Multiple Learning Styles in Art

¶ … educational developments favor the integration and personalization of curriculum; current research supports these movements. Such advocates believe that mathematics, natural sciences, art, music, and language, although traditionally presented as discrete disciplines, have many aspects in common and are pertinent to real life situations. The notion of weaving a wide range of subjects into a coherent, comprehensive unit that reflects student interest and experience renders education more meaningful and permanent. Art instruction certainly has not escaped this educational revolution.

In teaching students about basic art concepts, it is helpful to relate them to real life situations and ideas. For example, the principle of rhythm in art has parallel illustrations in music and poetry. The change of seasons also marks an environmental rhythm. Texture, which refers to the tactile quality of a piece of art, is apparent in food and clothing. In fact, instructors may present ethnic fabrics to students while teaching the principle of texture. Eliciting students' observations in the use of space in their bedrooms or homes serves as an extension to the exploration of this element in art. Balance in art may lead to a discussion about the symmetry in human beings, animals, and other natural phenomena. An analysis of emphasis in literature and language may prove an appropriate segue to emphasis in art. Distortion, the notion of altering a subject, is readily visible in the world. In fact, a brief conversation about how humans' memories alter experiences over time demonstrates this concept vividly. Unity in religion is an acceptable springboard to an introduction or extension of its complementary principle in art.

In addition to bridging art elements and principles with other school subjects and the real world, art instructors may also do so while teaching students about art processes. Consider art criticism: educators in all disciplines may simultaneously teach students critical thinking skills in their respective subjects. In other words, as art students learn how to describe, analyze, interpret, and judge works of art, physical education teachers and social studies instructors may reinforce this process as it applies to their particular curricula. By collaborating, educators provide students a more integrated and profound learning environment.

Research easily lends itself to multiple disciplines. For example, during a history unit on Native Americans, pupils may research different tribes' art styles and produce comparative presentations on their findings. In laboratory exercises, students may be asked to accurately represent that which they observe under the microscope. Conversely, they may research historical representations on natural phenomena, such as the atom. Research projects in literature that involve a close examination of the artistic context in which the plot is set, broadens students' perspectives of the influences of art. Current events and the use of photography and graphics to illustrate them allow students to acknowledge the extent of art in the real world.

Symbolism, an integral concept in art, invites cross-curricular exploration. An astute analysis of a piece's symbols reveals much about its cultural and historical contexts. As students more deeply examine a work of art and investigate the symbols found therein, they more easily appreciate how multiple factors affect artists' perceptions. This is evident in all types of art: paintings, architecture, cinematography, sculpture, performance arts, etc. By expecting more than a cursory look at art, teachers foster students' powers of perception and understanding.

Creative thinking, traditionally perceived as mostly relevant to art education, is applicable to all subject areas. Science teachers can foster their students' creative thinking skills by incorporating activities that require them to explore alternative solutions to scientific phenomena. Literature instructors may encourage students to reinvent story endings or characters. Mathematics teachers can require their pupils to design creative representations of geometry figures. Physical education instructors may expect students to devise their own games and pastimes. As learners consistently refine their creative thinking skills in all subjects, it seems reasonable to say that they will experience enhanced creativity in the art studio.

Yet another way to combine curricular domains is through an exploration of technology and inventions. The history of art not only highlights several historical periods, but it also reveals numerous technological advances. By examining the significance of prehistoric, ancient, medieval, and modern times and their corresponding developments, art students connect history, technology, science, and cultural studies; the product is cumulative knowledge, skills, and appreciation.

Finally, one must not neglect affective education in art classrooms. Although a relatively recent educational undertaking, affective education is firmly embedded into most learning experiences. It is quite common to witness teachers facilitating their students' moral development. This typically occurs through planned and spontaneous instruction on ethical behaviors, tolerance, and mutual respect. When teaching about the element of color, art instructors may delve into the diversity of skin tones found throughout students' schools and neighborhoods. What's more, a respectful dialogue about the mixture of races within the United States and ways in which they contribute to society may deepen students' appreciation of diversity. Exploring different human shapes and ideals of beauty also encourage affective maturation. Uncovering emotional patterns may also prompt students to reflect on human nature.

As outlined above, the possibilities of fusing art curriculum into other subjects are boundless. The author of this article acknowledges the appeal and intelligence of weaving art and its correspondent thought processes into music, literature, mathematics, science, social studies, physical education, and other disciplines. It seems logical that repeated themes will boost students' educational experiences.

Also, the notion of utilizing students' interests, backgrounds, and ideas to illustrate scholastic content appears a sound practice. By connecting subject matter to authentic situations, like those found in children's lives, educational objectives are easily reached. Furthermore, it seems that as students become more actively involved in education, their motivation will soar and their commitment to school will increase. This is particularly attractive because individuals with a voracious appetite for knowledge propel and shape the educational engine. Certainly most teachers would agree that eager and curious students are preferred to their apathetic and lethargic counterparts.