Increased pressure on teachers to deliver results as defined by scores on standardized tests threatens to further subjugate art as a low priority in the classroom. However, arts are essential to developing the cognitive and creative problem solving skills that will help students to achieve on these tests. “Because of the deep connection between imagination and cognition, it is extremely important for educators to make curricular choices that incorporate opportunities for imagination in the classroom.” (Urbach, 2008)
Despite the overwhelming argument in favour of arts education, a recent study by the University of New England found that teachers continue to favour teaching the traditional literacies of language and numeracy without incorporating daily opportunities for students to engage with the arts. (Alter, 2009)
The study found that the greatest hinderance to effective teaching and learning in the creative arts was teacher confidence. (Alter, 2009) Teachers felt that since they were not artists in their own right, they lacked the knowledge and skills to deliver arts programs.
I find this argument really interesting because teachers do not feel inadequate to teach science, SOSE, math or english despite the fact that they do not hold professional qualifications in those fields but use that rationality to dismiss their ability to teach art.
According to the study, teachers also avoided teaching art because it involved too much time. Teachers were overwhelmed by the preparation and clean up required as well as finding suitable resources (Alter, 2009). A quality arts program, however, need not involve a wide range of resources or unreasonable amount of preparation. As demonstrated by the 30 days of drawing program, students can make significant gains by simply spending 15 minutes a day with a pencil and piece of paper.
An effective arts program involves the use of one medium over a long period of time to develop skills, refine technique and explore creatively. So teachers do not need to source a variety of materials or plan a wide assortment of activities to deliver a quality program.
I wonder if the teachers complaining about the amount of time and materials needed have confused art with crafts. Sourcing the materials for a wide variety of gimmicky crafts (googly eyes and glitter paint) can be expensive and time consuming but as discussed in a previous post, cookie cutter crafts have limited value.
With respect to resources, museums and art galleries in particular have fantastic materials for teachers to access online as well as professional development programs. For example, The Queensland Art Gallery runs workshops to equip teachers with practical solutions for integrating art into the classroom. Additionally, students can access here are numerous interactive online activities such as The Children’s Art Centre.
At the end of the day, there really aren’t any compelling reasons not to include daily opportunities for children to develop artistically. Students need to create and if space isn’t made for them to do so then they will attempt to fulfill these needs in less constructive ways like daydreaming in class. Thus, failing to nurture the artist inside the child is ultimately an act of sabotage.
“The arts provide important avenues for making the types of cognitive, emotional and spiritual connections that are key to deep learning and knowing.” (Wright, 2003, pg. 29) Teachers can learn things from student artwork that can’t be accessed any other way to inform their planning. Students can develop deeper understanding of themselves and the world around them by creating art. Sharing art and ideas after the doing phase through critique helps students see the world from different perspectives, consolidates learning and generates new ideas for the next cycle of creating.
I have come to see that to be effective, teaching must be holistic, recognizing the diverse interests and intelligences of students and the arts provide a uniquely effective way of engaging children at every stage of their learning.
No comments:
Post a Comment