>>>>>Bunki wrote Sun, 4 Jul 2010
>Hi. I really like what you had to say (I really, really do)...but personally...if I had to say why I do art, I would have to stand under the sign that says "express myself". Not one of those other responses would come even close. What would you offer me instead of "express yourself" in this case? I understand why you don't allow this option and it would certainly curtail discussion for sure but there must be another avenue to offer for the desire to create abstractly to satisfy a need.>>>>>
Thanks Bunki, this really illustrates my point and the activity brings up just these sorts of questions with the students. It is not that I "don't allow" this option, the list is just the starting place. I have found that students interpret "expressing myself'" as "doing what I want" without making the connection to an inherent need. I'd venture to say that expressing yourself for students at this point often takes the form of one of the other "categories", telling a personal story for example.
I invited a process painter to work with 8th graders. She is an established watercolorist whose work was very "tight" but now working loosely in acrylics. One point that emerged was that since she had mastered techniques, she was free to work more intuitively.
So, I try to employ strategies to help students start making those connections for themselves.....why artists create and ultimately why as artists themselves.
I am really interested in other activities that you (and others ) use to help students along this same line.
Thanks in advance for any sharing!
(middle school in Oregon)