So you decide to make an artwork. What materials will you use? How big will it be? What is your chosen subject? What style will you employ?
You haven’t even started, but already you have put a number of restrictions on yourself. Why is this such a natural part of artmaking?
In one of my Big Idea posts, Why Teach with Big Ideas, I mentioned Embrace the Shake, a TED talk by Phil Hansen that addresses the idea of working within limitations. Not all artists have something happen to them (like severe nerve damage) that forces a particular limitation on their artmaking, but whether they know it or not, artists apply limitations to their ways of working all the time.
As educators we should embrace the shake for one very big reason: Working within limitations is the nature of problem solving. I mean, come on… describe a math problem you have ever seen that doesn’t provide parameters?
Consider how you could develop a learning sequence to help students understand that/how artists create restrictions for their artmaking and eventually prepare students for designing their own restrictions.