Principles of Possibility: Consideration for a 21st-Century Art and Culture Curriculum was published in 2007, 8 years away from now, but it is still pointing out valuable insights that we can use in nowadays art classes.
- DBAE discipline based art education: art production, art criticism, art history, and aesthetics. The four areas should be taught as independent strands but in relation to one another.
- The goal of discipline-based art education is to develop students’ abilities to understand and appreciate art. This involves a knowledge of the theories and contexts of art and abilities to respond to as well as to create art.
- Less time devoted to production but pay more attention to the appreciative or culture aspects of art.
- It is far better to introduce students to fewer artworks or cultures in depth, than to present many artworks with little or no context. Exploring complexities of race, ethnicity, gender,sexual orientation, and class, develops students critical thinking on cultural understanding.
- The goal of good multicultural curriculum is to effectively encounter other points of view in order to question the centrality or normativeness of one’s own point of view.
- Artistic thinking is not separate from daily life, but rather can inform and enrich every aspect of one’s life. The goal of art education, therefore, is more the spirit than the mechanical skills.
Apart from the aspects of art education being mentioned, there is another one aspect of teaching: merge art therapy into art class. During the process of art making, inner souls can been connected with mind through self-reflection and healed after opening up hidden emotions.
And also, I realize that it can be very challenging to create a well-rounded art curriculum to meet all of social, educational, and personal needs. Finally, I have a question lingering in my mind—how to design a curriculum of developing specialized students’ techniques as well as increasing regular students’ interests in art?
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