How can I still meet the National Art standards while also moving beyond merely artmaking in the classroom; to creating community-based art projects that connect to the 21st century skills? Furthermore, why is this essential?
Our drive to create meaningful experiences in the arts with our future students has been cultivated through a diverse array of foundations. Perhaps our convinctions to become art educators ourselves came from an art classroom prior to a higher education, but whether or not we credit our beginnings to such, we must be critical of our perceptions of what makes a quality art teacher. Entering into teacher preparation coursework was an eye-opener for what constitutes "quality" in an art teacher. To create works of art in the classroom is not enough. A lack of substance behind what students do in the art room encourages misconceptions about the significance of art and its role as a valuable tool for communicating and bridging cultural boundaries. While we have standards established to guide our practice, we should take careful consideration to not rely solely on these to develop criterion for the classwork we provide. The success of our students beyond school depends on so much more than our National Visual Arts Standards. The incorporation of those skills outlined for the arts, the sciences, and all other core curriculum must guide our practice. We want to help our students to be well-rounded, to contribute their skills to society, to share healthy relationships with other people, and to foster self-worth. These goals should be at the heart of what we do. The 21st century skills help these characteristics to flourish in our students. Making the curriculum we develop relevent to the lives of our students outside of school will help empower them to make contributions necessary for improving the world they live in. In doing so, we enhance their ability to recognize and utilize their strengths. Without community-based art projects and socially-relevent content in the classroom, we encourage students to detach themselves from finding meaning and value in an education and contribute to the depression of society as a whole.
I really like this response! Isn't our job as a teacher, to provide our students with skills that will assist them once they are out of school!? Teaching them lessons on community and getting them out of the classroom to learn new ideas is a great way to show your students you care about their learning. If students understand why they are learning these things, they will be more excited to partake of the information, leading to a higher level of motivation and work ethic. My favorite quote of your post is what I will end with. "We want to help our students to be well-rounded, to contribute their skills to society, to share healthy relationships with other people, and to foster self-worth. These goals should be at the heart of what we do."
ReplyDelete"Without community-based art projects and socially-relevant content in the classroom, we encourage students to detach themselves from finding meaning and value in an education and contribute to the depression of society as a whole."- kelly
DeleteThat is a powerful statement. I really enjoyed reading your blog because it is clear you are re-thinking the role of the art teacher and what needs to happen to prepare students to be global citizens. Great job.
"Lack of substance behind what students do in the art room encourages misconceptions about the significance of art and its role as a valuable tool" I agree wholeheartedly with this statement. Art made to standardized rules can lose its meaning and personality. Adding social justice projects to the national standards brings fresh air into what could become stale projects.(which won't happen to us because we are all fantastic)
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