Teaching Students to Believe Their Intuition When Working with The Experience of Art
The story in each student's work of art begins in their heart.
What is intuition? According to the Oxford Dictionary, Intuition is the “direct or immediate insight”.
I refer here to ‘the immediate concern of an idea,’ any idea crazy it may seem, a line, or a dot a shape or a face, one eye or a tree; the placement of an object, as well the transfer of the object to the visual medium, or the feeling of color by the mind without the intervention of any reasoning process.
In other words, how to pass to the student that his or her primary feeling is ok, his lifelike way of drawing is just fine, and his senses and understanding of order will work perfectly well.
Francis Bowen in his book A Treatise on Logic says: “In receiving Intuition, the mind exerts no conscious activity” What we are to see or observed from any art activity done under this base ‘the intuition at work’ is an exercise of pure and balance inner me, no tension or predisposition to end a work determined by others opinion or idea, not false pretends that normally are to end visually disturbing or personal struggles and, clearly a problem with self believe by the force and re-thanked of a none existing idea.
However, it is not that easy, at least at first glance. How do you convince anyone that what they are about to do with the pencil, colors, or charcoal is good and will end all right?
Starting with the idea that we do not need to convince anyone to follow, believe, or do what we ask, we invite students to a journey; in the middle of that journey we invite students to look, look closer, we can point amazing lines, or great use of the space or directions, we can suggest to feel the colors and observe from far their process, we invite them to be critical.
In the end, students exercise their critical minds by working on their assessments, with the faculty that each student possesses to make discerning judgments in aesthetic matters.
When the activity, the journey, has ended, the teacher educates about how intuition made things possible and beautiful, explaining the mind's natural changes that lead to a particular and great result, the use of the elements of art, and the use of media, visually presented in each student outcome. The powerful and unique designs or works of art were possible only because they exist, and they are a unique and singular individual. Also very important is to let them know how much they already know.
It is important to remember, as Kant writes in his book Critique of Aesthetic Judgment,
”That judgments of aesthetic value are not susceptible of proof or demonstration, and no one has been able to refuse this, either in practice or in the argument.”
Our brain needs order, and we move in search of order; however, order can be done in infinite ways.
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