By Annabel Kjar, Visual Arts Teacher
'Drawing is a powerful tool of investigation – students attempt to capture an object’s essence and, in some way, “own it”'
This type of graphic activity is not only a useful way of expression but can train multiple intelligences beyond linguistic and logical mathematical intelligence known as "academic" or "scholarly intelligence". The MYP Arts Program tries with its curriculum and planning to reach a diverse range of students that may show exceptional ability when taught in non-academic ways.This allows them to develop better verbal, visual and spatial intelligence with the ability to think in three dimensions and thrive in creative careers.
Vanitas still life at the Rijksmuseum
Technique is a useful tool, but never an end in itself. Technical Visual Arts lessons are complemented with virtual field trips in Grade 10 to the Rijksmuseum, where high resolution images of Dutch Vanitas paintings from the 16th and 17th century are easily accessible. Students can query and be inspired by the different ways artists have explored to communicate ideas and values in preparation for creating their own art based on the objects they own.
Dutch Vanitas still life paintings depict objects with symbolic importance and are embedded with moralistic warnings - they highlight the fragility and transience of human life, as well as emphasise the emptiness and meaninglessness of worldly possessions. Works often feature skulls, and rotten fruit – symbolic of aging and the passing of time. Mature fruits meant fertility and wealth, due to the abundance of being able to let fruit go rotten. Watches, hourglasses or timepieces – symbolise the transience and limitation of time. Only the very wealthy would be able to afford exotic items such as shells, therefore they represent a sense of vanity and uncouth ostentatiousness. These works were hung in stately homes and also gave the artist a chance to show off their extraordinary skill.
