Part Three: Art Teachers are ready!

Andy Warhol once said, “They say that time changes things, but you actually have to change them yourself.” In order to change things yourself, you must be prepared. With limitations on professional development funding, it’s no wonder that we get stuck in our old, comfortable ways. This last blog post in this series is intended to help prepare you, the art educator, for the future that is now here.

Preparation
I consider myself a pretty ‘tech savvy’ person. I ‘read’ the Internet more than I read print. I also taught online, go to school online, bank online, and work for Florida Virtual School. In fact, I could probably survive without ever leaving my house. In a recent course at school, I was asked to try a few new web tools. The thought of learning and using a new tool was overwhelming, much like the thought of starting a new diet. Unlike our students, getting started with a new tool is the toughest part. Once you dedicate to using it for a few weeks, it really does become a helpful habit.

In order to form a habit of using new web tools, you might try creating your own Personal Learning Network (PLN). This site will help you get started. The author suggests, starting with a few tools for your own personal uses, then branch out to your professional community. Will Richardson, author of “Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms,” has his own list of 5 things to do to grow your own PLN. I’ve read that it takes about 21 days to develop a new habit. Commit time each day to your developing your PLN. Your students will thank you!

Curriculum Exercises
Before we can change the way we teach, we must train and exercise our minds. I highly recommend Daniel Pink’s book, “A Whole New Mind” for more on the topic of thinking for the future Conceptual Age. He suggests the following (more listed in the book) for developing the six high-touch, high-concept senses:
Design
Design is more than how things appear around us. Good design can help improve life, while poor design can drastically hinder accessibility and usability within our day-to-day lives.
1. Keep a design notebook
2. Visit a design museum
3. Become a design detective
Story
Story is a way for individuals and entrepreneurs to distinguish their goods from others. There are many ways to capture story. We as art educators do this through images. What kind of story do your images tell about your teaching?
1. Use a tape recorder
2. Visit a storytelling festival
3. Experiment with digital storytelling
Symphony
Symphony is the ability to grasp the relationships between relationships, which put simply is ability to see the big picture.
1. Buy magazines that you’ve never bought before
2. Draw
3. Keep a metaphor log
Empathy
Exercise your ability to stand in someone else’s shoes.
1. Eavesdrop
2. Empathize on the job
3. Take an acting class
Play
Pink writes, “Play is emerging from the shadows of frivolousness and assuming a place in the spotlight.”
1. Find a laughter club
2. Go back to school
3. Dissect a joke
Meaning
Find meaning around you.
1. Say thanks
2. Take a Sabbath
3. Dedicate your work

Implementation
Defining your own 21st century art pedagogy is the fun part! Once you’ve created good habits using Web tools via your own PLN and practiced using your six high-content, high-touch senses, its time to think about your teaching.

I recently asked in a blog post, “If students were only provided one experience in Art (K-12), what would the course look like?” I believe that all art educators, in preparation for the future, should teach art like “it’s the end of the world as we know it.” Considering the current state of education across the nation, the idea of ‘disruptive innovation’ guiding curriculum and content delivery, what should we be teaching in our art courses?
In order to answer this question for myself, I rely on both “Art Education” and “Studies in Art Education” journals to be my guide. Getting a peek at what other art educators are teaching can help drive your own choices.

Here are some of the articles that you might find of interest:
In Art Education Journal
“Digital Portfolios in Visual Arts Classrooms” 9/08 – these portfolios provided an opportunity for rich student reflection and development of perspective
“Art Café’: A 3D Virtual Learning Environment for Art Education” 11/08 – Example of a alternative devise for art learning
“Media Literacy Art Education: Logos, Culture, Jamming, and Activism” 1/09 – project to raise social awareness and initiate change through art (engages many of the 6 senses)
“What is Web 2.0 and How Can it Further Art Education?” 5/08 – great supplement for developing your PLN (includes suggestions specific to art)

In Studies in Art Education, 2008 49(4)
“Art Curriculum Influences: A National Survey” – research to determine the degree art education theory learned in high education influenced practice in classrooms
“Survey of Art Teacher Educators: Qualifications, Identity, and Practice” - great study on the demographics of the art educators in the field

Call to Action
Change is inevitable. I see this time as a unique opportunity for art educators to be proactive, rather than reactive. I also see this time as an opportunity to reach students who aren’t currently being exposed to the benefits of a complete education via online learning, which includes the arts. What can we do to prepare ourselves? By instituting the ideals mentioned in this blog series into our own personal lives and into our teaching we are ready.

Part Two: The Changing Landscape of Art Education

President Obama recently declared, “We have an obligation and a responsibility to be investing in our students and our schools. We must make sure that people who have the grades, the desire and the will, but not the money, can still get the best education possible.”

I’m sure we all agree that teaching and learning about art is part of getting the “best education” possible. The Center on Education Policy notes, “The more a school fell behind, by NCLB standards, the more time and money was devoted to those tested subjects, with less going to the arts. The National Education Association has reported that the cuts fall hardest on schools with high numbers of minority children.” How will art education be available to low performing, high minority, and poor school districts? I believe that part of the answer is in the theory of ‘Disruptive Innovation.’

In the future, more students will be learning art online than they will learn by traditional face-to-face methods. There are four factors that will accelerate this substitution. First, computer-based learning will continue to improve. In fact by 2012, computer-based learning will hold half of the market share. Secondly, the ability for students, teachers, and parents to choose individualized learning pathways will assist in moving toward a student-centered education. Next, teacher shortages in certain subject areas will attribute to school districts needing online course offerings. Finally, teachers will be able to oversee more students online driving costs down. Is art education ready for this shift to the online environment? I believe we are!

Albert Einstein once said, “The significant problems we have cannot be solved with the same level of thinking we were using when we created them.” What is the new way of thinking? I believe we should look at the work of Daniel Pink when searching for the direction of art education. In his book, “A Whole New Mind,” Pink (a great read for every art educator) states that, “A master of fine arts, an MFA, is now one of the hottest credentials in a world where even General Motors is in the art business.” The Conceptual Age is approaching fast. In order to develop the mind for this age, we need to master “six high-concept, high-touch senses.” Those are: Design, Story, Symphony, Empathy, Play, and Meaning. “Anyone can master the six Conceptual Age senses. But those who master them first will have a huge advantage.” I believe that art education is already at an advantage since by nature, we already teach these senses. So what is the big challenge?

Becoming part of the ‘Disruptive Innovation’ by changing how we teach and making sure that things like the five Conceptual Age senses are a part of what we teach will help make sure that art education prevails. Are we as a field opposed to teaching and learning online? What components, if any, of art education do we feel will be lost in an online format? Now is the time to start brainstorming these thoughts.

In my experiences teaching middle school art online for Florida Virtual School, I found that I was actually reaching students who otherwise did not have access to art. In my four years teaching online, 1200 kids had art experiences that they would not have had otherwise. These students learned about the elements and principles of design and demonstrated their understanding through a variety of studio experiences. They had opportunities to relate their experiences with their peers through an online discussion board. They also visited a multitude of famous online galleries, which is an experience that might not otherwise be available to traditional school students. In fact, I found that teaching art online did not limit what I could teach or what my students could do. Instead, we had the opportunity to do even more. We exercised Einstein’s new way of thinking and Pink’s advancement into the Conceptual Age.

I am one art teacher, with one method of teaching. What could and will happen if more and more art educators get on board to designing a new way to teach art? I believe that the disruption will lead to reaching and teaching art to many more students in a new way. In the final piece of this blog series, I will share ways that art educators can get prepared for the future of teaching art.

Change is here…The future is now…Art Education for EVERYONE!

21st Century Skills, Teaching in the 21st century, Art pedagogy and the 21st century…At nearly a decade into the 21st century, Where does art education fit into 21st century education? Some titles imply that the 21st century is on its way. It is here! In this three part blog series, I will share a broad to a more narrow view of the 21st century ideals and its implications on art education, including you the art educator.


Part One: A 21st Century View of the Educational Landscape
Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek.
–President Barack Obama (2008)

How much change is being imposed on art education today? How much change are we prepared to make ourselves?

Like the rest of education, the arts are undergoing dramatic changes. As Florida and the rest of the nation undergo record-breaking budget cuts, education is fighting to hold on. The effects of these cuts can be felt in a variety of areas. Throughout my travels to school districts around the state, I have witnessed some of the drastic measures that administrators and board members have to take. For example, in one district principals and assistant principals will be covering two schools next year. In other districts, art courses will be eliminated and students will be using “other” practical arts courses to meet the visual art requirement for graduation. Click here for a list of the possible substitution courses. Florida Virtual School is also facing several challenges due to decisions being made during the 2009 legislative session. Competition and change, seen as a challenge, can strengthen and enrich programs. Are we up to the challenge?

How does President Obama feel about arts education?
Obama- YouTube video on Art Ed

Based on this video and the following excerpt from his platform on art education, one can assume that Obama understands the importance of art education in schools.

A PLATFORM IN SUPPORT OF THE ARTS
Reinvest in Arts Education: To remain competitive in the global economy, America needs to reinvigorate the kind of creativity and innovation that has made this country great. To do so, we must nourish our children’s creative skills. In addition to giving our children the science and math skills they need to compete in the new global context, we should also encourage the ability to think creatively that comes from a meaningful arts
education. Unfortunately, many school districts are cutting instructional time for art and music education. Barack Obama and Joe Biden believe that the arts should be a central part of effective teaching and learning. The Chairman of the National Endowment for the Arts recently said “The purpose of arts education is not to produce more artists, though that is a byproduct. The real purpose of arts education is to create complete human beings capable of leading successful and productive lives in a free society.”
Link to Obama_FactSheet_Arts

A few years ago Time Magazine published a very popular article regarding education in the 21st century, which has this to say about the importance of art in education,

Thinking outside the box. Jobs in the new economy—the ones that won't get outsourced or automated—put an enormous premium on creative and innovative skills, seeing patterns where other people see only chaos, says Marc Tucker, an author of the skills-commission report and president of the National Center on Education and the Economy. Traditionally that's been an American strength, but schools have become less daring in the back-to-basics climate of NCLB. Kids also must learn to think across disciplines, since that's where most new breakthroughs are made. It's interdisciplinary combinations--design and technology, mathematics and art--that produce YouTube and Google, says Thomas Friedman, the best-selling author of The World Is Flat.

With support of the President and media such as Time Magazine, why does art education have to worry about the future? A theory called, ‘Disruptive Innovation’ from the book, “Disrupting Class” helps explain some reasons:

Q: Disruptive innovation usually applies to business. How does it apply to education? A: Disruptive innovation can occur where there are people who want to do something but cannot access the available offering. Looking inside of schools reveals many opportunities for disruptive solutions, like computer-based learning, to take root. There are many classes that individual schools cannot offer because of lack of demand or resources, but there are nevertheless many students who would love to take those classes. Offering students the course on the computer is welcomed, certainly by the students, but also by the schools who otherwise simply could not offer the course.

Click here for a podcast with an interview with Clayton Christian, the author.



Is online learning (specifically teaching and learning art online) a disruptive innovation that will change the way we teach and learning about art? Absolutely. In my next post, I will explore the ways in which art education can heed the challenge of change and ultimately reach all students!

Hollywood & Politics

One of my favorite shows is "House," which is why this article caught my eye. Kal Penn has left the show to join President Obama as an arts liaison. He has decided that the cause is worth more than his substantial Hollywood salary.
Hmmm, maybe my work as an FLVS liaison is preparation for a different liaison position in the future? :-)

It's the end of the world as we know it!

Not really. Well maybe? Again, in an effort to find my own blog voice, I’m writing exactly what I’ve been thinking about this week. So here goes nothing…

This legislative session is proving to be the most exhausting yet. In education, what programs should go, which ones should stay? What funding should be reduced and should any be increased? It seems like the only institutions that are safe in Florida right now are prisons.

This has me wondering, “If students were only provided one experience in Art (K-12), what would the course look like?” Should students know design through studio art experiences? Would experiences in visual culture through the media be a better choice? I believe it is time to start teaching like, “It’s the end of the world as we know it.”

One benefit of teaching art, I believe, is that we do have some flexibility in curriculum design. Through your own informal program evaluation, can you justify every lesson you teach? Or are there areas in which you need to revamp? I’m curious as to what art teachers think about the idea of teaching like it was the last art experience our students will ever encounter.