Response to art

I totally love this class I’m taking. It’s a credit course for my early childhood, and elementary education B.A. I’m in my second year now. I totally love it but I’m exhausted, and lord dam, you better spend some money. University art classes are way up there! So we are assigned weekly reading to which we have to respond in form of a blog. (What I do best!)

Here’s my response to Barnes’ “Teaching art to young children: the value of art”:

When Barnes says “art is a way of knowing”, I think he means that it’s something which comes natural to us. If we look at history, we can observe how thriving nations and peoples have used art as a form of expression of their culture and their experiences. Now, it seems like all the art and creative energy is being stifled out of us because it doesn’t seem to prove to be necessary or as smart or as serious; it’s just that it’s not taken seriously.

Isn’t it human nature for us to ignore the things that may be good for us even if it can’t be proven?

Not everything can be measured or categorised. Nevertheless, I’m sure it does get challenging to grade art, so thankfully other grading techniques could be used. For example, narrative grading, which is writing comments about students’ achievement or progression, instead of using a letter, number, or a percentage grade, could be used.

There are things that we can learn as children creating art that we can’t learn from Math. Art is the one of few subjects where anything and everything is possible. that’s called freedom. It’s like a medium for unspoken philosophy. According to the Bloom’s Taxonomy scale, art requires a higher forms of intellectual skill (Like creating, evaluating and analyzing), whereas Math requires a lower level of intellectual skill (like remembering, understanding, or applying). Ironically, there are six levels of the taxonomy and math took the lower three levels of intellectual skill.

There are no right or wrong answers with art. Math on the other hand is so much more rigid, and not everyone can handle that. It’s not like our real and complete intelligence can be measured by a math test, only a developed (or underdeveloped) aspect of our cognitive ability. 1+1 is always 2. There is no argument about what it means, it just is. I feel like we live in a world that only wants to see the black and white of things…when in fact there are many, many shades of grey 😉 or any colour you can think of. Why not see the creative side of things? This is not original, but I want to say, 1+1= window. The first time I heard that little “joke” (if you want to call it that I thought it was strange, creative and funny, but now going deeper I think )of it as looking out of the window of objectivity to subjectivity — to the dream world where everything is possible–; to the abstract nature of what art can be, or what we know art to be.

On a side note, I think that the sum “window” could be a metaphor for math as a box. Nothing gets out, nothing goes in. That doesn’t help anyone. Our society seems to have a need for conformity and I think that art defies that sameness. No two scribbles are the same. Isn’t that kind of awesome?



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