Readings
Jackie Eifler
ART 335
August 31, 2017
Article 1 (Milbrandt): Summary for “Creativity: What Are We Talking About?”
Main Idea: The Milbrandt’s article was written to provide more understanding on what it means to be “creative” and evoking creativity. They investigate further on some of the techniques used to inspire and help flourish creative expression for students, hoping to educate our own education systems on the subject.
Supporting Key Concepts:
· There is a lack of understanding on not only the fundamentals of creativity, but even the definition of the concept itself. Creativity can be found around us, but usually in unproductive ways like advertisement and commercialism.
· This lack of understanding caused the education system to focus less on what could help students express their creativity. Specific answers and patterns to follow are limiting newer generations of people.
· There are three categorical theories of creativity discussed. These are used to attempt to define different parts of creativity and implore on the issues they create for students.
Ø Domain Altering: As described by Csikszentmihalyi (1996), domain altering is an act, idea, or product that changes an existing domain into a new one. Experts of the particular field that a domain was changed in will decide if the work is considered successful. This limits a student’s perspective to be creative, as most students have not changed a domain “successfully.”
Ø Self-expression and the Search for meaning: Creativity helps us adapt and celebrate parts of our lives. It is argued that it is even necessary for humans as a species to express themselves and find meaning. This self-expression is also used for human connection, which can often cause the creator to lose their own connection to their art in order to appease others.
Ø Creative problem solving: This is a form of problem solving where many different solutions are viable. There is a distinct lack of these stimulating questions in most classroom environments, and it is limiting the students. Without the encouragement to think creatively, students are not grasping a clear understanding on creativity and the tools it provides.
· The categories are then broken down to reveal what the Milbrandt’s consider to be flaws in the education system and inspire more research about creativity to be implemented in our education systems. Students should be encouraged to understand the validity in their creations, view them as expressions of themselves, and be encouraged to think outside the lines.
Example and Assessment: The example about Csikszentmihalyi’s Domain Altering Theory proved to me to be the most common influence and issue in creativity for students. The Milbrandt’s used this theory, along with the three others, to highlight parts of creative thinking that are bring limited in the education system. It works well in the article because it conveys a significant obstacle of any creative goal: It must be judged well, and if it is not or is never finished, it was not a “successful” attempt.
Personal Response: I found the article very inspiring. As a student, I witness so many limitations on our abilities to do things our way. Even if there is no clear solution, the article in itself encourages creative thinking for fixing these problems. These are becoming real issues, and if we encourage discussion and further research, schools might be able to implement superior methods of teaching that influence creativity. Many of us need to “find ourselves,” and with the amount of time spent in the education system, it could prove to be life-altering.
Questions: So the question is, how can we implement new theories of understanding into our already ridged education system? Where will these discussions on each issue lead us in research? And what are some new was teachers can help students find their own creative outlets?
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Jackie Eifler
ART 335
October 12, 2017
Article 6: Summary for “Five ways to Integrate”
Main Idea: Marshall’s article has two main ideas-to prove that integration is compatible when studied with art, and examples of multiple ways to implement this though k-12 grades. Marshall explains 5 strategies that relate the concepts to students in an effective manner.
Supporting Key Concepts:
· Various sources agree that art techniques can be integrated through various academic principles. Creativity is used in every subject and many other art practices are becoming apart of them as well.
· Marshall describes 5 strategies that not only overlap, but cover all other academic principles.
Ø Depiction is where the student observes what they are learning. This covers all subjects because as we study, we are required to express what we have learned from the subject.
Ø Extension/projection deals with outcomes of given ideas. It can range from the outcome we will have on the future of our society to outcomes of our innovations.
Ø Reformatting takes ideas and changes the context in which we see them. This can create new meaning and help many students learn in a more effective manner for a wide range of subjects. Because it is a more advanced form of learning, this technique is usually used in middle and high schools. This blurs art with forms of biology because of their dynamic arrangements in the subjects.
Ø Mimicry is when students mimic the methods by professionals in the subjects they are studying. Mark Dion further blurs the lines between art and science by mimicking research on art instead of science to create new ideas about how art can reveal constructed knowledge from science.
Ø Metaphors take the idea of something in terms of another, but can be expressed through visuals. Because these require a deeper understanding, this technique is used at a high school level. Metaphors can easily use illustrations and other forms of art to express different ideas in a wide range of subjects.
· Each of the five techniques teaches us that we must be able to apply this knowledge we have acquired. Learning through the arts, expressed by the techniques in specific detail surrounding this integration, works will with learning in the arts.
Example and Assessment: The best example throughout the text was the summary for the five techniques in terms of the student’s learning. This ties everything together for each stage and bridges that gap between the two main concepts. Without these explanations, the text would have lost the bulk of its meaning.
Personal Response: I personally found this article refreshing and informative. The strategies tie in each concept really well through art and throughout the academic settings I have faced. As a psychology major, it resonated with me well that each subject had different grade levels that would be optimal for each strategy, as some are more advanced than others and can create confusion early on. Techniques like mimicry are essential in the development for students k-12, whereas metaphors require a deeper grasp on mental development and advanced thought.
Questions: What are some of the ways we see these strategies in our daily academic careers? Are there other ways we can incorporate the bulk of these techniques? Is there any subject you can think of that has not used any of these techniques? Why do you think that is? And finally, what are some other examples on the effectiveness of integrative art?
Jackie Eifler
ART 335
November 9, 2017
Article 9: “Ethics
in Visual Research”
Main Idea: The article’s
main purpose is to inform its readers about the significance of ethics
specifically in visual research. Many different aspects of ethics are explained
in an attempt to convey its complicated significance in this type of research.
Although it can differ from the rules used for regular research, these concepts
should be taken into consideration for any type of researching.
Supporting Key
Concepts:
·
Ethics
in research is about two main issues: activing with integrity and respecting
the rights of individuals.
·
There
are 5 Issues classified as the most common research ethical issues:
Ø Informed consent;
Participants in research should be “participating” and understand what it
entails
Ø Absence of harm;
Studies taken should avoid all possibilities of inducing any kind of harm to
participants at any point.
Ø Privacy/anonymity;
Participants in the study have the right to confidentiality
Ø Deception; This should be avoided except when
absolutely necessary for data collecting (the line for this is often blurred)
Ø Vulnerable
Populations; Participants that require extra care should have it provided
during the study.
·
Data
can easily be gathered from the internet, but there are no ethical ‘laws’ on
the internet that can stop things like the breaching of privacy, which violates
the ethics of a study.
·
There
are symbols given in the conclusion involving possibilities for ethical issues
to arise
Ø Deception/manipulation
Ø Observing and objectifying
people from a distance
Ø Intimate details
of personal places or behaviors (can cause slander)
Ø Possibility of discomfort
or concern
Example and
Assessment:
The author added the chart of the 5 most common ethical issues (in visual
research) in the article and I think it represented the bulk of the article
very accurately. Since the author wants to warn us of ethical issues that can
arise in any situation, providing a chart with examples for each of the most
common issues provides solid information to assist the reader understanding and
implementing his strategies.
Personal Response: I had a very
positive outlook to this article. Not only does it convey these specific
ethical issues eloquently, but it applies it to my own life. Understanding
ethics in any research is crucial for properly gathering evidence and reducing
social harm in society. I can take most of the author’s points into
consideration and help strengthen my research in other fields.
Questions: Why are issues in
ethics so important? How else can they be applied to our lives? What are some
of the negative effects that can occur from ignoring a code of ethics? Where do
the lines blur in some ethical predicaments?
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Jackie Eifler
ART 335
November 21st,
2017
Article
10: Summary for “Designing in digital”
Main
Idea: Taking a raw idea that is, for example, a photograph,
many of us polish and change it to fit a narrative. Leaving raw or barely
edited meaningful photos alone can give way to a much more creative and genuine
narrative that is snuffed out by the fear of an insipid work or art or unoriginality.
Supporting
Key Concepts:
·
Although many works of art and the emotions
they convey are considered “cliché,” that does not mean that it cannot be a
thought-provoking piece of art that bestows and aura of originality to some
that consider it.
·
Robert Kershaw explains his art piece, “Camaro
Boy,” and the simplicities of it. Although merely a brief slideshow of four
photos, it all comes together to form a powerful narrative.
·
Kershaw’s photos were so powerfully moving
because of the simplicity of them. We take many seemingly ordinary elements
from photos for grated every day, but his stories express all these easily
overlooked pieces that help enhance his stories greatly. Every little simile
and object in the photo shapes and represents a compelling scene that helps
people connect with “Camaro Boy.”
·
The pacing and visual
techniques/transitions that the slide show gives, along with the voice over, is
what brings everything together. As he explains the story in his own words, the
visual transitions add to the depth of the story and helps the viewers focus in
on key elements.
Example
and Assessment: The example of Robert Kershaw’s “Camaro
Boy” helped make a lot of sense at what Lambert was trying to say. As he
describes the simplicity of Kershaw’s art, he explains the power it has because
of these elements. Stripping away at the non-essentials leaves us with a raw
and emotional story, which is significantly difficult to explain without a
provoking example. This article would not be effective without it.
Personal
Response: I ended up really enjoying this reading.
I understand the concepts Lambert is trying to express: seemingly simplistic
and boring pieces of work can actually have a quite beautiful expression to
them. The editing that I sometimes complete in my work can make me lose sight
of all the important elements that should have been left alone in the first
place. Leaving art more raw and untouched can also cause us to search harder
for a deeper meaning that we would have previously overlooked.
Questions: What are some other powerful examples of
simplistic art that still conveys a lot of meaning? Has an idea ever struck you
and made you think in a new way that was considered cliché? What was it? How
can we begin to incorporate this main idea of simplistic elements into our own
works of art more? And what do you think Kershaw’s thought process was on
creating “Camaro Boy”?
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