SchoolArts Magazine

November 2016

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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I n his book Outliers, author Malcolm Gladwell states that it takes approximately 10,000 hours of practice to achieve mastery in a field. How does this work? Gladwell says that deliberate practice plays a major role in success. Though it is definitely not reasonable to expect such extreme practice in our art students, we can have high expectations of them and encourage them to develop artistry and skill to the best of their abilities. I h ave found this to be true in my own experi- ence and have asked our contributing editors to share some of their thoughts on developing art- istry in their students: I f eel like my students do their best work when they take ownership of the artistic process by connecting to their own interests in a way that is intentional and directed. I make sure to include both rich conceptual and technical learning objectives, but choose subjects that allow them to make connections to their own experiences, feelings, and perspectives. —David Gran As a high-school art educator, I have found artistry in the classroom is multifaceted. Students finding their artistic voice need con- fidence in art production and this comes pri- marily with teacher encouragement, planning, researching, and having a willingness to accept criticism. Although it is wonderful to have stu- dents who have artistic talent, looking for that student who is willing to risk-take, rework, and have passion for the process creates the most wonderful art outcomes. —Nicole Brisco Artistry is defined as having the personal vision, high level of professionalism, and thoughtful execution of ideas and materials. Students at Sheboygan North High School are taught that developing artistry is a result of understanding how a work of art is created. Part of this practice is exhausting possible ideas of addressing a certain issue or topic, determining what the best way is to achieve desired results, and figuring out what materials will be best to represent their intent. Artistry cannot exist with - out having a voice. Students must be heard. —Frank Juarez Visit In another approach, I was reminded of the importance of personal artistry to art teachers at a recent workship I gave in Nashville at the Tennessee Arts Academy. I was tremendously impressed with the artistry, creativity, and focus of the art teachers on their own work, and with the guidance of the TAA visual art direc - tor, Jim Dodson. Artistry is also addressed under the artistic process of Creating in the new National Visual Art Standards as "Refine and complete artistic work: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time." Altogether, great guidance for us all. Editor's Letter SCHOOLARTSMAGAZINE.COM 3 Nancy, shown here with visual art director Jim Dodson, served on the faculty of the Tennessee Arts Academy this summer and was tremendously impressed with the artistry and focus of the art teachers with whom she worked. Follow me on

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