Art in EducationArt in Education

““All religions, arts and sciences are branches of the All religions, arts and sciences are branches of the same tree. All these aspirations are directed toward same tree. All these aspirations are directed toward

ennobling man's life, lifting it from the sphere of mere ennobling man's life, lifting it from the sphere of mere physical existence and leading the individual towards physical existence and leading the individual towards

freedom.” ~ Albert Einsteinfreedom.” ~ Albert Einstein

Why the arts?

• ““Research indicates that arts inclusion Research indicates that arts inclusion enhances cognitive engagement among enhances cognitive engagement among students, provides a better sense of students, provides a better sense of ownership of learning; improves attention, ownership of learning; improves attention, engagement, attendance and engagement, attendance and perseverance among students.”perseverance among students.”

• The arts provide opportunities to explore The arts provide opportunities to explore and interpret and react to a world that can and interpret and react to a world that can seem cruel and distant and complicated. seem cruel and distant and complicated.

• The arts help young people develop a The arts help young people develop a critical lens toward the world.critical lens toward the world.

Intellectual FreedomIntellectual Freedom• Unlike much of the curriculum in which Unlike much of the curriculum in which

correct answers and rules dominate, correct answers and rules dominate, judgement counts in the arts.judgement counts in the arts.

• ““Students connect to the material with a Students connect to the material with a resonance that feels completely their own and resonance that feels completely their own and unique. This emotional connection pulls unique. This emotional connection pulls students in by extending their power of students in by extending their power of attention and knowledge. They gain attention and knowledge. They gain confidence as both intellectuals and confidence as both intellectuals and creators.”creators.”

• Students actually tend to gravitate towards Students actually tend to gravitate towards abstract artabstract art

• Raises self-esteem.Raises self-esteem.

Critical Thinking:Linking Art to Other Subjects

• Connections, Applications and Extensions.• Can transfer to other subjects.

• Example: Lesson on ants. • Draw the ant to learn the anatomy.• Write a fictionalized story about the • ants life.• Afterwards, students can upload • pictures of the ant. Then tell their story • about the ants through voicethread.com

Sources

•Nathan, Linda. “Why the Arts Make Sense in Education.” Phi Delta Kappan International Inc. Vol. 90, No. 03, November 2008, pp177-181.

Walling, Donovan R. “Rethinking Visual Arts Education: A convergence of influences.” Phi Delta Kappan International Inc. Vol. 82, No. 08, April 2001, pp 626-631.

• Danko-McGhee, K. (2006). Nurturing aesthetic awareness in young children: Developmentally appropriate art viewing experiences. Art Education 59(3), 20-24, 33-35.

Appel, M. P. (2006). Arts integration across the curriculum. Leadership 36 (2), 14-17.

Marshall, J. (2006). Substantive art integration=exemplary art education. Art Education, 59(6), 17-24.

Video

• http://video.google.com/videoplay?docid=8178535172255367189&hl=en