Letters to the Editor

Art Education, March 2007 | Go to article overview
Save to active project

Letters to the Editor


Dear Editor,

I enjoyed reading the excellent articles in your September 2006 issue from front to back, in particular, "Back to the Basics: Multicultural Theories Revisited and Put into Practice" by Deborah Kuster. I was thrilled to encounter an art educator who shares my philosophy of teaching art. The author argued, "Multicultural competence causes students to better understand how each person within a society affects and is influenced by others, thus contributing to the on-going definition and the creation of culture" (p. 33). I similarly believe that one of the significant roles of art educators/teachers is to help students understand people of different cultural identities and backgrounds. As an elementary school teacher in Daegu, South Korea, I tried to apply multicultural art education theories in my classes. I felt that because my country had a racially homogenous population, the students lacked an understanding of other peoples, nations, and cultures.

Kuster's article awoke in me a hibernating memory, because the author designed a curricular unit based on cultural understanding through artworks for fifth graders that was much like my own work. I found many similarities between the article and unit plans I had developed. My unit plans similarly included interdisciplinary connections with social studies, language arts, and science. They also employed several artworks, such as Diego Rivera's mural Allegory of California, as well as other local murals, because our class theme was community. Few teachers in South Korea utilize the work of Mexican and other artists from the Third World when they teach art, history, and social studies in elementary schools. Typically they use visual images that derive from the United States and European countries.

In my classes, I asked students to talk about their experiences with murals in their daily lives. I showed them many examples of murals to help students understand their definitions, origins, history, functions, meanings, and values. I enabled students to create visual images, texts, icons, and symbols representing their hometowns, society, and community using various media, such as photos, crayons, colored pencils, magazines, assorted tissues, newspapers, and markers. Finally, I showed students how to incorporate the stages of art criticism-reaction, description, analysis, interpretation, and evaluation-as they presented their artworks to their classmates.

Kuster's article is valuable because the author tried to apply multicultural art education theories for elementary students, demonstrate an interdisciplinary model of instruction that connects social studies and literature and artists' life stories, and provide elementary students with the chance to engage in cultural inquiry and appreciation. Sometimes, teachers have no idea about how to apply art education theories in their actual classrooms. This article, then, is valuable in that it fully mediates between theory and practice. As such, it serves as a good guide for teaching cultural understanding, diversity, and tolerance.

Respectfully,

Jaenan Bae

The Florida State University

Dear Editor,

The title of Dr. Stockrocki's (January 2006) article, "Searching for Meaning: Visual Culture from an Anthropological Perspective," is a very provocative title. However, perhaps I might ask, "What is the purpose of art or searching for the purpose of art?" as critical to art education in general.

I offer the following [response] to that question:

The purpose of art is

1. To show us what life could be and not what is.

2. To teach us humility but at the same time to inspire us to strive when confronted with a talent and craft brought to perfection.

3. To engender a joyfulness of life and a childlike spirit.

4. To raise us to higher consciousness of our humanity and our limitations if we find ourselves less than a "genius."

5.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Letters to the Editor
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.