The Alchemies of the Arts in Education, Problematizing some of the Ingredients of the Recipe

One of the most common thoughts and sayings about the arts in education is their power to enhance creativity and motivation in children and youths. This idea is almost taken as an unquestionable evidence when discussing the purposes and the impacts of the arts in education. The arts are believed to make students more focused, problem solvers, more confident, to improve the results in tests and subjects such as mathematics or sciences, to provide them with more motivation for this subject than to the rest of curriculum, to reduce dropping out, among many other rhetorical arguments that construe the arts as inherently good, worthy and empowering (Gaztambide-Fern.ndez, 2013; Winner, Goldstein&Vincent-Lancrin, 2013). Such salvific advocatory statements make the arts seem a panacea for all the wrongs in education and also in some sectors of social life. In many countries, and to address diverse situations, participation in the arts is put forward as remediation and redemption instruments of personal and social change for young people or groups of the population considered to be at risk (Heath, 2008). In this text, my aim is to problematize these blind spots of the salvific discourses on arts education.

Author(s)
Year 2018
Type Book Chapter
Publication Spectra of Transformation. Arts Education Research and Cultural Dynamics
Pages 51-67
Publisher Waxmann
Local Munster and New York
Ed/Org Benjamin Jörissen, Lisa Unterberg, Leopold Klepacki, Juliane Engel, Viktoria Flasche, Tanja Klepacki (Eds.)
ISBN / ISSN ISBN: 978-3-8309-3713-5
Language English
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