Josef Albers Examining A Folded Paper Construction With His Students At Black Mountain College, 1946.

Detail of Mike Kelley’s Educational Complex, 1995, acrylic, latex, foam core, fiberglass, wood. Source: https://mikekelleyfoundation.org/artwork/educational-complex

This might sound shocking coming from an education blogger, but I have been wondering whether compulsory education and traditional schools are leading us astray and even worse, harming our students’ well-being. My post, "Educational Complex" explores topics of unschooling and Youth Rights and uses artist Mike Kelley's Educational Complex as an example of some problems within compulsory education. Read it on Artfully Learning: https://theartsandeducation.wordpress.com/2022/08/01/educational-complex/

Holy Night Ruthie Aybar 3rd Grade USA

Source: The Henry Schaefer-Simmern Collection, Children's Museum of Art, New York (CMA1264.20)

I wrote about Asawa's journey to become a renowned artist and art educator in a post titled "Weaving Art with Life." Read it now on Artfully Learning: https://theartsandeducation.wordpress.com/2022/11/15/weaving-art-with-life/

Ruth Asawa teaching paper folding, ca. 1980s [© Estate of Ruth Asawa]

Alisha B. Wormsley, There Are Black People in the Future, 2017.

Pittsburgh, Alisha B. Wormsley

First image: Irving Kriesberg, (no title) drawing from the Chicago Field Museum of Natural History, c. 1929, graphite on paper. Collection of the Irving Kriesberg Estate Foundation. Second image: Irving Kriesberg, The Victim, 1994, oil on canvas. Collection of the Irving Kriesberg Estate Foundation.

Irving Kriesberg developed an aptitude for art at an early age by filling notebooks with drawings of museum taxidermy he encountered at Chicago’s Field Museum of Natural History. This early experience of biological rendering made a lasting impression on Kriesberg, who manifested his own animal imagery and phenomenal aesthetic environments throughout his career.

The untitled graphite drawing of a leopard seizing a bird in its claws is from around 1929, which would mean that Irving was about 10 years old when he drew it; the painting, titled The Victim, is from 1994, when Irving was 75. Both compositions feature a large cat pouncing on a bird.

It is amazing to see how interests, explorations and influences from childhood manifest creatively throughout the course of one's life. This is an apt insight into artistic development of a professional artist. Read more about this phenomenon in my latest blog post "The Childhood Origins of Working Artists."

Angélique du Coudray’s La Machine was a groundbreaking obstetric phantom. Read about how this innovative soft sculpture inspired radical changes in medical education in the Artfully Learning post Abrégé de l’art des accouchements (The Art of Obstetrics)

Color plate from the 1922 publication, "Christmas Pictures by Children." This illustration was made by students of Austrian artist and educator, Franz Čižek. Čižek established his Juvenile Art Class in Vienna, Austria in 1897. His student-centered approach to teaching, and his philosophy that children's art should be a unique genre (and not compared to adult art), led to the foundation of the Child Art Movement.

The lineage of many popular educational materials used in schools today can be traced through art history. In a post called "The Art of Child's Play," I wrote about several examples of modern and contemporary artists creating educational toys and learning materials. Read it on Artfully Learning: https://theartsandeducation.wordpress.com/2022/03/24/the-art-of-childs-play/

Puppets by Paul Klee named the Philistine, Matchbox Spirit, and the Crowned Poet — Source: Zentrum Paul Klee, Bern (CC BY-SA 4.0).Puppets by Paul Klee named the Old Man, the Devil with Ringed Glove, and the Monk — Source: Zentrum Paul Klee, Bern (CC BY-SA 4.0).1) 

2) Puppets by Paul Klee named the Ghost of a Scarecrow, Electrical Spook, and Mr Death — Source: Zentrum Paul Klee, Bern (CC BY-SA 4.0).

3) Puppets by Paul Klee named the Philistine, Matchbox Spirit, and the Crowned Poet — Source: Zentrum Paul Klee, Bern (CC BY-SA 4.0).

“And yet for all their fixedness, the figures’ power lies in their yet being infinitely accessible, innocent, and welcoming things; they are children who have survived their childhood, grown old, but retained something of that early state. They are representatives of some world that belongs at once to children and adults, and to some more mysterious world they share within creation. Klee wrote in his diary of 1901: “The future slumbers in human beings and needs only to be awakened. It cannot be created. That is why even a child knows about the erotic.”2″

Puppets by Paul Klee named the Big-Eared Clown, Self-Portrait (of Klee), and the White-Haired Eskimo — Source: Zentrum Paul Klee, Bern (CC BY-SA 4.0).

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My practice is largely focused on play as an artistic and pedagogical activity and philosophy. I recently wrote an essay called "Form, Function and Fun: Playgrounds as Art Education," about the fun and informative history of artist created playgrounds. In addition to several examples of actual playgrounds created by artists, I include a tried and true example of a lesson I like to use where students make their own paper playgrounds. You can read my essay here.

Image: One of Khor Ean Ghee’s dragon playgrounds in front of a community housing development in Toa Payoh, Singapore. Photograph by Jimmy Tan, CC BY 2.0 via Wikimedia Commons.

I couldn't include everyone in my piece my piece "Form, Function and Fun: Playgrounds as Art Education," so I'll have to do a follow up blog post discussing Aldo van Eyck's work and philosophy around play and playground design.

When Aldo van Eyck assumed work at the Amsterdam Public Works (Amsterdam Publieke Werken) one task soon became his focal point: the design of playgrounds accessible for every child in every neighborhood of the city. Until then there existed only secluded playgrounds initiated by playground associations of which children had to be member to gain access. On Jacoba Mulder’s initiative Van Eyck made a first design for the Bertelmanplein consisting of a sandbox in which four large rocks and an arch-shaped climbing frame were placed. This design was his point of departure for many more playgrounds to come (Van Eyck eventually realized some 700 of them) but also a testing ground for his ideas about architecture, relativity and imagination. Especially with regards to relativity. i.e. the non-hierarchical arrangement of the different components based on their mutual relationships, the playgrounds proved to be of great importance for Van Eyck’s theoretical reflections.

In 2002 the Stedelijk Museum in Amsterdam devoted an entire exhibition to Aldo van Eyck’s playground that was accompanied by the present catalogue: „Aldo van Eyck: De Speelplaatsen en de Stad“, edited by Liane Lefaivre & Ingeborg de Roode and published by NAi uitgevers. The catalogue collects a wealth of photos and drawings that in turn provide insights into a body work that in many ways appealed to the architect. For Aldo van Eyck the children’s perspective on city and architecture as well as the lighthearted creativity that went along with it were of integral importance. As the authors show, he had his play equipment designs tested by his own children and at the same time let himself inspire by artists and artworks he admired. The result were playgrounds that on the one hand appealed to children and on the other hand tell a lot about Van Eyck’s intellectual and creative reference system. Unfortunately only a fraction of them still exist today….