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share personal experiences and attitudes. To look at and understand the art work of others is to
learn something about their experiences and attitudes” (p. 8). It is difficult to put a single
definition on what art is, specifically. The concept incorporates such a broad understanding with
a vast amount of variety and individual differences. However, using elements from the previous
quote, I would propose the following definition of art in the education context: the intentional
expression of feelings and ideas through visual elements. This is a very broad framework, and
allows us to incorporate many different aspects of personal expression. Every child should be
Bringing art into the classroom is not only critical for students to be able to learn aspects
of self-expression, but helps them develop intellectually and socially as well. These concepts are
demonstrated in this art lesson that I taught for a group of nine- and ten-year-olds. As Robert D.
Clements and Frank Wachowiak (2010) argue, “The goal of education is to help students
develop both their intellectual capabilities and their capacity to express their thoughts and
feelings” (p. 6). Bringing art into the classroom is perfectly matched to address both of these
goals for students. In my lesson, students had to demonstrate their own understanding of line
concepts and represent their feelings visually. In addition, they had to discuss and critique other
students’ art, giving feedback and interpretation to their pieces. Not only does art promote
personal expression and self-awareness, but it also promotes literacy and cognition in all forms.
It can enrich the learning experience when paired with other academic subjects as well to provide
The arts present a unique opportunity in the classroom where they can become a key
component of integration into other subject areas. This allows the experience of art creation to
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take on an even more meaningful role in the learning process, while also enhancing and
“integration does not devalue art as a domain unto itself, but acknowledges its power and scope”
(p. 19). Although the art lesson example given above is not directly integrated into another
subject area, it could easily be integrated into a Social Emotional Learning experience discussing
individuality and expressions of our own personalities. The process of giving a receiving
feedback between students is another learning opportunity in social interaction, while helping
given to them about their work. My students are at the stage where they are developing their
identities as artists and beginning to form an understanding of where they fit in the social
construct of the classroom. How I respond to their art can nudge them in the direction of having
a productive identity of themselves and their creations (Johnston, 2004). I believe that
teaching students how to analyze art themselves. However, Johnston (2012) gives some advice
for the types of feedback we should provide to students: “Don’t use person-oriented praise.
Instead, use process-oriented feedback” (p. 38). This way, students associate the feedback with
the process they went through to create the artwork, rather than with their value as an artist.
Art is a critical component to any classroom. Whether it’s integrated into other content
areas, or standing on it’s own as a content area. It demonstrates its flexibility and range in the
possibilities and potential for learning opportunity. Art allows students a unique opportunity to
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express their own feelings and ideas through a visual format, allowing others to share in their
experience.
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References
Clements, Robert D., & Wachowiak, Frank. (2010). Emphasis art: A qualitative art program for
Johnston, P. H. (2012). Opening minds: Using language to change lives. Portland, ME:
Stenhouse.
Johnston, P. H. (2004). Choice words: How our language affects children’s learning. Portland,
ME: Stenhouse.
Marshall, J. (2006). Substantive art integration = exemplary art education. Art Education, 59(6),
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/art/primaryelementary/part_p2-
19.pdf