Q. 2). What were/are your concerns or apprehensions about this course in particular?

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None/Nothing

1,1,1, 1, 1, 1, 1, (7)

 

Ab=ability

NGA=not good at art

Mat=Materials

Cr=Creativity

Pr=Projects

Con=Conveyance

As=Assessment

Un=Understanding

Not Understand art/artists = teacher: 1, 1, 1, 1,

No art before

Not being good at art (artistic): 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1  (23)

Art history

1,

 

 

 

Creativity level/ability/experts

1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1 (22)

Dr-NGA

1,

Mat-Cr

 

 

Drawing-other art skills-conveyance/interpret, paint

1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1  (17)

Ab-Pr

1, 1, 1, 1,  (4)

Ab-Con

1,

 

Visual Journal

(projects)

1, 1, 1, 1(time)-1, 1

Using Materials other than cr/mar/clrpncl

1

sculpture-but ok now

1

Imovie, Mac apps

1

Ab-As

1, 1, 1, 1, 1, 1, 1, (7)

NGA-As

1, 1, 1, 1, 1, 1,  (6)

Un-As: 1,

 

Assessment-grade(d)

1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1 (12)

Rationalized - integration ideas vs. artistic ability

1,

Rationalized-purpose-wasn't sure but now sees why

1,

2). What were/are your concerns or apprehensions about this course in particular?

 

Some of the most populated categories expand the notion of anxiety through either not being "good at art" (23 times) nor "very artistic" followed by not feeling confident in their creativity and ability levels (22 times) in producing the course projects and related assessments. The students also cited particular artistic skills in the form of either drawing and/or painting as being a source of anxiety. These two media/mediums are cited 17 times and exposes their hegemony of art while only 3 other media/mediums where cited (sculpture, Imovie, other than crayons, markers, and colored pencils).

            It could be deduced that "not being very artistic and creative" could be expressed through what students consider to be the epitomes of art (i.e. drawing and painting) where skill and/or creativity are often praised and established through art history texts and art institutions such as museums and schools. This question also seems to give rise to students' constructed notions of what it means to produce art, more specifically what students have been taught in schools and what students have come to internalize over time throughout their lived experiences which may be influenced by family ideology.

            Students' anxiety may also arise from school ideology that associates positive assessment with expert performances of knowledge and in this case with art education students readily assume assessment will reflect skill levels. Skill levels are associated with students' conceptions of what they believe to be artistic and creative by exhibiting historical constructions of "good" art. Additionally, some students had associated skills with the ability to convey particular ideas and their anxieties reflect a lack of confidence in expressing their thoughts through a different language system other than signs expressed through textual languages. In these instances, we can deduce that students are acknowledging a domain shift where information is often transmitted through visual or body languages that are produced through the manipulation of a variety of media, which may be in conflict with their comfort levels of manipulation (writing or typing). Possibly more importantly students may be signaling a content shift as well, meaning they are uncomfortable receiving and producing ideas through non-textual means.

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