Child art Essay Example | Topics and Well Written Essays - 2750 words

Child art - Essay Example schoolhouse art is typically distinguished by the subject matter it denotes visual art, music, dance, or drama. In this article, I suggest a new indication among the arts genres used in the school, namely, kidskin art, fine art, and art for children. Rather than being categorized by subject matter, these three genres operate across the various media. apiece genre is associated with different contents, pedagogies, and evaluation practices. Each is based on a separate set of ideologies and goals, related to different underlying assumptions about the character of arts and arts learning.(1) Those assumptions are incompatible with each other on both the ontological take (what constitutes art) and the pedagogical level (how to teach it).In the first weaken of the article I examine the daily operational curricula(2) of the three art worlds in the subjects of dance and drama (which, when taught by specialists in the schools in which my colleagues and I observe d, were taught as one subject), music, and visual arts. There are fundamental differences among these genres--in their out-of-school manifestations as well as in their ideal curricula--but, I beseech, the genres are being diluted and their distinctions blurred, and they are sacrificing their potential contributions to one another.(3) In the second part of the article, I focus on the contexts in which the genres operate. Specifically, I examine the contexts of time and quadrangle for arts instruction, as well as the communities of practice in which school art functions. I demonstrate that each of the components plays a different, though interrelated, role in the dilution of the three genres of school art. In the third part I suggest that the three genres may be strengthened by policies addressing the aforementioned contexts. I argue that similar genres and analogous dilution exist in other school subjects, from language arts to math and science, and that dilution is mold by the s ame contexts that shape school arts. That commonality in structures, problem, and cause calls for coordinated action. Accordingly, the development of policies should reckon policymakers, teachers, and specialists in each of the genres (e.g., in the subjects of art, science, and math) so that efforts and deliberations may be aligned, informing and supporting each other. School Arts This article is based on two research studies, which examined arts education in bare(a) schools using qualitative methods. The first, a three-year project, was conducted under the auspices of the National Endowment for the Arts.(4) The second, a four-year project, was sponsored by the agency of Educational Research and the research board at the University of Illinois.(5) Observations revealed three genres of arts used in the schools (1) child art, meaning original compositions created by children in dance, drama, visual art, and music (2) fine art, meaning classical kit and caboodle in the different ar ts media created by established artists and (3) art for children, meaning art created by adults specifically for