Philosophy of Virtual Art Teaching
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| Macquarie Pass Bends |
We live in an increasingly iconographic, virtual and interactive environment.
Semiotics,creative
problem solving and colloborative exchange skills, developed in the Visual
Arts KLA,are critical to navigate and communicate in our digital world. Visual Art
explores themes of our shared human condition (largely untouched in other
curriculum areas), whilst developing individual autonomy and inventiveness. It
is imperitive we recognise the value of Visual Arts asits own discipline,
possessing a unique vision, metalanguage and methodology.I define visual
art as a form and concept based language that stimulates our senses and
givesclues to both our inner world (our individual identity) and our outer
world (broader socio-cultural identity and external environment). Students
develop personal points of inquiry via thepractices of art-making,
historical and critical studies. Visual Arts actively encourages
studentsto develop their creative potential and critical thinking skills. I summarise
the visual artsthinking process into 'The Creative 'P's':
Playing, Planning, Producing,
Proofing and Presenting
Sketchbooks provide an
insightful formative assessment tool into a student's personal visualthinking
process. In my class, students bind their own sketch books using a wide array
of artpapers and media, to develop a sense of ownership in mapping their visual
thinking, mediaexplorations and sourcing information. Stage 6 students are
encouraged to think big byworking on a larger scale, in addition to a
sketchbook, they create a mood-board to houseideas relating to their developing
body of work on free standing foam core display boards. A deep
understanding of the elements of art and principles of design is nurtured
though myinstructional design. I teach students how to abstract
visual information from their observedworlds; the process sees them make
intimate aesthetic connections with the micro and themacro as a catalyst for
exploring art fundementals. Students learn through observation,personal
research and materials-based exploration. Drawing underpins all art
practices, I focusheavily on developing mark-making and observational
skills. My personal art pedogogy hasformulated over time and is influenced
by a diverse array of artist comrades, research andteachers. I am heavily indebted,
both practically and philisophically to former artist mentor,Godwin
Bradbeer, reknowned for his drawing marathons in Melbourne.My visual
arts ethos focuses on empowering student voice and embracing chance
discoverythrough experiential, student-centred learning. Art projects are
designed to be open-ended,differentiated and inclusive; taking into account the
skill-levels, prior learning, tastes andbackgrounds of my students. I make
use of multiple-intelligences choice boards and allowstudent's choice in
methods of presenting information. My classroom management is based
onbehaviour models by William Glasser and Bill Rogers. A former art
technician, I have extensiveexperience in materials organisation. In my
class, we embrace both traditional artmethodologies and emerging internet and
computing technologies to express ideas,perceptions and understandings.My
agenda is to expand student's visual vocabularies, modes of expression and
social capital.Furthering their access to resources, fostering an appreciation
of the arts and supportingindividual and collaboritive creative opportunities
to develop understandings of aesthetics,time, culture, identity and
communication. I challenge students to construct meaning for themselves
through their personal artmaking and by critiquing, respecting and valuing
artworksmade by self, peers and broader art-world.
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aura trends