Reexamining The Role of Art in The Curriculum
By: Marcia Osterink
Leadership in education now lies with those educators who understand the complex dual functions (verbal and visual) of the brain, and are open to the possibilities of making the creative process the centerpiece of education.
Those educators understand that to misunderstand the power of the creative process-a power that has generated the computer, the microchip, modern transportation, music, film, paintings and architecture (virtually all of art and much of science)-is negligent. Their educational goals include the development of self-confident and creative students who know how to solve problems and are aware of the unique characteristics of the world around them. These enlightened educators no longer regard the teaching of visual art as educational ornamentation. They are making it a solid, essential part of the curriculum.
What does it take for educators to make this shift in thinking? Throwing out old misconceptions about art and the role it plays in education is the first step. The traditional belief that art is a mindless activity involving nothing more than the use of the hands denies the connection between thought processes and art.
The teaching of most subjects relies on the use of realistic images (photos, realistic drawings, models) or abstract images (maps, charts, diagrams). In studio art, students are constantly making the connection between vision and abstraction while organizing compositions in painting, drawing and sculpture. Solving structural problems on a practical, tangible level greatly helps students tackle organizational problems in all areas of study and life.
The belief that only those who are very "gifted" in art can experience success contributes to the insignificant role art has played in the curriculum. This belief is as false as it is strong.
Planning a Program
Once convinced of the importance art education can play in the development of fully realized students, education's real leaders will throw out random approaches to art and employ planned programs designed to fulfill their goals.
What kind of an art program is needed if art is to play a major role in developing students who can apply the creative process to all areas of their lives? A planned program should start in kindergarten, and the following considerations should be made:
* The art elements, principles and concepts should be taught in a developmental, sequential fashion.
* Line, color, shape, pattern, space, form, texture, balance, contrast and emphasis are concepts that should be repeatedly taught, explored and experienced throughout the grades.
* These concepts should be taught through hands-on, process-oriented lessons that include the study of art prints or the observation of real subjects.
* Art lessons in all grades must be exciting and motivating to the students.
* Art concepts and criticism should be taught through the observation of art prints and real subjects, not through the use of textbooks.
The key to success is keeping students in the right-brain mode, rather than casting them back into the left-brain world where they dwell most of the day.
Right-brain drawing training should be an important part of the program. Students can be taught how to access the right-brain mode through learning how to see and process visual information in a new way. Through learning to contour draw and identify positive and negative space, students begin to experience a whole new visual world.
Through drawing, students not only learn to see the essence of a thing, they learn to see it in every detail. As students grow, they will no longer see art elements as separate units, but understand how the elements work together to create a composition.
Presenting students with a large variety of media presents further challenges. Students will express their individuality as they discover media they enjoy or to which they feel especially suited.
Studying the art of great masters and other cultures and time periods is important to understanding art. Looking at art critically to understand the artist's purpose, the art's function or how the artist has used the art elements gives art meaning and carries over into how students create and view the world.
The success of any art program, no matter how well planned or strong the curriculum, will depend on the teachers themselves. Teachers must feel ownership of the knowledge they are expected to teach. Teacher training, along with viable curricular materials, must be a part of any successful art program.
A shift in attitudes about the importance of art education could start with changes in our images of what our young people should be. What images have we created?
The role art education will play in the future will depend on educators who are willing to examine the importance of the creative process and who understand the dual functions of the brain. The future will depend on leaders who will commit to employing quality art programs, teacher training and time in the school day dedicated solely to art.
Marcia Osterink is the creator of the award-winning program ARTS ATTACK, www.artsattack.com , a comprehensive video-based art curriculum for grades K-8.
