Take Art, But Take Risks Too

There’s nothing worse than scrambling to complete an assignment before its due date — but this horrible, heart-racing experience may be compounded if the assignment is for a fine arts course. 

Rushing to create something not only skillful and palatable, but good, is any artist’s nightmare. One poor remark on an artistic choice could sour a palate indefinitely, prompting a difficult critique and placing shame into the artist’s heart. 

This potential for public shame can make student artists take the easy route in creative courses, completing — what is to them — simple and manageable work acceptable for grading, but not necessarily up to their own standards. 

The reluctance for risk-taking in art classrooms must be eradicated. When not risking anything creatively, genuine critique and improvement can be stunted because there isn’t full personal investment in the art. If there isn’t emotion, then there’s only skill left. 

While developing techniques in an artistic course is fundamental to improve the student’s artistic understanding, it isn’t the whole of creating art — nor the sole function of an artistic class. If displaying skill was the sole purpose of art, every 2D artist would strive for hyper-realism and every musician would be aiming to compose a symphony.

This isn’t to say skillful and technical art doesn’t convey meaning — it often does so well, and should be rightfully celebrated — but technical skill isn’t the only avenue through which art can be aesthetically and personally evaluated.

Some may be satisfied by mainly working at their technical skills, which works well in the fine arts education system. Yet emphasis being placed on the meaning and drive behind the work is equally as satisfying for others to focus on.

Finding the balance between displays of skill and personal, emotive investment in art is precisely what further develops an artist’s understanding of themselves. But in fine arts education, this development is stunted by time constraints and fear. 

Personal artistic fulfillment can come from various achievements in the different aspects of art production, such as skill, notoriety, meaning and importance to the creator. So when in a creative course, students should push beyond looking for academic validation or displays of skill — they should determine what inspires them and dig into the meat of their interests. 

An artist’s attachment to their work is ultimately what fans the passionate fire igniting the artwork’s blazing glory. So why not be brave, push the envelope and get weird with creative classes?