Why Art Education?
An integrated program, including the Arts, gives children multiple opportunities to learn. The skills and thought processes required in art education reflect themselves in the critical thinking skills needed in other subjects such as Science, Language Arts, Math and Geography. This, in turn, adds to the overall academic achievement and school success of the students. Plus, it gives students a deeper appreciation of the world around them. The result is an educational environment that is not only well-rounded, but interesting and engaging for both students and teachers.
The facts support: Art education makes a tremendous impact on the developmental growth of every child and has proven to help “level the learning field” across socio-economic boundaries. Art also has proven to make a measurable impact on at risk youth by deterring delinquent behavior and truancy problems while also increasing overall academic performance. Students want to attend school so as not to miss their time spent in Art class, whether it rains, shines or even snows.
The visual arts are extremely rich. They range from drawing, painting, sculpture and design; to architecture, computer graphics and geography and history exploration. They involve a wide variety of tools, techniques and processes. The art standards are structured to recognize that many elements from this broad array can be used to accomplish specific educational objectives. For example, drawing can be used as the basis for creative activity, historical/cultural investigation, or analysis of an object/situation/setting, as can other fields within the visual arts.
The visual arts have creation at the heart of the instruction. Students learn to work with various tools, processes and media. They learn to coordinate their hands and minds as they work with these tools and mediums to further develop both fine and gross motor skills. They also learn to make choices that enhance communication of their ideas. Their natural inquisitiveness is promoted and they learn the value of perseverance. The commitment from start to finish of an art piece has very rewarding effects on the student’s confidence and level of accomplishment. This then carries itself over to completing other school assignments such as book reports that require more time commitment as well.
Art Education is important in the growth, creative and academic development, enjoyment and success of our students. Last, but not least, I must also promote the pure joy and beauty of Art in our world simply for the joy and beauty of it alone. I truly believe in its worth here in the Kent City schools as well as in all schools across the world.
Educationally yours,
Mary Clare Christiansen
Art Content Standards
Content Standard #1: Understanding and applying media, techniques, and processes
Achievement Standard:
Students know the differences between materials, techniques, and processes
Students describe how different materials, techniques, and processes cause different responses
Students use different media, techniques, and processes to communicate ideas, experiences, and stories
Students use art materials and tools in a safe and responsible manner
Content Standard #2: Using knowledge of structures and functions
Achievement Standard:
Students know the differences among visual characteristics and purposes of art in order to convey ideas
Students describe how different expressive features and organizational principles cause different responses
Students use visual structures and functions of art to communicate ideas
Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas
Achievement Standard:
Students explore and understand prospective content for works of art
Students select and use subject matter, symbols, and ideas to communicate meaning
Content Standard #4: Understanding the visual arts in relation to history and cultures
Achievement Standard:
Students know that the visual arts have both a history and specific relationships to various cultures
Students identify specific works of art as belonging to particular cultures, times, and places
Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
Achievement Standard:
Students understand there are various purposes for creating works of visual art
Students describe how people's experiences influence the development of specific artworks
Students understand there are different responses to specific artworks
Content Standard #6: Making connections between visual arts and other disciplines
Achievement Standard:
Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines.
Students identify connections between the visual arts and other disciplines in the curriculum
Achievement Standard:
Students know the differences between materials, techniques, and processes
Students describe how different materials, techniques, and processes cause different responses
Students use different media, techniques, and processes to communicate ideas, experiences, and stories
Students use art materials and tools in a safe and responsible manner
Content Standard #2: Using knowledge of structures and functions
Achievement Standard:
Students know the differences among visual characteristics and purposes of art in order to convey ideas
Students describe how different expressive features and organizational principles cause different responses
Students use visual structures and functions of art to communicate ideas
Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas
Achievement Standard:
Students explore and understand prospective content for works of art
Students select and use subject matter, symbols, and ideas to communicate meaning
Content Standard #4: Understanding the visual arts in relation to history and cultures
Achievement Standard:
Students know that the visual arts have both a history and specific relationships to various cultures
Students identify specific works of art as belonging to particular cultures, times, and places
Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
Achievement Standard:
Students understand there are various purposes for creating works of visual art
Students describe how people's experiences influence the development of specific artworks
Students understand there are different responses to specific artworks
Content Standard #6: Making connections between visual arts and other disciplines
Achievement Standard:
Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines.
Students identify connections between the visual arts and other disciplines in the curriculum