My concern with the elements and principles, I told my students, is that there are art teachers who rely on them too much. I tend to think of the elements as vocabulary and the principles as grammar. I don't think an English teacher would have students evaluate literature by identifying the nouns and verbs, so why should art teachers place too much focus on art's vocabulary and grammar?
To present another view, I shared with my students an article by Olivia Gude, Principles of Possibility: Considerations for a 21st Century Art & Culture Curriculum, originally published in Art Education, January 2007, Volume 60, No. 1.
Though Gude was more broadly focused on the the national standards for the visual arts, the elements and principles are included in her discussion. I especially liked this part:
"Has any art teacher ever reviewed the national or state standards for art education or a prevailing list of elements and principles and then declared, 'I feel so motivated to make some art?' I don't believe so and this is why using the standards as they are written is not an ideal structure on which to elaborate a curriculum. Contemplating the main topics of a curriculum ought to stimulate students' and teachers' anticipation and participation. Modernist elements and principles, a menu of media, or lists of domains, modes, and rationales are not sufficient or necessary to inspire a quality art curriculum."
A learning activity Gude suggests is an elements and principles panorama or accordion fold book which is developed as a whole using the elements and principles. Another approach is the one I have used, making a series of artists trading cards that illustrate the elements and principles. The cards can serve as an introduction or review and don't take up too much class time.
What do you think? If you have a similar approach, please share it here.
My students have fun creating an origami cube. They create an artwork on each side of the cube that represents or highlights one of the elements and/or principles. I cut letter size paper into 8.5" squares. Students use any dry medium they choose. Sometimes the theme is 6 Things We Should Know about You. There is no glue or tape required which my students think is cool.
ReplyDelete"Has any art teacher ever reviewed the national or state standards for art education or a prevailing list of elements and principles and then declared, 'I feel so motivated to make some art?' I don't believe so and this is why using the standards as they are written is not an ideal structure on which to elaborate a curriculum. Contemplating the main topics of a curriculum ought to stimulate students' and teachers' anticipation and participation."
ReplyDeleteAmen! I'm an art teacher who was - and still is - a practicing artist with a studio art degree before I went back to school to become an art teacher. When we look at the great artists or even local artists, very few of them find inspiration in the elements and principles proportionate to the time and attention we give them in the curriculum. In that way, I feel we are mis-communicating the very essence of our subject with such a focus on analysis of elements and principles. If we are looking for another structure on them, Harvard's Project Zero might be a good place to start. Or how about a departure from art history - and not just as a handy warehouse of elements and priciples in practice?
Let’s take Claude Monet for example. I think most of us would say he was moved by the light, the mood and/or the place. I don’t believe he had a plan as to how he was going to use the art elements and principles. I believe he was reacting to what he was looking at or what he may have felt. If you already know your ending point then what is the point? Why limit yourself or your students before they’ve even begun? Isn’t discovery at the heart of art making?
ReplyDeleteI suggest seeking the “vocabulary” and understanding through collaboration, group interaction and problem solving. How about discussing what we see. Then we can label and understand in that moment as we are experiencing it. This is what they will remember and keep with them. With this background knowledge the elements and principles find their way into the students’ art making intrinsically, becoming a natural extension of who they are as an artist. It doesn't require an actual project on line, a separate project on space, one on shape, etc. The vocabulary is understood through discussion and will relate itself to any given project.
I agree- the elements and principles of art can get very tedious fast. I also agree with Gabriela- when I'm painting, I usually think of balance, but that's about it. I don't over-analyze it and just go with my guts. Nontheless, it's always on school curriculum so I try to find interesting projects at the start of the year to teach the elements and give the students a vocabulary to work with.
ReplyDeleteMy classes have created cubes illustrating the elements on different sides: http://afaithfulattempt.blogspot.com/2010/12/elements-of-art-cube.html
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