Most school's curriculum revolves around the cognitive domain. This mostly revolves around memorization, identifying, and matching. These are drilled into students to help everyone learn the course material. This produces only lower cognitive learning. However, if art is incorporated into cognitive learning higher cognitive learning is then introduced by analyzing and incorporating things learned into new situations.
The affective domain deals with creativity and applying meaning into the subject matter. Self-worth is learned through pride in the created art. This then translates into other class work by being confident in the work that is turned in for any subject. Expressing one's self through art helps to better allow the students to develop positive ways to express themselves in later life and also allows the teacher insight into the feelings of the children in the classroom.
The psychomotor domain involves sensory motor into the curriculum. "Moving our bodies and using our other senses can stimulate learning in all subjects, including art production and art criticism activities." (Chapter 6). Senses can help to encourage recognition of what is identified. Through creating art children copy what was seen and put it into art.
Integrating art in the classroom is seen as an affective way of teaching today’s youth. Because art has been relatively considered a solo program there has been a clear line between art and English. However, it has been noted that when a student is visually and creatively stimulated they retain more information. We see examples of this in English classes, “Don't underestimate the value of letting a child create something that they can personalize. The moment they walk out the door carrying their English bookmark or their English pirate hat (that they made themselves) they are transferring what they've done in class to their home environment.” (English.org, Jan)
Math is similar in importance often times teachers will give the students a math pattern work sheet in this work sheet they must do the math problems correctly which will give them the number combination to make an art patter depicting a scene or an object. This way the student must focus on getting the correct answers in order to find out what the picture is, and then the students might be allowed to color the picture as a final personal touch to their assignment. (Teacher version)
Science too can have an art theme one example would be demonstrating sound waves by using a hollowed tin can the teacher can attach a balloon to the bottom of the can and glue a mirror on it facing up. Place the can on the table top and adding a small amount of water in it then turn out the lights of the classroom and shine a light at an angle down the can so it reflex off the mirror onto the ceiling. This should make an image of the water appear on the ceiling as the water moves you can see it on the ceiling almost like a stone dropping into a pond. Then clap your hands near, or far from the can so the kids can see the affects of sound waves right before their eyes. (Teacher Version)
The Visual Cultural approach compares different cultures in all the different mediums of art. It helps the student to learn through visual art the culture of the student and of others.
I think that it is important to integrate art into the core curriculum because it engages the student better. A child will want to learn and then will retain more of the information if the lesson is more fun and interactive. With all the technology of video games and television, children are constantly visually stimulated. By incorporating art in to the classroom we combine visual stimulation with education.
Clements, R. D., & Wachowiak, F. (2009). Emphasis Art (9th ed.). Boston, MA: Pearson.
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