PM

Post Modernism in Art Education

WHEREAS all students can learn and can be educated; and

WHEREAS art classrooms facilitate success and confidence for all students; and

WHEREAS the visual arts program requires divergent critical thinking and problem solving; and

WHEREAS the visual arts program employs diverse media and techniques in the schools while prompting individualized, student-centered content of art work; and

WHEREAS authentic assessment has become the assessment model of choice by educational administration in all content areas due to the yield of more reliable and realistic results than traditional multiple choice or short answer style testing tools; and

WHEREAS recent advances in cognitive science, developmental psychology and neuroscience suggest that each person’s level of intelligence, as it has been traditionally considered, is actually made up of autonomous faculties that can work individually or in concert with other faculties; and

WHEREAS cognitive science, developmental psychology and neuroscience suggest that each person has ability with differing levels of proficiency in all the autonomous faculties; and

WHEREAS Multiple Intelligences have been defined as Mathematical/Logical intelligence, Linguistic intelligence, Spatial intelligence, Kinesthetic intelligence, Interpersonal intelligence, Intrapersonal intelligence, and Musical intelligence by Dr. Howard Gardner of Harvard Graduate School; and

WHEREAS Linguistic learners learn best by saying, hearing and seeing words, Mathematical/Logical learners learn best by categorizing, classifying, working with abstract patterns and relationships, Spatial learners learn best by visualizing, dreaming, using the mind’s eye, and working with colors and pictures, Musical learners learn best by using rhythm, melody and music, Kinesthetic learners learn best by touching, moving, interacting with space, Interpersonal learners learn best by sharing, comparing, relating, cooperating, and interviewing, Intrapersonal learners learn best by working alone on individualized projects, with self-paced instruction while having his/her own space,

THEREFORE, be it resolved that the Connecticut Art Education Association, Inc. hereby acknowledges and supports the Multiple Intelligences model of learning. We embrace the understandings that we all have strengths in learning, and we learn best when we employ multiple modalities of learning working in consortium with each other.