ART EDUCATION A collection of free online art lesson plans and art education information on the Internet.

K-12 "HIGHER ORDER" THOUGHT PROCESSES ARE: classifying, inferring, hypothesizing, generalizing, valuing, relating, and synthesizing." aka Dispositions of Mind.

The Rational for Arts Education:
Arts for Arts Sake vs. The Instrumental Arguments used for Arts Advocacy.

Let me spell it out for you. We need the training we get from the arts. We need to be trained to see it. The artist can pull out the creative idea where non existed before. They see it.

"It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change." ~ Charles Darwin

The seemingly impossible becomes possible. It isn't enough to collect the data. We have tons of it. We need to turn the data into information. The arts help us turn the data info something we can comprehend which we can now call is information. Knowledge is based on that information. We can only understand the information through the skills of the artist who helps us comprehend and manage knowledge.

"We can get access to the data BUT the trick is to turn raw data into information; and only by using the arts can we turn information into the Knowledge - that can explain us to ourselves. " ~ K.E.

Hans Rosling debunks myths about the so-called "developing world." Students and Professors know less about the world than Chimpanzees.

All Art is Technology

 

Multi Touch Screens making the technology more intuitive. Jeff Han of Perspective Pixel is changing how we interact with machines. Research

All the pictures shared across the world will be linked together. Semantic Information links all pictures.

What is the Root of Art and Culture?

"WHAT IS SCIENCE?"  answer "science is like art." ~ 7 year old kid

French Inventor Jacquard Produces a Weaving Loom Controlled by Punch Cards (1801), Facilitating the Mechanized Mass Production of Textiles; the Punch Card System Also Influences Early Computers in the 1940s and 1950s. In 1801, Joseph Marie Jacquard, a silk-weaver, invented an improved textile loom. The Jacquard loom was the first machine to use punched card. These punched cards controlled the weaving, enabling an ordinary workman to produce the most beautiful pattern. Jacquard's loom mechanism is controlled by recorded patterns of holes in a string of cards, and allows, what is now known as, the Jacquard weaving of intricate pattern. Patent: The French government claimed the loom to be public property.

Wynton Marsalis couldn't explain why he was crying so hard during the speech he gave at the Kennedy Center in Washington, D.C. for the Nancy Hanks Lecture on Arts and Public Policy. "Man, I don't know," he told me. "I'm not really a person that's effusive. I'm a quiet type of person. His speech, which he titled "The Ballad of the American Arts," was a bravura 50-minute survey of how our country has used "homegrown arts to make us into one people, to teach us who we are." Marsalis's eloquence and easy humor made his tears at the finale all the greater a surprise. He bowed and cried, and bowed and cried, which made the crowd cheer even more. Though he couldn't articulate what brought on this emotion, he told me it came from feeling "overwhelmed"—from putting into words the full weight of the tragic, glorious history bound up in our arts, and vice versa: "That's our life, that's the life I live, so it started to hit me." Yet amid all the demands for better funding for the arts, hardly anybody addresses the graver shortfall, which is for better thinking about the arts. If more people joined Marsalis in calling for "a new American mythology," one that granted greater prominence to the arts because they "demand and deserve that we recognize the life we have lived on this land together," the appropriations would almost certainly follow. When someone who thinks about these issues as much as Marsalis does grows so profoundly affected by talking about them, it shows how utterly we fail at discussing culture in America. The champions of the arts speak of them today largely in functional terms: as businesses, or as subjects you teach because they'll make kids more employable.

The Ideal Approach and the Real Goal of All Education: CREATIVITY AND THE ROLE OF ART IN THE K-12 SCHOOL CURRICULUM
For me, it is all about the process which carries into writing, science and all other parts of the curricula.  After all of these years, I still meet students who remind me about a piece of work they did in my classroom.  It touches their soul and not one of them saves their math tests or essays or science tests.  That is reason enough for art to be in the curricula.  Now if Administration could only figure it out, this would be a giant step forward." ~ Anon

Arts Education and Advocacy

 

 

STUDIO THINKING: THE REAL BENEFITS OF VISUAL ARTS EDUCATION

IS THIS THE BOOK THAT WILL CHANGE ARTS EDUCATION?
These authors will settle for nothing less than “changing the conversation.”
First Review: September 12, 2007
by John Broomall
Executive director of the Pennsylvania Alliance for Arts Education

Arts in Education-Model Development and Dissemination Grant Program (see http://www.ed.gov/programs/artsedmodel/) and the Arts in Education-Professional Development for Arts Educators Grant Program (see http://www.ed.gov/programs/artsedprofdev/).

Teach art for its own sake, researchers say (NY Times) 2007
"The "intrinsic" vs. the "instrumental" value of arts education Debate is an intellectual construct that serves little or no useful purpose except to divide advocates of arts education.
Two Project Zero researchers, who published findings in 2000 that art classes don't improve overall academic performance, nonetheless advocate strongly on behalf of arts education in their new book, Studio Thinking: The Real Benefits of Visual Arts Education. Winner and Hetland say we need to "change the conversation about arts" and "figure out what arts really do teach." They claim to understand the need to advocate for arts as NCLB shrinks the curriculum to a few subjects but believe that advocates should stick to plausible arguments. Their book focuses on the broad, indirect benefits of participation in various art classes.
“Habits of mind” developed in art classes that are not unique to the arts at all. Winner says, “Students who study the arts seriously are taught to see better, to envision, to persist, to be playful and learn from mistakes, to make critical judgments and justify such judgments.” 
"HABITS OF MIND" sound like -- K-12 "HIGHER ORDER" THOUGHT PROCESSES ARE: classifying, inferring, hypothesizing, generalizing, valuing, relating, and synthesizing" to me!!

Winner and Hetland said "We concluded that the instrumental claims about the effects of arts education on learning in other subjects go far beyond the evidence, a point supported by the Rand report, Gifts of the Muse: Reframimg the Debate About the Benefit of the Arts (McCarthy, Ondaatje, Zakaras, & Brooks, (2004), and also made in Britain by Adrian Ellis (2003). Anger greeted our report. Some characterized us as enemies of the arts, arguing that publishing our research would destroy quality arts education for children in the United States. One scholar told us that we should never have asked the question, but having done so, we should have buried our findings.
 We were shaken. Our goal had been to find the truth behind the claims, and to change the conversation from glib and superficial arguments for transfer, that in the long run may weaken the case for arts education, to a more thoughtful consideration of what the arts really offer. Arts advocates told us to give up they called our approach an arts for arts sake argument, a tack they insisted was both elitist and doomed to fail. Advocates, they told us, must do what works and that meant arguing for strengthening the kinds of basic skills stressed by No Child Left Behind and making the case whether or not there was evidence to support it. (Italics theirs)"

Improve literacy through arts education and advocacy by providing collaborative and interdisciplinary resources for understanding world culture. Learn how and why the Arts Change the Learning Experience in Special Ways. Find information about K12 Best Practices, and curriculum. Topics about art and the computer include how to archive digital files to video production curricula for the classroom.

The Arts Database
Includes information and articles about jobs, law, how to protect online art,watermarks, government, websites, ascii, emoticons, symbols, color, clip art, fonts, graphics, icons, buttons, art search engines, directories, culture, film, folktales, storytelling, performing arts, traditional arts, video production, and infotainment.

"WHEN POWER leads man toward arrogance, poetry reminds him of his limitations. When power narrows the areas of man's concern, poetry reminds him of the richness and diversity of his existence. When power corrupts, poetry cleanses, for art establishes the basic human truths which must serve as the touchstone of our judgment." John F. Kennedy- Address, Amherst College, October 26, 1963

• The arts reach students who are not otherwise being reached.
• The arts reach students in ways that they are not otherwise being reached.
• The arts connect students to themselves and each other.The arts transform the environment for learning.
• The arts provide learning opportunities for the adults in the lives of young people.
• The arts provide new challenges for those students already considered successful.
• The arts connect learning experiences to the world of real work.
• The arts enable young people to have direct involvement with the arts and artists.
• The arts support extended engagement in the artistic process.
• The arts encourage self-directed learning.
• The arts engage community leaders and resources
• 3-year-old Reese:  "Our Father, Who does art in heaven,  Harold is His name. Amen." :-)

WHAT IS ART

 

Computers might be eclipsed technologically in short order, but not art.  Great art is lasting. - Bob Lefsetz

"To create is to celebrate one's connection to the cosmos." -Burnell Yow!

"Art, to me, is a question. It should never be an answer." -Marilyn Manson

"I do not want to go until I have faithfully made the most of my talent and cultivated the seed that was placed in me." -Kãthe Kollwitz

"Sometimes I see it and then paint it. Other times I paint it and then see it. Both are impure situations, and I prefer neither." -Jasper Johns

"The only limits are,as always, those of vision." -James Broughton

"The world of art is not a world of immortality but of metamorphosis." -André Malraux

"No one looks at a flower garden and tears their
hair out trying to figure out what it means." -Jackson Pollock

"Interpretation is the revenge of the intellectual upon art." –Susan Sontag

"In every culture, in every time, artists have always
been the weather vanes, the truth-tellers, the bearers of beauty, and the ones who make visible
the invisible values of their world." -Cay Lang

"Creativity, to me, is basically closing one's eyes and letting it happen." -Ellen Sall

"All good ideas arrive by chance." -Max Ernst

If one wants integrity of content there is only live performance. Art starts as an individual effort that serves a purpose for the individual and the community. If the community enjoys and values the art then it will be shared with others becoming a grassroots effort often crossing geographic boundaries. Once the art becomes well known, business/commerce will move in to monetize it and business will make the commerce of art into the art of sales.

A Complete all-in-one resource for teaching the arts. Modest Needs gives Help
Donors Choose Teachers Ask, You Choose, Students Learn, micro-philanthropic integration.

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