Areas of Emphasis in Art Education

Social and ideological factors are the main drivers of arts curriculum in schools. Such factors are disseminated through the four main areas of arts – visual arts, music, dance and theater – that arts education emphasizes. Since the development of arts curriculum, the four areas have undergone profound modifications to better children development. The four areas are designed to cater for the needs of children in various educational and developmental stages to facilitate their development into all-rounded adults.

Dance has diverse meanings depending on the culture and traditions of the people concerned. However, dance is basically the rhythmic movement of human body through space and time, which involves the input of effort and expenditure of energy (Kassing & Jay, 2003, p.4). Various aspects that are emphasized in dances include exploring creative body movements, improvisation and practicing different dancing techniques. As an area of emphasis, dancing engages the physical, mental and spiritual aspects of the dancer. In education, dance is an important conduit of expression and communication (Kassing & Jay, 2003), and thus, an important tool for cultural transmission. Dance can be used to teach a number of academic skills, especially visual spatial skills, specifically in reading and non-verbal reasoning, which arise from engagement of various types of intelligences identified in the multiple intelligences framework (Keinanen, Hetland & Winner, 2000; McMahon, Rose & Parks, 2003; Hanna, 2008). As highlighted by Hanna (2008), such cognitive skills gained during dance training may foster creative problem solving in other academic disciplines or facets of life.

The role of music in societal transformation transcends generations. Music encompasses aspects of vocal and instrumental mastery. In studying music, learners get to learn about life, which, essentially, should comprise a core goal of education (Orford, 2007). The music curriculum emphasizes self-expression by acquainting learners with ways of developing and disseminating their feelings, knowledge, and perspective about life through music. Music can be used to teach various academic skills from other disciplines, such as learning languages, ability to read and understand, analytical, communication and social skills (Ritblatt, Longstreth, Hokoda, Cannon & Weston, 2013).

Similar to music, theatrical arts have been a core ingredient of human life, not only as a source of entertainment but also as a means of societal enlightenment. Nicholson (2009), for example argues how indelible theatre experiences are, thus forming ways through which societal values can be transmitted effectively to the next generation. Plays form a vital aspect of cultural transformation and the current curriculum aims to equip learners with such skills as analytical and script writing, which help the learners to communicate their message through well-written and performed theatrical pieces. In the contemporary world, theatre forms a core part of the film and television industry, which serve purposes such as entertainment, information, and education. In regards to acquisition of other academic skills, integration of theater education concepts such as puppetry in teaching help students to develop their literary skills such as fluency and comprehension ( Peck & Virkler, 2006). Further, as observed in the review by Gullatt (2008), using drama as an instructional strategy “enables students to claim ownership of the newly processed information … [and presents a] tool for application for the new knowledge to other areas” (p. 18). As such, the active involvement that drama requires instills analytical and comprehension skills that ensure students can learn content presented in topics such as history, science, languages and mathematics more effectively (Gullat, 2008).

Visual arts offer ways of expression that are appealing to the vision. The importance of visual arts as a means of expression has been reinforced recently by the central role images play in facilitating communication in different media. Such importance has been reflected in visual arts curriculum, where teachers employ visual studio structures that entail demonstrations, critique of artworks, exhibitions and students’ demonstrations (Hetland, 2013). Students learning visual work then can develop various forms of artworks including use of computer to create appealing designs for websites. In respect to academic skills, visual arts help students learn through creating various visual representations in their environment, which then serve as mental pictures to advance their knowledge on a specific phenomenon (Chang, Lim, & Kim, 2012). In such a way, visual arts not only become useful in art education, but also in other types of education by expanding the styles of learning available to students. Such visualization of educational content enables the students to relate to the content rather than perceiving such content as abstract and vague (Miller & Hopper, 2010).

Education in arts – dance, music, theater and visual arts – offers students opportunities to develop as all-rounded individuals. Dance, for instance provides a way for children to learn culture, whereas music is a means of expression that transcends generations. Theater, on its part, has been a core means of communication, witnessed in contemporary media forms such as films and television programs. With respect to visual arts, the role of images as a means of expression and learning necessitates instruction into effective ways of using various visual artworks to communicate. Apart from such roles, various arts have been associated with better cognitive and literary skills acquisition, which helps students in aspects such as reading and comprehension. In conclusion, therefore, relegating the teaching of arts into the periphery is likely to lead to adults who lack skills to function effectively in a social world.

References

Chang, E., Lim, M., & Kim, M. (2012). Three approaches to teaching art methods courses: Child art, visual culture and issues-based art education. Art Education, 65(3), 17-24.

Gullatt, D. E. (2008). Enhancing student learning through arts integration: Implications for the profession. High School Journal, 91(4), 12-25.

Hanna, J. L. (2008). A non-verbal language for imagining and learning: Dance education in k-12 curriculum. Educational Researcher, 37(8), 491-506. DOI: 10.3102/0013189X08326032

Hetland, L. (2013). Studio thinking 2: The real benefits of visual arts education. New York, NY: Teachers College Press.

Kassing, G., & Jay, D. M. (2003). Dance teaching methods and curriculum design. Champaign, IL: Human Kinetics 10%.

Keinanen, M., Hetland, L., & Winner, E. (2000). Teaching cognitive skill through dance: Evidence for near but not far transfer. Journal of Aesthetic Education, 34(3/4), 295-306. Retrieved from http://links.jstor.org/sici?sici=0021-8510%28200023%2F24%2934%3A3%2F4%3C295%3ATCSTDE%3E2.0.CO%3B2-J

Miller, S. R., & Hopper, P. F. (2010). Supporting reading goals through the visual arts. Reading Improvement, 47(1), 3-6.

Orford, E. J. H. (2007) A place for music: The importance of music education in the public school system (Elementary Grades 1-6). Canadian Music Educator, 48(4), 38-41.

Peck, S. M., & Virkler, A. J. (2006). Reading in the shadows: Extending literacy skills through shadow-puppet theater. Reading Teacher, 59(8), 786-795. DOI: 10.1598/RT.59.8.6.

Ritblatt, S., Longstreth, S., Hokoda, A., Cannon, B. N., & Weston, J. (2013). Can music enhance school-readiness socioemotional skills? Journal of Research in Childhood Education, 27, 257-266. DOI: 10.1080/02568543.2013.796333

Nicholson, H. (2009). Theatre and education. Hampshire: Palgrave Macmillan.