3 self potraits

gesture drawings of shoe

extra credit practicum

Kurt Morrison

Art 3700

Extra Practicum

Shakespear

Extra Practicum Activity

Following our original practicum we stayed and conducted an additional art project with the students in an effort to receive extra credit for doing so.  The teacher was more than willing to allow us to do this and the students were excited to continue on with more art.

This project consisted of painting ceramic piggy banks.  We set up individual work stations for each student.  The students were given their own white piggy banks and the color of paints they desired.  We encouraged them to experiment with mixing colors and they enjoyed coming up with many different colors and designs. 

The experience, like the previous practicum was enjoyable to the students and they once again stayed on task much to our delight and the teacher’s as well.  When they finished, we put the colorful piggy banks on the windowsill to dry and also to be displayed.  

final posters

milk jug african mask. pretty cool!

technology assignment; sketchup. I really enjoyed it.

About the Deerdog.

My clay sculpture is a Deerdog.  This is what come about when the deer come down from the mountain to feed on the bushes in your yard and develop an attraction for your house pet. 
If you are lucky enough to be on the female side of the equation you can raise these as adequate pets.  They feed on regular dog food but will munch on the bushes if you are not careful. 
If you see one out in the wild, don't mess with it.  They have the speed of a deer and the bite of a rabid dog. 

My clay sculpture of an animal. This is the Deerdog.

wire sculpture of a giraffe which i did with my eyes shut.

starrynight

scatchboard. the abc's are a bit abstract:)

lesson plan for kindergarten.

art lesson plan for 1st grade

Kurt Morrison

Art 3700         

Art Lesson Plan 1^st Grade

Source:  www.lessonplanspage.com

Shakespear

Title - Cave Paintings
Original Author- Christy Zoulek(adapted by Kurt Morrison)
Primary Subject - Art
Secondary Subjects - Social Studies
Grade Level – 1st Grade
Lesson Plan Title: Cave Painting

Concept / Topic to Teach: Stereotypes may not be correct, what we see in movies and on TV isn't always the way life really was/is.

Standards Addressed: Students will understand the place of art in history as well as an understanding of their environment.

General Goal(s): Students will gain information about the people of the Stone Age, and create a work of art, drawing from their new knowledge.

Specific Objectives: The Learner will explore the life of a stone age Homo sapiens and demonstrate how symbols and models are used to represent features of the environment.

Vocabulary:  line (contour, vertical, horizontal), art media

Required Materials: roll(s) of Brown Craft Paper
          Charcoal

Set-Up: Create a cave in the room by turning the tables on their sides and facing the tops of the tables in toward each other, touching at the edges to create an enclosed cave. Crumple Brown Craft paper slightly to resemble rough rock walls and cover the table tops to create the walls of the cave. Print or Photocopy images from the caves in Lascaux, and stick them randomly around the cave walls. You may create a "fire" out of a flashlight and tissue paper. Intercept students before they enter the room.

Anticipatory Set (Lead-In): "We are entering a sacred cave, we must be very quiet - sit in a circle inside the cave and close your eyes" - students may open their eyes when it is time for discussion. "What are some of your ideas about people who lived in the Stone Age? What did they look like? What did they wear? What did they do?" Read the book - The Cave Painter of Lascaux

Step-By-Step Procedures:
          1) Look at the pictures stuck on the walls of the cave. Discuss the ways that people made pictures in the Stone Age - they didn't have tubes of paint and brushes to buy! Imagine that the stick of charcoal is a stick from yesterday's fire that has cooled, and we are using the charred wood to draw.  Discuss types of lines used to draw figures such as vertical, etc.
          2) Close your eyes once again - and we will go back in time. "It has been a long time since we have been on a hunt, and our family is getting very hungry. We have entered our sacred cave, to ask the spirits to help us to catch some large animals to feed us, and to provide our clothes. By drawing the animals we will hunt on the walls of our sacred cave, we will have power. We will be as fast as the deer, as strong as the bear and the mighty buffalo. Our drawings are as sacred and as special as this cave.
          3) Students may open their eyes and begin to draw on the walls of the cave.


Closure (Reflect Anticipatory Set): "Why would the drawings that you have just done be sacred?" "What is different about Stone-age people than you had originally thought?"

Assessment Based On Objectives: Each student must offer in discussion at least one thing about the Stone Age people that was different than they thought. Each student must create a drawing of at least one animal on the cave walls.  Identify types of lines used in drawings.  

Adaptations (For Students with Learning Disabilities): assess the level of disability; sit near students who need additional assistance, Provide larger, easily manageable drawing tools for students who have difficulty with fine motor skills.

Extensions (For Gifted Students): Students may draw with as much detail, and draw as many animals as they have time for.

Possible Connections To Other Subjects:
          Social Sciences: The study of the Stone Age - how homo sapiens of the Stone Age lived
          Earth Sciences: The study of the Stone Age - the finding, excavating, and dating of tools, artifacts, etc.
          Language Arts: Write a story from the point of view of a Stone Age person to go along with an image from Lascaux - contrast communicating with pictures versus communicating with words.

art lesson plan reflection #8

Kurt Morrison

Art 3700

Lesson Plan Reflection #8

Shakespear

Monochromatic Painting

Grade Level(s): 5, 6, 7, 8, 9, 10, 11, 12

Subject(s):

• Arts/Visual Arts
• Arts/Process Skills

Overview: This activity is very simple to prepare and only requires that the students have access to a sink.

Purpose and integration: This activity is designed to create a connection between art and language, and to generate critical discussion.

Standards Assessed:

Making, perceiving, expressing, contextualizing.

Objectives:

1. Students will experiment with monochromatic painting.

2. Students will create an original monochromatic painting.

3. Students will learn and understand the definitions of monochromatic, tint, and shade.

4. Students will analyze their paintings objectively.

5. Students will determine the connection between color and emotion.

Vocabulary:

 1. tint - adding white to a color to create different hues

2. shading - adding black to a color to create different hues

3. monochromatic - artwork created using one color

4. palette - a flat piece of wood or plastic on which an artist mixes colors for painting

Materials:

1. white art paper (either 9 x 12 or 12 x 18)

2. undiluted tempra paint, multiple colors

3. paint brushes, multiple brush sizes

4. paint palettes (can use plastic plates)

5. containers of water (to rinse brushes)

6. rulers, compasses, protractors, pencils

Activities and Procedures:

Have students close their eyes and imagine that they are either flying or sailing through the Bermuda Triangle. It is a beautiful day without a cloud in the sky. Decide what color would best describe how you feel right now.

As you continue to travel through the Bermuda Triangle, you begin to feel uncomfortable, a little apprehensive. Something is not quite right. What color is this feeling?

Suddenly you see it. It is the scariest thing you've ever seen. What color is this emotion?

Explain to the students that they will be making a monochromatic painting today using one of the colors that described their feeling as they journeyed through the Bermuda Triangle. Demonstrate how different hues are made from color by adding different quantities of white (tinting) or black (shading). Place a small amount of a color of paint on your palette. Mix in a small amount of white paint. Move over on the palette and do the same thing only adding more white (tint) to your color. Make several hues with your color and black (shade).

Give each student a piece of paper, his/her choice of one color of paint, white and black paint, a palette, and a brush. Have the students create large overlapping geometric shapes and fill them in with their new hues using different brushes. Have the students cover the paper completely with the new hues.

Assessment Activities

Have students discuss:

1. how they created certain hues.

2. their impressions of monochromatic painting.

3. how color can be used to portray emotion.

4. what they might do differently next time.

I really feel this lesson plan, which is located at www.eduref.org and authored by Marcella Embry, is appropriate for these particular grade levels.  The text, Art Emphasis, states the following about students entering the fifth grade, “Children’s criteria of what is good in art outrace their abilities.  They come to feel that their drawings are not good enough and they decide they are no good at art.”  This type of lesson plan could offer this age group a whole new approach to art.  Instead of more simplistic drawings, they can use art as a way of exploring and expressing their current emotions, which I’m sure are ever changing at this age. 

Another aspect of this lesson plan which is appropriate are the assessment activities, which allows the students to thoughtfully consider how colors can portray emotions as well as analyze what they would do differently given the opportunity.  Referring back to the text, we learn, “Fifth and sixth grade students typically are becoming more self-critical and reasonable.”  They also are, “interested in doing and making things “right””.    From this information we can assume that these students appreciate the opportunity to stretch themselves and want the chance to succeed.  This is the type of art project where all students should be able to benefit.

colorwheel

watercolor mood indicator

coil pot

coil pot

pinch pot

pinch pot

Kurt Morrison

Art 3700

Reflection #5 

Shakespeare

What Makes A Quality Art Lesson?

The timing of this particular reflection is very apropos as I just had the wonderful experience of completing my practicum.  Together with Rick and Lori Gomez, we presented an art lesson to an all-day kindergarten class in Willard, Utah.  This was my first practicum in my elementary education major and I entered it with a desire to present a lesson that would be of value to the students as well as the teacher who so generously gave of her time.  As Rick, Lori, and I worked on the lesson plan, one question kept coming to my mind, what will make our art lesson one that will stand out and leave the children more knowledgeable about art, or in other words, what will make this a quality lesson plan?

In analyzing what makes an effective art lesson, allow me to first reference our hierarchy.  From the website www.schools.utah.gov, we learn of the four standards they desire us to incorporate when teaching art, they are:  Making, Perceiving, Expressing, and Contextualizing.  Without going into a lengthy description of each standard, I will just make mention that they are fairly straight forward as well as very worthwhile on the surface.  I say on the surface for the simple reason that there is always room for customizing the standards to your particular class and art lesson.  Some teachers could look at these standards as only barriers to their teaching methods but i believe we should respect them while also keeping in mind their pliability, which I’m sure the authors allowed for. 

Another important aspect of a quality lesson plan is making it effective for all types of learners as well as giving each student a well-rounded experience.  From the class text, Emphasis Art, this idea is expressed as they state, “Education should focus on the integration that occurs within the child - the integration of the child’s emotional, psychomotor, intellectual, perceptual, and aesthetic experiences.  We all know as educators and future educators that students learn through a variety of teaching methods and art can and should be taught with this knowledge in mind. 

My final frame of reference for this subject comes from my recently completed practicum referred to in my introduction.  Rick and Lori were very instrumental in supplying an effective lesson plan for this wonderful kindergarten class, and I was grateful for the experience of working with them.  One of the key aspects of this lesson plan that I felt very strongly about was the idea that we allow these young students to express much of their art from within and not try to instruct them on every little detail.  It is this principle, which if included in all lesson plans, could help to insure that the art students produce true expressions of themselves and not mirrored copies of examples we may show them.  While we did cover all aspects of the lesson plan as instructed, we were richly rewarded by seeing the ideas these young artists came up with on their own. 

In conclusion, I would like to stress my belief in the importance of a well prepared and effective lesson plan.   A wise man once said, “If ye are prepared ye shall not fear”.  Once we feel that we have accomplished this main step in teaching we can then feel confident in our approach to the students and be able to customize any further steps as the lesson begins.  

Chinese block name thumbnails.

Snowflakes.

Watercolor.

Andy Worhol print.

Here are my collagraphs.

Aboriginal painting.

Tiffany lamp.

Here is the same shoe through the view finder.

This is my contour line shoe drawing.

Here are the textures.

This is my Picaso head.

Here is the Chinese block name.

Chinese brush painting.

Kurt Morrison

Art 3700

Maele Shakespear

Reflection #4

Effective Art Assessment Strategies

There is a line in one of my favorite movies entitled, Lean On Me, delivered by Morgan Freeman’s character, where he states, “Discipline is not the enemy of enthusiasm.”  This line was delivered very emphatically in an effort to get nearly hopeless students to obtain enough discipline to at least be able to pass a basic skills test.  It is with some hesitancy that I apply this line to art assessment; however I do feel that art students should be monitored and tested.  I in no way want to put restrictions on the creativity of art students but only try to insure that they grasp the tools with which to soar to even greater heights than thought possible.  In other words, discipline could very well help to foster creativity.  The key is to implement assessment methods that will not damn the flow of their creative juices.

The first assessment strategy I would advocate is perhaps the most archaic but does fit in nicely with the Cognitive Theory, and that is one of being able to recognize art history in its context through creatively written test questions and research papers.  The text, Art Emphasis Ninth Edition, states concerning students researching art, “Research can be a fertile prompt for students’ art making.”  I could very easily envision a scenario where a student, after finishing research on a particular artist or type of medium, is now filled with renewed enthusiasm and focus due to his findings.

Since I’ve returned to school to achieve my degree, I’ve experienced the much used technique of writing reflections.  It is an assessment strategy which many professors seem to have bought into.  I also feel that it is quite effective in allowing one to ponder and then translate into words recent principles learned.  In Assessment in Art Ed chapter 2, the author advocates journal keeping as an effective strategy for assessing the students “thoughtful evolution” pertaining to art.  In instructing possible uses, the author explains, “Journal entries can be reviewed and assessed using different techniques such as: checklists (check to see if entries are there); rating scales (degree of quality of entries); and student self- assessments (about quality and progress).”  The author wisely recommends the sketchbook to be used as the journal.

An exciting assessment tool for many students is to display the student’s art throughout the entire school.  This gives art students a chance to showcase their talents as well as be assessed by their peers.  As artwork is displayed, peers have the chance to think critically about fellow student’s art as well as reflect on their own.  The text, Art Emphasis, also make the point, “As a teacher, you can introduce students to exhibiting, an important aspect of the art world.”  While this could be cause for anxiety for some students, most all should benefit from such an exhibition of their talents.  In relation to these exhibits, portfolios of this artwork could also be built up by each student.  From the website www.teachervision.fen.com., portfolios are mentioned as an assessment tool as they state, “Students build portfolios to demonstrate what they’ve learned so that you can monitor their progress with fewer tests.”  These portfolios can also be used as they attempt to build a resume for future opportunities. 

In conclusion, I’ll admit that I did not realize going into this course that art assessment in the classroom was such a concern.  I figured that some basic testing on art history and methods as well assigning art projects that would in turn be graded by the instructor could be sufficient.  I now can see that just as the art classroom is a haven to express oneself creatively, assessment methods can and should match this creativity.  

Kurt Morrison

Art 3700

Reflection #3

Maele Shakespear

Integrating Art Into The Classroom

One day, in my Introduction to Elementary Education class, my professor told us to bring a few crafts the next time we meet.  We were assigned to bring 3x5 note cards, card stock paper in a variety of colors, a glue stick and scissors.  I have never been skilled at assembling crafts so I went into the project with some trepidation.  As the class began, Dr. Barta explained that we were going to make bookmarks which would be decorated with colorful woven patterns resembling those of the woven textures of South and Central America.  We then proceeded to cut strips of colorful paper and glued them onto the white notecard crisscrossing the strips to resemble the woven look we were trying to imitate.  Without going into much detail, he then explained how this simple activity can help young kids to develop math skills as they figure patterns needed to create the woven look as well as calculate the number of ribbons per row, etc.  What an exciting idea, integrating an art project into teaching math concepts.  The more I ponder the idea of art integration, the more I realize that art is in every subject we teach and if recognized and explored, will only increase the grasp a student will have of that subject.   

I’ve mentioned in a previous reflection how art can help develop skills that often are not taught in other subjects.  Skills such as: creativity, critical thinking, and learning to work as a team.  The text, Emphasis Art Ninth Edition, specifically mentions, “Integration in the Three Domains: Cognitive, Affective, and Psychomotor.”  The comprehension of these domains and knowing how to effectively apply them allows for a richer sensory learning environment for those students involved.  One of the main points discussed is the need to go far beyond the simple memorization of facts and figures and instead dive into a higher level of learning which involves the thoughtful analyzing and integration of these facts into our daily lives.  This would ideally be done through learning activities involving movement of the body as well as expressing emotion and finally reflecting on and analyzing the activity itself.     

Earlier I shared with you the making of the bookmark in class and how that can help children grasp math concepts.  There is however an additional principle a teacher could explore while in the midst of this project and that is the principle of cultural awareness.  Perhaps no other generation is more able to access visual culture the way today’s youth can.  As youth are educated in the visual arts of many different cultures, they would hopefully begin to appreciate those cultures and grow more accepting of our differences.  The making of the bookmark and perhaps even showing the kids real woven products made by such a culture could be an additional integration technique.    

As to the idea of whether or not the integration of arts is important in the overall school curriculum, I feel that is may not be just important but perhaps vital.  Thinking back at my early education, I do remember a lot of memorization but unfortunately not a great deal of meaningful exploration through psychomotor and affirmative applications or even high levels of cognitive learning.  As a result, I felt ill prepared for real world situations where all of this knowledge is supposed to come into play.  From the website nwlink.com, additional thoughts are shared about the importance of The Three Domains, they state, “This taxonomy of learning behaviors can be thought of as the goal of the learning process.  That is, after a learning episode, the learner should have acquired new skills, knowledge, and/or attitudes.”   Exploration of another website, oaks.nvg.org, led me to this thought on psychomotor skills, “Learning is pleasurable but doing is the height of enjoyment.”  We can and should strive to bring enjoyment into all that we teach in order to foster the student’s desire for continuous learning.  Art is the one subject which allows for almost limitless creativity and freedom of expression and should not be confined to only one classroom in school but integrated into the entire curriculum for the benefit of all.

Kurt Morrison

Art 3700

Maele Shakespear

Why Teach Art?

The other day in class, my instructor asked us why we should have art education in the classroom.  There were multiple answers by my fellow classmates and then I chose to offer my thoughts.  I explained how I felt teaching art as part of an overall school curriculum would only help one become more of a creative thinker as they encounter problem solving in their more rigid classes such as math, English or science.  I also mentioned how this creative thinking could translate into their future careers in business or elsewhere.  I was initially satisfied with my answer but after further research from multiple references, I now feel that limiting the benefits of art education to simply fostering creativity is too narrow of a view. 

Allow me to begin the support of my introductory statement by referring to the Art 3700 textbook, Art Emphasis Ninth Edition.  I found a comment which caused me to quickly broaden my view of what art education can bring to the individual as well as the community and beyond.  It states, “As our nation’s culture becomes more and more media-based, citizens capable of responding intelligently to the visual culture are increasingly important.  Art education serves to develop such skills, broadening understanding and enhancing acceptance of fellow human beings.”  I found this statement to be very pertinent to the issue of cultural tolerance so prevalent in the discussions of today.  Through art education, school children are exposed to art from a variety of cultures and as a result, learning cultural awareness, diversity and tolerance on a much greater scale.

Another benefit of being in a classroom where art is being taught is that students are able and even encouraged to work together and learn from each other while still expressing individuality, whereas it is generally prohibited in most other subjects.  This principle is explained further in the article, “The Arts and The Creation of Mind” by Elliot Eisner, where he states concerning the art classroom, “In this setting, classroom norms encourage cooperation, autonomy, and community. Students can look at the work of their peers and at the same time become increasingly independent.”  I recently heard one the world’s most successful CEO’s, who specialized in turning around companies, say that one of the first requirements he has for his employees is that they work in groups, fostering a spirit of teamwork.  Art education could help prepare us for such creative and unique working environments.

Over the past number of years, funding for the arts has been an issue many schools have had to deal with.  The more I dive into my major of elementary education the more I feel that funding needs to be directed in a greater way to the educating of our children.  If there are budget woes in our local cities or states let us find other areas to cut before we deprive our children of a proper and more importantly well-rounded education.  The book, Champions of Change, The Impact of The Arts on Learning, had this very thought of funding in mind as it sought to reveal studies displaying evidence of the need for art education especially among the underprivileged students.  Quoting from the Secretary of Education at the time, Richard Riley, who provides a letter at the forefront of the book, “The arts teach young people how to learn by giving them the first step: the desire to learn.”  Art, perhaps more than any other subject, gets students excited to be in the classroom and therefore excited to come to school.

Many of us appreciate art for the way that it improves our quality of life.  Life without art is like watching television in black and white versus color.  Why would we ever want to go back to black and white.  The question should also be asked to our schools.  Why would we ever want to go back to a time where art does not exist in the classroom.  From the website www.helium.com, Summer Tyme states in an article entitled, “Why Teach Art?”  “Because we all need art, we all need artists to fill out lives with beauty of mind and heart.”  Where will these artists come from if not fostered in a daily school environment.  Sure, artists would still emerge, but how much more would our society be edified if all young children have the chance to explore their artistic talents.

The YouTube video, The Importance of Art, revealed a wonderful quote by Reverend Edward M. Catich.  He states, “Art is not freedom from discipline, but disciplined freedom.”   For those who feel art class is simply an undisciplined waste of good school time, let them rather think of it as disciplined freedom in a safe and relatively structured environment.  Another YouTube video entitled, Art Education: Let Them Be Heard, showcases the thoughts and feelings of numerous high school kids on what art class means to them.  The overall theme was simply that without the ability to express themselves in art class, their desire to perform scholastically in any area would be in jeopardy.  This supports the earlier quote by Richard Riley about art giving students the first step to learning: “the desire to learn.”

So back to my original analysis of why art education is important.  I still feel that art promotes creativity unlike any other class, but why resort to such an obvious answer, an answer that really does not lend any additional leverage to the case as to why we need art education.  In just this short time of research I was able to find numerous and I would argue even more powerful reasons to keep art in the schools.  Let’s hope our local school boards know how to Google the question, Why Teach Art?

Kurt Morrison

Art 3700

Shakespear

What is Art?

Attempting to answer this question has proven to be more complicated than I first thought it might be.  The numerous references given, as well as discovering my own, have helped to guide me to a somewhat satisfactory answer.  I say somewhat satisfactory for the simple reason that my answer is just that, my answer, and the conclusion that another would come up with may be different and possibly even lead me to another revision of my belief of what art is.

As I first started to explore this question I wanted to refer to a more rigid definition of art.  I therefore went straight to the dictionary online and chose what I considered to be a fairly straightforward definition.  “dictionary.reference.com” stated the definition of art as, “The quality, production, expression, or realm, according to aesthetic principles, of what is beautiful, appealing, or of more than ordinary significance.”  This initially seemed to me a great final answer.  After all, as one initially ponders this question it seems pretty simple that art is something produced and is found aesthetically pleasing by those who view it.  Well, after more research I realized it wasn’t quite so simple.

In the first reading, “Art and Artworks”, a great example is given of running into a well known artist while strolling along your local beach.  You recognize the artist and ask if he would supply a piece of art for your local art museum.  He thinks for a moment and reaches down and hands you a piece of driftwood and says, “Take this.  Call it Driftwood.”  To me, a piece of driftwood could be aesthetically pleasing but to another it could seem like a plain old piece of wood.  The question is then asked if you would display this in your museum.  I might decide to question the artist as to his reasoning behind choosing the driftwood to judge whether or not he was serious, and if he was I would display it under his name and let viewers contemplate the display for themselves.  This example illustrates quite well the idea that art can be anything around us. 

Leo Tolstoy in his essay, “What Is Art?” shares an even deeper view of art.  He states, “In order to correctly define art, it is necessary, first of all, to cease to consider it as a means to pleasure and to consider it as one of the condition of human life.  Viewing it in this way we cannot fail to observe that art is one of the means of intercourse between man and man.”  Art, from what we just learned, is a means of communication between men and who are we to judge whether the way one communicates with another is valid or not.  A very literal example of this is taken from the YouTube video, “What is Art?”  A comment made after one watched the video wondered why the written language was not also pointed out as art.  The author in response agreed with the comment.  I also agree that the written language could easily be considered a beautiful art form as well as a literal way of communicating with your fellow men, therefore aligning somewhat with Tolstoy’s view. 

A great example of how we judge art is given in the blog “artthatselementary.blogspot.com”.  Several examples of art is displayed and asked whether it qualifies as art.  At first thought I might judge some of it as insignificant but as I read about how it was produced, some by an animal or a baby, and one produced simply by erasing the existing artwork of another abstract artist, I came to view it differently, and put into context it, it becomes artistic to me.  I should mention that I am still undecided about the urinal.

While again exploring references of my own I came upon an article entitled, “What is Art…?  …What is an Artist?”  Supplied by Sweet Briar College Department of Art History.  It shares the idea that art is viewed differently through the ages.  For example, hundreds of years ago a woman was making some pottery for use by her family.  She was not necessarily an artist and was not producing what she thought to be art.  The pottery is discovered in present day and displayed quite prominently in a museum as a beautiful piece of art.  Subsequently, the question of what art is can be relative to a particular time period.  Further examining the idea of art being relative, has to do with possibly the most important factor for us as individuals.  Is the art displayed pleasing to us?  From the website, “Philosophytalk.org”, they state, “Alexandar Nehamas of Princeton University thinks that all art is beauty although all art may not be pretty.  Beauty, he says, involves whether you like it.”

In conclusion, to the question of where do we draw the line between what is art and what is not, I say that no line should be drawn.  Let each individual, as he encounters or perhaps produces art, decide for themselves if they are experiencing art.  The YouTube video, “What is Art” mentioned, “art is the expression of creativity or imagination or both.”  Art truly is personal and whether or not a single individual draws that line for themselves, let us not draw a line for others who may not view art exactly as we do.