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A Critical Evaluation Of Art As A School Subject And Its` Contribution To The Spiritual, Intellectual, Moral, Social And Cultural Development Of Children.
Art as A School Subject
Date : 11/08/2020
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Uploaded by : Annie
Uploaded on : 11/08/2020
Subject : Art
Essay Title
`A critical evaluation of Art as a school subject and its` contribution to the spiritual, intellectual, moral, social and cultural development of children.IntroductionI would argue that art plays a vital role in the finely balanced educational ecosystem and contributes profoundly towards rounded pupil development. Art bestows a plethora of benefits that will be closely examined in this essay. The subject is known to develop communication, practical and problem solving skills and to improve imagination, creative thought and mental health (Land, G. (2011) and (Gregors, K. (2011). These topics will be discussed in relation to the spiritual, intellectual, moral, social and cultural development of pupils and how art counterbalances the problems we face in the modern world. I will also expose what I consider to be flaws in the art curriculum, examining the lack of importance placed on contemporary art and contributing limiting factors.
Hickman, R. (2010) states that the desire to create is a fundamental human urge which often unfolds naturally, but can be stunted or developed by cultural influences, including schooling. With this in mind, the art teacher must know his/her pupils well, capture their interest and nurture it and most importantly, to inspire and encourage the artistically discouraged. I agree that creativity is an inherent attribute and is relevant to every subject in the education system in different ways. A simple imagination test was created by Dr George Land in order to select candidates with the ability to creatively solve the hardest of problems and equations NASA face. They extended the test to children which proved to have dramatic results. 98% of children between the ages of 4-5 have the imaginative ability of a NASA scientist. The test was given to the same children as they got older and results showed a marked decrease in imaginative ability, reducing to only 2% of this ability as adults (Land, G. (2011). These statistics can only expose the cracks in our education system and our responsibility as teachers to either stifle or encourage creative thought (Hickman, R. (2010). Exercising the imagination lies at the heart of art practice.
Spiritual and Moral Development
The word spirituality could presume religion .Throughout history, art and religion have had a close relationship. From wall paintings, to classic realism portraiture which record historical and biblical events and figures. Some commonly known examples of art being used as a vehicle to promote religious ideals, events and figures would be Michelangelo s Creation of Adam ,(1512), Leonardo Da Vinci s Last Supper ,(1498) and Raphael s Sistine Madonna , (1512). The art history module in the curriculum will exercise this knowledge and awareness of such artists and religious topics.
Twentieth century Art and Religion however, had a very different exchange. As well as serving the purpose of supporting and recording religious narrative, art was used to critique and provoke questions, often resulting in conflict. An example of this would be Piss Christ by Andres Serrano, (1987). Piss Christ is a photographic print of Christ on his crucifix submerged in a vat of the artist s own urine. This piece, as you can imagine, caused great controversy and was defaced by a group of French Catholics (Holpuch, A. (2012). Interestingly, Serrano was a Christian himself who aimed to expose the harsh realities of Christ on the cross, a symbol often taken for granted. Although this could be seen as an immoral depiction, it is important to expose pupils to such works and discuss boundaries which I will refer to later. One of the functions of art is to provide a platform on which to freely express and explore the merits of other viewpoints (Gregors, K. (2011) against a social and cultural norm. As a teacher, I need to ensure constant critical analysis of my own response to religious issues. It is crucial to discuss these topics objectively and professionally without bias, being sensitive to the religious beliefs of others in the classroom. The question is however, is this a piece of art that is discussed as much as a Van Gogh painting? I would argue it definitely wouldn t be.
The word Spirituality could also denote a personal journey to discover a deeper or higher sense of self. It could be argued that this was the artist s attempt at self-discovery through exploring a broadened sense of spirituality.
Interestingly, Maslow s Hierarchy of needs includes the word creativity in the highest banner of self-fulfilment and it is of course our goal as teachers to guide pupils towards self-actualization . In her paper Spirituality, Creativity, Identity, and Art Therapy, Crooks, (2013), states that there is a clear connection between spirituality and creativity, that when allowed to enter into the therapeutic space, can enhance transformation and healing . Taking this into account as a teacher, it suggests that the subject of art not only plays a significant role in contributing to the spiritual development of pupils, but acts as a facilitator to improve mental well-being.
Mindfulness is a spiritual practice that is growing in popularity. In her fascinating TEDx Talks, Stephanie Smith, (2016), discusses her spiritual journey of Mandala making a historic art form that she believes to be a symbol of our connection to each-other. According to Smith. S, (2016) a spiritual practice can take any form. It is an activity that allows one to develop a higher sense of self through reflection and contemplation, Smith, S. (2016). She connects the artistic process of Mandala making to a meditative, spiritual practice. When placing value on the artistic journey and the process of making rather than the level of one s efforts, a non-judgemental, free and open mind-set is introduced, thus encouraging mindfulness.
In a case study of my own, I taught the 2nd Form Pattern and Design . The level of concentration and transfixion in the classroom, when asked to create a pattern of their own was quite remarkable. Similar to mandala making, when engaged in creating repetitive patterns, the pupils seemed to experience the reward of mindfulness. I conducted a questionnaire at the start of term to assess pupil s level of ability and confidence in the subject. One of the questions was Do you like the subject of art? . The majority of answers were yes, it relaxes me or yes, because I get a chance to express myself . I would agree that the spiritual journey of creativity enhances these experiences within an individual. Now more than ever, when cuts in art funding and increased mobile phone use could arguably hinder the exploration of self in this way.
Social and Intellectual Development
Critical thinking and creative problem solving are integral to a pupil s development, not only within the subject of art, but in life itself. The dictionary definition of intellect is the faculty of reasoning and understanding objectively, especially with regard to abstract matters. Anon, (2019). I target the intellect in my classroom through discussions and critiques of art pieces which can be described as abstract . These discussions provoke a new way of intellectual thinking. I use constructive guidance and a clear framework for rounded argument. These tasks develop the pupil s intellectual ability by critiquing what could be thought of as abstract . A large part of the learning takes place in these reflective and critical tasks central to art education. Not only is it an important skill to learn to think critically, it also develops the pupil s ability to give constructive (and not hurtful) critique and trains them to value and take advice from others. Uncertainty, error and doubt are all confounding factors in whatever method you use to get at the truth. Acknowledging it and developing methods against it has been absorbed into scientific thinking the most consistently successful method humans have developed to discover truth and it seems churlish not to learn that lesson for the rest of life too. Greenwood, R. (2019), and if so in science, why not in art?
In 2002, statistics showed a decline of pupils interest and attainment in core subjects (Higher Education Policy Institute, (2017). In order to remedy this, cuts were made to the arts subjects, allowing more time, concentration and subsequently importance to be placed on core subjects, (Higher Education Policy Institute, (2017). To become a doctor takes a great amount of intellect. Professor Roger Kneebone of Surgical Education at Imperial College London (2019), states that the cuts in funding for the arts in education has had a dramatic effect on the new cohort of students, Coughlan, S. (2019). It is said they lack practical skills and dexterity due to the rise of screen use and technology, Coughlan, S. (2019). These statements show how crucial it is to maintain a culture that supports and values each subject equally and fairly, Hickman, R. (2010). The impact of cuts to the funding of the arts has upset the balance of skillset and intellectual progression of pupils Kneebone refers to.
An experiment conducted by Drago, E. (2015) measured the effect technology is having on face-to-face interaction which concluded that technology has negative effects. Smartphone usage by infants is causing expressive speech delays, (EurekAlert. (2017), thus hindering their intellectual development. Art develops the ability to communicate ideas, thoughts, emotions and feelings, (Gregors, K. (2011). I found I could say things with colour and shapes that I couldn`t say any other way - things I had no words for. (O`Keeffe, G. (n.d.). This highlights the importance and relevance of art education as a tool for intellectual conversation, both verbal and non-verbal.
Moral Development
The relationship between morality and art is discussed by Walker, G. (2019) in his book titled Neurons, art and morality . He states morality itself changes from time, culture and place, describing its function and importance to human evolution and as a universal language and culture. Correspondingly, we can assume that every educational institution fosters its own morality. Art influences and expresses morality, both phenomena inform each other Walker, G. (2019). The experience of the artist, and the experience of the observer must be considered. In an educational setting, morality needs to be explored in order to establish boundaries.
In a case study of my own, in 2014, the headmaster of the secondary school I attended disallowed life drawing classes on moral grounds, thus stifling our ability to draw and think objectively about the human figure a topic central to the progression of observational drawing. Egon Schiele is famous for depicting distorted, expressive and imaginative representation of the nude figure. Any nude could be deemed explicit however, nudes have featured throughout the ages in arguably many of the greatest works of art. The nude is unavoidable in art and it is crucial that a culture of professionalism and acceptance of an un-glamorised nude figure is instilled. This begins in the classroom and the study of artists like Egon Schiele should not be avoided in the discussion. It presents a wonderful opportunity to explore morality with the pupil in a safe, structured and professional environment. It is our responsibility as teachers to educate and inform pupils who might otherwise be vulnerable to the media s portrayal of unrealistic, sexualised ideals of the human body. Instruction and learning should be empowering not restraining Walker, G. (2019). With the rise of technology comes uncensored and limitless exposure to images of all natures. Pornography can easily be accessed by anyone, including our young and impressionable pupils. I would consider this to be a crisis. Without education, discussion and exploration of morality in art, how would young people correctly identify symbolism, suggestiveness and ultimately know how create a meaningful and successful image?
Cultural Development
In her lecture titled Why Art is Important , Gregors, K. (2011) discusses the cultural and political importance of art. She starts by stating that art is what separates us from other species Gregors, K. (2011). Art is used to express and react to political and cultural phenomena. Art cannot be judged by numbers its effects are subtle, unpredictable and uncontrollable in societies of control. This could explain Hickman s, (2010), statement that funding for the arts has been cut to give more time and importance to core subjects.
Reflecting on my own teaching practice, I recognize that each year group are exposed to different cultural ideals, notions, beliefs and states. For example, we teach 1st Form pupils about World Art and Masks, paying particular attention to Native Canadian Haida mask culture and exploring this through the manipulation of clay. This culturally enriches and informs pupils encouraging interest and acceptance of the way others live through the pictorial and tactile medium of art. It also probes the questioning of self, avoiding Western bias and prejudices.
In the 2nd Form we teach Impressionism. Art is a reflection of its time, (Walker, G. (2019) and prior to impressionism, art was formal, composed, restrained and centred around the aristocracy and glorious heroism. The common man was subordinated, invisible. Art always forestalls and expresses social change and in the impressionist period, it began to feature and value the common people and the common place. A spontaneous, unembellished and informal style of painting was born. By studying the different art movements, we develop the pupil s cultural awareness of time periods, behaviour, political climates etc. We also develop a looser painting style which is equally as valuable as the tight and traditional methods of realism.
There is already a pictorial theme unravelling within this essay. Thus far, only one image is considered to be Modern Art which isn t even taught as part of the curriculum. This is in itself is a reflection of the out-dated curriculum that places more importance on traditional mastery skill. Downing, D. and Watson, R. (2004) discuss the out-dated curriculum that places more importance on traditional mastery skill. There is a whole multi-sensory world of installation and contemporary art that is not taught in schools. Hickman, R. (2010) agrees by noting the disparity between what we teach in schools, what is taught in higher education and what is seen in galleries. This exposes a problem in the culture of teaching art.
Counter Argument
We have established art s importance as a subject in school and its vital contribution to the individual, however we have to ask the question of whether or not the artcurriculum is structured to promote freedom of creative thought within an individual. Land (2011) believes that we have created a correct answer culture within our current education system thus stifling imaginative and progressive thought, bringing about his 98% drop to 2% imagination decrease with age. Hickman, R. (2010) not only exposes cuts in creative subjects to allow more time for core subjects, but he speaks of cuts to specialist training for teachers in the arts subjects. He states that the art curriculum today stems from the Education Reform Act of 1988, a structure that has four main domains - The Expressive/Productive Domain, The Perceptual Domain, The Analytical/Critical Domain, The Historical/Cultural Domain Hickman, R. (2010). He believes that this structure leans more towards subject centred approaches rather than student centred approaches . I agree to some extent that it isn t a balanced art education. More importance should be placed on the physicality of learning through interaction with materials. The study of other works should be used as a springboard for inspiration and innovation, rather than an end in itself. I still think it is crucially important, particularly in modern and conceptual art to have academic reasoning and informed thought to consolidate ideas and thought processes. But examination boards like Eduqas place importance on written explanation of the creative progress in order to pass (Eduqas, W. (2016). I would prefer to see more value given to a visual journey of experimentation and progression through a process of illustrations/designs/maquettes. Writing thoughts down helps to consolidate learning but it should be balanced with the physical, Hattie, J. and Yates, G. (2014).
Another hindrance we face as art teachers is subjectivity paired with the abstraction and subtle word changes between grade boundaries. To the right is an example of Eduqas s grade bands for a module in GCSE Art and Design (see highlighted areas). Words often have multiple meanings and connotations. We are essentially using words to grade visual and multi-sensory material - which O Keeffe rightly describe as unexplainable with words. I am making it my duty as a budding art teacher to implement the above wherever possible in class and I am fortunate to work in a school that offers this opportunity." v:shapes="_x0000_s1027'gt;Land, G. (2011) describes two ways of cognitive thinking as divergent and convergent thought. Divergent thought is progressive, it is the imagination and creation, (Land, G. (2011). Convergent thought is the analytical, critical and stagnant mode of thought, (Land, G. (2011). Land states that in school we are taught to think with both divergent and convergent thought at the same time, thus creating a web of insecurities neurons that are fighting with one another, resulting in stagnation of thought and imagination. Above is a visual representation of the brain showing different states of cognition. According to this diagram, creative thought (which includes art) induces the greatest neurological activity in the brain. Extrapolating from this, mobile phone usage being pre-programmed by its very nature will produce far less neural activity.
Conclusion
The social and intellectual development of pupils is undergoing a huge change. We now live in a culture where information is literally at our fingertips. We are in danger of settling unquestioningly for the immediate answers offered by technology and social media, allowing our choices to be calculated and made for us, by-passing memory and imagination and limiting personal exploration and discovery. I would not rule out technology as a tool for enhancing aspects of education but we must take care to avoid the limiting factors. Now, more than ever, the counterbalancing advantages of practical subjects in education, particularly art, are essential for the pupils` rounded spiritual and moral development and progression towards self-actualisation in adult life. As Professor Kneebone (Coughlan, S. (2019) suggests, fostering physical dexterity is also important and relevant to human development, and art provides this tangible connection through interaction with specific materials, stimulating the pupils in a way technology fails to do. It is our duty as educators to promote a proactive relationship with all cultures and aesthetics by exploring them through the universal language of art. It is also highly important to go beyond what is offered in the curriculum by taking it upon ourselves to implement contemporary art practices in class. As Land, G.(2011) suggests, it is crucial to foster imagination and creative thought, which are arguably prerequisites for all subjects in education. Art specifically provides the opportunity and the tools to facilitate this.
Word Count: 3,146 lt;/p>BibliographyAnon, (2019). [online] Available at: https://www.google.com [Accessed 8 Feb. 2019].Arnheim, R. (1968). Visual Thinking. California: University of California Press Ltd.art21 (2001). Spirituality Art in the Twenty-First Century. [video] Available at: https://art21.org [Accessed 13 Jan. 2019].Canadian Museum of History (1879). Haida Mask. [image] Available at: https://www.historymuseum.ca [Accessed 17 Feb. 2019].Coughlan, S. (2019). Surgery students `losing dexterity to sew`. [online] BBC News. Available at: https://www.bbc.co.uk [Accessed 8 Feb. 2019].Crooks, T. (2013). Spirituality, Creativity, Identity, and Art Therapy. [ebook] Marymount: Loyola Marymount University. Available at: https://digitalcommons.lmu.edu [Accessed 13 Jan. 2019].Drago, E. (2015). The Effect of Technology on Face-to-Face Communication. [pdf] North Carolina: Elon University. Available at: https://www.elon.edu [Accessed 8 Feb. 2019].Downing, D. and Watson, R. (2004). School art: what s in it? Exploring visual arts in secondary schools. [ebook] National Foundation for Educational Research. Available at: https://www.nfer.ac.uk [Accessed 1 Mar. 2019].Eduqas, W. (2016). WJEC Eduqas GCSE in ART AND DESIGN SPECIFICATION. 2nd ed. [pdf] WJEC Eduqas. Available at: https://www.eduqas.co.uk [Accessed 1 Mar. 2019].EurekAlert (2017). Handheld screen time linked with speech delays in young children. [online] Available at: https://www.eurekalert.org [Accessed 8 Feb. 2019].Eyes on Cinema (2015). Andrei Tarkovsky on the purpose of art and spirituality. [video] Available at: https://www.youtube.com [Accessed 13 Jan. 2019].Gravitahn (2016). The Value of Art Spirituality - Camille Paglia. [video] Available at: https://www.youtube.com [Accessed 13 Jan. 2019].Greenwood, R. (2019). Objectivity and Art | Abstract Critical. [online] Abstract Critical. Available at: https://abstractcritical.com [Accessed 8 Feb. 2019].Gregors, K. (2011). Why art is important | Katerina Gregos | TEDxGhent. [video] Available at: https://www.youtube.com [Accessed 16 Feb. 2019].Hattie, J. and Yates, G. (2014). Visible learning and the science of how we learn. London, England: Routledge.Hickman, R. (2010). Why We Make Art And Why It Is Taught. 2nd ed. [ebook] Chicago: Intellect. Available at: https://www.dawsonera.com [Accessed 15 Feb. 2019].Holpuch, A. (2012). Andres Serrano`s controversial Piss Christ goes on view in New York. [online] the Guardian. Available at: https://www.theguardian.com [Accessed 17 Feb. 2019].Land, G. (2011). TEDxTucson George Land The Failure Of Success. [video] Available at: https://www.youtube.com [Accessed 16 Feb. 2019].Louisiana Channel (2015). Anselm Kiefer Interview: Art is Spiritual. [video] Available at: https://www.youtube.com [Accessed 13 Jan. 2019].Monet, C (1872). Impression, Soleil Levant. [image] Available at: https://arthistoryproject.com [Accessed 17 Feb. 2019].O`Keeffe, G. (1923). Grey Lines with Black, Blue and Yellow. [image] Available at: https://www.google.com [Accessed 17 Feb. 2019].Rubin, J. (2008). Impressionism and the modern landscape. Berkeley: University of California.Serrano, A. (1987). Piss Christ. [image] Available at: https://www.christies.com [Accessed 17 Feb. 2019].Schiele, E. (1914). Seated Female Nude, Elbows Resting on Right Knee. [image] Available at: https://www.artsy.net [Accessed 17 Feb. 2019].Simoni, M. (1512). The Creation of Adam. [image] Available at: https://www.google.com [Accessed 17 Feb. 2019].Tate. (2019). Belief Essay | Tate. [online] Available at: https://www.tate.org.uk [Accessed 13 Jan. 2019].TED Talks (2016). Art as a Spiritual Practice | Stephanie Smith | TEDxLehighRiver. [video] Available at: https://www.youtube.com [Accessed 12 Jan. 2019].Walker, G. (2019). Neurones, art and morality. Croydon: CPI Group (UK) Ltd.This resource was uploaded by: Annie
`A critical evaluation of Art as a school subject and its` contribution to the spiritual, intellectual, moral, social and cultural development of children.IntroductionI would argue that art plays a vital role in the finely balanced educational ecosystem and contributes profoundly towards rounded pupil development. Art bestows a plethora of benefits that will be closely examined in this essay. The subject is known to develop communication, practical and problem solving skills and to improve imagination, creative thought and mental health (Land, G. (2011) and (Gregors, K. (2011). These topics will be discussed in relation to the spiritual, intellectual, moral, social and cultural development of pupils and how art counterbalances the problems we face in the modern world. I will also expose what I consider to be flaws in the art curriculum, examining the lack of importance placed on contemporary art and contributing limiting factors.
Hickman, R. (2010) states that the desire to create is a fundamental human urge which often unfolds naturally, but can be stunted or developed by cultural influences, including schooling. With this in mind, the art teacher must know his/her pupils well, capture their interest and nurture it and most importantly, to inspire and encourage the artistically discouraged. I agree that creativity is an inherent attribute and is relevant to every subject in the education system in different ways. A simple imagination test was created by Dr George Land in order to select candidates with the ability to creatively solve the hardest of problems and equations NASA face. They extended the test to children which proved to have dramatic results. 98% of children between the ages of 4-5 have the imaginative ability of a NASA scientist. The test was given to the same children as they got older and results showed a marked decrease in imaginative ability, reducing to only 2% of this ability as adults (Land, G. (2011). These statistics can only expose the cracks in our education system and our responsibility as teachers to either stifle or encourage creative thought (Hickman, R. (2010). Exercising the imagination lies at the heart of art practice.
Spiritual and Moral Development
The word spirituality could presume religion .Throughout history, art and religion have had a close relationship. From wall paintings, to classic realism portraiture which record historical and biblical events and figures. Some commonly known examples of art being used as a vehicle to promote religious ideals, events and figures would be Michelangelo s Creation of Adam ,(1512), Leonardo Da Vinci s Last Supper ,(1498) and Raphael s Sistine Madonna , (1512). The art history module in the curriculum will exercise this knowledge and awareness of such artists and religious topics.
Twentieth century Art and Religion however, had a very different exchange. As well as serving the purpose of supporting and recording religious narrative, art was used to critique and provoke questions, often resulting in conflict. An example of this would be Piss Christ by Andres Serrano, (1987). Piss Christ is a photographic print of Christ on his crucifix submerged in a vat of the artist s own urine. This piece, as you can imagine, caused great controversy and was defaced by a group of French Catholics (Holpuch, A. (2012). Interestingly, Serrano was a Christian himself who aimed to expose the harsh realities of Christ on the cross, a symbol often taken for granted. Although this could be seen as an immoral depiction, it is important to expose pupils to such works and discuss boundaries which I will refer to later. One of the functions of art is to provide a platform on which to freely express and explore the merits of other viewpoints (Gregors, K. (2011) against a social and cultural norm. As a teacher, I need to ensure constant critical analysis of my own response to religious issues. It is crucial to discuss these topics objectively and professionally without bias, being sensitive to the religious beliefs of others in the classroom. The question is however, is this a piece of art that is discussed as much as a Van Gogh painting? I would argue it definitely wouldn t be.
The word Spirituality could also denote a personal journey to discover a deeper or higher sense of self. It could be argued that this was the artist s attempt at self-discovery through exploring a broadened sense of spirituality.
Interestingly, Maslow s Hierarchy of needs includes the word creativity in the highest banner of self-fulfilment and it is of course our goal as teachers to guide pupils towards self-actualization . In her paper Spirituality, Creativity, Identity, and Art Therapy, Crooks, (2013), states that there is a clear connection between spirituality and creativity, that when allowed to enter into the therapeutic space, can enhance transformation and healing . Taking this into account as a teacher, it suggests that the subject of art not only plays a significant role in contributing to the spiritual development of pupils, but acts as a facilitator to improve mental well-being.
Mindfulness is a spiritual practice that is growing in popularity. In her fascinating TEDx Talks, Stephanie Smith, (2016), discusses her spiritual journey of Mandala making a historic art form that she believes to be a symbol of our connection to each-other. According to Smith. S, (2016) a spiritual practice can take any form. It is an activity that allows one to develop a higher sense of self through reflection and contemplation, Smith, S. (2016). She connects the artistic process of Mandala making to a meditative, spiritual practice. When placing value on the artistic journey and the process of making rather than the level of one s efforts, a non-judgemental, free and open mind-set is introduced, thus encouraging mindfulness.
In a case study of my own, I taught the 2nd Form Pattern and Design . The level of concentration and transfixion in the classroom, when asked to create a pattern of their own was quite remarkable. Similar to mandala making, when engaged in creating repetitive patterns, the pupils seemed to experience the reward of mindfulness. I conducted a questionnaire at the start of term to assess pupil s level of ability and confidence in the subject. One of the questions was Do you like the subject of art? . The majority of answers were yes, it relaxes me or yes, because I get a chance to express myself . I would agree that the spiritual journey of creativity enhances these experiences within an individual. Now more than ever, when cuts in art funding and increased mobile phone use could arguably hinder the exploration of self in this way.
Social and Intellectual Development
Critical thinking and creative problem solving are integral to a pupil s development, not only within the subject of art, but in life itself. The dictionary definition of intellect is the faculty of reasoning and understanding objectively, especially with regard to abstract matters. Anon, (2019). I target the intellect in my classroom through discussions and critiques of art pieces which can be described as abstract . These discussions provoke a new way of intellectual thinking. I use constructive guidance and a clear framework for rounded argument. These tasks develop the pupil s intellectual ability by critiquing what could be thought of as abstract . A large part of the learning takes place in these reflective and critical tasks central to art education. Not only is it an important skill to learn to think critically, it also develops the pupil s ability to give constructive (and not hurtful) critique and trains them to value and take advice from others. Uncertainty, error and doubt are all confounding factors in whatever method you use to get at the truth. Acknowledging it and developing methods against it has been absorbed into scientific thinking the most consistently successful method humans have developed to discover truth and it seems churlish not to learn that lesson for the rest of life too. Greenwood, R. (2019), and if so in science, why not in art?
In 2002, statistics showed a decline of pupils interest and attainment in core subjects (Higher Education Policy Institute, (2017). In order to remedy this, cuts were made to the arts subjects, allowing more time, concentration and subsequently importance to be placed on core subjects, (Higher Education Policy Institute, (2017). To become a doctor takes a great amount of intellect. Professor Roger Kneebone of Surgical Education at Imperial College London (2019), states that the cuts in funding for the arts in education has had a dramatic effect on the new cohort of students, Coughlan, S. (2019). It is said they lack practical skills and dexterity due to the rise of screen use and technology, Coughlan, S. (2019). These statements show how crucial it is to maintain a culture that supports and values each subject equally and fairly, Hickman, R. (2010). The impact of cuts to the funding of the arts has upset the balance of skillset and intellectual progression of pupils Kneebone refers to.
An experiment conducted by Drago, E. (2015) measured the effect technology is having on face-to-face interaction which concluded that technology has negative effects. Smartphone usage by infants is causing expressive speech delays, (EurekAlert. (2017), thus hindering their intellectual development. Art develops the ability to communicate ideas, thoughts, emotions and feelings, (Gregors, K. (2011). I found I could say things with colour and shapes that I couldn`t say any other way - things I had no words for. (O`Keeffe, G. (n.d.). This highlights the importance and relevance of art education as a tool for intellectual conversation, both verbal and non-verbal.
Moral Development
The relationship between morality and art is discussed by Walker, G. (2019) in his book titled Neurons, art and morality . He states morality itself changes from time, culture and place, describing its function and importance to human evolution and as a universal language and culture. Correspondingly, we can assume that every educational institution fosters its own morality. Art influences and expresses morality, both phenomena inform each other Walker, G. (2019). The experience of the artist, and the experience of the observer must be considered. In an educational setting, morality needs to be explored in order to establish boundaries.
In a case study of my own, in 2014, the headmaster of the secondary school I attended disallowed life drawing classes on moral grounds, thus stifling our ability to draw and think objectively about the human figure a topic central to the progression of observational drawing. Egon Schiele is famous for depicting distorted, expressive and imaginative representation of the nude figure. Any nude could be deemed explicit however, nudes have featured throughout the ages in arguably many of the greatest works of art. The nude is unavoidable in art and it is crucial that a culture of professionalism and acceptance of an un-glamorised nude figure is instilled. This begins in the classroom and the study of artists like Egon Schiele should not be avoided in the discussion. It presents a wonderful opportunity to explore morality with the pupil in a safe, structured and professional environment. It is our responsibility as teachers to educate and inform pupils who might otherwise be vulnerable to the media s portrayal of unrealistic, sexualised ideals of the human body. Instruction and learning should be empowering not restraining Walker, G. (2019). With the rise of technology comes uncensored and limitless exposure to images of all natures. Pornography can easily be accessed by anyone, including our young and impressionable pupils. I would consider this to be a crisis. Without education, discussion and exploration of morality in art, how would young people correctly identify symbolism, suggestiveness and ultimately know how create a meaningful and successful image?
Cultural Development
In her lecture titled Why Art is Important , Gregors, K. (2011) discusses the cultural and political importance of art. She starts by stating that art is what separates us from other species Gregors, K. (2011). Art is used to express and react to political and cultural phenomena. Art cannot be judged by numbers its effects are subtle, unpredictable and uncontrollable in societies of control. This could explain Hickman s, (2010), statement that funding for the arts has been cut to give more time and importance to core subjects.
Reflecting on my own teaching practice, I recognize that each year group are exposed to different cultural ideals, notions, beliefs and states. For example, we teach 1st Form pupils about World Art and Masks, paying particular attention to Native Canadian Haida mask culture and exploring this through the manipulation of clay. This culturally enriches and informs pupils encouraging interest and acceptance of the way others live through the pictorial and tactile medium of art. It also probes the questioning of self, avoiding Western bias and prejudices.
In the 2nd Form we teach Impressionism. Art is a reflection of its time, (Walker, G. (2019) and prior to impressionism, art was formal, composed, restrained and centred around the aristocracy and glorious heroism. The common man was subordinated, invisible. Art always forestalls and expresses social change and in the impressionist period, it began to feature and value the common people and the common place. A spontaneous, unembellished and informal style of painting was born. By studying the different art movements, we develop the pupil s cultural awareness of time periods, behaviour, political climates etc. We also develop a looser painting style which is equally as valuable as the tight and traditional methods of realism.
There is already a pictorial theme unravelling within this essay. Thus far, only one image is considered to be Modern Art which isn t even taught as part of the curriculum. This is in itself is a reflection of the out-dated curriculum that places more importance on traditional mastery skill. Downing, D. and Watson, R. (2004) discuss the out-dated curriculum that places more importance on traditional mastery skill. There is a whole multi-sensory world of installation and contemporary art that is not taught in schools. Hickman, R. (2010) agrees by noting the disparity between what we teach in schools, what is taught in higher education and what is seen in galleries. This exposes a problem in the culture of teaching art.
Counter Argument
We have established art s importance as a subject in school and its vital contribution to the individual, however we have to ask the question of whether or not the artcurriculum is structured to promote freedom of creative thought within an individual. Land (2011) believes that we have created a correct answer culture within our current education system thus stifling imaginative and progressive thought, bringing about his 98% drop to 2% imagination decrease with age. Hickman, R. (2010) not only exposes cuts in creative subjects to allow more time for core subjects, but he speaks of cuts to specialist training for teachers in the arts subjects. He states that the art curriculum today stems from the Education Reform Act of 1988, a structure that has four main domains - The Expressive/Productive Domain, The Perceptual Domain, The Analytical/Critical Domain, The Historical/Cultural Domain Hickman, R. (2010). He believes that this structure leans more towards subject centred approaches rather than student centred approaches . I agree to some extent that it isn t a balanced art education. More importance should be placed on the physicality of learning through interaction with materials. The study of other works should be used as a springboard for inspiration and innovation, rather than an end in itself. I still think it is crucially important, particularly in modern and conceptual art to have academic reasoning and informed thought to consolidate ideas and thought processes. But examination boards like Eduqas place importance on written explanation of the creative progress in order to pass (Eduqas, W. (2016). I would prefer to see more value given to a visual journey of experimentation and progression through a process of illustrations/designs/maquettes. Writing thoughts down helps to consolidate learning but it should be balanced with the physical, Hattie, J. and Yates, G. (2014).
Another hindrance we face as art teachers is subjectivity paired with the abstraction and subtle word changes between grade boundaries. To the right is an example of Eduqas s grade bands for a module in GCSE Art and Design (see highlighted areas). Words often have multiple meanings and connotations. We are essentially using words to grade visual and multi-sensory material - which O Keeffe rightly describe as unexplainable with words. I am making it my duty as a budding art teacher to implement the above wherever possible in class and I am fortunate to work in a school that offers this opportunity." v:shapes="_x0000_s1027'gt;Land, G. (2011) describes two ways of cognitive thinking as divergent and convergent thought. Divergent thought is progressive, it is the imagination and creation, (Land, G. (2011). Convergent thought is the analytical, critical and stagnant mode of thought, (Land, G. (2011). Land states that in school we are taught to think with both divergent and convergent thought at the same time, thus creating a web of insecurities neurons that are fighting with one another, resulting in stagnation of thought and imagination. Above is a visual representation of the brain showing different states of cognition. According to this diagram, creative thought (which includes art) induces the greatest neurological activity in the brain. Extrapolating from this, mobile phone usage being pre-programmed by its very nature will produce far less neural activity.
Conclusion
The social and intellectual development of pupils is undergoing a huge change. We now live in a culture where information is literally at our fingertips. We are in danger of settling unquestioningly for the immediate answers offered by technology and social media, allowing our choices to be calculated and made for us, by-passing memory and imagination and limiting personal exploration and discovery. I would not rule out technology as a tool for enhancing aspects of education but we must take care to avoid the limiting factors. Now, more than ever, the counterbalancing advantages of practical subjects in education, particularly art, are essential for the pupils` rounded spiritual and moral development and progression towards self-actualisation in adult life. As Professor Kneebone (Coughlan, S. (2019) suggests, fostering physical dexterity is also important and relevant to human development, and art provides this tangible connection through interaction with specific materials, stimulating the pupils in a way technology fails to do. It is our duty as educators to promote a proactive relationship with all cultures and aesthetics by exploring them through the universal language of art. It is also highly important to go beyond what is offered in the curriculum by taking it upon ourselves to implement contemporary art practices in class. As Land, G.(2011) suggests, it is crucial to foster imagination and creative thought, which are arguably prerequisites for all subjects in education. Art specifically provides the opportunity and the tools to facilitate this.
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