The main idea that I gleaned from Chapter 4 was the importance of unification in art curriculum--a unification, or at least an overlap, of disciplines within units and also creating main ideas that unify lessons throughout the year. These are principles that I plan on implementing in my classroom because they make the study of art meaningful and relevant, rather than scattered and shallow.
I appreciated the breakdown of art criticism, art history, art making, and aesthetics:
Art Criticism: interpretation and evaluation of art (describe, interpret, evaluate)
Art History: interpretation and evaluation of art through the lens of the past and how it influences art now. Deals more with time, chronology, classification.
Art-Making: a way of exploring the world, self, and others. Also furthers technical skill, design knowledge, and personal expression.
Aesthetics: addressing the philosophical questions of art involving purpose, value, meaning, and nature of art.
These disciplines are defined as separate spheres, but in reality, none would exist or have purpose without each other. It makes sense to me, then, that we introduce each of these disciplines into our classrooms not as isolated units or ideas, but as ways of thinking that overlap with and inform each other. The best way to do this, as the book describes, is to unify them through big ideas that provide a foundation for our curriculum. I loved that the book pointed out that big ideas shouldn't be isolated to art, but should involve other general studies, creating even more meaning and relevancy for the students.
I am one of those people who would opt for a major in everything. The fact my art class and I can study the life cycle of a star and the stained-glass work of Chartres cathedral in the same class, and then make art that finds meaning in those things and is still relevant to contemporary society excites me. That is the ideal class.
No comments:
Post a Comment