2. Places the emphasis on the design qualities (the elements and principles) in a work of art.

3. Requires that a work of art must get a response in terms of awakening feelings, moods and emotions in the viewer.

4. Requires that art move people to act for the betterment of society; art that serves as an 'instrument' for furthering a point of view that might be moral, social, religious, or political.

5. It focuses on unconventional works of art that can only be identified as works of art because they are placed in a museum or gallery.

6. Art education helps make learning matter to students by giving them a medium to connect new knowledge to personal experiences and express what they have learned to others.

7. Learning an artistic discipline helps young people develop character.

8. Students receiving an arts-rich education perform better on assessments of creativity than do students receiving little or no arts education.

9. The arts foster higher levels of thinking that carry over to learning other academic subjects as well as to life outside of school.

10. They are also learning how to develop new concepts, build vocabulary and understand a new language.

11. The arts require measurement, number manipulation, and proportional thinking, all of which foster mathematical thinking.

12. Works of art provide a visual context for learning about historical periods. Music, painting, drama and dance help literature come alive.

13. Art-making allows students to experience what it feels like to be active members of a community and to work as a team to determine and achieve common goals.

14. In this method, the teacher casts himself/herself in the role of being master of the subject matter. He is considered by the learners as an expert or an authority.

15. No involvement is required from the learners in this teaching process, in which the student's lack of involvement in what they are taught, that such methods are called "close-ended".

16. This method is a two way process in which the teacher instructor is both a teacher and a learner at the same time.

17. In tis category of methods, both the teacher and the learners have to fit into the content that is taught.

18. They acquire a participatory understanding of varied domains and factors.

19. In this method, the instructor tells, explains, describes or relates whatever information the trainees are required to learn through listening and understanding.

20. Involves two-way communication between participants. A more active learning experience for the trainees than the lecture.

21. In areas in which learners already have some knowledge or experience, discussion may be used to develop the main points to be covered in a lesson.

22. Discussion may also be used, following a lecture or demonstration, to help trainees apply what they have learned.

23. The discussion method also provides an opportunity to monitor trainees learning. The answers provided by trainees and the questions they ask, reveal the extent and quality of learning taking place.

24. Means any planned performance of an occupation skill, scientific principle or experiment.

25. During a longer session, the plenary group can break into sub-groups to discuss one or two specific questions or issues.

26. In this technique, all ideas are given equal credence. Participants are encouraged to let ideas flow freely, building on and improving from previous ideas.

27. Participants use their own experiences to play a real life situation.

28. It is a method of self-instruction.

29. A method in which the instructor assigns reading to books, periodicals, project or research papers or exercises for the practice.

30. A method of instruction in which an instructor works directly with an individual student.

31. A tutorial arrangement involving the instructor and groups, rather than instructor and individual.

32. Is the difference between various elements within a design, that makes them stand out from each other.

33. Can be symmetrical (with items of equal weight on either side of a center line) or asymmetrical (with items of different weights laid out in relation to a line that may or may not centered).

34. It causes certain parts of a design to stand out compared to other elements.

35. Is the size of elements in relation to one another larger elements tend to be seen as more important while smaller ones are less so.

36. The spacing between elements can create a sense of ______, either regular or irregular.

37. Can refer to repetition of design elements (as seen in things like wallpaper patterns).

38. An element of art defined by a point moving in space.

39. An element of art that is two-dimensional flat or limited to height and width.

40. Is how well the elements of a design work together.

41. An element of art that is three-dimensional and encloses volume; includes height, width AND depth (as in a cube, a sphere, a pyramid, or a cylinder).

42. The lightness or darkness of tunes or colors.

43. An element of art by which positive and negative areas are defined or a sense of depth achieved in a work of art.

44. An element of art made up of three properties: hue, value, and intensity.

45. It is the name of color.

46. Quality of brightness and purity.

47. An element of art that refers to the way things feel, or look as if they might feel if touched.

48. According to this theory, children draw what they know. In visual art, the distortions a child draws in size, shape, and form are believed to represent the child's level of thinking.

49. Another theory claims that children draw what they feel and that their art is a reflection of deep inner emotions (Cole, 1960).

50. Another theory suggests that children draw what they see (or perceive) not what they know or feel.