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  • Art 133 - Unit 5 Paper

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    Art education has experienced multiple shifts in focus throughout the u.s. Art professionals have found themselves in a split in regards to what the focus should be in a school's art program. Art education appears to be treated by many elementary schools as something extra, similar to physical education, rather than an important discipline.

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    art 133 - unit 5 paper

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    Art education has experienced multiple shifts in focus throughout the u.s. Art professionals have found themselves in a split in regards to what the focus should be in a school's art program. Art education appears to be treated by many elementary schools as something extra, similar to physical education, rather than an important discipline.

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    18 vistas2 páginas

    Art 133 - Unit 5 Paper

    Cargado por

    api-308142849
    Art education has experienced multiple shifts in focus throughout the u.s. Art professionals have found themselves in a split in regards to what the focus should be in a school's art program. Art education appears to be treated by many elementary schools as something extra, similar to physical education, rather than an important discipline.

    Copyright:

    © All Rights Reserved
    Descargue como PDF, TXT o lea en línea desde Scribd
    Marcar por contenido inapropiado
    de 2

    MaddieVaughn

    ART133
    Unit5Paper
    CharlesDorn(1994)explainsthehistoryofarteducationandthemultipleshiftsinfocusthatit
    hasexperiencedthroughouttheUnitedStates.Morerecently,artprofessionalshavefoundthemselvesin
    asplitinregardstowhatthefocusshouldbeinaschoolsartprogram.Dorn(1994)arguesthatthereis
    pressuretoteachbothaboutthehistoryofartandhowtocritiqueit,whilestillmaintainingafocuson
    thecreativegoalsforthestudents(p.7).Thisdifferenceofopinioninregardstothemostimportant
    partsofanartcurriculumseemsasthoughitcouldmakeitdifficulttoplancurriculumthatisinlinewith
    statestandards.TheCaliforniaVisualandPerformingArtsStandardsforThirdGrade,forexample,
    includescontentrelatedtoanalyzingcomponentsofanartwork,understandingthehistoricalcontextfor
    localartists,makingjudgmentsaboutartwork,anddevelopingvisualliteracy.Oneofthefivemain
    standardssupportsthecreativeexpressionofstudents.Asanartteacher,itseemsasthoughitcouldbe
    difficulttodesignlessonplansthatallowforstudentcreativity,whilealsoincorporatingtherestofthe
    standards.Additionally,manyelementaryclassroomslackadesignatedartteacherandtheart
    curriculumfallsonthegeneralclassroomeducatortoincorporate.Dorn(1994)notedthatartteachers
    shouldbetreatedlikeprofessionalsandgiventheauthoritytodesignaprogramfortheirstudentsand
    themselves(p.5).Currently,arteducationappearstobetreatedbymanyelementaryschoolsas
    somethingextra,similartophysicaleducation,ratherthananimportantdisciplinethatshouldbeincluded
    regularly.Ifthestateisgoingtocreatemandatedstandardsforarteducation,justliketheothercontent
    areas,thenarteducationandartteachersshouldbegiventhesamelevelofrespectasgeneraleducation
    teachers.Oneofmypersonalgoalsasafutureeducatoristomakesurethatmystudentsaregiven

    opportunitiestoengagewithmaterialthroughoutallofthecontentareas,ratherthanjusttheonesthey
    willtakeastandardizedteston.

    References
    Dorn,C.(1994).Thinkinginart:aphilosophicalapproachtoarteducation.Reston,VA:National
    ArtEducationAssociation.
    CaliforniaStateBoardofEducationVisualandPerformingArts:VisualArtsContentStandard,Grade3

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