Adult art is presented as the gold standard—what to admire and work toward. Conventional formulas and wisdoms of art come to be adapted to school curricula, from elementary school to college. No wonder the subject of children’s art classes becomes adult art.
At what point do art teachers come in contact with children’s art? When
do they meet refreshingly different art makers and learn about the unique
materials and means children use to create? Visits to children’s home studios
are intended to introduce future art teachers to another art world—to
be inspired by the wonders of childhood art and to experience a different
setting than a college art studio.
In home studios we find children playing, inventing, and making art in
un-adult-like ways. We see authentic play setups and many forms of
children’s art that the contemporary art world has only begun to explore.
We witness creative inventions not tied to adult art or bound by art history.
It is art that predicts the future; it is an art that has preceded earthworks,
environmental art, and performance art and one that illuminates the path of
contemporary art. In a child’s room, we see novel uses of space and furnishings
and of decorating over many unofficial canvases. We witness new ways
to display and organize collections. We find children’s creative supplies and
discover what children use and need to make art, all before we write material
lists or order from school supply catalogues. In children’s homes we see
what kids value, what they save and collect. We listen to children with boundless
creative ideas, independently engaged in creative projects. A future art
teacher who has studied home art cannot view children coming to class as
blank slates, without ideas. Those who have studied home art do not see
children as unable to function without an adult plan, having to be told what
art is or how to make it.
For art to have deep significance to children’s lives, home art needs to
be connected to school art. Visiting children’s rooms gets us to the source
and enables us to understand the differences between homemade art and
art in school. Young children start life as full-time artists and collectors.
But they become part-time and secret artists as they find little connection
between their home art and school art. We visit children’s homes to be able
to inspire full-time art.
Children continue being artists when their art dreams are supported
in school, and the art ideas they bring from home are valued in school. A
lifelong interest in art can be fostered when art teachers look beyond the
brief art class period and see their role as supporting the home artist. Home
and school art are interdependent. A school art lesson should be based on
home art and the recognition that children already come to us as artists.
The art made in school has significance if it becomes part of the children’s
life and has perpetuity at home.
We also make home visits to balance future art teachers’ education
between adult art and the study of child art. We introduce art teachers to
their future colleagues—the children—who are the most likely to help build
a sense of enthusiasm about life as an art teacher.
Read More : Child Teaching : VISIT CHILDREN’S STUDIOS
