Can an arts program, defined just the way we have been defining it here:
progressive, experiential, open-ended, less rule-goverened..., coexist in a
school or school system that is defined in terms that are contrary or
contradictory? Do children suddenly walk into the art room and become
somebody else. After all, part of the school experience is learning the game
of school success. Can anyone, let alone six to twelve year olds, shift
easily between two mutually exclusive systems of learning? Particularly when
they are in the artroom for such a short time.
In terms of the BIG picture, those of us who see learning, not just learning
the arts, defined as we have been defining it, must develop some kind of view
of transforming schools. In the long run, either move them or we become
marginal, even more marginal then we are now.