Creative teachers make mistakes, but but they also search for ways to overcome mistakes. Each time they try something, they review the outcomes and try to imagine ways to make improvements. If I am an uncreative teacher, it may be because I do not feel that I make mistakes. ~ Marvin Bartel Ed.D.
A few art teachers succeed with self-taught artists because they understand how fragile many self-taught artists are. These teachers put the first emphasis on learning new observation skills. They use blind contour drawing and humor. They encourage line-making for fun like a music teacher might play noise games as a warm up. These teachers do not worry about pointing out mistakes. When the students begin to notice their own mistakes, the teacher knows how to use questions that help help students learn to see and eventually answer their own questions. When these teachers see bad habits, they know how to raise questions that get the students to notice things. The questions can be phrased in ways that are face saving for the student. A teacher can fein ignorance, by saying, "I can't quite see what you intend here. Do you want me to see it coming forward or going back? What am I missing?" These teachers teach creativity because their students move from being dependent to being independent learners that think about what they see - not merely copy. They learned how artists solve visual problems.
http://www.goshen.edu/~marvinpb/arted/tc.html
The elements and principles of design are the building blocks used to create a work of art. The elements of design can be thought of as the things that make up a painting, drawing, design etc. Good or bad - all paintings will contain most of if not all, the seven elements of design.
The Principles of design can be thought of as what we do to the elements of design. How we apply the Principles of design determines how successful we are in creating a work of art.
Click for more....
http://www.johnlovett.com/test.htm
(Now we get into what will you DO with your creative talent?)
Not all are called to be artists in the specific sense of the term. Yet, as Genesis has it, all men and women are entrusted with the task of crafting their own life: in a certain sense, they are to make of it a work of art, a masterpiece.
It is important to recognize the distinction, but also the connection, between these two aspects of human activity. The distinction is clear. It is one thing for human beings to be the authors of their own acts, with responsibility for their moral value; it is another to be an artist, able, that is, to respond to the demands of art and faithfully to accept art's specific dictates.(2) This is what makes the artist capable of producing objects, but it says nothing as yet of his moral character. We are speaking not of moulding oneself, of forming one's own personality, but simply of actualizing one's productive capacities, giving aesthetic form to ideas conceived in the mind.
The distinction between the moral and artistic aspects is fundamental, but no less important is the connection between them. Each conditions the other in a profound way. In producing a work, artists express themselves to the point where their work becomes a unique disclosure of their own being, of what they are and of how they are what they are. And there are endless examples of this in human history. In shaping a masterpiece, the artist not only summons his work into being, but also in some way reveals his own personality by means of it. For him art offers both a new dimension and an exceptional mode of expression for his spiritual growth. Through his works, the artist speaks to others and communicates with them. The history of art, therefore, is not only a story of works produced but also a story of men and women. Works of art speak of their authors; they enable us to know their inner life, and they reveal the original contribution which artists offer to the history of culture. ~ Pope John Paul II
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