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E D U C AT I O N
What Excellent Visual Arts
Teaching Looks Like: Balanced,
Interdisciplinary, and Meaningful
Rene e S andel l
by/for whom, and why the art was created (and valued), learners
conditions for and under which the art was created from our
contemporary perspective, as well as those of foreign and
previous cultures.
Form + Theme + Context FTC Palette for Decoding and Encoding Visual Art
ART =
FORM
THEME
What the work is about
CONTEXT
When, where, by/for whom and
WHY the work was created/valued
Title: _______________________________
How does a balance of formal, thematic, and contextual qualities SHAPE layers of meaning?
FORMAL
Actual Composition:
THEMATIC
IDEA:
Broad Subject/BIG
CONTEXTUAL
WHEN:
WHERE:
Subject Matter:
value, space);
BY/FOR WHOM:
Point of View:
WHY:
Visual Sources:
Intention/Purpose(s):
2D&3D Qualities:
Personal
Size/Scale:
Literary Sources:
Media/ Materials:
Processes/Methods:
Skills:
Style:
Other:
Social
Cultural
Historical
Artistic
Educational
Political
Spiritual
Other
2012 Renee Sandell, PhD
http://naea.digication.com/FTC/Home//
relevant contexts.
television programs.
enlightenment
while
building
community.
that art can communicate that which is universal and that for
R efere n c e s
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Continued >>>
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J udit h M. B ur ton
visual form.
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In the world of outstanding teachers, learning is clearly
The choreography of movement within the art classroom
they also act autonomously within the group while still being
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(Gardner, 1991).
Decision-Making in Action
of insights about art and art practice from which they distill
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Conclusion
practices;
Committed to their ongoing professional development;
Are advocates for visual arts education; and
Involved in the National Art Education Association and
Adapted from art teacher qualities compiled by Renee Sandell for NAEAs advocacy bookmark,
A Visual Arts Educator is (2004).
of race, social class or any other factor, kids care, and that they
section.
Envisioning, Decision-Making,
humanely constructed.
and youth. Yet before the school opens its doors each
envision and build the school from the ground up. With the
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Authors Note
The author extends thanks to Dr. Marissa McClure, Division
of Art and Visual Culture Education, School of Art, University
of Arizona, for her curricular and pedagogical insights that
helped shaped the ideas within this paper.