Barnett's Art Room
Fine Art Classes: Art 1, Art 2, Sculpture 2-4
Issue 6, Volume 1, February 2014
Message from the Editor
Also, we were featured in the School News section of the Taylor Daily Press. There are some pictures of student work, students working, and an article about the upcoming art show, Displaying the (He)Art of Students.
Informal Balance and Choice
I gave the students each a cardboard egg carton. They were then allowed to pick to work with a partner or in a group of three. From there, I told them to create an artwork that had informal balance. One student asked, "Is this a 2-D or 3-D artwork?". I told him that I didn't know and that he would have to tell me. I gave the students the choice of how they wanted to carry out their artwork. They decided if it was going to be 2-D or 3-D. They decided on the materials. All I required is that the end product had informal balance.
This type of teaching is called choice-based art. It helps to give the students a more complete understanding of the artistic process and how to think like an artist. They had a problem to solve--informal balance. They had to start at the planning stages, choose what materials/media to use, edit and revise, and onto the final product. This is a skill that can transfer into many different aspects of learning and careers. I chatted with each group along the way to see what their intentions were and to make sure they were solving the informal balance problem.
Each project is different and each shows informal balance in one way or another. There is so much thought put into everything. I watched them have conversations that artists have. I watched them make mistakes and learn from them. I watched them collaborate with their peers. It was hard for some, but I think most of them liked the process and the project. And almost all really understand informal balance.