Mike Gordon on mon 28 mar 11
I was looking for another article about art in schools and ran across
these, Mike Gordon
http://www.sharpbrains.com/blog/2009/04/16/arts-and-smarts-test-scores-
and-cognitive-development/
Begin forwarded message:
> From: Gayle Joseph
> Date: May 19, 2009 12:29:10 PM PDT
> To: Clayart@LSV.CERAMICS.ORG
> Subject: Arts in Education
> Reply-To: Gayle Joseph
>
> Here is a link for any of you interested in what breakthroughs have
> been
> made by artists in the scientific and technology arena. We used this
> article, along with some other ammo from a book called "The Global
> Achievement Gap", to plead for changing the focus from teaching to
> standardized tests in our public schools, to helping kids explore their
> creativity and learn to be critical thinkers. We still have a long way
> to
> go, but I thought of this article with the recent discussion and
> thought
> some of you might enjoy it:
>
> http://blogs.psychologytoday.com/blog/imagine/200902/missing-piece-in-
> the-ec
> onomic-stimulus-hobbling-arts-hobbles-innovation
>
> Enjoy!
>
> Gayle Joseph
Eric Hansen on tue 29 mar 11
Intelligent people understand what art is all about. That is why for
example, economic developments such as Silicon Valley and the dot-com
industry took place in what was widely believed to be the most
creative community in the USA - because companies, and programmers -
want to be there. Art develops problem-solving skills and the brain
grown associated with it. This is transferrable to any area, music,
math, languages, computer programming, engineering, you name it -
anything that uses the brain.
The one best thing governments can do to create jobs and stimulate the
economy is to sponsor and offer education. This is widely known. When
companies research where to locate, the quality of schools is often
the #1 consideration. Not to mention is creates a work force, and
uneducated people aren't a work force in todays economy.
State sponsorship of higher education is for the benefit of the state,
not the schools. In most cases the schools would be better off not
taking the 10-15% of their budget they get from the state and instead
raising their admissions standards to improve their product -
something the states generally won't allow.
Most of the current obsession with budget cutting is happening where
politicians are auctioning off states which have questionable futures
to the highest corporate bidder - Wisconsin is an example, where the
Governor gives $100 million to his corporate cronies then blames the
teachers and nurses for the short fall.
This kind of thinking has a huge impact on art programs - they are
seen as extra-curricular - even tho art is one of the major pillars of
our culture & society. Soon writing won't even be taught, and then we
won't even know how to address one another.
- h a n s e n -
On Mon, Mar 28, 2011 at 7:59 PM, Mike Gordon wrote:
> I was looking for another article about art in schools and ran across
> these, Mike Gordon
>
>
> http://www.sharpbrains.com/blog/2009/04/16/arts-and-smarts-test-scores-
> and-cognitive-development/
>
>
> Begin forwarded message:
>
>> From: Gayle Joseph
>> Date: May 19, 2009 12:29:10 PM PDT
>> To: Clayart@LSV.CERAMICS.ORG
>> Subject: Arts in Education
>> Reply-To: Gayle Joseph
>>
>> Here is a link for any of you interested in what breakthroughs have
>> been
>> made by artists in the scientific and technology arena. =3DA0We used thi=
s
>> article, along with some other ammo from a book called "The Global
>> Achievement Gap", to plead for changing the focus from teaching to
>> standardized tests in our public schools, to helping kids explore their
>> creativity and learn to be critical thinkers. We still have a long way
>> to
>> go, but I thought of this article with the recent discussion and
>> thought
>> some of you might enjoy it:
>>
>> http://blogs.psychologytoday.com/blog/imagine/200902/missing-piece-in-
>> the-ec
>> onomic-stimulus-hobbling-arts-hobbles-innovation
>>
>> Enjoy!
>>
>> Gayle Joseph
>
--=3D20
Eric Alan Hansen
Stonehouse Studio Pottery
Alexandria, Virginia
americanpotter.blogspot.com
thesuddenschool.blogspot.com
hansencookbook.blogspot.com
"Simplify, simplify, simplify" - Thoreau
Hank Murrow on mon 4 apr 11
On Mar 29, 2011, at 4:53 PM, Eric Hansen wrote:
> Intelligent people understand what art is all about. That is why for
> example, economic developments such as Silicon Valley and the dot-com
> industry took place in what was widely believed to be the most
> creative community in the USA - because companies, and programmers -
> want to be there. Art develops problem-solving skills and the brain
> growth associated with it. This is transferrable to any area, music,
> math, languages, computer programming, engineering, you name it -
> anything that uses the brain.
Dear Eric;
Anecdotal evidence may be supplied by a perusal of some graduates in =3D
Fine Art at the University of Oregon, whose careers celebrate the idea =3D
of a broad educational focus on imagination and problem-solving. Here is =
=3D
a list compiled by a former Department Head, Ken O'Connell.
Cheers, Hank Murrow, MFA in 1967, U of Oregon
> Hank,
> It was great to talk with you about the value of studying art and how =3D
it has been critical in people's career development. I find there are =3D
two basic directions that art students go: 1. Seek employment in a =3D
larger company and/or 2. Form their own small business company.
>=3D20
> Tom Defanti, Director of the Visualization Lab at the University of =3D
Illinois, Chicago Circle, and founding President of the international =3D
computer graphics organization SIGGRAPH told me this in 1986.=3D20
> =3D93I would rather hire an art student who could program rather than a =
=3D
computer science student because art students finish things. They are =3D
judged on their portfolio, their finished paintings, sculpture, =3D
photographs. Computer science students lose interest after solving the =3D
main programming problems. I can't get them to finish the film.=3D94
> Art students learn to make things, build structures that must stand =3D
up, use chemistry, work with hand and power tools, fire ceramic kilns =3D
that would melt most things on Earth, and have to show and be judged by =3D
their finished work. Few majors in school develop so much confidence in =3D
the actual process of problem solving and project logistics.
> -
> ------------------------------------
> Most of the people listed below started working for major companies =3D
and then started their own.
> Here is a list of U of Oregon graduates or students who were very =3D
influenced by their art studies and had a strong influence on their life =
=3D
work.
>=3D20
> Tom Hutchinson-Special effects computer programmer for LucusFilm, Inc.
> Pat Craig, Project Director for Microsoft=3D92s first large software =3D
reference library. Later became a independent Consultant to develop =3D
software for hospitals.
> Dana Hutchins- Started a very successful communications design company =
=3D
in Portland, Maine, doing slides shows then computer graphics for =3D
business clients all over the USA.=3D20
> John Damm produces computer animation sequences for lawyers and juries =
=3D
to show visualizations of auto accidents and crime scene simulation.
> Heather Plank was Executive Director of Ucross Artists Foundation =3D
which administered an Artists Colony, Gallery, and adminstration for =3D
Apache Oil in Sheridan, Wyoming.=3D20
> Vernon Stanford was Director of Penland School, the oldest Craft =3D
school in America.
> Morgan Johnson used his silkscreen skills to develop sone of the most =3D
complex printed circuits for early computers.
> Kenneth Snelson, designed and build complex engineered sculptural =3D
structures using the Tensegrity Principle that he developed.=3D20
> James Ivory is a very successful Hollywood director of such academy =3D
award winning films as Room With A View, Howard=3D92s End, Surviving =3D
Picasso, Jefferson in Paris.
> Vernon Witham, artist and architect created paintings for the James =3D
Ivory film, =3D93Surviving Picasso.=3D94
> Dail Golgin won the Sundance Film festival award for best filmmaker.
> Rich Hoover is Director of Sony ImageWorks computer graphics special =3D
effects.
> Charles Gogard was a National Gepgraphic photographer.
> Sunny Liau worked for Disney On-Line developing characters and =3D
animations.
> John Ripper developed the largest NW commercial production company in =3D
the 1980s.
> Craig Henderson developed his own commercial film production company =3D
doing work for national companies like Toyota, etc.
> Many of our students have gone into the game design and production =3D
industry working for Microsoft, Dynamix, and have developed their own =3D
companies like Garage Games, etc.
> Tom Lincoln, successful New York corporate designer and developed a =3D
new typeface named after him.
> Jim Lehman, photographer, designer, developed the Red Eye Pen that =3D
created an economic development for a Staedler colored pens that were =3D
about to be discontinued.
> Jim Shull owned SEE Graphics a very successful company in Oregon doing =
=3D
major Information graphics and images for national visitors centers in =3D
parks across the country.
> Dennis Gould was the assistant to Armand Hammer to manage his private =3D
art collection.
> Richard Wanderman, who found a supportive home-base in Ceramics after =3D
nearly flunking out of the U of Oregon due to dyslexia. Went on to =3D
master programming and designed a program that could 'coach' dyslexics =3D
which he sold to Apple. He then created LD Resources, a site for =3D
learning disabilities that is very influential.
> Jay Lindsay (potter, foundry worker, TALIX)
Deborah Haynes, (scholar and installation artist)
Clinton Hill, Pauinter, sculptor
Rich Storek, architect & designer
Uly Cheng (printer, cabinet, boat, film maker)
Dale Ott (Top Designer)
PK Hoffman, potter & teacher
Nancy Oltman (Toy Maker)
Robert Gamblin (Gamblin Artist Colors)
Rod Mc Call (Filmmaker)
Artist/teachers/administrators like: Leland John, Harold Hoy, Ken =3D
Weeks, Craig Clark, Owen Chamberlain, Hillary Barski, Susan =3D
Price, David Nechak, and on and on, etc
James Freeman on tue 5 apr 11
On Mon, Apr 4, 2011 at 3:56 PM, Hank Murrow wrote:
Anecdotal evidence may be supplied by a perusal of some graduates in Fine
Art at the University of Oregon, whose careers celebrate the idea of a broa=
=3D
d
educational focus on imagination and problem-solving. Here is a list
compiled by a former Department Head, Ken O'Connell.
> It was great to talk with you about the value of studying art and how it
has been critical in people's career development. I find there are two basi=
=3D
c
directions that art students go: 1. Seek employment in a larger company
and/or 2. Form their own small business company.
>
> =3D93I would rather hire an art student who could program rather than a
computer science student because art students finish things. They are judge=
=3D
d
on their portfolio, their finished paintings, sculpture, photographs.
Computer science students lose interest after solving the main programming
problems. I can't get them to finish the film.=3D94
> Art students learn to make things, build structures that must stand up,
use chemistry, work with hand and power tools, fire ceramic kilns that woul=
=3D
d
melt most things on Earth, and have to show and be judged by their finished
work. Few majors in school develop so much confidence in the actual process
of problem solving and project logistics.
Hank...
There are art majors, and then there are art majors. I'll bet that the
people on your list of art majors who succeeded in the commercial sphere
were NOT the ones smearing paint on canvas and claiming it was meaningful,
pouring chocolate syrup over their naked bodies and pretending it was an
artistic statement, or walking slowly around a pile of salt like
BoreUsTooDeathTerrenceKoh. There are lots of kids studying the various
commercial arts or commercially applicable arts, who at least have a chance
of making a living. It is the "fine art" kids I worry about, the hipsters
who drank the Kool-aid, with dyed black hair, nose rings, and cigarettes,
doing "installations" or "performance art" or boring splooshy paintings or
scribble-scrabble drawings, for whom there is likely only Starbucks,
provided, of course, that they can cover most of their tattoos when they
grow up, and don't have gauged ears!
Just a (possibly heretical) thought.
...James
James Freeman
"...outsider artists, caught in the bog of their own consciousness, too
preciously idiosyncratic to be taken seriously."
"All I say is by way of discourse, and nothing by way of advice. I should
not speak so boldly if it were my due to be believed."
-Michel de Montaigne
http://www.jamesfreemanstudio.com
http://www.flickr.com/photos/jamesfreemanstudio/
http://www.jamesfreemanstudio.com/resources
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