Art for Life
The “reintroduction” to the arts in the curriculum has been a slow process with many detours along the way. It has also been compared to Gardner’s theory of multiple intelligences in this way: “Three important truths are woven together in Gardner’s characteristically perceptive trope. First is the encouraging fact that, now, schoolteachers, college professors, administrators, artists, critics, art historians, aestheticians and others, are combining their talents and techniques in an effort to strengthen American art education. Second is the discouraging fact that these par-ties, like those in any new ensemble, are having difficulty in achieving harmony. And third is the practical truth that their own judgment as to what works best will not be the final arbiter of their success.” (Moore, p.5) Throughout history, art has brought people together and was considered a great contribu-tion, but my research brought me to this statement: “What I want to stress here is not how we are connected to the past, but how strongly we are disconnected. For practical purposes current art instruction doesn’t involve a fixed curriculum, a hierarchy of genres, a sequence of courses, a coherent body of knowledge, or a unified theory of practice
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Some common words found in the essay are:
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Approximate Word count = 2386
Approximate Pages = 10 (250 words per page double spaced)
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