If you ask high school students what they think the requirements for original artwork are, chances are that you'll get some version of the artist-as-genius argument. Original art, this line of thinking follows, is totally unique and has never been seen before.
When I have this conversation with my Art 1 students, I say sure, like Picasso.
Yes, they agree, because he's one of the artists most of them have heard of.
I go on to talk about how he played a central role in developing a new way of depicting images - cubism - and revolutionized the western art word.
Totally innovative - except for the fact that breaking objects into geometric shapes wasn't new - artists from around the world had been doing it since forever.
Les Demoiselles d'Avignon, by Picasso, and a statue from the Vili people pf central Africa, which was owned by Matisse. This work had a huge impact on 24 year old Picasso. Read here for more in depth information.
Picasso genius wasn't in creating something totally new, it was in combining inspiration drawn from other artistic traditions with his own knowledge. This idea of originality, as something approachable that we can all do, is what my students need.
We try this out in a short group exercise. I share a list of some ways to remix the familiar, including juxtaposition, changing a fundamental element, the addition of text and using unexpected media, then show some Dorina Lynde and some Yung Jake.
Next, I share a list of iconic artworks, and challenge groups to use digital media to reimagine one. They have around 30 minutes to create before presenting what they make to the class. They run with it (see student work below) using some apps I've heard of, but others I haven't. I've taught this lesson before, but this is the first time I've required digital media. It makes for a much better experience, because it requires students to consider the art-making potential of technology they use everyday, plus the ease in which these images can be created is very conducive to the sort of play that gives the images below life.
I love this art-making experience because it challenges kids to think about what originality really means, as well as to examine the creative potential of digital tools as they create with images that are culturally relevant to them as individuals. It creates the perfect reference point for the first time someone wants to copy an image from Pinterest or draw copyrighted material.
Plus, it's fun.
I'm interested in creating a student student centered space for my high school students through choice and abundant opportunity for self expression. I'm also a writer for SchoolArts co-author of The Open Art Room.