Reading Response Blog #3

Reading Response Blog #3: LLP pages 32-62

A quote that I found particularly meaningful in this reading was…

“Its not because things are difficult

that we do not dare,

it is because we do

not dare

that things are difficult”


This reading in Life, Passion and Paint, really delves into the idea that what is so great about art is not the product itself but the process. Judging your work is one of the largest challenges in the art process.  Sometimes once we’ve completed something we realize it does not look how we intended it too.  This may cause us to get angry with ourselves, want to restart, or ultimately throw what we’ve just created away.  But why?  The piece of art we’ve just created may not be what we expected it to be but that does not mean that it does not have artful thinking involved with it.

The process is what is really beautiful about art- letting your mind and hands act together to create.  This reading really emphasizes this idea. “A disheartening judgement is the last-resort of a threatened self-image, and it can attack with the desperation of a corned animal, endangering your openness and enthusiasm” is one of the most important quotes of this reading.  This quote highlights how important staying open and enthusiastic is in art.

It is important that we not be afraid when approaching a blank sheet of paper, canvas, or any other medium.  What is the worst that can happen?  You mess up and create something silly or unrealistic looking?  In those moments, look for what is good about your work because chances are the work itself is not bad and the process to complete it was great.


  1. How can a teacher effectively get the point across that there really are no such things as “mess-ups” in art?
  2. How can a teacher promote not being afraid to mess up on a blank sheet of paper or canvas?
  3. What is one way to promote helpful critiques in an elementary education classroom?
  4. What is a good way to eliminate the fear children have of messing up their piece of art?
  5. How do teachers show examples of how they have kept an open mind while creating pieces of work?



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