Ideas Which Stand the Test of Time

Both students and teachers have asked my why it is important for us to study art. A colleague of mine commented the other day that art is fine for those who particularly enjoy drawing, but it isn’t really for everybody, and he has never understood why it is important for us to study art history. People with his point of view are one of my motivations for teaching art.

A prevailing opinion in our society seems to be that art education is superfluous, which is why it is one of the first programs to be ousted when budget cuts are made. Art is not tested in state and national tests, and I haven’t yet heard of a ‘Monet Effect’ (although statistics have shown that children involved in any of the arts tend to have higher grades and test scores). Some would ask, with such a limited amount of time and resources for to teaching our students, is it really advantageous to devote much of that to art education, especially to those who aren’t ‘gifted’ in art, or naturally interested?

I would definitely say that the enrichment provided to students by art education is vital. After all, our ability and need to work creatively is one attribute that makes us distinctly human. Since the beginning of time, people have used their creativity to make sense of their existence and world around them by describing it, reflecting on it, and asking questions about it. In our exploration, we have produced stories, poetry, plays, games, paintings, mathematical equations and scientific theories, resulting in everything from the Enuma Elish to Beethoven’s Ninth Symphony. It is important for us to keep asking genuine questions about life and our world, as well as listening and responding to those who have already given us their point of view. This is a significant part of our humanity.

The theme of exploration ties all of human activity together, which is one reason art has strong connections to every other field. We aren’t usually quick to group science and math with art. However, once you realize the common motivation for all disciplines, you start to see that each one is a voice in the same great conversation that has been going on for centuries.

How do we, as art educators, impress this idea upon our students? One of the first principles that has impressed me since I’ve started studying art education this semester is the focus of one main idea throughout a unit or year. A ‘unit’ to me has always been a set of lessons with a common theme, such as ‘The Middle Ages’ or ‘Africa.’ However, I am very attracted to using an ‘enduring idea’ as the foundation for a unit instead. An ‘enduring idea’ crosses over the somewhat artificial boundaries we have drawn around individual disciplines, and is significant throughout time. Basing a curriculum on this shows students (and teachers) that art is relevant to all of life.

Ideas in this category might include ‘the relationships between humans and nature,’ ‘similarities and differences between dreams and reality,’ or ‘the nature of time.' In teaching units based on questions such as these, the teacher should incorporate disciplines other than the visual arts which address the same question. For example, a unit on the relationships between humans and time could include discussing John Cage’s 4’33”, and The Persistence of Memory by Salvador Dali. Creating rhythm in music and in printmaking could also be explored simultaneously. Lessons should not merely touch on connections among disciplines or tip their hat to the enduring idea, but should be measured by how deeply they challenge students to think about the enduring idea, and by genuine connections made among multiple disciplines.

Putting together a unit based on enduring ideas will take more thought than the units I have been used to, but it is true that you reap what you sew. Such an approach will most likely produce better thinkers, who are more aware of how understanding and creating art is important to every aspect of life.