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I use the rationale that a mistake in art-making is a good learning experie=
nce, and that destroying a work is a waste of time and of supplies, and dep=
rives viewers of the delight of seeing the work, flawed though it may be.=20
A mistake presents an artist with a challenge to take advantage of it. For =
instance, a spot of black paint dripped on a clear blue sky can be turned i=
nto a bug, bird, plane, balloon, dark cloud, etc.; or it can be pasted over=
, or cut out with something pasted behind it; or it can be blotted or allow=
ed to dry, and painted over. Deciding what's the best of a number of soluti=
ons is one of the great things about making art.
EVERY teacher in my school employs a point system (called Make Your Day) in=
which students earns points by doing what they should be doing the best th=
ey can. With points I reward students for using a minimum number of sheets =
of paper, etc. When a student makes the choice to waste supplies/time, the =
student doesn't earn a number of points. At the end of every class I go ove=
r the points earned with each student, and pass the info to the classroom t=
eacher. If a student earns enough points in the day, she =22makes her day.=
=22 If not, she takes a note home about why she didn't and it comes back si=
gned by a parent.
(Actually, I most enjoyed Chris Merriam's note on this topic this morning. =
You're terrific, Christine=21)
art teacher 1-6, Sonoran Sky Elem, Scottsdale, AZ
& =22ArtLex=22 dictionary of visual art at <<http://www.artlex.com> for ar=
tists, art students and educators in art production, art history, criticism=
, aesthetics, and education, with articles on over 2,400 terms-- definition=
s, illustrations, great quotes, and links to other resources
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