Seeing a Bigger Picture: The Visual Arts

Autor/in	Sandell, Renee
Titel	Seeing a Bigger Picture: The Visual Arts
Quelle	In: Principal Leadership, 11 (2011) 7, S.48-54 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Visual Arts; Art Education; Educational Change; Learner Engagement; Interdisciplinary Approach; Teaching Methods; Educational Philosophy; Educational Objectives; Change Strategies; Educational Strategies; Art Appreciation; Art Activities + Suchen Sie Ihr Suchwort? Optische Gestaltung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildungsreform; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Educational objective; Bildungsziel; Erziehungsziel; Lösungsstrategie; Lehrstrategie; Kunstverständnis; Künstlerische Tätigkeit
Abstract	To foster learner focus and deepen engagement while embracing contemporary standards for teaching art and other subjects, teachers must help students more fully understand art images, objects, and events, present and past, so that they can understand the relevance and significance of art in their lives. Using a balanced approach that attends equally to the form, theme, and context of an artwork can help learners create as well as discern layers of meaning in visual language, as revealed in the following equation: Art = Form + Theme + Context (Sandell, 2006). This article describes the Form+Theme+Context (FTC) methodology, which provides a balanced, interdisciplinary, and meaningful approach to art that deepens learner engagement in encoding or decoding artwork. By using the FTC methodology, art teachers can rebalance traditional art theory in which modernism emphasizes form, post-modernism emphasizes theme, and visual culture emphasizes context. Further, the FTC approach also correlates with contemporary education reform's emphasis on rigor, relevance, and relationships. Those three Rs are pertinent to deepening the power of arts learning through FTC when students focus on the rigor of skill and structure (form), understanding and establishing meaningful relationships (theme), and appreciating significance and relevance (context). (Contains 2 figures.) (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10