Arts in the curriculum: a brief look at the argument for wide use of arts as a learning tool across the curriculum, and the daily inclusion of creative and physical disciplines for a more rounded, engaging education.

Tucker's thoughts:

There seems to be considerable debate at the moment regarding the level of skills being taught within arts education and whether the use of the various arts as learning tools negates their value as important bodies of knowledge within their own rights (Wiggins, 2009; http://www.theadvocate.com.au/news/national/national/education/national-arts-plan-too-heavy-on-feelings-too-light-on-skills/2187020.aspx). I believe that any use of the arts to support learning is a positive step towards increasing the value of the arts in the wider community. Its integration, whether simply through thematic association or in a more holistic way (Wiggins, 2009) builds valuable skills enriching the student's capability to participate in the artform itself. The essential foundation in the core subjects of the curriculum can also be enhanced with the inclusion of creative and physical disciplines for a more rounded, engaging education (Sinclair, Jeanneret, & O’Toole, 2009). This has sound scientific grounding in brain research on how people learn and how skill development in the arts (particularly in music) can affect brain circuitry (Smith, 2004; Baker & Tamplin, 2006; Retsak, 2004). And as Wiggins explains (2009) “ the ability to analyze and synthesize in one discipline will impact the children’s ability to engage in the same processes in another discipline.” (2009, p. 282). As valuable forms of expression for communicating as well as strengthening student understanding, the arts also provide a range of evidence for assessment that caters better for human diversity than many of the more traditional means.

 Provided that the arts are also given their allocated time and attention individually, and other subjects are also used as supporting tools for greater understanding of these creative disciplines, there is no reason that I can see to exclude their integration in varying degrees over the whole curriculum.

One of the issues is that the arts are often seen as something that only artists do; an elitist activity that the rest of us either enjoy observing or don’t. I would like to see the arts enter our daily lives as something that is as important to everyone as much as water, food, clean air and physical exercise. Something with which our awareness varies: sometimes it might capture our attention with breathtaking urgency, at other times it can be experienced as subtly as a breeze blowing past our cheek. There are times we make a big deal out of it and others when it’s simply relegated to the status of natural, human, bodily function.

As educators we have the opportunity to introduce the value of the arts to our students on all levels, and we can do this by the seamless inclusion of arts activities (making, presenting and responding) into daily practice.

And now…for a little home-grown poem inspired by/responding to these thoughts!

Let music accompany life and not halt it

Let music accompany life and not halt it

Let it enter our hallways, our kitchens, our homes

Let it mingle with guests at a generous table

sailing through voices in various tones

Let it share in the wine and the water and bread

We can gaze in it’s eyes, even take it to bed!

Watch it shimmy up curtains and slide along sills

bounce off the pictures, walk up the walls

May it absorb us and us absorb it:

a part of our makeup…our cells…and our breath

Let us become one and not separate from

This music is something we all can become

References:

Baker, F., & Tamplin, J. (2006). Music therapy methods in neurorehabilitation. London, UK: Jessica Kinsley Publications.

Retsak, R. (2004). The new brain: how the modern age is rewiring your mind. London, UK: Rodale.

Sinclair, C., Jeanneret, N. & O’Toole, J. (2009). Education in the Arts: teaching and learning in the contemporary curriculum. South Melbourne, Vic: Oxford University Press

Smith, A. The brain’s behind it: new knowledge about the brain and learning. UK, Stafford: Network Educational Press.

Wiggins, J. (2009). Teaching for musical understanding. (2^nd ed.). Rochester, Michigan: Center for Applied Research in Musical Understanding

Downham's Response:

Patty (2009) writes ‘There is great concern that there is an emphasis on the arts being used as a tool for learning rather than unique bodies of knowledge worthy of learning in their own right’.

My own arts experience has been the arts as separate entities.  While I agree that time should be focused on each of those individually, any opportunity should be taken to increase understanding of literacy and maths for example, and I believe that these can be accomplished through use of the arts.

It wasn't until taking EMT694 that I really understood how to integrate the Arts into areas of the curriculum and use arts to support this learning.  I remember at school maybe drawing our favourite characters out of a book or something similar as a follow up, and before this unit, that is perhaps as far as my integrating may have gone. 

References:
Patty, A (2011, June 07) National art plans ‘too heavy on feelings, too light on skills’.  The Advocate.  Retrieved from http://www.theadvocate.com.au/news/national/national/education/national-arts-plan-too-heavy-on-feelings-too-light-on-skills/2187020.aspx