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 Posted: Wed Feb 24, 2010 4:42 am
My AP art teacher hates (or just doesn't like, hate might be too strong) my work. And I mean, thats fine, I don't expect (many) people to like my work. But... aren't teachers supposed to be encouraging? Or at the very least helpful? I got a C on my last project, so for this one I asked her how I could improve my piece, and she just kept referring me to the list of art elements (contrast, variety, line, rythm, etc.), and she took the rubric and highlighted the things that would get me an A (which I've known all year since its the same rubric every time).
I do not find this helpful at all.
My teacher cares more about sticking to that list of elements, and a theme, and a deeper message, than the actual quality of a work. I personally feel that not all pieces should have TOO strong a message (if a message at all), because I like for people to be able to pick their own meanings from it. And, sometimes, its nice to just create something pretty.
Am I just being stubborn?
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Posted: Wed Feb 24, 2010 8:02 am
well i think u might be being a bit stubborn
art isnt about doing what a camera can do
and maybe ur not looking at the list right
have a good look at your own art and find what u dont like about it and improve on that
and if she still doesnt like it then (rhymes with tuck) her
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Posted: Wed Feb 24, 2010 2:52 pm
I don't do things like a camera would~ I'm not a realism artist, I kinda go for a slightly abstract thing?
But I feel it shouldn't matter what style its in. And she doesn't really care. If I can't tell her the deep thought out meaning/message, the reasoning, etc, for my piece, she doesn't like it.
And its the same list that every art class has: Form, Line, Shape, Color, Texture, Space, Value, Variety, Rhythm, Proportion. You know the deal~
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Posted: Wed Feb 24, 2010 4:51 pm
The teacher sticks to the list because that's the teacher's job. Later in the program, when you're expected to know your foundations, exploration will be expected.
Style shouldn't come up at all in these foundation classes. Draw what is there. Not what you want to be there.
Later, when you know your foundations and they are second nature, you can draw what you want to be there. Right now, you're there to study, not have fun. Do your own thing and have fun on your free time. The time spent with classwork is paid for. Don't waste it being a child. (Not an easy transition, I know, but you'll be more successful when you treat at class as you treat all other classes.)
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Errol McGillivray Captain
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Posted: Wed Feb 24, 2010 5:53 pm
Mmmm I don't think you understand the class. I'll try and explain it...
The first half of the year (first semester) we had to draw projects she gave us. She gave us, like.. themes? Inspiration? One was like, draw a picture for earth day. One was paint something macro. Stuff like that.
Now that we're in the second semester, we're supposed to pick a concentration (mine is people and their emotions, and the ways they express them be it facial expression, eyes, mouth, or body language, slouching, etc.). She doesnt give us anything to draw, we're supposed to be coming up with it on our own. And so thats where the problem is; I always get my sketches checked by her. And I ask how I can improve them. And she just refers me to that dumb list, which I had already looked at. And when that doesn't work she asks me for a deeper meaning to my picture, which I hardly ever have.
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Posted: Wed Feb 24, 2010 8:31 pm
I see. So... just use the list and get an A. Pass the class and move on. Is this high school or college?
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Errol McGillivray Captain
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Posted: Thu Feb 25, 2010 6:09 am
Highschool~ I need the AP credit.
But I don't know what she wants me to DO with the list. I mean.. line. Okay, I have lines in my picture. They vary in thickness and curves and etc. Form, my picture has form. Shape, color, variety. I see all these things in my picture, and she doesn't. But she doesn't tell me how to improve, just says "look at your list".
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Posted: Thu Feb 25, 2010 7:14 am
Hm. It's possible that you may not understand how to use the rubric? If you could fax or scan it to me, maybe I can help. My fax number is 201-408-1016. If you send it after 5pm EST, I won't see it until tomorrow. It's my office fax. If you can scan it, please link it here. If you already have a pdf, you can email it to me at elvenboyslut@yahoo.com.
I had trouble making proper use of the rubric the first time around.
It could also be that the rubic itself is lacking.
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Errol McGillivray Captain
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Posted: Thu Feb 25, 2010 10:39 am
I just want to preface by saying I think your teacher sounds a little lazy in directing you to the rubric but not suggesting specifics. I think if you push yourself and research the things on the rubric you would find it to help you though, things like line, contrast, rhythm, etc, can always be pushed and polished.
Even if you don't want to retain a 'deeper message' in your artwork, every work has a goal, the reason you create it. I think it is important too to have viewers take their own meaning from it, but that shouldn't mean you don't have your own specific reasons for each element you include in your image. Even if you are just creating an image with a goal of good technical skill, there is still a lot of things to think about on how you want to resolve your image (say for instance, using paint vs. pencil).
Where the rubric stuff comes into play with this is that these are all elements that should be considered critically when you create an image. People are going to take their own meaning from your image regardless, you don't *need* to necessarily leave it open for them. Concentrate on polishing your goal with the image.
I don't think you are being stubborn necessarily, I think you need some direction. Everyone can always push themselves further, and once you start rolling along and look back at your images you will think its crazy how different it is wink
If you want to post any of the images in question you have trouble with, I can give you some technical crits, hopefully better than what your teacher is providing you with.
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Posted: Thu Feb 25, 2010 1:40 pm
Usually, you should be able to work from the rubric. If it's vague, then it's a s**t rubric. I agree with Vena, the teacher may be lazy. BUT regardless, I would just suck it up, give her what she wants and move on.
I made up all the colours on the model when I took my first year painting class. The instructor insisted there were greens and blues on the chic. I just saw some white chic. The teacher didn't explain how reflected and ambient light worked. I figured that out on my own and just made it up. She was happy. I did well in the class. I moved on.
One thing you can do is ask the teacher what the point is before you start each project. A clear goal or intention often tells you exactly what to do in the wording of the goal. (Which is why rubrics usually work. They're SUPPOSED to be concise and clear.)
That "deeper meaning" does kind of sound like an indication that she may not really have a clear idea of the intents and goals. I don't think I've ever had a vague instructor. (Well, in college you can force them to be concise. You pay for it. Hound them until they give you an acceptable answer. A little trick my Daddy taught me. Heh.)
How far along is the term? If it's nearly over, I say whatever. Just give her what she wants. If you have a long way to go, see where her head is at and if she is under performing, let her boss know.
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Errol McGillivray Captain
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Posted: Sat Feb 27, 2010 11:09 am
Well, how about showing us your work? Maybe we can help.
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Posted: Mon Mar 01, 2010 6:39 pm
Here is the rubric for each piece:
1. Composition; Have you used the elements and principles of design to create the most effective and eye-catching composition?
2. Creativity and Originality; Have you created a composition that illustrates an idea unique to you? Have you interpreted your concept in the most interesting way? Is this interpretation, in some way, a reflection of you, your ideas and feelings or the environment in which you life? Have you shown risk-taking or growth?
3. Effort/Time Management; Judging by your outcome, do you feel that enough time was spent on the planning and implementation of your ideas in and outside of class?
4. Craftsmanship/Skill/Consistency; How well have you used the chosen medium to illustrate/create your intentions? Is the rendering accurately representing your subject matter?
5. Process/Presentation; Have you demonstrated your knowledge of the artistic process and the importance of experiementation through sketching and planning? Did you articulate this process in a professional manner during your critique?
Critique Participation? Y/N
On time? Y/N
Each number is worth 20 points.
The two at the bottom are worth 5.
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Posted: Wed Sep 08, 2010 6:51 am
ASHLEYASDFGH Here is the rubric for each piece:
1. Composition; Have you used the elements and principles of design to create the most effective and eye-catching composition?
2. Creativity and Originality; Have you created a composition that illustrates an idea unique to you? Have you interpreted your concept in the most interesting way? Is this interpretation, in some way, a reflection of you, your ideas and feelings or the environment in which you life? Have you shown risk-taking or growth?
3. Effort/Time Management; Judging by your outcome, do you feel that enough time was spent on the planning and implementation of your ideas in and outside of class?
4. Craftsmanship/Skill/Consistency; How well have you used the chosen medium to illustrate/create your intentions? Is the rendering accurately representing your subject matter?
5. Process/Presentation; Have you demonstrated your knowledge of the artistic process and the importance of experiementation through sketching and planning? Did you articulate this process in a professional manner during your critique?
Critique Participation? Y/N
On time? Y/N
Each number is worth 20 points.
The two at the bottom are worth 5.
Does she go into elements of making a composition? Has she explained gesture, gesture shapes, composition placement of big, small, and medium? Has she/he explained the 4 categoies of art, and the types? What about defining space? I'm guessing the answer is no if you are still in highschool, but I am just wondering.
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