It
is my belief that
art and art education
are dialectical processes:
Thesis and antithesis
coming together to
form a synthesis.
Art education must
balance two essential
principles: the development
of skills and the
conveyance of the
concept of process
over product. The
honing of technique
is self-explanatory.
As much instruction,
application and critique
as possible, combined
with an exposure
to a variety of media
with an emphasis
on the character
that each medium
brings to an art
piece is essential.
One aspect of developing
skill as an artist
is developing an
understanding of
when and how to proactively
intervene in the
creation of an effect
and when to step
back and allow the
materials to work
their magic.
Great
art is often a combination
of skill and experimentation.
The willingness to
take risks is a learned
attitude. Assignments
in which exploration
is emphasized over
ownership are critical
early in the art
education process.
Drawing or painting
with extremely quick
poses, shifting points
of view, exchanging
projects prior to
completion, working
with unfamiliar materials,
imposing arbitrary
conditions and introducing
concepts midway through
a project are examples
of assignments that
force an emphasis
on process over product.
More
advanced classes
should include a
discussion about
the nature of art;
What makes something
art can be different
with every art piece.
In one case it might
be an obsessive approach.
In another it might
be a combination
of seemingly discordant
elements. A third
might be a combination
of craft and intuition.
The possibilities
are limitless. These
discussions are best
approached through
critique with an
emphasis on intent
and a de-emphasis
on objective standards.
These critiques are
not intended to be
conclusive and should
not be limited to
work done in class,
but should also be
applied to works
of art throughout
history.
One
hurdle for art students
and their instructors
can be the varying
degrees of accomplishment
of each student.
The inevitability
that some students
will exhibit incredible
facility while others
may show a penchant
for experimentation
is certain. The greatest
challenge for the
art instructor may
well lie in forcing
the most facile students
to experiment and
not rely solely on
their facility, and
at the same time,
encourage the students
with a willingness
to risk to “stay
the course”
and continue to develop
their skill set while
nurturing their experimentation.
It is desirable that
the polar principles
of developing technique
and emphasis of process
over product be presented
and developed concurrently
in order to maximize
the progression of
all students.
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