Topic 13 of 56: The Fourth "R" in Education
Fri, Jul 24, 1998 (12:54) |
wer (KitchenManager)
Reading, WRiting, ARithmetic, and ARt
by Alexandra York
President, American Renaissance for the Twenty-First Century
Reprinted by permission from IMPRIMIS, the monthly journal of Hillsdale College
47 responses total.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 1 of 47: wer (KitchenManager) * Fri, Jul 24, 1998 (13:07) * 26 lines
Early one morning, a man was walking along a bluff overlooking the
ocean when he noticed a barefoot woman on the beach, clearly engrossed
in a strange activity. She was picking up starfish that had been
washed ashore by the tide and, one by one, throwing them back into
the sea. Intrigued, he scrambled down the bank of the cliff and
approached her.
"What are you doing?" he asked.
"I'm saving starfish," she answered, gently tossing another into the
water.
The man let his eyes drift over the endless shoreline in wonder. "But,"
he stammered, "there are thousands of starfish stranded on this
beach. You can't save them all!"
"I know." The woman smiled, picked up another starfish, and returned
it to the ocean. "But I'm saving this one." She continued
undaunted, "And this one. And this one."
Those starfish languishing on the barren sand are the youth of America.
They have been swept up onto the beachhead of ignorance and sloth by the
tide of our failed progressive educational system. It falls to us now,
those of us who understand the deep purposes of education, to save the
future generation. We can do this by returning our children, one by one,
back to the sea of structured creativity, where each individual child -
by nature of being a child - can be taught to swim toward the promise of
adulthood. To help accomplish this task, I propose that we incorporate
art education into the core curriculum. Art educates the whole person as
an integrated individual. It educates the senses, it educates the mind,
and it educates the emotions. It educates the soul.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 2 of 47: Autumn Moore (autumn) * Fri, Jul 24, 1998 (22:48) * 1 lines
Here, here, I'm all for that. And music, and foreign language....
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 3 of 47: wer (KitchenManager) * Sat, Jul 25, 1998 (00:59) * 2 lines
I'll finish the installments of the rest of the article
as soon as I can...
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 4 of 47: Riette Walton (riette) * Sat, Jul 25, 1998 (01:57) * 1 lines
Creativity is therapy.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 5 of 47: wer (KitchenManager) * Sat, Jul 25, 1998 (03:14) * 39 lines
The Core Curriculum
It was at Hillsdale College six years ago that I announced the
formation of American Renaissance for the Twenty-First Century.
I marvel at the good distance we have come since that time. The
foundation's mission of promoting a rebirth of beauty and life-
affirming values in all the fine arts is, of course, not only
for the purpose of improving the arts but also for the purpose
elevating our entire culture. It is an ambitious mission that
poses great challenges.
These challenges take many forms, not just in the arena of the
fine arts but in the arena of ideas--especially ideas that rule
our educational system. Let us remember that the three "Rs" of
education--reading, writing, and arithmetic--were not instituted
in schools just to help the populace read the daily papers, write
letters home to Mom, and pay bills owed to the general store. These
primary skills are taught for the larger purpose of instructing
students to think critically and constructively. School, in other
words, is and should be meant to prepare young people for life.
Reading teaches students to comprehend the world and their place
in it. Writing teaches them to communicate, develop arguments, and
persuade. Arithmetic teaches them to measure attributes, grasp
reality, and bring the physical universe into perspective. These
are the basics. Over time, most schools have made science mandatory,
as well as physical education (which is beneficial, except when--
too often!--soccer wins over syntax!). However, mastery of the
basics is not really expected of most students anymore, and the
core curriculum has become so diluted as to be meaningless. Academic
subjects are regularly adulterated and distorted in the name of
"political correctness," while the very notion of truth is cast
into doubt.
In light of these problems, we need to remind ourselves why certain
studies should be mandatory in the first place. It used to be a truism
that students cannot effectively direct their own education. They
don't yet know what it is that they don't know. Teachers and parents
should set the principal standards of education. And they should
presume that a certain level of knowledge and mastery of basic sub-
jects is necessary if students are to lead productive and informed
lives.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 6 of 47: Riette Walton (riette) * Sat, Jul 25, 1998 (05:09) * 1 lines
hear hear
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 7 of 47: wer (KitchenManager) * Fri, Jul 31, 1998 (12:09) * 55 lines
Why Fine Arts Education?
It is with these thoughts in mind that I propose not only a
restoration of the old-fashioned three "Rs" but an addition:
art education - specifically, fine arts education in the
established Western tradition. The reason for focusing on art
forms evolving from our Western heritage is that the forms
themselves, the physical presentations, are the most malleable,
with the richest aesthetic vocabulary for expressing the most
complex ideas. The Western tradition began with the ancient
Greeks, was revived during the Renaissance, and was still going
strong through the nineteenth century. Sadly, it has been
absent or under attack during most of the twentieth century,
but it is resurfacing with vigor as we approach the millennium.
Art in the Western tradition is an intelligible aesthetic
representation of the world and of humanity. Its primary forms
are painting, sculpture, poetry, literature, drama, music, and
architecture. A working knowledge in all the fine arts will
facilitate an appreciation of them, but protracted study is
critical for advanced perceptual and conceptual development.
Why should the teaching of fine arts become the fourth "R"?
Because to teach art is to teach life. Each lifetime, in its
own way, has a "theme," an ever-unfolding personal destiny,
scripted by the individual. Every good work of art is just the
same: First, it is an idea in the mind of the artist - a mental
abstraction, a vision seen through the "mind's eye." Then it
goes through the aesthetic process of transformation from
mental vision into physical object or experience that can be
perceived through the senses and the intellect of others -
that can be understood. Finally, it takes on a life of its own
to be enjoyed and considered as an individual entity, an end
in itself, just like every human being.
Because human beings have free will, they choose their values
by a process of selection. This is why character development and
the development of art so similar. They are both self-created.
Learning a demanding art form promotes both curiosity and
confidence that can be transferred to real-live situations. How
does it do this? Let us take the benefits of art education one
at a time: Sensory education, using painting as our example;
mental education, using creative writing as our example; and
emotional education, using music as our example. These examples
should not be construed as mutually exclusive. Happily, each art
form augments the lessons learned in all the others to educate
the whole person. Painting and music have their own aesthetic
vaocabulary appealing primarily to a different sense organ, as
fiction appeals to all the combined senses through imagination.
Equally important, every art form is rooted in a discipline of
craft, and learning the techniques of any craft teaches purpose,
structure, observation, selectivity of essentials, and judgment of
execution with verifiable outcome. In other words, the proficiency
of the means employed and the end results can be assessed on the
basis of objective criteria. Furthermore, disciplined but ductile
(i.e., malleable) art forms can be endlessly manipulated and
styled to provide aesthetic emphasis, as well as to dramatize
ideas and content.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 8 of 47: Autumn Moore (autumn) * Fri, Jul 31, 1998 (22:29) * 1 lines
Hallelujah!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 9 of 47: wer (KitchenManager) * Sat, Aug 1, 1998 (01:05) * 19 lines
What Art Teaches
Observing Reality
To take our first example: We can readily grasp how creating
what seems to be the simplest of paintings requires knowledge
of drawing, color, shape, composition, and perspective - knowledge
derived not only from technical training but also from close
observation of reality. Once a student has learned to render
the three dimensional world of nature in this two-dimensional
form, enjoyment and appreciation for the real world automatically
become enriched with keener ovservations. In order to paint a
single tree, a student really has to look at it. How his sense
of seeing will be improved! What nuances of color alone will he
notice in the future because of these acute observations? What
varieties of textures, edges, and shapes gleaned from scrutinizing
fragile, scalloped leaf formations will enhance his everyday
experience of the patterns made by interlacing shadows, the woven
surfaces of fabrics, or the eyelashes of a newborn infant? To
imitate nature, the student must observe nature.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 10 of 47: Autumn Moore (autumn) * Sun, Aug 2, 1998 (19:21) * 1 lines
I love this book/essay, wer, what is it? Let's hear more!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 11 of 47: wer (KitchenManager) * Mon, Aug 3, 1998 (01:10) * 16 lines
Making Judgments
Interpreting nature through painting - consciously creating a mood -
will benefit the student even more because it requires developing
a process of selection in order to fulfill a larger intention, that
of endowing the work with significance. Subject matter is then
employed indirectly to express something more. Now, questions arise
as to which observations are most relevant to that deeper intention.
Those graceful veins in the leaves - are they important enough to
delineate, or should he just suggest them? What of the bark sheathing
the trunk? Since the student wants a serene feeling, should he apply
the paint thinly with light brushstrokes to de-emphasize the rough
surface? In order to create an atmosphere that stresses the mysteries
of nature, should he push the blue of the sky toward violet? Because
this next level of art teaches how to formulate a hierarchy in the
selection of essentials, it also increases his contemplation of the
relative importance of all things in life, large and small.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 12 of 47: wer (KitchenManager) * Wed, Aug 5, 1998 (09:43) * 16 lines
Understanding the Human Condition
Inherent in the process of exercising sensory perceptions, the
student must by necessity also exercise his mind. And beyond this
first horizon of sense-mind interplay lies the limitless vista of
imagination. Meaningful art is not just a mimicry of life; it is
an inquiry into the human condition, an expressive exploration of
man's desires, dreams, fears, and fantasies. Important art is im-
portant because it is multi-layered, stimulating the senses, touching
the heart, and awakening the mind to great verities and great
possibilities. Aesthetics, then, become the means to art's supreme
end: content. Content is inseparable from the underlying theme
of a work; it is that, but it is much, much more: Ultimately, it is
the human spirit incarnate - the shimmering breath of light streaming
from a thoughtful artist's mind, hands, and soul.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 13 of 47: wer (KitchenManager) * Wed, Aug 5, 1998 (09:45) * 4 lines
It's an article from Imprimis, Autumn. More on that at the beginning
of this topic, and I'll put up more about it after I finally get all
this typed in...
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 14 of 47: Riette Walton (riette) * Wed, Aug 5, 1998 (12:24) * 1 lines
Very very interesting. Thank you for creating this topic, Wer.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 15 of 47: wer (KitchenManager) * Wed, Aug 19, 1998 (18:53) * 48 lines
Expressing Values
Through meticulous crafting, the content becomes a theme illuminating itself.
It resides within and emanates from the art as a pure result of the artist's
purposeful and personal attempt to imbue it with intelligent meaning. It is
great art's "anima," or inner self; both source and sum, it is the substantive
realization of the arrtist's deepest values, true or false, good or bad, beautiful
or ugly. And here is where the moral imagination fully enters into the creative
process, for even a novice approach to this highest level of art educates the
mind philosophically.
Let us use creative writing as an example. Because literature is a conceptual
transmission from the mind of a writer to the mind of a reader, it becomes,
whether a wide avenue or a narrow labyrinth, an enchanting passage to the
imagination. It takes us on a journey of ideas, not to what is but to what
could be and might be. Good fiction compels the author to weave a theme
through the events of a story and actions of the characters. Assuming craft,
the more universal and fundamental the theme, the greater the fiction (which
is a big assumption since most fiction today, as most art, lacks theme),
the student first creates scenes in his imagination and then creates heightened
visions of all that is possible. Gradually, as he learns to distill his thoughts
and to communicate through the techniques of narrative, description, dialogue,
metaphor, and dramatization, his imagination is freed to create whatever he
can dream up!
New questions arise: Is this idea true? How is truth determined? Is it relevant
to all human beings or just a few? Or only me? Are my characters understandable?
Are they behaving morally or immorally and why? Are their actions motivated
by their value systems?
Because the written arts are conceptual in form, those who create them have an
opportunity to explore the moral imagination directly. An artist's value system is
consciously or unconsciously inherent in every work of art. This is so precisely
because, as we have seen, the process of creating art requires the author to
pay special attention to the internal lives of fictional individuals. How does he
make up fictional human beings so as to render them believable? He does so
by infusing their thoughts, utterances, and actions with values.
As readers, we understand that we come to "know" fictional people largely the
same way we learn to know real-life people: We discern their underlying
"character" by observing their actions and listening to them. A rational person
selects his values through the use of reason and logic, making sure that the
values are consonant with nature and human nature. If they are, they will be life-
serving values. If they are life-serving values, they will be moral. If a person (or a
character) acts only on these values, his actions will be moral. If his actions are
moral, he will be moral. If the author wishes to present an immoral character, he
will create a fictional person who acts consciously against sound values. And just
think of all the in-betweens, the conflicted characters! By learning creative writing
skills, a student can play out real conflicts in an imaginitive setting with imagined
people. Talk about a chance to explore ideas, issues, behavior, and psychology
in a safe environment!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 16 of 47: Riette Walton (riette) * Thu, Aug 20, 1998 (02:27) * 1 lines
This is mega interesting stuff, Wer. Thank you for creating this topic - I've never even thought about many of the things I read here, and one should. Thought enhances creativity.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 17 of 47: wer (KitchenManager) * Thu, Aug 20, 1998 (11:53) * 14 lines
Training the Mind
As the visual arts train the senses by honing physical perceptions
of the world, so the art of writing trains the mind by demanding
conceptual formations and philosophical views of the world. If the
student is engaged in both art forms, what he learns in one will
reinforce what he learns in the other, beginning an interactive
process with incalculable power to foster discreet subtleties of
awareness and sensitivity in every walk of life. Moreover, the
student learns lessons about how to be alone; how to enjoy kairos
or the fullness of time so much as to forget time as chronos;
how to experiment boldly; how to make learning and discovery an
adventure; how to rejoice in the endeavor.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 18 of 47: Riette Walton (riette) * Thu, Aug 20, 1998 (11:58) * 1 lines
Is this from a book, Wer? What is the name of it - this is the sort of stuff I'd love to read in peace and quiet in bed.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 19 of 47: Autumn Moore (autumn) * Thu, Aug 20, 1998 (19:23) * 1 lines
Really!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 20 of 47: wer (KitchenManager) * Fri, Aug 21, 1998 (01:43) * 56 lines
Uniting Reason and Emotion
Lastly, but perhaps first in today's world of rampant subjectivism
and temperamental indulgence, the arts educate the emotions. Not
everyone is passionate-passion is the fervent intensity of emotion
a person experiences only when he is exhibiting the highest level
of devotion to values-but everyone has feelings, if only instinctual
fears or desires. And all feelings, whether complex or primitive,
mentally inspired or physically excited, can be conveyed productively
and safely through the structure of an art form. In this way, the
pubescent youngster in particular can learn to deal constructively
with feelings often so strong he doesn't know what to do with them;
he can actually "work them out" through the creation of art. This
doesn't mean he wallows in an "Express yourself!" state of mind nor
does it mean he need psychotherapy. It means he is displaying healthy
emotional flowering and psychological growth.
All art training nurtures this, but music is indispensable for
guiding psychological development because it speaks directly to
the sentient consciousness. One might say that music is emotion-
because feelings are its primary themes. The instrument chosen to
channel music's emotional flow, whether it be piano, clarinet,
violin, or voice, is not important. Learning to master the
instrument is. The discipline of serious music is exact and
exacting, teaching the precision of mathematics in a poetic realm
as well as the exhilarating balance and the exalted integration
of "reasoned harmony" (music's form) and emotions (music's content).
It is not often in our culture that children are taught to unite
reason and emotion. Tonal and melodic classical music does this
for all of us. So the competence to hear it and to appreciate it
as a practitioner can be a rare source of indescribable pleasure and
a safe emotional release.
Like life, musical passages contain highs and lows, fast and slow
tempos. The musical vocabulary includes dissonance and resolution,
tumult and sublimity, all emboldening a student in the process of
making music to feel to his heart's content within the security of
a confined experience. There is no way to fall out of control because
the rhythm keeps the music going. The notes must be played on time,
and to orchestrate emotional content through so rigorous a structure,
the student must learn to merge reason and emotion; otherwise, the
resulting music will be cold and sterile, mathematics without the
poetry. Classical music is too mentally demanding to permit the
flailing and screaming incited by much of rock 'n' roll. It forces
the musician to control his emotional output, offering him the
experience of cathexis (concentration of psychic energy) rather
than catharsis (purging).
Because music deals with broad abstractions-triumph, defeat, love,
loss-it also allows a musician to personalize the universals of the
human condition, to feel on a grand scale both the hope and hurt that
necessarily accompany an individual life fully lived. For the teen-
ager, it unlocks gateways to mature excursions into the ecstasy and
the vulnerability of love, the headiness and the hazards of risk.
Once he begins to understand the value of classical music, he may
turn to it in moments of emotional need to help him experience deep
stirrings that may not make it to the surface of consciousness by
themselves.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 21 of 47: Riette Walton (riette) * Fri, Aug 21, 1998 (03:04) * 1 lines
Ah, that's awesome stuff! Are you guys reading this?! WOW!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 22 of 47: wer (KitchenManager) * Fri, Aug 21, 1998 (14:38) * 40 lines
Students of Life
So we begin to see the vital importance of fine arts education,
the invigorating and reinforcing spiral of experience inherent
in learning the various art forms. From art form to art form
and back and forth between real life and art, the senses, the
intellect, and the emotions flow together, charging each other
along the way with powerful images, sounds, and ideas. Students
of art become students of life. Once they experience the
arduous bliss of creating art, some will pursue it as a
profession, of course. But the purpose of art study is not to
make artists of our young people; it is to help them become
complete human beings.
Youth is forward emotion. And the arts can forever inspire
this forward motion because they are open-ended and can continue
to absorb our natural creative energies indefinitely. No art
form can ever be entirely mastered because the techniques can
always be further expanded and exploited. Skills and appreciation
learned while we are children can serve us as adults. As we
grow and develop as human beings, we can continue stretching our
capabilities through artistic expression, if only as casual
hobbyists or spectators. Our bodies will age, and our physical
prowess will diminish, but our minds and our imagination need
never grow old. Practical knowledge of the arts can keep us
forever active mentally and emotionally. We can forever learn,
grow, and advance-the hallmarks of youth.
Clearly, art education is not a luxury, it is a spiritual
necessity. At its apotheosis-aesthetically, philosophically,
and psychologically-art provides a spiritual summation by
integrating mind and matter. It allows abstract values to be
perceived by the senses. And when form and content are exquisitely
unified in art, they are capable of communicating universal truths
through beautiful physical presentation in the most technically
proficient manner. Art offers an experience of complete continuity,
a harmoniously integrated experience of mind, body, and soul-
for its makers and its worthy beholders. Thus it is the very
souls of our emotionally abandoned, value-starved youth that
we can rescue through art education-one at a time. For it is
art that best inspires the moral imagination.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 23 of 47: wer (KitchenManager) * Fri, Aug 21, 1998 (14:39) * 2 lines
That's all of the article, folks...we are now taking questions and
comments from the floor!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 24 of 47: Riette Walton (riette) * Fri, Aug 21, 1998 (15:10) * 2 lines
That was just brilliant, Wer. I'm going to print it out to read more carefully. It just corresponds so well with all my views of art and creativity. That it should be for every man, woman and child - not so that they may become artists and be admired by the world, but so that they can take their feelings and inner world, that inner space that no-one else ever really get to know, somewhere. So that they may express, so that they may FEEL the freedom that belongs to that space, so that they may grow old
in body, but never ever in spirit.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 25 of 47: Autumn Moore (autumn) * Sat, Aug 22, 1998 (14:55) * 1 lines
Ditto the printing & rereading, also I'm going to pass it on to some friends.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 26 of 47: Autumn Moore (autumn) * Sat, Aug 22, 1998 (14:59) * 1 lines
Ack! It won't let me print it out. (*sigh*)
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 27 of 47: Wolf (wolf) * Sat, Aug 22, 1998 (20:16) * 1 lines
autumn, didja try copying it and moving to a word document then printing it out?
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 28 of 47: Riette Walton (riette) * Sun, Aug 23, 1998 (02:01) * 1 lines
Wolf, how come you know so much about this computer stuff??
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 29 of 47: wer (KitchenManager) * Sun, Aug 23, 1998 (02:26) * 1 lines
cuz she da Man!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 30 of 47: Riette Walton (riette) * Sun, Aug 23, 1998 (02:43) * 1 lines
ha-ha!!!! Good to know there are some technically talented women in this world too.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 31 of 47: wer (KitchenManager) * Sun, Aug 23, 1998 (02:45) * 1 lines
isn't it just?
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 32 of 47: Riette Walton (riette) * Sun, Aug 23, 1998 (02:47) * 1 lines
You swift THANG!!!!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 33 of 47: wer (KitchenManager) * Sun, Aug 23, 1998 (02:48) * 1 lines
had THAT complaint before...
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 34 of 47: Riette Walton (riette) * Sun, Aug 23, 1998 (02:52) * 3 lines
ha-ha!!! And....oh dear! Is your wife THAT good in bed???
Afraid I've got to go now, the girls are up, and pestering me like anything. See you later, tasty muffin!!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 35 of 47: wer (KitchenManager) * Sun, Aug 23, 1998 (02:53) * 1 lines
ciao!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 36 of 47: Autumn Moore (autumn) * Mon, Aug 24, 1998 (22:49) * 1 lines
Um, how do I copy it and move it?
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 37 of 47: Wolf (wolf) * Mon, Aug 24, 1998 (22:53) * 3 lines
you highlight the part you want to copy. then go up to your toolbar, click edit,
then click copy. next, open the file you want to copy the stuff to. once you do
that, click edit from your toolbar and click paste and viola! there you go...
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 38 of 47: Autumn Moore (autumn) * Tue, Aug 25, 1998 (00:31) * 1 lines
Good God, it actually worked! Thanks, Wolf!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 39 of 47: Riette Walton (riette) * Tue, Aug 25, 1998 (02:43) * 1 lines
Wolfie, how did you get to be so clever with computers???
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 40 of 47: Wolf (wolf) * Tue, Aug 25, 1998 (12:16) * 1 lines
practice practice practice (and lots of questions)
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 41 of 47: Riette Walton (riette) * Wed, Aug 26, 1998 (02:16) * 1 lines
Oh, THAT!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 42 of 47: Stacey Vura (stacey) * Thu, Aug 27, 1998 (14:00) * 9 lines
Yet another incredible piece I had missed.
WER, snippets of that article before. Thanks for putting it all in one easily accessible place for me! I've shown and been shown sections around the school district. Wish EVERYONE could read it!
I've printed it out and will stash it in every teacher's mailbox early tomorrow morning!
And I shall send it to CDE tomorow as well.
Now if I could just make the legislature read it...
perhaps we would be given art teachers and time to permit art curriculum in the schools again...
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 43 of 47: Riette Walton (riette) * Fri, Aug 28, 1998 (02:07) * 1 lines
Yes, it really is brilliant.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 44 of 47: We Miss you!!! (MarciaH) * Thu, Jan 6, 2000 (20:37) * 1 lines
Ree, Dear, please post something so we know you are alright. We miss you something terrible and Terry is getting all out of shape (as it were) in missing you. Alexander, as well. We cannot have both you and other important people missing so I am going to post messages in all the places I think you might see them in hopes that you will just say Hi! *Hugs*
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 45 of 47: We Miss you!!! (MarciaH) * Thu, Jan 6, 2000 (20:45) * 1 lines
BTW, excellent stuff in this Topic. It should be necessary reading for all sorts of people from parents to ... well, any adult, actually. Thanks for putting it here and I am sorry I did not find it sooner.
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 46 of 47: Wolf (wolf) * Thu, Jan 6, 2000 (21:31) * 2 lines
i'm so sorry...all wrapped up in my own world, ree-head, come back, I MISS YOU!
you, me, and marcia are triplets sweetie!
Topic 13 of 56 [art]: The Fourth "R" in Education
Response 47 of 47: Marcia (MarciaH) * Thu, Jan 6, 2000 (21:37) * 1 lines
Got that right, Wolfie. Come back to the fold...it's like one of Wolfie's legs is missing or I only have two...or sumpthin li'dat...=(
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