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> >When Sydney Walker and I use the term "criticism" we mean thoughtful
> >verbal responses to works of art. As Nancy Walkup suggests, we do
> >stress interpretation. Criticism, however, can and often does entail
> >judgments. When critical judgments are offered they should have an
> >appraisal of worth based on reasons which are grounded in criteria.
> >As an art educator, I think interpretations are more important than
> >judgments. Judgments without interpretations are irresponsible and
> >irresponsive. As a teacher I can elicit positive judgments by asking
> >"How is this work of art good?"
On Fri, 2 Feb 1996, Scott Walters wrote:
> Yes, although we also need to teach our kids to learn from criticism that
> isn't positive. Young artists need to develop a separation between their
> selves and their work, so that they can find useable information in all
> responses to their work. In many respects, the negative responses can be
> more helpful than the positive. There is always room for improvement, and
> artists who can't accept negative criticism, by implication seem to believe
> that their art is perfect and cannot be improved. There is no room for
> development there. The key, as you note, is to make the criteria clear, so
> there is a context for the response. If I am valuing art because the
> object represented closely resembles the actual object, and as an artist
> you are not ATTEMPTING to do a realistic portrayal of the object, then your
> comments are not particularly useful. But if I am trying to realistic
> portrayal, your comments are valuable, and I should get my ego out of the
> way so that I can hear what you are saying. We must insist on craft as
> well as good intentions -- our artists must master their craft as a means
> of expressing their artistry. Criticism is part of that process.
> College of Fine Arts
> Illinois State University
> Normal IL 61790