Sometimes elementary art teachers (I understand that these are rare in
California) sometimes have an easier time implementing a broader, more
comprehensive approach to art learning than do high school art teachers,
because the students come to them with fewer expectations and because art
is often a required subject in elementary school. One way to affect
predominantly product-oriented colleagues is to fill their classes with
students with a broad-based expectations for art learning, based on their
elementary and middle school experience. I realize however this is beyond
the power of an individual high school art teacher. Sharing ideas with
your elementary as well as high school colleagues is a good start.
Another way to affect one's colleagues is to raise the question of meeting
the state requirements and national visual arts standards. The national
standards certainly are broad in their scope and so is the California
Framework (at least the last version of that framework that I had a chance
to look at). Many administrators are interested in supporting teachers in
meeting state and national standards. Many administrators are also
interested in supporting interdisciplinary learning. The broad,
cross-cultural themes of "Stories of Art", including "Our Place in the
World," (a curriculum resource currently posted on ArtsEdNet) can provide
potential transfer across a number of disciplines. You might want to check
out the interdisciplinary lesson and other extension ideas in the
Supplementary section of the "Our Place in the World" curriculum resource.
Perhaps a language arts, or social studies teacher would be interested in
working on an integrated unit involving art.