In 2019, The Department of Elementary and Secondary Education (DESE) adopted the new Massachusetts Arts Frameworks. One of the main revisions was on Artistic Intent. The Frameworks define Artistic Intent as “What is Artistic Intent? Artistic intent is the meaning the artist intended in a work, so far as it can be determined from the artist’s statements or cultural context. Artistic Intent can refer to a master artist or student artist.” DESE suggests that Artistic Intent should be at the forefront when designing visual art lessons as it encourages student artists to explain their thinking and intentional decision making, have conversations about their work, and share their ideas with others.
The Pentucket Visual Arts Department has been incorporating Artistic Intent into its lessons at the elementary and secondary level. At the elementary level, Pentucket art educators adopted the 2019 MA Arts Frameworks by focusing on the importance of an artist’s role in society. The Frameworks state that “students will relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding”. Pentucket art educators are providing students with inquiries, examples and information on various artists from around the world and throughout history. Students will begin to understand how artists play a “different and necessary part in contributing to the overall health, development and well-being of our society”. The link below to the popular Artwork Archive helps to explain this. https://www.artworkarchive.com/blog/what-is-the-artist-s-role-in-society.
The Pentucket K-6 visual art curriculum incorporates many lessons that are first presented as artist studies. Students are able to inquire, respond, and reflect on artworks that are inspired by artists of the past and present. This allows students to feel connected by knowing that they can express themselves through a meaningful creative process, as others have. Learning about an artist’s intent, cultural background, and historical context can broaden a student's perspective, especially when learning about a culture different than their own.
In Grade 3, students are studying the Japanese artist Katsushika Hokusai. Students were introduced to Hokusai’s life history through books and visual media. Students were able to ask questions, provide comments, and express their feelings and connections about the artwork. Third graders created an inspired artwork from one of his series, The Great Wave Off Kanagawa, which Hokusai created during the 1820’s. During the creative process students learned and engaged more with art techniques and methods with their mediums. Merrimac Art Teacher Drew Dupre commented, “I enjoy seeing my students connect with different artists. It is an opportunity for them to share their interpretations and to appreciate art in their own way.”
At the end of the lesson, students learned about how Japan had little contact with the outside world at that time. In 1859, Japan opened a few of its ports which allowed some of his prints to be exported to Europe. Many European and American artists became inspired by the prints such as Van Gogh. Previously this year, third grade students had learned about Vincent Van Gogh. It provided strong evidence to students how artists are connected by one another even through different time periods and distances.
The work in art class is not always a stand alone study. In the instance of “The Great Wave”, the third graders were also introduced to the book and the art through their literacy program Wit and Wisdom as they studied Module 1 - The Sea. Wit and Wisdom includes numerous integrated lessons on visual media, which connect to the conceptually related content in each module and text sets students read as part of the knowledge building and comprehension work. The cross content connections help students with writing, speaking and listening skills as well.
The focus on artistic intent engages the students in higher level thinking skills and asks them to communicate their thinking. When finishing The Great Wave study and project, third grader, Rosalie Manni, shared, "The artist was trying to express himself and how he was feeling. I think he must have felt angry because the waves are very big and scary."
Third Graders at the Donaghue School in Merrimac in process with “The Great Wave” unit.
At the secondary level, Marcia Nadeau, Department Chair for Fine and Performing Arts, 7-12, finds the most exciting change in the 2019 frameworks is the focus on Artistic Intent. While skill and academic knowledge (Artistic Literacy) is still of great importance, the student takes center-stage in a way that educators can’t lose focus on what is integral to classroom education: the individual student. The methods and strategies used to respond to student choice and voice is a gateway for every educator in any classroom. Through Artistic Intent, arts educators are challenged to transfer more control to students. There are decisions to be made in the art room that can only be made by the student artist, thus, these decisions/intentions can only be explained and supported by the student artist, which opens up an opportunity for authentic connection between student and teacher.
Student proposed topics engage PRHS art students deeper into the content.
Through ongoing 2-way communication Ms. Nadeau is able to be responsive to the needs of every student in a more authentic exchange. Ms. Nadeau explains “These exchanges reveal obstacles, challenges, levels of understanding, opportunities to accelerate, and support to guide, to coach, and to engage students deeper in their learning.” Furthermore, differentiating or personalizing the instruction based on individual need engages both the student and educator in a learning partnership. By differentiating in her class, Ms. Nadeau shared, “I have also found I am able to provide valuable insight when speaking to administrators, support staff, or parents about my students.”
This year at the secondary level, Ms. Nadeau’s students express their artistic intent through ekphrasis, an ancient Greek form of writing, that creates a point of connection between the artist and viewer via their artwork. Eighth grade students chose one of the United Nations 17 Sustainable Development Goals to research. They created 3-D sculptures and designed the surface to represent their chosen topic. Before the design stage each student researched 2-3 artists or art styles to present to the class as inspiration for their design. After a brainstorming session, they began designing their sculptures to completion. Students then wrote their ekphrasis guided by a structure that included their research and personal thoughts about the topic and artistic intentions in designing their artwork. Guests were invited into the classroom for students to present their artwork and ekphrasis. The audience engaged in a discussion with the student artist. In a debrief, the students spoke about their sense of pride and increased level of commitment to their work.
PRMS 8th Grade student, Nick Carrion’s visual response to Global Goal #15 Life on Land, represents the negative impact of deforestation on wildlife.
In Senior Studio, students choose a topic or concept to investigate through visual means. They conference with the art teacher to propose and to defend their choices. The purpose of the work must support student growth in three domains: skill, academic knowledge, and personal meaning. This routine of goal setting, conferencing, revising, and reflecting supports Artistic Intent and Artistic Literacy. As part of the reflection, process students wrote an ekphrasis and presented it to the class. Student responses varied between work but often revealed their appreciation for the written work to elevate the visual experience. During informative assessments students favored the ekphrasis process for its authenticity, stating the routine of written reflections felt more robotic, or less important.
Overall student engagement in the art classroom is directly related to student agency where Artistic Intent puts the student at the center. These are exciting times for Arts education. Comprehensive Professional Development Packs have been developed under the leadership of Dawn Benski, Massachusetts DESE Arts Support Lead. These provide Massachusetts Administrators and Leaders in the Arts the necessary tools to support educators to implement the 2019 Massachusetts Arts Frameworks.
For more examples of artwork that provide evidence of artistic intent and artistic literacy visit PRMS and PRHS art exhibit The Voice Within Exhibit , hosted by the GAR Memorial Library in West Newbury, MA.
Pentucket is also hosting the final Arts Festival in the current high school on May 12, 2022 from 6 PM to 8:30 PM. This is a wonderful display of the visual art the students at the Middle and High Schools have worked on but it also includes the performing arts with music and theatrical performances. We look forward to future Arts Festivals in our new and exciting Middle-High School.
With the construction of a new Grades 7-12 Middle High School that is slated to open in the fall of 2022, the fine and performing arts spaces will be a welcomed resource for the students, staff and community members. New art studios, practice spaces, black box theater and of course the auditorium for performing arts, will all be well used. The spaces include many flexible options for students to begin to explore new mediums and artistic expression. The spaces for the arts will be concentrated together on the first floor of the building, which also allows for a welcoming display of art for all students and visitors to the building. A few images are included in the slideshow below that have been taken in recent weeks, but the spaces look more finished each day and will soon be prepared for students in August.
Art as a form of expression goes well beyond creative talents but also serves as an access point for student thought, dialogue and content connections. The deep and personal learning that so many students experience through art classes begins in elementary school and continues throughout their education in Pentucket. The renewed focus on artistic intent has given our teachers and students a consistent point of instruction and connection and the student outcomes have been impressive.
Brent Conway, Assistant Superintendent
Dr. Robin Doherty, Curriculum and Instruction Coordinator & Coach Gr. 7-12
Marcia Nadeau, Fine and Performing Arts Gr. 7-12 Department Chair
Drew Dupre, Art Teacher in Donaghue & Sweetsir Schools in Merrimac
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