Developing Minds: Beginnings of Artistic Language
"They have made something where nothing was before."
This quote always resonates with me and connects to my purpose. I aim to offer space, time, resources for the creation process. Students might end up just sitting there for awhile, pondering over their next step, but the magic happens when they get started. I have had teachers who were very direct about appropriate drawing techniques and painting tips. I have also had teachers who let me do whatever I want. In all of it, my voice was never solidified as an artist. Actually, I did not define myself as an artist until my latter teaching years. I can now celebrate that we all are with fidelity. We all make things. We all put into life something that wasn't there before.
Burton points out that children will naturally move from explorative to more "thoughtful attempts to control or invent new actions." And it is imperative of me to supply and encourage. Some would argue that we shouldn't interfere at all with the examination of student's work due to the risk of "adversely interfer[ing]...[or worse] stunt the natural unfolding of artistic capacities."
Point out:
- Children should be able to create, repeat, and vary shapes of enormous complexity and inventiveness
- Rudiments of a visual language
- Teacher invention needs to be critically considered. How should a teacher be involved in the development of student's art process? (Enrich where they are and help the child to see the sense of purpose of what he is doing)
- Open the door for choice-making
- Provide opportunities to point-out and reflect
- Validate thoughts and actions
This article reminds me of Illustrations class I had at Fordham that focused on the images of children's stories. Illustrators express meaning in their selection of shapes, colors, and lines. Children make meaning based on what they see. I'm encouraged to dive into my abstraction activities for my students so that this skill isn't lost.
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