Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans


Re: the dead artist question

[ Thread ][ Subject ][ Author ][ Date ]
gregjuli
Thu, 15 Jul 1999 19:36:28 -0500

> . They didn't know
> what to do without an example of a Master to go by. I worry that this is part
> way my fault. Does this Art History based programming damper my students'
> problem solving and creative ability? Am I sacrificing the opportunity to
> foster creative problem solvers to teach them Art History? I know this sounds
> very Lowenfeldian, but I think we should all be asking ourselves this. I
> think I am going to try to construct my units around this issue more this
> year.
>
> Thanks Tom. It takes an outsider to rock our paradigm! -Dawn in
> Tucson

Dawn, what age are these kids that didn't know what to do without an example of a
Master's?
I'm just trying to imagine it because it is so different from my experience. I
do have a number of a lessons starting out with information and visuals from a
Master artist or some other art from other cultures. Most of the time I find my
students using the art for ideas but not necessarily copying. The visuals are
meant as a point of reference and to inspire the young artists. If there is any
copying it usually is form each other. BTW - these are 6 -8th graders. I haven't
found that using a Master's example seriously hindering their creativity. In
fact , some kids have really taken off on it with exciting ideas. I've have
heard some say if you show the example of a Master's art before the lesson, that
students will feel they're work won't be as good. Also, that this will make them
feel defeated before they start. I think it is all in the way you present it.
And yes, there might be one or two who feel that way, but this has not been my
experience.
If they are comparing their work , it is usually with the kid's work who excells
in art class.
Has anyone else had this experience?

MaryB