Introduction

Art + Education = Life

WHY DO THE ARTS MATTER?

“To feel the meaning of what one is doing, and to rejoice in that meaning: to unite in one concurrent fact the unfolding of the inner life and the ordered development of material conditions—that is art.”               John Dewey, Art as Experience (1907/1977, p. 292)

“Art education is therefore generated, to a greater or lesser extent, in all Western educational institutions, from playgroups through school and youth clubs to art schools and universities. And in the name of reform or punishment, it is withheld or instrumentalized, most overtly in prisons. It is keenly identified, therefore, with developing an individual’s sense of personal and social identity; it is cultural. So it is taught and learned not just in institutions but in the home, out on the street and online. ”                         Felicity Allen: EDUCATION

WAYS OF KNOWING. WAYS OF BEING. KEEPING TRADITION ALIVE. THE JOURNEY OF TRADITION. I AWOKE TO FIND MY SPIRIT RETURNED. LONGING NOT BELONGING. WISDOM, RESILIENCE, RELATION. HONOURING KINSHIP.

Welcome to this moment.

The role of the artist throughout history has often been defined as ‘visionary’—a conduit capable of bringing to life spaces rarely seen and experienced. An artist’s ability to capture the essence of unknown worlds, to connect or make visible the invisible realities, and to inspire methods of activism has granted many individuals the opportunity to live lives filled with possibilities once unimagined. The same can be said about educators. Both artists and educators exist within systems of analysis; systems that require active observation and engage in processes seeking to provide transformative possibilities. Our role as educators is to inspire greater meaning-making. We are to be visionaries and, in turn, create visionaries, hoping that future generations will look at alternate possibilities in how they choose to define their role on this planet. We are in a time of profound crisis, and we are the leaders our students will look to for guidance as we explore, map, and chart the future of all species.

This space- a moment to pause. A space in which we will create together to invite reflection, patience, compassion, and grace. We will remember what once was in order to create what now is.

We are coming together at a time of uncertainty, not necessarily knowing what will be expected of us and not knowing our own expectations.

We are on the cusp of a transitionary time-one that is calling each of us to use our ingenuity and innovative selves in order to find the most creative ways to engage and partake with others while completely self-isolating.

We come to this shared space filled with the hope that we will gain a further understanding of our communities, all the while, being asked to socially distance ourselves as a way of extending care to those we love around us.

We create this space as a way of honouring tradition, uncovering our past and exploring what brought us to this moment.

This contemporary moment.

Filled with practical applications of how we are supposed to be and yet surrounded by the canons reinforcing the status quo.

Every action, response and reaction changes so quickly before our very eyes…

Are we being called to action or is the call becoming clearer and louder? Is the clarity- a reminder for each of us to turn our gaze outward, to discover and share our rich diverse history of tradition while turning inwards to situate ourselves in the present and reflect what can be?

How does Art Education fit into this moment’s way of being in the world?

What is being taught and how does it reflect the needs of the students?

Are we as Arts Educators being called to stick to the traditions of the past teaching skill competency and standardization or is our call coming to us in ways we need to listen to with different ears?

Have we inherited the ways of the past, is knowledge innately part of our being and can we learn our traditional techniques, motifs and visual language as a means to carry this knowledge forward encouraging its growth and expansion? Innately we carry our cultures deep within our being, how then do we bring this spirit out in such a way that will maintain our tradition yet evolve using the language of the present day? What does our innate knowledge look like and how can we call on its power to speak to our student’s present needs?

Contemporary-Traditional Art refers to art produced in the present period of time that reflects the current culture by utilizing classical techniques used in the past.  What does Contemporary-traditional art education look like to you?

I came across an article (you can find the full text here) written a few years ago where the author states :

“With tradition, you have the entire history and development of art at your fingertips. Why reinvent the wheel? If something worked in the past, why not use it and develop it to create something which you know will work, rather than do something seemingly random which doesn’t work and call it ‘experimental art’?

Without tradition, you are isolated in your own little world. The only input you have is from the people surrounding you, current events and personal feelings. An artist without some understanding of tradition is essentially stumbling in the dark and may or may not occasionally find a rose petal lying around.

It is a common misconception nowadays that art was developed through a series of revolutionary breakthroughs. In reality, many revolutionary movements in Art can be considered as developments of what came before – responses, rejections, and extensions.

It’s just a grave error to do away with everything and to assume that self-expression is all you need. Art may stem from individual sensibility, but not using craft and knowledge to improve it in a way so that it works as art (will mean that it is and will remain a piece of juvenile art, and not an accomplished work.

It’s about using tradition to further one’s own art, not about creating art in the style of another artist. This involves studying many artists, rather than one – otherwise one runs the risk of just becoming a carbon copy.”

So….where does this leave us?

Traditional Arts Education is based on past ways of knowing.

Contemporary Arts Education is right here and now…..

 

ART + ED CURRICULUM

Learning in the Arts: Learning the technique of a given medium/form
Learning about the Arts: Learning the historical/cultural aspects of the expression of ideas and feelings
Learning through the Arts: Using the arts as entry points to explore other subject areas

The Transformative Power of the Arts in Education

In today’s educational landscape, the arts play a pivotal role in fostering holistic development among elementary students. Beyond the intrinsic joy and beauty they offer, arts education serves as a catalyst for:

  • Social-Emotional Learning (SEL): Engaging in artistic endeavors allows students to process complex emotions, build resilience, and develop empathy. Research has shown that SEL-focused programming can improve students’ academic performance, mental health, and overall well-being .

  • Self-Confidence and Self-Esteem: Participation in the arts provides students with opportunities to express themselves, leading to increased self-esteem and a sense of accomplishment. Studies have found that arts engagement is important in supporting children’s self-esteem—a core marker of positive development .

  • Academic Engagement and Achievement: Arts education has been linked to improved academic performance, as it encourages students to think critically, solve problems creatively, and engage deeply with content across disciplines .

  • Cultural Awareness and Empathy: Through exposure to diverse artistic traditions and expressions, students develop a greater understanding and appreciation of different cultures, fostering empathy and global awareness.

  • Critical Thinking and Problem-Solving Skills: The process of creating and interpreting art encourages students to think critically, make decisions, and solve problems, skills that are transferable to all areas of learning.

Incorporating the arts into elementary education is not merely an enrichment; it is essential for developing well-rounded, empathetic, and capable individuals. As educators, we are entrusted with the responsibility to nurture these qualities in our students, preparing them to navigate and contribute positively to an increasingly complex and interconnected world.

Discussion Questions:

  1. How can arts education be integrated into core subjects to enhance student engagement and understanding?

  2. In what ways can the arts serve as a tool for addressing social-emotional challenges in the classroom?

  3. How can educators assess the impact of arts education on student development beyond traditional academic measures?

  4. What strategies can be employed to ensure equitable access to quality arts education for all students?

  5. How can collaboration between artists and educators enrich the learning experience for students?

Postmodern Principles: In Search of 21st Century Arts Education