Comments on: Mining Ideas http://blog.art21.org/2008/09/17/mining-ideas/ The Official Blog of Art21, Inc. and the Art in the Twenty-First Century PBS series Thu, 18 Mar 2010 04:06:15 -0700 http://wordpress.org/?v=2.9.2 hourly 1 By: The Importance of Being Earnest | Art21 Blog http://blog.art21.org/2008/09/17/mining-ideas/comment-page-1/#comment-12223 The Importance of Being Earnest | Art21 Blog Thu, 25 Jun 2009 16:13:03 +0000 http://blog.art21.org/2008/09/17/mining-ideas/#comment-12223 [...] Fusaro has encouraged, in an installment of his Teaching with Contemporary Art column, that sketchbooks are a useful way to store [...] [...] Fusaro has encouraged, in an installment of his Teaching with Contemporary Art column, that sketchbooks are a useful way to store [...]

]]> By: Best of the Art21 Blog, 2008 edition | Art21 Blog http://blog.art21.org/2008/09/17/mining-ideas/comment-page-1/#comment-9664 Best of the Art21 Blog, 2008 edition | Art21 Blog Tue, 23 Dec 2008 19:52:34 +0000 http://blog.art21.org/2008/09/17/mining-ideas/#comment-9664 [...] contemporary art education. Recurrent themes of “finding a balance” (parts 1 and 2) and sketchbooking got the conversation [...] [...] contemporary art education. Recurrent themes of “finding a balance” (parts 1 and 2) and sketchbooking got the conversation [...]

]]> By: Process and Power | Art21 Blog http://blog.art21.org/2008/09/17/mining-ideas/comment-page-1/#comment-9396 Process and Power | Art21 Blog Wed, 26 Nov 2008 09:40:23 +0000 http://blog.art21.org/2008/09/17/mining-ideas/#comment-9396 [...] gift that directly relates to teaching them how to reflect on their own process for making art (see Mining Ideas Part 1, Part 2 and Part 3). Through teaching with contemporary art, we open up our classes to being more [...] [...] gift that directly relates to teaching them how to reflect on their own process for making art (see Mining Ideas Part 1, Part 2 and Part 3). Through teaching with contemporary art, we open up our classes to being more [...]

]]> By: Joe Fusaro http://blog.art21.org/2008/09/17/mining-ideas/comment-page-1/#comment-8563 Joe Fusaro Wed, 01 Oct 2008 12:35:59 +0000 http://blog.art21.org/2008/09/17/mining-ideas/#comment-8563 Alisa, Is it possible to have a sketchbook with "tabs" so you can keep all your work in one place? We have students at our school keep one sketchbook for different classes and if necessary just divide it into sections so students aren't lugging around multiple sketchbooks. Also, ideas from one course or project often influence others. Alisa, Is it possible to have a sketchbook with “tabs” so you can keep all your work in one place? We have students at our school keep one sketchbook for different classes and if necessary just divide it into sections so students aren’t lugging around multiple sketchbooks. Also, ideas from one course or project often influence others.

]]> By: Alisa http://blog.art21.org/2008/09/17/mining-ideas/comment-page-1/#comment-8551 Alisa Tue, 30 Sep 2008 05:39:04 +0000 http://blog.art21.org/2008/09/17/mining-ideas/#comment-8551 As a sophomore working on my BFA in VisCom (University of Arizona), I'm struggling with how to organize my sketchbooks. I keep a personal journal that I lug around everywhere with me. It has blank pages that I tape found objects and letters in, doodles, thoughts, spiritual notes, personal project development -- basically anything but lecture notes. The problem is that some of my classes require me to have sketchbooks that are just for that class. Sometimes the notes in my personal sketchbook would be relevant if they were in the class sketchbook, but I hate that I have to copy it over. Also, how can you copy sketches and doodles? It's a little aggravating. Sue: At my school, everyone carries at least one sketchbook around, most have multiples, but it's not a status symbol. That's kind of sad that it's turned into that at your school. Like a Luis Vuitton purse or something..... As a sophomore working on my BFA in VisCom (University of Arizona), I’m struggling with how to organize my sketchbooks. I keep a personal journal that I lug around everywhere with me. It has blank pages that I tape found objects and letters in, doodles, thoughts, spiritual notes, personal project development — basically anything but lecture notes. The problem is that some of my classes require me to have sketchbooks that are just for that class. Sometimes the notes in my personal sketchbook would be relevant if they were in the class sketchbook, but I hate that I have to copy it over. Also, how can you copy sketches and doodles?

It’s a little aggravating.

Sue: At my school, everyone carries at least one sketchbook around, most have multiples, but it’s not a status symbol. That’s kind of sad that it’s turned into that at your school. Like a Luis Vuitton purse or something…..

]]> By: Mining Ideas Part 2: Using Sketchbooks to Help Teach About Contemporary Art | Art21 Blog http://blog.art21.org/2008/09/17/mining-ideas/comment-page-1/#comment-8481 Mining Ideas Part 2: Using Sketchbooks to Help Teach About Contemporary Art | Art21 Blog Wed, 24 Sep 2008 09:35:05 +0000 http://blog.art21.org/2008/09/17/mining-ideas/#comment-8481 [...] week’s Teaching With Contemporary Art column, Mining Ideas, had some very interesting thoughts and perspectives from Jennifer, Eric and Sue, so I [...] [...] week’s Teaching With Contemporary Art column, Mining Ideas, had some very interesting thoughts and perspectives from Jennifer, Eric and Sue, so I [...]

]]> By: Sue http://blog.art21.org/2008/09/17/mining-ideas/comment-page-1/#comment-8439 Sue Sun, 21 Sep 2008 16:30:21 +0000 http://blog.art21.org/2008/09/17/mining-ideas/#comment-8439 Sketch books go in and out of fashion at my school. Right now they are very 'in.' The confident advanced student/artists at our school carry them around - hence making them almost a fashion statement for everyone else. Now many kids carry them and use. These advanced kids are our 'football players' and are referred to as the art jocks. As an artist myself, I don't use one often. In class we talk about the initial 'energy' that goes into a preliminary drawing or project, and how that energy can dissipate when the 'real' drawing/project is attempted. We talk much about 'project' oriented vs process oriented work. One of my students is now using his sketch book to design fantasy installations. He then collects the materials and builds these installation in our school gallery. Each student uses his sketchbook differently. I stay out of it. Sketch books go in and out of fashion at my school. Right now they are very ‘in.’ The confident advanced student/artists at our school carry them around – hence making them almost a fashion statement for everyone else. Now many kids carry them and use. These advanced kids are our ‘football players’ and are referred to as the art jocks. As an artist myself, I don’t use one often. In class we talk about the initial ‘energy’ that goes into a preliminary drawing or project, and how that energy can dissipate when the ‘real’ drawing/project is attempted. We talk much about ‘project’ oriented vs process oriented work. One of my students is now using his sketch book to design fantasy installations. He then collects the materials and builds these installation in our school gallery. Each student uses his sketchbook differently. I stay out of it.

]]> By: Joe Fusaro http://blog.art21.org/2008/09/17/mining-ideas/comment-page-1/#comment-8415 Joe Fusaro Fri, 19 Sep 2008 17:42:45 +0000 http://blog.art21.org/2008/09/17/mining-ideas/#comment-8415 <p>Sketchbooks, as Jennifer points out, can lead to learning more about the students we're working with. It gives them the chance to share aspects of their lives or their thinking that may not surface in a whole-class situation. As Eric mentioned, it can also become an "Everything Book" where students are doing more than drawing and recording ideas. They are attaching references for other projects down the line, adding quotes that stimulate thinking, etc.</p> <p>Are there other kinds of exercises or assignments that we can give students to help them use their sketchbooks in a variety of ways?</p> Sketchbooks, as Jennifer points out, can lead to learning more about the students we’re working with. It gives them the chance to share aspects of their lives or their thinking that may not surface in a whole-class situation. As Eric mentioned, it can also become an “Everything Book” where students are doing more than drawing and recording ideas. They are attaching references for other projects down the line, adding quotes that stimulate thinking, etc.

Are there other kinds of exercises or assignments that we can give students to help them use their sketchbooks in a variety of ways?

]]> By: Eric Scott http://blog.art21.org/2008/09/17/mining-ideas/comment-page-1/#comment-8395 Eric Scott Thu, 18 Sep 2008 12:21:52 +0000 http://blog.art21.org/2008/09/17/mining-ideas/#comment-8395 As a high school art educator, I have all of my students keep visual journals. Much more than a sketchbook, the journal incorporates all media, all styles, and all ideas. It becomes an "Everything Book" where students take notes, experiment with media and technique, plan projects and works of art, reflect on their art, their lives, and their world, and explore images, ideas, and concepts important to them. The journal is really a place for young artists to connect with the materials, with ideas and concepts, and most importantly with themselves. And, many of my students come to love the journal, pouring themselves into it because it is very open with few limits. And just as with a traditional sketchbook it becomes a great resource to mine ideas for work. Of course, some students find it difficult to connect to the journal and want to limit themselves and are afraid to take risks, but after working in them for a while, most students begin to loosen up, and become more experimental. As an artist and an educator, I personally keep a visual journal, and always have them available to my students so they can see how I keep a journal. The journal has become an extention of my life so it is also an extension of my teaching. My journal goes with me evrywhere, and I encourage my students to take theirs everywhere as well. As an artist and an educator, I beleive the visual journal is one of the most valuable tools any artist can have. As a high school art educator, I have all of my students keep visual journals. Much more than a sketchbook, the journal incorporates all media, all styles, and all ideas. It becomes an “Everything Book” where students take notes, experiment with media and technique, plan projects and works of art, reflect on their art, their lives, and their world, and explore images, ideas, and concepts important to them.

The journal is really a place for young artists to connect with the materials, with ideas and concepts, and most importantly with themselves. And, many of my students come to love the journal, pouring themselves into it because it is very open with few limits. And just as with a traditional sketchbook it becomes a great resource to mine ideas for work. Of course, some students find it difficult to connect to the journal and want to limit themselves and are afraid to take risks, but after working in them for a while, most students begin to loosen up, and become more experimental.

As an artist and an educator, I personally keep a visual journal, and always have them available to my students so they can see how I keep a journal. The journal has become an extention of my life so it is also an extension of my teaching. My journal goes with me evrywhere, and I encourage my students to take theirs everywhere as well. As an artist and an educator, I beleive the visual journal is one of the most valuable tools any artist can have.

]]> By: Jennifer Nuccio Llewellyn http://blog.art21.org/2008/09/17/mining-ideas/comment-page-1/#comment-8387 Jennifer Nuccio Llewellyn Wed, 17 Sep 2008 16:56:18 +0000 http://blog.art21.org/2008/09/17/mining-ideas/#comment-8387 Sketchbooks in the classroom are as important as a #2 pencil. They provide all of the above noted plus a place where a student can refer back to their own ideas when they are blocked on a project. As artists and art educators, we are all very acquainted with the appearance and disappearance of the creative spark, and often our sketchbooks and journals serve to reassure us that even if the inner Picasso doesn't shine everyday, he/she is always there within us. So the "Big Book" is part of a greater function - that of the MUSE - a source for inspiration and meditation of the works we have accomplished or will accomplish. I have used sketchbooks in all my art classrooms, as well as in yoga classes I teach. Students become keenly aware of their insights as individuals when given a journal to reflect in after a yoga practice. If I am lucky, they also clue into their inner artist - off the mat, out of the class room, and into the world... Sketchbooks in the classroom are as important as a #2 pencil. They provide all of the above noted plus a place where a student can refer back to their own ideas when they are blocked on a project. As artists and art educators, we are all very acquainted with the appearance and disappearance of the creative spark, and often our sketchbooks and journals serve to reassure us that even if the inner Picasso doesn’t shine everyday, he/she is always there within us. So the “Big Book” is part of a greater function – that of the MUSE – a source for inspiration and meditation of the works we have accomplished or will accomplish.

I have used sketchbooks in all my art classrooms, as well as in yoga classes I teach. Students become keenly aware of their insights as individuals when given a journal to reflect in after a yoga practice. If I am lucky, they also clue into their inner artist – off the mat, out of the class room, and into the world…

]]>