This online course requires an extensive amount of reading and writing. At first, it was overwhelming. However, after a few weeks a rhythm developed with the writing. It was more objective, the pace faster, and the reading provoked new thought about art and the writing process. It enriched the student as a teacher and as an artist.
The first students blogs required an hour to write. It felt much like cranking up an old rusty printing press after years of storage. Thoughts were scattered and disorganized. The words were common and popped in without much thought. The word “I” was used several times in the initial blog. That changed immediately after reading the first few chapters of “How to Write About Contemporary Art” by Gilda Williams . Soon huge complicated words were replaced with simple ones. The word “I” disappeared completely. Be verbs were replaced with action verbs. The thesaurus came out and soon trite words were replaced with more descriptive words. After a few weeks of writing, the pace picked up and the writing time needed was cut in half. Thoughts flew in and quickly organized their self into a logical outline. Much of this happened while reading or viewing the videos. Thoughts came so fast that the reader had to make notes as they read.
Understanding the material was difficult at first. It left the student feeling like he was plowing thru a thick law textbook trying to find substance. Some items had to be reread in order for them to form thought. The readers mind ruminated on them until clarity formed. Then a sort of joy of understanding arrived and finally, personal application. Having an artist who read the course material while they are in studio class is a wonderful juxtaposition. The reading creates new thought and the artist brings it to their personal work. For instance, someone who creates strictly representative art work is caused to consider how to make minimalist work instead. Researching artists and the Biennial Art Exhibit increased interest in modern art and the cultural statements injected into them. It also made the reader aware that art and dance share movement in our culture. The artist then questions what their cultural statement is. They are encouraged to compose their own artist statement.
The course is very enriching to artist and teachers. It creates a mental environment for deeper thought about our culture and how the artist plays a role in it’s movement.