cjwainwr responds,
This posting triggers a line of thinking I have about links between curriculum learning areas.
I am now beginning to view arts education as providing a pedagogic base for making such links.
Before, in my mind 'art' was always an 'add-on' ! Now, the generating-realising-responding strategy (and the arts curriculum docs that support this) gives me confidence to integrate learning areas.
The "I can't draw for toffee" mind-set I've had for eons is being replaced; I've begun to use a basic 'How to Draw' straight lines and much else book, to improve my skills and understandings for a lesson sequence in a teaching-learning the 2D-3D transition that occurs in maths development.
Everyone can draw. Everyone can sing and everyone can dance. It's just that sometimes we don't let oursleves because we have a picture in our mind of what a 'real' dancer, or a 'real'drawing or a 'real' singer looks like or sounds like. And let's face it - my art is unlikely to he hung in the Royal Academy, I'm unlikely to be invited to join Graeme Murphy onstage with the Sydney Dance Company, and I'm certainly not going to get to sing the flower aria from Lakme, or sing La Walli (or even Stairway to Heaven) on stage in front of an audience in the near future, but it doesn't stop me doing any of those thing for pleasure and to express myself.
ReplyDeleteAnd whats more, keepign these things separated in compartments does no-one any favours either. Why not develop songs to remember science formulae (Tom Lehrer did it with the Periodic Tabel), dances to show the action of waves or the expansion of the Roman Empire, and illustrations for maths problems?
You are only limited by the amount you can fit into a day!