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ART HISTORY
Painting
Drawing
Ceramics
Sculpture
Photography
Printmaking
Art History
Graphic Design
Music
Theatre Arts & Drama
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You will come across the terms style and movement endlessly in art history.
Style
Style is a fairly encompassing term which can refer to several aspects of art. Style can mean the technique(s) used to create the artwork. Pointillism is a method of creating a painting by using small dots of colour and allowing colour blending to occur within the viewer's eye. Style can refer to the basic philosophy behind the artwork. Style can also refer to the form of expression employed by the artist or the characteristic appearance of artworks.School
A school is a group of artists who follow the same style, share the same teachers, or have the same aims. They are typically linked to a single location. For example:During the sixteenth century the Venetian school of painting could be differentiated from other schools in Europe. Venetian painting developed from the school of Padua and the introduction of oil-painting techniques from the Netherlands school.
Movement
A group of artists who have a share a common style, theme, or ideology towards their art. Pop Art, for example, is a movement which includes the work of David Hockney and Richard Hamilton in the UK, and also Roy Lichtenstein, Andy Warhol, Claes Oldenburg, and Jim Dine in the US.
The ARTS
What Students Should Know and Be Able to Do in the Arts
There are many routes to competence in the arts disciplines. Students may work in different arts at different times which may take a variety of approaches. Their abilities may develop at different rates. Competence means the ability to use an array of knowledge and skills. Terms often used to describe these include creation, performance, production, history, culture, perception, analysis, criticism, aesthetics, technology, and appreciation. Competence means capabilities with these elements themselves and an understanding of their interdependence; it also means the ability to combine the content, perspectives, and techniques associated with the various elements to achieve specific artistic and analytical goals. Students work toward comprehensive competence from the very beginning, preparing in the lower grades for deeper and more rigorous work each succeeding year. As a result, the joy of experiencing the arts is enriched and matured by the discipline of learning and the pride of accomplishment. Essentially, the Standards ask that students should know and be able to do the following by the time they have completed secondary school:
- They should be able to communicate at a basic level in the three arts disciplines--music, theatre, and the visual arts. This includes knowledge and skills in the use of the basic vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline.
- They should be able to communicate proficiently in at least one art form, including the ability to define and solve artistic problems with insight, reason, and technical proficiency.
- They should be able to develop and present basic analyses of works of art from structural, historical, and cultural perspectives, and from combinations of those perspectives. This includes the ability to understand and evaluate work in the various arts disciplines.
- They should have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods, and a basic understanding of historical development in the arts disciplines, across the arts as a whole, and within cultures.
- They should be able to relate various types of arts knowledge and skills within and across the arts disciplines. This includes mixing and matching competencies and understandings in art-making, history and culture, and analysis in any arts-related project.
As a result of developing these capabilities, students can arrive at their own knowledge, beliefs, and values for making personal and artistic decisions. In other terms, they can arrive at a broad-based, well-grounded understanding of the nature, value, and meaning of the arts as a part of their own humanity.
