Art defines us, we are beings driven to create, not solely by muse or passion, but by necessity. From the first caveman that laid down his hand and made his mark, we have been a species of creative beings.

Once man discovered the ability to make marks, we began to illustrate our surroundings. Archaeologists and art historians have been discussing the rationale behind these drawings for years; were they simply a decorative element to a home environment, or more likely, guidelines for the hunt? Either way, we appreciated the need to document our observations, and began to develop the human aesthetic. As art students, we explore our independent voice, and the intrinsic need to create defines how we do so.

Each picture we draw and each canvas we cover in paint is an investigation into our personal aesthetic. There are two types of aesthetic; the things we like to look at and the things we like to make. We are defined by these aesthetic sensibilities. Think about the things that you surround yourself with in your home, your favorite clothes, or the color you paint your living room walls. Understanding the reasons why we feel the way we do when looking at a landscape or sitting in an uncomfortable room adorned with visually tense color schemes or patterns further informs our aesthetic experiences. This is not necessarily important to the art student in a grand sense, but they should have a general understanding of the color wheel and basic design elements when experimenting with their own aesthetic choices.

To better inform the art student as to their artistic preferences they must practice making marks, taking pictures, or working with graphics programs. They also need to have exposure to art historical exemplars as a spring board to help them determine what they like to look at. Until they have an understanding of what they like, they will have a difficult time determining what they like to make.

All four of these principles have their place in the art classroom and will allow the student to better understand themselves and the world they inhabit.

I am studying to be an art educator and when I started this blog it was to find my teacher voice. I wanted to share my thoughts with you in a way that was educational and containing substance. However, I have discovered with that approach I don’t post often. I am constantly in search of something that I think will prove valuable, something I can teach you, but in the end I lose my own voice. So, I am setting out to redirect my blog. It will still focus on art and design and not daily musings of traffic or the last episode of “Glee”, however I will stop taking myself so seriously and share with you my enthusiasm for art and the many reasons why I have chosen to become an art teacher.

At the end of last semester, I had to write and design a book to finish my graphic design degree at GMU. I wrote a post about the grid and the importance of organizing your material within a large book layout. But, what I should have started with was the content.

Art Education: Lessons Worth Learning

Introduction

Life is a journey made up of experiences. As you travel through life, you can turn these experiences into adventures by stepping off the beaten path and walking into the unknown. For most of us, creating mystery is intimidating or impractical, and as adults, it may take us years to step off the pavement and explore a new area.

Luckily children are more adventurous. The young seek answers to secrets that adults have long forgotten, from believing they can fly to climbing the largest tree in the neighborhood to see things no one else can.  And that’s how my journey with art began, when one day in a grade school art class, I remembered that you don’t have to stay within the lines, and it was then that I realized the pictures inside a coloring book are really just a path to leap from when searching for creativity.

As I explored my personal aesthetic, my artistic experimentations were somewhat obtuse and my mark-making skills clearly unpolished, but when it all came together, and another masterpiece was added to my portfolio, I would stand proudly by the refrigerator; my first art gallery.

Then come the distinctive memories of middle school art class. My family moved often, and it was sometimes difficult adjusting to new schools.  Needing a sense of belonging, a purpose, I turned to the art room. I felt at home on my stool, mashing-out a sculpture or trying to create an abstract collage. The actual art creations aside, it was the learning of techniques and the realization of what passion during this time that began to shape my love of art.

Now, if my one-word description for middle school was ‘awkward’, then my word for high school has to be ‘angst’. It is hard to say what was changing more, my family, my friends or my body. So let’s just say my artistic expression at this stage was fueled by finding ways to get the angst out. Everything was a canvas when no one was listening. Melodramatic, I know, but these are the emotions that teenagers experience.  You need an outlet. And I had my art. The ability to create something on a black piece of paper, on the side of a shoe, on a wall or a bathroom stall was something no one could take away from me. At this point, art was becoming therapy.

Not exactly ready to head out on my own coupled with the need to keep moving forward, I enrolled at George Mason University; a half an hour away from my house, I lived at home my freshman year. Looking back, I would have done it differently. Between vulnerable beginnings and a five year hiatus, my undergraduate degree process has taken some time; seven plus years in fact. In an attempt at pragmatism I felt that following a graphic design track would best suit my creative sensibilities. This way I could be artful everyday at the office while making a decent living. Possibly ignoring the aspects of art making that had drawn me to the art room to begin with. As I have continued my journey through the bachelor’s degree process, I have learned more about myself and my passions.

When discussing career options, I would not have mentioned art education or teaching of any kind two years ago. I am a graphic designer, and that was how I planned on spending my days from graduation onward. However, the longer I worked in a Marketing/Creative Services department, the more I felt I was settling for some watered down version of my artistic passions. Once the client gets involved with a graphics project the art gets lost, and the designer can as well.

Just about a year ago, I realized that what I enjoy most about art and its history, is sharing with others what I have learned. As if the information has to pour out of me before I explode trying to contain it. This is when I was introduced to the K-12 art education program. I had never considered the studio art classroom as a place where I would find myself in an authoritative role; mostly because I didn’t realize how teaching kids drawing, painting, sculpting, or photography resulted in teaching how them how to think. The more I learned about the process and the robust nature of art education in Fairfax County Public schools, I decided to turn in a new direction.

This direction has contributed to a new level of art appreciation. Slowing down and getting a varied perspective on art and mark-making has sparked another creative fire. I find myself drawn back into the studio classroom setting. While concentrating on graphic design and only taking the required studio courses, I had pigeon-holed myself. With a focus on becoming a designer, I had removed the artist label trying to find some comfort level that would match my abilities. This resulted in a self-inflicted stifling affect on my creative growth. And as unintentional as that was, it had become debilitating. The fear associated with not being able to make a still life come alive on the page had crippled me. However, as I began following the path of an art facilitator, I realized that the joy of art lies in the creativity behind the mark-making. With this new fervor for art making, I enrolled in a painting class. Sharing my personal experiences in a classroom setting will not only demonstrate the importance of life-long learning, but also let the students know that I have sat in their seat, felt their doubts, and wondered about my own creative abilities.

I look at the visual arts as having a positive effect on our lives; regardless of if/when/how we experience them. This book is going to focus on my art philosophy as established by these four principles: Art informs us, Art leads us, Art heals us, and Art defines us. With these as our guiding light, children and young adults will have a greater appreciation for the arts and how they influence and enrich their lives. Through a strong foundation, the art classroom can succeed in providing students a solid base for discovering themselves, as well as their ability to think critically and creatively about the world around them. To further address this ideological platform, let’s discuss each point directly and how they will facilitate an art learning environment.

Happy living and learning, L