Embrace the value of Art


Embrace the value of Art

There seems to be an increased misunderstanding that 'Art is easy' or 'I am entitled to a higher mark because it is just Art'.

Moving up Bloom's Taxonomy:

This makes me revisit the taxonomy pyramid created by Benjamin Bloom. His pyramid has influenced many educators. Higher order skills are placed at the top of the pyramid and by looking at his diagram below we can see that 'creating' is placed at the top. Visual Arts is a subject where it requires students to create their own artworks and explain/communicate how they did it. This subject provides activities that help engage students to higher order thinking. 

 His pyramid is also a great way of scaffolding activities in the art classroom. As an art educator I still cover 'remembering' activities by getting students to identify and match things. Students are encouraged to analyse artworks by looking at the elements and principles of design, and evaluating what makes artworks look good by justifying their opinions. Art encourages the development of problem solving skills and critical thinking skills. It also increases confidence, decisive, concentration and teamwork skills.

 The 21st century workplace is looking for individuals that have strengths in creative thinking. They are the ones who are able to come up with unique and original ideas. Employers want employees that are open-minded and are not afraid to take on risks and challenges.

 I am happy that there are students who embrace this subject and try their best. This is the reason why I want to start a CAPA (Creative and Performing Arts) award for students. They will receive recognition for improving, working hard and dedicating themselves to the subjects of Art, Music, Dance and Drama. 

 I am planning to write a proposal so that my head teacher can take it to her executive meetings. Currently we only give awards to Art students once a year. This is if their artwork makes it to the end of the year exhibition.  
Above: Image from 'The art of education'.


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