The indispensable pillars of respect and professionalism in art education
The journey through the tapestry of art education rests profoundly on two foundational pillars: respect and professionalism. The intricate dance of artistic expression, which often unveils the raw vulnerabilities of students, calls for an environment that's both nurturing and trust inspiring. Yet, gaps in professionalism can be like jagged thorns in this tapestry, deeply scarring an artist's voyage, muffling their creativity, and eroding their confidence.
When laughter drowns out the muse
Imagine the heart-filled excitement of Tina, an aspiring artist, proudly showcasing her artwork for class critique. As Ms. Walker stepped into the room, her gaze fixed on Tina's piece. Without a word, a mocking laugh echoed from her, cutting through the anticipatory silence of the room. Far more than a critique, it was a judgment, one that seemed to mock Tina's very essence and aspirations.
Such an act carries with it a ripple effect of repercussions. Tina's art is not just a hobby but a part of her identity, a window to her soul. The malicious laughter led her to question her value and artistic merit. This questioning might deter her from exploring her creative boundaries in the future, sticking instead to tried and tested territories. An erosion of the trust between the student and educator is another casualty. With the bond fractured, any future feedback, however genuine, might be viewed with suspicion. Furthermore, this single act can also transform a once-enthusiastic classroom atmosphere into one dominated by apprehension and doubt. Observing students, who once eagerly participated, might retract into their shells, reducing their overall zest for exploration and innovation.
Image by Jewellery by Toni-Maree
Mirror Twins, 2022. Charcoal and oil on canvas. 121.8 x 91.4 cm.
The slippery slope of subjective grading
Another challenge that can profoundly affect the learning journey is the shadow of subjective grading. Leo's experience offers a glaring insight into this. After pouring effort, soul, and countless hours into his project, Leo was met with a grade that seemed wholly incongruent with his investment and alignment with the grading criteria. Seeking clarity, he approached Mr. Grant, who surprisingly, hadn’t prepared a grading criteria sheet beforehand.
In a hurried attempt to provide one, Mr. Grant quickly completed a criteria sheet overnight. Yet, this hastily prepared important educational document didn’t just lack depth - it bore no logical correlation with the grade Leo had received. The numbers didn't align, and the comments seemed arbitrary. Beyond the immediate frustration and confusion it caused Leo, this incident highlighted a fundamental flaw: the hazards of grading art without a consistent, transparent, and predefined framework. When grades don’t mirror clear, agreed-upon criteria, it diminishes the credibility of the entire educational process and instills doubts in the hearts of learners. Not to mention the negative impact on the trust a student places in a teacher to guide them with purpose, not subjectivity and deception.
Image by Jewellery by Toni-Maree
Unprepared to be Trampled by Bulls, 2022. Oil on canvas. 101.6 x 101.6 cm.
Navigating the quagmire of unbalanced critiques
We can also consider the experience of Sophia, a dedicated student with an evident passion for visual arts. Pouring hours of thought, emotion, and meticulous technique into her piece, she was eager to gain insights during the classroom critique. As her turn came, the room grew silent, all ears tuned to the instructor's comments. To Sophia's dismay, the feedback that followed was unrelentingly negative. Every observation, and every critique, pinpointed a perceived flaw without acknowledging the thought process behind her choices or the strengths evident in her work.
Such an unbalanced critique poses dire consequences. For Sophia, the ramifications were multifaceted. Not only did she grapple with feelings of inadequacy and self-doubt, but she also found herself questioning the authenticity of her artistic voice. The intensive effort she put into the artwork felt belittled and her enthusiasm dampened. If critique sessions are to mold and guide students, they should aim to uplift, not push them into defensive corners.
Beyond Sophia's personal distress, the broader classroom environment was impacted. Her peers, having witnessed the barrage of negative feedback, might now approach subsequent critiques with trepidation. Fear of similar rebuke could stifle their willingness to experiment or express their authentic selves. A culture of apprehension might eclipse the previously collaborative and innovative spirit of the class.
Image by Jewellery by Toni-Maree
Experimental Work VI, 2022. Oil on canvas. 40 x 40 cm.
An urgent plea for professionalism and proper training
Tina, Leo, and Sophia’s stories bring to the fore the urgency of unwavering professionalism in art education. Every brushstroke, every sculpted curve, every sketched line is an extension of the student. Recognising and valuing this personal investment is paramount and forms the bedrock of constructive education. Critiques should be more than just evaluations; they should empower. Recognizing the strengths, suggesting improvements, and ensuring that feedback remains actionable and devoid of biases form the essence of constructive feedback.
Beyond feedback, the classroom should serve as a haven. A place where trial and error are not just accepted but celebrated. Where mistakes evolve into learning opportunities, and students confidently venture beyond their comfort zones. This nurturing environment stems from educators modeling the values they wish to inculcate. Their behaviour, their responses, and their critiques all collectively shape the classroom ethos. Yet, professionalism doesn't stop here. The dynamic landscape of art demands educators who aren't static. Embracing traditional and emerging art forms, understanding past and evolving techniques, and continuously updating one’s pedagogical tools are vital.
Dwelling deeper, it becomes evident that being proficient in a subject doesn't automatically qualify one to teach it effectively. Hence, the practice of hiring past students, even though they might be intimately familiar with the institution's culture, can be detrimental if they lack the nuances of teaching. Formal training in teaching methods isn’t a mere checkbox; it’s a necessity.
Image by Jewellery by Toni-Maree
Blooming, 2019. Digital photograph. 21 x 29.7 cm.
Closing thoughts
Art education is as much about nurturing the soul as it is about honing the skill. Stories like Tina, Leo, and Sophia are stark reminders of the chasms that unprofessional behaviour can create. As gatekeepers of this sacred realm, the onus is undeniably clear: educators must weave an environment that's respect-filled, challenging, and above all, understands and honours each student's unique journey in the world of art.