Syllabus
Interdependent Art Studio
Interdependent Art Studio is setting a time and a place for students to practice creativity and help them find their authentic visual voice and discover that they can be artist. The process of finding their visual voice is one of playful exploration (or playful doing) and the utilization of patience. At some point the doing hits a spot that resonates within the student and the doing overcomes frustration and personal limitations becoming a flow where the student looses time and place in the intensity of their focus and doing. Being in the flow is more then just fun. It will be highly satisfying and, at moments, joyful. Satisfaction is essential for the student to have the patience to do and continue the work that growing artistically will demand. In InterArt Studio students can explore till they discover what fascinates them and then immerse themselves in it, yet all around them others are exploring and doing - expanding possibilities for everyone. In any corner of the studio a student could have a solution to a problem another student in another corner could benefit from. The independence of the students leads to more possibilities for ideas, materials, and techniques, which greatly enhances the interdependence of the students, fostering a high level of shared resources, creative possibilities, diversity of projects, and energy.
I adhere to the idea put forth by photo artist ChristopherJames that “your special, and unique, talents (the things you do best in your life) are ones that you taught yourself.” And that it is in the experiences of play that your mind is delighted and stimulated to teach itself, “just for the joy of it.”
In setting a time and place for the practice of creativity it is essential that students not be told what art materials to use (limited by availability) or what to express (within the set boundaries of the Art Studio).Neither will they be able to ask for such direction. Only under their own self-direction will they plan and execute works of art. It will be the student’s responsibility to keep busy on their works. The Resident Artist will be available as a coach, advisor, mentor, and senior resource.
Advanced Art Studio
In Advanced Art Studio the students have discovered where, when, and how they can find flow. The students know what they want to do and have proven their ability to persist in achieving excellence and embody aprocess of creative and aesthetic growth.
Essential Skills Focused On – The ability to:
- Work independently and work creatively: Working without directive supervision, and taking chances by making choices.
- Persist In Achieving Quality: Identifying quality work and being willing to redo or rework to achieve it.
Evaluation:
WORK ETHIC: Your Artwork will not be evaluated or graded. Neither will I grade/evaluate any objects such as presentations or Exhibitions. I consider the doing, whether it fails or not at achieving some goal, the essential action o fany of my courses. Never do I want to hear that you stopped your work because you didn’t know what I wanted. Do not stop your work, your process, your research, or your preparations of an exhibition because you have gotten confused or don’t know what I want. You can’t go far wrong, in my courses, if you follow your questions, your curiosity, and your interest. Instead of getting stuck not knowing what I want ask a question that interest you and pursue an answer.
I will evaluate you and grade you on your Work Ethic. Your powerful Work Ethic is your highly focused, patient and persistent pursuit of knowledge and experience in a discipline. Essential to your success will be your openness to the resources available to you. I will record a number between 0 and 10 every week. "0" represents my perception that nothing was done. "10" represents my perception that you operated, nearly, in perfect flow.
The following are the basic questions for evaluating your Work Ethic in the process of doing Art. Did you work with patience and persistence? Were you focused on the work in hand? Is the work your work – is it true to you? Did you take the risk of failing? Did you hear and consider with an open mind the advice or feedback of your coach or peers?
Self Evaluation:
Criteria for Judging Students Artistic Acuity and Acumen and Their Artistic Growth. (Not graded but discussed regularly):
Craftsmanship: Did you take your time? Did you create with care and consideration? Were you patient? Were you persistent? Did you include all the parts needed to make your work complete? Does your work look and feel finished?
Class Participation: Were you on time for class? Were you focused on your work? Did you observe and consider the works of other students? Did you participate in class discussions, problem solving, and clean up? Were you respectful to the other students and teacher? Were you aware of your behavior’s effect on others? Did you address conflicts with studio mates and the teacher and did you pursue a resolution and achieve mutually satisfying agreements?
Content: Does your work have integrity and authenticity? Do you use your work to reveal, express, and declare yourself or do you use it to hide, camouflage, and obscure yourself? Did your work accomplish you objectives and intent or meet your expectations?
Creativity: Did you take risks? Were you able to turn mistakes into assets and new opportunities? Did you use your own ideas? Did you try something you never tried before? Did you develop a new technique? Did you create something new and unique?
Coachability: Did you hear your coaches advise, suggestions, observations, and critiques with an open mind? Did you ask questions? Did you consider advise and respect suggestions even when they didn’t make sense to you? Were you assertive in seeking advice and counsel from your teacher and /or from other resources or authorities?
