Critical thinking and the visual arts. “close the door” “you’re wearing that?” “Always...
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Transcript of Critical thinking and the visual arts. “close the door” “you’re wearing that?” “Always...
critical thinking and the visual arts
“close the door”
“close the door”
“you’re wearing that?”
“Always sit with your knees together”
“smile, even if you don’t mean it”
“Don’t talk with you mouth full”
“Sit up straight”
“Don’t brush your hair in the kitchen”
previous understanding of critical thinking
old definition critical thinking = criticism
modern definition critical thinking = a comprehensive intellectual process
It is important to understand
Art is not something that just happens!
Artist = Andrea Nechita
Age =10Lithograph = selling for $11,020.00
Critical thinking skills = unknown
OK . . . . Sometimes it does “just happen”
The making of art or design provides an excellent Usually. . .
The making of art or design requires the opportunity to witness,
identify, and demonstrate engagement in critical thinking.
Artists and designers are seldom recognized for having 1600 on SAT scores.
Those scores reflect verbal and math skills.
And the ability to think in L O G I C A L terms
verbal and math skills are necessary thinking skills for making art
but RIGHT brain thinking skills are not reflected in SAT scores
The more invisible thinking skills . .
Such as the ability to question questions,
Such as the ability to question broadly, to think on
multiple simultaneous levels with little predictability or
testability,
Such as the ability to question broadly, to think on
multiple simultaneous levels with less predictability and
testability, to see unexpected relationships, to
recognize an innovative methodology, to make
something work better, to be inventive, to take risks, to
make conscious that which is often unconscious, to be
able to create and assess that which is created, and to
respond physically to evolving human desires for
change, revolution, color, form, expression, structure,
etc, etc, etc.
Such as the ability to question broadly, to think on
multiple simultaneous levels with less predictability and
testability, to see unexpected relationships, to
to make something work better, to be inventive, to take risks, to
make conscious that which is often unconscious, to be
able to create and assess that which is created, and to
respond physically to evolving human desires for
change, revolution, color, form, expression, structure,
etc, etc, etc.
Such as the ability to question broadly, to think on
multiple simultaneous levels with less predictability and
testability, to see unexpected relationships, to
recognize an innovative methodology, to make
something to visualize, to be inventive, to take risks, to
make conscious that which is often unconscious, to be
able to create and assess that which is created, and to
respond physically to evolving human desires for
change, revolution, color, form, expression, structure,
etc, etc, etc.
Such as the ability to question broadly, to think on
multiple simultaneous levels with less predictability and
testability, to see unexpected relationships, to
recognize an innovative methodology, to make
something work better, to be inventive, to take risks,
to make conscious that which is often unconscious,
to be able to create and assess that which is created, and
to respond physically to evolving human desires for
change, revolution, color, form, expression, structure,
etc, etc, etc.
Such as the ability to question broadly, to think on
multiple simultaneous levels with less predictability and
testability, to see unexpected relationships, to
recognize an innovative methodology, to make
something work better, to be inventive, to take risks,
to make conscious that which is often unconscious,
to be able to create and assess at the same time and
to respond physically to evolving human desires for
change, revolution, color, form, expression, structure,
etc, etc, etc.
Such as the ability to question broadly, to think on
multiple simultaneous levels with less predictability and
testability, to see unexpected relationships, to
recognize an innovative methodology, to make
something work better, to be inventive, to take risks, to
make conscious that which is often unconscious, to be
able to create and assess that which is
and to respond physically to desire for
change, revolution, color, form, expression, structure,
Such as the ability to question broadly, to think on
multiple simultaneous levels with less predictability and
testability, to see unexpected relationships, to
recognize an innovative methodology, to make
something work better, to be inventive, to take risks, to
make conscious that which is often unconscious, to be
able to create and assess that which is
etc, etc, etc.
Artists and Designers must be willing to take a
position, or defend a position,, conduct appropriate research, and
“live with” the ramifications, and consequences of
their visible expression on very complex issues.
They must be willing and able to take a position, or
defend a position, to conduct appropriate research, and
“live with” the ramifications, and consequences of
their visible expression
They must be willing and able to take a position, or
defend a position, conduct appropriate research, and
“live with” the ramifications, and consequences of
their visible expression.
art and design require intellectual courage
as well as intellectual autonomy.
“it’s ugly. . . .“Ick . . . “Yuck . .why did
you do that?” .k “looks dumb!”“I don’t like it . .
.
It's
Offensive!
Rudyard Kipling wrote:
What?
Why?
When?
How?
Where? Who?
I keep six honest serving-men
(They teach me all I need to know)
Their names are:
Those are critical thinking questions designers
must solve in order to develop a creative (successful)
solution to a problem.
Artists have both public and critical ownership of their ideas,
and the critical ability to recognize and
analyze the intellectual success of their failures.
Artists must: P R O B L E M S O L V E !
Artists or designers uses critical thinking skills
to communicate with your sub-conscious thoughts.
They must anticipate the audience,
They must know their frustrations, fears, politics etc.
And communicate with (through) them visually.
Artists and Designers use their medium to express a point of view
The general public thinks creative ideas float around in talented heads.
And pop out whenever needed
E=MC2
This is what we call an ah ha moment
But ha ha,
it only happens after the following . . .
1. Thinking to define the problem
2. Thinking to understand the parameters
3. Thinking to grasp the budget
4. Thinking to understand the time frame
5. Thinking to recognize the load limit (if applicable)
6. Thinking to conceptualize the destination
7. Thinking to understand and imagine the use 8. Thinking to define the audience
9. Thinking to visualize the final location/ application
• Thinking to recognize the proportion / size / scale
• Thinking to understand the politics of the environment
12. Thinking to know the historical context
Questions must be asked such as:
What was used in the past? What is the audience familiar with?
Why was that form used?
What impacted historical expression / design in the past?
What rules can be broken?
What would a new solution look like?
Is that solution new for the sake of being new
or new for the sake of improvement?
etc, etc, etc
Questions must be asked such as:
What was used in the past? What is the audience familiar with?
Why was that form used?
What impacted historical expression / design in the past?
What rules can be broken?
What would a new solution look like?
Is that solution new for the sake of being new
or new for the sake of improvement?
etc, etc, etc
Questions must be asked such as:
What was used in the past? What is the audience familiar with?
Why was that form used?
What impacted historical expression / design in the past?
What rules can be broken?
What would a new solution look like?
Is that solution new for the sake of being new
or new for the sake of improvement?
etc, etc, etc
Questions must be asked such as:
What was used in the past? What is the audience familiar with?
Why was that form used?
What impacted historical expression / design in the past?
What rules can be broken?
What would a new solution look like?
Is that solution new for the sake of being new
or new for the sake of improvement?
etc, etc, etc
Questions must be asked such as:
What was used in the past? What is the audience familiar with?
Why was that form used?
What impacted historical expression / design in the past?
What rules can be broken?
What would a new solution look like?
Is that solution new for the sake of being new
or new for the sake of improvement?
etc, etc, etc
Questions must be asked such as:
What was used in the past? What is the audience familiar with?
Why was that form used?
What impacted historical expression / design in the past?
What rules can be broken?
What would a new solution look like?
Is that solution new for the sake of being new
or new for the sake of improvement?
etc, etc, etc
Questions must be asked such as:
What was used in the past? What is the audience familiar with?
Why was that form used?
What impacted historical expression / design in the past?
What rules can be broken?
What would a new solution look like?
Is that solution new for the sake of being new
or new for the sake of improvement?
etc, etc, etc
Questions must be asked such as:
What was used in the past? What is the audience familiar with?
Why was that form used?
What impacted historical expression / design in the past?
What rules can be broken?
What would a new solution look like?
Is that solution new for the sake of being new
or new for the sake of improvement?
etc, etc, etc
What does a Designer do?
He/She orchestrates
the conceptual process of
combining graphic materials:
words
pictures
other graphic materials
To construct a visible communication gestalt
Gestalt =
The whole is greater than the sum of its parts
for example:
These dots have no meaning or content beyond the phenomenon of twelve dots randomly placed
By contrast, these dots have been consciously structured into a visual configuration which has meaning
In a sense, the letter H is not really present
but the human eye perceives the dots
and the human mind connects them into a recognizable pattern
- the structure of a letterform -
Understanding that takes some critical thinking skills!
illustrate inform
enlighten direct exciteinvite
explainentertain
simplify
identify
clarify
facilitate
educate
communicatedemonstrate
inspire
organizemotivate
instruct
report
promote
SELL
WARN
what can design do?
1. A designer must organize information
it is the art of critically thinking and communication problem–solving!
2. A designer creates a visual structure
3. Which conveys a messageUsually on behalf of a sponsor or client
4. A designer tries to aesthetically and uniquely solve a problem
How far does the designer let self expression override
or influence organization, clarity or intended message?Answer: It dependson the client or the situation
Design Process
Define – collect information, research Analyze – form hierarchies, categorize, importance, develop
message, IDENTIFY CONSTRAINTS Ideate – brainstorming, thumbnails, CREATIVITY Incubate – let problem/solution cook for a proscribed period Select – make a decision and take a course of action to: Implement – produce solution, if it meets with design approval Evaluate – receiver’s perception/critique
The above process is and should be continuous
Design Process
Define – collect information, research Analyze – form hierarchies, categorize, importance, develop
message, IDENTIFY CONSTRAINTS Ideate – brainstorming, thumbnails, CREATIVITY Incubate – let problem/solution cook for a proscribed period Select – make a decision and take a course of action to: Implement – produce solution, if it meets with design approval Evaluate – receiver’s perception/critique
The above process is and should be continuous
Design Process
Define – collect information, research Analyze – form hierarchies, categorize, importance, develop
message, IDENTIFY CONSTRAINTS Ideate – brainstorming, thumbnails, CREATIVITY Incubate – let problem/solution cook for a proscribed period Select – make a decision and take a course of action to: Implement – produce solution, if it meets with design approval Evaluate – receiver’s perception/critique
The above process is and should be continuous
Design Process
Define – collect information, research Analyze – form hierarchies, categorize, importance, develop
message, IDENTIFY CONSTRAINTS Ideate – brainstorming, thumbnails, CREATIVITY Incubate – let problem/solution cook for a proscribed period Select – make a decision and take a course of action to: Implement – produce solution, if it meets with design approval Evaluate – receiver’s perception/critique
The above process is and should be continuous
Design Process
Define – collect information, research Analyze – form hierarchies, categorize, importance, develop
message, IDENTIFY CONSTRAINTS Ideate – brainstorming, thumbnails, CREATIVITY Incubate – let problem/solution cook for a proscribed period Select – make a decision and take a course of action to: Implement – produce solution, if it meets with design approval Evaluate – receiver’s perception/critique
The above process is and should be continuous
Design Process
Define – collect information, research Analyze – form hierarchies, categorize, importance, develop
message, IDENTIFY CONSTRAINTS Ideate – brainstorming, thumbnails, CREATIVITY Incubate – let problem/solution cook for a proscribed period Select – make a decision and take a course of action to: Implement – produce solution, if it meets with design approval Evaluate – receiver’s perception/critique
The above process is and should be continuous
Design Process
Define – collect information, research Analyze – form hierarchies, categorize, importance, develop
message, IDENTIFY CONSTRAINTS Ideate – brainstorming, thumbnails, CREATIVITY Incubate – let problem/solution cook for a proscribed period Select – make a decision and take a course of action to: Implement – produce solution, if it meets with design approval Evaluate – receiver’s perception/critique
The above process is and should be continuous
Design Process
Define – collect information, research Analyze – form hierarchies, categorize, importance, develop
message, IDENTIFY CONSTRAINTS Ideate – brainstorming, thumbnails, CREATIVITY Incubate – let problem/solution cook for a proscribed period Select – make a decision and take a course of action to: Implement – produce solution, if it meets with design approval Evaluate – receiver’s perception/critique
The above process is and should be continuous
The above process is and should be continuous
?critical thinking and creativity
Creative solutions to “the problem” incorporate
an element of unexpected surprise
Unexpected = generated by exaggeration
Unexpected = generated by juxtaposition / contradiction / substitution
Unexpected = generated by unusual personification
unexpected = generated by substitution
surprise innovation of elements / materials
Unexpected innovation resulting in entirely new concept
surprise = simplification and repetition of elements
surprise = contradiction of elements
unexpected = successful contradiction of forms
unexpected = substitution and contradiction
unexpected contradiction between form and material
ART fully engages the intellect
ART is neither frivolous nor easy.
The making of ART has significant academic rigor involved.
ART is vital for developing critical thinking skills in the well educated person
of the 21st century.
Creativity is a critical skill which can
NOT be outsourced!
T H A N K Y O U