In researching the concept of the acceptability of fan art in art education, I came to realize that fan art, in its own small way, affects and shifts a certain form of societal power. The oppressive power of our social surroundings is breached by the emergence of new subcultures brought together through the love of something. These subcultures, now commonly referred to online as "fandoms," allow those who may otherwise be outcasts to find validation through others who, though perhaps may not be in their direct social circle, support each other through joint love and passion for a certain aspect of popular culture.
There is, in my opinion, definitely a place for the expression of all interests in art education, even those which are centered around a pre-existing visualization. Fan art in the art education classroom can allow for students to engage in the pre-planned curricular activity, while still exploring a concept of their choosing. The idea that fan art is simply the child re-drawing the memorized lines of their favorite character is entirely incorrect. Fan art can be expanded upon to fulfill all necessary parts of artistic exploration required in an art class.
With our help as teachers, students can explore different ways to express the same idea with a new style or media. Students can sculpt the character instead of draw it. Students can reimagine the character as the opposite gender, or as an animal, or as themselves embodying the character. Students can explore fashion, sewing, and construction techniques by trying out costuming and cosplay. There could even be layers of multi-literacy involved if students are asked to create their own storyline and comic strip in Adobe Photoshop or Illustrator.
There are so many opportunities for exploration and discovery through the use of fan art. Students who are disengaged in the curriculum can come to life with enthusiasm by simply being heard by the teacher. Interest-driven learning is lifelong learning. By accepting and building upon the interests and experiences of the student, we as art educators can make that student feel their opinions and experiences are valid, and that they as people are valued in the art classroom.
There is, in my opinion, definitely a place for the expression of all interests in art education, even those which are centered around a pre-existing visualization. Fan art in the art education classroom can allow for students to engage in the pre-planned curricular activity, while still exploring a concept of their choosing. The idea that fan art is simply the child re-drawing the memorized lines of their favorite character is entirely incorrect. Fan art can be expanded upon to fulfill all necessary parts of artistic exploration required in an art class.
With our help as teachers, students can explore different ways to express the same idea with a new style or media. Students can sculpt the character instead of draw it. Students can reimagine the character as the opposite gender, or as an animal, or as themselves embodying the character. Students can explore fashion, sewing, and construction techniques by trying out costuming and cosplay. There could even be layers of multi-literacy involved if students are asked to create their own storyline and comic strip in Adobe Photoshop or Illustrator.
There are so many opportunities for exploration and discovery through the use of fan art. Students who are disengaged in the curriculum can come to life with enthusiasm by simply being heard by the teacher. Interest-driven learning is lifelong learning. By accepting and building upon the interests and experiences of the student, we as art educators can make that student feel their opinions and experiences are valid, and that they as people are valued in the art classroom.