Moving Along...

In talking with Leslie this week, I have had the opportunity to re-evaluate the actual phrasing of my research topic.

I've been struggling with the term "distraction" within the creative process, due to the varying directions it can lead, and have come up with this:

"How do artists describe their ideal work environment for making art?"

Additional questions that arise from that:

What hinders the process?

What helps the process?

How do things support productivity?

How do my students describe their ideal work environment?

I think this direction could really benefit the education/curriculum connection, as educators could essentially set up the ideal creating environment for their students.

"A mood, nevertheless, does take possession of the artist either by willful indulgence to bring one about, in which the artist is not always successful, or in finding himself subject to some stimulus or series of stimuli which will bring into play associative memories and impressions that have long lain dormant in the unconscious faculty."

Portnoy, J. (1950). A psychological theory of artistic creation. College Art Journal, 10(1), 23-29.

"Analysis of the art system must inevitably be carried on in terms of the studio as the unique space of production and the museum as the unique space of exposition."

Buren, D. & Repensek, T. (1979). The function of the studio. October, 10, 51-58.

"There have been several researchers in education who suggest that the skills for sensory intensification are identifiable and, given the proper environment, increased awareness in individuals is possible."

Frost, J. & Rowland, G.T. (1969). Curricula for the Seventies: Early Childhood Through Early Adolesence. Childhood Education, September-October, 11.