September 24, 2010

By: Kevin L. from Chalmette, LA
Comments: 9

Posted By: Kevin Loria
On: 4/26/2008 6:35:23 PM

Jackson Pollock’s non-representation works or similar abstract expressionist works still take a lot of heat, consistently used as examples of the parochial art observer who feel that the works don’t qualify as art and serve no real aesthetic purpose any more than painting zoo animals. These berating statements usually followed by “…I could do that.” The opposite of this attitude, but perhaps just as narrow-minded, is the individual who feels that by dumping pigments on a panel with no prior awareness or consideration of the principles of design, or art history, they feel they have created “art.” I don’t mean to sound elitist or just plain snobby, but I feel it is as important that an “artist” knows why they are doing the artwork, as the work itself. Pollock was not only defying the canvas as a “picture plane” and three dimensional space, but he understood the method to the madness, even the connection of his spontaneous improvisation to that of jazz musicians of the time. Does that understanding and motivation truly make it “art?” Is it art because he worked a canvas on the studio floor and dripped the paint onto it to feel “internally in the work” or because he “did it first?”

Posted By: Jennifer Baker
On: 4/29/2008 7:37:10 PM

Great points! When discussing abstract art with my students I sometimes give them a pair of binoculars, a magnifying glass, or a view finder. I locate a close up of a pattern am mass of shapes or a color field. When viewed from different ranged "real" things become abstract. I ask my students, if I can "copy" this, by drawing or painting it, is it still representational or is i now abstract? Hmmmm. Good question.

Posted By: Jennifer Baker
On: 4/29/2008 7:39:27 PM

Another great tool is a timeline. I have students look at cave paintings, Egyptian art, medieval art, middle eastern art, work from the renaissance on through contemporary works. We discuss the evolution of representational art and talk about how art and design can actually be a dialogue. There are many many tangents in this dialogue. Nonrepresentational art can be viewed as commentary on other art movements and it is also a HUGE aspect of design. There is so much value in understanding the elements of art and principles of design as a designer. Those who are able to master non-representational compositional and form are often the most successful.

Posted By: mel ruth
On: 4/30/2008 2:25:04 PM

One thing i like to do is give my student a box of found objects and have them create a new-age product. the sky is the limit. they must present their product in a professional matters with visuals and a marketing plan. This project is one of my most fun. The kids buck at first, because there are no limits, but then they learn that to be silly and by being rediculous are part of the process to creating a product.

Posted By: susanne donahoe
On: 10/7/2008 2:14:10 PM

This is very interesting. I do similar projects either in my class or we go on a scavanger hunt through the community and especially rewarding is the recycling center. It is amazing the creativity these children have created in these their early learning years. susanne