"Principles of Possibility" Gude and "Approaches to Postmodern Artmaking" Barrett

Art education has followed a pattern of placing importance on the elements and principles of design that has dulled art classes for both students and teachers.  Art educators are now adding the importance of meaning making to curricula, resulting in more rich experiences in the art room.  Gude and Barrett's articles suggest ways of helping students put meaning in their artwork by teaching postmodern principles.

Guided play allows students to experiment and learn what they can do with different materials, without a teacher walking them through demonstrations.  This type of experimental play is often beneficial as motivation that leads up to a lesson.  Art teachers can also develop lessons and projects that develop self-awareness and explore diversity.  It is also important for students to be comfortable with their art making, even if others may see their work as badly drawn, because art should be valued for its expressionistic qualities and ability to evoke an emotional response.  Gude states:  "By introducing students to expressionistic artworks that students will perceive as 'cool,' ... teachers can draw students into valuing and creating artworks in more spontaneous and deeply felt manners."

In Barrett's article, he describes approaches to postmodern art-making.  The idea of simulation is interesting to me because he explains how the distinction between the real and the representation can dissolve, and only the representation survives.  He uses the example of Betty Boop, the popular cartoon.  Betty Boop was based on a singer named Helen Cane.  Helen Can had gotten famous by imitating a jazz singer from the 1920's, named Annette Henshaw.  My generation is familiar with the image of Betty Boop through pop culture, however I'm sure most of us wouldn't know that the character was based on a singer.

The concepts that Gude and Barrett explore in their articles provide art teachers with starting points to develop curricula that allows students to make meaningful artwork.  Skills and technique seem lifeless without expression.  The themes and concepts that students explore should be relevant to their lives, instead of assignments that only demonstrate their ability to paint a perfect color wheel.