Epistemologies

Epistemologies

Samantha Lindsey

Education Department, Montgomery College

Education 265: Methods of Secondary Teaching

October 2, 2020
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It is my firm belief that art can help a student grow in their learning inside and outside of
the art classroom. Art is a mental break as well as a way to change one's thinking, art helps
students be able to express themselves and even become more accepting of the way that others
express themselves. I also believe that by taking art classes and participating in art critiques
allows students to become more accepting of overall criticism which will help them in the
workplace when they are older. Many philosophers, educators, and psychologists believe that the
arts have a great place in education and believe that the arts should be taught as not only a part of
the curriculum but integrated into classrooms as well. Dewey believed that the arts should be a
“foundational part of the curriculum because it developed creativity, self-expression, and an
appreciation of the expression of others” (cited by Heilig, Cole & Aguilar, 2010, p. 136). A
student's ability to appreciate the self-expression of themselves and their classmates will be
better prepared for joining a critical work environment later in life. 
Art education has become very different around the world as we compete for the highest
scores in math and language arts across the world, however it may be a mistake to throw art on
the back burner while pushing academic classes. Gardner (1999) argued that “most cultures, and
certainly those that consider themselves to be highly civilized, do not need special arguments for
including the arts in their schools.” Gardener (1999) continued to say that for most developed
countries it is expected for the students to learn about the art that surrounds their culture he
assumed that students in China would learn ink and brush painting and students in Europe would
most likely learn about the art and music in their countries, Gardener (1999) continued to say
that when it came to the United States an allegiance to the arts was not as clear. Many schools
and classrooms in the United States do have the arts involved in their classrooms, but in most
cases the classics are what is focused and not the ability for the student to express themselves in
an artistic way. The United States has been in a continuous battle with arts in education starting
in the early 1900s when it was first introduced and continuing on through the world wars.
However “the U.S. Department of Health, Education, and Welfare (1963) published a lengthy
report stressing the necessity of arts programs for all schoolchildren” (Heilig, Cole & Aguilar,
2010, p. 138). This report led to the creation of the NEA (National Endowment for the Arts), this
group has been continuously fighting for more art representation in schools and works towards
their goal of strengthening the creative capacity of our communities through art.  Art has many
positive implications on students, students may find ways to bring art into the communities
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which will create more community engagement and could even lead to art centers being built in
the community. 
For many individuals including myself, taking an art class is not only a break from the
constant push of academic classes, but can also be a place where students can relax and express
themselves in a way they typically cannot.  When a student experiences the ability to fully
express themselves and create something unique and representative of themselves, they are able
to gain an appreciation and understanding for creative freedom and expression which is
something that should be more widely accepted in schools and society. Gardner (1999) stated
that “the arts allow us to express what is important but cannot be captured in words.” This
statement could not be truer. Art in any and every form from painting, to music, to performance
art the medium of art allows for individuals to express things that cannot be put into words. 
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Sources:
 Heilig, J. V., Cole, H., & Aguilar, A. (2010). From Dewey to No Child Left Behind: The
Evolution and Devolution of Public Arts Education. ARTS EDUCATION POLICY
REVIEW. http://my.ilstu.edu/~eostewa/ART401/From%20Dewey%20to%20No%20Child
%20Left%20Behind%20(2010),%20111%20(4),%20136-145.pdf. 
Gardner, H. (1999). The Happy Meeting of Multiple Intelligences and the Arts.
https://www.hepg.org/hel-home/issues/15_6/helarticle/the-happy-meeting-of-multiple-
intelligences-and-th.