The Arts and the Creation of Mind

1. Senses are the Mind's First Language

The nervous system is the organ of the mind; its center is the brain, its extremities the sense-organs; and any characteristic function it may possess must govern the work of all of its parts.

Biological foundation. Our senses—sight, sound, touch, taste, and smell—are not merely passive receptors of information; they are the very foundation of our consciousness and the primary avenues through which we experience the world. From the moment we are born, our senses are actively engaged in making sense of our environment, shaping our perceptions, and laying the groundwork for all subsequent learning. This initial contact with the world is qualitative, a rich tapestry of sensory experiences that form the basis of our understanding.

Sensory system and mind. The nervous system, with the brain as its center and the sense organs as its extremities, is the physical organ of the mind. The activity of our senses is "mental" from its inception, not just when it reaches the brain. This means that our understanding of the world begins in our eyes, ears, and skin, not just in our heads. The senses are not passive recorders of data; they are active participants in the process of formulating our understanding of the world.

Culture and self-creation. While our sensory system is biologically determined, our experiences are shaped by culture, language, beliefs, and values. We learn to see, hear, and interpret the world through the lens of our culture, and in turn, we use culture to create ourselves. Education, therefore, is not just about acquiring knowledge; it is about learning to use our senses and our culture to shape our own identities and our understanding of the world.

2. Arts Refine Senses, Unleash Imagination

The arts have an important role to play in refining our sensory system and cultivating our imaginative abilities.

Focused sensory exploration. The arts provide a unique opportunity to engage with the sensory world in a focused and deliberate way. They invite us to slow down our perception, to savor the qualities of sound, sight, touch, and taste, and to explore the full range of sensory experiences. This focused attention refines our senses and enhances our ability to perceive the subtleties and complexities of the world around us.

Imagination as a cognitive tool. The arts also liberate us from the literal, enabling us to explore new possibilities and to envision worlds that do not yet exist. Imagination is not just a source of fantasy; it is a powerful cognitive tool that allows us to try things out in our minds, to rehearse actions, and to generate new ideas. It is the engine of innovation and the foundation of cultural development.

Play and exploration. The arts, like play, loosen the constraints on the imagination, providing a space for exploration and experimentation. This freedom allows us to surrender to the impulses of the work, to discover new possibilities, and to transform the private contents of our consciousness into public forms. A culture that values imagination is a culture that is open to change and growth.

3. Representation: Stabilizing Ideas, Sparking Dialogue

Representation stabilizes the idea or image in a material and makes possible a dialogue with it.

From private to public. Representation is the process of transforming the contents of our consciousness into a public form, whether through painting, writing, music, or dance. This process begins with an idea or image, which is then "inscribed" in a material, making it stable and accessible. This act of inscription is not merely a passive recording; it is an active process of shaping and refining the original idea.

Editing and refinement. Once an idea is inscribed, the process of editing begins. Editing is the process of working on the inscription to achieve the desired quality, precision, and power. It is through editing that transitions are made graceful, colors harmonized, and intensities modulated. Editing is a process of making the work, work.

Communication and discovery. Representation is not just about expressing what we already know; it is also a means of discovering new ideas and meanings. The process of working with a material often leads to unexpected discoveries, and the work itself can become a source of surprise and satisfaction. The transformation of consciousness into a public form is a necessary condition for communication and for the growth of culture.

4. Arts Cultivate Unique Cognitive Skills

The arts invite the development of a disposition to tolerate ambiguity, to explore what is uncertain, to exercise judgment free from prescriptive rules and procedures.

Beyond literalism. The arts provide a space for exploring ambiguity and uncertainty, for exercising judgment in the absence of rules, and for embracing the subjective side of our experience. They liberate us from the constraints of literalism and invite us to explore the metaphorical and symbolic dimensions of meaning. This ability to tolerate ambiguity is crucial in a world that is increasingly complex and uncertain.

Internal locus of evaluation. In the arts, the locus of evaluation is internal, meaning that we are encouraged to trust our own feelings and judgments rather than relying solely on external standards. This fosters the development of individual autonomy and the ability to make choices based on our own values and beliefs.

Thinking in the arts. The arts require a unique set of cognitive skills, including the ability to perceive subtle relationships, to engage the imagination, to tolerate ambiguity, and to exercise judgment in the absence of rules. These skills are not only valuable in the arts; they are also essential for success in all areas of life. The arts are not merely emotive activities; they are powerful tools for developing complex and subtle forms of thinking.

5. Diverse Visions Shape Arts Education

A way of seeing is also a way of not seeing.

Multiple perspectives. There is no single, universally accepted vision of arts education. Different approaches emphasize different aims and values, reflecting the diverse perspectives and priorities of educators and communities. These visions range from discipline-based art education (DBAE), which emphasizes the skills and knowledge of art professionals, to visual culture, which focuses on the social and political meanings of images.

Creative problem-solving. Other approaches, like the Bauhaus tradition, emphasize creative problem-solving and the application of design principles to real-world challenges. Still others, like those of Lowenfeld and Read, focus on creative self-expression and the therapeutic benefits of art. Each of these visions has its own strengths and limitations, and each reflects a particular set of values and beliefs.

Context matters. The most appropriate approach to arts education depends on the specific context, including the needs and interests of the students, the resources available, and the values of the community. There is no one-size-fits-all solution; what works best in one situation may not be appropriate in another. The key is to be aware of the different options and to make informed choices based on the specific circumstances.

6. Artistry in Teaching: A Delicate Balance

Teaching that does not promote learning makes as much sense as selling that does not promote buying.

More than transmission. Teaching is not simply about transmitting information or skills; it is about creating situations that promote learning. Teachers are not merely deliverers of content; they are designers of experiences. They must create environments that engage students, stimulate their curiosity, and challenge them to think in new ways.

Artful practice. The best teaching is a form of artistry, requiring sensitivity, improvisation, and a deep understanding of the students and the subject matter. It is not a formulaic process that can be reduced to a set of rules or procedures. It requires the ability to adapt to changing circumstances, to respond to the needs of individual students, and to create a dynamic and engaging learning environment.

Feedback and reflection. Like any art form, teaching is enhanced through feedback and reflection. Teachers need opportunities to observe and critique each other's practice, to learn from their mistakes, and to refine their skills over time. The goal is not to find a single "best" method, but to develop a repertoire of strategies that can be used effectively in different situations.

7. Curriculum: A Mind-Altering Device

The curriculum is a mind-altering device.

Shaping thought. The curriculum is not just a collection of subjects and activities; it is a powerful tool for shaping the minds of students. The choices we make about what to teach, how to teach it, and what forms of representation we emphasize have a profound impact on the kinds of thinking that students develop. The curriculum is, in effect, a mind-altering device.

Forms of representation. Learning to use particular forms of representation is also learning to think and represent meaning in particular ways. The tools we work with influence what we are likely to think about. Measuring tools lead to quantification; the tools used in the arts lead to qualification. The curriculum should provide students with opportunities to develop a wide range of cognitive skills and modes of thinking.

Cultural influence. The curriculum is not neutral; it reflects the values and priorities of the culture in which it is created. The choices we make about what to include and what to exclude have a significant impact on the kinds of knowledge and skills that students acquire. The curriculum should be designed to promote critical thinking, cultural understanding, and a sense of social responsibility.

8. Learning in the Arts: A Symphony of Factors

Students learn both more and less than they are taught.

Beyond the lesson plan. What students learn in the arts is influenced by a complex interplay of factors, including the activities and materials they use, the prompts and cues provided by the teacher, the classroom norms, and the overall milieu. Students learn both more and less than what is explicitly taught, as their personal experiences and interpretations shape their understanding.

Constraints and affordances. Each task and material imposes its own constraints and provides its own affordances, influencing the kind of thinking that students are likely to develop. The selection of a material or activity is also the selection of an array of forces that will influence how students will be challenged to think.

Teacher's role. The teacher's role is not just to deliver content, but to create a supportive and challenging environment that fosters student growth. This includes providing appropriate prompts and cues, scaffolding learning, and creating a classroom culture that values creativity, collaboration, and critical thinking. The teacher is a designer of learning experiences.

9. Assessment: Illuminating Growth, Not Just Grading

Not everything that matters can be measured, and not everything that is measured matters.

Beyond measurement. Assessment and evaluation are not simply about measuring student performance; they are about understanding the complex and multifaceted ways in which students learn. They are about illuminating growth, not just assigning grades. Assessment should be used to inform teaching, to provide feedback to students, and to guide curriculum development.

Multiple forms of evidence. Assessment should not be limited to tests and quizzes; it should include a variety of forms of evidence, such as student work, portfolios, performances, and self-reflections. The goal is to capture the full range of student learning, not just what can be easily quantified.

Focus on understanding. The most important goal of assessment is to understand how students are making sense of the world and how they are developing their cognitive abilities. This requires a shift from a focus on right and wrong answers to a focus on the quality of student thinking and the depth of their understanding. Assessment should be a tool for learning, not just a means of assigning grades.

10. The Arts: A Model for Holistic Education

Promoting a love affair between the student and his or her work is one of our schools’ most important aims.

Beyond the basics. The arts offer a model for a more holistic approach to education, one that values creativity, imagination, and the development of the whole person. They remind us that education is not just about acquiring knowledge and skills; it is also about cultivating our sensibilities, fostering our emotional intelligence, and promoting a love of learning.

Intrinsic motivation. The arts emphasize the importance of intrinsic motivation, the desire to engage in an activity for its own sake. This is a powerful force for learning, and it is something that all educators should strive to cultivate in their students. The arts are about savoring, not just about achieving.

Aesthetic experience. The arts invite us to attend to the world with an aesthetic frame of reference, to find beauty and meaning in the ordinary, and to experience the world in a more profound and meaningful way. This is a lesson that all educators can learn from the arts, and it is a lesson that can enrich the lives of all students. The arts are not just a subject; they are a way of being in the world.

Last updated: January 18, 2025