Art Education - Essay Example

? Art Education ART EDUCATION Teaching art, to and apprentices has enhanced the quality of talent displayed in various field of artistry. Art nowadays, has become more of a profession than a natural talent. It is important to note that, art education has been introduced in elementary schools, children under the age of 12 being the beneficiaries. One of the most common forms of arts taught to children under the age of 12 is painting. This paper will basically give a report on the experiences witnessed when a child was painting and drawing pictures. In the experience I went through, the child I choose to do the painting was under 12 years old. He did two pictures, the first was drawing using pencils and marquees, and the second one was painting. Both of the arts, drawing and painting were done by the child in two sessions, each taking a time frame of 30 to 60 minutes. The main issue, I witnessed in this whole experience was that, the child was composed and he did concentrate while drawing. The child was so focused on working that he avoided distractions such as playing around with the pencils and paintings. The child started by drawing and the materials he use in this case was pencils and marquees. He seemed very impressed with the different kind of colors that the pencils and marquees had. The first colors which he identified and used were the primary colors which comprised red, green and blue. The child went ahead and displayed a pretty good use of the secondary colors. He employed his photographic memory in the drawing, I witnessed that, the self composure which he exhibited, made him to apply the right type of color to a particular part of the drawing. His drawing proved to be realistic in terms of being alike to a real object. The confidence he had when using the pencil, came from the past experiences from class in which he had been using pencil write. The second picture involved painting. In this picture also, he displayed ease and composure since he painted pretty well. He handled the paints carefully with the objective of not staining his clothes. As he had done earlier while drawing, he started painting using the primary colors after which he painted the picture with secondary colors. The experience of using the painting stick with ease came as a result of using rubber in class. I also realized that, my presence made the child ease out since he knew that he had a guardian by his side. The differences witnessed in the two paintings done by the child were as a result of, the handling of the paint and the pencils, his concentration level and the influence the first drawing had on the second drawing (Delacruz E, 1999). This was the first the child had to develop a picture through drawing and painting while under a supervision. Pencils and marquees were easier to use, compared to using the paints. The easiness in using the pencil and marquees was as a result of class experience in which, writing duty has involved the use of pencils (Hickman, 2004). The drawing turned out to be more of an image that the painting. On the painting, the child was distracted by trying not to stain his clothes while painting. It is important to note that even though children develop talent at an early age; this talent will not be fully exploited because of the advancement in technology in the field of art. Pictures in future whether drawings or paintings will be developed by technological means. Art is appreciated highly if it is developed by bare hands, but this fact is going to end when technology is employed in art. It is sad to state that, originality and authenticity in art is on the verge of disappearance as a result of art technology. The fun children have when using color pencils and paintings is also going to end with art technology. Technology is appreciated, but it comes with a price of killing natural talent. From the experience, I realized that, with a little training and guidance talent can be improved. The child became confident and composed when he was drawing and painting. That situation was as a result of, past experiences in class in which he used pencils to write and also the fact that, I was next to him while he was drawing and painting. I also want to put out that, while students are learning art, different forms should be taught independently, and this will ensure that mix up in the arts does not occur. It was evident that the child was influenced by the first drawing when he was painting the second picture. I realized that, art is best taught if the students is given the tools or equipments, and then let to work with the help of only supervising through watching. Conclusion Art education encompasses different disciplines including dance, theatre arts, visual arts and music. Art literature and most importantly art education, is a matter of practicing which later on leads to improvement. Art is best nurtured when children are still young and eager to learn more on their own. Since art, is not just a matter of talent and can even be professional, art education is very instrumental. From the experience, it was evident to me that photographic memory, aids in developing creativity and imagination. The child employed this when drawing and painting, resulting in amazing pictures which cannot be thought to have been developed by a child of the age below 12 years. I can put emphasis on the point; art education is best developed through letting the student practice thoroughly under supervision of a guardian (Schmaltz, 2010). The advancement of technology has changed the mode in which art is taught in current systems. Most institutions currently use sophisticated software and computer tools to deliver instructional information to students. This increases the learning outcome and aids the learning process by making the process faster and cost effective (Schmaltz, 2010). This trend is expected to continue in the future where more sophisticated software and hardware are being developed to help teachers improve the learning outcomes for their students (Atkinson, 2002). References Atkinson, D. (2002). Art in education: identity and practice. New York: Springer. Beardall S, T. J. (2003). The state of the science and art of practice guidelines development, dissemination and evaluation in Canada. Journal of Evaluation in Clinical Practice , p195–202. Delacruz E. (1999). Art Education. Visual Art Research USA , 1-20. Hickman, R. (2004). Art education 11-18: meaning, purpose, and direction. New York: Continuum International Publishing Group. James C. (1998). Does Experience in the Arts Boost Academic Achievement? A Response to Eisner. Art Education , p6-11. Rita I. (1994). Revisiting CSEA Art Education Policy Statements. Canadian Review of Art Education: Research and Issues , p39-51 . Schmaltz K. (2010). Differentiated Instruction in the Elementary Art Classroom. Canadian Art Teacher CSEA , p1-15. Winner E. (1997). Giftedness vs. creativity in the visual arts. journal of aesthetic education USA all the arts , p349-377. Read More