Art and Discipline

My sister-in-law is an artist who chose to become a public school art teacher. We were talking at dinner tonight about her homework expectations for her students. "I just want them to do some art outside of school," she said. "I think it's really important." I completely understand; I want my students to read and write outside of our classroom, too.

Recently, there was a piece on The Washington Post website by David C. Levy, former director of the Corcoran Gallery, called The Problem with School Art Programs: Teachers Who Can Barely Draw. His premise is that "the majority of K-12 art teachers graduate without rigorous training in the fundamental skills that underpin competence in their discipline." He compares art teachers to music teachers, positing that no school system would ever hire a music teacher who could not read and play music. He also compares art teachers to English teachers, writing, "For example, while English teachers may not be able to write The Great American Novel, the chances are pretty good that they can compose a competent essay."

Art, music, literature-- I agree that to be an effective teacher in these disciplines one must be a proficient practitioner as well, but I also believe that proficiency is too low a standard. What we hope for our students is that our instruction and their discipline will yield genuine artistry, and voluntary practice beyond the classroom is evidence that they are moving in that direction.