Jemielleann Quero

Art 133
Unit Paper 3
March 2, 2017
Unit Paper 3: Vulnerability

Vulnerability is defined as the state of being exposed to possibly being attacked, either

physically or emotionally. When relating to art, we can tie vulnerability into our artworks by

incorporating stories. By portraying stories in our artwork, we are able to find meaning in what

we create, especially since people are able to easily connect to stories (Pink, 2006). Artists are

vulnerable when they tell stories because they are putting a part of their selves on display for

others to see. In the article The Ethic of Caring Holistically for Art Students: Esmeraldas

Boutique, Eldridge emphasizes how it is important to fulfill the needs of students that live in

vulnerable conditions so that they have an equal opportunity of finding meaning, connecting with

stories, and being engaged in what they are learning (2012).

For the first studio, I would first discuss the meaning of vulnerability and have the

students share stories of times where they have been vulnerable or empathetic instead of first

telling students to bring in an object that is special to them. I would do this so that when it came

time to do the empathy braid, the students would be able to readily incorporate their stories and

items into their fabric and the empathy braid itself. That order of teaching the lesson seemed to

sequentially make more sense to me. For the second studio, I thought it was a great way to

incorporate technology and art. However, for younger students, I would have them do this

activity with magazines or printed images rather than software.

References
Eldridge, L. A. (2012). The ethic of caring holistically for art students: Esmeraldas boutique. In
L. H. Campbell & S. Simmons III (Eds.), The heart of education: Holistic approaches
(pp. 287-296). Reston, VA: National Art Education Association.
Pink, D. (2006). A whole new mind: Why right-brainers will rule the future. New York, NY: The
Berkeley Group.