Demonstrating knowledge of
content, pedagogy, and resources
(knowledge of content and the structure of the discipline, knowledge of prerequisite relationships, knowledge of content-related pedagogy)
PREPARATION: The sharing of readings, research, and self ignites the power of the art created by the group. The dynamics of the group motivates the individual to search deeply and set significant artmaking goals.
PROCESS: The process continues with discussions between facilitator and participants about individual choices of work mode, media, and format. A difficult stage is to change the ideal to the real by navigating limits of time, space, and resources. It involves transformation of personal experience and researched content into a tangible visual form. A support structure develops from meeting these challenges together and sharing individual experiences and goals.
ARTMAKING: The process would not work if the participants were not selected for their commitment to discovery. Artmaking moves from material samples, sketches, and models to creating the artforms. The facilitator has the difficult task of providing both support and guidance. The participant often struggles at this stage to accept some of the challenges that arise from the content-based critiques. Judy Chicago suggests that the problem for some of the artists is to create something with a clear vision. The issue of audience is essential to consider in order to create art that sustains viewers’ attention to the work and the issues informed by it. The audience response is one element in the evaluation of the worth of the work.