Using Art to Enhance

Writing
How writing curriculums can sustain art education
Article by Isabella Rivera
The Death of Art Education
It is an unfortunate truth that American public schools are on a
downward trend to include meaningful art education curriculum. In 2011,
Arne Duncan, U.S. Secretary of Education, stated: To succeed today and in
the future, Americas children will need to be inventive resourceful, and
imaginative. The best way to foster that creativity is through arts education.
(Dwyer, 2011) However, a large population of parents, educators, and policy
makers see art education as a luxury as opposed to a valuable academic
component of education. Furthermore, the pressure of high stakes test
scores in reading, writing, and mathematics often lead to art being
considered a subject which is nice but not necessary.
Children need art. They need to think it, feel it, and see it. Pablo Picasso once
said, Every child is an artist. The problem is how to remain an artist once he
grows up. Artistic behavior is an inherent characteristic in children. For
children, art is a natural means of expression and communication. For most
individuals, a life void of arts participation seems abnormal. Besides being a
naturally occurring behavior in children, research has proven that the arts
provide an invaluable source for brain development by provoking learners
with the opportunity to examine the world more carefully, and develop new
knowledge outside of what is handed down through textbooks. (Jensen,
2001)
By depriving our young students of art education, we are depriving
them of a natural tool and resource which is already ingrained in them. So,
how do educators overcome the issue of providing art education? One way is
to use an art integration approach to learning, particularly using artwork and
artistic practice within the writing curriculum.

Art and Writing Go Hand-in-Hand

Why use art? Learning with and through art saves time, provides
heightened student motivationand it just makes sense. As Rochelle I. Frei
explained it, art can be used the same way as written text can to expand

childrens knowledge of the world, and to understand what children do when

they make sense of the worldArt can provide a window into how children
negotiate their understanding of images and their knowledge of the world
(1999). In 1986, A.H. Dyson conducted a study which revealed that young
writers used images and words interchangeably as an intertwined symbol
system. These same writers consistently developed more elaborate and
coherent writing.
In 1996, the National Council of Teachers of English and the
International Reading Association suggested an addition to the four
traditional language arts modes. Beyond listening, talking, reading and
writing, the language arts discipline now included viewing and visual
representation. In a text written by Gail Tompkins, the author states that
students have an easier time comprehending visual language, as opposed to
written language. The modes of viewing and visually representing within the
language is commonly referred to as visual literacy. Visual literacy and the
arts use similar elements and principles to create meaning. In either
discipline, the author/artist must take color, line, composition and symbols
into consideration in order to convey their intended message. Additionally, as
stated by Barry Gilmore, like writing Art is always an ongoing series of
revisions and as many artists and authors know, its necessary to develop a
rough draft before attempting to create a masterpiece. Both art and visual
literacy are constructive, meaning-making processes.
In practice, teachers can use art as a way for student to organize their
thoughts prior to writing an assignment. Author Beth Olshansky developed
an art integrated writing approach known as Artists/Writers Workshop.
During observations of young student who participated in her workshop,
Olshanksy noticed that when young writers have something to look at it is
easier for them to produce words to go along with the stories they are
developing. (2008) When meaning is translated from one system of symbols
to another it is known as transmediation. In the case of translating art into a
story, transmediation is deepening the writers cognitive skills, and
increasing their ability to generate and reflect.
Creating art in order to organize ideas for writing seems to be a
powerful tool for educators seeking to find ways to motivate students and
help struggling writers. A study done in 2006 revealed:
Visual-art creation enhances the writing process. Students who made
visual representations as a means of invention during writing were
found to have used more time for elaboration of their ideas, to have
generated more vivid descriptions, of characters and settings, and to

have used more precise vocabulary than comparison students, who

experienced only written invention exercises. (Trainin, p,6)
Creating art is an intrinsic characteristic of all children. Educator must
teach to the natural strength a student has for art, and learn to integrate
artwork and artistic practices in various content areas, such as writing.
Developing a writing curriculum which integrates art may be step in winning
the battle for art education throughout public school curriculum. ~