RUNNING HEAD: UNIT PAPER 5

Unit Paper 5

Author Dorn (1994) and Eisner (2002) spoke about the continuous growth of art

education in a classroom which started as an technique to improve cognitive skills for students

for training eye, hand, and perceptual faculties (Dorn, p. 2). Then later transformed into a

holistic approach of of other techniques to enhance students lives. The holistic approach is

called Standards -Based which was designed to bridge the gap between theory and practice

while integrating the study of art history, art criticism and aesthetics. The curriculum was created

by a diverse group of art educators that understood the challenges of maintaining the objective of

art lessons in the classroom. According to Eisner (2002) arts teaches children that in complex

forms of problem solving purposes are seldom fixed, but change with circumstance and

opportunity. Learning in the arts requires the ability and a willingness to surrender to the

unanticipated possibilities of the work as it unfolds. I experience the unanticipated possibilities

of creating my own artwork through my own creativity in our art studio finger puppets. The

objective of the lesson was to create an self-image of ourselves using modeling clay that would

fit on our finger. My initial idea was to create an self-image of myself performing my favorite

activity. As I began to mold my image, I started to explore another aesthetic that will reflect my

personality. So I began to to construct my favorite activity which is basketball with a facial

expression. This was a great way to consolidate both ideas into one project that would showcase

my personality. The Standard-Based curriculum foster my creativity beyond the scope of this

lesson to design my own artwork. According to Dorn (1994) art teachers incorporate the

disciplines of art history, art criticism, and aesthetic into their teaching while retaining traditional

emphases such as creative and personal goals. The growth of art education since 1821 has

grown exponentially in teaching drawing, teaching everyday life, improving self-image, training
RUNNING HEAD: UNIT PAPER 5

for artists and designers. These are all great methods that students can benefit in their classroom

to become more aware of their environment, build self-confidence, and have a great knowledge

about art history.

I can incorporate the Standard-Based theory in my career as an Administrator at the

High School level to support the teachers in understanding the importance of bridging the gap

between theory and practice in our curriculum. The teachers will have a monthly meeting to

openly discuss variety of ways teach the Standard-Based theory in their classroom. I will

notify teachers on recent updates of the theory through personal emails or placing pamphlets in

the teacher lounge for their convenience. As a professional in this environment,I will provide

essential information about any Standard-Based theory seminars that are available for them in

the area. This will benefit our students to acquire the knowledge and skills that are deemed to be

essential to success in school, higher education, careers, and adult life.