Assalaim-o-aLaikum THe assignment on ''What is an Art and itz physical growth.?'' jazak ALLAH

1. WHAT IS AN ART AND ITS
PHYSICAL GROWTH

2. Art:
 "The use of skill and imagination in the creation of
aesthetic objects, environments, or experiences that
can be shared with others"
Also
 “An art is a habit of thinking, doing, or making that
demonstrates systematic discipline based on
principles.”

3. Leo Tolstoy, in his essay"What Is Art?"
 “Art is not, As the
metaphysicians say, the
manifestation of some
mysterious idea of beauty or
God; it is not, as the aesthetical
physiologist say, a game in
which man lets off his excess
of stored-up energy; it is not
the expression of man’s
emotions by external signs; it is
not the production of pleasing
objects; and, above all, it is not
pleasure; but it is a means of
union among men, joining them
together in the same feelings,
and indispensable for the life
and progress toward well-being
of individuals and of humanity

4. Frank Lloyd Wright, writing in 1957
 “Art is a discovery and development of elementary
principles of nature into beautiful forms suitable
for human use.”

5. Explanation:
 Art stimulates different parts of our brains to make
us laugh or incite us to riot, with a whole gamut of
emotions in between.
 Art gives us a way to be creative and express
ourselves. For some people, art is the entire reason
they get out of bed in the morning. You could say
"Art is something that makes us more thoughtful and
well-rounded humans."

6. Continue…
 On the other hand, art is such a large part of our
everyday lives that we may hardly even stop to
think about it. Look at the desk or table where
you are, right this minute. Someone designed that.
It is art. Your shoes are art. Your coffee cup is
art. All functional design, well done, is art.

7. continue…
 So, you could say
 "Art is something that is both functional and
(hopefully) aesthetically pleasing to our eyes."

8. You might say
 "Art is in a constant state of change, so
nobody can really pin down what it is."
 The constant change part is true, but the not
pinning it down part is going to get you a bad
grade. It may even raise a comment or two about
your being some sort of wisenheimer. Don't go
this route.

9. An art is not random behavior;
 It is orderly and has connected concepts. It is a
habit: done often and often unconsciously. They can
be treated as subject matters to be studied
themselves, but the art must be acquired as a habit,
so that its practitioners become "unconsciously
competent." Typically, all three of the actions of an
art (thinking, doing, and making) go together.

10. Continue…
 Most arts have subject matter (the Art of
Archery has archery as its subject, for example),
a nature of working, and a goal. Design, however,
is an art that has no subject matter. Designers
make their own subject matter, or are given it.
We tend to treat subject matter too seriously. It
prevents us from seeing the art.

11. Skill in an art is acquired in three ways:
Natural genius,
Imitating people who do it
very well,
Formal schooling to learn
principles and practice. Graduate
school is typically about this last
way.

12. Arts are based on principles
 Whether the practitioner know them or not. An
art is not just a series or procedures or methods.
There can be many methods inside an art. Art
gives strategic purpose to methods.

13. Arts are about connections
 How we connect things. Understanding the
connections between things allows designers to
accomplish their goals. Great problems arise when
we aren't able to make connections. We call these
connections themes.

14. Two examples of arts are
Archery chariot
steering
Both of which, strangely enough, still having meaning
for us in design.

15. Two examples of arts
• Archery is about
never losing sight of
the goal while
designing.
Archery
• Chariot steering is about
knowing how to get the
group to where it needs to
go. Strategic planning, in
other words.
Chariot
steering

16. Art and Physical Development
 daily art projects will allow the child to grow in
self expression and begin aesthetic appreciation.

17. Our objectives include:
- Developing motor
skills and eye to
hand coordination
Providing exposure to a
variety of materials
and to encourage
growth in creativity
Seeing how colors
are related and
experiment with
mixing colors
Reinforcing
learning in
cognitive areas
- Encouraging
children to follow
a series of
instructions

18. From birth
 children are developing skills that will help them
participate in, understand and respond to their
environment, as well as interact with their
parents, caregivers and peers.
 Children make physical, cognitive and creative
developmental progress mostly through play. Even
though activities might be associated more closely
with one area of development,
 Most play-centered activities contribute to the
overall healthy development of children

19. Physical Development
 When your infant is awake and active, place her on
her tummy in a safe area on the floor. Get down on
her level and talk to your baby to encourage her to
raise her head and chest off the floor. Add to this
activity as your baby grows by placing colorful toys
just out of reach to encourage scooting and crawling.

20. Activities for 1-year old children
 include block play, filling and emptying containers,
hide-and-seek and rolling and catching a ball,
according to the National Network for Child Care.
Play music and dance with your child to encourage
movement.

21. For 2-year-old children
 For 2-year-old needs opportunities to challenge
and build upon his gross and fine motor skills.
Sand and water play helps toddlers develop
hand/eye coordination and encourage fine motor
development. Clapping games such as pat-a-cake
also promote coordination.
 Activities that involves running, jumping or
climbing are appropriate for toddlers.

22. Preschoolers develop
 Preschoolers develop fine motor skills through
art activities using crayons, glue, scissors and/or
paint, and through dress-up activities. Riding
toys, swings and climbing structures help
children gain strength, dexterity and
coordination. Walking a chalk line or playing
hopscotch helps preschoolers develop balance
and coordination.