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Lesson Plans


Re: Sid,teaching elements and principls

[ Thread ][ Subject ][ Author ][ Date ]
Sidnie Miller (sidmill.us)
Wed, 28 Oct 1998 21:14:58 -0800 (PST)


Hi Diane, Thanks for the info--I'll look it up. I'm still muddled,
probably because I don't use E&P so much for formal discussion as much as
for a way for students to present their ideas more successfully--as an
example, my son who is in college is suddenly very interested in art after
ignoring it for most of his life. He is full of incredible images and
concepts that he wants to communicate, but he is painfully aware that he
doesn't have the skills to do so effectively to his satisfaction. As an
example he decided to create a float in a Co. Fair parade this summer.
His concept was, as was captioned on the side of the float"A cross-section
of the artist's brain which is plagued by the possibility of conformity in
the four facets of human existence."He was so frustrated that he couldn't
figure out how to set up his giant cross-section of the brain and then
make the convultions look real etc. etc. Unless the only valid art forms
now are performance art and concepual pieces such as Christo & Jean
Claude's, how can we help students realize their goals?? What is the
point of art education--just to say, now look at this, isn't this cool? I
believe we have
to say to our students, well, what is your emphasis--what do you want to
say and what is
being focused on now by your work--how could we make it stronger--say with
complementary colors or higher contrast, or perhaps by repetition of the
contour, or by increasing the negative space etc. Without having a common
vocabulary of methods and concepts we have the idea that art is just
something that
some people can just do and we shouldn't discourage them or make any
suggestions to them for fear of harming their internal creative
vision--this concept has already been done, and I have to say--what crap!
this is how it was when I was in college, and basically I learning
nothing!!! Sid

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