Visit any contemporary art classroom and you will likely hear professors and students speaking reverently of “mark making”. For example, “Michelangelo made marks in such a way as to open a conversation about the tender love the Madonna held for her infant”.
This reminds me of my years as an art director at AT&T and Bell Labs. As the company began to get management-heavy – there were a lot of up-and-comers who had either nothing to do, or no idea what to do. So they created a kind of corporate language I referred to as “Do-Speak”. Do-Speak is the verbal equivalent of walking around with a clipboard and a look on your face as though you are on a mission of the utmost importance. “Well Todd, the functional doability of the marginal processification when run through our quantification algorithms yields a result that appears positive but not overly so.” Translation. “I think I can do that, Todd.”
And thus professors speak of mark making this and mark making that. They are unable to speak of “drawing”. They have either not been trained to draw well or have not had the personal initiative to learn to draw well and consequently they ‘ve no idea how to speak about drawing.
When you pause to think about it for a moment – isn’t mark making what babies do? Mark making as an act, necessarily precedes drawing. You have to learn what you can do with a pencil before you can use it effectively. Mark making is the baby steps that precede walking. So the proper venue for talk of mark making is pre-school, not the university. At the university level, such talk is nothing more than “Do-Speak” from those who can’t do – at $20K per semester.