Portraiture Research Portfolio
In the article, “The mentor as artist: a poetic exploration of listening, creating, and mentoring Celeste Snowber* Simon Fraser University, Burnaby, BC, Canada,” I learned a lot about ways to express the connection between mentoring, leadership, and art-making. I was able to learn something. Among the phrases presented here, the expression below was particularly impressive.
In her classic work “Walking on Water: Reflections on Art and Faith,” L’Engle (1980) reflects on the artist’s thoughts at the service of art, saying, ‘Inspiration comes to me much more often during my work than before. The artist's task is to listen to her work and go where it tells him to go' (p. 149). Her deep listening to herself, others, art, and the natural world informs both her mentoring and art-making. There is an art to listening to our lives. (Excerpt from text)
In particular, the fact that an artist must learn to serve the work, to listen to where the work is going, and to respect the vitality of the work itself helped me find the topic of art education that I should study.
In this sense, I discovered the keywords "community-based art education" and "special education", which are fundamental to how to serve. I also discovered "studio art", for the vitality of the work itself, and "museum art", where I could learn to respect this. There is also "educational theatre", which requires deep listening and mentoring of oneself, others, art, and the natural world, and art therapy, which helps us listen to our lives.
Among the phrases introduced in the article, I was particularly moved by the phrase, “As humans, our lives are works of art with constantly changing ways of being and becoming.” When we look at our lives as artists, we can say that they are works of art in themselves.
The keyword with this meaning would definitely be educational theatre. As I studied this discipline, I discovered that paintings are not physical works, but works of art that blend into daily life, and my world of art and values changed to become more vibrant. Additionally, the storytelling techniques learned through this can be applied to community-based art education or special education. I think of this connection as creating a picture book.
The picture books are life itself, a mixture of each individual's thoughts, history, philosophy, knowledge, and dreams. We can connect with each other through these individual works of art. Therefore, in order for the work to become art for everyone and not just for myself or the specific class, I think there must be a transition to a medium that the public can enjoy and share more. This can be seen as the same type of animation, graphics, etc.
This article presents a poem by the Persian poet Hafiz (2002).
This poem captures the need for a loving environment for flowers to bloom.
In other words, I believe that the activity of making picture books is the basic work that provides a lovely environment in which children, like beautiful flowers, will bloom.
Myungja Anna Koh