“A soft option”, “colouring in”, “not a proper subject”- some popular opinions from students and teachers on seeing art as a subject in the school curriculum.
Undoubtedly, most of us have memories of art classes that involved intricately gluing pieces of shiny paper together to form a collage – a common recollection that suggests the teaching of art nowadays is perhaps more preschool than fine art.
The issue of art being in the school curriculum is currently in dispute. The international artist Tracey Emin is leading the campaign to save art education ,suggesting that removing art would lead to riots and outcry.
Perhaps Emin’s riot suggestion is a little dramatic. Being an artist who is better known for her controversial subject matter than the work itself, Emin’s vocal outrage at the proposal is unsurprisingly drawing press attention.
But is Emin right? Is there more to art in schools than painting a picture? Whilst I recognise the cringe worthy stereotypes of the typical art classroom, I am inclined to agree with Emin, and believe that art most certainly does have a place in schools.
I am an English student. Apart from the narrowly creative aspect of the degree, it seems rather distant from the world of art at first glance; and if I am saying that, I can’t imagine how you scientists must feel. But having studied art up until A Level and having strongly considered it as a degree and career path, I feel I am in good standing to suggest that art should have better recognition than it does.
Perhaps I am swaying from general opinion here, but whilst having skill when drawing and good technique is important, what is far more significant is the way art affects how you think.
When producing work, the concept and creative idea are the core. This is true of any subject: the core idea of an essay, the premise of an experiment; it is the idea that is central to the learning.
At a higher level, artwork is about what a piece of work represents, and the message it attempts to put across to the viewer. Emin is the absolute spokesperson for ‘concept’, with her work always getting the viewer thinking. Whilst some may be interested and others disgusted, it can be argued that this is precisely the point- the work gets you thinking.
Art is about making you think, being creative, and learning to articulate a concept or idea; this is what we need on the curriculum over how to mix paint to form purple.
Also for me, art is perhaps the most personal form of expression there is. Being able to have – forgive the cliché – a ‘creative output’ is something I highly value. It is near enough impossible to train individuals to become great artists literally, as this is very much dependant on ability and innate creativity, but what art can do is develop a personal voice, and creative development.
Thinking about great works of art, what is innovative about them is the way the artist displays a new way of thinking – this is what we need in schools today. Examining art trains the mind to read work sensitively, looking for deep motives or inspirations beyond what is seen simply on the page. An ability to read ‘between the lines’ is a skill required in everyday life and in the workplace, imperative to success.
Thus whilst I can see that for many people art is just about a pretty picture, it must be considered that there is far more to art than simply that. What is significant is the way art makes you think and develops creativity. A subject that inspires individualism is surely something schools cannot refuse, even if it does start with making a mess with the paints and glitter.
By Tess Shennan
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