Research: Arts Education’s Battle to Stay Relevant
My thoughts and findings from the viewpoint of an Artist Educator
The thoughts of Artist and teacher Paul Priestley regarding Art Education’s battle to stay relevant have become an insightful part of my current research because his article examines the perception of the arts, teaching methods, teachers feelings about certain subject versus their own and also the need for the development of conceptual thinking at a young age. All of these aspects aid my research because it gives context to the need for artists in education, as well as the reasons why the current state of arts education is not at the standard that it needs to be. It also considers the viewpoint of teachers, and the perceptions made by teachers who do not teach the arts regarding the importance of arts education for young people. It is important to note that this element of my research is based on one interaction that an artist had with a secondary school. Although it is important to acknowledge this is an isolated experience, I do feel it adds to the overall discussion of the issues faced in sites of learning across the country.
This article is very interesting because it details the discussion Priestley had with an art department in a secondary school. It documents the thoughts, feelings and perceptions behind how art teachers feel about their subject, as well as the feelings of others. This was interesting because the thoughts of the art teacher are not often considered in wider contexts due to their expectation to deliver the education that’s required on a limited timeframe. It is noted that teachers who teach art based subjects have had members of staff from other subjects refer to art based lesson as “‘playtime, or the ‘dumping ground for the less able’” (Priestley, 2020). These derogatory comments directed to art teachers are an example of how the arts are viewed in education. The perception is that the subject is second rate, only useful for occupying less capable students, a mentality which simply is not true. This suggests that to be good at art is to be ‘less able’ than their more academic counterparts and therefore be less valid in their chosen learning pathway when compared to those who have opted for ‘core’ subjects. Or, that the arts are only used for ‘playtime’ and are therefore the least important aspect of the school day. Both of these assumptions about creative subjects are simply incorrect, ill-informed and ignorant. It shows that the arts are heavily undervalued in terms of how they help a students development in practical skills, decision making and the ability to think for themselves. Suggesting that the arts are just for those who struggle with school undermines the true use of the subject and those who have a natural talent creatively. The fact that these sentiments are coming from members of staff would suggest that elements of this thought process would be passed onto the students, thus affecting their decisions in selecting subjects for GCSE and A-level qualifications.
The article then goes on to raising discussion about the role in child development that the arts have. This is important to note, especially in light of how the teachers in question commented about creative subjects because there are misconceptions about how significant the arts can be in developing a child’s abilities. Priestley suggests that the method of teaching in the current framework of the curriculum and art’s role in education up to a child being sixteen is the primary issue with the current state of schooling. He comments that
“a lot of academic teaching, up to the age of 16, involves feeding children with a stream of facts, processes, techniques and formulas that have to be learnt. Only to be regurgitated, in a different form later in examinations… this system requires little independent thinking on the part of the child and virtually no conceptual thinking. This perhaps explains why so many students find the leap from GCSE to more conceptual thinking behind A-Level (17-18 year olds) so difficult” (Priestley, 2020).
This viewpoint can be agreed with because the education system is focused on generating results rather than developing skills and allowing a young person to think for themselves. This is why many opt to stay in academic subjects because they are only asked to regurgitate the information given to them in lessons through the exam process. Whereas with creative subjects, there is a degree of free thinking, developing ideas, strategising and problem solving that other lessons simply do not require. All of these aspects that are offered within taking an arts exam are valid tools for life, however, they are often not put on the same level as academic success. Although it is important to acknowledge that academic teachings are a viable method of teaching vital information to young people, it cannot be ignored that creative subjects and what they offer in terms of skills are on an equal level of importance.
Conceptual thinking is discussed in the article due to its importance in arts education. This specific method of thinking forms the basis of creative education and specifically how it is developed upon. Priestley speaks of creative thinking in high regard because of its importance across the arts. He writes that
“the ability to think conceptually is important and probably explains why many students find art a difficult subject in which to achieve success. Students are spoon fed in many parts of the curriculum that when asked to think for themselves, develop and idea or a strategy to achieve an end, they struggle. The development of conceptual thinking is vital to the student mind. It enhances a students creativity, their problem solving skills and would, in my opinion, be an absolute boost to academic subjects such as mathematics and science.” (Priestley, 2020)
This sentiment can be agreed with because, as the previous point outlined, the academic route of information being given to students for them to remember and regurgitate through an exam is such that they then struggle to think for themselves. As there is a desire for the right answer to gain marks, thinking for yourself does not become an important aspect of developing a young person’s understanding. However, in the arts its encouraged to think for yourself, investigate, explore and come to your own conclusions about different topics. This is where more academic students may struggle, regardless of their artistic ability, although it is important to note that this sentiment cannot be considered for everyone. Priestley mentions that the development of conceptual thinking would also improve attainment in other subjects like maths and science because students would be more able to problem solve, decision make and come to their own conclusion through their own means of working things out. It would suggest that the arts have a vital role in expanding the minds of young people, regardless of their artistic ability. This is backed up further on the topic of ability where Priestley notes “it is not just a talent for the techniques that will get a student through” (Priestley, 2020) which shows that talent is a contributing factor to someone achieving in any subject, not just the arts. Being able to think deeply, conceptually or importantly for yourself are vital skills that span across a variety of subjects.
After reading this article, I found a number of elements of the school curriculum very interesting from the art teacher’s point of view. The fact that there are divisions in the workforce regarding the importance of the arts, the methods in which students are being taught and how the curriculum limits young people’s ability to come to their own understanding or form their own conclusions are quite concerning aspects that I have not encountered in my research thus far. Although this is an article noting the experience in one school, I feel this is a good account of how the arts are viewed in schools and how the current curriculum is framed around students regurgitating information for the benefit for exams, rather than learning proper skills in problem solving, coming to their own conclusions and formulas about a variety of topics. Overall, this article added validity to other areas of my research that talked about teaching methods and the limitations in the current curriculum.
Bibliography
Priestley, P., 2020. The Importance Of Art Education - And Art Education In Schools. [online] Artist in School. Available at: <https://artistinschool.com/the-importance-of-art-education/> [Accessed 27 November 2020].
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