Art program bridges subjects, learning styles, and community.

Why teach art? I posed this question to Uxbridge High School art teacher Bruce R. Dean, who also spearheaded the Explore and Discover Youth Center Museum and Visiting Artists Studios at the Bernat Mill. I wanted to know why, in the age of standards-based education reform and "back to basics" curriculum, schools should spend time on a qualitative, expressive subject like art.

Dean was quick to state that art is core curriculum both nationally and statewide. It addresses learning standards in problem solving, visual aesthetics, and performance, among others. Art provides a natural bridge for integrating science, mathematics, and humanities, allowing students to understand in ways that are meaningful to them. Team learning occurs, as the arts are cooperative rather than competitive.

Unfortunately, art is often one of the first programs to be cut in tight budget times. Our society looks at test scores as the primary measure of accountability. Test results target knowledge and recall ability. Art, on the other hand, is assessed more effectively through portfolio evaluation and performance.

"There needs to be a shift in cultural understanding," said Dean. "September 11 was a wake-up call. We abhor what happened, but we need to learn from it as well. Children learn very differently. [Harvard education professor] Howard Gardner discusses multiple intelligences, and art addresses those." These multiple intelligences include linguistic, logical-mathematical, spatial, kinesthetic, musical, interpersonal, and intrapersonal intelligence.

Dean remarked that schools traditionally have been geared to a narrow spectrum of intelligences. Courses are divided by subjects, but art involves a fusion of subjects and a merger of intelligences. "We know nationally that the way we've been teaching doesn't work. [To] innovate we must go against the [traditional] culture of schools."

Dean is grateful to have the opportunity to innovate at Uxbridge. The flexible school-system size and community support have allowed Dean and his colleagues to develop the international award-winning Explore and Discover program. Dean commented on the irony of the 2001 Award for Innovation given by the Association of Science-Technology Centers being presented to an art program.

Explore and Discover serves as a resource to teachers throughout the Uxbridge school system and the Blackstone Valley. Explore and Discover is helping Taft Elementary School teacher Ruth Bandstra develop a courtyard into an interactive teaching space. Bandstra's project uses art for experimentation and problem-solving.

Dean emphasized the importance of teamwork that is the hallmark of art and the Explore and Discover program. Not only are different subject areas and learning styles integrated in these programs, but so are human resources and capital. Parents work shoulder-to-shoulder with teachers and students. Students provide community service as interpretive "Explorers". The Uxbridge Police Department has partnered with the youth center museum. Critical funding has been provided by the Massachusetts Cultural Council, the Blackstone River Valley National Heritage Corridor, and the Blackstone Valley Chamber of Commerce Education Foundation.

An art program has become a catalyst for school-community partnership, education reform, and interpretation of the Blackstone Valley. Dean believes in the importance of giving back to the community, and that Uxbridge will become an arts leader in the region. And arts have a positive impact on the local economy and quality of life.

Why teach art? It's what connects us to seeing, to understanding, and to working together as a community.

Read previous Focus on Education articles...

Six years of focusing on education. (November 2006)
Teachers apply lessons to the workplace in externships. (October 2006)
Teachers tour growing Blackstone Valley industries. (November 2005)
Summer learning abounds in Blackstone Valley. (July 2005)
Teachers tour growing Blackstone Valley industries. (April 2005)
Preparing for the future while living in the present. (March 2005)
Local hero gives charge to youth leadership class. (December 2004)
Externships provide on-the-job training. (September 2004)
Interns reflect on career experiences. (May 2004)
Creative programs thrive with support from Education Foundation grants. (May 2003)
Business mentors see their shadow on job shadow day. (February 2003)
Teacher learns on the job in business externship. (August 2002)
Summer program teaches math through arts. (July 2002)
Junior Rangers learn nature know-how in area parks. (June 2002)
Leadership Blackstone Valley graduates ready to create the future. (May 2002)
State's schools face looming teacher shortage. (April 2002)
Art program bridges subjects, learning styles, and community. (March 2002)
Students shadow career mentors on Groundhog Job Shadow Day. (February 2002)
Parent involvement the key to student success. (October 2001)

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