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期刊名称:ORIENTAL ART

ISSN:0030-5278
出版频率:Quarterly
出版社:ORIENTAL ART MAGAZINE LTD, 47 HILL ST, 06-06, SINGAPORE, SINGAPORE, 179365
  出版社网址:http://www.princetonol.com/
期刊网址:http://www.princetonol.com/groups/iad/lessons/middle/progoals.htm
主题范畴:ART;    ASIAN STUDIES
变更情况:droped by A&HCI in 2013

期刊简介(About the journal)   



About the journal

We've been making and exporting China-made furniture and home decor products since 1990.

Our products include various tables, chairs and stools, cabinets, baskets, racks, wall art, clocks, frames and paintings, and other small home and garden furniture and decor items.

With more than a decade of experience, we become the expert in the field. We know the market, we know the tecnqiues, we have the elite staff who can offer the best service in designing, producing, quality control and shipping!

Contact us today!

Thanks and Best Regards
Many schools offer a Disciplined Based Art Education.  The art program is designed around the four disciplines of art:
Historical Inquiry, Critical Inquiry, Aesthetic Inquiry and Art Production.  The four goals outlined below are adapted from the Comprehensive Art Graded Course of Study for Allen County Schools (1999).  See National Art Standards 

National Visual Arts Standards are as follows.

Understanding and applying media, techniques, and processes

Using knowledge of structures and functions

Choosing and evaluating a range of subject matter, symbols and ideas

Understanding the visual arts in relation to history and cultures

Reflecting upon and assessing the characteristics and merits of their [a student's own] work and the work of others

Making connections between visual arts and other disciplines

Curriculum Objectives:

HISTORICAL, CULTURAL, AND SOCIAL CONTEXTS 
(
NEXT GOAL)

Students will:

Compare and contrast various forms of artistic expression associated with specific groups of people, geographic regions, or time periods.

Investigate processes and beliefs used by various cultures and institutions, past and present, to create works of art.

Discover common subjects, ideas, and themes in art forms from different cultures.

Speculate about a work of art, i.e. who made it; what materials, techniques and skills were used; its intended purpose/audience; and how it was used.

Discover how an object is similar in function but different in structure due to who made it, materials used, and how and when it was made.

Use a variety of sources to gain an understanding of an artist and/or and arts form.

Study a variety of cultures and times to discover how arts forms have been transmitted from one generation to another.

Identify the impact the scientific and social events have had on the ideas expressed through arts forms.

Examine the similarities and differences of how various arts forms influence and/or express an idea or event.

Identify the cultural clues found within arts forms and events

PERSONAL EXPRESSION AND PRODUCTION  
(
NEXT GOAL)

Students will:

Produce/explore works of art based on their environment

Combine the elements of two or more arts forms to communicate ideas or information.

Control a variety of materials, tools techniques and processes while creating works of art.

Recognize how technical elements affect works of art.

Connect ides, materials, processes and techniques while creating works of art.

Develop and use personal and established criteria to evaluate work in process and the final product.

Assess, revise or adjust art products through a reflective process.

Communicate information about an idea or event through one or more art forms.

Create art works using procedures borrowed from other cultures.

Design and use procedures to test the suitability of various tools, techniques, processes, and materials for different purposes or effect

ART CRITICISM: (NEXT GOAL)

Students will: 

Investigate ways artists get ideas.

Describe how artists use materials, tools, images, and ideas to create works of art.

Compare and discuss works of art based on similar sources of inspiration.

Perceive and describe differences in art works that have the same subject.

Examine an artwork and speculate how different artistic choices would change the meaning of the work.

Use art vocabulary when talking and writing about works of art.

Critique a work of art to find meaning and provide support for conclusions made                                               

NATURE AND MEANING OF THE ARTS (AESTHETICS):

Students will:   

Explain why people create art forms.

Identify and describe the roles of artists in various settings, cultures, and time periods.

Discover how a group's beliefs and values are reflected in its art forms and stylistic choices

Discuss and analyze criteria that determine value.

Investigate works of art from multiple perspectives.

 

 

These links lead off of our website. Use them at your own risk. If you find a link that is broken or goes to an inappropriate site, please notify Ken Rohrer immediately.

Brain Research & LearningResearch ArticlesInstructional ProgramsSummary | Links

Strategies and ResearchAs seasoned teacher will tell you, there are as many instructional strategies as the stars. They are frustrated when a school district goes from one to the next. This is why it is good to stick with sound research and best practices.

There are small windows of opportunity to teach students effectively. Motor development begins in the womb and closes around the age of two. The window of opportunity to learn a second language opens at birth and closes around the age of 10. The window of opportunity for mathematics and logic is from the age of 3 until 6. Of course this doesn't mean that students can't learn outside these ages, it means it is much more difficult.

Information from Brain Research & Brain Compatible Learning

Fact: According the researchers Renate & Geoffrey Caine, children who learn from flashcards learn it better when the cards are round. The circular design is least destractive. This has been confirmed in the classroom environment.

Application: If your art students need to memorize material, use circular flashcards. Use the circle when you want students to focus and concentrate on the content of the circle.

Fact: According to researchers Marlin Languis, Tobie Sanders and Steven Tipps, physical movement ties in both hemispheres of the brain and makes it easier to pass information between both hemispheres. Younger children learn better while moving around while learning.

Application: Allow your students to stand at their table or move around the room between learning centers. Use drama as a way to teach art. Refer to the
section on the integration of art and drama.

Fact: According to researcher Pat Wolf, the average human brain has about seven memory "spaces." From about the age of three, a space is added each year. If a student learns while stressed, they will develop these spaces slower. Initially, students can learn only one dimension at a time. For example, a blue "A" and red "A" can't be the same letter to them. A taller glass can hold more, even if it can hold more volume than a short, wide glass.

Application: Give younger children manipulatives that enable them to sort, classify, and solve problems. Geometric shapes and colors can be used to hasten this development.

Fact: Pat Wolf also says that the wrist is not fully developed until the age of seven. Because of this, they can't draw details or shapes easily until this age. A child younger than seven also doesn't realize that 2-dimensional abstractions can represent real life. Students have reached this point when they can draw a diamond.

Application: Have students draw pictures that force their eyes to track in a full circle rather than vertically, horizontally, or diagonally. Don't give seatwork or worksheets to students younger than seven.

Fact: Pat Wolf says that the brain in all ages loses interest in something after 18 seconds. The brain will then either drop the input or retain it. Visual, auditory, and tactile stimulation is retained or dropped in less than a second!

Application: Have a great introduction that captures students' attention. Use exciting and attention-grabbing visuals. This is especially important in a world of video games and text messaging.

Fact: According to Hotz, the brain has reached its peak of activity at the age of five. By the teen years, thousands of neurons are being lost per second. Neurons that are reinforced through experience survive.

Application: Continually reinforce material and give plenty of hands-on work.

Fact: When the brain hears music, neural circuits are strengthened- especially in the area of mathematics.

Application: Here's your permission to have the radio on while students work on art.

Fact: Rote memorization is not retained or transferable unless it is immediatley associated with an experience. Sylwester says that activies that draw out emotions, role playing, and cooperative learning help prompt students to recall information.

Application: If students need to memorize something, have them do it in groups, while role playing, or in engaging activities.

 




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