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Re: The be all end all of ELEMENTS & PRINCIPLES


From: Carolyn Keigley (Carolyn_at_TeacherArtExchange)
Date: Thu Aug 08 2002 - 17:57:21 PDT

The be all end all of ELEMENTS & PRINCIPLESPatricia,
After reading you thoughts on E & P and how High School students are able to comprehend some of the more sophisticated ones, I wondered if you might be interested in reading Lowenfelds' book, Creative and Mental Growth? He claims that art education for that age group should center around their interests.
Carolyn in Tahoe
  ----- Original Message -----
  From: Patricia Knott
  To: ArtsEdNet Talk
  Sent: Thursday, August 08, 2002 1:11 PM
  Subject: The be all end all of ELEMENTS & PRINCIPLES

  I think 20th century artists introduced an element that is sometimes included on lists and sometimes not TIME
  mobiles/kinetic sculpture, evironmental art, installations, performance, film, video, animation... all need to deal with the element of time and viewer manipulation through that time.
  I made Time a unit in my Advanced class ( but that was mostly justification for getting computer equipment. In my district, if the curriculum demands something that requires technology then you will probably get the technology)

  It seems to me that contemporary art puts in some disregard a "reverence" for the traditional elements and principles and I'm coming to the belief that I'm not sure how important the emphasis is. And I'm also always looking how Western the standards are. I'm department coordinator and I know the the Es & Ps are in the curriculum from day one of art education, but still I get them in high school and they really haven't grasped the expressive qualities of the elements or the power of the principles to direct viewer attention. Sometimes they can name the elements, the principles ????? they don't know. And when you think about it things like balance and rhythm and spatial relationships are pretty sophisticated concepts.

  What I do know is, that a lesson that incorporates personal content, meaning and connection makes it much easier to direct the use of structural form in order to communicate that meaning. When there is something they really want to say visually, you can guide them through that communication by suggesting compositional elements. They are much more responsive to listening when they own the result.

  P.S. in my experience, the forgotten element is texture