On My Experiences as an 'Artist in Residence' in a Secondary School in the U.S.A.

Abstract

In recent times in the U.S.A. there has been considerable pressure for professional artists to overcome the 'ivory tower' mentality [1]. Art schools frequently arrange visits to the studios of artists and privately organized studio tours have also become quite popular. Professional artists are also participating more and more frequently in primary, secondary and higher education. Some are invited as 'artists in residence', on the assumption that students will learn something about the way artists work by watching and listening to what they have to say [2]. Malina has made the following comment on this practice: 'That studio artists do not control art education is indicated by the recent invention of the category artist in residence, as though they were akin to an exotic species of beast installed for observation in a zoo' [2]. I have described some problems arising from this laudable effort in my article on Teaching Art in America [3]. In the article I divided art students into three categories: (1) those who wish to become professional artists, (2) those who want to become elementary or secondary school teachers and receive only superficial instruction in the visual arts and crafts, and (3) those who are interested in developing a layman's appreciation of art. In an interesting article entitled Artists in Schools: Why Bother? [4] the importance of art in primary and secondary schools is stressed, but how to go about it is treated very vaguely. Today in higher education institutions a large number of students obtain degrees in art education in order to qualify to teach arts and crafts in primary and secondary schools. The question that I pose is: Do these future teachers learn to transmit to children and teenagers a conviction that the visual fine arts can provide 'joyful experiences'?