Appreciative Inquiry
Unconditionally Positive Questioning In The Art Classroom.
Reflexive Artistic Expression cannot be evaluated judgementally by using deficit thinking. Art requires self-esteeming which requires well developed resilience.
"Using Appreciative Inquiry in Evaluation." ISBN: 0-7879-7269-X posits that the words appreciation and evaluation are ambivalent. "How does one make critical judgements about Art?" has always been a vexing question. Reflexive Artistic Expression cannot be evaluated judgementally by using deficit thinking. Competition is counter productive to the kind of honest risk taking inherent in artistic discipline.
Sharing circles of ever deepening appreciation foster caring and empowering learning environments. A circle of sharing can catapult Art Students into an exciting world of exploration. Rather than judge, appraise and look for ways of improvement; caring/sharing circles predetermine ways to appreciate
Artistic statements take on a life of their own so that during the process a student will move towards a personal way forward in their artistic endeavour.
Unconditionally Positive Questioning brings empowering focus to the discussion.
Predeterminly phrased questions ensure that students distil what is good whilst naturally progressing towards places and spaces of further exploration and refinement. This is vastly different from a deficit based style of appraisal. Criticism can lead to a student belief that no matter how hard they work there will always be something to "fix up" or improve.
Discussions are firmly embedded in this unconditionally positive tradition with pre-arranged openers like
Students are encouraged to appreciate what has 'happened' for them and to find an area of exciting further exploration.
They might say
Students are prompted to talk about Art within a culture of positive appreciation and fearless exploration. They are encouraged to take risks without fear of failure.
If an Artist is to be able to self direct and fuel personal energy for exploration he/she will need to develop the ability to self-esteem. Rather than say "I am proud of you" I ask "what makes you proud about your achievements today?"
Time has proven that
create an exciting environment of discovery that streaks far ahead of the teacher directed/driven Art classroom.
