critical thinking and the visual arts

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