blog 7

Self assessment in the artistic realm transfers to other fields easily. When an artist is creating, they are constantly criticising and exploring their idea. They evaluate on multiple principles and use many different strategies to find a solution. Not only on logistical problems, but on metaphysical and emotive problems. Self assessment in art covers things such as representation, symbolism, clarity, technique. All these skills would be valuable assets in literature, for example.

Skills in art assessment come into everyday practice. When making art, the artist has to consider what statement or references they are making. They have to interpret their art from an outsider point of view to ensure that they are successfully conveying whatever message they are trying to send. The artist has to understand that personal histories will affect the way a person perceives artwork, and they must overcome or manipulate this fact in order to reach their audience.
This skill is essential to everyday living. Being understood is vital to all situations, not only in art or in professional life, but in personal relationships and chance encounters.

Blog 5 Questions from the Reading

Blog 5:

Choose one of the scenarios described in the reading and answer questions embedded in the text of that scenario.

1. Can we find any reason that does not ultimately come down to belief that democratic social arrangements promote a better quality of human experience, one which is more widely accessible and enjoyed, than do non-democratic and anti-democratic forms of social life?

2. Does not the principle of regard for individual freedom and for decency and kindliness of human relationships come back in the end to the conviction that these things are tributary to a higher quality of experience on the part of a greater number than are methods or repression and coercion or force?

3. Is it not the reason for our preference that we believe that mutual consultation and convictions reached through persuasion make possible a better quality of experience than can otherwise be provided on any wide scale?

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1. In the theoretical model of representative democracy, a given population will always succumb to the needs of the many. By default, the standard of living and the human experience for the largest number of people should be at desired levels, as a result of the decisions made by them, the majority. Unfortunately, as is the case in Canada, a majority is hard to come by. It is too difficult to get 50% of the population to agree on a vast number of decisions. In order to avoid chaos, the largest of the minorities will assume power. So in practice, the majority of the total population will end up being alienated, while the minority government will manoeuvre itself to stay in power. Flexing and aligning itself with one ideology to the next, the government will appease one group temporarily, before shuffling to the next issue and allying itself with a different set of people to retain power. However, this process does, by default, appease a broad range of people, not all at once of course, but some will have their needs met at a certain time, and others will have their needs met at other times, depending on the political climate. Unlike non-democratic governments, whose power is not threatened by the disapproval of the civilian population, they do not need to appease any large number of people at a time. In fact, the smallest group of people is able to take control, even if the majority of the populations disagrees with their policies and beliefs. The rulers are able to satisfy their own needs and offer a single political point of view for the entire nation to subscribe to. With only one option, the people can either take it or go without. In many ways, non-democratic systems have the superior ability to implement law and amend their system over democratic systems. Without complicated houses of representatives or votes, non-democratic systems are able to focus primarily on the implementation of law, rather than the formation of it. The final comparison between these systems reveals to us that in the democratic model, the people’s needs are of great concern, because without a reasonable amount of civilian appeasement, the government will ultimately collapse and be replaced. This system will of course focus on the improvement of the human experience of the greatest population. On the other hand, non democratic systems are less concerned with the standards of the population’s experience, as their primary concern is the retention of power and control, and their own needs.

2. YES! Regard for individual freedom amongst a population will engender a greater experience. The conviction that being good to people will make life better, is an accurate one. I don’t believe that people subscribe to the golden rule because they perceive it as a means to achieving a utopian society. I doubt that they put as much political emphasis on it as say who they vote for. But the domestic understanding is that respect for individual freedom is the foundation of a free and just society.

3. A better quality of human experience can be achieved if we are guided by passionate arguments and an appeal to our favour, rather than not being given an explanation and expected to comply simply on faith. On a greater and greater scale people want more authority in their lives, it is a trend we have seen on the grand scale of our history. The move towards democracy is one example of how people want more autonomy, consider also civil rights and the gender rights movement. We want to be won. We want to be desired and pandered to. That is why we subscribe to a system that promotes debate, discussion, and drama.

Understanding the Learner Summary

UNDERSTANDING THE LEARNER

An outline of artistic development

· Quality of communication only one part of a total learner

· Recognizable images do not mean realism

· Children may be discouraged when they are unable to achieve the realism that they desire.

· Early Adolescents begin to understand more complex concepts, abstraction and representing 3-dimensional forms in 2-dimensional mediums. There is still some dissatisfaction with the level of realism

· Later adolescents are more accomplished realistic artists, and have a steady grasp of complex concepts like symbolism and expression and abstractionism

FIELDS OF HOLISTIC DEVELOPMENT

Cognitive Development

· Stage theory

o In Art & Psychology

o Development in children is clearly set stages

o Through experimentation, children discover flaws in their own thinking and evolve

o Moving form a stage of cognition to metacognition (awareness to self awareness )

· Socio-cultural theory

o Cognitive development is dictated by the social environment

o 2 prevailing factors: 1. the culture, which selects what to learn 2. Social interaction

· Multiple intelligence

o Individual learners

o cognitive domains, defined by unique problem solving processes

· Ages 2-4 Mark making

o By age 2, 70% adult brain capacity

o Banging. marking helps develop environmental awareness

o Unable to organize thinking systematically, cannot consistently direct their thinking

o Reflection leads to reasoning, consciously acting on new information, eventually symbolic representation

· Ages 4-7 Early symbol making

o Symbolic representational thought, constantly thinking

o More equipped thinkers, able to draw on resources and adapt reasoning

o Trouble differentiating internal and external realities ( dreams are real)

o Trouble perceiving other points of view, typically egocentric

o Here& now thinking

o Make their own languages(prototypes) to grapple with the ever increasing linguistic symbolisms they have to absorb

o Establishment of logical thought

· Ages 7-9 Symbol Making

o Thinking resembles adult’s, But still limited ability to think abstractly

o Concepts like time, distance, speed start to be developed

o Consistency is developed, thinking is much more organized and directed

· Ages 9-11 Emerging Expertise

o Transition towards adult thinking, abstract thinking develops from concrete examples

o Try to fit individual reasoning into the agenda of peer groups

o Start of active metacognition

· Ages 11-13 Artistic Challenges

o Thought no longer depends on concrete information,

o Consider many variables while problem solving, testing possible solutions

o Difficulty combining their talents into single projects

· Ages 14-17 Thinking Artistically

o Fully developed thinking ability, strong awareness of their own thinking and consideration of others’ thoughts and influences

o Able to draw upon a great deal of information and interpret it for their own purpose

o Thinking artistically, analytically, strategically, reflectively

Emotional/Moral Development

· Emotion plays a role in all forms of development

· 3 major view points: Behaviourism, Social Learning theory, Functionalist view

· Emotional development occurs sequentially, result of conditioning, modelling and new information

· Emotions a central adaptive force

· Moral decisions thought of concretely then intuitively, and then abstractly

· Ages 2-4 Mark making

o Understand the concept of right and wrong

o Little self regulation

o Based on instant gratification

· Ages 4-7 early symbol making

o As they begin to understand consequences, they also become more self regulatory

o Self control enables more understanding and empathy

o Fairness and sharing become more important

· Ages 7-9 Symbol Making

o Self regulation, strategized behaviour

o understand multiple sources for others’ behaviour, internalize societal norms

o accustom to reward & punishment systems

· Ages 9-11 Emerging Expertise

o Self governed, recognize the hypocrisy of ruling adults, recognize the differences between adults and peers behaviours.

o Developing strong ideals

· Ages 11-13 Artistic Challenges

o Roller coaster emotions, early adolescence, confusion of adult & child roles

o Establishing their own sense of right & wrong, as situational morality becomes more complex

· Ages 14-17 Thinking Artistically

o Tremendous emotional upheavals, Hormonal changes, not totally sure of their role

o Trouble controlling emotions, believe they’re unique, misunderstood, invincible

Social Development

· Understanding the self, others and relationships

· Highly complex, begins early

· From understanding one’s own behaviour, to abstract metacognitive social understanding

· Understanding the behaviours of others under different social circumstances

· Ages 2-4 Mark Making

o Have the ability to interact with others, and identify characteristics of individuals

o Form friendships

o Verbalizing thoughts is essential to understanding symbolic marks

· Ages 4-7 early symbol making

o Their world expands, and so too does their role and identity. Not only are they defined in relation to family, but also schoolmates, teachers and other people in their lives

o Friendships become important, they compare themselves to others and notices dissimilarities, increasing their visual vocabulary by describing the characteristics

· Ages 7-9 Symbol Making

o Strategies to deal with different groups, specialize their behaviour to different groups

o Recognize the decorum changes between games, school, home etc.

o Sense of self is strongly developed, able to make sophisticated comparisons

· Ages 9-11 Emerging Expertise

o Greater attention to gender and peer pressure, popularity, fitting in

o Define their accomplishments in relation to others, self esteem may decrease, lack of confidence in their ability may result in loss of interest in many activities

· Ages 11-13 Artistic Challenges

o All previous rules of social interaction are jeopardized in the transition to adulthood

o Awareness of sexual roles, alignment to groups based on gender

o Competition is even more important, tolerances for ‘others’ reduced, ostracism and self esteem issues are common.

o Conflicts are abundant

· Ages 14-17 Thinking Artistically

o Complicated, concerned about their identity and how they relate/appear to others

o Susceptible to gangs and cults as they search for acceptance and role

o Adoption of risky behaviour, and lack of foresight, suicide rate hi

o Mixed messages, especially about sex, look for role models

Lingual Development

· Behaviourist theories suggest that language is learned through imitation

· Nativist theories suggest that language is biologically ingrained into children

· The Interactionist theory suggests that both innate ability and social context combine

· Ages 2-4 Mark Making

o Verbal and visual mark communication linked

o Which sounds invoke the response they want?

o After the establishment of a few words their vocabulary soon expands to the hundreds

o Single action words lead to full sentences, even without full comprehension of the word

· Ages 4-7 early symbol making

o By age 4 they can engage in conversation, give & take discussions

o Use vocabulary with multiple meanings, develop complexity in descriptions

· Ages 7-9 Symbol Making

o Enter school with about 14 000 words

o Able to converse with many at once

o Subtleties of pronunciation, diction, meaning, understood

· Ages 9-11 Emerging Expertise

o By age 10, most have adult capacity for language, using metaphor, multiple meanings, sarcasm, humour, fairly large vocabulary

o Able to think about language as a system, leading to grammar, riddles, jargon, jabberwocky,

· Ages 11-13 Artistic Challenges

o Vocabulary has reached about 30 000, including many slang and abstract words

· Ages 14-17 Thinking Artistically

o Little change other than the addition of new words, some improvement in expression

Physical/Perceptual Development

·Uncoordinated

· Body & mental developments are not synchronized, the body and the mind have very specific schedules of their own

· ages 2-4 mark making

o Quadruple form birth by age 2, dramatic increases in motor skill & coordination

o When fine motor control is developing, the fingers begin to hold the tools, leading to greater dexterity

· Ages 4-7 early symbol making

o Fine motor skills, increased small muscle control, perceptive ability, distinguishing 2,3-D

o Use of space still undeveloped

· Ages 7-9 Symbol Making

o Increased fine & gross motor skills, complex physical activity

o Hand eye coordination improves, improving proportion and perspective, depth, distinguish 2 & 3 dimensions easily

· Ages 9-11 Emerging Expertise

o A lull in physical growth, though mental development is rapid

o Their physical inadequacy renders them unable to achieve many of their goals

o Without proper instruction, some skills wane

· Ages 11-13 Artistic Challenges

o Puberty starts, for some it is early, late, slow or rapid. Creating ample confusion

o Sexual characteristics develop, for many they are clumbsy

· Ages 14-17 Thinking Artistically

o Physical maturity, refined motor skills return, strength and flexibility improve

o Physical appearance becomes very important among women and men, many become sexually active.

o Sometimes body issues develop including, eating disorders and steroid use

Aesthetic Development

· Understanding of the art of the world, others and themselves.

· Multiple stages of aesthetic development in childhood and adulthood

· The stages of development are more aligned with art experience than with age

· Ages 2-4 Mark Making

o Curious, egocentric, immediate, kinaesthetic response to all stimuli

o Responses from abstract art also

o Usually unable to explain their preferences, but are able to relate images to their own life

o No grasp of complex artistic concepts such as artistic style or intent

· Ages 4-7 early symbol making

o Move toward subject matter: away from kinaesthetic

o Move away from intuition, towards logic & decision making about design

o More and more interested in realism

· Ages 7-9 Symbol Making

o Naturalistic representation is the purpose of art

o Opinionated, and clear, solid on their position,

o Are beginning to differentiate styles and medium, artists, and organize time continuum

· Ages 9-11 Emerging Expertise

o Start to think about artistic style and abstract concepts, composition, colour use, media

o Begin to define art on expressive and artistic level, not just realistic accuracy

o Expanded sense of time, and awareness of styles, allows them to date artwork

· Ages 11-13 Artistic Challenges

o Development of individual expression,

o Appreciate art by the principles of design

o Identify artist, period, style, media and technique. And apply to their own work

· Ages 14-17 Thinking Artistically

o Take the role of the artist, fully comprehend and analyze works

Development in Chronological Stages

· Mark Making(ages 2-4)

o The initial stage of artistic development

o Begins with accidental marks moving towards recognizable, standardized symbols

o Bases for numbers letters and images

o Academic achievement can be improved by freedom to make marks

o Switching between 4 distinct behaviours

o Manipulation

§ Kinaesthetic experience, unaware of symbols, or even marks

§ Usually hitting a mark maker on something for the sake of banging

§ Marks made in this way are called ‘bang dots’

§ Tools gripped with the whole hand, and manipulated with the whole arm

o Uncontrolled

§ The child has realized the relationship between the marks and the ‘marker’

§ experimentation in movements results in different types of marks

§ broad use of color and line types, but no forethought attached to decisions

§

o Controlled

§ After close observation, repetition builds, and conscious effort to produce lines

§ Establishment of figure-ground relationship

§ Improved motor skills and hand-eye coordination leads to shapes and controlled marks

§ expanding symbolic vocabulary

§ boundaries of the page are recognized

§ preferences in the tools, surfaces and colour begin to build

§ stories and naming pictures. = marks have meaning

o planned

§ Non-recognizable symbols, but carefully thought out, intent

§ Geometric accuracy, outlining, first step in realistic representation

§ Arranging shapes, preplanning

· Early symbol making(4-7)

o Early years of school, search for representative schema

o ‘suns’, people, numbers & letter first things represented

o Stick figures, repetition of simple shapes to define world

o Symbols undergo constant change, non logical procession esp. embellishments

o No weight on spatial relationships or accuracy of colour

· Symbol making (7-9)

o More interested in making, not what is produced, but are happy with their art

o Human figures are recognizable, improved visual organization, ground line, local colour

o Mulit-view point, x-ray, and other experimentations to find ways of depicting the image

o Many peculiar variations to resolve visual & spatial problems

o Strong motifs of their lives carried into whatever art they make.

· Emerging expertise(9-11)

o Move away from symbolic communication towards art as a creative endeavour

o Desire for very realistic representation, often accompanied by dissatisfaction in their art

o Short-hand images, cartooning, experiment with views other than frontal

o artistic desire develops ahead of ability, often

o development of a horizon line, replacing the multiple ground lines, thus introducing foreground, middleground and background.

o Manipulations of the visual plane, as well as other abstract concepts, such as hybrids

o Shift towards fantasy and social issues, observation and design, rather than their life

o Differentiation between gender themes takes place in this stage. Girls draw ‘girly’ etc.

o Strong preferences are developed, typically tools used for maximum detail 2-D

o 3-D work does not undergo the same gruelling criticism

· Artistic challenges

o Marks the end of most students formal art education

o Focus on the need to develop skill, critical awareness, emphasis on final product

o Realistic representation improves, proportion colour, space etc.

o Students set a standard of what is good or bad art

o Beneficial for students to track their own progress rather than compare to others

o Early attempts at perspective drawing, the principles of that applied

o Move towards emotive, or expressive art

· Artistic thinking( 14-17)

o Entry to adulthood, adult understanding of artistic concepts, art is a process

o Subject matter is open ended

o Less influenced by peers, increasingly developed personal style and focus

o Interest in other medias. 2 & 3 dimensional

o Interest in distortions and abstractions and other visual affects