Some Glossary Language from Next Generation Standards Draft
By Olivia Gude 2014.
Formal and conceptual vocabularies:
In diverse, multi-cultural, dynamic, globally aware contemporary societies, there is not a single set of words, ideas or terms that can sum up the many possibilities for understanding, making and interpreting works of art or design. Throughout the Next Generation Visual Arts standards, the term vocabularies is used to suggest that words to describe, plan and analyze works of art and design can be drawn from many traditional, modern, contemporary and continually emerging sources.
Making art is a form of inquiry and exploration. Through artistic investigations, artists go beyond illustrating pre-existing ideas or following directions; students generate fresh insights, new ways of seeing and knowing. Artistic practice: Processes, techniques, media, procedures, behaviors, actions and conceptual approaches by which an artist or designer makes work.
Contemporary artistic practice
Processes, techniques, media, procedures, behaviors, actions and conceptual approaches by which an artist or designer makes work using methods that , though they may be based on traditional practices, reflect changing contextual, aesthetic, material and technical possibilities of today's world. Examples of contemporary practices include such approaches as artwork made with appropriated images or materials, social practice artworks that involve audience, performance art, new media works, installations, and artistic interventions in public spaces. Art-making approaches: Diverse strategies and procedures by which artists initiate and pursue making a work.
Formal and structural characteristics
Range of attributes that can be used to describe works of art and design. Terms can be drawn from traditional, modern, and contemporary sources to create vocabularies that aid students in experiencing and perceiving the qualities of artworks, thus empowering them to create their own work and to appreciate and interpret the work of others. Vocabulary sets that will be useful to 21st century art educators and students include (but are not limited to) visual elements (such as line and color), principles of design (such as repetition and movement), postmodern terminology (such as appropriation and layering), words associated with academic drawing and painting (such as perspective and chiaroscuro), craft specific vocabulary, words associated with photography and film (such as depth of field, point of view, and shot), terms from new media (such as interactivity and responsiveness) as well as unexpected forms and structures created by the wider range of art making approaches used by artists in contemporary times.
To see how this language gets played out in a lesson visit Olivia's Manual Barkin award speech and view pages 29-32.
I'm wondering if anyone is using this sheet to guide their process around creating their contemporary art curriculum? I'm also wondering how you are doing? It's a bit quiet out there now. I can imagine that you're all busy. I did get an email from one of our group members regarding how she led her students through an anonymous process of questioning. The students really enjoyed the process of answering a series of questions without knowing who wrote the questions. I'm curious how others have invited students into the questioning process. Where are you stuck and what is working for you?
I like this image of a high school student learning to type on a manual typewriter at the Guggenheim's education workshop. Students wanted to know where the screen was. Talk about discomfort. I bet they felt pretty strange typing on such a clunky machine.
We're going to meet on Thursday January 26th from 4:30-6:00 p.m. at the Center to share how our curriculum development is going. This is a time to research and share ideas. Come with questions, concerns and ideas.