What Are the Basics? Two Extremes
In any field of practical arts and sciences, we talk about teaching the basics. What does that really mean?
In accounting, the basics include all of the math facts and basic principles of mathematics, including algebra. From those, budgets and spreadsheets, as well as other useful tools could be created for the purpose of communicating the financial facts about a business or other endeavor or predicting future sales or income.
In the field of medical sciences, a good foundation in the biology and chemistry is considered an absolute necessity before any study of actual medical practice is even begun.
However, in the field of the arts, do we sometimes jump right into an advanced project without first giving our students an understanding of the basics which underlie that project? Do our students do great work when we give them the right problem to solve and the exact tools with which to solve it? But left to themselves, don’t know what to do or where to start? Or do we try to teach some dry fundamentals regarding the elements and principles and our students complain of boredom? I know that as an art teacher I have been guilty of both extremes as I feel my way, trying to find the right approach.
The key to success for our students lies, I believe, somewhere in-between the two extremes. It is important that students become knowledgeable and proficient in the basics of art, such as the elements and principles and know-how regarding techniques and material. In addition, care should be taken to see that students bridge from “knowledge about” to “proficient use of” those basics. With mastery of basics, talent and creativity can take over.
What are the basics, though? Different arts educators have had different opinions regarding this for years. Generally, the ideas that are accepted are that the basics are the elements and principles (general agreement here for the most part), basic philosophies of what art is (and there is lots of discussion about this) and techniques for the specific media being used. On my website for teaching ceramics and pottery, I have tried to very simply cover a few very basic hand-building techniques, hopeful that at least the rudiments of the elements and principles have been taught. If not, they can be reviewed as covered in the lessons. It goes without saying that the more the basic elements and principles are reviewed and put into conscious application by the student, the better the student will understand and be able to work with them.
Results with Students
What do we, as educators, want to achieve with our students? Perhaps different art educators have different viewpoints on this, but for the most part, I think that most of us can agree that one of the goals that we have for our students is that we want our students to be able to express themselves successfully with their creations. That could mean anything from a student being a very excellent illustrator to a fine arts sculptor doing relevant work and being shown in the best galleries and everything possible in between.
So how do we achieve this with our students? How do we get them to be self-determined and self-motivated in their artistic expression? I have my own ideas, but I would be interested in yours.
So how do we achieve this with our students? How do we get them to be self-determined and self-motivated in their artistic expression? I have my own ideas, but I would be interested in yours.
