09a Saksala ArtRadius Master Classes

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The innovative program for MASTERCLASSES AND RESIDENCIES ART AND ART EDUCATION will explore the facilities and expertise available for art and art education for students.
• The keywords are art, creativity, education and civilization.
• The program will include space and individual guidance and supervising
during master classes, seminars and residencies. It is the intention to create
programs for art students to work on their thesis, their art production and also
to study special subjects in art education.

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09a Saksala ArtRadius Master Classes

  1. 1. art = many ways to see reality MASTER CLASSES and RECIDENCIES ART and ART EDUCATION art is basis of human life
  2. 2. art in the curriculum Between the idea And the reality Between the motion And the act Falls the Shadow T.S. Elliot – ‘The Hollow Men’
  3. 3. MASTERCLASSES AND RESIDENCIES ART AND ART EDUCATION • The innovative program for MASTERCLASSES AND RESIDENCIES ART AND ART EDUCATION will explore the facilities and expertise available for art and art education for students. • The keywords are art, creativity, education and civilization. • The program will include space and individual guidance and supervising during master classes, seminars and residencies. It is the intention to create programs for art students to work on their thesis, their art production and also to study special subjects in art education. • The program will also contribute to the English language skills, what is important to participate in an international network. • The idea has the warm support of the Chairman, Kirsimaria Törönen-Ripatti and Secretary-General Riitta Moisander of Etelä-Savon Taidetoimikunta. Both experts are very interested and involved in increasing the quality of these fields in art and art education.
  4. 4. • The special center for young artists and art teachers will create a qualified education area in Etelä-Savo. • There is already interest to cooperate and also to organize art education seminars. The Joutsenon opisto in Lappeenranta and Etelä-Karjalan AMK in Imatra are interested in the possibilities for their students. De KUNSTLINIE – Almere – the Netherlands, IAE – Vienna – Austria, Shtiglitz Academy for design and art – St Petersburg, Museum for the history of Traditional Culture – St Petersburg, Vocational school for traditional culture – St Petersburg, Russia, Koning Willem II College Tilburg – the Netherlands and the cooperation for art education consultants in the Netherlands are interesting partners. • The purpose of the program MASTERCLASSES AND RESIDENCIES ART AND ART EDUCATION is to set up and carry out in art centre Saksala ArtRadius innovative forms of additional education for students and masters. This program will add and develop new, innovative and permanent education projects. • The content of the program will be related to relevant parts in the curriculum of art schools, art academies and art education departments of universities.
  5. 5. • The aim of the pilot-project is to scout the field, to publish information, to prepare and execute one or two introduction weekends for 3-5 professors and teachers from art schools and art academies to inform about the philosophy and the content of the program MASTERCLASSES AND RESIDENCIES ART AND ART EDUCATION and also to inform the target group about the facilities and possibilities in art centre Saksala ArtRadius. • The final program is based on practical experiences. It starts with working with basal plastic and expressive materials to get involved with thinking through and within the material and come into the fundamental artistic process and to get an intensive dialogue with the personal vision. The program will bring and develop practice-based content, subjects and experiences to students and masters of art schools and art academies to increase their professional skills in art and/or art education. This program will also work and facilitate on the art production of students and masters. It will create possibilities for exchange and collaboration in Etelä-Savo and other regions/countries with professional artists, art students and professors from different fields of art and art institutes. • In art centre Saksala ArtRadius, as an institute for art, culture and art education, is unique expertise and content available to create a surplus on the curriculum of art schools, art academies and art education departments of universities.
  6. 6. • A part of the final program is based on collaboration with different organizations in the field of art in Etelä-Savo to increase the value of the MASTERCLASSES for the individual student. The curators of the Mikkeli Museum of Contemporary Art, the content of Taidekeskus Salmela and Hovi Art of Anttola Hovi are important for the feed back and future of the young artists in the MASTERCLASSES. Also the international contacts of art centre Saksala ArtRadius can stimulate the students in the development of their art production. • The main person in the project - Marja de Jong - is a professional artist and renowned art teacher, and is an expert in the field of art education. Through her philosophy and vision on art and child art she developed (and is developing) an original view on art education. She develops practical methods for different target groups to introduce a fundamental way of art practice on different levels. She practices with art courses in the art centre and in schools, and also set up and executes free time art programs, seminars and workshops. She has long term experiences in supervision of students in teacher training colleges and universities of applied sciences. She focuses on creating an environment where art educators, students and artists can go into the fundamental structure of art in human life. A various team of experts will be available during the program. • The MASTERCLASSES AND RESIDENCIES ART AND ART EDUCATION are based on the view that art, as a part of human culture, have to be structural educated in different levels of the school system, and also to develop tools and skills to practice a coherent art program fitting to the curriculum. This project will increase the standard of art in education. It will add specific and high quality of education to the region of Etelä-Savo.
  7. 7. • In this part of the program students and masters can work on their thesis and/or art production during a residency of 1 or more months. Concentrating on the artistic work is one site, discussing, presenting lectures and/or special visits to art collections, curators and artists are part of this special residency. In the same time professional artists can give feed back and open doors to new directions in the individual art work. • It is the intention to have students from different academies and also from abroad to create and stimulate new personal networks. • The supervision is also part of this special residency. The art center is cooperating with the participating art academy to increase the value of residence period.
  8. 8. • Ten Lessons the Arts Teach By Elliot Eisner • The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail. The arts teach children that problems can have more than one solution and that questions can have more than one answer. The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world. The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds. The arts make vivid the fact that neither words in their literal form nor number exhaust what we can know. The limits of our language do not define the limits of our cognition. The arts teach students that small differences can have large effects. The arts traffic in subtleties. The arts teach students to think through and within a material. All art forms employ some means through which images become real. The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling. The arts’ position in the school curriculum symbolizes to the young what adults believe is important. • SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications.
  9. 9. an open mind = a curious mind
  10. 10. Every species in nature has its own characteristics in defending territories, building nests, collecting food, living together or single, etc. It is a human characteristic to add, rearrange, change all the time new elements to existing patterns, content, rituals, relations and the environment. Every living culture is ongoing creating and developing its own specific details and arrangements based on handed down and existing traditions. The results of this human behavior gives the wide range of cultures during past, present and future. It is like language, to get the content and the meaning it is necessary to understand it. Old and/or isolated cultures still have the program to teach young people in their local tradition. It is important to keep these skills alive and to find out how to fit them into the changing world. In every civilization the artistic way of expression will change, the content will change and new elements will be necessary to implant. Every generation needs new and changed practices to be able to keep the tradition, rituals, expression and history alive. Art is the expression the abstract meanings, feelings, rituals and content of culture.
  11. 11. visual language . abstract art has shown that the qualities of line and shape, proportion and color convey meaning directly without blue II – Juan Miro the use of words.
  12. 12. art education is part of general education, like mathematics, sport, language, music etc. Just as algebra is written in a symbolic language that is designed to express mathematical thoughts, the arts uses a visual language that is designed to express the seen, unseen and hidden world. In art education children and young people are introduced in the visual world of images by exploring and studying visual language. This means that the teacher/professional has to have a vision on the world of images. That vision has to be clear defined and worked out in a program/method to be able to teach it and to fit it in the curriculum. Our program will support students and teachers in art to find new ways in increasing the level of art education to fit out the next generation adequate for their future.
  13. 13. Art education is based on the vision that development of the visual language and artistic skills of children and young people is essential to grow up as a many-sided person, who is able to understand the input from the society and to make conscious choices to reflect on it. To be able to express, it is necessary to have the tools of the visual language that is based on knowledge and skills. The lessons in art have to challenge to look for unknown solutions in the creation of unexpected images. An open mind has to be careful developed. The future needs investments in youth to create and keep civilization alive. CULTURE IS THE EXPRESSION OF CIVILIZATION and art is part of that base! background picture from children’s opera animation Etelä-Savon Taidetoimikunta 2007
  14. 14. subject expression image visual language + vision creator media dialogue
  15. 15. a various answer on the same subject or how to change clichés and increase the intensity in the art work of children
  16. 16. development Laurie development Mark The artistic development of children increases by professional art education. It is not the ‘freedom’ that creates individual personality, but the possibility to use the media and tools in various way. Just as it is necessary for children to listen to the expression of language of others, it is very important to show the visual expressions of others. An intensive visual and artistic dialogue creates a visual language and add new skills.
  17. 17. WORKSHOP AND SEMINAR AIMS The programs are based on practical experiences. It starts with working with basal plastic and expressive materials to get involved with thinking through and within the media and to come into the fundamental artistic process and to get an intensive dialogue with the personal vision. The program will bring and develop practice-based content, subjects and experiences to increase professional skills in art and/or art education. Through practical experiences and based on the artistic dialogue in art work participants will be strengthening and engaging in personal expression and will get a view on - diversity and fluidity of visual language - artistic dialogue - respect for the own artistic work - cultural tolerance - heritage and identity - multiculturalism - intercultural dialogue They will undergo the power of art to effect perception and express ideas, and understand that personal preferences can be different than artistic choices. They will understand how one’s own community and others and identify the ways in which certain groups of people are stereotyped and explore ways of appreciating differences. background picture from children’s opera animation Etelä-Savon Taidetoimikunta 2007
  18. 18. -looking after professional art increases the content of visual language -personal expression needs continuous artistic feedback and dialogue -art is an ongoing process -a subject brings the need to start an artistic dialogue -the media invites to work intensively -through different layers it is possible to change forms and colors
  19. 19. -what is important for children is also important for teachers -a personal view is the result of an artistic process -the artistic process demands time in the regular school program -the media has to give space for different kind of solutions -respect for the own art works is a condition for development
  20. 20. a fundamental vision on art education is based on artistic content and values respects different artistic ways of view gives sustainable and intensive qualities is flexible and opens creative processes is free of trendy views and is no wind vane or chameleon
  21. 21. visions on art education an art process starts with impressions, thoughts and visual information
  22. 22. -personal visions on art and art education -discussions about art processes and content -organization (series of) art lessons -relation with the school curriculum -professionalism in art methods
  23. 23. it is the art that informs about art, go in and get in touch with the artistic reality
  24. 24. DIALOGUE -what is the media? -what is the choice? -how it can be arranged? -how is the relation between the chosen pieces and the arrangement? -what do other persons see?
  25. 25. -making an arrangement in dialogue -what objects out of the area are chosen? -how can it be arranged? -what is the answer? -does it change when you change place? -how does it fit together?
  26. 26. -practical workshops -basal media -different views -different fields of art -theoretical background -vision on art -vision on art education -personal engagement -intensive practicing -intensive dialogue
  27. 27. practical experiences The program will also work and facilitate on the art production of students and teachers. It will create possibilities for exchange and collaboration in Finland and other countries with professional artists, art education students and professors from different fields of art and art institutes. It starts with working with basal plastic and expressive materials to get involved with thinking through and within the material and come into the fundamental artistic process and to get an intensive dialogue with the personal vision. This has to be the base for effective working in art education. A vision has to be clear by practicing by the teacher.
  28. 28. in general, quality in art does not come by it self, it needs challenges, guiding, experiences and daring; it needs time and a world that invites, presents, demands; it does not need ready made solutions
  29. 29. contact: Saksala ArtRadius Marja de Jong mail@saksala.org +358 (0)50 4625 675 AREFS taide ja Kulttuuri ry Eva Häkkinen info@arefs.org

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