#Tuesday and #Values (Shading and the like too)

“Spectacular achievement is always preceded by unspectacular preparation.” —Robert H. Schuller

Painting and Advanced Painting: PAINTING – MAT IT UP!

http://robsanderswrites.blogspot.com/2012/02/giving-critiques.html

Goals:

  • .3.1Ac: Engage in constructive critique with peers, then reflect on, re-engage, revise, and refine works of art and design in response to personal artistic vision.
  • What was helpful about 1) seeing your work from a distance and 2) hearing what others thought about the work you created?

Reflection / Evaluation: What are two things you took away from the critique today – whether it be about YOUR work or about another person’s work, written, heard, or observed?

Studio Art 360: Value and DRAWING – ONE WEEK OFF of SKETCHBOOK!

Morandi – VALUE! http://www.artsjournal.com/aboutlastnight/op_inc_253_gra.gif

Goals:

Reflection / Evaluation: Of ALL the value scale drawings you created today, which one are you happiest with? WHY? What are TWO things you see as being developed successfully?

AP Studio Art: Plants and Drawing! Time to WORK!

Jim Dine Plants with a STORY? What might he be telling us? http://www.tfaoi.com/cm/4cm/4cm561.jpg

Goals:

Reflection / Evaluation: What 2 things did you take away from the your personal critique today?

Drawing: Kandinsky and Shapes!

Improvisation #30 (Cannons) Vasily Kandinsky French, born Russia, 1866–1944 Improvisation No. 30 (Cannons), 1913 © 2015 Artists Rights Society (ARS), New York / ADAGP, Paris http://www.artic.edu/aic/collections/citi/images/standard/WebLarge/WebImg_000276/189732_3296010.jpg

Goals:

  • 1.2Ac: Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
  • What ONE bit of theory has stuck with you as we have talked about the works and ideas of Wassily Kandinsky? Are there any ideas that you feel you can use about his ideas on color and shape in your work as it is developed?

Reflection / Evaluation: What NEW ideas do you have about COLOR and Shape in the art you are creating now that we have had some conversation and learning about the ideas of Wassily Kandinsky?

What can you do with the skills you have? Let’s see you DO IT!

“The question for each man is not what he would do if he had the means, time, influence and educational advantages, but what he will do with the things he has.” — Frank Hamilton

And Deep Sea Diving — I love the little fish… http://ffden-2.phys.uaf.edu

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Art Foundations: DRAW the NEGATIVE SPACE you see. Harder than you think.

DRAW THE NEGATIVE SPACE – NOT the positive space… Do you think you can handle it? http://fc08deviantart.net

GOALS:

  1. 1.4 create, define, and solve visual challenges using 1.4.1 analysis (breaking up the artwork / subject matter to basic elements)

What did you find as the most difficult aspect of the creation of the drawing? What was the hardest? What was the easiest? Are you able to see the negative space in the 1 – drawing, 2 – actual object?

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Advanced Drawing: Transparent Objects and Drawing what we see.

Janet Fish is a GREAT PLACE TO START. Check out the transparency and how the light bends and twists… OBSERVATION! http://www.askart.com

GOALS:

  1. 2.6 Work on creating multiple solutions to solve visual challenges.
  2. 3.1 reflect on how art differs and describe how it relates to history and cultures (how do the objects you are choosing relate to your life and culture? How can reflection and transparency work for you?)

What are you drawn to? What is successful in your composition? What is it about the transparent glass that makes this a challenging or easy subject matter to work with? Share your preliminary work with your neighbor – write the thoughts down.

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AP Studio Art: Research and Investigate the artists you are interested in. Go to the Library, Get an Art History Book. Begin with the letter A.

This is where to start. Not in what you already know. Look through the images from the past to see where the images of NOW are from. http://www.themasterpiececards.com

GOALS:

  1. 5.1 identify the rationale behind making art.
  2. 4.4 evaluate and interpret art for relationships in 4.4.1 form 4.4.2 context

What research and new discoveries in art history have you accomplished today? What is the greatest surprise you have found today?  What are your INITIAL THOUGHTS about the idea of a concentration?

Work WITH and THROUGH your materials. 10 Things the Arts Teach Children.

“Art is the concrete representation of our most subtle feelings.” Agnes Martin

Agnes Martin – Subtle work, no?

10 Things the Arts do for children – Click Here for the Binder insert – go to the table of contents and click on the page.

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Advanced Drawing: MID CRIT – How is your continuous line contour drawing coming? Background, foreground? How is it?

What mediums did this artist use and are they AWARE of the materials? Are they thinking with and THROUGH the materials?

Goals:

  1. 1.1 apply media, techniques, and processes with 1.1.1 skill and 1.1.2 confidence.

What do you feel was the MAJOR aspect of the crit that YOU NEED TO WORK ON? What do you see as the benefit of the Crit. What do you see as a downfall / challenge?

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Art Foundations: PBIS Poster – CHAPTER 4 in the textbook.

Lines, Limes, Everywhere there’s line…

Goals: 

  1. 1.4 create, define, and solve visual challenges using 1.4.1 analysis (breaking up the artwork / subject matter to basic elements of LINE)

What were the challenges you have had with the PBIS poster? What was fun about the process? What kinds of lines were you “Drawn” to?

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AP Studio Art: Concentration works – how’s the progress on the mini-critique?What were the challenges you had with the line drawing What was fun about the process? What kinds of lines were you “Drawn” to?

Watercolors… how are you attempting to use the materials that are made available to you?

Goals:

  1. 1.1 apply media, techniques, and processes with (1.1.3) an awareness so that your ideas are executed well.
  2. 1.2 create art that demonstrates an understanding of how your ideas relate to the (1.2.1) materials.

What are the biggest challenges you are having? How many works have you FINISHED? 3 are DUE on Monday!

It’s Not Just Content Anymore…

In a great video by Dr. Tony Wagner (Twitter: @DrTonyWagner), he describes the Seven Skills that are essential to the graduates of today. The unfortunate thing is… most courses do not offer these skills because, so it seems, most classes are so content driven, there is no room for the other skills that need to be taught.

Thanks to Edudemic.Com’s Post “The 7 Skills Students Must Have For The Future”, the seven skills that ARE needed include:

  1. Critical thinking and problem-solving
  2. Collaboration across networks and leading by influence
  3. Agility and adaptability
  4. Initiative and entrepreneurialism
  5. Effective oral and written communication
  6. Accessing and analyzing information
  7. Curiosity and imagination

As I consider the Arts Curriculum that I teach, with Goals and Objectives based on the National Visual Arts Standards, the Seven Skills that are “Must Have’s” are touched on and dealt with on a regular basis. Maybe not each skill every day, but as I look at particular assignments / artworks, one may see the connections that are dealt with to emphasize the seven skills (and one may look at Marzano’s Instructional Strategies [my notes on the book: Classroom Instruction that Works] to see if and how they all tie together). I am in a fortunate position where the elements and principles of art are simply a foundation for the creation of artwork and tie together and build upon one another from the very first class to the highest level of an AP course. Line is Line is Line… Value is Value is Value… Balance is Balance is Balance… and the artists just get more adept at using them throughout the years.

Skills and tools like Critical Thinking: looking at the assignment, challenge at hand and coming up with multiple successful solutions to the same challenge; Collaboration: sharing ideas and critiques – both through writing and orally; Being Agile and Adaptable: enough to solve problems with resources at hand; Taking Initiative: to be self driven artists (some struggle with this – some are pro’s); Effective Oral and Written Communication: Critiquing, again the written and oral – both self, teacher based, and peer to peer – soon parent to child to teacher; Accessing and Analyzing Information: taking the historical and contemporary ideas and tying the artistic challenge into their own artwork. Making sure that the artwork they create speaks about their important place in history; and finally Curiosity and Imagination: Making successful and challenging art – Duh? These are ALL parts of each and every artwork (sans the Art Foundations on EACH of the projects – there are the elements and principles one has to get through… but give it time).

Above is Dr. Tony Wagner’s Video and Below is his Power Point Presentation… Definitely worth the look. Thank you Edutopia and Dr. Tony Wagner.

April 12, 2013 – FRIDAY

“Employing your imagination is the first step to the fulfillment of any dream.” ― Richelle E. Goodrich

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Art Foundaitions: If you can IMAGINE your ultimate building… what would your building have in it? What would your building be for? What type of business, house, environment, atmosphere would best describe the house? What are you doing to change the building to make it inspired by Frank Gehry?

Click on the above image to see a 4:28 video of Frank Gehry since 1997 at the Vitra Museum.

Cityscape Instructions – 2013 Spring Semester

GOALS:

  1. (1.2) Create 2 point perspective city that demonstrates how your ideas demonstrate your understanding of the media, techniques (VALUE) and processes you use. (P)
  2. (2.3) Create artworks that uses organization and function to solve specific visual challenges.

Knowing that this drawing is DUE on Tuesday of next week, what do you need to do in order to be at a finished point? How do you intend on working this drawing so that you ARE done and it is up to your best ability? We are NOT going to be able to shade the entire drawing (necessarily). What can you do to EMPHASIZE the idea of creating FORM through the use of CHIAROSCURO?

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Drawing: We have critiqued for a good number of days (6th hour has one more class time to critique). Today we are going to to be 3rd hour: polishing the drawings so that they are up to the par that you would like them to be – photograph – work on the papers and 6th hour: Wrap up the critique and if there is time continue to polish the work and prepare it for being done.

What do you have to do to WRAP IT UP and MAKE IT PERFECT?

GOALS:

  1. 3.3 describe the creation of images and explain why they are of value.
  2. 1.4 solve visual challenges using analysis.

What was it that you learned through the process of critiquing that you will CARRY INTO the next project. What skills will you use to make your next work stronger and more successful as a well thought out work?

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AP Studio Art: We have looked at and worked on the CONCENTRATION art pieces for QUITE SOME TIME… What have you been accomplishing with them that you are particularly proud of? What have you done that has caused you stress and anxiety? How do you feel that you can use the pride and frustration to advance and critique the works that you have to finish?

GOALS:

  1. 3.2 apply subjects, symbols, and ideas in art and use skill to solve visual challenges

What do you have to do this weekend in order to be finished with your 3 works on Monday? We are going to CRIT. on Monday and Tuesday. Take a minute and find someone REALLY FAR AWAY FROM YOU right now (in the classroom) and take ONE WORK that you are struggling with… take the 3 minutes Bryan has announced to us and WRAP UP THE WEEK together (document your thoughts in the journaling portion of the binder).

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Study Hall: What have you done in each of your classes today? 1st hour, 2nd hour, 3rd hour, 4th hour, 5ABC, 6th hour, 7th hour, and what have you brought to 8th hour to work on? Take a moment and consider the work you saw as incomplete on Monday when we sat down with you. Think about what you have accomplished this week and all that you have to still complete. Write down all that you have done to accomplish what you have missed in the first 2 weeks and what you have not finished.

Do you have your work planned out for today? For the weekend?

GOAL:

  1. Remember to Bring Your Homework to School
  2. What have you brought to work on and get finished for the weekend?

What have you accomplished this week that makes you proud? What is something that someone else has done that you have been impressed with? Did you see some of those cool roller-coasters? How about the awesome smelling foods that were coming into our classroom this past week? Check out some of the fantastic drawings made in art class! What is your most memorable class event this week?

April 11, 2013 – Thursday

“Employing your imagination is the first step to the fulfillment of any dream.” ― Richelle E. Goodrich

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Art Foundations: Who is Frank Gehry? We will introduce you to some of his works of Architecture and a bit about him… DRAW, DRAW, DRAW!!!

Oldenburg / Van Bruggen / Frank O. Ghery collaborative effort for business center.

Cityscape Instructions – 2013 Spring Semester

GOALS:

  1. (1.2.2 and 3) Create 2 point perspective drawings that demonstrate an understanding of how your ideas relate to technique and process.
  2. (5.1) Identify the intentions and purposes in creating 2 point perspective / use of values to create form.

How did you enjoy the architecture of Frank Gehry? What was it that interested you in the style of his buildings? What might you do to CHANGE the work you have in front of you and make your architecture more Gehry’esque?

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Drawing: FINAL DAY OF CRIT? Not for ALL of the classes. Make sure you have your PAPERS worked on and the final changes made to your artwork.

Agnes Martin – One of my favorites… Take a moment and have a conversation with your neighbor about these 4 works. What are your THOUGHTS, RESPONSES, REACTIONS, and EDUCATED CRITIQUES? 2 minute Conversation… GO!

GOALS:

  1. 3.5 Evaluate and defend the manner in which subject matter, symbols, and images are used.
  2. 2.4 compare different points of view regarding composition and meaning in artwork.

You have HOPEFULLY taken a lot of learning and experience from the critiques so far. What is the one thing that you have learned about the workings of drawings, the building of a composition, and the making of QUALITY ART? Number ONE thing you walk away with and HOW will you put that gained knowledge to your future works?

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AP Studio Art: WORK – That’t it… WORK on Making, Critiquing, Writing, Photographing, Editing, Uploading, etc…

Hong Kong International School… Social Commentary!

GOALS:

  1. 3.2 apply subjects, symbols, and ideas in art and use skill to solve visual challenges

What is going well? What can you share about the process you are going through RIGHT NOW? Go to the person in this room that is the FURTHEST AWAY from you and have a SOLID conversation about the work you are making and ALL THAT YOU HAVE TO DO.

April 10, 2013 – Wednesday – Hello Janie!

“Employing your imagination is the first step to the fulfillment of any dream.” ― Richelle E. Goodrich

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Art Foundations: What object from your POPular Culture did you bring in? Today we are going to draw it a number of times and then incorporate it into the final composition.

Spoonbridge and Cherry

Oldenberg Van Bruggen Website

Cityscape Instructions – 2013 Spring Semester

GOALS:

  1. (1.2.2 and 3) Create 2 point perspective drawings that demonstrate an understanding of how your ideas relate to technique and process (P).
  2. (5.1) Identify the intentions and purposes in creating 2 point perspective / Values. (D)

What aspect of your OBJECT drawing demonstrates your ability to OBSERVE and DRAW? What is the most successful aspect of your drawing? What are you most proud of? Share this with your classmate.

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Drawing: Critique today – have you shared your file with me? I am not 100% convinced…

What is an element or principle of art that you feel is the DOMINANT factor in this Sculpture by Louise Bourgeois? What questions about it might you have?

GOALS:

  1. 3.5 Evaluate and defend the manner in which subject matter, symbols, and images are used.
  2. 2.4 compare different points of view regarding composition and meaning in artwork.

What did you hear from today’s critique session that you had a differing opinion regarding? Were you able to voice your opinion without any fear of being wrong? What do you feel is an important aspect of listening and participating in an oral critique?

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AP Studio Art: WORK on your body of work. You have made me proud. What amount of works do you need to deal with as it comes to MOUNTING art and UPLOADING art?

Nina Kwon, Fairfax High School, Los Angeles, Calif. Score: 5

GOALS:

  1. 4.4 evaluate and interpret your art for relationships in 4.4.1 form 4.4.2 context.
  2. 3.2 apply subjects, symbols, and ideas in art and use skill to solve visual challenges

What is your biggest accomplishment as you look back at your collection of artworks from this year? Where have you grown the most? Where do you still feel you’d like to improve your skills and abilities?

April 9, 2013 – Tuesday

“Employing your imagination is the first step to the fulfillment of any dream.” ― Richelle E. Goodrich

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Art Foundations: Cityscape – Where are you still struggling? Where are you succeeding? What is going well for you and how do you remember how to do what you need to do?

Do you carry this in your purse?
The schematic drawing of an ordinary everyday object…
Oldenberg’s Lipstick – The Sculpture

 

GOALS:

  1. (1.2.2 and 3) Create 2 point perspective drawings that demonstrates an understanding of how your ideas relate to technique and process(P).
  2. Create 2 point perspective and Value drawing that uses COMPOSITION to solve visual challenges.

Cityscape Instructions – 2013 Spring Semester

What are you most proud of today in your drawing? What EVERYDAY OBJECT might you be interested in incorporating into your final drawing?

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Drawing: Critique!

What are the elements / principles that you find the strongest aspects of this artwork? How would YOU critique this artwork?

GOALS:

  1. 3.5 Evaluate and defend the manner in which subject matter, symbols, and images are used.
  2. 2.4 compare different points of view regarding composition and meaning in artwork.

What did you take away from today’s critique that will help you move forward with the process of WRITING a crit about your artwork? What did you add to the discussion with? What did you take away form the conversation?

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AP Studio Art: WORK WORK WORK! Crit 2 more works.

How are you coming up with ways to move your artwork forward?

GOALS:

  1. 3.5 Evaluate and defend the manner in which subject matter, symbols, and images are used.
  2. 1.1 apply media, techniques, and processes with 1.1 .1 skill 1.1.2 confidence 1.1.3 and awareness so that your ideas are executed well.

Knowing that you have 4 days and 2 weekend days – how much have you got to accomplish in the next week? Make a day by day plan! NOW!

April 6, 2013 – Saturday – The ABC’s of Art 2013

The Newest ABC of the Arts: A – Z
By: Frank Korb

Frank Korb

Frank Korb

In 2002 and again in 2007, John Tusa of The Guardian wrote the ABC’s of what was facing the world of the arts and how to deal with them. Inspired by his ABC’s, these are my 26 thoughts on the importance of support of the arts in school systems and communities across the country / world.

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A is for Assessment – One’s self and the evaluation of others needs for evaluation and assessment of hard and dedicated work is essential in a well rounded and successful art education. With a focus on the learning of technique and terms as well as a space that allows for REAL exhibition – knowing that the work will earn a space on the white wall of the gallery – gives more credence to the learning and assessment of that learning.

B is for Business – The operations of what it takes to be an artist and to deal with a gallery (space) becomes a needed aspect of courses  taught and give the students an understanding (or at least exposure) to the marketing, hanging, organizing, business end of being a professional artist. When the first show is up, opened, appreciated and critiques, and finally taken down, the learning of the hard work of being an artist in the truest sense of the job, is finally understood.

C is for Collaboration – Working with individuals from the arts community, gaining ideas and insights from professionals, and developing ideas together are skills and tools that are often looked for in professionals entering the working world. the gallery space would give students, faculty, and the community these opportunities to work together to reinforce the importance of the Arts in our growing community and culture.

D is for Development – Art making, speaking, and critiquing skills are abilities that are important aspects of the student’s education that need to be honed and developed. Art in the schools and community, and a space to share those artworks and skills allow for skills to be developed and delivered in an honorable and respectable way, thus  allowing for artistic pride in one’s work to be reinforced.

E is for Education – The lessons and skills learned in the making of art are enhanced through the lessons and skills developed through the exhibition of art as the artist keeps the goals of presentation, conversation, and appreciation in mind as the work is created.

F is for Fine Art – The final product (but for the artist not the most important part of the art – that would be process) that the hard and dedicated work an artist strives to produce and be recognized for.

G is for Goals – It is all about setting them, working towards them, and then reflecting upon them as they are completed (or not completed). The presentation and conversation allows for the “wall” to be the Goal for the learning and a place for reflecting upon the ideas of whether or not those goals were accomplished in the process. What is it that we hope to learn from the process of making art? Is is only about the manipulation of a medium on a ground? Is it only about the plasticity of a clay or metal? Is it just the digital images put into the computer and reproduced through the printer? NO! The objectives are larger than the simple “art making” and revolve around History, Aesthetics, and Art Criticism.

H is for Holistic – It starts with concepts to practice, then practice to presentation, presentation to conversation, conversation to appreciation. The appreciation on a gallery wall is the final space that artists work long and hard to achieve recognition (one more step would be to the hands and walls of the arts patron – but that is another story).

I is for Importance – The importance of the visual arts is often overlooked, yet when walls need decorating, fliers need printing, shirts need designing, sets need painting, the visual artists are the ones that are called upon. Image the walls of a household, office, classroom without the visuals – how sterile and unimportant would that space be (think of a prison cell… maybe I have offered up too much information – Just Kidding.)?

J is for Juxtaposition – The side by side comparison of professional artists, the community artists, and the student artists is essential to the community of artists and learners. The professional, weekend warrior, and the student learning what it is to work in and be around art may not always be attained by those in the arts BUT it is essential to the arts. The Artist, the Critic, the Historian, the Consumer… Art does not get made in a vacuum and is essential to all those involved.

K is for Kindred Spirits – The closeness of a group of artists (professionals and students alike) who are making work, discovering skills and abilities, solving problems and coming up with new and inventive solutions, and then showing work together with a sense of pride… this is something desperately needed in our world – here is an opportunity to promote that spirit of unity. Start an art group with your friends and have pizza while talking about the art you make.

L is for Lifelong Learning – What does it take to be an artist? This is a question that many colleges and universities fail to provide a solid answer for. Opportunities abound as one learns what it is to juggle the time, management, resources, artworks, and all the other things that are part of a successful artist (professional and students alike).

M is for Mediums – So often students are afraid of the learn the basics of handling a medium, yet tend to be amazed at what a completed artwork in an unfamiliar (or all too familiar) medium is. Through the use of the visual arts, high quality and resolved ideas,  images, experiments, mediums, topics, sizes, colors… you name it… are experienced in a way that allows the risk of failure to be superseded by the potential of new success.

N is for New – New ideas and opportunities  that individuals come up with allow for a different approach for problem solving and discoveries of the self that other ways of thinking may not be able to provide.

O is for Opportunities – The arts offer the students so many opportunities to create and work their minds in different ways that other areas of academia do not. Studio spaces, drawing tables, sketchbooks, empty canvases, open minds, supportive communities and families offer that opportunity.

P is for Professionalism – As a high school teacher (and former high school student) it is one thing to move a pushpin display board around the cafeteria and pin artwork to it in hopes that it gets looked at and appreciated (and not touched and smeared up by other students). It is another thing altogether to give the work by our quality students a place to be appreciated in a space that allows the viewer to step back and see the hard fought efforts on display is a safe and protected space. Many people (students, myself as a high school student and even at the college level) are often too intimidated to even venture into an art gallery if they stumbled upon one. While a critique can often be a good destination for artwork, a gallery IS the destination for artwork (MoMA will be calling soon enough) while a pushpin display board is a destination for a mid-critique… maybe.

Q is for Quiet – Reflection is always a wonderful and necessary skill to develop as one thinks about the skills that have been mastered and the skills that need refining. The arts, and a place to properly view the visual arts, allow for that necessary practice of self-reflection and contemplation to occur. As artists work through the process of making art, the sense of reflection (and feedback from those involved and interested in the work) is essential to that process of making art.

R is for Reflection – See above (Quiet). If the above is not convincing enough, try Socrates out for size with”The unexamined life is not worth living.”

S is for Society – Art has defined, redefined, reflected, and changed society since the beginning of humankind. The arts challenge our perceptions and help us see the world in new and creative ways (Sixteen Trend: Their Profound Impact on Pur Future, p 170). From the cave paintings at Lascaux, where the artists painted their ceremony and day to day activities to the Renaissance artists where Leonardo Da Vinci and Michelangelo di Lodovico Buonarroti Simoni defined what it was to create perfection and question the status quo. Pablo Picasso and his , the visual representation of the horror, bloodshed, and devastation of the small Basque Country village of Guernica during the Spanish Civil War.  Society of the past would not be known without the arts and the society of today requires the same.

T is for Teamwork – By working together, students, faculty, community members can create exhibitions,  build collections, and develop relationships, “conceive of ideas, products, services, performances and pathways to peace and understanding. The arts can help us find common ground (170)”. They can build the skills to really understand what it’s like to work as a team and come up with extraordinary results.

U is for Unity – Artists (and the rest of us who may not be artists – me excluded as I am one… whatever that means) have a need for the a sense of belonging. While the sharing of a personal body of work is one way to create a sense of unity among the artworks, the gathering of artists, whether it be at a local coffee shop, gallery, or museum, (or family room over pizza and beverages once a month – Thanks Ted) is essential in the development of a strong body of work and connection.

V is for Variety – Artists offer so much more than what they tend to get credit for when it comes to the work they produce and the individuals they are. The diversity of works that the artists create is only outdone by the diversity of actual artists themselves that are out int he community. The use of UNITY (see above) is something that helps bring them all together to share their ideas and breakthroughs in the future of the arts.

W is for Wanting – There is something that everybody wants. Whether it be love, community, understanding, attention, conversation, or something else entirely. The visual arts offer these and more tho those who are interested enough in the investigation and risks that are involved. Go ahead… make a mistake, try something new, forge a path ahead that nobody else has had the courage to do as of yet. The visual arts DARE you!

X is for eXtraordinary – The use of eXtraordinary here is because the level of education that the visual arts offer to the community is just that, extraordinary. The images and thoughts that are offered, the levels of skill that are developed, the levels and expectations of visual understanding and thought set in front of the audience (and maker alike) are high. Hopefully just high enough that reaching for them is within the grasp of everyone. The end result is if those challenges are actually reached for and grasped by those that they are put in front of.

Y is for Youth – The kids are the future and we, the mature artists, are there for them. The youth of our community is challenged by what it is to make art, to appreciate art, and to learn from art. Why we, as artists, are all here is to help them know about the importance of the arts in their developmental opportunities toward acquiring the knowledge, skills and experiences to become successful and responsible adults.

Z is for Zackenstil – While this zig-zag style of art (created in the 13th-century) was used in sculpture, painting, stained glass and manuscript illumination (and is reputedly an offshoot of the angularly-draped clothing one sees on human figures in Byzantine art) helps to demonstrate the wide variety of approaches to making art. The arts elevate the ideas of learning and through the academics as well as lifelong learning of our community and world. The arts brings the rest of out existence to a new and higher level.

March 30 – Saturday – ABC’s of Art 2013

The Newest ABC of the Arts: X, Y and Z
By: Frank Korb

Frank Korb

Frank Korb

In 2002 and again in 2007, John Tusa of The Guardian wrote the ABC’s of what was facing the world of the arts and how to deal with them. Inspired by his ABC’s, these are my 26 thoughts on the importance of support of the arts in school systems and communities across the country / world.

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W is for Wanting – There is something that everybody wants. Whether it be love, community, understanding, attention, conversation, or something else entirely. The visual arts offer these and more tho those who are interested enough in the investigation and risks that are involved. Go ahead… make a mistake, try something new, forge a path ahead that nobody else has had the courage to do as of yet. The visual arts DARE you!

X is for eXtraordinary – The use of eXtraordinary here is because the level of education that the visual arts offer to the community is just that, extraordinary. The images and thoughts that are offered, the levels of skill that are developed, the levels and expectations of visual understanding and thought set in front of the audience (and maker alike) are high. Hopefully just high enough that reaching for them is within the grasp of everyone. The end result is if those challenges are actually reached for and grasped by those that they are put in front of.

Y is for Youth – The kids are the future and we, the mature artists, are there for them. The youth of our community is challenged by what it is to make art, to appreciate art, and to learn from art. Why we, as artists, are all here is to help them know about the importance of the arts in their developmental opportunities toward acquiring the knowledge, skills and experiences to become successful and responsible adults.

Z is for Zackenstil – While this zig-zag style of art (created in the 13th-century) was used in sculpture, painting, stained glass and manuscript illumination (and is reputedly an offshoot of the angularly-draped clothing one sees on human figures in Byzantine art) helps to demonstrate the wide variety of approaches to making art. The arts elevate the ideas of learning and through the academics as well as lifelong learning of our community and world. The arts brings the rest of out existence to a new and higher level.

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NEXT WEEK: A – Z One More Time!

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Frank