Perspectives of Arts Education Curriculum
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Perspectives of Arts Education Curriculum
1.
Art educators for many years have had to justify the implication of art as a subject in the school’s curriculum. However, Gee in his article “Valuing the arts on their own terms?” weighs a number of philosophical perspectives to theorize this occurrence. Firstly, Gee recognizes that students seem to engage in art much more voluntarily than in subjects such as mathematics. With this inclination, art is seen as a mere extracurricular or even fun activity. Resultantly, art sections in college and universities are allocated low funding. The article supposes that increased ignorance is one of the core facilitators of this occurrence. Majorly, education bodies and the public seem especially concerned with the attainment of jobs (Gee, 2007).
2.
Plausibly, the author is in essence concerned with the issues facing arts curriculum today. It is from this realm that he criticizes the methodologies used by art advocators to validate the inclusion of art in school curriculums. These methods involve interlinking art with improved performance in other subjects instead of defending art using its various attributes. Admittedly, the author foresees that supporting the field of art in schools using its core benefits such as emotional nourishing is unlikely to warrant financial allowance. The author is also a university researcher and published journal articles. From the various researches on art, the author is optimistic that art can be valued without having to withstand its misuse through self-interested parties.

3.
Despite his comic tone in the paper, the author presents some problems and issues he has faced and even continued to face as an artist. Firstly, he is troubled that most artists prefer to take a back seat while media personalities continue to represent them. However, these representatives, exploit previous art research and to an extent even use it to hinder K-12 art teachers. According to Gee, most students gain their first exposure of art in colleges and universities. The same students progress to become successful artists and even art teachers. It is therefore problematic for artists to condescend art teachers since these are integral to keeping art alive (Gerwitz, 2007).
4.
In the first few paragraphs, the author conceives a sarcastic tone as he describes the state of art in today’s society. He gives fervent examples of what might entail the true definition of art as a subject in school. Through these examples, one can almost hear the author laughing sheepishly at the ridiculous jokes. However, at this point, melancholy arises and at some point, it is saddening that something so full of passion and fulfilling could be degraded merely since the larger public refuses to learn. It becomes pitiful, even as the realization dawns that even art professionals do not stand as one team (Atlas & Korza, 2005). Dismally, even with the heights art has reached today, society would rather find entertainment in visual culture.
5.
After having read this article, here are some of the questions I would like to pose to the author, given the chance. In your article, you said that art is not considered a “job-important” school subject. Which arguments have you found, as a researcher that can encourage people to understand the vital importance of the humanistic approach acquired through art that is integral to human societies today? In the same connection, I would like to make an observation that materialism is quickly devoiding us of human compassion. From this standpoint, what viable arguments should future research undertake to explore the significance of art in allowing humanity to promote their spirituality as much as intelligence in day-to-day living?

References
Atlas, C. & Korza, P. (2005). Critical Perspectives: Writing on art and civic dialogue. Washington, DC: Americans for the Arts.
Gerwitz, S. (2002). The managerial school. London: Routledge.
Gee, C.B. (2007). Valuing the arts on their own terms (Ceci n’est pas une pipe). Arts Education Policy Review, 108(3).