Big Ideas

Amanda Thomas
ART 133
Professor Ward
9 September 2015
Unit Paper 1
Big Ideas
In Sydney Walkers, Teaching Meaning in Art Making, Walker discusses in the
introduction that there are multiple elements that effect art making. Walker discusses that it is
important for educators to not only teach children how to create art, but to teach art history, art
criticism, and the philosophy of art (Walker, Introduction). Walker then goes on to say within
the first chapter that artists experiment with several directions [and big ideas] before settling,
meaning that artists review and learn about multiple subjects and objects to entertain a certain
big idea or concept that they are going to produce art over (Walker, Chapter 1). These multiple
subjects could include art history, art criticism, pieces of art, a persons surroundings, and much
more. It is always important to start art production with a big idea because an artist or student
can expand their knowledge and can further decide if they want the big idea to portray a certain
concept, a student can find a certain aspect of that big idea and build their art around it.
I agree with Walker that it is important to not only teach a student how to create art, but to
teach the history, criticism, and philosophy of art. In high school, I was only showed how to
create art, but it would have been entertaining to know the different critiques and histories of art.
Teaching those concepts can help a student further their passion for art. It would be easier for a
student to take a big idea or concept and use what they have been taught when create their own
art. I feel like the big idea of identity can be used for so many different pieces of art, and I will be
using that big idea if I teach an art class because it creates critical thinking and imagination.
Walker, Sydney R. (2001). Teaching Meaning in Artmaking. Worcester, Massachusetts:
Davis Publications, Inc.