Professional Documents
Culture Documents
Mariah Brashar
Abstract
This paper examines the role of art in the K-8 curriculum and answers the following questions:
What is art? Why is it important? What is normal development in children’s art ability and
processes? What is important for young people to learn in the K-8 art curriculum? What has the
author learned about how to best teach art to children in a school setting? The author examines
these questions as they pertain to both the assigned text and the curricula of the Fairbanks North
Star Borough. In addition to these topics, this paper discusses the impact that art can have on the
lives of students, how to instill a love of art, how to foster a learning environment in which art is
Art is many things to many people. Music, dance, painting: all these things and thousands
more are art. Art is the expression of human creative skill and imagination, typically in a visual
form; works to be appreciated primarily for their beauty or emotional power (Merriam-Webster).
Art is a cultural mainstay, and to that extent, culture defines what is considered art. Cave
paintings are art. Navajo weavings are art. Renaissance paintings are art. Inuit dances are art.
Messy, developing creations of children are art. Art can be about the process of creation. It can
be about the beauty of a result. Ultimately, no matter the conflicting definitions, art is creation.
The importance of art, not only in the classroom, but in the world, is multifaceted. Art is
“an international language,” accessible even to those with little or no education or means of
understanding (Clements, p 3). Art transcends language and can transcend culture. As such, it
can be a means of communication across these barriers. Art can serve to enhance cultural pride,
but it can also serve to help communicate cultural values beyond the strictures of a given culture.
An outsider can understand the fierce beauty of a Haka (the traditional war dance of the Mauri
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people of New Zealand) and can, through appreciation of this art form, come to better understand
the culture as a whole. In this way, art can be a vessel that transports the viewer and helps him
appreciate, understand, and value cultures and perspectives different from his own.
Art education is also vital: “the growth and development of each individual is enriched
through art education since it celebrates uniqueness, self-expression, and diversity. Art
appreciation and production activities encourage critical thinking and creative problem solving-
skills. It provides a means for appreciating and respecting ourselves and others” (Hughes p. 9).
Those who are educated, even in a small measure, about how to appreciate and create art can
better make use of the art in the world around them. These other uses include making the
ordinary objects and events special, personal communication and expression through creation,
increased ability to conceptualize and consider multiple perspectives, engaging in fields of work
that include artistic elements, increasing appreciation for the beauty of the world, and an
As an educator, one of the most crucial pieces of knowledge one can possess is a basic
understanding of the developmental levels of children. This is as true in art as it is in any subject.
Most children display an interest in art early and can be expected to begin coloring between the
Elementary school students are at an important age for art instruction, as indicated by the
following developmental theory. Between the ages of five and thirteen, children can be expected
to participate actively in art. They should “produce, perceive, and reflect” on art (Hughes p. 10).
Older children, such as secondary school students, are developmentally ready for a more
concrete approach to art, “including art history, art criticism, and aesthetics” (Hughes p. 10). The
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following developmental stages are most useful when used as a guide and are not a linear
According to Viktor Lowenfield’s Stages of Child Art Development (1947), the first
characterized by disorganized marks. The child may name the marks, verbally explaining what
the marks represent. Next, a child is expected to develop into the Pre-schematic or Early
Symbol-making Stage. In this stage, children use rudimentary designs, such as circles, to depict
objects representationally. Figures drawn by children between the ages of four and seven are
generally not detailed. The Schematic or Symbol-making Stage follows, wherein children
display an aptitude for using shapes and lines to achieve a firm concept of form. The Schematic
From eleven to thirteen, a child might be expected to enter into the “Gang Stage,” also
known as “Dawning Realism,” or the Emerging Expertise Stage. This stage is considered by
some to be the height of child art. During this stage, children begin to see realistic aspects in the
works they produce. Their skills increase, but they have not yet developed the critical view of
their own work that may later discourage them from creative endeavors. After “Dawning
Realism,” children generally enter the Pseudorealistic stage followed by a Period of Decision,
according to Lowenfield. During these later stages (from about ages eleven to sixteen), children
often experience a decline either in artistic ability or in enthusiasm for their own creations and
creative processes.
In the words of Pablo Picasso, who is widely lauded as one of the most influential artists
of the Twentieth Century, “Every child is an artist. The problem is how to remain an artist when
one grows up” (Clements p. 180). It is crucial that children be encouraged to continue to create
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art. One way educators can do this is to emphasize the importance of the creative process rather
than the importance of the product. Art should allow children to explore and take creative risks.
What is important for young people to learn in the K-8 art curriculum?
Students in elementary and middle school should learn about the principle elements of
art: line, shape, color, space, texture, and pattern. Students should also learn about balance,
students better understand choices they make in their own art and the result of those choices
(Clements, p. 12). Of course, as with all things art, distinctions between these elements can be
muddy. One work of art may (and in fact is likely) to contain all these elements. These elements
of art can be best used as a guide for creative impulses and a way of communicating critique in a
The elements of art are the “building blocks of visual art,” and the principles of art
(balance, contrast, emphasis, proportion, movement, and unity) are the “use or arrangement of
the building blocks” (Hughes, p. 11-12). Students should learn these elements and principles in
the K-8 curriculum to increase their artistic awareness and to prepare them for a more rigorous
approach both to the creation and the critique of art that they will face in secondary school and
beyond.
Students should also “participate in dance, drama, music, visual arts, and creative writing;
refine artistic skills and develop self-discipline through rehearsal, practice, and revision;
appropriately use new and traditional materials, tools, techniques, and processes in the arts;
demonstrate the creativity and imagination necessary for innovative thinking and problem
solving; collaborate with others to create and perform works of art; integrate two or more art
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forms to create a work of art; and investigate careers in arts production” in the K-8 curriculum
(Hughes, p. 14).
What has the author learned about how to best teach art to children in a school setting?
Over the five weeks of this course, the author gained perspective into the minds of
children and how they perceive art. Through practice, observation, and critique in class, she has
learned how to give feedback, how to identify when a project met its stated objectives, and how
The author has gained information about the expected developmental stages of children’s
artistic abilities and has learned to use this knowledge to design age-appropriate material. The
author has also learned several art techniques including mask-making, frottage, collage, contour
drawing, and sculpture. These techniques are useful and appropriate for teaching elementary
school children and have added to the author’s arsenal of artistic experiences.
One of the most critical and useful elements of art instruction can be the critique portion
of an art assignment. The author was given, in this class, the opportunity to receive feedback and
(more importantly) practice giving feedback to her classmates. This practice of constructive,
objective feedback about creative activities has greatly influenced her understanding of how to
actively teach art. The author has also learned a deeper appreciation for the importance of art in
the K-8 curriculum and the positive influence that art can have in students’ lives.
“It is good to love many things, for therein lies the true strength, and whosoever loves much
performs much, and can accomplish much, and what is done in love is well done.”
References:
Clements, R., Wachowaik, F., (2010). Emphasis Art: A Qualitative Art Program for Elementary
Hughes, K., Short, B., Carlson, P., Bennett, J., & Edgerton, C. (2008). K-12 Art Curriculum,
http://www.k12northstart.org/cms/lib010/AK01901510/Centricity/Domain?1088/Art%20
Curriculum.pdf