I am moving away from concepts such as line, shape, color, balance, emphasis,
I am beginning to move to larger concepts such as: Who am I? What is my story?
What makes me special? What questions do I have about life? What art work do I
like and why? Why make art, at all? Why do good things happen to bad people?
Why are some people poor? Why are some people rich?
Of course students will use line, shape, color, balance, emphasis etc in their
works, but I guess I am more interested in helping students find personal
meaning and to help them understand their place in the world. I am interested
in the big questions. We have been having discussions about big questions.
I think I would need to figure out what would be age appropriate big questions
for grade level.
What do others think?
Dr. Diane C. Gregory
Director, Undergraduate & Graduate
Studies in Art Education
Texas Woman's University
Denton, TX 76204
Quoting Jennifer Sabo <firstname.lastname@example.org>:
> Hi all,
> I am in charge of creating all art programming for a children's museum and am
> working on reviewing and reevaluating our programs. Currently our programs
> consist of more "messy play" that allows children to experiment with
> materials but doesn't go into art concepts or artists.
> I would like to include art concepts and artists into our programs. The
> current discussion on the top ten images has helped me in selecting artists
> to introduce but now I'd like to know your top ten concepts (line, color,
> etc) you feel children should be exposed to. The children we serve are
> generally 4-10. Please keep in mind that these programs are open and
> children are free to come and go as they like.
> Thank you for all your ideas.
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