"Learning how to manipulate materials is an important part of developing a sense of self in relation to the physical world. The use of a variety of materials can help young students to begin to understand that they can make their own mark on the world. In learning that they can create something, they begin to develop a sense of the power of humans in general to create their environments, and their own power as individual to make a contribution. In this way, students can develop a sense of their relationship to visual culture, including an understanding of the specific ways in which they can contribute to it." - Boughton & Freedman
As I mentioned in my previous post, I truly believe that knowing the origins of something, not just reading about but actually partaking in the actions, materials and ways of doing something that is considered "old fashioned", "obsolete" or "traditional" is very important to the development of artistic ability and also appreciation. It creates a respect not just for the ways things were, but also for the new technology that we have, which makes thing so much easier and accessible. The very act of "getting messy" with materials ignites all of the senses, and connects on a deeper level than just using a digital or computerized tool. New technology can sometimes separate us from what is created as if we are surgeons performing a delicate procedure through a curtain. The traditional methods of art making give us the opportunity to know creating at the most base level - through touch, sight, sound and smell (and taste?).
During my time as a clinical teacher, my fourth graders first project was to create a collage (or assemblage) out of several materials including magazines, stickers, sequins, ribbon, glitter and more. They used glue to assemble their works on canvas boards. At one point, one of the students poured some glitter onto her canvas board that had glue and let some of it spill off onto the table and floor. She expressed some concern about the mess. I came up and said "Making the mess is part of the fun, isn't it?" She laughed and relaxed a bit, and agreed. It was fun to give them a safe space to make a mess, because that can be a huge part of the creative process. Sometimes neatness and order are necessary for a calming and productive environment, but the opportunity to create without fear of keeping things "clean" can lead to greater risk taking and more meaningful art. Of course, I would still encourage students to clean up after themselves, but not to worry about the proverbial "staying within the lines." That tactile experience of feeling and working with materials can lead to "more state mindfulness and broader attentional focus (Kaczmarek, 2016)." Those are working skills that are not just beneficial to creating art, but also throughout other school subjects as well. This speaks to the interdisciplinary aspect of art, as well as combining things such as visual culture within the school curriculum. The more interested the student is, the more focused and aware they will be and willing to learn.
References:
Boughton, D., & Freedman, K. (n.d). Chapter 1 – Introduction to Art Education. In Elementary art education: A practical approach to teaching visual culture. New York, NY: McGraw Hill.
Stanko-Kaczmarek, M. & Kaczmarek, L. (2016) Effects of Tactile Sensations during Finger Painting on Mindfulness, Emotions, and Scope of Attention, Creativity Research Journal, 28:3, 283-288, DOI: 10.1080/10400419.2016.1189769