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Week of 7.19.2009

John Nippolt

You be the Judge

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          “What will I tell the class on Monday?” I asked the mask I was holding as I started to place it in the box with its 25 rejected companions. Then someone said that although winning entries had already been selected, I could still put one of my student’s masks in the annual Regional Scholastic Art & Photography Exhibition.
          How could I pick a mask? To me, they were all great. With no time to ponder the question any further, I gave the committee the mask in my hands; the Cyclops.
          I had to come up with some way to ease my students’ disappointment at not having their art work chosen for the exhibition. I had built their hopes up with much praise and admiration for their creative efforts. Now, only one of their works of art was being included in the Scholastic show.
          I would tell them about juried competition and how art is subjective in that its appeal is measured according to individual taste. Art judges often look for “something” they personally feel is important. If they can’t locate that “something” in the artwork they judge, that artwork is often invisible.
But this explanation would only add fuel to their fire. They would be upset to learn that art is judged according to the judge’s likes and dislikes. Then it hit me! This was an opportunity to create a real life learning experience for my students. A little art history here, some design theory there, top it off with an aesthetic urge to think outside the box, and I had enough art curriculum to generate food for thought for everybody in the school.
          Adolescents need to be reminded that there is often something positive in seemingly negative situations. We learn more from perceived failure than presumed success. I knew what would happen that morning when I looked at those expectant faces.
          “The good news is, art was accepted.”
          Blink. The lights in the room get bright.
          “The bad news is, only one mask made the cut.”
          Blink. The lights go out.
          “I’ve got an idea.”
          Blink. The lights go back on.
          “Maybe you can even make some money.”
          Blink. The lights get really bright.
          Who can tell me why the year 1863 is so memorable in the world of art? Kalani?”
          “Because it was important?” The laughter started.
          “Good answer, what else? Alana?”
          “Is it because that’s the year you were born?” The class howled.
          “Great answer, Alana, but I’m way older than that.”
          They were hooked. I saw everyone’s minds calculating the numbers, checking if I was telling them the truth. I explained that many art critics think this date marks the beginning of the modern art movement.
          “There were these artists whose names were Renoir, Pissarro, Cezanne, Manet, Whistler, and Monet, to mention a few, who had their artwork rejected from the traditional juried national art exhibit in Paris, which could make or break artists because of the recognition they received if they got in. The judges determined these fellows to be amateurs who had no color sensibilities, no formal training.” To make a long story short, I told them, “These artists banded together to create their own exhibit.”
          Looks of understanding started to appear on the faces of my students. They were smiling and trading knowing glances as I announced, “We will celebrate that time-honored art tradition and create a Salon des Refuses here at our school.”
          One of the main reasons we are a good school is because of our principal. He encourages our teachers to take on leadership roles and gives them the flexibility to explore ways to give students memorable learning experiences. My plan was to involve the whole school in this exhibit including the use of the library for our “salon” space and the school orchestra to provide music ensembles for entertainment: Arts supporting the arts.
          To liven things up I had my art students design posters for display around the school, inviting one and all to come celebrate the show. We created a flyer with a ballot on it that was distributed to the student body so students could choose their favorite art work. The artwork was numbered so students wouldn’t know who did what piece. That way there would be no popularity contest. Votes would be tallied to select a best of show award. The school was buzzing about what artwork was the best and I even intercepted notes between students listing the order of numbers to vote for. What was the world coming to? Judgment crib sheets!
          I also invited our school district’s state representative and state senator to conduct the award ceremony. I gave my students permission to put price tags on their work just to add another dimension of real-life experience that an artist has to consider. I knew these youngsters didn’t have a clue so I told them to reflect on the time it took for fabrication and the cost of supplies it took to finish the piece. This didn’t seem to help, so I said, “Don’t take anything under twenty-five dollars,” I added quickly, “You can accept lower if you want to, but remember, five dollars of that sale has to come back to the school art department to cover the cost of supplies.”
          The opening was packed with students and their families. The positive response from all those who attended the exhibit told me the show was a huge success! Giving the public an opportunity to view student artwork opens their eyes to the importance of arts education. The comments I received from parents and teachers expressed deep gratitude for getting a chance to see how and what our kids are learning through the arts. I found out that creating this type of alternate learning venue helps to stimulate public interest in advocacy for arts education.
          As an art mechanic, I feel that arts education is the “lube job” for the education vehicle. A smooth running art curriculum has the advantage of presenting contemporary innovative ideas which help kids understand that all the subjects they study, including art, relate to each other and real life. Learning situations don’t have to look like an adult thing to validate them. If something interests students by natural association, they will not hesitate to participate. That’s why we should create curriculum that looks like them.
          Incidentally, the Cyclops mask went on to win a “silver key award” in the Regional Scholastic Art Exhibit. It also received the most votes winning the blue ribbon and best in show award at our Salon des Refuses.