Art Critique – Torture or Nurture
I am an artist and art educator. I am currently a certified doctoral candidate in the Art and Art Education program at Teachers College Columbia University, where I am the director of the Myers Media Art Studio, and teach video art and photography. I have been teaching art classes in higher education since 2008. My experience of art critic that I am about to share in this essay may not present any novel ideas, yet they are still significant and relevant. Throughout my long-term art education, which included several prestige art schools, such as the University of Arts, Berlin, Germany, Carnegie Melon School of Art, Pittsburgh, and the School of the Museum of Fine Arts, Boston (SMFA/Tufts University), I have
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Facilitating to all students in the same way. Educators may aim to give all students the attention they need to succeed; yet there is a common misconception that equity and equality mean the same thing. The reality is that students come from different backgrounds, have different learning styles, personalities, etc., and therefore need different amounts of attention, and divergent educational approaches, to be able to reach their highest potential. It is important that educators are aware of this.
3. Treating students differently. All students deserve full respect and equal treatment. Even if your chemistry or ideology does not match with a student, all belief systems must have the same value in the classroom to be able for students to freely express themselves, and learn from each other. It does not mean everyone has to agree, but everyone must have the same rights. In my experience, this will furthermore encourage students to show interest and respect for each other.
4. Creating space for unhealthy competition. Competition may be a good motivator at times. However, during art critique, I trust it is essential to create a space that does not promote direct comparison of students but focus on their own work, to assure each student’s individual growth, and generate trust amongst the
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Art critique provides a unique prospect for me to engage with my own work from a distance. It provides a rare opportunity to see how others perceive my personal voice. However, expressing myself via video also means exposing intimate thoughts and feelings to a group of people that I have never met before. Furthermore, employing video techniques mediates and augments my expressions through a technology, which I feel I have limited control of. Therefore, the most important aspect for me in art critique is to feel safe enough to express without reservation. Realizing that a teacher is going out of her way to protect me, and welcome me as who I am, makes me feel empowered to express myself freely, and take in criticism objectively and effectively (Zhenzhen Qi,
We are constantly being bombarded with visual culture throughout every hour of the day, though at times it may seem overwhelming and desensitizing, it is only getting more prevalent. Paul Duncum is an art educator who is corporating these aspects of visual culture in the classroom everyday and also teaching his students to do this as well. I have talked about Paul Duncum educational history, his contributions to art education, his teaching philosophy, and how I can use his beliefs and teachings in my future as an art educator. With my new found knowledge of Paul Duncum and his teaches, I hope, as a future educator to follow in his footsteps of incorporation of our society’s importance of visual art in my classroom.
Sandy Skoglund has been in the forefront of contemporary art in the United States, as well as overseas, for nearly two decades. Her dramatic impact to the art world didn’t begin overnight. After sheer dedication to art education she received her BA degree in Studio Art in 1968 from Smith College, Northampton, Massachusetts. Upon getting her BA, she pursued further education at the University of Iowa where she received her MD. With her remarkable educational background, Skoglund decided to expand her horizons by teaching. Her teaching career grew at a rapid pace and she found herself teaching at the University of Hartford from 1973 to 1976. In late 1976, she was offered a position at Rutgers University, New Jersey, and has been teaching there ever since.
People can have many different opinions depending on a topic, but what is truly difficult is getting a complete level of understanding from every opinion, or understanding the point of view of each opinion. Even accepting the points of view can be difficult for some people, who believe that their opinions are right. Luckily, people can learn about the other person’s frame of reference, and at the very least understand the topic or the person a little better. This particular topic is art, which is known for its multiple possible perceptions or its many different messages that it can send a person or group of people. In this way, people can learn more about the thought processes and feelings of others. Unfortunately, with differing opinions,
Art is something strange and even meaningless in my family tradition. I am from a family of the medical discourse community. Most of my family members have medical degrees. Therefore, they hoped that I could follow the family tradition. However, I chose to follow my dream. According to the book, East Eats West, by Andrew Lam, he mentioned ““America will tell you to look out for number one, to think for yourself […] follow your dream … take care of yourself first … you cannot make anyone else happy if you don’t love yourself” (45). I have to make myself happy before helping and satisfying other people. Therefore, I chose to continue my education in the Digital Media Art (DMA) field because I love technology and art. I believe that I will do well in this profession. Art is created for many reasons, and art can be beautiful, frightening, or provocation (Barrio). In order to explain the discourse community of Digital Media Art, I will use the interview that I had with Ms. A, a professional artist in Graphic Design, and some other research articles. I will include the background and experience, career path, and writing and communication skills of an artist. Also, I will conclude into my writing what surprised me during the interview and what I need to do to make my goal real in the
Tomlinson & Imbeau (2010) believe that there is a strong association between opportunities in life and educational opportunity. However, Tomlinson & Imbeau (2010) argue that people often misconstrued the notion of equal access to education to mean that all students should receive the exact same pacing, resources and instruction in the classroom. Therefore creating a one size fits all education system. More importantly, differentiated instruction recognises that students are not the same and that access to equal education means that given a certain goal, each student should be provided with the resources, instruction and support to facilitate them in meeting that objective (Tomlinson & Imbeau, 2010, p. 12).
My goal for this paper is to give a practical critique and defense of what I have learned in my time as a Studio Art Major. During my time here I have learned that Pensacola Christian college’s definition of art “art is the organized visual expression of ideas or feelings” and the four parts of Biblosophy: cannon, communication, client, and creativity. Along with Biblosophy I have studied Dr. Frances Schaeffer 's criteria for art, seeing how the technical, and the major and minor messages in artwork. All of these principles are great but they do need to be refined.
While attending Hailsham the students try vigorously to strive for their best art in order to have their artwork selected for “the gallery,” which is a wide-ranging collection of their best works that is shown to the outside world. In response this changes the students view of their o...
The Dawning of Realism stage is a vital stage in development for children as it is the initial groundwork for peer relations and influences their social interaction skills even as adults. It is also characteristic for children to begin to withdrawal from adults at this age and they may even be hesitant to share their artwork with their teachers in fear of negative criticism. As educators it is vital to approach and evaluate work at this age from a child’s point of view. This is because, as mentioned by Autumn, openly criticizing artwork in front of peers can become detrimental to a child’s self-esteem. Therefore, feedback should only be given in private or in writing so that other children cannot make judgements and the student’s sense of self
Each year, as a new group of students enter my classroom, I will encourage them to be expressive of their imaginations in their favorite subjects, whether it be art, literature, math or music. We all have rules and regulations to follow, and each student will know that there is no exception in the school or the classroom. Another goal in my classroom will be to keep the students excited about learning, not to treat school as a game or a social event, but to encourage a unique and fun atmosphere to learn. My educational ethics toward each student will be to emphasise that everyone is an individual, they are all special and unique in their own way, and that every student does not learn on the same level. I hope my students will treat each other the way they want to be treated, and respect those that may be less fortunate.
In today’s society anything can be considered “Art”. From the great sounds of a symphony, to the architecture of a modern structure, or even an elephant painting with its trunk, art is what the viewer perceives it to be. Individuals will always agree or disagree with the message behind a certain piece of art, as pieces can be offensive to some, but beautiful to others. Some argue that funding the arts in school is a waste of money, time, or a combination of both, but the benefits outweigh the negatives by far, due to a variety of reasons.
I try imparting into them the importance of an education and how they contribute to the growth of our society. In my classroom, I am in control. I draw a clear line between what and how much my students are allowed to do in the classroom. In the first week of school, I establish my authority and I clearly and explicitly express my classroom and outside the classroom procedures that will be followed and the rights that every student has in the classroom. Some examples, all students have the right to learn, all students have a right to be heard, and all students have a right to be respected. There are consequences for those that chose not to abide. This set the tone for my classroom environment for the entire year so, that learning may take
I must see students for who they are individually and respect their ideas and opinions. Each student has a different learning style. I must take this into consideration because I want to provide a constructive learning opportunity for every student. I believe that every student has the potential to learn. My philosophy at this point is progressive.
Staff Writers. "10 Salient Studies on the Arts in Education." Online Colleges. 6 Sept. 2011. Web. 25 Feb. 2015. .
The most important rule that I believe in is that my classroom should be a place of learning. The best way to create this type of environment is to make sure that I am consistent with all students and that I make the students feel comfortable and relaxed. I believe that students learn more in a consistent relaxed atmosphere, because all students need to know that what’s wrong for one is wrong for all and what is right for one is right for all. I want my students to be comforted in the feeling that they are all on equal footing when they step into my classroom.
"Why Arts Education Is Crucial, and Who's Doing It Best." Edutopia. N.p., n.d. Web. 20 May 2014.