Running Head: UNIT 2: THE POWER OF POST MODERN PRINCIPLES 1

Unit 2: The Power of Post Modern Principles

April Hurtado

California State University, Sacramento

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Unit 2: The Power of Post Modern Principles

Contemporary art techniques and practices have a rich potential for self-expression and

meaning making, and teachers should consider integrating them in their curriculum. Gudes

(2004) article goes into detail about how the traditional art principles have children producing

works that serve more as testimony that a child can follow directions than proof that they have

really thought about making meaning in their art. A traditional belief in teaching is that children

need to learn the parts, pieces, and processes before their ready to engage in the larger picture

problems they can solve with those techniques. Barretts (2003) article however demonstrated

that students of a wide array of ages can, interpret and understand the visual culture around them

with guidance. This is why Gudes work in the inner city Spiral Workshops produced work that

was not only creative, but meaningful to its creators and their community. Gudes approach to

teaching art is an exercise in power, giving students a chance to take control over the common

visual elements in their environment, transform those messages, and rewrite them.

One of the activities that could be incorporated into a class is the subvertisements. The

nature of this activity calls for magazines and advertisements, so a teacher should be sure to

check the media for age-inappropriate content before distributing it to young children.

Something that could be added, when working with young children, could be old picture books,

comic strips from the newspaper, and maybe even toy catalogues if the group is mature enough

to focus. Younger children may not be too concerned with many political views, so the essential

questions asked may focus more on the kind of power they are used to seeing; such as literal

power (electricity, wind energy, ect.) and the kind of power dynamics going on in their family

(Who has power in the family? Why do they deserve the power? What responsibilities does

power entail?)
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References

Barrett, T. (2003). Interpreting visual culture. Art Education, 56(2), 6-12.

Gude, O. (2004). Postmodern principles: In search of a 21st century art education. Art Education,
57 (1), 6-14.