Nancy with Jim Dodson, Visual Art Director of the Tennessee Arts Academy. |
Author
Malcolm Gladwell, in his book Outliers, states that it takes approximately
ten thousand hours of practice to achieve mastery in a field. How does this
work? Gladwell says that deliberate practice plays a major role in success.
Though it is definitely not reasonable to expect such extreme practice in our
art students, we can have high expectations of them and encourage them to
develop artistry and skill to the best of their abilities.
I have found this to be true in my own experience and asked our
contributing editors to share their thoughts on developing artistry in their
students:
I feel like my
students do their best work when they take ownership of the artistic process by
connecting to their own interests in way that is intentional and directed. I
make sure to include both rich conceptual and technical learning objectives but
choose subjects that allow them to make connections to their own experiences,
feelings, and perspectives.
David Gran
As a high school art
educator I have found artistry in the classroom is multifaceted. Students
finding their artistic voice need confidence in art production and this comes
primarily with teacher encouragement, planning, researching, and having a willingness
to accept criticism. Although it is wonderful to have students who have
artistic talented, looking for that student who is willing to risk-take,
rework, and have passion for the process creates the most wonderful art
outcomes.
Nicole Brisco
Artistry is defined
as having the personal vision, high level of professionalism, and thoughtful
execution of ideas and materials. Students at Sheboygan North High School are
taught that developing artistry is a result of understanding how a work of art
is created. Part of this practice is exhausting possible ideas of addressing a
certain issue/topic, determining what the best way to achieve desired results,
and figuring out what materials will be best to represent their intent.
Artistry cannot exist without having a voice. Students must be heard.
Frank Juarez
Every assignment has
a clear, measurable objective aligned with a scoring rubric. Each rubric row
specifies the performance to be demonstrated while the rubric columns specify
the degree to which each performance is scored. Providing a measurable
objective and scoring rubric in advance of an assignment assists students with
meeting criteria of exemplary work. This applies to artwork as well as written
work.
Pam Stephens
In another approach, I was reminded of the importance of personal
artistry to art teachers at a recent workshop I gave in Nashville at the
Tennessee Arts Academy. I was tremendously
impressed with the artistry, creativity, and focus of the art teachers on their
own work, and with the guidance of the TAA visual art director, Jim Dodson.
Artistry
is also addressed under the artistic process of Creating in the new National Visual Art Standards as Refine and complete artistic work: Artists
and designers develop excellence through practice and constructive critique,
reflecting on, revising, and refining work over time.
All together, great guidance for us all.
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