Truth, Goodness, and Beauty: The Trilogy for Happiness
Traditionally, and for many years, learning about arts education has gone unnoticed in schools. So much so that, at times, the subjects in this area were mistakenly considered as easy subjects, unimportant or what were colloquially called “María subjects”.
From the outset, it may seem that, as Juanjo García Arnao, doctor of Fine Arts and university professor in the degrees of Infant Education and Primary Education, points out, “art education is that part of education that is not useful. But that concept of doing something “for free”; to do something that is not going to serve us, in theory, at all, is already important enough in itself. Because the way of approaching work is disinterested. ”
Actually, in the early stages of childhood development we must understand art education as “a search for personal satisfaction that, at first, -explains Arnao- helps them to express feelings they have inside and also helps them to make themselves known to children. the rest”.
This is why the area of child psychology already points to artistic expression as one of the best educational resources we have to work on such essential content, and at the same time transversal, such as the management of emotions, self-concept or self esteem. The development of artistic language allows the little ones to get to know each other better, recognize their emotions and help them find a way to express their feelings. In addition, it encourages creativity and imagination, contributing to the consolidation of critical and creative thinking that is much more efficient when dealing with problem solving.
The importance of the “not important”
“The fundamental thing would be that, from childhood, parents, in the first place, feel that this educational aspect of their children is important.” Juanjo García Arnao tells us that throughout his teaching career he has seen how many of his students had finished their school years and had reached the university without being aware of the importance of this area of knowledge.
And it is that on many occasions, parents themselves tend to relegate art education to the background. Although we can come to understand the personal satisfaction that comes from the culmination of a creative process for our little ones, we are generally not aware of all that this implies.
“When a child (and if it is a young child, even more so) shows some of his drawings or some of his objects that he has worked on with plasticine, for example, he does so full of personal satisfaction. And it is very gratifying for him that the adult in question who sees that work manifests that it is a beautiful work. And beauty is important in our society, or should be. Not as an ornament; but as part of that trilogy that brings us closer to happiness that is none other than truth, goodness and beauty. ”
How to work artistic education in the classroom?
“Actually, how to teach art in childhood is the really complicated thing” – explains García Arnao. Although, as an expert, he gives us some very interesting recommendations:
- It is important that children get used to seeing art. That is why visits to museums are so enriching, even online.
- It is necessary to understand that art is a holistic concept that can encompass not only what we like; but also what we dislike or what we want to report.
- Although an open attitude in art education is necessary, we must not forget that art also involves a certain discipline.
- As educators, the end result but also the creative process must be valued. It is very important that all the work, effort and feeling behind these drawings that are exhibited in class are highlighted.
Artistic education as an extra-school activity
However, in a world where the premature learning of languages and the practice of sports seem absolutely essential, artistic education seems to have little place in that complementary education that many parents want to provide our children. For this reason, at St. George’s British International School we have a wide range of creative and musical activities for students of all ages: Theater in English, Vocal and Auditory Training, Musical Language, Instrument, Orchestra, Instrumental Ensemble and Dance-Dance. A world of possibilities to promote the expression of artistic sensitivity and promote creative ability.
Fortunately, more and more experts point out the need to also offer extracurricular activities related to the field of arts education. And although these extracurricular elections are not always the majority, in our school encourages them because we believe in their power and because we can say that artistic education is beginning to gain a foothold in non-regulated training.