Walker 4 & 5: Problem Solving and Boundaries

In reading Walker chapter 4, I really appreciated her discussion of creating artistic problems and using big ideas within a big idea to create those problems. This brought to realization that we often discuss big ideas that alone wouldn't be as enriching or meaningful. Walker brings up the example of transformation saying that too often classroom activities lack the edge of altering reality and forcing the audience to question what they know. Transformation works more effectively and conceptually when it is paired with another big idea. Cindy Sherman for example works within the big idea of Identity but uses transformation as the edge to push her concept.

This chapter had a lot of great examples that can be brought into the classroom. I especially liked the self-portrait boxes done by the university students. How wonderful would this project be in a high school art class? In that setting, the discussion of stereotypes, gender roles, sexual orientation and cultural ideologies could all set the foundation for some great self-portrait boxes. Even doing this project as a reaction to Speak would be great, talking about what people see on the outside and how someone thinks and feels that they don't voice or show to everyone.

I loved that she mentioned Kruger and a discussion of ads. I already have an attachment to this idea of "the invisibility of everyday" and using Kruger as an exemplar was an idea I had. She suggests having a discussion with students about both the implicit and explicit messages of ads as a basis for students to create their own photomontages. I love this idea. In a way they would be creating anti-ads.

In chapter 5, Walker discusses boundaries and how this is often boosts creativity instead of hindering it. I thought of Imagination First, because one of their "sparks" is thinking inside the box and having those boundaries in order to push creative thinking. I think students need those boundaries as a bit of security. Often when teachers say, "there are no certain guidelines, you can do what you want," student respond with blank stares or panicked expressions. This vast freedom doesn't always drive focused ideas. I think it's important for us as teachers to give them boundaries that give them focus and pushes their questioning and creativity, but likewise doesn't hinder their imagination and deprive them of enriching experiences.