Artists in the Classroom: An Analysis of the Arts in Education Program of the National Endowment for the Arts

Abstract

Arts education is currently undergoing a dramatic paradigmatic shift in pedagogical theory and practice.The Romantic notion of the teacher as facilitator of unbridled and largely untutored creative self-expression is slowly ebbing as the concept of the arts teachers as educator and arts education as a sequentially taught, content-rich discipline gains ground.Expressive production and media-based technical proficiency are no longer the sole teaching objectives for many arts educators-a growing number of whom now agree that students must also have knowledge of and experience in historical, critical, and philosophical inquiry into the arts.With an understanding of the social and cultural environment in which an artist produces, it is reasoned, students may be better able to grasp the meaning of important works of art, and ultimately, discover a personal connection to that within a work of art which is significant to them and the society in which they live.In addition to this broadened concept of arts education in which the ideas and social context of art are deemed as worthy of study for the general student as are technique and the basic elements of an art form, many arts educators firmly believe that the arts must be taught in a sequential manner where students can build on what they have learned in a previous grade.This expanded vision of arts education is called 'basic arts education* by the NEA and 'discipline-based" or 'comprehensive* arts education bv others

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