Creating Meaning

Chapter 2 Reflection

While Chapter 1 focused more on what visual culture is, Chapter 2 delves into how to effectively teach it to elementary level students. It starts off with the importance of creating meaning in relation to art and how the response by the viewer is just as important as the creator. This part stresses the point that students should be taught early on how the meaning of what they see can have a big impact on their identity. Kids need to understand that what they are looking at was created with a purpose but that the way they interpret it doesn’t have to be the same as the artists and they can craft their own meaning through critical thinking. This chapter also talks about the importance of letting students develop their own ideas. The text states “The process of developing ideas is an important part of the creation of society and of sociocultural change” (Freedman & Boughton, 2023, ch.2 p.3). It’s important that students receive encouragement in this stage as it is integral to helping them develop the skills needed not only for the creation of art, but also for the interpretation of it. Another essential note touched on by the authors is the idea of critical reflection. Knowing how to critique art is important for students to learn so they can make better informed analysis on the things that make up the visual culture around them. It’s good for them to know when art is being harmful because as the text states, “the visual arts are not always inherently good” (Freedman & Boughton, 2023, ch.2 p. 5). As we read on, the text contains an entire section on ways that a teacher can introduce visual culture to their students. They list out various types of subject matter ranging from landscapes and portraits to objects and environmental ideas. The authors further expand on all of these subjects, but they do remind us that these are only a few of the many terms that can be used when trying to explain visual culture. Finally, we end by discussing how students don’t necessarily need to be adept at creating art in order for it to have meaning. Meaningful art can be created through so many means, and it is not limited by the technical skills of the individual students.

The idea that I connected the most with in this chapter is the importance of supporting a student’s developing ideas and how all interpretations of art should be accepted. I agree with the authors statement that “The development of ideas makes experience meaningful” (Freedman & Boughton, 2023, ch.2 p.3). I think as art educators it’s important for us to help cultivate the creativity that the students have and give them the encouragement that they need to pursue their own ideas and expand upon them. This support also transfers to encouraging their interpretations. The text states “Many possible interpretations of an image or object exist because interpretation involves connecting the current visual experience to past experiences” (Freedman & Boughton, 2023, ch.2 p. 10). I believe another important part of our role is to be able to recognize that every child is going to have different past experiences that will have some influence in their interpretation of visual culture. We must be ready to embrace these different interpretations and learn to help the students use them in a manner that creates effective meaning.

As for how these ideas will influence my own teaching in a classroom, I already know that I want to encourage my students to think creatively and to not be afraid that their ideas are too wild. When I was in art classes, I always had the most fun working on projects born out of my own ideas and I would like my students to have that same experience. I know for younger kids some form of structure is needed to keep them on track, but I also want them to understand that they are allowed to think outside of the parameters that I give for them on a project. As far as interpreting artwork, I feel like that’s not something that I personally got to do until much later in college level art classes so I would like to start that early with whatever grade level I end up teaching. Even if it’s as simple as asking them their thought on an art piece or a piece of media, I want to get them started thinking about creating meaning so that they can start using those critical thinking skills outside of the classroom. I want to create an environment for them where they feel safe and encouraged enough to freely share their ideas and interpretations with me and their peers as I feel this well greatly help in their development of creating and interpreting art.

Landscape at L’Estaque by Georges Braque

References:

Braque, G. (1970). Landscape at L'Estaque. The Art Institute of Chicago. Retrieved January 27, 2023.

Freedman, K. & Boughton, D. (2023). Elementary Art Education: A Practical Approach to Teaching Visual Culture [Unpublished manuscript]. Art and Design Education, Northern Illinois University.