I live in an impoverished part of the world that doesn’t give much weight or
credibility to the notion of arts education. While reading, writing and math
are stressed and encouraged, music and art as subject matter is perceived as
whimsical, recreational and unnecessary.
The state curriculum of West Virginia says that art must be “integrated into
the curriculum” and generally the way that the average schoolteacher does
this is through coloring. Let me say this once, and for the record, coloring
does not teach art. Most coloring projects begin as white 8-1/2 x 11” sheets
of paper that are already photocopied with a line drawing that is then
colored in with crayons or magic markers. Coloring may teach hand-eye
coordination in kids ages 2-5, but for older children coloring is no more
than busy work disguised as art.
I have been told that art is not seperated out as a tested subject matter
because educators in West Virginia could not come to an agreement as to the
assessibility of art as a learned discipline. This is too bad for our kids.
Art is a discipline that can be taught that has acquired skills that can also
be tested or assessed. If I were the Grand Arts Educator of West Virginia in
charge of setting up an art education program I would have the following
guidelines:
• Students from ages 3-5 should be able to identify shapes, colors and color
opposites.
• Students ages 5-8 should learn to use various types of drawing and painting
materials to create representational objects. These students should also
learn how to create a pattern.
• Students ages 5-12 should use various art mediums and materials to tell a
story with pictures and words. These students should also be introduced to
and be able to name the elements of design.
• Students ages 11-17 should learn to draw in perspective and to see
perspective. This is also a good time to introduce students to the world of
Art History. Students should be able to talk about some of their favorite
artists and the work of these artists.
• Students ages 12-17 should be able to create abstract or nonrepresentational
drawings or paintings. At this age, students also should be able to see
qualitative differences in artwork and to be able to articulate the qualities
of a successful artwork.
Perhaps the difficult part of teaching children visual art is that there is
not a standardized test taken with a Number Two pencil that can be easily
graded and evaluated via computer. The test that my son takes for state
education evaluation is called the WestTest and it focuses on reading
comprehension, mathematics, and writing. What many higher up education
administrators don’t realize or appreciate is that learning art teaches
critical thinking which in turn enriches our aptitude for learning all other
subjects. Art is not coloring, art is an important key to all other learning.
This great site at ArtsEdge has an in depth for grades K-12 arts curriculum that includes dance.
California is doing it right. You can read their grades K-6 visual arts education curriculum here.
The California grades 7-12 visual arts education standards are here.
credibility to the notion of arts education. While reading, writing and math
are stressed and encouraged, music and art as subject matter is perceived as
whimsical, recreational and unnecessary.
The state curriculum of West Virginia says that art must be “integrated into
the curriculum” and generally the way that the average schoolteacher does
this is through coloring. Let me say this once, and for the record, coloring
does not teach art. Most coloring projects begin as white 8-1/2 x 11” sheets
of paper that are already photocopied with a line drawing that is then
colored in with crayons or magic markers. Coloring may teach hand-eye
coordination in kids ages 2-5, but for older children coloring is no more
than busy work disguised as art.
I have been told that art is not seperated out as a tested subject matter
because educators in West Virginia could not come to an agreement as to the
assessibility of art as a learned discipline. This is too bad for our kids.
Art is a discipline that can be taught that has acquired skills that can also
be tested or assessed. If I were the Grand Arts Educator of West Virginia in
charge of setting up an art education program I would have the following
guidelines:
• Students from ages 3-5 should be able to identify shapes, colors and color
opposites.
• Students ages 5-8 should learn to use various types of drawing and painting
materials to create representational objects. These students should also
learn how to create a pattern.
• Students ages 5-12 should use various art mediums and materials to tell a
story with pictures and words. These students should also be introduced to
and be able to name the elements of design.
• Students ages 11-17 should learn to draw in perspective and to see
perspective. This is also a good time to introduce students to the world of
Art History. Students should be able to talk about some of their favorite
artists and the work of these artists.
• Students ages 12-17 should be able to create abstract or nonrepresentational
drawings or paintings. At this age, students also should be able to see
qualitative differences in artwork and to be able to articulate the qualities
of a successful artwork.
Perhaps the difficult part of teaching children visual art is that there is
not a standardized test taken with a Number Two pencil that can be easily
graded and evaluated via computer. The test that my son takes for state
education evaluation is called the WestTest and it focuses on reading
comprehension, mathematics, and writing. What many higher up education
administrators don’t realize or appreciate is that learning art teaches
critical thinking which in turn enriches our aptitude for learning all other
subjects. Art is not coloring, art is an important key to all other learning.
This great site at ArtsEdge has an in depth for grades K-12 arts curriculum that includes dance.
California is doing it right. You can read their grades K-6 visual arts education curriculum here.
The California grades 7-12 visual arts education standards are here.
I couldn't agree more. Beyond the excellent points you make, I believe that children don't learn the same way. While some children may learn by sitting and listening to lectures, many children learn through physical experience. Teaching the 3-Rs through art takes creativity on the part of the teacher and administrators which is probably why it isn't done. The crisis in education is the fault of the antiquated system--not our children.
