> after pointing out the positives in student work (once it is "finished")
> do you feel it's appropriate to point out things to improve next time?
Absolutely Leah...
I guess I don't refer to it as "things to improve" though, as much as
emphasize it takes doing 120 paintings to know something about painting.
Its a process of paying dues.
If part of our job is "art appreciation"...I don't believe in making
everything easy. If they find something hard that I know would take the
impassioned and dedicated artist years to work thru, I don't pacify them. I
let them know that as an art teacher...I will feel their experience is
successful by several standards. Sure...one is how the work turned out,
but...another is classroom management (that is self-discipline in getting to
and staying on task) or "work ethic", and lastly- if their experience has
helped them appreciate and know better what it would take to become an
artist? If their painting turns out in the end to botch, but they can stand
in front of a museum's artist's work and in awe...shaking their head slowly
with mouth dropped put into words why the work affects them as so
great....that is success!
> Is their critique in their evaluation/grade?
I am slowly trying to work things into my kids. I am not doing things now
with my juniors and seniors that I one day hope to do when my current 8th
graders are juniors and seniors. I hope in that day...those students will
be able to give a critique of one another's work, and that may become part
of their grade.
I have developed confidence in a number of artist online communities, and
see the critique at their young high school level experience as icing on the
cake. Its one thing for me to say their work is good, and I'm sure they
appreciate that. Its another to hear other artists say such. I prep the
students that some artists can be brutal and very blunt. Truth is...most
are nurturing and remember their beginnings.
> I starting thinking
> about it because many of the "critiques" on the site were like, wow,
that's
> great. I usually crit.
Exactly...I know what you mean. I charge a fee to actually critique
artist's work, and to mentor them. I actually have developed an online site
for that purpose. It takes a bit of understanding the human psyche to know
why someone is asking for a critique in the first place. Words can be very
wounding...and 20 years from now, a person might remember only how somebody
hurt them. It can be the difference between someone mustering the desire to
go on, or the pinnacle moment they gave up.
The classroom teacher is in a wonderful position of having built credibility
among the students by their own expertise in the subject, and by virtue of
putting to rest their fears by the ritual of cheerleading throughout the
experience.
For one thing, art is so personal. The kids worked all quarter long, and
actually "feared" what other artists would say about their works. This fear
says more to me about the times they live in, their relationships at home,
etc; More dynamics are at work than just teaching them how to paint better.
To be honest...if I wanted...I could rip nearly any one's work apart, (and
to the arrogant, that might even be fun) but to what good? Learning comes
in baby steps often...and nudges in the right direction keep one believing.
Only so much can be absorbed and then put to work.
Creatives are unique in that they are bundles of raw energy and nerve
wrapped and bound by the unknowns and at times great apprehension and fear.
Young people are yet forming their identity. They can be encouraged to find
and develop more of it in art. Most of these students will graduate, and
never pick up a painter's brush again. Never sit at a potter's wheel.
I want the idea that improvements are possible, which a critique supports.
If you read between the lines of what comes off as sappy encouragements by
many of the artists, you'll hear their admonishments that the students are
"well on their way"...which infers the time it will take to actually become
accomplished. Most are encouraging a commitment, and a 'stick with it'
exoneration.
I do offer a critique myself....and we speak often of why we may like this
painting or that, and dislike another. What the critiques at Wetcanvas
offered was a chance to be welcomed by those the students knew to be
artists. It made them feel a part of the family. Some of the reaction was
a genuine sigh, a *whew! and big broad smiles. Talk about becoming some
techno hero too, I came off as THEE teacher for a week or two. People in
the community still talk about it. My superintendent was incredibly
impressed, and his chest puffed out with pride.
With that in mind...I think it would be really cool if art teachers
developed or had access to some site where interaction between students and
other art teachers were possible. You know, scan and load up an image to be
seen and discussed. We'd all become heroes, and think of what fun that
would be for the kids!!!
