The arts are not mere diversions from the important business of education; they are essential resources.
Elliot W Eisner, “The Role of the Arts in Cognition and Curriculum” (2001)
If this is what we believe, why do we allow the tyranny of timetable to dictate the constraints of our arts programs?
Why are Art and Music often viewed as ‘lessons’ rather than effective modes of communication, ‘through which students explore and construct a sense of self and develop an understanding of the world around them’? (IB Primary Years Program, 2018).
Why are the arts not always valued as ‘fundamental to the development of the whole child, promoting creativity, critical thinking, problem-solving skills and social interactions.'(IB Primary Years Program, 2018).
With these beliefs and wonderings in mind, we are wondering…
What if our Art and, perhaps, our Music teachers worked on a more flexible timetable, allowing them to step in and out of the learning when the time was right and the learning could be enriched through the experience?
What if, instead of always planning whole class lessons, our specialist teachers worked with individuals, small groups or larger groups, depending on the needs, interests and opportunities that grew organically within the learning?
What if some or all grade levels had ongoing, interwoven inquiries that allowed children to deepen their learning through a hundred languages, and explore questions such as ‘how might I communicate my ideas?’ ‘and ‘how is my thinking changing through engagement with a different material, experience or ‘language’?
What if the arts shifted from being a lesson on the timetable to being viewed as integral to learning and as a powerful means for inquiry?
If it already looks like this in your school, we’d love to hear from you!