THE VIRGINIAN-PILOT
Copyright (c) 1995, Landmark Communications, Inc.
DATE: Sunday, April 2, 1995 TAG: 9503300166
SECTION: CAROLINA COAST PAGE: 18 EDITION: FINAL
SOURCE: Mary Ellen Riddle
LENGTH: Medium: 63 lines
The news was shared at the beginning of the year, in ``Art effects,'' the National PTA/Getty Center for Education in the Arts newsletter.
It was news that artists, parents, art educators and supporters have been awaiting for years.
Finally, with the passage of the Goals 2000: Educate America Act, the arts have been elevated to hold the same status as core academic subjects.
Even though Goals 2000 is composed of voluntary standards, the message is clear: Dance, music, theater, and the visual arts are no longer considered enrichment add-ons, but rather as important as English, math, social studies and science.
While artistic kids cheer around the nation, and artists who have passed through the public school system think about what it could have been like, it is important to note that this landmark decision affects not only the traditional artist, but also education in general.
Human beings learn in many different ways. They use a different part of the brain when participating in art-related activities than when they are studying language (verbal development) and logic (mathematical development).
``Art effects'' states: ``Researchers have shown unmistakable links between cognitive development and the sort of knowledge gained from studying an art form. The arts are vital for not only what they teach, but how they teach.''
Ticia Valentine, art teacher at First Flight Elementary School in Kill Devil Hills, is well aware of the broad value of art.
``Art is the perfect subject to inspire kids to think about things in a different light,'' Valentine said. ``There's no right or wrong way in art. It also encourages creative problem solving, and hopefully that will carry over in their regular classroom.''
Manteo Middle School art instructor Nathan Newsome uses a bit of strategy to overcome learning blocks in his art class. When he sees students who question their drawing ability, he takes a round-about approach.
``I gear them toward another project,'' he said. Newsome will possibly ask reluctant students to sketch a rough draft of something they are interested in learning about. This way art becomes a tool, said Newsome, rather than the center of attention.
Teachers in the traditional core subjects are using art in their classes more and more. Papier-mache masks are being created in social studies classes, while students learn about cultures around the world. Children in science classes have been asked to design recurring patterns during a study on waves. Fascinating geometric designs are being produced in math classes.
And while studying Greek mythology in English, children are creating sculptures, and producing shows. These are just a few of the ways the arts are merging into the core curriculum.
The inclusion of the arts is essential to growth. With art, some students who do not synthesize information easily in verbal or mathematical ways will now be able to use art to open doors to any subject.
Art is fast becoming the golden key. What good fortune for this to occur in a field that has generally been overlooked, misunderstood and underfunded. MEMO: Mary Ellen Riddle covers Outer Banks arts for The Carolina Coast. Send
comments and questions to her at P.O. Box 10, Nags Head, N.C. 27959.
by CNB