DRAWING FROM THE COMMUNITY FOR ART

Every child is an artist. The problem is how to remain an artist once we grow up.
- Pablo Picasso -

I was substituting in a kindergarten class in Seattle’s Schmitz Park Elementary on Friday and two things struck me:

1. Fortunate indeed is the school that can have an “artist in residence” or “art mentor” since art instruction is often one of the first curriculum areas on the budget chopping block.

2. I also learned something new that day – how to make smooth versus rough lines – which put me in mind of Robert Fulglhum’s famous essay: All I really need to know I learned in kindergarten. (http://www.peace.ca/kindergarten.htm)

Beverly Harding Buehler is the artist mentor at this school in a three-year program funded entirely by the P.T.A. and called Arts Teach. Based on a teacher training model of concept-based art education piloted by Arts Impact, (www.arts-impact.org/about/bios.cfm) each involved teacher becomes competent in the teaching of visual arts by observing and partnering with the visiting artist. All K-5 students participate and learn, in a prescribed sequence, various art techniques that give each child a tool box of skills. Students work with such things as charcoal, sumi ink, water color, oil pastels and chalk. As Beverly confidently said, “No kid at this West Seattle school will ever say that they can’t draw.”

One of the reasons Schmitz Park embarked on this ambitious path was the realization that when asked to create a scientific 3-D drawing of a plant on the 4th grade WASL, it became clear that most kids did not have the skills to do so.

The original idea was to link art to science and math – a natural progression when you think of geometric lines, forms and shapes. But then teachers began taking what was learned and using it as a writing prompt. For example, in 3rd grade students used different marks to do two drawings. Using charcoal and white or toned paper, students might show a tornado with thick, bold curving lines. Another drawing might be made using a white conte crayon to portray a misty day. The next step would be to describe their perfect storm in a creative writing exercise.

This exciting concept of teaching teachers to be visual arts instructors can answer the budget problems mentioned above. So far only a few schools in Seattle have had the benefit of such a program. It would be great if your school planning team could log on to Arts Impact, and begin to make a financial plan for getting art in your classrooms in this creative and comprehensive way. Ms. Buehler also talked to me about author Daniel Pink's Book, A Whole New Mind. She says he makes the case that our children need the skills they get from art to be competitive in what is called the conceptual age.

By the way, kindergarteners in Room 4 learned to make rough lines by brushing black ink on rice paper using only a damp brush. To get a smooth line the brush had to be very wet and heavy with ink. Guess what! It works. All children felt successful as each work of art was displayed. Later I thought about Robert Fulghum and his essay. It was one more thing I needed to know, and I learned it in kindergarten!