Philosophy Statement

The value of arts education is in developing the whole student by providing students with opportunities to build their creativity as knowledge and skills. Art educators offer students time and experience with artistic thinking across multiple forms of art.  Robert Sabol (2012) stated, “Creativity has long been a key component and, for many, a hallmark of arts education programming. The ability to formulate creative responses to artistic problems has been a consistent expectation of arts learning” (p. 36). In art education students are given access to multiple forms of art to experience different approaches to learning while prompting creative thinking skills and knowledge.

Creatively thinking promotes critical thinking, problem solving, expression, communication, innovation, and collaboration in students. In the framework, “The Intellectual and Policy Foundations of the 21st Century Skills”, by Partnership for the 21st Century Skills (2007) states, “When we engage in high-quality thinking, we function both critically and creatively; we produce and assess, generate and judge the products of our thoughts” (p.13). In arts education students are given the opportunity to apply creativity’s knowledge and skills through project-based lessons that encourage children’s creative thinking which is an essential 21st century skill. Also, Partnership for 21st Century Skills (2007) stated, “humanity’s future depends on our ability to reconstitute our conception of human capacity and place creativity and innovation in the forefront of our educational systems” (p. 15). This places creativity as a valuable component in art education, which make art a significant part in a student’s general education.

 The best way to foster creative knowledge and skills is not only through thought provoking problems and lessons; it is also through an environment with a facilitator that encourages creative thinking (Hope, 2010). Art natures creativity and allows students the space to solve a problem without consequence of failure (Hope, 2010). Arts teachers encourage students to feel that they can achieve through arts by the success of their progress and work. Art teachers are practicing artists that give standing evidence of applying what they teach. They have a well-developed understanding of artists skills, knowledge, history, contemporary events, and works that give students constant access to art in and out of school and to the arts world. All children possess the ability to think creatively and over time children naturally transfer creative skills and knowledge from the arts to other subjects in school, to their lives outside of school, and over time as lifelong learners. All art educators are passionate about what they teach and believe in the many benefits their work gives to students. This passion for arts is kinetic, inspiring, encouraging, and challenging for students and it spreads from arts to the rest of student lives.

References

Hope, S. (2010). Creativity, content and policy. Arts Education and Policy Review, 111(2), 39–47.

doi: 10.1080/10632910903455736

Partnership for 21st Century Skills. (2007). The intellectual and policy foundations

of the 21st century skills framework. Retrieved from https://onlinecampus.bu.edu/bbcswebdav/pid5525159dtcontentrid19848759_1/courses/18sprgcfaar670_dl/course/PDFs/cfaar670_w02_skills_foundations.pdf

Sabol, R.F. (2012). Seismic shifts in the education landscape: What do they mean for arts education and arts     education policy?. Arts Education Policy Review, 114(1), 33–45. doi:10.1080/10632913.2013.744250