Brainstorming--Big+Ideas+in+the+Arts


 * BIG IDEAS in the ARTS**-Add words or phrases below each "Big Idea" that you feel elaborate on, relate to, support, or explain the Big Idea. You can change the **font style** or **color** (in Edit mode, click on the "T" in the toolbar above) to differentiate your contributions from those of your colleagues.

**1. SKILLS, TECHNIQUES, and PROCESSES:** Through dance, music, theatre, and the visual arts, students learn that beginners, amateurs, and professionals benefit from working to improve skills and techniques over time. Each art area has a unique set of skills and vocabulary needed for success in that area. Each art area displays and demonstrates the various levels of skills, vocabulary and techniques for beginner, intermediate, advanced and professional artists. Sequential learning opportunities are essential to learning in and through the arts.

elements of dance - principles of design - unity, sequence, transitions, unconditional creativity within structural framework Principles of composition in the arts are shared or unique to the form. Concepts such as form, device, style and sequence guide creation, re-creation and response. ​ different levels of designs of dance
 * 2. STRUCTURAL ORGANIZATION: ** Works in dance, music, theatre, and visual art are organized by underlying elements and principles that guide creators, re-creators, and responders.

**3. ACTIVE ENGAGEMENT:** The arts are inherently experiential and actively engage learners in the processes of creating, re-creating, and responding to art. Artists should be able to respond to a work of art using the vocabulary inherent to that field of art. Imagination, self-discovery, empathy are developed through active involvement in the study of an art form.  In the process of learning an art form, one learns that there are many avenues to discovering ourselves, many ways of seeing the world, and and many paths to take toward understanding. Engaging in the creation and re-creation of artistic //endeavors// stimulates the imagination, illuminates possibilities, and offers the vocabulary for an educated response to the work of others.

Vocabulary should be easily identifed in its foreign language, where applicable. Experiencing and analyzing the arts actively engages learners at different levels of behavior and cognition

**4. COGNITION and COMMUNICATION:** Individual cognition, self-expression, documentation, and communication with others are central to the arts. There are no "right" or "wrong" when it comes to an artists' self-expression, creativity and communication with others. However, there is a "right" or "wrong" when it comes to technique and skill of the art The arts provide significant contexts for learning in and through aural, kinesthetic, oral, and visual modalities. Communicative and expressive skills are central to arts education creativity needs to be allowed, teaching the levels of creative thinking and how to organize

**5. HISTORICAL, GLOBAL, and FUTURE CONNECTIONS:** The arts foster understanding, acceptance, and enrichment among individuals, groups, and cultures from around the world and across time; and this new perspective helps individuals appreciate existing works and create new ones. The language of the arts is global and universal and need not be explained verbally. It is a common denominator and incorporated by all nationalities. The arts provide unique contexts for appreciating the development, diversity, potential and power of human expression.

**6. AESTHETIC and CRITICAL REFLECTION:** The arts actively engage the creator, re-creator, and responder in the processes of assessment and analysis. The responder to art should be able to identify principles of design in the work of art and make a judgment of how that works or does not work. Positive feedback is used in the processes of assessment and analysis. Analyzing and reflecting on art works engages and supports understanding of principles of composition, design, purpose and vision.

**7. ARTS and the ECONOMY:** Arts-related careers and 21st-century skills gained through learning in the arts are transferable and integral to local and global economies.

The study of an art form can have a profound effect on how we envision our future, the careers that will be created, and the way we approach existing jobs. Training in an art form can enable one to see creative responses and solutions to new problems and issues that will dominate our economy in the future.  The study of an art form is in itself a valuable vocation. The power of observation cultivated in the arts can be applied and enhance work in other fields. There has always been a place for the arts in the past and present regardless of the strength or weakness of the economy locally and globally. Learning in and through the arts stimulates human creativity in problem solving and the presentation of original ideas.

8. **RELATIONSHIPS ACROSS ACADEMIC CONTENT AREAS:** Dance, music, theatre, and visual art are often infused with each other and with other academic content areas. The integration of the arts and academics helps to encourage student development, growth and learning in the educational environment. This is often demonstrated by improvement in their grades and FCAT scores. The transferable application of the arts to learning in and through other disciplines is established in contemporary educational research Arts fosters different learning styles, which in turns makes for a more well rounded student that has a more sucessful academic history