Professional Documents
Culture Documents
Findings
Joshs expansive knowledge of sailboats was obvious from his
explanation as he drew. He has never been on one but saw them while
he was in Maine and has researched them since. This drawing
represents an experience and an interest that Josh has. This drawing
holds insight on who Josh is and how he thinks that may not otherwise
be realized in a classroom setting. In a classroom he could label or list
the different parts of a sailboat with the proper vocabulary. Without art
his deeper understanding of how those all work together to make the
sailboat work would not be apparent or as developed. Drawing helped
him communicate what he was not quite ready to say with words
(Eisner, 2002). He demonstrated his understanding of the depth of the
ocean and how boats move through it through overlapping waves and
wave splashes on the boat. Josh consistently demonstrated his
understanding of perspective: he showed the depth of the ocean
Conclusion
Art involves a way of thinking. Working with new tools to
investigate details and draw conclusions applies to physical art but it
also applies to the processes used every day in the real world to learn
and understand new things. These processes are arguably more
important than the ability to use formulas or name reading strategies.
References
Burton, J. M. (1980 a). Beginnings of artistic language. Developing
Minds: Beginnings
of Artistic Language, 1-12.
Burton, J. M. (1980 b). The first visual symbols. Developing Minds:
Beginnings of
Artistic Language, 60-64.
Eisner, E. W. (2002). The arts and the creation of the mind. New Haven:
Yale
University.
Eisner, E. (2009). What education can learn from the arts. Art
Education, 62(2), 2225.
Lowenfeld, V., & Brittian, W. L. (1970). Creative and mental growth.
New York:
Macmillan.
Pink, D. H. (2005). A whole new mind: Moving from the information age
to the
conceptual age. New York: Riverhead Books.