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Almost every project is displayed somewhere.
What's important in my high school classes is that you act upon. A
paper full of black graphite is better than no effort. It's ok to
make mistakes because this is how we grow. Thinking is an active
process. Record, doodle, look, map, web, thumbnail, observe, write, do
Shelton Wilder wrote:
> On Tue, 10 Dec 1996, Nancy Walkup wrote:
> > My questions to you:
> > How do you encourage quality art production from your students?
> > What things do you do to encourage the best work from each
> > individual student? How do you promote originality and
> > creativity in your students' artwork? What aspects of art
> > production do you consider most important?
> > For starters I have a few themes that I constantly drill into students
> > to establish a "mindset" about art-making. Regarding "quality", I
> > propose that "There is no such thing as mediocre art! Mediocrity is
> > boring, no-one likes to watch a boring movie, if a book is boring you
> > don't finish it, If music is boring you change the station. ART BY
> > DEFINITION MUST BE QUALITY OR IT IS NOT ART!" There are many variations
> > on this thesis, but I stay on the idea that it's not art if it's slack,
> > and I continuallly remind them that it's my job to push them toward a
> > superior performance. Merge this thought with the challenge that, "Only
> > you keep yourself from making good art", and keep that thought alive in
> > the classroom. It's the dialog and conmmittment to the thesis that
> > seems to help insure a quality outcome. Once students have discovered a
> > few helpful skills and techniques for improving their image making, and
> > begin to believe that underlying form is mostly the awareness and
> > application of the principles of design, they begin to make to the leap
> > to quality quests. A lot of praise and encouragement along the way are
> > essential as well.
> a few quick thoughts, gotta jet.............shelton