part of this presentation came from a ppt I found online. I am now having trouble re-locating this presentation. Please let me know if it is yours, so I can give you appropriate credit. Thanks!
This is an edited copy of a ppt originally written and uploaded by another Art teacher., Please go here for the original version
http://www.uek12.org/MrRodriguesSite.aspx
part of this presentation came from a ppt I found online. I am now having trouble re-locating this presentation. Please let me know if it is yours, so I can give you appropriate credit. Thanks!
This is an edited copy of a ppt originally written and uploaded by another Art teacher., Please go here for the original version
http://www.uek12.org/MrRodriguesSite.aspx
Cognition, Creation, and ComprehensionHow Art CommunicatWilheminaRossi174
Cognition, Creation,
and Comprehension
How Art Communicates
The Task of Criticism
O Arthur Danto:
O “The task of criticism is to
identify the meanings and
explain the mode of their
emobidment.” (Freeland
58)
O Three Key Things:
O Identify Meaning
O What is meaning?
O And, for whom?
O Mode of Embodiment #1:
Material
O What is the medium of
the work?
O What does the artist use?
O Mode of Embodiment #2:
Formal
O How is that material
arranged?
O According to what
principles?
Art and Culture
O “Art ‘expresses the life of a community” ~ John Dewey, qtd.
in Freeland, page 87
O “Art as “culturally significant meaning, skillfully encoded in
an affecting, sensuous medium.’” ~ Richard Anderson, qtd.
in Freeland, page 88
O Key Concepts:
O Definitions of Art
O Art World
O Culture
O Community
O “We use the word culture in these two senses: to mean a
whole way of life--the common meanings; to mean the
arts and learning--the special processes of discovery and
creative effort.” ~Raymond Williams,
http://www.giarts.org/article/culture-ordinary
http://www.giarts.org/article/culture-ordinary
Interpretation
To “interpret” is to offer a rational
construal that explains the meaning of an
artwork. I do not believe that there is one
true account of ‘the’ cognitive contribution
made by an artwork. But some
interpretations work better than others.
The most advanced interpretations are
reasoned, detailed, and plausible; they
reflect background knowledge and
community standards of rational debate.”
(Freeland 175)
Theories
Art Communicates. Interpretation helps
explain how art does this.
“A good interpretation must be grounded
in reasons and evidence, and should
provide a rich, complex, and illuminating
way to comprehend a work of art.” (150)
Cognitive Theory: artists communicate
thoughts and ideas
Expressive Theory: artists communicate
emotions and feelings
from, “The Rhetoric
of the Image”
O “How does meaning get into
the image? Where does it end?
And if it ends, what is there
beyond?” (32)
O “If the image contains signs, we
can be sure that in advertising
these signs are full, formed with
a view to the optimum reading:
the advertising image is frank,
or at least emphatic.” (33)
O Images have Three Messages:
O The linguistic message
O Denotative and connotative
meanings
O A coded iconic message
O Require a generally cultural
knowledge, imbued with
values.
O A symbolic message, a
cultural message
O A non-coded iconic message
O A perceptual message, the
‘pure’ image
Roland Barthes
Mark Tansey
A Case Study for Interpretation
Mark Tansey
Tansey's work typifies the
complexity of our age. In his
paintings, it is difficult to
determine whether east is west,
up is down, left is right, or good is
evil. The literal is the figurative,
and the figurative is literal.
Tansey embraces this ambiguity
and invites the viewer to
participate in a visual and
metaphorical adventure.
...
Unity= color, shape & line
Balance= woman-chair, room- window
Contrast= red-green, black-white pattern-solid, curve-straight
Emphasis= woman arranging fruit
Movement= diagional bottom right to top left, curved lines of pattern & trees
Rhythm= repeated- curved pattern (wall paper, cloth, trees),
dots of color (lemons/flowers)
Proportion= large with small square
Similar to Exploring Art Through Descriptive Writing (20)
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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2. What is a description?
When do we describe things?
What are some of the reasons that we
describe things?
What kinds of words might you use to
describe this room?
What reference would we use to find
purposeful vocabulary?
3.
4. •What kinds of colors do you see?
•Are they light , dark or bright?
•Can you see any shapes that the
artist has drawn?
•Are they tall shapes?
•Short shapes?
•Large shapes?
•Small shapes?
•What are the lines like?
•Are they squiggly lines?
•Straight lines?
•Thick lines?
•Thin lines?
•How does this painting make you
feel when you look at it?
•Do you think the artist was sad
when he or she drew this? Why or
why not?
5.
6. General What kind of What kind of What kinds of How does it
description colors shapes? lines make me feel /
what message
was the artist
trying to
convey
Child (possibly Dark, Sharp angles Straight lines, Despair,
a slave) sitting midnight, on a rounded lines, shame,
on a black over red rectangular no squiggly depressed,
rectangular clay, box, banana lines (no heartbroken
block and nightmare shaped mouth, freedom) Misery
holding a colors long thin Plain lines Tired
bucket in his fingers, oppression
lap. cylinder
bucket
7. Exploring Art Through Descriptive Writing Names: ______________________________________
What Kinds of What Kinds of How does it
General What Kinds of Shapes Lines make me feel /
Description Colors what message
was the artist
trying to
convey?
!
8. One person will be secretary and do all the
writing.
All members will contribute – it’s a team effort!
Brainstorm to fill in your graphic organizer.
Use a thesaurus to help you locate purposeful
vocabulary
If you finish early, get a head start on next
week’s work by starting your group’s
descriptive essay.
Be prepared to share today’s work with the
class!
