by Jeanne Bjork, reprinted from SchoolArts, October 2014
Recently on my blog I discussed attending the NAEA
convention, where one of the big themes was about the process of art making,
not necessarily the product produced. The focus upon process allows
students to "fail" in productive ways as they creatively solve the
problem of the specific assignment. It struck a chord with me that art is
about the "big picture, “ the ideas and thinking that produces truly
complex art. Expanding upon meaning and relevance for the artist and the
viewers of art transcends the product-only approach to teaching and learning.
The new NAEA standards embrace this idea as they involve four aspects of the
art process: Creating, Responding, Presenting, and Connecting. These
concepts draw a wide perimeter in which to teach and learn.
Students in my Drawing
2/Painting 2 class and Digital
Photography have been exploring themes that are personally relevant to
them. The work that has bee produced has been beautiful, but it has been
the process of Creating this work
that has been truly inspiring. There was also the technical problem
solving involved as students learned how to hand make a book: making the paper,
binding the pages, and then designing them with drawings and
paintings. The technical process, though, has only been part of the
assignment.
The thinking that students were involved in along the way is
something difficult to capture through a rubric and yet this is where the real
learning and development took place. Students Connecting to what personally matters has been a vital part of this
process and students have shared stories of many topics with me as they've
worked. One student shared how he has battled with dyslexia and has found art a
way to transcend his disability. Another shared how she some day hopes to
find her birth mother again in the Ukraine. Another student has been very
emotional as his family is selling the home he grew up in and moving across the
country, adding to the already emotional prospect of being a senior in high
school.
These are topics that weren't in my lesson plan or on the
rubric, but instead were chosen by the students. Giving students a
voice in the process of developing their artwork expands the planned curriculum
in ways not originally envisioned.
Lastly, asking students to Present and Respond via
the critique process revealed some profound thoughts on the part of students,
both in written responses to their peer's works and in reflecting upon their
own art making processes. The critical thinking involved in this
evaluation is part of the creative process at the highest levels. I am so
proud of the work these students have done and hope that their discoveries last
a lifetime.
Assignment: Hand Made Artist Books
Create a handmade artist book using either altered art or
handmade binding techniques. Use your original illustrations (drawn or painted)
to create the cover and 6 double page spreads within the book. The entire book
should be united by a theme of your choosing, with the binding technique making
sense and also relating to the theme.
Specifics:
·
Work must be within an
acceptable range of size. Not smaller than 5 inches square and not larger than
11 x 14 per page space
·
Show that you understand
and can apply knowledge of the 3 Cs of quality art-making
o Composition: Is there evidence of competent visual
organization and design?
o Craftsmanship: Is there evidence of technical proficiency
and visual acuity?
o Concept: Is there evidence of a clear conceptual idea
present that most viewers
understand?
·
Work must be detailed
and fully rendered in media chosen (painters use paint; for drawing, use chalk pastel, oil
pastel, colored ink or colored pencil)
·
6 double page spreads
must be fully rendered and illustrated
·
Front and back cover
must be fully rendered and illustrated
·
Book must be bound in
one of the methods shown
·
Book must demonstrate
one example of hand-made paper utilized in some way
·
Book must be able to
open and close easily
·
The concept of the book
must be heavily illustrated with drawn or painted images not lots of words.
Sketchbook Requirements:
·
Mind Dump: fill a page
with writing, list everything you are thinking; clear your brain. Once you’ve
done this go back and circle 3 ideas that interest you and brainstorm these
ideas. What thoughts do these evoke? What images come to mind? Fill another
page with written explorations and ideas that relate to this list. How can you
develop these into a book design?
·
Divide a page into 6-8
boxes and develop thumbnails to plan your work. Show the bookbinding you intend
and the design for the page layouts.
·
Research the various
types of bookbinding and artist books using Mrs. Bjork’s Pinterest boards as a
starting point. When you choose a type of binding you should become an expert
at that binding technique, doing the necessary research to complete the
process.
·
Create an online
proposal of what you will do for this project. This proposal must contain
written explanation (1-3 paragraphs) that describe your concept, your
bookbinding technique, how you will use handmade paper, what the compositional
layout of each spread will be and what your plan is for craftsmanship. Complete
the proposal as a response to the Forum on the Weebly webpage. You can embed
links and images too, if it helps illustrate what you plan. Site your sources.
Jeanne Bjork is an art teacher and department head at
Pewaukee High School, Pewaukee, Wisconsin. bjorjea@pewaukeeschools.org
Web Link
http://phsvisualartdept.weebly.com/uploads/2/2/0/1/22019648/artist_book_with_print-hndmd_pper.pdf
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