The Aesthetic Investigation of the Dragon Image as Metaphor for Human Interaction
Location
CSU
Student's Major
Art
Student's College
Arts and Humanities
Mentor's Name
Roy Strassberg
Mentor's Department
Art
Mentor's College
Arts and Humanities
Description
My work is engaged in an aesthetic investigation of the dragon image as a metaphor, and it also addresses issues pertaining to an analysis of our personal relationships with the people that surround us. I use the ceramic process to create masks, dragons, and other symbols to depict a complex, yet ambiguous form. I strive to confuse and challenge the viewer to think critically about the meaning in my work, rather than give the viewer a complete understanding of my intentions. In developing my visual vocabulary, which is derived from recognizable forms. I have given my viewer a point of departure. However, the viewer must struggle to reconstruct the bits and pieces of information into something that makes sense to him or her. In that struggle, I have taught the viewer to think critically in a different way. By challenging the viewer to use or discover his or her ability to think critically about my work and its meaning, I hope he or she can take his or her new or improved skill and apply it to other aspects of his or her life. In a discussion and slide presentation, I will illustrate these aspects of my work and challenge the audience to come up with their own ideas.
The Aesthetic Investigation of the Dragon Image as Metaphor for Human Interaction
CSU
My work is engaged in an aesthetic investigation of the dragon image as a metaphor, and it also addresses issues pertaining to an analysis of our personal relationships with the people that surround us. I use the ceramic process to create masks, dragons, and other symbols to depict a complex, yet ambiguous form. I strive to confuse and challenge the viewer to think critically about the meaning in my work, rather than give the viewer a complete understanding of my intentions. In developing my visual vocabulary, which is derived from recognizable forms. I have given my viewer a point of departure. However, the viewer must struggle to reconstruct the bits and pieces of information into something that makes sense to him or her. In that struggle, I have taught the viewer to think critically in a different way. By challenging the viewer to use or discover his or her ability to think critically about my work and its meaning, I hope he or she can take his or her new or improved skill and apply it to other aspects of his or her life. In a discussion and slide presentation, I will illustrate these aspects of my work and challenge the audience to come up with their own ideas.
