How do we encourage innovation and creative thinking through Art Education?

April 16, 2011

Much focus recently has been placed on the importance of innovative and creative thinking for students’ future success but how do we implement that in Art Education?

Students need to be allowed to make decisions about their art even at a young age. Combining skills lessons with innovative thinking will give students more ownership and pride in their work while encouraging more creative solutions to visual problems.

For example, a current project may be to tell students that they are going to choose a rainforest animal to draw with oil pastels then cover with a black watercolor resist. The students would learn the technique and media skills but would not need to explore any intellectual creativity to complete the project.

Instead, lead off with a brief introduction about the Amazon rainforest (the length of this introduction would depend on the age of the student). Briefly explain what the rainforest is, where the Amazon is located and current issues involving the rainforest – such as deforesting, loss of habitat for animals, loss of resources for food and medicines, etc.

Then, encourage creative thinking in your students by asking a series of questions. How can we visually express the rainforest? What would you like to include in your drawing about the rainforest? (If they say animals, for example…) What would the animals be doing in your drawing? What colors do you think you should include in your drawing of the rainforest? Should your drawing use dark colors or light colors? What viewpoint should your drawing be from?

After the questioning starts to inspire some unique ideas, explain what technique and media will be used and let them get started right away!

Rectangular Art

March 24, 2011

Why is art so often created in a rectangular shape? Most paintings, drawings, prints and graphic works are rectangles. Sculpture has traditionally broken the boundaries of the picture plane but 2-dimensional artwork seems to stay within those rectangular boundaries. Why is this?

Is it because paper is easier to make and cut into rectangles; canvases are easier to create with 4 straight sides than any other shape? Do we need 4 clean edges to ‘frame’ our work so it looks ‘finished’? Artists have continually pushed the boundaries of artistic expression but yet still confine themselves to that rectangular ‘frame’.

Is it because the walls we hang art on are so often rectangular? Are artists, who portend to be groundbreaking and innovative, really swayed by convenience or tradition into creating rectangular art? Even some of the most avant-garde Modern artists stayed within the rectangular boundaries.

(image is in the public domain)

That’s not to say all artists stay within the rectangle. The links below show a few artists who break the rectangular boundaries with their painting – but it is not easy to find non-rectangular paintings and drawings. Artists, it seems, tend to restrict themselves to the limits of a rectangle. I wonder why.

http://www.moma.org/collection/browse_results.php?criteria=O%3ADE%3AI%3A5|G%3AHI%3AE%3A1&page_number=12&template_id=1&sort_order=2

http://artistkcole.com/gallery1.php?gazpart=view&gazimage=56

http://www.moma.org/collection/browse_results.php?criteria=O%3ADE%3AI%3A5|G%3AHI%3AE%3A1&page_number=85&template_id=1&sort_order=2

What is Aesthetics?

March 2, 2011

aes·thet·ics

–noun ( used with a singular verb )

1. the branch of philosophy dealing with such notions as the beautiful, the ugly, the sublime, the comic, etc., as applicable to the fine arts, with a view to establishing the meaning and validity of critical judgments concerning works of art, and the principles underlying or justifying such judgments.

2. the study of the mind and emotions in relation to the sense of beauty.

The term “aesthetics” is from the Greek “aisthētikos” meaning ‘perceptible by the senses’.

“aesthetics.” Collins English Dictionary – Complete & Unabridged 10th Edition. HarperCollins Publishers. 02 Mar. 2011. <Dictionary.com http://dictionary.reference.com/browse/aesthetics>.

Aesthetics is a philosophical discipline with which the success of an artwork can be measured. But it is not an exact science. We have always heard that ‘beauty is in the eye of the beholder’ and this is true. How, then, can an established criteria of aesthetics be determined in order to judge the success of art?

There are certainly a variety of criteria for judging art. An emotional judgment is vastly different then a technical judgment. For example, a mother’s pride and love of her 6 year olds drawing is quite different than a high school teacher’s evaluation of his/her student’s perspective drawings. Both of the aforementioned artworks would be judged quite differently than a professional artist’s show in a major gallery.

But is there a single aesthetic judgment for any one piece of art? Can all the viewers of a piece of art participate in the exact same judgment of that art? Not likely. A judgment, by definition, is an opinion and is therefore open to disagreement.

Central to aesthetics is the idea of beauty but the definition of beauty cannot easily be determined either. Beauty held a very different meaning in ancient Greece as it does today; different cultures throughout the world define beauty quite diversely. Thus, describing an artwork as beautiful holds a variety of meanings. The criteria for which an artwork is beautiful or not beautiful varies significantly. We may conclude from this that there are no aesthetic criteria for judging artworks; however, it may be more accurate to say that there is a range of criteria for judgment. This judgment can be based on self, culture, social influences, and a variety of other influences. (The study of aesthetics – and the idea of beauty – is fascinating and educationally worthwhile for an artist or student.)

In any case, the philosophy of aesthetics is a theory of perception – an object itself is not beautiful, people perceive it as being beautiful. This brings us back to ‘beauty is in the eye of the beholder’…

Famous artists as inspiration for our students?

February 13, 2011

Traditionally, art educators have used the work of famous artists as examples to give the students an idea of what their objectives are for a project. This has stirred some debate about whether or not this lessens the students’ own creativity, causing them to copy the art of the famous artist instead of creating their own visual message. Some say the students must learn from the masters first, not unlike the master-apprentice system during the Renaissance, before being able to branch out and create their own visions.

Others say copying the work of others, any others, squashes the student’s own creativity.

Age plays a very important role in this debate. Very young children are creative and despite the exemplars we place in front of them, will explore their own creativity. This is the time to show them samples of other artists’ work and to show it often so they can see the variety of work produced and the limitless options they have for their own work.

Sometime around the middle school years, though, when the focus of student’s work tends to pivot around their ability to produce realistic drawings, they become very self-conscious about whether or not their art is ‘good’. Comparing their art at this point to a master’s piece may not necessarily be a good thing. Doing so separates the ‘good’ from the ‘bad’ and eliminates with finality any student who doesn’t feel their art is ‘good’ enough to share with others. They move on to other pursuits through high school and beyond.

If providing famous exemplars is done at this age it must be done carefully and should include a wide variety of art techniques and expressions to avoid any possible negative impact on the young artists. Showing the exemplars after the students have finished their work, for example, can teach them about other artists without influencing the students’ own creative responses.

During the middle school years, the students should be expected to start exploring their own artistic visions and this should continue, increasingly more independently, through high school.

I happened across an article about a school in California that offers semester long art classes in Napa Valley, the Oxbow School. http://www.edutopia.org/creative-license

Among other things, the school requires that a student conduct intense research into a chosen topic before beginning the creation of their artwork. They research the topic of the artwork, not the artists who have successfully used their chosen media or technique before them. This unique requirement fully educates the student on the topic and helps them successfully create a personal, unique vision in their art.

We like to say there is no right or wrong in art, yet we continue to grade students’ work as right or wrong. At the high school level, allowing the students to fully explore art topics, techniques and media that personally appeal to them – rather than direct them with examples of famous artist’s work – helps to create confident, innovative young artists who can be successful in a highly competitive field.

Artist’s Sketchbooks

January 21, 2011

An artist’s sketchbook is a place to jot down and organize ideas; an opportunity to try out and tweak techniques and imagery; a resource for inspiration; a compilation of an artist’s artistic efforts; an exercise for the creative mind. Sketchbooks are sometimes theme based and sometimes random. Often, the creation of the sketchbook is an artwork in itself.

Sketchbooks can include drawings, paintings, collage, writing – formal and notes, photographs, favorites, resources, doodles. They can be traditional style books, accordian books, loose pages attached in a variety of ways; they can be paper, canvas, cardboard and almost any other surface.

A sketchbook is only limited by purpose. What will the main purpose of the sketchbook be? Where will it be used? What size would be most convenient, most appropriate for the artist’s work?

A beginning sketchbook can be purchased at any art supply store. They come in a variety of sizes and paper types. Buy one and get started right away.

A more personal sketchbook can be handmade. There are many web sites about making a sketchbook – several are listed below. Handmade sketchbooks can be simply bound pages or elaborately bound and covered books. In this case, the book itself is a work of art and sketching adds to the artwork.

In any case, sketchbooks are a crucial part of the creative process. Regardless of what it’s made of or how expensive or creative it is, the sketchbook is an important resource for the artist because artistic inspiration is fueled by consistent creative expression.

Some ideas for sketchbooks can be found online:

“Artist’s Sketchbooks Online”

http://www.gis.net/~scatt/sketchbook/links2.html

The Great Sketchbook Project: “A Sketchbook Project”

http://www.arthousecoop.com/projects/sketchbookproject

http://www.arthousecoop.com/

“Undercover: Artist’s Sketchbooks”

http://www.harvardartmuseums.org/sketchbooks/html/frameset.html

Make the sketchbook a work of art -

“Make Your Own Sketchbook”

http://www.wetcanvas.com/Articles2/2623/184/index.php

“ArtMind: How to Make a Sketchbook”

http://artmind-etcetera.blogspot.com/2009/05/how-to-make-sketchbook.html

A Flash Video: “How to Make a Sketchbook”

http://www.jason-ism.com/howtomakeasketchbook.html

Inspiration!

January 21, 2011

The lack of inspiration, or ‘artist’s block’ is the frustration of every artist, student and professional alike. Like ‘writer’s block’ it can exacerbate itself until it completely inhibits any creativity. Breaking out of this spell can be difficult and wearisome but it can be done. In schools where time is limited, it is important to help students think of ideas quickly and not get stuck without inspiration.

What can we do for inspiration? Anything from a meaningful event to a one word trigger can serve as inspiration but what if these don’t come easily? What can we do as artists, or as art teachers to help inspire artistic ideas?

Sometimes simply putting pencil to paper can spark an idea. Open up your sketchbook and draw anything, even random doodling can inspire a fresh idea. Regular sketchbook assignments in class build up a reservoir of ideas for finished works later.

Visit an art museum. Seeing what other artists have done can be inspiring. Don’t limit yourself to just artists you know. Seek out some new inspiration. If there are no museums or galleries near you, the Internet is loaded with artists’ work and art museum/gallery sites (see below).

Look back through older pieces. This could be a reminder of an earlier idea.

Draw or paint a self-portrait. You are your own best subject – you are always available and know yourself inside and out!

Rely on your dreams – think back to a recent dream or musing and visually express it on paper.

Go to the media – what is going on in the world? What is your view of these events and how could you express that in an artwork?

Talk it out with other artists. Inspiration can be contagious!

Finally, when that inspiration finally comes, get it down on paper. Keep a journal of ideas that can be used now and later.

Random Artistic Inspiration

http://www.chapter19.com/inspiration/

Site of artists’ work for inspiration

http://www.designflavr.com/

http://www.artistaday.com/

http://www.behance.net/