Art for Life

The “reintroduction” to the arts in the curriculum has been a slow process with many detours along the way. It has also been compared to Gardner’s theory of multiple intelligences in this way: “Three important truths are woven together in Gardner’s characteristically perceptive trope. First is the encouraging fact that, now, schoolteachers, college professors, administrators, artists, critics, art historians, aestheticians and others, are combining their talents and techniques in an effort to strengthen American art education. Second is the discouraging fact that these par-ties, like those in any new ensemble, are having difficulty in achieving harmony. And third is the practical truth that their own judgment as to what works best will not be the final arbiter of their success.” (Moore, p.5)

Throughout history, art has brought people together and was considered a great contribu-tion, but my research brought me to this statement: “What I want to stress here is not how we are connected to the past, but how strongly we are disconnected. For practical purposes current art instruction doesn’t involve a fixed curriculum, a hierarchy of genres, a sequence of courses, a coherent body of knowledge, or a unified theory of practice

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The story or poem had to include all artis-tic elements of a story or poem with the proper social studies elements. 26)

Another strong case was presented in the Arts Education Policy Review, entitled “Dance education research: what train are we on?’, by Karen Koh in 2001.

The ninth reason, “The arts offer alternative forms of assessment and evaluation. 6) If the public school system is going to have an active role in art education, it needs properly trained and com-pensated personnel in all major content areas. 31) Another important point in dance used signaling as an example. Most students involved in the arts are familiar with the term “practice makes perfect”. Every society and culture has displays of art, from primitive forms such as cave drawings and body art to elegant displays found in museums throughout the world. However, if it is possible in the school system, it would be quite beneficial if the budget allows the hiring of those truly qualified and dedicated to teaching the arts. The list goes on and on for a variety of creative assessments in all major content areas. 26) In language arts, “the students had to write a short story or poem about the westward expansion.

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