Location: University of California Berkeley
Date/Time: Friday, March 28, 3:00 – 4:00pm
Presenter: Sharon E. (Libby) Clarke
At the 42nd SGC International conference in the San Francisco Bay Area. Bridges: Spanning Tradition, Innovation, and Activism took place March 26-29, 2014.
Abstract: As we educators wrestle with the shifting significance of print in our classrooms, we risk losing equipment, space, and funding for techniques and programs that may be deemed no longer relevant. This study works to prove that printmaking is instrumental in bridging the gap between the haptic and the conceptual for poorly performing art and design students. It strives to demonstrate that printmaking lessons are ideal for teaching the bedrock metacognitive skills students lack when they enter our classrooms. These observations are posited to help cement printmaking’s continued place in our institutions and our curricula. This paper discusses the application of current educational theories through targeted printmaking lessons to help poorly performing students improve markedly in a college setting.