"It took me four years to paint like Raphael, but a lifetime to paint like a child." ~Picasso

Letting go of any sort of control in my artwork is always a difficult task. But it is also an important lesson.

This quote by Picasso has resonated with me ever since my visit to the Picasso Museum in Barcelona 4 years ago. I never really understood the importance of it until my studies in art education. My current philosophy (which has potential to change) is focused on creativity, self-exploration, self-awareness, and freedom to express. Like I've said in previous posts, the importance of art education is not the final product, but rather the means to this end and the emotional experience had while creating. 

I think kids have the right idea: scribble and paint and throw anything down on paper or canvas that expresses what I'm feeling inside and how I'm seeing the world. As a 24 year old, I am by no means an adult, but I probably see the world A LOT differently than most 4 year olds. But why would it be wrong for a 24 year old to create an image of the world as if a 4 year old would see it? And why is it so hard to paint like a 4 year old when you're 24?! The harshest critic we have is ourselves and therefore we can't enjoy the beauty of purple trees or red skies or scribbles representing a house. But what about Picasso? Or the Fauvist artists whose works actually do look like a child could have possibly created it? These works present the hardest challenge to artists: Paint like a child and don't copy images exactly as the rest of the world may see it. Paint things the way YOU see them and the way YOU think they should be expressed. 

Le Demoiselles d'Avignon, Picasso

   Le Bonheur de Vivre, Matisse

I've taken great interest in Viktor Lowenfeld's work Creative and Mental Growth (pictured) lately and it's as if he has taken my thoughts and put them on paper. Lowenfeld emphasizes creativity, self-expression, importance of the individual during the creative process, and the overall benefits of these ideas for children. I could quote his entire book to express my own feelings about art but I'll spare you the 346 page post. However, here is a taste of what he has to offer:

"Probably the best preparation for creating is the act of creation itself." -p. 4

"Giving the child opportunities to create constantly with the knowledge he currently has is the best preparation for future creative action." -p. 4

"Art for the child is something quite different [from adults]. For a child art is primarily a means of expression...A child sees the world differently from the way he represents it, and as he grows his expression changes. " -p. 6

"Art education has the special mission of developing within the individual those creative sensitivities that make life satisfying and meaningful." -p. 13

I could go on and on but one of the most important lessons I take from this book is the importance of fostering the creativity in a child and allowing that self-expression to be made into beautiful works of art without judgement. This allowance at a young age to have an outlet for emotion and feeling will open up the possibilities for the future in school and in life in general. 

The most important aspect of Lowenfeld's works are his "Developmental Stages in Art". Simply listed:

1. Scribbling Stage: 2-4 years old (approx.); random marks on paper

2. Preschematic Stage: 4-7 years old (approx.); first attempts at representational figures (head-feet figure for a man)

3. Schematic Stage: 7-9 years old (approx.); definite form; symbolizing parts of his environment

4. Stage of Dawning Realism: 9-12 years old (approx.); objects as symbols still; more self-awareness and detail

5. Pseudo-naturalistic Stage: 12-14 years old (approx.): recognize and create depth and proportion; self-criticism; for some, this is the end of artistic development

6. Age 14+: conscious awareness of art and eagerness to develop talent

Viktor Lowenfeld's Creative and Mental Growth*

While working with children and watching their work and actually looking beyond the scribbles and random colors, these stages make perfect sense. It has been so eye-opening to see art at these stages from an "adult" perspective. Children are most likely unaware of the transition between stages and do not understand the importance of going through each stage. 

With all that being said I've decided to take on a mini-experiment. I am going to try creating works as if I were in each stage; starting from the beginning and moving through to where I actually am today. I want to learn to paint like a child. I want to know the excitement of color and scribbles and line and seeing the world with different eyes that make trees purple and skies red. I'm hoping to sense the emotion, self-awareness, and creativity that is supposedly to be experienced in each stage and understand the transitions between each stage. I'm trying to think of it as creativity experiment. Maybe if I start from the beginning and scribble and scribble until I can't scribble anymore, my mind will slowly begin to open and find that inner creativity and self-expression that I seem to have lost some years ago. We'll see how it goes...

The first of the Scribbles

A freeing experience.

*Lowenfeld, V & W.L. Brittain. (1970). Creative and Mental Growth. London, England: The Macmillian Company

"The artist's first creation is himself." ~Harold Rosenberg, 1973

An exciting week...

Volunteered for a camp put on be a wonderful Austin foundation this week. (http://www.amalafoundation.org/)

Here's what the kids created...

New EVERYTHING!

I have been on one of life's metaphorical rollercoasters and things are finally beginning to make sense to me. Images are getting clearer and clearer and things aren’t flying by me so quickly anymore. I’m slowing down and beginning to see a lot more of the happy little details I was missing before. I’ve revamped my blog, my art, my life and here’s what I’ve come up with so far!

Art education. Art. Education. Two words which seem almost contradictory when put next to each other–at least in my eyes.

Here are my thoughts on these two words independently before I continue:

Art is an expression of one’s creativity utilizing different media. This could include: paints, crayons, pencils, sculptures, dance, music…the possibilities are endless. Art can take many forms and is almost impossible to grade. This does not mean that art cannot be critiqued. Critiquing art can help an artist to explore a deeper understanding of what he or she is trying to emit in his or her work. And, of course, everyone is an artist, no matter the skill level. The only requirements for art are creativity and a means to materialize that creativity.

Education (for today’s learners) has become a hindrance to the growth of creativity in our youth. The motivation to learn has drastically declined because of the lack of excitement in the classroom. The curricular expectations and the standards required by governments have limited classroom learning to facts being dictated and students memorizing them in order to pass a test. Critical thinking, creativity, analysis, even questions are disappearing from classroom learning and will, in turn, point us to a deficient economic and social future.

That being said…

I may not be able to change education. I may not be able to change ART education. But over the last few years, the opportunities to work with kids, work in education, work in museums, and begin a masters program in art education have allowed me to have a critical eye towards these two fields. I am also able to share my views and opinions on the subject here and elsewhere so maybe ideas can spread and change can eventually happen.

Simply stated, I believe art education that allows for creativity and self-expression from a young age will positively impact the developmental stages of our youth and provide for successful futures.

The K-12 learners of today are at a great disadvantage because they have been sent into this education system that does not allow their minds to develop in a way that enables them to question and analyze the world around them. Core subjects such as Math, Science, History and Language arts are put at the forefront of their education while art education is pushed to the side as an elective. This could be because many may see art education as a subject that cannot be applied later in life. Quite the opposite is true, however.

If art education is restructured, it can play a pivotal role in any person’s future. Rather than art education being focused on technique, art education should be based on creativity, self-expression, self-reflection, critical thinking and problem solving. I think everyone can agree that these characteristics are needed (along with other things) to create and maintain successful futures in any field. Therefore, art education should no longer be about the final product of a child’s work, but instead, it should focus on the PROCESS–the means to the end, if you will. Guidelines should be kept to a minimum. Instead of teaching a student how to paint a still life or draw a self-portrait, an art teacher should spark inspiration in the artist and allow him or her to find what they want to create within themselves.

I’ve observed many different of art classes and I have felt that the most successful ones (not in terms of final product or “gallery worthy” art) have been those classes that focus on the self-reflection and self-expressive aspects of art. A self-portrait does not have to be representational of reality. It can be an expression of how the artist sees himself, and I think it can be said that many people don’t see themselves as others may see them. Students are in touch with themselves and their work and create pieces that are uniquely theirs. These classes have allowed them to see, reflect, and express without judgement or expectation.

Cultivating this sense of freedom of expression and self-awareness at a young age will enable youth to grow as individuals rather than as numbers in a crowd. It is this type of environment and encouragement that will create confident, self-starting, creative, inspired, self-aware, successful adults.

These revelations I have had over the last few years have also given me a chance to look at my own art differently. It has always been difficult for me to put more than just an image on a canvas. But this is something that I have been working on.

I’m starting from scratch. I am creating without expectation. I’m trying to find that inner-self and materialize it. It is a process, one that is much more difficult to begin as an adult. But these kids who work with such self-awareness and creativity have become my teachers and my inspiration. 

I call these my little doodlitos. They're no bigger than a 3x5. This is me getting back to the beginnings and learning what paint can do for me and what I can do with paint....

No expectations, just paint.