Teaching Contemporary Art in Primary Schools

Abstract

This paper proposes that educating students in Contemporary Art is essential in the 21st century classroom. In this global climate, being able to understand and translate visual data is vital to one's ability to navigate through a complex world. The ability to understand visual ‗language' is a teachable skill that can empower the classroom teacher to likewise enable their students in creative and critical thinking. One of the most challenging tasks an art teacher faces in today's classroom is to explain the meaning behind art that is sometimes deemed as too vulgar, meaningless or shocking. Understanding the historical context of the work, appreciating the reasons for its creation, articulating their significance and participating in the art making process, help students gain confidence in their own ability. Contemporary art in the classroom, because it encourages these skills, becomes an aid to encourage higher-order thinking, problem solving and deep reflection. Art educators who are empowered with a broad knowledge of contemporary art and culture, who have an understanding of the link connecting art of the past and contemporary art, and a renewed appreciation of the importance of art education, are better able to bring art education in primary schools beyond step-by-step activities. This paper will explore the benefits of teaching contemporary art to children in primary schools and will debunk the myth that contemporary art is beyond the cognitive abilities of these children. The challenging nature of many contemporary artworks and ideas can be used to stimulate the curiosity that is natural in children and imparts an understanding of art as a whole.

Secondary School Students’ Response to Learning the Concept of Destruction and Transformation of an Artwork into Another Artwork in the Visual Arts Class

“…Students understand the essence of the concepts and can express them in their creations (Kozjek Varl & Duh, 2017), their products are complex, students immerse themselves in the work, and they express their worldview with enthusiasm (Zupan�i� & Velikonja, 2017), thus actively and critically engaging with the social environment (Kemperl, 2013;Zupan�i�, 2006). Results from foreign empirical studies also point out that incorporating contemporary artistic practices in the classroom develops cognitive skills (Twardzik Ching, 2015Ching, , 2017, broadens understanding of art (Downing & Watson, 2004), enables the construction of students' own identities and the verbalisation of them to others (Herne, 2015), nurtures empathy and self-esteem (Herne, 2015;Twardzik Ching, 2015), promotes risk-taking in creative endeavours and encourages the expression of creativity (Twardzik Ching, 2015). Therefore, experts emphasise the need to allow students to establish a positive attitude towards contemporary art through their own experience, enriching them in terms of sensitivity, critical thinking, and individual expression (Downing & Watson, 2004;Herne, 2015;Kemperl, 2013;Kozjek Varl & Duh, 2017;Twardzik Ching, 2015Zupan�i�, 2006;Zupan�i� & Velikonja, 2017).…”

“…Leuthold (1999) adds that students should not be required to create objects and master traditional artistic skills; traditional artistic concepts such as style, beauty, unity, skill, durability, expression, and conventionality should be replaced with an emphasis on ideas, which are the essence of conceptual art. Twardzik Ching (2015) highlights that doubt, which is also essential to conceptualism, has much in common with children's natural curiosity. By introducing conceptual artistic practices, students come to understand that their own rebellious or unconventional thinking is not necessarily negative, and if directed towards creation, it can result in an exceptionally powerful and self-reflective experience.…”

Perspectives on Teacher Education and Development

“…The school education system can interweave content from different subject areas with the content of contemporary fine arts through the standard curriculum, but this mostly depends on the autonomy of the teacher. Research shows (Herzog & Duh, 2013;Ching, 2015) that teachers seldom or never integrate contemporary art practices into their art lessons because of uncertainty or lack of knowledge (Vahter, 2016).…”