We have been taking a look at why we teach the arts and whether these philosophies align with our practice. With your valuable input, I was able to narrow down two schools of thought: Education of Art and Education of Artistry. Now it is time to take a look at our lesson objectives and outcomes to assess if what we do in our practice is a complete reflection of our beliefs in teaching arts.
Today’s Assessment In Teaching Arts
It is so important to ensure our beliefs match our work, so today we have designed a checklist that you can use while creating your lessons to be sure that your philosophy remains in the forefront of all you do within the art classroom. It is free to download and user-friendly. Keep it close by as you compose lessons to be sure you are composing with your philosophy in mind. It is also a great checklist to have a colleague use while observing your class during peer-to-peer coaching. If you are not sure which philosophy you fall into, feel free to take the surveys from the past articles below.
The Education of Art vs Education of Artistry checklists are part of our Teacher locker. Unlock the locker and let us know where to send your checklists. Please let us know how the checklists work for you!
Review of our Research Journey
In Arts Education: Philosophy vs Practice, we surveyed your general arts education philosophies in order to create two schools of thought. Most philosophies recorded discussed the importance of teaching arts education as a means to help students, share their thoughts and feelings, live fuller lives, create their own definitions of beauty, think and feel for others, and believe in the impossible. This helped to develop two distinct teaching arts education philosophies: Education in Art and Education in Artistry.
In Arts Philosophy in Practice, we introduced details of the two philosophies and encouraged you to choose the one that describes your philosophy best. The Education of Art philosophy believes that the product is the determining factor of mastery and the Education of Artistry philosophy believes that the process is the determining factor of experience. Neither is right nor wrong, just different approaches. The results were split right down the middle. Of our survey participants, 50% believe in the Education of Art and 50% believe in the Education of Artistry. This is so exciting because art is such a personal experience and this truly shows the vast differences in how we share, encourage, and teach in the arts.
In Aligning Philosophy with Practice, we broke down the specifics of our teaching to determine if our initial philosophy choice (Education of Art or Education of Artistry) is practiced within our classrooms. You can still take the survey here: Philosophy in Practice Survey
If you missed the articles leading up to this one, check them out here:
Typhani Harris is a dance educator and mentor teacher who has been on the boards of both the California Association for Health, Physical Education, Recreation, and Dance (CAHPERD) and California Dance Education Association (CDEA). Recently, she has made a cross-country move and is now an instructional coach in Brooklyn, New York. Having begun as a high school English teacher, it has been her mission to bring theory and research into the traditional dance class, and in 2009 she won the Music Center’s Bravo award for excellence in Arts Education. Typhani is currently on a mission to help teachers Stop Teaching and Start Reaching their students, check out the unTeacher Lab at stopteaching.org