In my view there is too darned much art coming out of kindergarten and 1st grade. Ok, I am sort of kidding but what I mean is that, as parents, we receive a blizzard of art. It’s too much to honor or use in a meaningful way. As a parent volunteer, I find myself in a mad rush to get the students to complete the artwork before the station/center ends. They get rushed and have no fun and the quality of the art suffers, all to make sure more art is produced. Anybody else see a problem here?
Every so often, the kids do a “peak” project. My daughter just made a five foot long stuffed paper dolphin. She did the dolphin art; parent volunteers cut the dolphin shape, traced that shape onto the back paper, and stuffed the dolphin. Therefore, the kids did a picture and, really, the adults made the art. It’s cool and beautiful, but it isn’t completely “hers.”
I am not sure where the mad rush to create disposable art comes from. It is easier, I suppose, to make disposable art than to work with the kids on truly meaningful art. And, true, quantity seems to beat quality for many Americans. However, in my classroom I will try to only do meaningful exercises, art or otherwise.
Creating a dolphin from start to finish, painting it (two sides, not one), cutting it out (fine motor skills), stuffing it (different fine motor skills plus judgment about how much paper, where, plus – believe it or not – the structural and learning benefits of stuffing them with near skeletally placed and shaped stuffing) all makes for a truly wonderful, memorable, and celebrate-able project that should deservedly be kept and preserved for “the ages.”
I think teaching quality by taking the time to do art “right” is a far better lesson for the students than, what, churning out high volumes of low quality art? Really, what is the benefit of rushing through one (or two) pieces of art a day? Working for two, three, or more days on one fine piece of art is the same amount of art practice as the same hours spent on disposable art.
Sure, there is need for practice pieces to hone cutting skills or drawing skills or color choices or whatever. Nevertheless, wouldn’t it be better to do those exercises as “practice” so the students truly have the freedom to experiment, make “mistakes,” and build their skills? Likewise, in practice art, the adult wouldn’t feel compelled to “help” the student do it “right.”
Yes, for me, art will be “practice” work, identified as such and with a particular intent in mind (e.g. cutting), and periodic “peak” pieces that take multiple days and represent accomplishments and even artistic statements of which the students and their parents can be deservedly proud.
Here’s to less (disposable) art in the classroom!