evoyvodich

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  • evoyvodich
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    This is an interesting questions, because to become and art educator, you need proper amounts of experience in both studio arts and art history but they are essential to the function of my educational practices. I think it would be greatly beneficial and developmental in making both BFA/MFA students and art history majors more rounded in their fields if their college were to require some cross-curricular education into the surrounding majors. I think studio artists should study teaching as a component to their work(3 credits?); there is nothing here that couldn’t help grow their creative practice and the way their work interacts with the world. Art historians should take a couple of art classes, because again, it would enrich their work (6 credits?); can you imagine how much more one would appreciate looking at and teaching about lithograph prints if you had actually made one yourself…!

    evoyvodich
    Participant

    In order to develop these skills, young students need the choice of elective in middle and high school. I feel as though students become disinterested in art when they’re offered one choice or none at all. An artist who is going to develop fine art skills without the full support of a k-12 education rich in the arts as their foundation are going to have to get ambitious and creative. I don’t think formal knowledge of art history is necessary to be successful as a “well-rounded artist.” I think you have to be curious yet critical to seek resources out where you can. It’s important to seek others to collaborate with and discuss your work’s concepts with. I don’t believe traditional art practices are on their way out the window quite yet though. If anything, schools would be less likely to have the money to fund computer-based art programs and will continue to offer more traditional options. It’s just a question of what they whittle these down to.

    evoyvodich
    Participant

    I agree with everyone’s responses about the crucial motor skill development, problem solving, and therapeutic value of physically making artworks. As for reasons why art educators are not making the move to broader forms of education and conceptual learning in the studio, I think it has to do a lot with the politics of school and the kind of social issues that come from really engaging in the concepts of the Dinner Party and related issues on power, race, sexuality, and status. Not only is the educational framework resistant or restrictive to discussing issues outside of the standards based curriculum, where maybe they fear backlash from administration or their school’s community for teaching abut difference through the arts. I heard a story just last week about a Michigan school district taking on religious group values to pass a law to ban sexual education courses from covering basic information on gay and transexual people. It goes to show that we are still in a primitive place as far as really engaging our students in deeper thinking about the world they’re coming up in. As for how we need to change it, I believe schools should be making moves away from the constant hammer of reading and writing for the sake of test scores and pick up the kind of practices that build character and responsible young people. I don’t see enough young people caring today.

    in reply to: 3. Men's role in the struggle for women’s equality? #7145
    evoyvodich
    Participant

    The main point I took from Donald Woodman’s presentation “What about Men?” is this: it’s not called humanism for a reason. “All Lives Matter” is not a coverall for the Black Lives matter movement. So Feminism it is! As men are the privileged sex in the work of gaining equal rights for women, they play a crucial role in changing all of the small perceptions and gender understandings we continually push both subconsciously and consciously in the 21st century, even though we often acknowledge their sexist connotations in our minds. I think feminist men have a job to be the ones in everyday conversations or discussions to question the way we deem things according to gender in archaic ways such as behavior and consequences. A question is where it starts, because people do need to stop and think about the assumptions and prejudices we all make. Change starts with small actions like these that are woven into our culture at our local schools, governments, and our places of work.

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