Contemporary Issues in Art Education Reading Review 1
Reading Assignment Summary
The aim of contemporary art education is to help the educator recognize the importance of their profession and to identify relevant curriculum that provides students with skills that help them become productive, influential, and valuable citizens within a democratic society. Articles from Patricia Stuhr, Doug Blandy, and Olivia Gude help support this.
Concepts
In A Tale of Why Social and Cultural Content Is Often Excluded from Art Education: And Why It Should Not Be, Stuhr (2003) shares her opinion that art education is not always seen as a valuable contributing subject (Stuhr, 2003, p. 304). In truth, art education is as important as any other subject. It “should be connected intimately to student’s lives” helping them “actively participate in a world that has reverence for life and values social justice” (Stuhr, 2003, p. 303). Stuhr (2003) believes that changes need to be made “in how and what teaching, curriculum, and learning in art education should be like” (Stuhr, 2003, p. 302). Unfortunately, changes are difficult and take time. With that said, change can occur but it requires each art educator to take personal responsibility to do what they can do to make it happen (Sturhr, 2003, p. 313).
In Sustainability, Participatory Culture, and the Performance of Democracy: Ascendant Sites of Theory and Practice in Art Education, Blandy (2010) encourages “consideration of sustainability, participatory culture, and the performance of democracy as sites of theory and practice” to influence the art educator (Blandy, 2010, p. 253). He believes with environmental issues and sustainability practices marked with high importance today, art educators are presented with the opportunity to influence society by utilizing curriculum that addresses these areas (Blandy, 2010, p. 248). Adding to this, art educators can encourage students to be personally involved with these issues and provide direction and guidance in ways that their artistic skills can be used as a positive solution.
Blandy (2010) also supports the art educator being informed and engaged with technology (Blandy, 2010, p. 250). Technology has opened the door to new ways to create, share, and inform. If the art educator does not seek to learn and apply these tools, they are missing a necessary element for the classroom today.
In Art Education for Democratic Life, Gude (2009) writes, “as democratic citizens, we must believe that what we do affects the world around us” (Gude, 2009, p. 1). In addition, she considers quality art education as an avenue to introduce the student “to a range of tools” and developed “skills needed to represent their experiences in their fullness, complexity, and contradictions” (Gude, 2009, p. 2). Students need to be introduced and experience a “wide range of contemporary and traditional art and ideas” (Gude, 2009, p. 5) to maximize their ability to share their story. Gude (2009) concludes that art provides a method of communicating that removes boundaries such as race, gender, age, class, and ability (Gude, 2009, p. 4). Through art, it is possible to make a difference in the world we live in.
Analysis, Applications, and Personal Reflections
Many hold the view described by Stuhr (2003) that art teachers are some how “inferior” or “different” from other educators (Stuhr, 2003, p.303). I have experienced this first hand from colleagues who will often have students skip art class to help them in other “necessary” subjects or from parents who schedule their children’s appointments during my class time. Last year, one student in the last period of the day was repeatedly being picked up early. The parent finally admitted to me, “I pick him up early to play golf. My son is never going to be an artist but he does have the ability to be a great golfer.” These situations must not discourage art educators but encourage us as Stuhr (2003) pointed out, to continually be advocates for our profession through outreach, discussion, and creativity (Stuhr, 2003, p. 313).
Along with Stuhr (2003), Blandy (2010) and Gude (2009) agree that identifying relevant curriculum helps the art educator assist students in recognizing their ability and power to impact society (Blandy, 2010, p. 244; Gude, 2009, p.3; Stuhr, 2003, p. 303) In addition to benefiting the student, wise curriculum choices can be valuable to the community and can help promote the importance of having strong art programs throughout our schools. Blandy’s (2010) statement, “Students should be encouraged to consider the ways in which they will personally innovate towards a sustainable future” (Blandy, 2010, p. 248) persuaded me to consider what I could teach that would impact our school as a whole and our community. The difficulty I encountered was not only what to do that would benefit the community but also how to write age appropriate lesson plans for the wide range of ages that I teach.
I decided upon a lesson on recycling. This can involve everyone. All the students and staff are collecting items such as milk bottle caps, dried up markers, small broken plastic toys, etc. We will be creating an American flag by painting and gluing the small pieces of “garbage” onto a board. The steps can be divided into age appropriate lessons on sorting, painting, assembly, photography, and publication. One concept presented by Blandy (2010) that I want to include is the use of technology (Blandy, 2010, p. 249). I will assign eighth grade students to take pictures and videos of the process to post on our school website. I also plan to have students write an article on “Garbage Art” to be submitted to the local newspaper and handed out to families attending our school Open House in February. The artwork will be displayed at the Open House.
In conclusion, Stuhr, Blandy, and Gude provided excellent insight into the current aims of contemporary art education. By mindfully applying these principles with deliberate and careful planning, the art room can become a place where students learn skills that will help them become productive, influential, and valuable citizens within a democratic society.
References
Blandy, D., (2010). Sustainability, Participatory Culture, and the Performance of
Democracy: Ascendant Sites of Theory and Practice in Art Education. Studies In Art
Education: A Journal of Issues and Research. 52(3), 243-255.
Gude, O., (March, 2009). Lowenfeld Lecture: Art Education for Democratic Life.
National Art Education Association Convention. Minneapolis, MN.
Stuhr, P. (2003). A Tale of Why Social and Cultural Content Is Often Excluded from Art
Education: And Why It Should Not Be. Studies in Art Education: A Journal of Issues
and Research. 44(4), 301-312.
Reading Assignment Summary
The aim of contemporary art education is to help the educator recognize the importance of their profession and to identify relevant curriculum that provides students with skills that help them become productive, influential, and valuable citizens within a democratic society. Articles from Patricia Stuhr, Doug Blandy, and Olivia Gude help support this.
Concepts
In A Tale of Why Social and Cultural Content Is Often Excluded from Art Education: And Why It Should Not Be, Stuhr (2003) shares her opinion that art education is not always seen as a valuable contributing subject (Stuhr, 2003, p. 304). In truth, art education is as important as any other subject. It “should be connected intimately to student’s lives” helping them “actively participate in a world that has reverence for life and values social justice” (Stuhr, 2003, p. 303). Stuhr (2003) believes that changes need to be made “in how and what teaching, curriculum, and learning in art education should be like” (Stuhr, 2003, p. 302). Unfortunately, changes are difficult and take time. With that said, change can occur but it requires each art educator to take personal responsibility to do what they can do to make it happen (Sturhr, 2003, p. 313).
In Sustainability, Participatory Culture, and the Performance of Democracy: Ascendant Sites of Theory and Practice in Art Education, Blandy (2010) encourages “consideration of sustainability, participatory culture, and the performance of democracy as sites of theory and practice” to influence the art educator (Blandy, 2010, p. 253). He believes with environmental issues and sustainability practices marked with high importance today, art educators are presented with the opportunity to influence society by utilizing curriculum that addresses these areas (Blandy, 2010, p. 248). Adding to this, art educators can encourage students to be personally involved with these issues and provide direction and guidance in ways that their artistic skills can be used as a positive solution.
Blandy (2010) also supports the art educator being informed and engaged with technology (Blandy, 2010, p. 250). Technology has opened the door to new ways to create, share, and inform. If the art educator does not seek to learn and apply these tools, they are missing a necessary element for the classroom today.
In Art Education for Democratic Life, Gude (2009) writes, “as democratic citizens, we must believe that what we do affects the world around us” (Gude, 2009, p. 1). In addition, she considers quality art education as an avenue to introduce the student “to a range of tools” and developed “skills needed to represent their experiences in their fullness, complexity, and contradictions” (Gude, 2009, p. 2). Students need to be introduced and experience a “wide range of contemporary and traditional art and ideas” (Gude, 2009, p. 5) to maximize their ability to share their story. Gude (2009) concludes that art provides a method of communicating that removes boundaries such as race, gender, age, class, and ability (Gude, 2009, p. 4). Through art, it is possible to make a difference in the world we live in.
Analysis, Applications, and Personal Reflections
Many hold the view described by Stuhr (2003) that art teachers are some how “inferior” or “different” from other educators (Stuhr, 2003, p.303). I have experienced this first hand from colleagues who will often have students skip art class to help them in other “necessary” subjects or from parents who schedule their children’s appointments during my class time. Last year, one student in the last period of the day was repeatedly being picked up early. The parent finally admitted to me, “I pick him up early to play golf. My son is never going to be an artist but he does have the ability to be a great golfer.” These situations must not discourage art educators but encourage us as Stuhr (2003) pointed out, to continually be advocates for our profession through outreach, discussion, and creativity (Stuhr, 2003, p. 313).
Along with Stuhr (2003), Blandy (2010) and Gude (2009) agree that identifying relevant curriculum helps the art educator assist students in recognizing their ability and power to impact society (Blandy, 2010, p. 244; Gude, 2009, p.3; Stuhr, 2003, p. 303) In addition to benefiting the student, wise curriculum choices can be valuable to the community and can help promote the importance of having strong art programs throughout our schools. Blandy’s (2010) statement, “Students should be encouraged to consider the ways in which they will personally innovate towards a sustainable future” (Blandy, 2010, p. 248) persuaded me to consider what I could teach that would impact our school as a whole and our community. The difficulty I encountered was not only what to do that would benefit the community but also how to write age appropriate lesson plans for the wide range of ages that I teach.
I decided upon a lesson on recycling. This can involve everyone. All the students and staff are collecting items such as milk bottle caps, dried up markers, small broken plastic toys, etc. We will be creating an American flag by painting and gluing the small pieces of “garbage” onto a board. The steps can be divided into age appropriate lessons on sorting, painting, assembly, photography, and publication. One concept presented by Blandy (2010) that I want to include is the use of technology (Blandy, 2010, p. 249). I will assign eighth grade students to take pictures and videos of the process to post on our school website. I also plan to have students write an article on “Garbage Art” to be submitted to the local newspaper and handed out to families attending our school Open House in February. The artwork will be displayed at the Open House.
In conclusion, Stuhr, Blandy, and Gude provided excellent insight into the current aims of contemporary art education. By mindfully applying these principles with deliberate and careful planning, the art room can become a place where students learn skills that will help them become productive, influential, and valuable citizens within a democratic society.
References
Blandy, D., (2010). Sustainability, Participatory Culture, and the Performance of
Democracy: Ascendant Sites of Theory and Practice in Art Education. Studies In Art
Education: A Journal of Issues and Research. 52(3), 243-255.
Gude, O., (March, 2009). Lowenfeld Lecture: Art Education for Democratic Life.
National Art Education Association Convention. Minneapolis, MN.
Stuhr, P. (2003). A Tale of Why Social and Cultural Content Is Often Excluded from Art
Education: And Why It Should Not Be. Studies in Art Education: A Journal of Issues
and Research. 44(4), 301-312.
