Explore the Terms

Color

Visual sensation dependent on the reflection or absorption of light from a given surface ("hue," "value," and "intensity" being the primary characteristics).

Line

An identifiable path of a point moving in space. It can vary in width, direction, and length.

Value

Light and dark; the gradations of light and dark on the surface of objects

Shape

A two-dimensional area or plane that may be organic or inorganic, free-form or geocentric, open or closed, natural or of human origin.

Form

A three-dimensional volume with the same qualities as "Shape" (above), or the illusion of three dimensions

Balance

An equilibrium of similar, opposing, or contrasting elements that together create a unity.

Texture

The surface quality of material, either actual (tactile) or visual.

Symmetry

A balance in which elements are alike and will appear to demand one another as a line that falls in one direction demands a line that falls in another direction.

Asymmetry

A balance achieved through the use of unequal parts or elements.

Contrast

Use of opposites in close proximity (light and dark, rough and smooth).

Dominance

The difference in importance or emphasis of one aspect in relation to all other aspects of a design.

Repetition

The recurrence of elements at regular intervals.

Rhythm

The regular repetition of particular forms or stresses; also, the suggestion of motion.

Theme and Variation

Some dominant feature repeated with variations to give the work its dominant character.

Unity

The distinguishable units or elements that seem to belong to each other so that each contributes something to the functioning of the whole.

Aesthetic Perception

Goal I: To develop and expand aesthetic perception in students so that they may:
  • Increase aesthetic awareness of visual and tactile qualities in works of art, nature, events, and objects within the total environment.
  • See the world directly and metaphorically by perceiving the physical world in terms of visual and tactile images and symbols which are unique to the visual arts.

Creative Expression - Artistic Knowledge and Skills

Goal II: To develop and expand visual arts knowledge and skills to express ideas imaginatively, students must be able to:
  • Acquire artistic skills to express and communicate responses to experiences.
  • Recognize the importance of personal experiences and respect the originality in their own visual expressions and in the artwork of others.
  • Develop manipulative and organizational skills in using visual arts media effectively to translate ideas, feelings, and values.

Visual Arts Heritage - Historical and Cultural

Goal III: To acquire knowledge of historical and cultural developments which occur as a result of varying needs and aesthetic points of view, students will be able to:
  • Study a variety of artworks and accomplishments of contemporary, historic, and prehistoric cultures.
  • Understand that art reflects, records, and shapes history and plays a role in every culture.
  • Gain an understanding of their creative abilities and their artistic heritage within the context of a comprehensive world view.
  • Clarify their own aesthetic values and learn to appreciate differences in the aesthetic values of others.

Aesthetic Valuing - Analysis, Interpretation, and Judgment

Goal IV: To develop a base for making informed aesthetic judgments students will be able to:
  • Make informed responses to works of art, nature and other objects within the total environment by using objective criteria for anylysis, interpretation, and judgment.
  • Derive meaning and value from experiences by making and justifying judgments about aesthetic qualities in works of art and other objects within the total environment.
  • Use analysis, interpretation, and judgment about visual relationships based on learned aesthetic values to improve art production.