Marina Wai-Yee Wong's Framing Student Success
Compared to traditionally separated education, integrating studies with art improves deprived aspects of a student: “well-rounded development of the mental, physical, psychological, social and spiritual aspects of individuals.” Exposing students to art nurtures all aspects of their lives. Pushing for personal growth, interdisciplinary art curriculum allows students to gain the benefits of art in general. Artistic endeavors teach students to satisfy their need to find a place in their communities, self-motivation to finish tasks, respect for others’ emotions and expressions, and differing cultural attitudes and ways of living (Hwang 3). Besides the projected educational success, interdisciplinary education can evolve students into emotionally
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12-13). With problems that come about when attempting to merge two subjects, collaboration between the artists and educations became crucial. Without the artists’ help, the educators were not trained well enough to teach different artistic disciplines. Similarly, in Marina Wai-yee Wong’s study of two interdisciplinary art curriculums in Hong Kong, the teachers had difficulties with integration. Wong explains the educators found difficulties when trying “to grasp the concepts of cross discipline teaching and learning,” (Wong 104). After years of teaching from the textbook, teachers find it difficult to change their teaching methods, especially if they are not accustomed to teaching art. As Thomas Brewer explains in his study of integrated art curriculum, “Shortages of well trained teachers…adversely affected the quality of integrated instruction,” (Brewer 1-2). Without the resource of a qualified artist or intensive training, educators cannot properly infuse their core subjects with art at the rigorous level needed to meet educational …show more content…
Introducing students to art allows for a full-rounded education. When implemented with extensive teacher training in the arts and collaboration, students may find success academically and personally. However, in practice integrated curriculum proves to unearth issues in education in general. Educators find it difficult to find enough time to develop lessons that integrate art into core subjects without losing art’s integrity as a separate discipline. Besides being costly and only theoretically successful, incorrect application of integration leads to subpar teaching in both core subjects and art. Integrating art may be an avenue to boost student motivation and desire for learning, but at what cost will we inspire our students? Interdisciplinary art curriculum seems to be something education needs, but it must be implemented correctly. In my opinion, to avoid the downfalls of integrating art into education, educators and students should continue to fight for art as a standalone
12-13). With problems that come about when attempting to merge two subjects, collaboration between the artists and educations became crucial. Without the artists’ help, the educators were not trained well enough to teach different artistic disciplines. Similarly, in Marina Wai-yee Wong’s study of two interdisciplinary art curriculums in Hong Kong, the teachers had difficulties with integration. Wong explains the educators found difficulties when trying “to grasp the concepts of cross discipline teaching and learning,” (Wong 104). After years of teaching from the textbook, teachers find it difficult to change their teaching methods, especially if they are not accustomed to teaching art. As Thomas Brewer explains in his study of integrated art curriculum, “Shortages of well trained teachers…adversely affected the quality of integrated instruction,” (Brewer 1-2). Without the resource of a qualified artist or intensive training, educators cannot properly infuse their core subjects with art at the rigorous level needed to meet educational …show more content…
Introducing students to art allows for a full-rounded education. When implemented with extensive teacher training in the arts and collaboration, students may find success academically and personally. However, in practice integrated curriculum proves to unearth issues in education in general. Educators find it difficult to find enough time to develop lessons that integrate art into core subjects without losing art’s integrity as a separate discipline. Besides being costly and only theoretically successful, incorrect application of integration leads to subpar teaching in both core subjects and art. Integrating art may be an avenue to boost student motivation and desire for learning, but at what cost will we inspire our students? Interdisciplinary art curriculum seems to be something education needs, but it must be implemented correctly. In my opinion, to avoid the downfalls of integrating art into education, educators and students should continue to fight for art as a standalone