Examines the influence of novelty of pose and facial expressions on college students determination of a photograph's artistic merit. Moderate novelty of poses and positive facial expressions received the greatest endorsement. However, some deviation occurred between considerations of artistic and photographic merit. (MJP)

Line, shape, color and texture have always been the universal components of visual expression. Together these elements form a visual language. This packet is designed to be used as part of the Thematic Tour "First Look" offered by the Georgia Department of Education. The material explores some of the ways people use pictorial language;…

The first step in learning to appreciate art is learning to classify a work according to its primary purpose. The artist creates art for one of three reasons: to recreate the physical world (Imitationalism); to express an idea or feeling (Emotionalism); or to create an interesting design (Formalism). A classified work may then be critiqued by: (1)…

Art reflects the ideas, experiences, spirit, and hopes of those who create it. It is through art works that students can see a visual record of how men and women lived and thought throughout history and across cultures. This instructional resource includes 52 transparencies, accompanying teaching strategies, and student worksheets which are…

Maintains that young children enjoy talking about art and should be given opportunities to do so. Recommends using Parsons' Aesthetic Development Theory as a flexible framework and guideline for discussion. Includes several transcribed discussions between the teacher and her pupils. (MJP)

An examination of 19th century U.S. art and literature reveals the country's strong identification with nature, the ideals of individual freedom and pioneer courage, and the faith in human nature embraced by the immigrants who expanded the country. In the 17th and 18th centuries, U.S. painting reflected the styles and standards of English art. By…

Observes a number of illustrations from a wide variety of whaling narratives and discusses the purposes and assumptions behind them. Considers the individual artists and their contributions. Francis Allyn Olmstead romanticized the profession while J. Ross Brown emphasized the sordid aspects of whaling life. (MJP)

Criticizes the traditional approach to art education that emphasizes formal properties such as line, color, and shape. Proposes that teachers develop student abilities to go beyond the visual level of artworks and gain access to the complexity of meanings that art possesses. Includes contemporary art examples and corresponding analyses. (MJP)

Describes the efforts of one elementary art class to move beyond the limits of formalism when examining and discussing art. Guided by the teacher, the class attempted a critical deconstruction of the work of Edgar Degas focusing on his depiction of working class women. Includes three reproductions of Degas works. (MJP)

Postulates that students' untutored and unrehearsed verbatim responses to viewing artworks parallel specific schools of thought in aesthetic theory. Middle school students tape recorded their responses to a previous museum visit. Their responses reflected some of the key concepts in expressivism, institutionalism, and formalism. (MJP)

Provides evidence that sixth-grade students are capable of considerable art historical understanding. Suggests that second-grade students are able to incorporate knowledge of individual artists, and some limited historical perspective, in their consideration of artworks. Includes assessment instrument and statistical tables. (MJP)

Presents an instructional resource consisting of 4 18th-century Japanese prints combined with discussion questions and related activities for grades 6-12. The prints illustrate various aspects of a society in transition. Includes background material on 18th-century Japan and the prints. (MJP)

Presents four paintings and summarizes a discipline based art education approach to studying them. Each painting is followed by a brief text consisting of information about the subject and artist. The text also includes writing assignments, research questions, and related activities. The paintings include portraits by Goya and Joan Miro. (MJP)