[EMAIL PROTECTED] wrote:
I believe that there are a couple of false assumptions here. First,
math and science training is important regardless of whether students
use it creatively. The majority of Americans are distinctly uncreative.
For most jobs getting the correct answer IS the most important requirement, not creativity.
More importantly, is the implied false assumption that teaching Arts
encourages creativity. There's nothing inherent to the Arts that requires more creativity than Math and Science. Anyone who believes
that creativity isn't important for Math and Science is seriously
misguided. And, it is an open question as to what degree creativity can
be enhanced by curriculum and school environment, let alone the Arts.
Liz:
I think the biggest false assumption here by Michael is that it matters to the extreme whether the arts somehow add specific "creativity" to math and science. As all the advocates writing here for arts in education in the Mpls. schools are saying over and over - there is a large brush stroke of ways that effect students - unlike that of the 3-Rs. Some are saying that yes it also adds a creative depth to these and other subjects, and they personally experienced this. I think you are underestimating and misunderstanding that these personal arts experiences as students, were truly powerful experiences. It is the breadth of education, experiences and connections that make a difference for learning and carries them through to adulthood. Your assumption that we need to separate it all out and dissect it into its parts seems absurd to me.
My daughter is in 3rd grade at Seward Montessori magnet school. They have a science teacher separate from their class teacher, a math specialist that works with them on math all day on Tuesdays, and she also has an art teacher. They additionally work on math and science with their classroom teacher. Oh, and I have to add they do tons of literary stuff, english, reading, comprehension, writing. I am amazed this argument is even taking place. I just wish she had more in the way of arts and that there was more integration!!! As I mentioned before I can fill that gap for her. I felt like I didn't get enough and bet I would have done better going to school here in my formative years.
BTW Michael - As a researcher, doing independent internships in college I was working on a project in England at a preserve for endangered species studying animal behavior. No I do not have an advanced degree in science, either does Jane Goodall, but I was expected to write publishable papers of which I wrote two. I did a really good job, but I found the work boring. In the end I feel I have had a greater impact with the artwork I've created, which are environmenal statements. I have gotten responses from people that they "got" my messages - including children.
One more thing - I personally find your remarks insulting - that a scientist's work is more important than an artist's. That is a personal judgment call I find elitist. So, I could say my dad's job as a physician is more important as my mom's job as an RN, right? Are my 3 year old's daycare provider's (who are with her 5 days a week) job's less important as mine as a mother? Is my husband's job as a freelance writer (who is mainly a science writer - when he's not doing travel writing) more important than me the artist and founder/ED of ArtiCulture - giving arts exposure to one year olds, residencies in the schools, and teaching adults lifelong learning? As a Zoologist, if I stayed in science the fact that I maybe would have saved an animal's life - is that not as good as if I saved a person's life? The bus driver that takes my child to school everyday and has hers and other's lives in his hand - so where does he fit in???
I think we need to look at other reasons American students are not going into the sciences instead of using the arts as a scape goat. Young people now are more inclined to want quick fixes and high paying jobs without working as hard to get there. Girls are definitely not encouraged, or maybe even discouraged, from going into math and the sciences. I think you are barking up the wrong tree to look at the issues you bring up here. My guess is that in either direction - the arts or sciences - you will not find the typical student with that chosen career path. Either path is not an easy one, so they are less likely to be mainstream is my guess. I think the discussion then has to really go in a different direction and is a different issue than what you are stating about arts in education. My assumption, most probably opposed to yours, is that if there were more arts education integrated into the curriculum we would see more students going into more creative career paths - of which I include the sciences.
Exposure to the arts helps to break down linear thinking. Mull that one over.
Liz Greenbaum
Longfellow
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