Art for Life

The "reintroduction" to the arts in the curriculum has been a slow process with many detours along the way.It has also been compared to Gardner's theory of multiple intelligences in this way:"Three important truths are woven together in Gardner's characteristically perceptive trope.First is the encouraging fact that, now, schoolteachers, college professors, administrators, artists, critics, art historians, aestheticians and others, are combining their talents and techniques in an effort to strengthen American art education.Second is the discouraging fact that these par-ties, like those in any new ensemble, are havingdifficulty in achieving harmony.And third is the practical truth that their own judgment as to what works best will not be the final arbiter of their success."(Moore, p.5)
Throughout history, art has brought people together and was considered a great contribu-tion, but my research brought me to this statement:"What I want to stress here is not how we are connected to the past, but how strongly we are disconnected.For practical purposes current art instruction doesn't involve a fixed curriculum, a hierarchy of genres, a sequence of courses, a coherent body of knowledge, or a unified theory of practice."(Elkins, p.38)Elkins shows his concern for the lack of stability and instruction in schools regarding art based programs.
The arts should be an integral part of the school curriculum from kindergarten through high school graduation.Children should be exposed to original ways of thinking and imagina-tion.They should be allowed to study sculpture, painting, journalism, dance, any for of self-expression that involves creative thinking.However, society has been reduced to relying on computer games and television for their entertainment.Children no longer sit down with cray-ons and paper to draw their rendition of a giraffe in the jungle.Instead, tel…

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