In this article, the author discusses the different two- and three-dimensional art forms. She also describes the different media that can be used in these art forms.

Teachers can help students become more fluent and confident in creating their own art, as well as being consciously aware of the art elements--line, color, shape/form, texture, space and value--when they view the art of others. In this article, the author reviews and defines the characteristics of each element separately, basic elements that are…

When one creates an artwork, the "ingredients" are the elements of art: (1) line; (2) color; (3) shape/form; (4) texture; and (5) value. How they are used makes up the principles of art: (1) balance; (2) emphasis; (3) proportion; (4) movement; (5) rhythm, repetition and pattern; (6) variety; and (7) unity. Students will gain a better understanding…

The National Art Education Association (NAEA) has clearly defined the role of art with six content and achievement standards that are broad in coverage and designed specifically to ensure a thorough and comprehensive art program for K-4, 5-8 and 9-12. To meet the standards, students learn vocabularies and concepts associated with various types of…

A rich and stimulating opportunity awaits teachers who plan to connect or bring together an art project with another subject area of the curriculum, thus addressing the sixth listing in the National Visual Arts Standards. While art is important in its own right, the reality is there is often too much content in the curriculum nowadays and not…

This text is designed for use by college and university students who plan to teach art to children. After an introduction that briefly explains the four components of discipline-based art education, the text is organized in six chapters. (1) "Artists and the Images They Make" introduces students to ideas about how several specific…