divided into 2 categories: 1. Fine arts (can categorised into two-dimensional and three-dimensional art) o Two-dimensional ▪ Painting ▪ Drawing ▪ Printmaking ▪ Sculpture ▪ Photography ▪ Film and video ▪ Mixed media o Three-dimensional ▪ Ceramics ▪ Sculpture 2. Applied arts o Graphic design o Industrial design PST210G_summaries for Exam prep-Latest. o Interior decorating o Architecture o Creative crafts o Ceramics o Textile design o Fashion design Definitions of the arts and creativity ART • The use of imagination to express ideas or feelings, particularly in painting, drawing or sculpture and also dance, music, etc. • The application, or principles of application, of skills, knowledge, etc. in a creative effort to produce works that have form or beauty, aesthetic expression of feelings. CREATIVITY • The flexibility of thinking or fluency of ideas • The ability to come up with new or novel ideas or • To think in new ways that are different from other people • Ability to see things in new relationships AESTHETIC ATTITUDE • A state of mind, or a state of perceiving that is voluntarily and consciously, by an agent that serves to either make the spectator receptive to the having of an aesthetic experience or transform the spectator’s perception from ordinary objectin-the-world into an aesthetic object. Aesthetic attitude facilitates an aesthetic experience. Therefore, aesthetic education should cultivate an individual’s capacity to regard things with a particular kind of imaginative attention. 4 Basic disciplines of art (jobs) 1. Artists (art production) – create art objects 2. Art critics (art criticism) – respond to art works as they perceive, describe, interpret, and judge them 3. Art historians (art history) – preserve, study, classify, interpret and write about art objects from the past 4. Aestheticians (aesthetics) – use philosophical methods of enquiry to examine issues concerning the nature of art History of art • An intellectual or scholarly investigation of specific works of art; it is a branch of knowledge or learning. It enables us to: • Convey factual knowledge about the history of art. • Determine how works of art have been created. • Determine the context within which works of art have been created. • Determine their significance. • Attempt to explain why we react to certain works in a certain way. Art education • The instruction of children as part of their general education • The aim of teaching art is not to train artists; instead, the emphasis should fall on education through art! Value of art education in school – why is art taught? • It is essential for an educated understanding of the world. • It is central to the development of the ‘whole person’. • It empowers and equips learners with creative, psychological, intellectual and problem-solving skills. Need for art education in school • Art, like the sciences provides ways of understanding and of constructing our environments. • Art, like the sciences provides a fundamental means of understanding through which we can view and interpret the world in which we live. • Learners who receive Art Education receive a well-rounded General Education. • Art is also an integrated component of the entire educational process. • Art education is also necessary for the learner’s aesthetic development and judgement. • Art should function as a part of life and not something to use on rare occasions. • It should be utilised daily. Outcomes or specification of what learners should be able to do at the end of a learning experience