Art Meets the Fundamental Needs for Communication, Community, and Socialization:
The aspect of manual, or hands-on activity in art, however, is only one part of the art curriculum. As an art historian and former museum educator, it is important to note that art must not only be incorporated throughout the cosmic curriculum, but also be explored as art for art’s sake. Recognizing the child’s need for socialization, discussing works of art is an important aspect to the study of art while meeting the needs of the child. To encourage further exploration, our school’s art curriculum is based upon the ideas posed in Discipline Based Art Education (DBAE), which includes art production, art history, aesthetics and art criticism. By utilizing the concepts of DBAE, which also satisfies several of Howard Gardner’s Multiple Intelligences, the students examine how history or society may play an important role in art. Conversely, we also learn how one particular artist may have deeply affected the world of art, history and society. Lessons in aesthetics of art and art criticism are given for the children to discuss what they see, feel, prefer in addition to the reasons for such choices.
Thus, these children gain an understanding of the valuable role that art holds in our lives. They have embraced the study of its history and delight in creating art for themselves. By utilizing the Montessori Method, art has become a Fundamental Need in their lives.
Continued Reading from ParentingTree: