Janine in Tacoma on tue 28 aug 12
Too good not to share. By Elliot Eisner, posted on The Painter's Keys (R=
=3D
obert=3D20
Genn).
The arts teach children to make good judgments about qualitative=3D20
relationships. Unlike much of the curriculum in which correct answers and=
=3D
rules=3D20
prevail, in the arts, it is judgment rather than rules that prevail.=3D20
The arts teach children that problems can have more than one solution and=
=3D
=3D20
that questions can have more than one answer.=3D20
The arts celebrate multiple perspectives. One of their large lessons is t=
=3D
hat=3D20
there are many ways to see and interpret the world.=3D20
The arts teach children that in complex forms of problem solving purposes=
=3D
are=3D20
seldom fixed, but change with circumstance and opportunity. Learning in t=
=3D
he=3D20
arts requires the ability and a willingness to surrender to the unanticip=
=3D
ated=3D20
possibilities of the work as it unfolds.=3D20
The arts make vivid the fact that neither words in their literal form nor=
=3D
number=3D20
exhaust what we can know. The limits of our language do not define the li=
=3D
mits=3D20
of our cognition.=3D20
The arts teach students that small differences can have large effects. Th=
=3D
e=3D20
arts traffic in subtleties.=3D20
The arts teach students to think through and within a material. All art f=
=3D
orms=3D20
employ some means through which images become real.=3D20
The arts help children learn to say what cannot be said. When children ar=
=3D
e=3D20
invited to disclose what a work of art helps them feel, they must reach i=
=3D
nto=3D20
their poetic capacities to find the words that will do the job.=3D20
The arts enable us to have experience we can have from no other source an=
=3D
d=3D20
through such experience to discover the range and variety of what we are=3D=
20=3D
capable of feeling.=3D20
The arts=3D92 position in the school curriculum symbolizes to the young wha=
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t=3D20
adults believe is important.=3D20
=3D20
Robert Harris on tue 28 aug 12
While I agree with this, I would add ...
Arts only teach that there is value in more than one perspective ... if the
teacher also holds this view. How many teachers actually teach that
impressionism is old hat, and not the thing to be doing anymore. I know
that I have come across a few like that.
On the other hand it is obvious from his thoughtful posts on here that John
Post tries to teach precisely this.
Even the sciences can teach this (although perhaps not until late high
school years). Different hypotheses are sought, one has to use ones
judgement to design experiments to test each one. Different ways of
thinking gives totally different types of experiments.
Some of the fundamental portions of physics can teach this (depending on
the experiment used, light can be "proved" to be waves OR particles).
Personally I think that these thoughts should be true of everything that is
taught. It is not restricted to the arts (or should not be - unfortunately
the sciences make it "easy" to be lazy and just teach "this is the right
answer, now go away and leave me alone).
Even with math there are a number of ways to get to the correct answer, or
to understand the problem, and everyone's brain understands and solves
problems differently. This too is important, and shows us the value of
different ways of thinking, doing, approaching stuff.
If every teacher approached their subject with these thoughts education
would probably reach a lot more people, and teach people to be more
accepting of others.
Robert
On Tue, Aug 28, 2012 at 10:24 AM, Janine in Tacoma wrote:
> Too good not to share. By Elliot Eisner, posted on The Painter's Keys
> (Robert
> Genn).
>
> The arts teach children to make good judgments about qualitative
> relationships. Unlike much of the curriculum in which correct answers and
> rules
> prevail, in the arts, it is judgment rather than rules that prevail.
>
> The arts teach children that problems can have more than one solution and
> that questions can have more than one answer.
>
> The arts celebrate multiple perspectives. One of their large lessons is
> that
> there are many ways to see and interpret the world.
>
> The arts teach children that in complex forms of problem solving purposes
> are
> seldom fixed, but change with circumstance and opportunity. Learning in t=
=3D
he
> arts requires the ability and a willingness to surrender to the
> unanticipated
> possibilities of the work as it unfolds.
>
> The arts make vivid the fact that neither words in their literal form nor
> number
> exhaust what we can know. The limits of our language do not define the
> limits
> of our cognition.
>
> The arts teach students that small differences can have large effects. Th=
=3D
e
> arts traffic in subtleties.
>
> The arts teach students to think through and within a material. All art
> forms
> employ some means through which images become real.
>
> The arts help children learn to say what cannot be said. When children ar=
=3D
e
> invited to disclose what a work of art helps them feel, they must reach
> into
> their poetic capacities to find the words that will do the job.
>
> The arts enable us to have experience we can have from no other source an=
=3D
d
> through such experience to discover the range and variety of what we are
> capable of feeling.
>
> The arts=3D92 position in the school curriculum symbolizes to the young w=
ha=3D
t
> adults believe is important.
>
>
--=3D20
----------------------------------------------------------
Margaret Flaherty on tue 28 aug 12
This is terrific....Thanks for sharing it. I'm sending it to everyone I
know.
On Tue, Aug 28, 2012 at 10:24 AM, Janine in Tacoma wrote:
> Too good not to share. By Elliot Eisner, posted on The Painter's Keys
> (Robert
> Genn).
>
> The arts teach children to make good judgments about qualitative
> relationships. Unlike much of the curriculum in which correct answers and
> rules
> prevail, in the arts, it is judgment rather than rules that prevail.
>
> The arts teach children that problems can have more than one solution and
> that questions can have more than one answer.
>
> The arts celebrate multiple perspectives. One of their large lessons is
> that
> there are many ways to see and interpret the world.
>
> The arts teach children that in complex forms of problem solving purposes
> are
> seldom fixed, but change with circumstance and opportunity. Learning in t=
=3D
he
> arts requires the ability and a willingness to surrender to the
> unanticipated
> possibilities of the work as it unfolds.
>
> The arts make vivid the fact that neither words in their literal form nor
> number
> exhaust what we can know. The limits of our language do not define the
> limits
> of our cognition.
>
> The arts teach students that small differences can have large effects. Th=
=3D
e
> arts traffic in subtleties.
>
> The arts teach students to think through and within a material. All art
> forms
> employ some means through which images become real.
>
> The arts help children learn to say what cannot be said. When children ar=
=3D
e
> invited to disclose what a work of art helps them feel, they must reach
> into
> their poetic capacities to find the words that will do the job.
>
> The arts enable us to have experience we can have from no other source an=
=3D
d
> through such experience to discover the range and variety of what we are
> capable of feeling.
>
> The arts=3D92 position in the school curriculum symbolizes to the young w=
ha=3D
t
> adults believe is important.
>
>
--=3D20
http://www.margaretflaherty.com
http://www.etsy.com/shop/maggieware
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