Chapter Twelve

Learning to Understand the Artist’s Worlds

Navigating Field and Domain

This Chapter of the Hetland text explores the steps taken by fine arts teacher as they help their students make a connection between their own art and domain, the art of professional artists. Students gain an understanding that the problems they encounter are similar to problems encountered by artists throughout history. They see how they can learn and gain inspiration from other artists. In the studio classes examined during this chapter the instructors infuse their lessons with opportunities for connecting to historical works of art. We also get a picture of the ways students make the important connection to the Art Community or field – museum curators, gallery owners, other artists and teachers. Working in communities affords students the opportunity to learn the value of collaboration and enables them to see the connection between the art they make and the outside world.

My Personal Studio Habits

I find that I am always ‘scratching’ for inspiration, examining whole works or bits and pieces of the work of others.  Although I did not realize it, I guess part of this process is an exploration of how the artists solved problems.  When I was struggling with the relief images on my clay piece I looked at my collection of Mexican angels mask and images of relief tiles….I needed to explore my options both as far as construction and expression.  The angel tile was inspired by a compilation of many images, the jawline borrowed from one and the hair fashioned, but not copied, after another.  As far as community goes, my world would be a cold and lonely place if not for the companionship of my art community friends! Who, but a like-minded individual, could understand us better than a fellow artist? Throughout the process of creating my clay piece I regularly consulted a fellow artist friend who has greater experience with the tile making process. Though it has been a long time since I have shown any work, perhaps I will put this piece in the MAEA Spring Conference member show.

The Art Making of My Students

In reading this book I continually compared what I do with my students to the instructors in the text and what they do. It has been an interesting process to see just how I measure up. In some cases, it has been challenging to draw a correlation between what is presented to older students in  a fine arts academy setting and my elementary ( non-fine arts academy!) setting.  In this case, I think I do a fairly good job with my students as far as domain.  My art textbook series is rich with images which we reference on a regular basis.  My students enjoy making those connections between historical works of art and the work that they are producing.  My third grade students put their own twist on ‘American Gothic’ earlier this year.  The results were delightful. 

When it comes to ‘Community’, I haven’t fared as well….though I can see where I can possibly begin to give my students some experience in that direction.  I am limited to a small number of art works I can display at our district art show. In the past I have always prepared the work for display. Now, I think I’ll get the students involved in the process.  The same goes for displays within my school, instead of work magically appearing in the halls or on the bulletin boards, pretty much the extent of 'public' for my students; I can see a value to having them assist, working collaboratively to decided placement and other display dimensions.