Why should I study Visual Art in school as a required course?

 

Why should I study Visual Art in school as a required course?

Sometimes students will question whether the study of Visual Art in a studio setting or in an Art History course, is valuable in their education.  Visual Art develops the individual from a holistic standpoint and creates a foundation of creativity and critical thinking that can be applied to a variety of fields of occupation.  

• Observational skills

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  Visual art trains our eyes to observe like a scientist.  Leonardo da Vinci used skills in observation to accurately depict ideas into designs for mechanical engineering.  This continues to be used in industrial design, such in the creation of automotives and home design and construction. Additionally, science requires skills in observation to document work in laboratories.
  
  
  

• Critical Thinking

• Critical thinking in visual art causes the creator or viewer to question “why?”  Some questions might be:

• Why did the artist create this? 

• Why does mixing red and green yield a different color brown compared to mixing yellow and purple?

• Why does a 2HB pencil render differently than a charcoal pencil?

• Collaboration

• When working in the field of Visual Art, we collaborate with a variety of people--it could be a valued and trusted colleague or with a fierce critic. Either way, we consider the source, analyze, and move forward.  Visual Art teaches how to give truthful criticism and more importantly, how to receive constructive criticism.  This type of communication skill teaches resilience, which is a valuable skill in any field

• Creativity

• The creative process demonstrates that the process is just as important as the final product  

• Using process as a tool for products with connected themes

• Technology is always used; however, it could be as low tech as a ruler and pencil or as high tech as an illustration software program

• There are multiple ways to solve a problem.  Our results can be different, but still answer the same question

• There are often multiple generations involved prior to a product’s completion

Visual Art is perfect for the lifelong learner due to the richness and depth of the field.  

Still not convinced?  Need more information on this topic? These are some helpful resources that can allow further discovery on Visual Art as a critical component to any education:

From Study to Skills:  Art & Design (University of Michigan)

4 Ways Getting Creative Can Boost Your Career (Forbes)

In-Demand Careers That Use Art Skills (Houston Chronicle)

Transferable Skills in Art in Art Careers Sarah Henkel intro to course Why Study Art?

Careers in Art (Art of Ed)

Mindfulness Art Challenge as STEAM and Professional Development, January 2021

"Mountains," painting by Mary Ann Guerin
Science Educator, Joseph L. McCourt Middle School, Cumberland, RI

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"Lines" using Procreate by Kerri Marshall

Art Educator, Garvin Elementary School, Cumberland, RI

"Mountains" watercolor by Anna
North Cumberland Middle School, Cumberland, RI

This past December, 2020 our school completed the Mindfulness Art Challenge.  This effort was led by the McCourt Chapter of the National Junior Art Honor Society and the McCourt Art Club.  The October 2020 InkTober challenge and November Doodlewash 2020 drawing challenges inspired us to make our own list.  Why? Because the prompts became so challenging that, what should have been a relaxing sketching session, became stressful.  Our December challenge included students, staff, and other schools in our district and state.

Why would drawing become a stressor?  That is the last thing that we need during COVID19.  Perhaps it is because creating art is hard but we are much harder on ourselves.  Perhaps the discipline of drawing everyday was pressure, perhaps the colors or perspective were not correct, or perhaps we just don't feel like being told what to do in our free time.  Our National Junior Art Honor Society and the Art Club created the prompts based on one thing:  what brings you peace?  We felt this would bring a less stressful list of daily prompt so that we could calm the spirit during the holiday quarantine.  The images were posted on a shared slide show and social media.  What we discovered is the response from people, such as, "I look forward to seeing your sketches everyday."  Another discovery was seeing the variety of people who took on the challenge, we had Visual Art teachers at different levels and different districts, but also, Science teachers and Social Workers.  One of our teachers even went as far as taking art lessons.  What I learned is that people look to art as a stress reliever, but sometimes art doesn't deliver as a stress reliever.  

Drawing circles and repetitive patterns has a meditative quality and is a stress reliever.  Tibetan Buddhist Monks create mandalas as a form of spiritualism and meditation.  A study reported by the National Institute of Health researched the effects of positive psychology.  

Mandala drawing especially cooperative mandala drawing has a positive effect on spirituality and subjective well-being, which may provide individuals with a simple and easy method to improve their happiness.

As you may expect, we all made our circles in different ways using a variety of media that included digital and hand drawn.   Some of us used the prompts to learn a new medium or just to play.  The outcome our art sketches varied greatly.  This surprise had us all looking forward to what everyone had done. It was a collaborative spirit that drove us.  We learned from one another.  This collaborative spirit in consistent with STEAM.  

We found that we tend to be critical we are of ourselves and we need to remember that it is okay to take a break. Taking a break, but not quitting, is what we teach our students.  If we power through our art, when we do not need to, it no longer becomes enjoyable.  Sharing art is like sharing your diary.  We feel vulnerable when we put ourselves out there.  We need to continue to share and celebrate artistic growth.  

I am amazed at the dedication of our challengers to persist and become better at something during a challenging period.  Several of our amazing NJAHS students emerged as leaders to create an larger collection of work to share with first responders.  These student leaders identified what brings them peace and it is our hope that the frontline workers of the pandemic and their patients achieve just a little peace while viewing this labor of love.  

Art Challenges as Professional Development 

As a result of these challenges, the discipline and learning about different media is a form a Professional Development.  Documentation of time and reflection of our methods are a form of a "lab book."  Through this daily practice of keeping a sketchbook journal, we are modeling growth, documenting improvement, as well as failures, learning new media, enhancing our skills in observation, honing our imagination, and loosing old habits.  Whether the media is classical studio art media or digital design and illustration, we learn something every time we create and reflect.  

Additional resources for drawing challenges are:

   The Draw and Cook:  https://www.theydrawandcook.com/

   They Draw and Travel:  https://www.theydrawandtravel.com/

Guess Who is Behind the Door A Counting Book in 4 Languages written and illustrated by Susan Novich Schiffer Publishing, coming fall 2020

 

Guess Who is Behind the Door A Counting Book in 4 Languages is a delightful way for preschoolers to learn their colors and numbers, and in a rhyming pattern.  What separates this book from the typical colors and numbers book category, is that it includes counting in four different languages.  In addition to the Romance languages, Novich includes Chinese.  It is refreshing to see eastern culture included in this valuable resource. 

As a Visual Art educator, this book is not only valuable for young readers but for students who are learning other languages.  Our English Language Learners would enjoy such a boldly colored book.  The whimsical approach to presenting this material is entertaining and is an important introduction to our current culture of learning more about inclusion and diversity.   Artistically, the illustrations are excellent examples of color theory, texture, movement, and depth.  I thoroughly enjoyed the cut-paper illustration.  The porcupine brings us on an adventure to learn nouns and verbs, as well. I think my favorite illustration is the ten porcupines asleep in a bed with the middle porcupine sprawled on the floor like any household pet or even your wiped-out child!  This book is destined to be a classic for early learners and as a staple in an art classroom.  

The Case for Copying | The Art Assignment | PBS Digital Studios

Review of Leonardo’s Art Workshop Invent, Create, and Make STEAM Projects Like A Genius By Amy Leidtke

Review of Leonardo’s Art Workshop

Invent, Create, and Make STEAM Projects Like A Genius

By Amy Leidtke

As an artist, I am inspired. As an educator, I cannot wait to share Leidtke’s projects and insight with my students and other educators.  Leidtke’s interpretation of Leonardo’s work as it relates to STEAM is rich with connections. She reaches deep into the science, technology, engineering, art, and math of Da Vinci's work.  Leidtke reminds us of the importance of low tech and how it is valuable in the design process leading to high tech, such as creating drawing tools. There is value in her insight and presentation for all levels--parent, the new art educator, as well as a seasoned art educator.  My favorite projects involved color and pigment, such as Create Paint and Dyes from Food and Color in Art and Light.   This is a comprehensive book that you can return to as a reference and it has something for everyone, regardless of your field.

Similarities in the Work of David Smith, American Sculptor & I.M. Pei, Chinese Architect

In exploring the work of David Smith, American Sculptor, it is amazing to see how his work is visually connected to the work of I.M. Pei, Chinese Architect.  Their work has a clear symbiotic relationship with the environment through the utilization of reflected surfaces.  The sharp edges of several of these artists' works cut through the atmosphere and become part of the sky.  In particular, Smith's swirling texture on the steel cubes of his work, Cubi XXVII (image inset), March 1965, has qualities similar to the work of Pei's National Gallery of Art East Building,1968-1978, in which he used steel and glass,  http://www.nga.gov/collection/20th_intro.htm  

Read more about David Smith at, http://www.guggenheim.org/new-york/collections/collection-online/artists/bios/715/David%20Smith.  

To read more about I. M. Pei, visit:  http://www.pcf-p.com/a/f/fme/imp/b/b.html




What is your response the how the work of these artist compare or contrast?

Gesture Drawing, Wire Sculpture, and Mood through the Art of Paul Klee
Gesture drawing relates to wire sculpture in that both media use line. Paul Klee, painter, frequently described that drawing was like, "taking a line for a walk."  Through line, Klee was able to depict emotion.  Klee's sense of emotion is depicted in his art for a variety of reasons.

Read about Klee on the Metropolitan Museum of Art website and post a comment about how his mood is reflected in his art.  Please include the title of one of his paintings to accompany your post. http://www.metmuseum.org/toah/hd/klee/hd_klee.htm

Tale à la Hoffmann, 1921
Paul Klee (German, 1879–1940)