The UNBC children's art show was such a great event. Even though my students could not attend because of location, they were all really excited that their artwork would be showcased up here at UNBC. It was also a great motivator for students to get their work done before the deadline!
I had such a difficult time choosing only five paintings. I struggled with the idea of recognizing only a few due to my philosophy that I don't ever want to demotivate my students. What if a student has a love and passion for art but isn't as naturally talented as the next student who really does not have much interest at all? What if taking art from both students inspires them both to continue and practice and pursue art in their futures? I don't want to ever take that possibility away from someone. I am glad that I brought such a large sample. I know that part of what made my art display appealing was how the large grouping made a powerful impact. That said, I also discovered something...I didn't actually want to hang all of the art when I got here. In fact, it took me almost an hour to finally hang the last three pieces--Andrea actually noticed and asked me why. It wasn't because the pieces weren't as visually appealing as the others (in fact, one was a good painting on it's own) but it was because these students either didn't follow the criteria because of lack of effort or they didn't follow the criteria because they chose not to. For example, one student didn't create her painting with dots in a pattern and her painting didn't match the others at all...even though I had discussed this with her while she was painting. So here's the dilemma...do you take five or leave five? I'm glad I brought them all but I think the former would be better over the latter. Although I kind of feel like the latter five should also realize that they are accountable...in this case, it wasn't talent that made their artwork not art show worthy, it was lack of effort or simply not caring about criteria.
Your display was more powerful because there were so many fine examples. But when we worry about the quality of the display, is it for the students or for ourselves? I think it is interesting that you found one piece to be a good painting but not an example of following the criteria you set out for this assignment. It is a dilemma to know when to say that students can choose their own techniques and when they need to follow criteria. Again, it relates to your honourable intention not to discourage young artists...maybe they have rarely had time to paint as they like! on the other hand, many young artists are afraid to take risks or try a new technique - I knew one young man whose whole self-image was staked on his ability to draw a perfect eagle - so much so that he couldn't risk drawing anything else or drawing an eagle any other way. How sad it was! So I think the solution is to balance the introduction of new techniques, with instructions and criteria, with free time to choose your own topics and techniques. By the way, this art was certainly not "cookie cutter" - although you shared a tradition (attention to context) for them to follow, you also allowed students to choose their own images and patterns within them. I liked the way you talked about what you learned, i.e. that front images are not as effective in this technique as profiles. Did you get a chance to talk about this with your students?
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