Synopses & Reviews
This beautifully illustrated text reflects the latest trends in art education and demonstrates how to motivate students to learn by integrating art with other content areas.
Emphasis Art, Eighth Edition focuses on the intrinsic worth of art-studio experience through its Discipline-Based Art Education approach, as well as on the process of implementing art education into classroom practice. Useful for both general classroom teachers and art specialists, this popular text promotes art appreciation while providing a wealth of creative ideas and clear technical direction, including lesson plans that incorporate instructional objectives.
Features new to the eighth edition include:
- A new emphasis on integrating art instruction in the general classroom provides general classroom teachers with all the tools they need to include art in their daily teaching:
- New chapter (Ch. 8) on integrating art instruction and mathematics.
- Expanded chapter (Ch. 7) on integrating art instruction and language arts.
- Thoroughly revised chapters on integrating art instruction with social studies and with the performing arts.
- National Art Educators Association Standards appear on the inside front cover, with chapter correlations, so readers can readily find content relating to specific standards.
- In the Classroom and In the Community boxes offer specific lesson plans and topic suggestions for general classroom teachers on art instruction.
- Expanded emphasis on social and cultural issues, particularly in Chapter 9 (social studies) and Part V (Art Appreciation, Criticism, and Aesthetics), reflects the changing direction of art instruction.
- Fine art illustrations now open every Part and an art history timeline appears on the inside back cover, reflecting an increased coverage of art history. Note: we're not sure yet if this timeline is actually going to be feasible.
Synopsis
This beautifully illustrated text filled with rich examples of student work reflects the latest trends in art education and demonstrates how to motivate students to learn by integrating art with other content areas. Emphasis Art continues to focuses on the intrinsic worth of art-studio experience through its Discipline-Based Art Education approach, as well as the process of implementing art education in classroom practice. Useful for both general classroom teachers and art specialists, this popular text promotes art appreciation while providing a wealth of creative ideas and clear technical direction, including lesson plans that incorporate objectives.
A valuable resource for pre-service elementary school teachers, the ninth edition also provides a practical handbook for a teacher’s first classroom including:
Synopsis
This beautifully illustrated text filled with rich examples of student work reflects the latest trends in art education and demonstrates how to motivate students to learn by integrating art with other content areas. Emphasis Art continues to focuses on the intrinsic worth of art-studio experience through its Discipline-Based Art Education approach, as well as the process of implementing art education in classroom practice. Useful for both general classroom teachers and art specialists, this popular text promotes art appreciation while providing a wealth of creative ideas and clear technical direction, including lesson plans that incorporate objectives. Teacher candidates or practicing teachers will find practical information for today’s classrooms including a focus on integrating art instruction into the general classroom with individual chapters across the discipline areas, sequential curricula for grades K-8, art appreciation, and art production. Hundreds of specific, practical suggestions and lesson plans help teachers implement art education in their classrooms. Readers will also find stimulating new examples of authentic children's artwork and updated coverage of art and technology including digital photography, video, and the web.
About the Author
Robert D. Clements, Professor of Art, taught art education at the University of Georgia for 25 years. There, he won the University’s highest awards for his teaching and research. A renowned artist in his own right, Dr. Clements’s works are on display in museums and institutes throughout the world. Besides his sculpture and public art, he has written three books and 60 articles and directed many grant projects. Born in Pittsburgh, PA,Dr. Clements received his BFA degree from Carnegie Mellon University and his graduate art degrees from Pennsylvania State University. Dr. Clements is recognized for his work in Who’s Who in American Art and Who’s Who in America. He has written the fifth through current editions of Emphasis Art. To understand Dr. Clements’s influence on the world of art and art education, one need only speak with the many art teachers throughout the country who speak of him with reverence and who don’t hesitate for a moment to provide their students’ works for use in his books.
Frank Wachowiak (1913—1998) was a master teacher and artist whose approach to teaching art to children is recognized throughout the field. Born in Wisconsin, he received his degrees from the University of Iowa where he subsequently taught until moving to the University of Georgia in 1967. For 50 years his passion for a life in art was evident as he worked in the happy, charged environment of children searching, discovering, and creating through art.As he taught and studied children’s art
all over the world (particularly while at the University of Iowa Lab School and the University of Georgia Children’s Art Classes),
Dr.Wachowiak found that it was easy to stay young at heart. Since his passing in 1998, every edition of Emphasis Art, including this one, has built off of his inspiring words and clear technical directions, as well as his model of including beautiful examples of children’s art.
Table of Contents
I. INTRODUCTION TO ART.
1. Art in Society and the Schools.
A Qualitative Approach to Teaching Art.
For Further Reading.
Web Resources.
2. Art as Art: The Design Fundamentals.
Elements of Art.
Line.
Shape.
Value.
Color.
Space.
Texture and Pattern.
Principles of Art.
Balance and Symmetry.
Variety, Repetition, Emphasis, and Domination-Subordination.
Formalist, Contextualist, and Media Approaches to Teaching Art.
For Further Reading.
Web Resources.
II. TEACHERS AND TEACHING.
3. The Teacher’s Role: Strategies and Management.
The Teacher’s Role: Guiding Students to Create and Appreciate.
The Teacher’s Positive Personality, Rapport and Respect.
Getting Off to a Good Start.
Strategies for Teaching Art.
Teach Non-Verbally.
Plan the Distribution, Collection, and Organization of Materials.
Begin the Lesson: Get Their Attention.
Keep the Motivation Brief.
Get the Design Off to a Good Start.
Prevent Bad Starts.
Nurture Creativity During the Work Period.
Foster Perseverance.
Combat Lagging Interest, Stimulate Extra Effort.
Clean Up and Evaluate.
Manage the Class By Your Presence.
Discipline and Redirect.
4. Motivating Learning.
Using Personal Experience as Motivation.
Recalled Experience.
Using Who? What? Where? When? And Why? To Help Children Recall.
Direct Perception.
Combining Recalled Experience and Direct Perception.
Using Still-Life Materials as Motivation.
Using Bulletin Boards as Motivation.
Using Art Media as Motivation.
Using Exhibitions as Motivation.
Group Displays.
In the Community: Displaying Student Art.
Timing and Pacing Motivation.
5. Creating Objectives and Evaluation Criteria.
The Need for Open Objectives and Evaluation Criteria.
In the Classroom: Giving Appropriate Feedback.
The Need for Defined Objectives and Evaluation Criteria.
Goals, Objectives, and Outcomes.
Art Objectives and Assessment.
Objectives and Evaluation of Art Production.
Objectives and Assessment of Artistic Perception.
In the Classroom: Assessing Artistic Perception.
Objectives and Assessment of Art Criticism.
In the Classroom: Encouraging Critical Skills.
In the Classroom: Debating Art.
Objectives and Assessment in Aesthetics.
Objectives and Assessment in Art History Learning.
Reporting Art Progress to Parents.
In the Classroom: A Sample Progress Report.
School Exhibitions as Assessment Tools.
Formative and Summative Evaluation.
Evaluating Our Year in Art.
Self-Assessment.
III: INTEGRATING ART INTO THE CLASSROOM.
6. Integration in the Three Domains: Cognitive, Affective, and Psychomotor.
The Cognitive Domain.
The Psychomotor Domain and Multisensory Area.
Objectives and Evaluation of Affective Goals.
7. Art and Literacy: Reading and Language Arts.
The Vocabulary of Art.
Line.
Shape.
Texture and Pattern.
In the Classroom: Writing and Art.
Speech, Thought, and Art.
Thinking Critically about and through Art.
The Art of