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(USA) Arts Advocay - How's it Going?

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  • Judy Decker
    Dear ArtsEducator s, In Kleined2Blue brought up some real thinking on Art Education list....Which made me remember one of our goals for 2004.... Art Advocacy
    Message 1 of 1 , Mar 28, 2004
      Dear ArtsEducator's,

      "In Kleined2Blue" brought up some real thinking on Art Education
      list....Which made me remember one of our goals for 2004.... Art Advocacy
      2004! How are we doing? Are we working to make what we do important? How are
      we doing what we say we are doing? Do YOU believe Art is the most important
      subject in school and do you show that in the way you work with students? Do
      they see teaching art as "your job" or a "passion".

      "The arts are a critical and essential part
      of the education of every young person in America."

      "QUALITY art education belongs in every school." - YES!!! This is what we
      need to discuss....What really IS quality art education? We will be throwing
      out lots of ideas on this....all letters of the alphabet. More chapters of
      MY BOOK to help you do it YOUR WAY.

      From Pam Stephens on Getty list -- here are her notes for the Mayor's
      Breakfast on the Arts speech that she gave in Flagstaff.
      Please remember that these are her NOTES (documentation was giving during
      her talk). It hasn't been proofed for spelling and grammar (shall I check
      that - me? the typist?). It is not a paper with footnotes and a
      bibliography. She mentioned references that are not keyed into the text.

      Enjoy! See some of the discussion that this generated on Getty list.....Read
      and be ready for your test tomorrow (Oh ---just laugh out loud at them I'm
      kidding). I am looking at this again..and saying Ms Pam - get out of my
      head. I said this too! (chuckles). this better be in YOUR book that people
      will buy! Oh just wait till I play with the cave paintings

      Mayor's Breakfast for Education in the Arts



      Why Does Art Education Matter?

      It was recently brought to my attention by a fellow art educator that the
      oldest profession on earth, contrary to the popularly held belief, is art.

      This quote has caused me to change my thinking a little bit. Now when I
      think about the oldest profession, I envision a cave painting created by an
      early cave mom as she documented her daily life, her family rituals, and all
      those important things that needed to be passed from one generation to the

      Every cave painting means something. They meant something then. They mean
      something now.

      Cave paintings provide a link to a past that could have been lost or

      They give us a peek at what life was like long ago.

      Like all good art - whether old or new - cave paintings offer up many
      questions to consider. They cause us to think in divergent, but logical ways
      to find the answers to the questions that they pose.

      Art, in whatever form, makes us think. And doesn't good thinking support
      quality education?

      The visual arts, when taught correctly and appropriately, develop deep

      If we look at the Profile of College-Bound Seniors compiled by the College
      Board in 2002, we find that in 2002 those students who scored the best on
      SAT verbal and mathematics assessments were those students whose coursework
      in high school included the arts.

      This probably seems like a good argument for keeping the arts in the
      curriculum-to include the arts as support for the so-called core curriculum.
      But I am not saying that at all. I will never offer that argument.

      The visual arts are a worthy course of study within and of themselves. There
      is no reason that the visual arts should be included as a support system or
      the handmaiden to any other content area.

      Let me make one thing absolutely clear. There are significant links between
      and among the arts and other content areas and I am a tremendous proponent
      of teaching through the arts to make meaningful connections. To give kids
      the "ah ha" that is often missing in isolated studies.

      If what I have said sounds contradictory-that I promote the teaching of
      interdisciplinary connections, but I do not promote the concept of the arts
      as a support system, give me a moment to explain. There is a world of
      difference between teaching THROUGH the arts and USING the arts.

      Consider this:

      Research shows us that kids who are taught to question and to support their
      answers with reasoned responses are the kids who do better in the studies
      across the curriculum. These are the kids who stay in school.

      Learning to questions and respond with reasoned and supported answers is
      what the visual arts are about.

      In my estimation, a good art program at any grade level k - 12 should teach
      kids to:

      1.. Look at art
      2.. Think about art
      3.. Communicate about art in a variety of ways
      4.. Make art

      It's been my experience that kids who are in this type of an arts program
      are the kids who will read different sorts of books--challenging sorts of
      books--and they'll learn to read these books in a different way. These are
      the students who will read newspapers and read them in a different way.
      Watch TV; but in a different way. They'll look at their world, but in a
      different way. How so, you ask? A good art program will teach kids to
      question. These are the kids who will refuse to accept trite answers or be
      bulldozed by the media.

      Four years ago I took a break from working in the university environment and
      gave myself a dose of reality. This dose of reality came in the form of a
      school in a lower income area. Under one roof we housed no fewer than 23
      languages and 50 cultures at any given time. It was not unusual to have a
      dozen or more languages spoken in a single classroom.

      What I saw during the three years that I worked with these children, mainly
      children of first-generation immigrants, is that my art program became the
      great equalizer. It leveled the playing field caused by language barriers,
      social barriers, and economic barriers. I think this happened because of
      four essential things that went on in my classroom:

      1.. The kids were active learners.
      2.. They were taught to ask probing questions.
      3.. They were encouraged to seek diverse and multiple solutions.
      4.. They had to test and defend their own responses.
      5.. They were taught to test the responses of others -- including me.

      I ask that you consider that a quality arts education matters and therefore
      it matters how it is taught and who teaches it.

      A few points I wish to make in closing:

      1.. Students deserve no less than an art specialist as their teacher. You
      wouldn't ask me-an acknowledged math illiterate-to teach algebra. Don't ask
      a visual illiterate to teach art.
      2.. All students should have ample time on a regular basis to experience
      the arts.
      3.. Artwork should reflect learning. It's not about making something cute
      for the refrigerator. To this end, art-learning needs to me assessed just
      the same as any other core subject. After all, if something is worth
      teaching, it is worth assessing. And the arts are worth teaching.

      Derek E, Gordon, Senior Vice-President of the Kennedy Center sites the
      mission statement of the Center: "The arts are a critical and essential part
      of the education of every young person in America."

      I encourage you to take this mission statement to heart; to consider the
      importance of this statement when contemplating why QUALITY art education
      belongs in every school.


      Pamela Geiger Stephens, PhD Chair, Art Education
      Northern Arizona University
      PO Box 6020
      Flagstaff, AZ 86011-6020


      One good turn deserves another --smiles. I am saving this to help with my
      book chapters too. The best ideas have already been written.... Pam will
      help direct us to WHO wrote those ideas.

      I am still here to promote YOUR art department.... I do that through lesson
      plans on IAD.... I am behind on my to do list in that regard....but summer
      is good for me. I can let you all know when my to do list is done (as far as
      updates go).



      Judy Decker - Ohio
      Incredible Art Department
      Incredible Art Resources
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