Art education refers to the education given in disciplines including dance, theatre, visual arts, music, that attempts to enhance human development, cultural heritage, and societal competency, among many of personal maturities (Bryant, n.d.). This definition of what art educations means and stands for, given by the Fine Arts Department of a School District located in Katy, Texas, may first of all, be interpreted differently around the world, and may, second of all, take on an incredibly modern context as compared to a defining statement about art education in the 1800s. One may venture into the past and find themselves in an art classroom, where there are an obvious lack of materials, a setting that has been pre-fabricated by the superiors
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Whether they were practical or not, it is important to not be uninterested in old art and techniques or even have grudges against old teaching practices. By discussing either major milestones or mishaps in the history of art education, an educator of the arts can make informed judgments about how to run their classroom. (Szekely & Bucknam, 2012). Where strict techniques, diminished freedom, prefabricated curricula, and lack of qualification once ruled the typical art classroom setting, these characteristics and more are sometimes still seen in modern art classrooms; however as the times change, society opens itself up to the meaningful implications art education places in our lives. In addition to the previous example of Joseph Mann’s classroom, Olivia Gude author of “Postmodern Principles: In search of a 21st Century Art Education,” states that there is a lack of meaningful connection being made between the teaching of art and the art that is made by K-12 students. She mentions the piles of student art, consisting of various imitative lines and shapes are forgotten and these artworks will eventually be thrown away in the garbage year after year. Gude explains that we may have moved on from the dreary, uniform classroom setting, but now, we do not know what to do with what we’ve learned as art educators (Gude, 2004). Perhaps it is this newfound lack of connection …show more content…
This includes any experience, education, knowledge of their area’s past history, writings, research, projects and anyone that can vouch for their proficiency and competency. This should lead to a next value an art educator should have: passion. A student cannot learn from someone who is unwilling to teach a topic they despise and a teacher should not go after something that does not give them contentment. If a teacher cannot manifest in their students that the subject matter is important and interesting, the students will never take art and design seriously and would not be willing to pursue it in the future. Taking the idea of passion in the classroom, an art educator should also incorporate the value of creating a positive environment for their students. Students are able to thrive in an atmosphere where they are willing to cooperate, ask questions, seek assistance, and act respectfully and supportive along with their peers as well as the teacher. In order for this to happen, an art educator should encourage these behaviors, practice these behaviors themselves, and work towards creating a positive setting for students. In turn, the classroom will be filled with enthusiastic, respectful, and eager students. By now taking part in this classroom that seems close to perfect, an art educator must take another value into consideration and that is assessment or critical
Whether they were practical or not, it is important to not be uninterested in old art and techniques or even have grudges against old teaching practices. By discussing either major milestones or mishaps in the history of art education, an educator of the arts can make informed judgments about how to run their classroom. (Szekely & Bucknam, 2012). Where strict techniques, diminished freedom, prefabricated curricula, and lack of qualification once ruled the typical art classroom setting, these characteristics and more are sometimes still seen in modern art classrooms; however as the times change, society opens itself up to the meaningful implications art education places in our lives. In addition to the previous example of Joseph Mann’s classroom, Olivia Gude author of “Postmodern Principles: In search of a 21st Century Art Education,” states that there is a lack of meaningful connection being made between the teaching of art and the art that is made by K-12 students. She mentions the piles of student art, consisting of various imitative lines and shapes are forgotten and these artworks will eventually be thrown away in the garbage year after year. Gude explains that we may have moved on from the dreary, uniform classroom setting, but now, we do not know what to do with what we’ve learned as art educators (Gude, 2004). Perhaps it is this newfound lack of connection …show more content…
This includes any experience, education, knowledge of their area’s past history, writings, research, projects and anyone that can vouch for their proficiency and competency. This should lead to a next value an art educator should have: passion. A student cannot learn from someone who is unwilling to teach a topic they despise and a teacher should not go after something that does not give them contentment. If a teacher cannot manifest in their students that the subject matter is important and interesting, the students will never take art and design seriously and would not be willing to pursue it in the future. Taking the idea of passion in the classroom, an art educator should also incorporate the value of creating a positive environment for their students. Students are able to thrive in an atmosphere where they are willing to cooperate, ask questions, seek assistance, and act respectfully and supportive along with their peers as well as the teacher. In order for this to happen, an art educator should encourage these behaviors, practice these behaviors themselves, and work towards creating a positive setting for students. In turn, the classroom will be filled with enthusiastic, respectful, and eager students. By now taking part in this classroom that seems close to perfect, an art educator must take another value into consideration and that is assessment or critical