Running Head: ART 133 Unit Paper 5

Rosy Castaneda

The big idea for this section was structures in Art Education. Dorn (1994) made it more

philosophical and spoke about the multiple aspects of philosophy in art classrooms. One example

that he shows for structures is when he says the importance of social interaction when it came to

instrumental learning (Dorn, C. M., 1994, p 14). So in the past they wanted students to join

communities as well as work on group projects to express different ideas (Dorn, C. M., 1994, p

14). This could still be presented in the classroom today because of how much Common Core

allows students to work with each other. A different form of structure that is presented by Eisner

(2002). These are also philosophies but they are more straightforward and obvious in the art

classroom. The 21st century that is approached here would be simplicity. She is trying to show

that something as simple as ..it is judgement rather than rules that prevail (Eisner, E., 2002,p.

29), is a good way of thinking. This proves that in the 21st century approach teachers are

allowing their students to be more free spirited rather than feel like they are in a structured are

class. This relates to the big idea because although there is less structure this is the new form of

structure because it allows students to get more creative. It makes students feel like they are

doing more with art and that it creates growth.

Both Dorn and Eisner showed two different sides of structure, one which is philosophical

and another that is a more simple philosophy. I think that the way I would adapt Dorns method

would be by making art a social interaction. I think although we did art in elementary school we

never really did art as a group. Throwing this idea in the classroom is beneficial so that more

students can get comfortable with group work and sharing their ideas. Students should be given

the option of working in groups or working alone. As far as incorporating the lessons in the

classroom, I think that list is important for students to understand when they work on art projects.
Running Head: ART 133 Unit Paper 5

Because, it allows students to know what art is capable of rather than it feeling like another

assignment that they have to force themselves to do. Giving students a simple direct list lets them

see it and be able to gaze over it with excitement.

Running Head: ART 133 Unit Paper 5

Works Cited

Dorn, C. M. (1994). Thinking in art: A philosophical approach to art education. Reston, VA:
National Art Education Association.

Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.