Questions from the Visual Arts subgroup from our meeting on December 30.

As we've been working, we have had some difficulties with the content and competencies because some of the big ideas are either unclear or repetitive. Below are questions about the big ideas that could use additional clarification by the entire team. Could we discuss these during the next Elluminate meeting?

1) A possible new big idea that has not been addressed is Problem Solving, under the first category of Creating, Performing and Experiencing Art. We would like to propose the following as an additional big idea: Artists make art to solve problems. We currently have this as content and struggled with it, coming to the conclusion that it is a much bigger idea.

2) Under Creating, performing and experiencing art: we feel that these two ideas are the same and would like to propose selecting one of the statements or combining the following two big ideas.
- The arts provide a means to integrate knowledge and synthesize ideas.
- Artists make connections and generate new perspectives.

3) Under Understanding art in context: we feel that these two ideas are the same and would like to propose selecting one of the statements or combining the following two big ideas.
- The arts provide a means to perpetuate and/or question culture and tradition.
- Humans have expressed experiences and ideas through the arts throughout time and across cultures.

4) Under Creating, performing and experiencing art: we are not sure how we are using the word "theme" in this statement and question whether or not that fits under creating art for a variety of purposes or reasons: Works of art can communicate themes. We wondered if a theme is one purpose for creating art.

5) Under Creating, performing and experiencing art: we feel that this statement is soft and fails to communicate to decision makers the point it is trying to make (addressing why we should teach art). We discussed that this may be an uber idea or part of the preamble. The statement is: Throughout their lifetimes, people create, experience and/or engage in the arts. More important is to come up with a powerful statement that will convince decision makers to keep the arts curricula. What skills do we cultivate better than other disciplines that students will need in the 21st century?

6) Under Analyzing and responding to art: We discussed the big idea "There are critical and analytical processes used to discern quality and meaning" and had trouble defining quality.

7) We would like to suggest the following change to this big idea under Understanding art in context: Understanding the context of a work of art can lead to understanding of/can reveal the artist’s intent and meaning. To: The context of a work of art can reveal the artist’s intent and meaning.

I'd like to add this one:

Under Reacting to and reflecting on art:

-Personal experiences influence a person's response to works of art
AND
-Environment influences a person's response to works of art

are really content under a bigger idea - A person's response to works of art is influenced by different facets of that person's life (or something like that)

Re: 4 above - I think the word theme has distracted us from the Big Idea here-
I don't think artists create art with the intention/purpose of creating a theme. A theme is a natural result of diverse perspectives/ sometimes involving diverse artists, which consider the same concept. Theme is about content not form. Maybe this is the point. Themes in art might include war, uses of light, still life, portraiture. Webster defines theme as- a subject or topic of discourse or of artistic representation <guilt and punishment is the theme of the story> b: a specific and distinctive quality, characteristic, or concern <the campaign has lacked a theme>
The original big idea was - Works of art can communicate themes or ideas. As in literature - visual art also communicates themes or concepts, ideas and perspectives - visual art is not solely visual but also conceptual. Perhaps the original intent of this big idea is that - art is conceptual- music is not just for the pleasure of sound, visual art not solely for the pleasure of the eyes - and dance not solely for the pleasure of bodily movement - concepts/ideas are primary to the creative impetus. Theme is a secondary point.
Perhaps the big idea should be stated - Art communicates ideas or maybe Art is conceptual
- Happy 2009 to all :)

Comments about the questions from the art team:
1) I don't think that we create art to solve prpoblems. I think that can be a result but I don't think it is a sole reason to create. I think it should stay as content becuase it is an outgrowth of creating art for various reasons.

2) I don't think eveything in those 2 statements are the same. I like breaking out the part about "generating new perspectives" - that is a different idea than connecting, integrating & synthesizing ideas.

3) I like the statement that begins with the word "Humans"

4) I like the orginal idea of works of art can communciate themes or ideas. Butwe need todevelop content that would show that in a classroom - this is where we get stuck!!! I don't think a theme is a reason for creating a work of art.

5) The idea behind that statment was that participating in art is (or should be) a lifelong experience - not something children only do in schools and never revisit once they graduate and go on to "real life". Maybe it does belong in the preamble becuase that is a belief we have. Or should it be a goal of our curricula?? We know the number of students who go into the arts as a career is some but not all - but hopefully ALL of our students still participate in the arts after leaving school. I'm rambling - sorry!

6) Using the word quality is probably not good. What about going back to the definitions in the back of the standards for Critical analysis and Critical process - is there something in that we could use in its place??? What we are trying to say is that our student will learn to analyze works of art and to make judgements about those works of art, right????

7) I like the revised statement.

Cory's comments:
1- Listening to the discussion I think perhaps this is a point on which the disciplines differ because of the unique qualities of each- perhaps a universal statement that might work for all is:
"Problem solving is a part of the process of making art"
2- I think these are two very different ideas. To me the first statement means that artists use their prior knowledge and research to synthesize new ideas while the second statement speaks to the way in which artists make connections that are not usually thought of in order to create something entirely new- artists connect varied thoughts, objects, materials and even communities to generate something new
3- These two ideas are VERY different- especially from the perspective of theatre art. The first idea refers to the use of art as a social political commentary- an important facet of many theatre traditions- while the second statement refers to art as a personal expression
4- I don't have a problem designating theme as a highlighted and important concept- The feedback from the field of higher education in theatre was that our students are too weak in text analysis- especially in the area of finding and identifying themes in playscripts - not sure if this is as important to all disciplines?? Theatre artists do in fact often create art specifically for a theme- and how about requiems? cinqo de mayo? are these not themes?
5- I agree- this is more of a preamble thought. Perhaps "Art is an important tool for developing critical thinking, personal expression, cultural awareness and problem solving skills vital to a vibrant and productive community"

A little off the subect...I need help with finding the source of a resource we used at one of our meetings. Does anyone know where the list of 11 skills that Corporate America feels are needed for success in the work force came from? It's a great arts advocacy piece and I would like to use it. Thanks

Hi, Heide,

Was that from the Report from the National Center on Education and the Economy? Tough Choices for Tough Times?

Sharon

Re: Deborah's Dec 30th points 1 - 7 above
1.and 2. I feel that problem solving is part of the creative process, but not a reason to begin the creative process. In fact I consider problem solving, synthesis of ideas and integration of knowledge as all part of the artistic process.
Could a big idea be -
The creative process involves the application of problem solving, synthesis of ideas and the integration of knowledge.
and a second big idea
Artists generate new perspectives.

3 - I might clarify the concepts-
the ideas presented above are-
- The arts provide a means to perpetuate and/or question culture and tradition.
- Humans have expressed experiences and ideas through the arts throughout time and across cultures.

my suggestion-
- The arts provide the means to preserve culture throughout time.
and then define culture in the vocabulary section to include - human experiences, rituals, ideas, values, traditions etc.

4. I commented on above

5. The statement is: Throughout their lifetimes, people create, experience and/or engage in the arts. More important is to come up with a powerful statement that will convince decision makers to keep the arts curricula. What skills do we cultivate better than other disciplines that students will need in the 21st century?
I think this is an uber or pre amble idea - for a fresh view on this item I have asked a colleague for their sage advise / inspiration and I will get back soon on this point.

6. the above comment is-
Under Analyzing and responding to art: We discussed the big idea "There are critical and analytical processes used to discern quality and meaning" and had trouble defining quality.
I offer the following - I suggest we re-focus - away from "quality" as in " value" and instead focus on " the artistic criteria (or qualities) regarding form, content and context"
which I think is important to critical analysis - the point is that critical analysis is about gathering data about the artwork in order to interpret, evaluate, and decide what one thinks about an art work.

synthesis of ideas about art criticism-
there are critical and analytical processes through which information is gathered to make a decision about art -
critical analysis will involve intuitive, critical and formal critical analysis
Description, interpretation and evaluation are critical processes used to determine criteria of artistic form, content, and context.

so the restatement might be - Critical and analytical processes are used to discern information regarding art content, context and form.

7. the comment above is - We would like to suggest the following change to this big idea under Understanding art in context: Understanding the context of a work of art can lead to understanding of/can reveal the artist’s intent and meaning. To: The context of a work of art can reveal the artist’s intent and meaning.

I think my comment to #6 above addresses the issue. Maybe delete the above big idea about Understanding art in context in favor of the restatement above in #7 Critical and analytical processes are used to discern information regarding art content, context and form.

thanks for entertaining my thoughts- Jody

Re : 6. the above comment is-
Critical and analytical processes are used to discern information regarding art content, context and form.

I realized something. the following is a competency. not a big idea. I'm sorry---

and finally

5. The statement above is: Throughout their lifetimes, people create, experience and/or engage in the arts. More important is to come up with a powerful statement that will convince decision makers to keep the arts curricula. What skills do we cultivate better than other disciplines that students will need in the 21st century?

Karen Keifer Boyd offered the following uber/ preamble idea-
The role of art education is to educate students in creating thought provoking ideas and images that respond to and re-envision a more socially just world in which they live. In doing so, making art enables a significant form of creative and intellectual development in students and shapes a vision of world peace through equitable practices and social justice.

Elliot Eisner's quote caught me as imperative to emphasis as a big idea that we don't have-
"The arts teach the ability to engage IMAGINATION AS a source of CONTENT"
In addition to teaching reasoning skills and reading and writing skills - putting imagination right along side these other skills/aptitudes is important to emphasize - does any one else agree??

and a final thought for the preamble-
in regard to providing pedagogy for the 21st century that address diverse student needs -
The arts present opportunities for all students to experience and process, and synthesize information through various modes of engagement, at a variety of paces, and using a variety of technologies.

- jody

Thanks everyone for your comments! Cory and I have read through them all and made changes to the final big ideas list based on your feedback. We hope to have that list to you by today or Monday.

Hey everyone- please be sure to check out the final draft of the big ideas here on the front page. Also the list of suggested essential questions. Have a great weekend!
Cory

Cory recently made a point about using correct terminology and vocabulary at all grade levels: I could not agree more whole-heartedly! I've had reason, of late, to poll a number of college and university professors in the various arts disciplines and have been told that this is a very real problem for them: Students arrive without a working knowlege of real-world terminology. In my own experience, I've worked with students who have created their own names for standard theatrical equipment and practices because no one taught them othewise. Even a Kindergartener can be taught the difference between a painting and a drawing -- so why call every 2D image a "picture"? Please, please, please remember that the work you're doing will be used to EDUCATE and INFORM teachers: Do NOT assume that they come to their work with "best practices" level training or experience. The documents you create MUST model the best -- the very best -- in pedagogy and instructional practice. Teach by example. Teach as you intend they should learn.

Fight the good fight and keep up the good work!