In
the article titled, “Valuing Arts on Their Own Terms?”, I enjoyed the
voice of the author and style of presentation by Gee. She made it easy
to picture her speaking to the reader as an audience in a public
setting. With that said, the things that Gee had to say was very
interesting.
In Gee’s opinion, art is valued on one’s own terms, in their own point of view and how it affects oneself, first and foremost. She also notes that art has become undervalued over time. Art has become art and design has become Design. The two are totally different from one another in a sense that design is surrounded by facts like math and science in areas of design like architecture, product and graphic design. As art educators, we are required to constantly defend and advocate for our professions. Math and science need to advocates, especially after the launch of Sputnik that literally launched the drive for future scientists and mathematicians.
When Gee wrote about the purpose of schooling, she noted, “…the single purpose of schools it ‘to remove ignorance’” (3). Isn’t it true then that students shouldn’t be ignorant about art history? Where else can art history truly be taught to students where they would truly enjoy it? Gee wrote about how art is one of the only subjects that students truly enjoy attending. Why not combine learning art history and creating an educated, expressive art form while learning? There is a large message that art doesn’t only engage students more than a science or math class (or engage most students) it actually sooths us, helps us get in touch with and express our inner feelings, which results in higher self esteem and overall well-being. The purpose of education can be argued to create productive citizens of society, but why wouldn’t we want those productive citizens to be happy, caring, and confident individuals?
Some of the remarks by Gee were interesting, some offending, and others quite curious. Overall I found her to be quite the arts advocate who played the agonist, antagonist, and sometimes, the devils advocate regarding the value of art. Over time, art has been diminishing in value, becoming visual culture and not fine art. Not only did she analyze art but she also analyzed teaching art. Remembering our goals as teachers to give a basic overview of everything, not a bias, narrow outlook on our subjects is always something we should keep in mind. Using reflective practices is a way that we can do this as art educators. The arts in public schools is something that should be equally important as core subjects, and should provide an expanding view on the world as a whole.
Whether or not Gee’s sarcastic remarks about art, design, or education were remotely true, this article was both entertaining and insightful.
In Gee’s opinion, art is valued on one’s own terms, in their own point of view and how it affects oneself, first and foremost. She also notes that art has become undervalued over time. Art has become art and design has become Design. The two are totally different from one another in a sense that design is surrounded by facts like math and science in areas of design like architecture, product and graphic design. As art educators, we are required to constantly defend and advocate for our professions. Math and science need to advocates, especially after the launch of Sputnik that literally launched the drive for future scientists and mathematicians.
When Gee wrote about the purpose of schooling, she noted, “…the single purpose of schools it ‘to remove ignorance’” (3). Isn’t it true then that students shouldn’t be ignorant about art history? Where else can art history truly be taught to students where they would truly enjoy it? Gee wrote about how art is one of the only subjects that students truly enjoy attending. Why not combine learning art history and creating an educated, expressive art form while learning? There is a large message that art doesn’t only engage students more than a science or math class (or engage most students) it actually sooths us, helps us get in touch with and express our inner feelings, which results in higher self esteem and overall well-being. The purpose of education can be argued to create productive citizens of society, but why wouldn’t we want those productive citizens to be happy, caring, and confident individuals?
Some of the remarks by Gee were interesting, some offending, and others quite curious. Overall I found her to be quite the arts advocate who played the agonist, antagonist, and sometimes, the devils advocate regarding the value of art. Over time, art has been diminishing in value, becoming visual culture and not fine art. Not only did she analyze art but she also analyzed teaching art. Remembering our goals as teachers to give a basic overview of everything, not a bias, narrow outlook on our subjects is always something we should keep in mind. Using reflective practices is a way that we can do this as art educators. The arts in public schools is something that should be equally important as core subjects, and should provide an expanding view on the world as a whole.
Whether or not Gee’s sarcastic remarks about art, design, or education were remotely true, this article was both entertaining and insightful.
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