• What is the criteria to be an artist?

  • Components of art

  • How do you critique art?

  • What is the purpose of art?

  • Definition of art.

  • How do you teach art in a classroom?

  • What qualifies as an artist is hard to determine. An artist is supposed to be able to create a work of art, and something that speaks about their own creativity. Many people believe that while many can have creativity, few can have the title of artist, while others feel that everyone is equal and that everyone has the capabilities to be an artist.

    source: http://www.canadianart.ca/features/2012/02/02/sarah_thornton_report_from_london/

  • Elements of art: Visual components of art include line, form, color, shape, space, texture, and value.
    Principals of art: Balance, rhythm, emphasis or contrast, proportion, gradation, harmony, variety, movement

    Source:http://www.johnlovett.com/test.htm

  • The role of the art critic is characterized as being able to effectively judge a piece of art, and decides it’s value. But their importance has dramatically decreased within recent years. Are critics supposed to be able to judge a piece of art, if they don’t have the same emotional response to the work as the artist. And what service are they really providing? Are they trying to judge a piece, or relate the piece to other pieces, or just say how they feel.

    Source: http://www.brooklynrail.org/2012/12/editorsmessage/art-criticism-today

  • Art can also tell stories, similar to works of art that capture a moment in history. However, these “stories” shown by works of art are not always true, and can simply be made for viewers to write a story in their minds.

    Other works of art hold vast emotion within them, and are so powerful that viewers feel mixed emotions when they look at them. These types of art are bold and stand out, and are meant for the viewers to “feel” for them.

    Lastly, many viewers try to interpret subject matter within a piece of art. This is where viewers identify the genres of art and is more contemporary-based. Viewers can connect to these pieces of art and appreciate the message that they have to offer.

    Art is multi-purposed and causes viewers to feel a certain way. Any work of art can fall into any of these categories, because each piece of art has its own particular purpose. Any piece of art, no matter how simple or complex, has a purpose.

    Similarly, artwork can commemorate an event in history, which can give people of the present-day a visual image of an event that occurred centuries ago. Just like pictures or paintings of religious rituals, these kinds of works give viewers a glimpse of the past and a visual image of what actually happened in a past life.

    These types of art are realistic images, and actually are a part of history, but other works of art serve to comment on a social issue, and even perhaps serve as a bias toward a particular side. For example, in times of war, artists painted propaganda images to reflect the opposing side poorly. It makes others aware of the behavior of certain artists, as well as their motive behind the art and how they felt about a specific issue.

    From a simpler standpoint, art can literally “paint a picture” of a specific moment in time. While it may not have historical significance or be a religious representation of a society, it still allows the viewer to glimpse at one moment and learn how they feel about it. In addition, art can serve a purpose of creating beauty. A famous quote says that “beauty is in the eye of the beholder,” so a viewer can simply marvel at the beauty of a work of art and appreciate it.

    There are several purposes that works of art serve in causing the viewers to feel a certain way. They can be aimed towards certain religious groups, tell a story, comment on a social issue, create intense emotion, or simply record a visual image into a work of art, create beauty, as well as interpret a particular subject matter.

    Religious worshipers tend to appreciate art that is “older” because they can commemorate a certain religious figure. For example, works of art used to be made for religious ritual in Prehistoric times, and has carried on into this century to be marveled at by religious benefactors.

    Art is not only purposeful in generating emotions from a piece, but they also educate viewers of art about emotions they never knew they could experience by looking at a work of art. However, this common purpose stems from other “sub-purposes” that portray a specific theme that characterizes a piece of art, causing viewers to have an emotional response to the art.

    The key link between artists, and the purpose of creating art thereof, is their “shared common visual language.” What this means is that artists have a visual idea and express it through their art. In this sense, the artists have different purposes in creating the art. What distinguishes these purposes are the way in which others interpret the art. Again, depending on the type of genre, different emotions are triggered. In particular, viewers of art get a feeling of shock when looking at a piece. More specifically, they look for something intriguing about the art, and get a visual representation of the art in their minds. They then “[absorb] this bit of visual data into [their] own vocabularies.”

    source: http://char.txa.cornell.edu/art/introart.htm

  • The purpose itself is virtually limitless, because every piece of art has a different meaning and purpose behind it. Artists are inspired differently depending on their selected genre and theme of the art they choose to create.

    Art has evolved throughout time to have many usages; some of which are common place, while others are less common and more radical. And how do these many purposes define art?

    source: http://char.txa.cornell.edu/art/introart.htm

  • Why do we make art?
    The reasons why people make art are very diverse and different. Artist mention making art for fun and adventure; building bridges between themselves and the rest of humanity; reuniting and recording fragments of thought, feeling, and memory; and saying things that they can’t express in any other way.

  • What is art?
    -Art is the personal expression of ideas in which an individual can express themselves in a way that words cannot.

    What is the purpose of art?
    -The purpose of art is to learn something new about yourself through creating a piece of art.
    Interview by: Erin Tsai
    Interview of: Ms. Kate

  • : something that is created with imagination and skill and that is beautiful or that expresses important ideas or feelings

    : works created by artists : paintings, sculptures, etc., that are created to be beautiful or to express important ideas or feelings

    : the methods and skills used for painting, sculpting, drawing, etc.
    Source: Merriam Webster.com

  • According to Merriam Webster, art is also defined as a skill or branch of learning. For example, the art of making friends, the art of cooking, the art of killing, the art of art, etc.

  • The defention of art. It isn’t that easy to define since many terms have been used to help describe art, but do those terms actually represent what art is all about? The defention of art is hard to describe since art has been a very personal experience, with individuals having different feelings coming from a piece of art, and seeing how they react hasn’t given us a solid defention. Art may have changed throughout time much like science, or math, but with those subjects, it evolved, while with art, it just changed.

    source: http://philosophytalk.org/shows/what-art

  • In order to build an effective teaching environment for kids in the subject of art. If kids want to master the techniques needed to design artwork, then the teachers need to teach effectively. The only question is, how can they teach effectively?

    To teach effectively, the children must be guided as they create their works as a minimum for art education. They will then learn to be more self-sufficient and independent, yet still rely on peers to give them advice in their work. There must be both freedom and structure within an art class, having just the right balance between the two. Activities for elementary school kids would include drawing time, which is also used in secondary teaching, large-group drawing time, and major art projects. This allowed the kids to develop a variety of skills like team-building and cooperation, as well as necessary skills that kids should use to make good artwork. The independent as well as group drawing time allows them to know their boundaries in artwork and later compare their artwork to others’ work. The bigger projects give students freedom and creativity, allowing them to exceed their limits in art and express themselves.

    Besides students helping each other, the teacher should also be available to give their insight to students’ artwork. Giving direct feedback is also considered an effective way to instill necessary skills in art, and helps kids to improve their mistakes. A study shows that kids are more connected to art activities when the teachers have conversations with the children about their artwork. Kids are naturally motivated to be praised and have their work appreciated by their teacher. They will be more inclined to work on art projects more effectively if the teacher is contacting with them about it directly. If teachers group children together and talk to them about the art, then the teacher can give equal attention to all kids, therefore producing effective pieces of art.

    Source: http://sitemaker.umich.edu/356.burba/art_as_taught

  • Each of the categories separate the “beginner” artists from the more experienced artists in a classroom. It lets the students know what exactly they need to know in order to be successful in the class, and how they can move up into a better category.

    This “rubric” shows students what they need to do in order to set high-achieving standards for themselves, since many students typically want the best achievement in the class. They set goals for themselves by learning these rubrics. By laying out the categories individually, they also represent a learning method, because students learn how to move into the next category depending on where they are, and all of this is done by getting help from the teacher as well as applying acquired skills.

    Grading the actual assignments is not easy to do, because of the complex nature of art and the broad meaning of “good art.” An approach found by McCollister shows that there are simpler methods that people with little experience can use, and still get good grades. Many students show growth and excellence in various categories. Some are stronger, while others are not as strong. The entire grading method depends on the experience of the students, and each student falls into a particular category depending on how they approached the assignment. Students will continue to improve individually, however, and the grading is done by judging how well they incorporated the criteria of the assignment. The teachers may set a standard for a particular category, such as “good work habits” or “creative design,” and the students in turn will try to meet those standards to the best of their ability.

    By setting standards for students, it doesn’t matter how experienced a student is at art. Motivating students is sufficient in getting them to work for excellent grades. If the students deliver effort and try hard in their assignments, the grades should reflect the student positively. Creativity plays a factor in art, but the purpose of grading art assignments is not to see who is the most creative. The true goal in art is expressing oneself and this should play the largest factor in grading.

    Source: http://sitemaker.umich.edu/356.burba/art_as_taught_in_the_classroom

  • Grades have multiple meanings in terms of academics. They are a measure of performance, as well as a method for teachers to know how effective their teaching is, as well as where students are in relation to the material being taught.

    For art, grading is done depending on the abilities and skill or knowledge that is required to complete an assignment. There are certain steps to take in order to “build up” to getting a worthy grade in an art class:

    1. The in-progress category focuses on prerequisite skills, or skills needed before tackling the assignment. In a sense, it is how the students get started.
    2. The novice category covers the expectations of students in a particular assignment, which also focuses on the artistic requirements of the assignment, which the students should be familiar with.
    3. The intermediate category picks out the stronger qualities in a completed work, which lets the students know what they are doing well.
    4. The advanced category covers the entirety of success in the piece of art, which covers creativity and motive for the piece itself, as well as materials used.

    Source: http://sitemaker.umich.edu/356.burba/art_as_taught_in_the_classroom

  • Just like any other subject, art should be taught fairly with a balanced grading rubric. Similarly, the teaching should be effective as well. Art is such a broad subject to teach that it is hard to make it a graded school subject. The goal is for it to be objective, meaning that it is not influenced by opinion in demonstrating facts. The teaching techniques for art are just as important as the grading itself. Students should interact with art beyond just “drawing.” Teachers should want to help students explore artistic subjects such as art theory, genres, techniques, and patterns. This will help them truly understand the significance of works of art as well as give them a creative edge in making their own art. The most effective classes have fair grading systems and creative ways of teaching.

    Source: http://sitemaker.umich.edu/356.burba/art_as_taught_in_the_classroom

  • Beauty has helped to define art, but has also had a role in defining artists. Originally, art was heavily related by how beautiful a piece was, which would in turn relate to the level of quality of the artist. But because of how modern art challenges the conception of beauty, it has become inaccurate to say that artists must be rated according to how beautiful their work must be.

  • Does an artist need to be full-time? Or can being an artist relate as a hobby? Again, an artist was thought to devote their entire lives to their work, and in a sense, count it as their profession. But with new careers options, and the fact art doesn’t have to be commercialized, art has to be made on one’s personal time. Granted, many people are devoted as artists, but most are forced to be casual about creating their own work.

  • Sure. You can teach all these elements and principals of art individually and show what they are, but how do you teach how to put those elements to create something very unique to that individual? In other words, can you teach an individual creativity or is that something an art student just has to posses?

  • I guess you can be inspired to do something really creative and I guess when you are just thinking you suddenly find the perfect idea. For example, my most ideas from art and ideas for English papers come from playing tennis on a tennis court. Also it gives me an excuse to play more tennis.

  • With the ushering of the post-modern era, the “rules” or standards of art were challenged, as well as the art critics. Since the idea is that anything can be art, how can one judge an art work, is the art work is one of a kind (who else would turn a toaster into a piece of art).

    But what is the importance or value of art? In other words, how can one define the value of something, if the value is different for all of us (some people just don’t like the Godfather). So is it necessary to judge a work of art if a varied audience will have a varied approach to the piece? In reality, the criticism isn’t supposed to be cold hard fact, but an objective review to a piece of art, and their reactions. One can’t say what is truth, just what is truth to themselves alone.

  • Many purposes of art have been central to the time period, or at least purposes that have fallen out of fashion. These include religious ritual, propaganda, recording of visual data. Do these purposes need to be there in order for something to be considered art? Since art isn’t usually religious or an official record of information, it does not.

    Many of the basic purposes that have been constant throughout time include intense emotion, beauty, and interpretation/inspiration. In order for it to be art though, does it need to be beautiful, inspiring, and emotional? Considering how they have been constant, it could be seen that this is true.

  • So art serves many different purposes depending on what type of art it maybe or the person who is looking at the art. For example, one person while looking at a painting might feel very connected and/or that piece of art might evoke deep emotions that cannot be expressed in words. On the contrary, another person might just see the same painting as a decorative object for their home. It really just depends on the person on what art actually means to them.

  • Okay so art is a way to also find something out about yourself that you didn’t know before.

  • Without knowing definition of art, there is no way that I can tell you that this is art or that is not art. In this definition, art from Merriam Webster.com art it refers to something that is created with the imagination and that expresses feelings or ideas. The problem is that “something” is a very broad term and compasses the universe. so what is something? This definition of art only compasses the visual arts.

  • So art is not just painting, drawing, or something that has to do with creativity and imagination. Art can simply just be learning (the art of learning).

    So this can be art?

    as much as this?

  • Can anything be art? Can a car or a piece of food be counted as art? Art could probably be anything, so long it has the intention of being art. If art is supposed to be enjoyable, and if a car create joy in a person, then couldn’t that car be considered art? Again, there must be an intention. Anything can be beautiful, but art is more of a created subject, versus beauty which can happen naturally. Basically, it is a product of environment versus man-made creation.

  • Is beauty a necessity for something to be art? If you walk into a modern museum, you will probably see some work of art that doesn’t seem all that attractive. Beauty is defined as having characteristics be pleasing to the eyes. But maybe beauty is a much more personal basis, since one individual may find a car beautiful, while another finds a pizza beautiful. Beauty is important, but not in the sense of pleasing to the eyes, but to the soul.

{"cards":[{"_id":"36edf3d65018887874000092","treeId":"36edf025501888787400008e","seq":1,"position":2,"parentId":null,"content":"What is the criteria to be an artist?\n"},{"_id":"370145224411972ee1000021","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36edf3d65018887874000092","content":"What qualifies as an artist is hard to determine. An artist is supposed to be able to create a work of art, and something that speaks about their own creativity. Many people believe that while many can have creativity, few can have the title of artist, while others feel that everyone is equal and that everyone has the capabilities to be an artist. \n\nsource: http://www.canadianart.ca/features/2012/02/02/sarah_thornton_report_from_london/"},{"_id":"37016e724411972ee1000022","treeId":"36edf025501888787400008e","seq":1,"position":0.25,"parentId":"370145224411972ee1000021","content":"Beauty has helped to define art, but has also had a role in defining artists. Originally, art was heavily related by how beautiful a piece was, which would in turn relate to the level of quality of the artist. But because of how modern art challenges the conception of beauty, it has become inaccurate to say that artists must be rated according to how beautiful their work must be. "},{"_id":"37017fe04411972ee1000023","treeId":"36edf025501888787400008e","seq":1,"position":0.5,"parentId":"370145224411972ee1000021","content":"Does an artist need to be full-time? Or can being an artist relate as a hobby? Again, an artist was thought to devote their entire lives to their work, and in a sense, count it as their profession. But with new careers options, and the fact art doesn't have to be commercialized, art has to be made on one's personal time. Granted, many people are devoted as artists, but most are forced to be casual about creating their own work. "},{"_id":"36edf5245018887874000093","treeId":"36edf025501888787400008e","seq":1,"position":3,"parentId":null,"content":"Components of art"},{"_id":"36edf5e25018887874000094","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36edf5245018887874000093","content":"Elements of art: Visual components of art include line, form, color, shape, space, texture, and value. \nPrincipals of art: Balance, rhythm, emphasis or contrast, proportion, gradation, harmony, variety, movement\n\nSource:http://www.johnlovett.com/test.htm "},{"_id":"36edf6a55018887874000095","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36edf5e25018887874000094","content":"Sure. You can teach all these elements and principals of art individually and show what they are, but how do you teach how to put those elements to create something very unique to that individual? In other words, can you teach an individual creativity or is that something an art student just has to posses?"},{"_id":"36edf78e5018887874000096","treeId":"36edf025501888787400008e","seq":1,"position":2,"parentId":"36edf5e25018887874000094","content":"I guess you can be inspired to do something really creative and I guess when you are just thinking you suddenly find the perfect idea. For example, my most ideas from art and ideas for English papers come from playing tennis on a tennis court. Also it gives me an excuse to play more tennis."},{"_id":"36edf8605018887874000097","treeId":"36edf025501888787400008e","seq":1,"position":4,"parentId":null,"content":"How do you critique art?"},{"_id":"36ee02b4c0454c29de000055","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36edf8605018887874000097","content":"The role of the art critic is characterized as being able to effectively judge a piece of art, and decides it's value. But their importance has dramatically decreased within recent years. Are critics supposed to be able to judge a piece of art, if they don't have the same emotional response to the work as the artist. And what service are they really providing? Are they trying to judge a piece, or relate the piece to other pieces, or just say how they feel. \n\nSource: http://www.brooklynrail.org/2012/12/editorsmessage/art-criticism-today "},{"_id":"36ee04d3c0454c29de000056","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36ee02b4c0454c29de000055","content":"\nWith the ushering of the post-modern era, the \"rules\" or standards of art were challenged, as well as the art critics. Since the idea is that anything can be art, how can one judge an art work, is the art work is one of a kind (who else would turn a toaster into a piece of art). \n\nBut what is the importance or value of art? In other words, how can one define the value of something, if the value is different for all of us (some people just don't like the Godfather). So is it necessary to judge a work of art if a varied audience will have a varied approach to the piece? In reality, the criticism isn't supposed to be cold hard fact, but an objective review to a piece of art, and their reactions. One can't say what is truth, just what is truth to themselves alone. "},{"_id":"36ee060bc0454c29de000057","treeId":"36edf025501888787400008e","seq":1,"position":5,"parentId":null,"content":"What is the purpose of art?"},{"_id":"36ee0700c0454c29de000058","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36ee060bc0454c29de000057","content":"Art can also tell stories, similar to works of art that capture a moment in history. However, these \"stories\" shown by works of art are not always true, and can simply be made for viewers to write a story in their minds. \n\nOther works of art hold vast emotion within them, and are so powerful that viewers feel mixed emotions when they look at them. These types of art are bold and stand out, and are meant for the viewers to \"feel\" for them. \n\nLastly, many viewers try to interpret subject matter within a piece of art. This is where viewers identify the genres of art and is more contemporary-based. Viewers can connect to these pieces of art and appreciate the message that they have to offer.\n\nArt is multi-purposed and causes viewers to feel a certain way. Any work of art can fall into any of these categories, because each piece of art has its own particular purpose. Any piece of art, no matter how simple or complex, has a purpose. \n\n\nSimilarly, artwork can commemorate an event in history, which can give people of the present-day a visual image of an event that occurred centuries ago. Just like pictures or paintings of religious rituals, these kinds of works give viewers a glimpse of the past and a visual image of what actually happened in a past life. \n\nThese types of art are realistic images, and actually are a part of history, but other works of art serve to comment on a social issue, and even perhaps serve as a bias toward a particular side. For example, in times of war, artists painted propaganda images to reflect the opposing side poorly. It makes others aware of the behavior of certain artists, as well as their motive behind the art and how they felt about a specific issue.\n\nFrom a simpler standpoint, art can literally \"paint a picture\" of a specific moment in time. While it may not have historical significance or be a religious representation of a society, it still allows the viewer to glimpse at one moment and learn how they feel about it. In addition, art can serve a purpose of creating beauty. A famous quote says that \"beauty is in the eye of the beholder,\" so a viewer can simply marvel at the beauty of a work of art and appreciate it.\n\n\nThere are several purposes that works of art serve in causing the viewers to feel a certain way. They can be aimed towards certain religious groups, tell a story, comment on a social issue, create intense emotion, or simply record a visual image into a work of art, create beauty, as well as interpret a particular subject matter.\n\nReligious worshipers tend to appreciate art that is \"older\" because they can commemorate a certain religious figure. For example, works of art used to be made for religious ritual in Prehistoric times, and has carried on into this century to be marveled at by religious benefactors. \n\n\nArt is not only purposeful in generating emotions from a piece, but they also educate viewers of art about emotions they never knew they could experience by looking at a work of art. However, this common purpose stems from other \"sub-purposes\" that portray a specific theme that characterizes a piece of art, causing viewers to have an emotional response to the art. \n\n\nThe key link between artists, and the purpose of creating art thereof, is their \"shared common visual language.\" What this means is that artists have a visual idea and express it through their art. In this sense, the artists have different purposes in creating the art. What distinguishes these purposes are the way in which others interpret the art. Again, depending on the type of genre, different emotions are triggered. In particular, viewers of art get a feeling of shock when looking at a piece. More specifically, they look for something intriguing about the art, and get a visual representation of the art in their minds. They then \"[absorb] this bit of visual data into [their] own vocabularies.\"\n\n\n\n\nsource: http://char.txa.cornell.edu/art/introart.htm "},{"_id":"36ee0bc6c0454c29de00005a","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36ee0700c0454c29de000058","content":"Many purposes of art have been central to the time period, or at least purposes that have fallen out of fashion. These include religious ritual, propaganda, recording of visual data. Do these purposes need to be there in order for something to be considered art? Since art isn't usually religious or an official record of information, it does not. \n\nMany of the basic purposes that have been constant throughout time include intense emotion, beauty, and interpretation/inspiration. In order for it to be art though, does it need to be beautiful, inspiring, and emotional? Considering how they have been constant, it could be seen that this is true."},{"_id":"36ee09a4c0454c29de000059","treeId":"36edf025501888787400008e","seq":1,"position":2,"parentId":"36ee060bc0454c29de000057","content":"\nThe purpose itself is virtually limitless, because every piece of art has a different meaning and purpose behind it. Artists are inspired differently depending on their selected genre and theme of the art they choose to create.\n\n\nArt has evolved throughout time to have many usages; some of which are common place, while others are less common and more radical. And how do these many purposes define art? \n\nsource: http://char.txa.cornell.edu/art/introart.htm \n"},{"_id":"36ffecf77aa4f382a800001d","treeId":"36edf025501888787400008e","seq":1,"position":3,"parentId":"36ee060bc0454c29de000057","content":"Why do we make art?\nThe reasons why people make art are very diverse and different. Artist mention making art for fun and adventure; building bridges between themselves and the rest of humanity; reuniting and recording fragments of thought, feeling, and memory; and saying things that they can’t express in any other way. "},{"_id":"36fff1e87aa4f382a800001e","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36ffecf77aa4f382a800001d","content":"So art serves many different purposes depending on what type of art it maybe or the person who is looking at the art. For example, one person while looking at a painting might feel very connected and/or that piece of art might evoke deep emotions that cannot be expressed in words. On the contrary, another person might just see the same painting as a decorative object for their home. It really just depends on the person on what art actually means to them."},{"_id":"3708f92cd40df9b3bd000025","treeId":"36edf025501888787400008e","seq":1,"position":4,"parentId":"36ee060bc0454c29de000057","content":"What is art?\n-Art is the personal expression of ideas in which an individual can express themselves in a way that words cannot.\n\nWhat is the purpose of art?\n-The purpose of art is to learn something new about yourself through creating a piece of art.\nInterview by: Erin Tsai\nInterview of: Ms. Kate"},{"_id":"3708ff01d40df9b3bd000026","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"3708f92cd40df9b3bd000025","content":"Okay so art is a way to also find something out about yourself that you didn't know before."},{"_id":"36ee0d0bc0454c29de00005b","treeId":"36edf025501888787400008e","seq":1,"position":6,"parentId":null,"content":"Definition of art."},{"_id":"36ee0dd3c0454c29de00005c","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36ee0d0bc0454c29de00005b","content":": something that is created with imagination and skill and that is beautiful or that expresses important ideas or feelings\n\n: works created by artists : paintings, sculptures, etc., that are created to be beautiful or to express important ideas or feelings\n\n: the methods and skills used for painting, sculpting, drawing, etc.\nSource: Merriam Webster.com"},{"_id":"36ee0f84c0454c29de00005d","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36ee0dd3c0454c29de00005c","content":"Without knowing definition of art, there is no way that I can tell you that this is art or that is not art. In this definition, art from Merriam Webster.com art it refers to something that is created with the imagination and that expresses feelings or ideas. The problem is that \"something\" is a very broad term and compasses the universe. so what is something? This definition of art only compasses the visual arts.\n"},{"_id":"36ee1163c0454c29de00005f","treeId":"36edf025501888787400008e","seq":1,"position":2,"parentId":"36ee0d0bc0454c29de00005b","content":"According to Merriam Webster, art is also defined as a skill or branch of learning. For example, the art of making friends, the art of cooking, the art of killing, the art of art, etc.\n"},{"_id":"36ee11b8c0454c29de000060","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36ee1163c0454c29de00005f","content":"So art is not just painting, drawing, or something that has to do with creativity and imagination. Art can simply just be learning (the art of learning). \n\n\nSo this can be art?\n![](http://www.christart.com/IMAGES-art9ab/clipart/887/prov-069-05.png)\n\n\nas much as this?\n![](http://www.clker.com/cliparts/3/8/5/b/1236267484977670837nicubunu_Comic_characters_Painter.svg.med.png)"},{"_id":"36fc2851437ac630b900001a","treeId":"36edf025501888787400008e","seq":1,"position":3,"parentId":"36ee0d0bc0454c29de00005b","content":"The defention of art. It isn't that easy to define since many terms have been used to help describe art, but do those terms actually represent what art is all about? The defention of art is hard to describe since art has been a very personal experience, with individuals having different feelings coming from a piece of art, and seeing how they react hasn't given us a solid defention. Art may have changed throughout time much like science, or math, but with those subjects, it evolved, while with art, it just changed.\n\nsource: http://philosophytalk.org/shows/what-art"},{"_id":"36fc2a87437ac630b900001c","treeId":"36edf025501888787400008e","seq":1,"position":0.5,"parentId":"36fc2851437ac630b900001a","content":"Can anything be art? Can a car or a piece of food be counted as art? Art could probably be anything, so long it has the intention of being art. If art is supposed to be enjoyable, and if a car create joy in a person, then couldn't that car be considered art? Again, there must be an intention. Anything can be beautiful, but art is more of a created subject, versus beauty which can happen naturally. Basically, it is a product of environment versus man-made creation. "},{"_id":"36fc29e5437ac630b900001b","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36fc2851437ac630b900001a","content":" Is beauty a necessity for something to be art? If you walk into a modern museum, you will probably see some work of art that doesn't seem all that attractive. Beauty is defined as having characteristics be pleasing to the eyes. But maybe beauty is a much more personal basis, since one individual may find a car beautiful, while another finds a pizza beautiful. Beauty is important, but not in the sense of pleasing to the eyes, but to the soul."},{"_id":"36ee1602c0454c29de000062","treeId":"36edf025501888787400008e","seq":1,"position":8,"parentId":null,"content":"How do you teach art in a classroom?"},{"_id":"37001cc929abbea8ba00001e","treeId":"36edf025501888787400008e","seq":1,"position":0.125,"parentId":"36ee1602c0454c29de000062","content":"In order to build an effective teaching environment for kids in the subject of art. If kids want to master the techniques needed to design artwork, then the teachers need to teach effectively. The only question is, how can they teach effectively? \n\nTo teach effectively, the children must be guided as they create their works as a minimum for art education. They will then learn to be more self-sufficient and independent, yet still rely on peers to give them advice in their work. There must be both freedom and structure within an art class, having just the right balance between the two. Activities for elementary school kids would include drawing time, which is also used in secondary teaching, large-group drawing time, and major art projects. This allowed the kids to develop a variety of skills like team-building and cooperation, as well as necessary skills that kids should use to make good artwork. The independent as well as group drawing time allows them to know their boundaries in artwork and later compare their artwork to others' work. The bigger projects give students freedom and creativity, allowing them to exceed their limits in art and express themselves.\n\nBesides students helping each other, the teacher should also be available to give their insight to students' artwork. Giving direct feedback is also considered an effective way to instill necessary skills in art, and helps kids to improve their mistakes. A study shows that kids are more connected to art activities when the teachers have conversations with the children about their artwork. Kids are naturally motivated to be praised and have their work appreciated by their teacher. They will be more inclined to work on art projects more effectively if the teacher is contacting with them about it directly. If teachers group children together and talk to them about the art, then the teacher can give equal attention to all kids, therefore producing effective pieces of art. \n\nSource: http://sitemaker.umich.edu/356.burba/art_as_taught"},{"_id":"3700196429abbea8ba00001d","treeId":"36edf025501888787400008e","seq":1,"position":0.25,"parentId":"36ee1602c0454c29de000062","content":"\nEach of the categories separate the \"beginner\" artists from the more experienced artists in a classroom. It lets the students know what exactly they need to know in order to be successful in the class, and how they can move up into a better category.\n\nThis \"rubric\" shows students what they need to do in order to set high-achieving standards for themselves, since many students typically want the best achievement in the class. They set goals for themselves by learning these rubrics. By laying out the categories individually, they also represent a learning method, because students learn how to move into the next category depending on where they are, and all of this is done by getting help from the teacher as well as applying acquired skills. \n\nGrading the actual assignments is not easy to do, because of the complex nature of art and the broad meaning of \"good art.\" An approach found by McCollister shows that there are simpler methods that people with little experience can use, and still get good grades. Many students show growth and excellence in various categories. Some are stronger, while others are not as strong. The entire grading method depends on the experience of the students, and each student falls into a particular category depending on how they approached the assignment. Students will continue to improve individually, however, and the grading is done by judging how well they incorporated the criteria of the assignment. The teachers may set a standard for a particular category, such as \"good work habits\" or \"creative design,\" and the students in turn will try to meet those standards to the best of their ability.\n\nBy setting standards for students, it doesn't matter how experienced a student is at art. Motivating students is sufficient in getting them to work for excellent grades. If the students deliver effort and try hard in their assignments, the grades should reflect the student positively. Creativity plays a factor in art, but the purpose of grading art assignments is not to see who is the most creative. The true goal in art is expressing oneself and this should play the largest factor in grading. \n\nSource: http://sitemaker.umich.edu/356.burba/art_as_taught_in_the_classroom"},{"_id":"370017fa29abbea8ba00001c","treeId":"36edf025501888787400008e","seq":1,"position":0.5,"parentId":"36ee1602c0454c29de000062","content":"\nGrades have multiple meanings in terms of academics. They are a measure of performance, as well as a method for teachers to know how effective their teaching is, as well as where students are in relation to the material being taught. \n\nFor art, grading is done depending on the abilities and skill or knowledge that is required to complete an assignment. There are certain steps to take in order to \"build up\" to getting a worthy grade in an art class:\n\n1. The in-progress category focuses on prerequisite skills, or skills needed before tackling the assignment. In a sense, it is how the students get started.\n2. The novice category covers the expectations of students in a particular assignment, which also focuses on the artistic requirements of the assignment, which the students should be familiar with.\n3. The intermediate category picks out the stronger qualities in a completed work, which lets the students know what they are doing well.\n4. The advanced category covers the entirety of success in the piece of art, which covers creativity and motive for the piece itself, as well as materials used.\n\nSource: http://sitemaker.umich.edu/356.burba/art_as_taught_in_the_classroom"},{"_id":"370014f129abbea8ba00001b","treeId":"36edf025501888787400008e","seq":1,"position":1,"parentId":"36ee1602c0454c29de000062","content":"Just like any other subject, art should be taught fairly with a balanced grading rubric. Similarly, the teaching should be effective as well. Art is such a broad subject to teach that it is hard to make it a graded school subject. The goal is for it to be objective, meaning that it is not influenced by opinion in demonstrating facts. The teaching techniques for art are just as important as the grading itself. Students should interact with art beyond just \"drawing.\" Teachers should want to help students explore artistic subjects such as art theory, genres, techniques, and patterns. This will help them truly understand the significance of works of art as well as give them a creative edge in making their own art. The most effective classes have fair grading systems and creative ways of teaching.\n\nSource: http://sitemaker.umich.edu/356.burba/art_as_taught_in_the_classroom"}],"tree":{"_id":"36edf025501888787400008e","name":"The Real Art Tree!","publicUrl":"36edf025501888787400008e"}}