WLAC3a Defining Your Art Discussion

WLAC3a Defining Your Art Discussion

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Type	Essay
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WLAC3a Defining Your Art Discussion

3a Defining Your Art

What is art to you? After reading the section in Chapter 3, pages- (91 and 92 in the text book) on Perspective, (that I copied and pasted it below and made blue).

I want you to make a work of art work that meets the 3 notions of the perspectives listed below, so that would be:

1, This project should include one or more aspects relating to the three different qualities of perspective cited in the text.

Some ideas:

Cultural perspective. (So this can be about or connected to your country of origin, or the city /place you live in, or any background, circumstances).

Historical perspective. (graduating high school, birthdays, first crush, first car, best hair cut?)

Personal perspective. ( This can be personal, like -being born and growing up or other significant thing in you life)

The project can be a drawing, photos, a collage of photos, drawing and photos, a movie, music, poetry- written or audio, paint, all the above or any media you want to work with.

It should also have a sentence describing what it is so I can follow along.

Basically, this should describe what you like or don’t like.

KEEP IT SIMPLE.

Perspective

Perspective is a point-of-view. In a way it is regarding something through a specific filter.

Each perspective or filter
has unique characteristics that direct how something is considered. For example, if you were analyzing an artwork
in regards to gender, an aspect of identity, you might consider how being male, female, or transgendered might
contribute to the experience of an artwork.

Context or contextual knowledge relates to perspective, in that all
perspectives are shaped by the circumstances around them that constitute a kind of background they form within.

3 Basic Types of Perspective

Cultural Perspective

Culture is a complex concept that encompasses the ways that social life effects and informs our experiences. To
quote Stuart Hall:

“Culture, it is not so much a set of things- novels and paintings, or TV programs or comics- as a
process, a set of practices. Primarily culture is concerned with the production and exchange of
meanings- the ‘giving and taking of meaning’ between members in a society or group…

Thus culture
depends on its participants interpreting meaning- fully what is around them, and ‘making sense’ of the
world, in broadly similar ways (Rose 2).”

It could be said that growing up in America contributes to an ‘American worldview’.

We each may have variations
to this, but unless you were raised outside of the United States, you are strongly (consciously or unconsciously)
influenced by an American perspective.

This is an example of cultural perspective. Where in the United States
you were raised might also contribute contextually to this, as many regions of the country are unique and form a
specific kind of background.

Representations, in whatever form they take, contribute to ‘made meanings’ of culture, specifically as visual
culture.

As Gillian Rose points out- these representations, whether they are high art or advertisements, are not
transparent windows on the world, rather- they interpret the world (Rose 2).

When we select and take in specific
kinds of representations there is an exchange of meaning that goes two ways.

We participate in constructing
culture by selecting and elevating certain forms of representations, and that specific visual culture we experience
has the power to influence our personal view on life.

Historical Perspective

As time passes, scholarship and research occur and many people become aware of a particular artwork, art form,
art style, etc. Recognition may increase (and sometimes decreases). Vincent Van Gogh is an example
here—totally unappreciated while he was alive, he’s recognized worldwide as a notable painter. Other examples
might be the negative attitudes towards jazz music or hip-hop in the mid-twentieth century. These currents of
recognition often spring from institutions like museums, academic writing and journals, college art classes, and art
history as a field of study.

Personal Perspective

Personal perspectives are formed by the layered aspects that form our individual identities.

This could be anynumber of defining aspects such as, gender, class, race, where you were born and raised, education, aspects of
family, group affiliations, etc., and the list goes on.

These aspects form our unique biographical experiences that
constitute our identities and color our personal point of view or the way we interpret our life experiences.

You may find that your personal response to art and artworks will change as you learn more about design, art
making, and the history of art in general.

Knowledge and/or education about art usually helps us appreciate and
understand it.

Sweeping judgments based purely on a personal emotional response can be colored with bias and often come
from having little knowledge of a subject or artwork or the larger cultural context.

These are habits of thinking that
inhibit a critical understanding of things that are new to us like artwork.

In general, it’s a good idea to take a
generous stance to art forms or artworks we don’t like or don’t understand or just don’t connect

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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