Emphasize experimentation for its own sake-get them to risk the loss of their work by trying something new, to develop tolerance for frustration. Explain what art/art expression involves-ther problem of the artist. Put these students in creative situations wherein established patterns cannot be used. For example, drawing with sticks, bones, rocks and rags tied to sticks help students to forget that "they can't draw." Student usually laugh and feel that no one could draw with these unusual, if not bizarre, materials. Start out by simply having students make marks on a sheet of paper with a stick are three or four feet in length requiring students to stand up to work, the paper being placed on the floor. As the students continue to make marks, point out the variety and quality of the lines made. Note how each stick produces a different type of line. Eventually some student will see something-a head or tree or part of an animal-in his strokes. Then the teacher should encourage all the students look at their marks on the papers for recognizable forms and insist that they try to develop a picture around whatever that see. In other words, they complete the picture. As a result, the student temporarily forgets his inhibitions and becomes involved in his own expression. something he has rarely done. As he works and desires more control. the sticks may be broken, making them shorter and shorter. Eventually, brushes may be used when students feel the need for them. A similar approach may be used with the bones, stones, and a rag tied to a stick.
The procedure described above is a closure experience wherein, the teacher begins the experience via strong direction and students close it or complete it in their own manner. For extremely tight, rigid, and closed students. many such closure experiences are usually necessary before students feel secure and comfortable working in a personal, expressive, and creative manner. Blotto pictures. scribble pictures, wet paper watercolors, chalk drawing on wet newspaper. and squeezed clay sculptures are other closure experiences based upon a media approach. As students work through a closure experience. the teacher should be asked about the subject, the medium and the procedure, forcing these students to think about their work. The teacher should also help them experience and express feelings about their art work. Get them to relate to their own experience. Encourage them to verbalize what they are trying to express. Similarly, they should be made aware of perceptions. Certain specific and limited creative art goals should be planned of perceptions. Certain specific and limited creative art goals should be planned for each closure experience. The teacher should be adamant about students achieving these, making students aware of goals and praising their specific achievements.
For the mechanically oriented, it is necessary that successful creative art experiences be brought about wherein these students become psychologically open and personally involved and expressive. With this action (brought about via the closure method) will come the accompanying emotions, the feeling of satisfaction of accomplishment, of being sensitive and aware to shapes, color. of all that goes with success fully producing art work and having an aesthetic experience. Any progress in either work or attitude should be pointed out to these student so as to make them aware that they are moving in a positive direction. The mechanical student needs continual reinforcement ; however, commendation and praise should be merited and must be genuine on the part of the teacher.