Abstract
Aesthetic and visual principles of art, design, and craft characterize high school studio art that contrasts with a contemporary art anti‐aesthetic. Making is positioned as key to connectivity by engaging in thinking through making, inquiry through making, and critique through making. Thinking through making invites self‐reflexivity and theorizing about studio practices in which internal and external habitus situate making ontologically, culturally, and in relation to aesthetic values: Nothing is objective. Inquiry through making invites questions about value, quality, and meaning in relation to the expression of ideas. Critique through making offers insights about personal, sociopolitical, cultural, and aesthetic contexts. Essential resources are the embodied self as a makerspace in relation to collective external makerspaces. Conceptualizing studio art as art‐making, art‐thinking, art inquiry, and art critique offers the potential for coherent, connected, generative, and transformative studio art experiences across the gap between high school and university.
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