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For purposes of discussion regarding the importance of including realistic
drawing opportunities in the art curriculum, I would like to pose some
Developmentally, I find that adolescents find comfort and assurance in
being able to draw realistically, perhaps too much comfort. If we satisfy
this need, how can we simultaneously encourage them to be inventive,
expressive and open to the possibility that there may be equally valid ways
to perceive the world and to make art? Or, is it developmentally
impossible to help students see and understand the abstract expressionist
view or post-modern view, given their predisposition to realism that seems
to be inate? I am reminded that Piaget himself believed that some
individuals never arrive to the stage of formal operations and therefore
may be unable to understand or appreciate a more conceptual view of art.
Or, can experience with looking at abstract and expressive forms of art and
art making help them to begin to understand this perspective and to perhaps
experiment leaving realism behind as a need of adolescence? These are
questions I have had for a long time and I am hoping some of you may have
some thoughts in regards to them.
Thanks a bunch.
>I'm going to have to agree with Bunki, I am also a middle school art
>teacher. Teaching students to observe and render realistically gives them
>a sense of pride and most of them state that is the reason they take art.
>Best-Maugard states that you can draw from nature (realistically), but
>creativity occurs when you add your own sense and design. Just read that,
>thought it was interesting and pertinent.
>S. H. Evans
>Southeast Middle School
>Baton Rouge, LA 70815
Diane C. Gregory, Ph.D.
Associate Professor of Art Education
Department of Art and Design
Southwest Texas State University
San Marcos, Texas 78666
dg09 (university e-mail in San Marcos)
dianegregory (home e-mail in Austin)