Coppell, TX (CISD)

WELCOME! In our art room we learn creative ways to think critically about the world around us. Our society moves at the speed of light. A wise man I once knew said, "Creativity is the future." A simple statement yes but one that reverberates truth and logic. We would all agree, our children will be our legacy. Mix the two, and VOILA! They will be unstoppable.

On this site, you will find a variety of things including but not limited to, artwork, art advocacy, updates on school activities, advocacy and yes, more advocacy. Three philosophies I believe in that strongly guide my teaching: 1. Art is inherently cross-curricular, multi-cultural and global. 2. Art educators must continue to advocate the importance of art on a minute-by-minute basis. 3. We are ALL responsible for the educational impact art has on our world. I hope this site continues the initiative taken every day by thousands of passionate art teachers around the globe.

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Tuesday, January 27, 2015

Important Information about Technical Skills in Art

Developing technical skills
If we define art education as the process for cultivating abilities for comprehending and utilizing the language of art, we need to identify the constituents of this language. 
The tools and materials utilized to produce visual qualities are a major component. If one is to make expressive visual statements that communicate meanings to others, some knowledge of how to use these media is required. If students are asked to use crayons or oil pastels, for instance, they should have opportunities to investigate the characteristics of these drawing media; e.g. learning how to use the point and side, how to apply more or less pressure to vary values and intensity, and how to mix and blend colors utilizing surface textures.

Examples of other technical skills include: stippling, hatching and cross hatching with pencil, pen, crayon or brush; folding, scoring, perforating, shredding, curling, and cutting paper; producing washes of flat and graduated color, and under painting, glazing, and scumbling with paint; and pounding, pinching, rolling, texturing, wheel-throwing, glazing, and firing clay.

A key pedagogical principle is that whenever students are asked to utilize particular media, students should have opportunities to acquire some measure of control over these media through their own explorations and/or via instructor demonstrations. Learning about the assets and limitations of media is a first step toward enabling media to function as the basic vocabulary for artistic expression. It is not sufficient, however, only to be able to produce "words." Grammatical skills - putting words together to generate meaning - are also required. These are the skills needed to represent and interpret what one experiences, which also requires learning how to see in distinctive ways.

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