I think about this a lot since I go to schools that seem deeply divided,
artistically, in terms of the displayable permanence of their kid's
artworks. Some schools frame pieces of worthy art and keep it up there to
impress people while others are into process - kind of playful creation to
get kids into methods of making art I guess. I'm not a teacher so I don't
understand a lot of stuff about motives for teaching.....
But this doesn't affect the basic observation that kids are far more cool
about the possessiveness of their stuff. Kids like to give things away and
they would never create the ridiculous copyright BS adults go through.
Maybe that is the bottom line. I like that about kids. We make things
together and they love to give it away -- for good. Check out the
"authentication warning" on these messages we send to one another on this
getty deal. What is that about?
On 27 October, John Gilinsky wrote:
Thanks Ron for your thoughtfull response. I know that children often do
not create or produce "art" for permanence. However if teachers keep this
lack of permanency continuously in mind does this not detract from
children's whether they be creators or peer consumers of such children
generated art appreciation? In other words if children think and feel
that whatever they produce is simply classroom "Junk" or worse or
something that has to be done because their teacher says that they will
be marked on it etc.....this surely reduces their innate like/luv etc.for
whatever they produce or enjoy in other children's art because the
children do NOT perceive the works as "permanent". I wonder how many
children in the school (I think it used to be John Fisher?)have any visual
reminder of these murals that they worked on or saw and admired? Or do
such school corridor murals become make work projects that teachers feel
(administration pressure?)that they must put up to visually demonstrate to
the school community that their children are "artistic"?
Visual Arts Education Canada(VAEC)