As a student, I had experienced a type of interdisciplinary course many years ago, but I was not aware that I could adapt the idea to my art classes back then. The course was a writing course, which was not required. I voluntarily signed up for a writing course with the ambition of improving my writing skill as a graduate student in New York. It was shortly after I started attending my graduate program, still excited over having been accepted into the program. I took two semesters in the ESL program (of course I had many years of English in Korea) and began my M.F.A. study. As my first semester progressed, I felt sick due to the serious concern whether I would be able to finish the semester successfully, not to mention the following semesters. The standardized English test score that the university required was not quite enough to handle the graduate level art history courses, in my opinion. I was reading and writing during my every waking moment. Then, I voluntarily registered in to remedial writing courses for ESL students along with my graduate-level courses. I took the writing course with assumption that the course is secondary and only a tool for my important graduate level courses. However, the course began taking more time than I had anticipated because the instructor provided the topics such as “animal testing of products,” “the welfare system and taxes,” and “gender issues in different cultures.” It was not easy to just write on those topics without research and careful thought on the topics. I had been very well trained not to question teachers, but I was not happy about the fact that the course consumed many hours. After that semester, I have realized that that approach to the writing class improved my writing skill, as well as my critical thinking skills, my research skills, and my awareness of possible different perspectives on issues. I was so glad that I finished the course. I did not care when my fellow students were teasing me with comments that I am wasting my time on a course that is not important. It changed me; it helped me to realize more fully who I am.
Wednesday, April 13, 2011
My Approach in Interdisciplinary Teaching as Studio Instructor
Social Awareness and Art
Now back to art classes: I believe that we as art teachers can support social awareness in classrooms. It is not uncommon that we learn and inherit things like prejudice from parents and relatives without questioning. The opportunities that teachers can provide students, through class projects and discussion, to think about social issues are valuable. I believe it is important for our next generation to learn the past history and the current situation of the world and decide to what part they would take in addressing historic injustices. When I offer a project with a social issue theme in my studio art courses, I do get some reactions, including negative ones, especially when the project involves uncomfortable research on the topic. However, students make different comments, which are more positive, after their findings on the topics. Some even express their appreciation of the opportunity to look into the issues.
Math in Drawing Class
What are the relations between Math and Drawing? At a glance, it does not seem to go together. A person may think artists can draw beautiful and proportionate objects, just with their talents. However, the talent is only a small portion of the ingredients for a successful drawing. It takes training, continuous practice, some inspiration, and many steps of calculation. A representational drawing takes logic and practice due to its importance of accuracy in proportion. Its use of math starts with rough measuring process of ratios and angles. Then, math is also involved in the transfer process using a grid system from a small idea sketch to an actual size work, often larger than the sketch. In addition, a contemporary college drawing class uses technology; to print a quality reference image of a subject, to modify and/or print a collage material, and to create digital portfolio with appropriate format and file size, which requires mathematical calculation. As you can see, drawing takes math in the traditional as well as the digital age.
Definitions
“interdisciplinary studies may be defined as a process of answering a question, solving a problem, or addressing a topic that is too broad or complex to be dealt with adequately by a single discipline or profession.” (Klein, Julie Thompson and William H. Newell. "Advancing Interdisciplinary Studies." Pp. 3-22 in Interdisciplinarity: Essays from the Literature, William H. Newell, editor. New York: College Entrance Examination Board, 1998: 3.)