After a bit of searching I came across an article by Judith W. Simpson, an assistant professor of art education at the State University of New York College at
Simpson goes on to pose questions such as “How might we be able to help future teachers work toward making art a productive educational tool for inner-city students?” Her ideas are similar to what mine have always been in that the art classroom should concentrate on the real life issues that the students deal with. In the urban setting common and central concepts such as violence, drugs, and disease may be discussed through the making of various works of art and through class discussion or personal reflection (in a journal for example). What is important to remember is that the art curriculum will change depending on the specific community; this is why it is important for the teacher to get to know the students and become familiar with the community in which he or she will be teaching. Overall, I found the article to be extremely informative. It has a positive outlook for the urban classroom. Simpson gives hope to current and future art teachers, explaining how the art classroom could and does benefit the urban student.
The entire article may be found at http://web.ebscohost.com/ehost/detail?vid=3&hid=7&sid=592060fb-868a-4122-aaed-67308bbd640d%40sessionmgr9
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Hamilton
The article discusses the varying achievement gaps that exist between racial and ethnic groups. The main aspect that the text talks about is the difference in the quality of teachers between different schools. Attention is paid to the different skills and abilities between various teachers in different districts and looking at if the quality of teachers has changed over time. The results of the article indicate that urban schools do have less qualified teachers in the classroom.
--------------Brian A. Jacob, The Challenges of Staffing Urban Schools with Effective Teachers, Excellence in the Classroom (Spring, 2007), pp. 129-153. The Brookings Institution
In this article, Jacob discusses the problems of finding qualified teachers for specific, poverty stricken schools. Some content areas are harder to fill than others (such as science or English) and some grades also suffer due to a lack of qualified teacher applicants. Even if there are applicants for urban schools, the individual often has a preference to a certain school, thus giving the jobs in impoverished schools to less qualified teachers. This dilemma contributes to the endless cycle within an urban setting.
--------------Amy Ellen Schwartz and Leanna Stiefel, Immigrants and the Distribution of Resources within an Urban
In Immigrants and the Distribution of Resources within an Urban School District, Schwartz and Stiefel discuss the relationship between immigrant students and a school’s resources. There is an in-depth look at the demographic characteristics of various students – are they native-born, from Western/Eastern Europe, South/East/West Asia, Sub-Saharan Africa, etc, and what the differences exist in the students. For example, some differ in their English proficiency. The varying statistics and analysis help to answer the question “Does the level or character of school resources vary with the representation of immigrant students?”
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Brian A. Jacob, The Challenges of Staffing Urban Schools with Effective Teachers, Excellence in the Classroom (Spring, 2007), pp. 129-153. The Brookings Institution
In this article, Jacob discusses the problems of finding qualified teachers for specific, poverty stricken schools. Some content areas are harder to fill than others (such as science or English) and some grades also suffer due to a lack of qualified teacher applicants. Even if there are applicants for urban schools, the individual often has a preference to a certain school, thus giving the jobs in impoverished schools to less qualified teachers. This dilemma contributes to the endless cycle within an urban setting.
After reading through the article by Simpson, I was interested to see how similar my viewpoints are. The ideas presented are virtually the same types of changes I tried to implement during my brief experience in
There are three main aspects which I feel are truly important about the arts - the fact that art is a means of personal expression, a way to promote varying points of view, and a vehicle for multiculturalism. Those three points are vital components of any education in the arts. However, there are also several other reasons why one should learn about, study and create art. Individuals who participate in the arts learn essential life skills and gain intellectual attributes such as critical thinking and cognitive skills, decision making abilities, interpersonal skills, and visual aptitude.
Among the chief reasons to learn about art is the concept of personal expression, which I consider the exploration of the self. Individuals who create works of art are able to communicate their own unique thoughts, ideas, and opinions through this visual language. Through this exercise of personal expression, there is a therapeutic effect. Since each individual creates something that is uniquely different from every other person on earth, this brings forth a feeling of self-worth and self-esteem. If a student learns that what they think and believe has worth, they have the potential to become more valuable members of society.
While an individual is expressing themselves visually, whether they are cognizant of it or not, they are utilizing critical thinking skills. During the creative process, students conceptualize, apply, analyze, synthesize, and/or evaluate information gathered from a variety of sources. Throughout an individual’s life, information is gathered and generated by way of various observations, experiences, reflections, reasoning, or communication. All of this comes into play when an individual decides to create a work of art. In the process of attempting to create an image, a student will also exhibit exemplary decision making abilities. It was stated earlier that self-expression will lead to increased self-esteem which will in turn carry over to success later on in life. The same notion applies to the decision making skills utilized in the creation of an artwork. The ability to arrive at a well-informed and thought-out decision is a vital life skill. Students learn to accept the fact that the decision making process is risky business and that no one is perfect. Mistakes are inevitable but there is nothing to fear, for they will provide either valuable lessons or delightful surprises.
Within the classroom setting the student will also learn interpersonal relations. One of the main tools that helps promote communication and interpersonal relations is the critique session. Students interact with one another and comment on each others’ works in a constructive manner. Students learn the give and take of constructive criticism. Even in the primary grades, children can communicate their likes and dislikes about art. The classroom critique is also an opportunity to enrich academic vocabulary and articulation skills. The very nature of art lends itself to questions. Being exposed to diversity would help to broaden the life experience and global awareness of the students. This is true whether the classroom is comprised of a diverse population or not. Exposing students to varying cultures fosters empathy and also encourages and provides alternative points of view. It brings forth the idea that there are a wide-range of cultures on the planet, and that each one should be respected.
For a long time art education was thought to be frivolous – a non-academic subject that bears no lasting effect on an individual’s life. Consequently, art courses have always been among the first to be cut from the curriculum due to budget cuts. Being a mode of personal expression and a vehicle for understanding other cultures and varying points of view, art education provides a window for the student to enrich and expand upon his or her life.
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