that are more interesting, more considered, more informed. We want
students to know that skill, time,
thought, and investment all go into
creating a work of art.
We Can Do Better
I believe that this phrase is so often
misinterpreted that it requires
some careful reconsideration. I do
not want to do away with the sentiment; I just want to find a better and
clearer way to express it. Instead of,
“In art there are no right or wrong
answers,” I would like to suggest
a few alternatives, such as, “In art
there can be many interesting and
valid responses.” “In art your creativity and skill can merge into uniquely
personal solutions.” and “In art there
is the possibility of many brilliant
responses to any artistic question.”
Yes, changes in phraseology are not
as “catchy,” but they recognize differences in interpretation and response
without inferring that all responses,
whether thoughtful and heartfelt or
casual and careless, are equal.
And so I ask fellow art educators
to consider whether we can do better.
Instead of reiterating this hackneyed
phrase, can we really think about and
articulate the kinds of responses we
are really seeking? Surprise me, baffle
me, challenge me, and I promise not
to regurgitate the same questionable
phrase again.
Sharon Vatsky is the associate director of
education for school, teacher, and family
programs at the Solomon R. Guggenheim
Museum in New York City. She also
teaches graduate-level courses in museum
education at the City University of New
York and Teachers College, Columbia
University, and is the 2008 recipient of
the Charles Marshal Robertson Memorial
Award. svatsky@guggenheim.org
www.guggenheim.org
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