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ARTech Home Learn More Inspiration About the Author
Where I'm coming from...
The problem is determining which teaching strategies can be utilized in a beginning art class to promote art as a legitimate area of study and a worthwhile endeavor as a means for gaining 21st century skills. The arts are often times viewed by most as frivolous, a hobby, or only pursued seriously by the few individuals who were born talented or with the gift. Historically music, theatre, dance and art classes are relegated as electives, a filler or easy class for students in between the important subjects like English, math, history and science. During the Information Age this bias toward the arts was not completely unfounded as our economy and society was built on the logical, analytical, deductive, linear, and computer-esque capabilities of its workforce (Pink, 2005). What was once in high demand is no longer sufficient. For a myriad of reasons western society is shifting to the Conceptual Age where one’s creativity, empathy, pattern recognition, meaning making, problem solving, and synthesizing skills will be rewarded and highly sought after.
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Research
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Change is never easy or comfortable, but it is inevitable. To be successful in the 21st century one needs to tap into, what many refer to as, the right brain capabilities. But after decades of disuse and partly due to western society’s negative connotations associated with right brain thinking, this hierarchical shift for society will be herculean. The educational system, both primary and secondary, is suppose to prepare students with tools to be successful, positive, and active citizens. During the Information Age one’s education was the primary factor for landing a good job which for many meant a good life. Education is still a key factor, but it is no longer a guarantee. Up until now the US educational system was built on rote memorization in order to do well on standardized testing like the SAT and earning good grades.
While the Conceptual Age asks for a set of skills that have not commonly been using for the last century, the good news is that they are already there. Every child is an artist according to Pablo Picasso, and while he says the problem is that they grow up, it may rather be that public education has not focussed on these skills. Job market demands for right brain thinking today, but this does not mean poets will be making a six figure salary any time in the near future. As the demand for these types of skills will only continue to increase, the educational system needs to consider how it will impart and cultivate these essential skills that were once considered frivolous.
While the Conceptual Age asks for a set of skills that have not commonly been using for the last century, the good news is that they are already there. Every child is an artist according to Pablo Picasso, and while he says the problem is that they grow up, it may rather be that public education has not focussed on these skills. Job market demands for right brain thinking today, but this does not mean poets will be making a six figure salary any time in the near future. As the demand for these types of skills will only continue to increase, the educational system needs to consider how it will impart and cultivate these essential skills that were once considered frivolous.
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Reflections & Looking Back |
The button on the left will take you to my Touro website where I have my blogs from the past year. This documentation of my thoughts and learning is a powerful tool for me in determining where I need to go next and possible avenues I forgot about or overlooked that now need to be explored. I invite you to read how experience, time and knowledge shaped who I am as a teacher today.
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