Art is THE MOST important subject in school.
Art is THE MOST important subject in school. I have compiled evidence about this premise HERE, but there is an important caveat. Art is not the most important subject because it is "art." It is the most important subject because it is a supremely powerful tool in imparting knowledge to children, helping them learn more deeply and in a school setting. In an elementary setting, nearly all subjects can be taught through art, and I'd argue many high school classes can as well.
"When we grid, measure, and draw—we use geometry. When we make sculptures—we use engineering. When we mix colors—we reveal information about physics. When we create illustrations for stories—we learn about literature. When we review the styles of art from da Vinci to Banksy—we teach history. When we teach ceramics—we teach chemistry. When we write about art—we strengthen writing skills. When we create works of art, we solve complex visual problems in creative ways."
There are generally 3 modes of teaching art. An academic approach where art is seen as important unto itself. Sometimes these practitioners focus on exercises tied to the art elements and principles. Often they appear to be non-subjective images of lines, shapes, colors... that weave, harmonize, contrast, etc. so that students learn these concepts. So much so that there is little room for students/children to create works of art that have personal meaning or expression. This is also the mode that many college art programs or ateliers operate out of because all those students have opted into such a program to learn to use and manipulate these concepts and can later integrate them into their own practice at a later time.
The other end of this spectrum is the Open Studio approach, where students are given unbridled freedom to create expressive artwork. Perhaps there are centers that are 2D or 3D, Fiber, Collage, Printing, etc. This is an art for art's sake approach. It allows students to explore at their own pace, utilizing the teacher as a resource and organizer. Depending on the teacher, these programs can allow so much freedom that supplies can be wasted, and the depth of student exploration can be superficial. (To do it well takes a lot of skill and experience, and I have seen amazing programs that operate this way.)
The middle road, the third approach, recognizes a few things about school children and the school environment.
#1. Less than 2% of students will go into an art-related field.
#2. Art is a component of a child's education that has the potential to connect to all other academic areas.
#3. Schools are meant to teach "the whole child" so they can be successful in life.
An academic approach that does not allow for personal expression will turn off 98% of students who will never use what has been taught. It can perpetuate the stereotype that art is only important for artists. Because they have not made personally expressive works of art, their artistic empathy may be stunted. They do not go on to appreciate museums, artists, or creative endeavors because they have been taught that art is a mode that is not connected to themselves in any real way, nor relevant to "core" content.
The Open Studio is supremely fun and expressive, but can fail to make important connections to the rest of the world. It is sometimes an island of creativity and freedom, and perhaps even an oasis from the rest of the school, but it is detached. Because students may not have dug very deeply or personally into these explorations, they have less intrinsic value to their makers. Students will see that art is fun, but perhaps a frivolity. It's a nice way to fill a wall, but beyond that, and it's therapeutic value, may not be perceived as important or necessary.
We can agree that the role of the art educator is to bridge art media to its maker with authentic explorations. We can further agree that exercises are helpful in imparting knowledge, and that a nurturing space is equally important. But better still is when that teacher makes additional bridges to what the student is learning in their other classes to deepen their understanding revealing relevance. When we do this, student performance across content areas excels. Test scores rise. School funding increases. Students are better prepared for the real world because art has helped them with the most important enduing skill, creative problem solving. That is what art IS. We pose problems that students solve with diverse results.
Art is THE MOST important subject in school.
"When we grid, measure, and draw—we use geometry. When we make sculptures—we use engineering. When we mix colors—we reveal information about physics. When we create illustrations for stories—we learn about literature. When we review the styles of art from da Vinci to Banksy—we teach history. When we teach ceramics—we teach chemistry. When we write about art—we strengthen writing skills. When we create works of art, we solve complex visual problems in creative ways."
There are generally 3 modes of teaching art. An academic approach where art is seen as important unto itself. Sometimes these practitioners focus on exercises tied to the art elements and principles. Often they appear to be non-subjective images of lines, shapes, colors... that weave, harmonize, contrast, etc. so that students learn these concepts. So much so that there is little room for students/children to create works of art that have personal meaning or expression. This is also the mode that many college art programs or ateliers operate out of because all those students have opted into such a program to learn to use and manipulate these concepts and can later integrate them into their own practice at a later time.
The other end of this spectrum is the Open Studio approach, where students are given unbridled freedom to create expressive artwork. Perhaps there are centers that are 2D or 3D, Fiber, Collage, Printing, etc. This is an art for art's sake approach. It allows students to explore at their own pace, utilizing the teacher as a resource and organizer. Depending on the teacher, these programs can allow so much freedom that supplies can be wasted, and the depth of student exploration can be superficial. (To do it well takes a lot of skill and experience, and I have seen amazing programs that operate this way.)
The middle road, the third approach, recognizes a few things about school children and the school environment.
#1. Less than 2% of students will go into an art-related field.
#2. Art is a component of a child's education that has the potential to connect to all other academic areas.
#3. Schools are meant to teach "the whole child" so they can be successful in life.
An academic approach that does not allow for personal expression will turn off 98% of students who will never use what has been taught. It can perpetuate the stereotype that art is only important for artists. Because they have not made personally expressive works of art, their artistic empathy may be stunted. They do not go on to appreciate museums, artists, or creative endeavors because they have been taught that art is a mode that is not connected to themselves in any real way, nor relevant to "core" content.
The Open Studio is supremely fun and expressive, but can fail to make important connections to the rest of the world. It is sometimes an island of creativity and freedom, and perhaps even an oasis from the rest of the school, but it is detached. Because students may not have dug very deeply or personally into these explorations, they have less intrinsic value to their makers. Students will see that art is fun, but perhaps a frivolity. It's a nice way to fill a wall, but beyond that, and it's therapeutic value, may not be perceived as important or necessary.
We can agree that the role of the art educator is to bridge art media to its maker with authentic explorations. We can further agree that exercises are helpful in imparting knowledge, and that a nurturing space is equally important. But better still is when that teacher makes additional bridges to what the student is learning in their other classes to deepen their understanding revealing relevance. When we do this, student performance across content areas excels. Test scores rise. School funding increases. Students are better prepared for the real world because art has helped them with the most important enduing skill, creative problem solving. That is what art IS. We pose problems that students solve with diverse results.
Art is THE MOST important subject in school.
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