Strong Arts, Strong Schools: The Promising Potential and Shortsighted Disregard of the Arts in American Schooling.Charles Fowler This article is about an English architect. For other people with similar names, see Charles Fowler (disambiguation) Charles Fowler (May 17, 1792 - September 26, 1867), English architect, was born at Cullompton, Devon. . New York New York, state, United States New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Oxford University Press, 1996. 227 pp. $27.50. In Strong Arts, Strong Schools, Fowler makes a compelling, passionate case for the importance of the arts in education Arts in Education is an expanding field of educational research and practice informed by investigations into learning through arts experiences. It is distinguished from art education by being not so much about teaching art, but focused on: adj. Marked by persevering, painstaking effort. See Synonyms at busy. [Middle English, from Old French, from Latin d for the arts in education will find historical markers In the United States, a historical marker is a plaque erected at historically significant locations, facilities, or buildings. These markers are usually near roads driven by vehicles, and their presence is often indicated by traffic signs. and validation See validate. validation - The stage in the software life-cycle at the end of the development process where software is evaluated to ensure that it complies with the requirements. for the continuation and development of arts education. For policymakers, Fowler gives solid evidence and challenging direction for program design and integration. The book will appeal to a wide range of interests and includes all of the art forms. Fowler does a masterful job of structuring Strong Arts, Strong Schools to meet many needs. The text is divided into four major headings - Conditions, Justification, Curriculum, and Reform - that help readers define where we have been, where we are, and where we need to be going in arts education. Each essay contains a strong knowledge base, combined with a deep philosophical component. Fowler is adept at synthesizing information and research on a wide range of topics and connecting them to the arts, enabling educators to discuss the arts in a coherent, concise fashion. The text's balance between concrete and analytic information makes a powerful case for the importance of the arts in education. Strong Arts, Strong Schools is not only a book for arts educators. Fowler consistently intertwines the arts and culture, showing how the arts affect our view of the world. The ties with cultural identity make this book useful for social studies education, psychology, and sociology, as well as many other curriculum areas. Fowler's words serve as a welcome addition for deepening deep·en tr. & intr.v. deep·ened, deep·en·ing, deep·ens To make or become deep or deeper. Noun 1. deepening - a process of becoming deeper and more profound our understanding of students through the artistic process and for helping us face diversity and change in society. Fowler's case for giving the arts a larger role in education is well substantiated and documented, bringing promise of new and exciting avenues of learning to students. Charles Fowler's last work is his legacy to us all, providing educators with many roads to "cultural identity and cohesiveness" (p. 28) through the arts. As an author, music educator, and arts advocate, Fowler spent his life building a strong case for the arts in our schools. The gift he has left us challenges us all to see, hear, and commit ourselves to the arts as a way to learn about the world and ourselves. In his own words, "perhaps the thing that the arts do best, at their best, is open the doors to learning" (p. 9). Reviewed by Paula M. Kelberman, Associate Professor, Department of Early Childhood and Elementary Education elementary education or primary education Traditionally, the first stage of formal education, beginning at age 5–7 and ending at age 11–13. , East Stroudsburg University, PA |
|
||||||||||||||||||||
Printer friendly
Cite/link
Email
Feedback
Reader Opinion