Art And Design And The Acquisition Of Knowledge In Other Subjects - Essay Example

Art And Design And The Acquisition Of Knowledge In Other Subjects The use of art and design as a tool for teaching other subjects in schools is increasingly being advocated for in the U.K (Davis 2008, p.17). This is because research that has indicated a close relationship between learning in arts and design and the acquisition of skills and knowledge in other subjects. For instance, a research conducted by Arts Education Partnership Working Group Study in 1993 showed that a strong arts program increases a students’ school attendance, motivation level, and increased graduation rates, development of critical thinking, problem-solving ability, creativity, and multicultural understanding (Gaudelius and Speirs 2001, p.6). This implies that art and design is becoming more than mere expression, as it has been assumed to be before. Other research has also indicated that the application of art and design has the potential of increasing a students’ understanding of other subjects better because it enables students relate what they see to what is being taught according to Davis (2008, p.17). The introduction of art and design culture in the education system is one of President Obama’s proposals for the transformation of the U.S. education system (Seidel 2005, P.91). This became apparent when he stated in his campaign website that apart from instilling students with skills in math and science, they also need other skills that would enable them become more competitive in the world market according to Seidel (2005, P.91). In connection to this, he argued that the U.S. education system should enhance the ability of students to think creatively through meaningful arts education (Seidel 2005, P.91). In this regard, President barrack Obama and his Vice Joe Biden believe that art is key to effective learning and teaching in schools. A similar strategy is being advocated for in the U.K. as a way of increasing creativity and skill-based learning in the U.K. education system. This paper explores the effectiveness of art and design in teaching other subjects, in schools. With globalization, the world has become technology savvy, accompanied by visual art. In fact, research shows that the U.K youths spend at least three hours watching videos, televisions, using a computer, or playing video games (Perkins 1994, p.17-18). The technological advancement is also advancing very fast which needs creativity and high skills in order to keep up with the digital revolution. As a result, schools are encouraged to strengthen visual arts education as a key content area in all subjects to help students become more skilful and knowledgeable in the visual age. It is reported that the education culture of the U.K. has mainly stressed on the ability of a student to put something in words (Perkins 1994, p.17-18). As a result, this culture has diverted the education curriculum in a manner that crucial forms of understanding are ignored. Research indicates that the world has moved to an age where students require sophisticated cognition in their learning process. However, this can only be learnt through visual art. In this regard, Hetland et al. (2007, p.9) revealed in their book, Studio Thinking that while students in art classes are taught a variety of techniques related to art such as mixing of paints, drawing, or centering, they also lean a variety of mental habit, which are not taught elsewhere in schools. This includes innovating, envisioning, reflecting and observation. These skills have been found to be extremely essential in other subjects such as mathematics and sciences that require good mental habits such as the ability to envision, observe and innovation which cannot be emphasized elsewhere apart from art (Perkins 1994, p.21). In addition, this improves a student’s intelligence since it provides a conducive environment for better thinking. The application of art in teaching science lessons is also being advocated for because apart from the fact that art helps in developing the intellectual capability of a student according to Eisner (2004, p.14-18). It also promotes the development of a student’s sense of civic engagement, which is essential for scientists. It is reported that arts helps in stimulates imagination that helps a learners figure out the alternatives of a reality. In this way, a scientist would be able to predict a world that is unique from the world he or she knows. Eisner (2004, p.18) notes that these elements can only be learnt through art and design. As such, it is very crucial for art and design to be incorporated in teaching science lesions. In fact, it is also reported that art create a sense through which a student can see the possibility of a new world different from the world he knows. This helps in making students develop more interest in discovering new things that the world has to offer. For instance, art has helped many scientists develop more interest in conducting research on different areas with the aim of discovering new things. The artistic features manifested through new technologies have promoted social interactions in the society. This has particularly been important in teaching technology related subjects. For instance, Perkins (1994, p.23-24) notes that it is simpler for an individual to create a new world virtual critical society by merely creating a video and posting on You tube since it gives viewers all over the world a chance for commenting on the artistic work and provide feedback to it. This gives a person a chance to make adjustments in areas thought to require adjustments (Perkins 1994, p.23-24). Research also shows that students subjected to art education tend to learn a lot regarding visual arts, which in most cases are not captured in a standardized test. For instance, Hetland et al. (2007, p.16) noted among students of Boston, that the more they were taught how to look through a cardboard frame, the more they developed observation skills. The observation skills developed through art lesson is very important for a number of fields that require excellent observation skills. Some of the professions that require observation skills include climatologists, doctors, and naturalists Hetland et al. (2007, p.18-21). As such, it is imperative to incorporate art and design in such lessons since it would enable scientists such as climatologists and health professionals develop the observational skills required of them to be able to execute their work effectively. This is because observational skills cannot easily be taught without involving artistic works since it requires practice apart from the fact that it should be practical. Chemists, architects usually require that use of mental images in their work (Wilson 2006, p.28). Usually this are taught in visual art classes where teachers always encourage students to create mental images, which are then used for solving problems. With regard to architects and chemists, research shows that these professionals normally require the ability to form the mental images so as to be able to form models used for coming up with new ideas (Wilson 2006, p.28). This shows how the incorporation of art in science lesions and architectural classes is important. It is through art that they will be able to develop the ability to for metal images required of their profession so as to perform their mandates effectively. With the globalization, it is certain that the success and development of any country would be highly dependent on how innovative the citizens of a particular are. This is because, the innovative ability has been found to be as crucial as technical and scientific knowledge. For instance, Wilson (2006, P.48) notes that company heads in the U.S. that the success of the U.S. would soon depend on innovative ideas. These corporate leaders also cite that incorporating in art lessons in other subjects such as languages, science, and math, would help in developing the innovating ideas required for the development of the country. For instance, it is Wilson (2006, P.48) argues that it is the power of art and design that innovators are able to come up with the iPod and high technology gargets that are revolutionizing the world today. Therefore, it is imperative that art and design be incorporated in teaching other subjects such as sciences and mathematics, as well as languages. Diversity and culture is becoming a major issue in the world today because it affects everyone in the society. Burton, Horowitz, and Abeles (2000, p.229) note that instructions usually associated with visual art are important as far as the study of diversity and culture is concerned. This is because enables students learn and appreciate the value of culture and diversity in the society. Creating an environment where students can recognize and appreciate diversity and culture is crucial because it will impact their lives in days to come after leaving schools (Sandell 2006, p.67). As a result, it is indispensable to incorporate artwork in other subjects that deals with the study of diversity such as sociology as this will enable them understand the value of diversity better than if just taught by word of mouth without involving art and design in the lesson. Using visual art has been found to be of great importance to the disengaged and challenged students in a classroom particularly to those being taught the English language. In this regard, it is Anderson (2002, p.61) reveals that, using art in other lessons is important because it engages many students in learning including those who could have otherwise been left unattended to or estranged. Perkins (1994, p.16) notes that incorporating art in English language lesions is beneficial because it motivates students to practice and establish a context for development of listening, speaking, writing and reading. In this regard, Perkins argue that the development of such skills in by making and looking at art that reveals personal ideas is so much beneficial as far as language use is concerned in relation to subjects which need superior facility with English. As a result, it is advisable for the U.K schools to consider incorporating the use of art and design in English subject particularly those that require superior facility with English. Hafeli (2000, p.132-133) notes that advantages are optimized when schools recognized the value of art and makes it the center as this would help transform these schools into a vivacious learning institutions. Adams (2005, p.23-26) cites that when teachers and student to see a given piece of art created by a student or an artist, they would endeavor to analyze and understand the piece of work as regards what they see, its meaning, and the feelings it brings out. By doing this, the teachers and students are able to build strong understanding and develop a sense of community amongst themselves, which is good for learning even in other subjects. Art is also important as far as teaching social work and other social responsibility subjects are concerned. Seidel (2005, p.6-8) cites that involving students in art and design such as building of public utility facilities like public benches in other subjects is important since it enables students to discover the importance of participating in community development (Seidel 2005, p.6-8). This is because apart from just engaging in class work, the art, and design works enables them learn to be responsible givers in the society. This is crucial because it increases the morale of the students as well as increasing their connectivity to the society. This also makes the students become very responsible people in the society. Conclusion Certainly, the value of art and design in teaching other subjects cannot be underestimated especially at this point in time when many students fail to graduate from high school in most U.K. cities. In addition, its importance as far as any country’s development is concerned goes beyond just looking at art as merely an expression. This is because incorporating art in teaching other subjects has been found to be valuable since it helps students in developing skills, habit of mind and knowledge. Such skills are very crucial as far as innovation is concerned, which would certainly help propel the economy of the U.K. to greater heights. Therefore, it is extremely crucial for the education system of the U.K. to be transformed so as to introduce the use of art and design in teaching other subjects. References Adams, J. (2005), Room 13 & the contemporary practice of artist-learners, Studies in Art Education, vol. 47 no. 1, pp. 23-33. Anderson, T. (2002), Real lives: Art teachers and cultures of school, Heinemann, Portsmouth, NH. Burton, J. M., Horowitz, R., & Abeles, H. (2000), Learning in and through the Arts: The question of transfer. Studies in Art Education, vol. 41, no. 3, pp. 228-257. Davis, J. (2008), Why our schools need the Arts, New York, Teachers College Press and Reston, VA: National Art Education Association. Eisner, E. (2004), The Arts and the creation of mind, Yale University Press, New Haven, CT. Gaudelius, Y., and Speirs, P. (2001), Contemporary issues in art education, Prentice Hall, Upper Saddle River, NJ. Hafeli, M. (2000), “Negotiating “Fit” in student art work: Classroom conversation”, Studies in Art Education, vol. 41 no. 2, pp. 130-145. Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007), Studio thinking: The real benefits of visual arts education, New York, Teachers College Press. Perkins, D.N. (1994), The intelligent eye: Learning to think by looking at art, Occasional paper 4, The Getty Center for Education in the Arts, Santa Monica, CA. Sandell, R. (2006). Form+theme+context: Balancing considerations for meaningful art learning. Art Education, vol. 59, no. 1, pp. 33-45. Seidel, S. (2005). Foreword. In R.J. Deasy & L. Stevenson (Eds.), Third Space: When Learning Matters, Arts Education Partnership, Washington, DC. Wilson M. S. (2006). “Living the questions: Technology infused action research in art education”. Art Education, vol. 59, no. 6, pp. 47-51. Read More