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Multicultural Art Experiences 2000



DAY 2

Influences on Art in World Cultures

  • Common People and Their work
    • Characteristics most clearly expressed

      Everyday or "ordinary" activities

      Classified as "genre"

      Often idealized and nostalgic,

      • especially about the past when culture is changing rapidly
  • Play, Celebration and Special Dress
    • Routines of life are:
      • eased by playfulness
      • punctuated by special occasions
      • with extraordinary dress and activity

      Artistic traditions meet this need to:

      • play, celebrate, look and feel special
  • Religion
    • Powerful influence in artistic expression
    • Personal religious sentiment of artist or
    • Production of objects for religious rituals
    • Familiar to artists in their culture
    • All artmaking considered religious activity

       

  • Nature and the Environment
    • Commemoration of "wonders" of nature
    • Cultural attitudes revealed in
    • Interplay between natural and human-made environment

     

  • Collective Consciousness and the Role of the Artist
    • When cultural groups seek to assert their importance or
    • Enhance their self-image,
    • Support is found in artistic imagery that captures and focuses their expectations.

     

  • Political Struggle
    • As conflicts arise among or within cultures,
    • Artists express very strong feelings that are being experienced.
    • Artistic links are made with other cultures in other times perceived as having endure similar struggle.
    •  

 

Essential Elements for Social Studies

Work of Art

Aestheics
Art Criticism
Art History
Art Production

Distinguish between personal opinion & fact Predict consequences Organization to support or refute a viewpoint

Discuss mores, customs & values Understand relationship of self to others Discuss socially acceptable behavior

 

Contributions of individuals & cultures Major events in history & geography Make & interpret time lines

 

Value and dignity of work Decision making Recognize concepts/symbols Cause and effect relationships

Interdisciplinary Units

  • Literature
  • History
  • Science
  • Visual and Performing Arts
    •  
    • Literacy
    • Collaboration
    • Storytelling
    • Thinking Skills
    • Numeracy
    • Global Education
    • Research Skills

Material Culture Interpretation

  • Art Historical traditional aesthetics methods
  • Symbolic role an object holds in society
  • Cultural developmental characteristics relationship
  • Functional purpose for which object was used
  • Structural - how the object was made
  • Environmental - role of physical environment on work
  • Behavorial - interaction of object and human patterns
  • Community

Advance Organizer

  1. Expository organizers move from general information to specific relationships of small units especially useful as scaffolding for unfamiliar materials, i.e., types of forests, a particular forest, types of trees found in that forest
  2. Comparative organizers used for relatively familiar material designed to integrate new concepts with similar concepts, i.e., students study self-portraits by Rembrandt and compare to the work of Kahlo looking for new ideas and themes

1. Presentation of Advance Organizer -

Clarify aims of lesson; get students oriented to goals give historic examples, not just introductory comments; provide context; introduce special concepts and vocabulary.

2. Presentation of performance task -

Present material and maintain attention; make logical order of learning material explicit

3. Strengthening cognitive organization - use principles of integrative reconciliation.

  • Remind students of the larger picture.
  • Ask them to summarize major attributes.
  • Repeat definitions.
  • Ask for differences between aspects of material.

Promote active learning. Ask students:

  • to describe how new material relates to a single aspect of existing knowledge.
  • for additional examples of concepts in learning material
  • to verbalize using their own terminology
  • to examine material from another point of view
  • to relate material to contradictory material, experience, or knowledge

Clarify; answer questions by redirecting explanations

Brainstorming Rules

  • All contributions accepted without editing or put-down to person.
  • Person speaking is not interrupted.
  • Person can add to or elaborate on ideas of another.
  • There are no wrong answers.
  • Contribute only if it has not been shared by someone else.
  • There is no discussion during process.

Afternoon Session

Teaching Aesthetics

Presenter: Julie Van Camp, Professor of Philosophy, California State University, Long Beach

She can be reached by e-mail at jvancamp@csulb.edu

To view the slide show Ms. Van Camp led us through click here.

Ms. Van Camp led discussions based on the Sample Discussion Questions.