Discovery and growth are an important part of the art making process. I want my young students to use their imaginations and develop good visual problem solving strategies. One of my strengths is being able to analyze and make suggestions that can enhance a painting or drawing while helping a student to see more deeply and evaluate their own work.
Technique is important, but it usually develops with time and experience. I find I need to repeat specific techniques or principles several times to get people to try something new. One of my adult students told me it took her hearing and seeing a new concept three times before she began to incorporate this knowledge into her own work. I don’t know if this is the case for all, but my observations tell me it’s true.
Today, I wanted the kids to layer tempera paint so that the first color applied shines through the subsequent layers of pigment. It’s a tough concept but its fun to work on mixing the paint on the paper and not on a palette, and the results are a more complex color story. It saddened me to see that several of the paintings had a formulaic background. I don’t teach to a recipe, so they learned this elsewhere. These paintings lacked spontaneity and personal style. I like to look at a student’s work and know who the painter is without looking at the name. The children are all unique personalities and that should come through in their choice of color, their brushstrokes, and even in what they leave out of the finished work. It’s a lot easier to have students follow directions and make a painting that looks just like the example, but what are they really learning?
To view more of my student’s work, visit http://creativekidshavefun.com.