I agree with the knowledge content lists that have been put forth by
various responses to the scope and sequence thread. However, I think
many of the lists may be incomplete. I wonder if you agree.
THE IMAGINATION
In addition to knowledge goals and concerns listed, do we
intentionally use ways to teach and assess student ability to
imagine. Many feel there is a serious decline in imaginative ability
between kindergarten and grade two and older. Is this simply a
function of getting older, or are their things that schools and
parents do to cause the decline in our ability to imagine as we
mature. As part of our scope of art teaching art are there ways we
can list that foster and assess the ability to imagine? Sequencing
implies that some things are taught first in order to make it
possible to learn other things. Are there some aspects of the
imagination that are better learned in a sequence? Is a linear
teaching system appropriate for a non-linear process? If it is not
part of our scope and sequence, is okay to forget about teaching it?
THE ABILITY TO DRAW
I may have missed it, but I also did not see anybody list
representational observational drawing skills in their scope and
sequence goals. Many feel that the ability to draw is closely
related to whether or not a child is intrinsically motivated in art
classes. Those who draw poorly often feel they are not talented.
They easily become discouraged. I find it very hard to learn new
things when I lack intrinsic motivation. I assume the same is true
for children. Do you agree that helping young children learn the
secrets of learning observation drawing may be one of the best ways
to help children think of themselves as having artistic ability
(their parents' idea of talent)?
Art learning has many important aspects, but if I were to list one
that is essential to a well educated successful person, it would be
the ability to imagine.
If I were to list an aspect of art learning that is the most helpful
to art student self-esteem, it would be the ability to draw.
These two learning goals seem so important that I would certainly
want them at the top of my scope and sequence (or goals and
objectives list) for regular assessment. However, they are both
often lacking in the published lists. Why is this? Do art teachers
and art educators write these lists?
--
Marvin Bartel
Marvin Bartel, Ed.D., Professor of Art Emeritus
Goshen College, 1700 South Main, Goshen IN 46526
studio phone: 574-533-0171
http://www.bartelart.comhttp://www.goshen.edu/art/ed/art-ed-links.html
"You can't never know how to do it before you never did it before."
... a kindergarten boy working with clay for the first time.
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