District 88 reviews art program

Addresses

curriculum's limitations

By GUY PRIEL

Journal Staff Writer

NEW ULM -- Striving to maintain quality programs in District 88, officials review curriculums for various programs throughout the course of the year, looking for limitations, goals and strengths.

Recently, officials presented the school board with the completed study for the visual art program for kindergarten through grade 12, which teaches aesthetics, art history, art criticism, and various types of production.

"The primary art program is important for students, because it helps them get excited about art at the higher levels," Art Department

Chair Arlene Stewart said. "This year is the first time the kindergarten through third grade program has been implemented as part of the overall program."

The art program is solely supply-based and has a tendency to be expensive, which is one of the limitations that will be faced during the 2000-2001 academic year, in the light of needed budget cuts, Curriculum Coordinator Bill Sprung said.

"We recognize the limitations with the budget and have made those clear in our statement of needs," he said.

The overall mission of the program is to provide experiences for students that will develop their creativity and build their appreciation for art. Upon completion of the curriculum, students are expected to develop creativity; learn basic skills; develop an awareness of historical and cultural backgrounds; develop self-worth; and develop an appreciation for the visual arts.

Some of the strengths of the program are that semester classes provide moire opportunities for students to take art classes, and students are presented with various materials in a variety of art forms.

A variety of shows and displays, such as the county fair, the home show, elementary school shows, and display cases allow students with exposure for their work.

Art field trips, artists in residence and summer art opportunities are also strengths of the program.

One of the limitations, the lack of art appreciation and art history at the senior high, was addressed by incorporating art history throughout the curriculum at all levels, beginning in kindergarten.

The lack of facilities related to increased enrollment at the senior high is another limitation, because a second room is needed that has a sink.

"If remodeling is an option, we could look at adding a sink, or we could look at the possibility of relocating the art program to one of the science rooms left vacant," Sprung said.

There is a need for additional storage space at the high school for art supplies, equipment, and completed art work, which is another limitation found during the study.

Art classes need greater access to technology for all classes, because many of the art classes require high-level computer programs that are not currently available on existing computers.

"One recommendation is that computers are purchased that will be able to handle the high-level programs and are designated for use as art class computers rather than replacing some others," Sprung said.

Other limitations discovered during the curriculum study were: a lack of time at the elementary level; a need for interdisciplinary opportunities for art at the secondary level; a lack of display space for student art at the high school; and the inability to get supplies because of budget reductions.

"We are sensitive to the budget matters, but also understand the need to provide adequate materials and space for art programs," Sprung said.

Possible solutions to the limitations discussed are: alternative scheduling days at the elementary school; investigating common planning time at the middle school; construction of display cases outside the art room at the high school; and possibly increasing the supply budget as much as possible within limitations.

At the high school, the curriculum has programs designed for students wanting to explore art as a career, or to gain a further insight into art in general. The courses teach introduction to design; advanced drawing; advanced painting; commercial art; media art; pottery; sculpture; advanced pottery; and advanced sculpture.

Expected outcomes of the elemntary and middle school program are:

* In kindergarten, to understand terms, shapes, texture, and color principles.

* In first grade, to identify primary hues on the color wheel; produce lines and applications; and gain insight into styles of art.

* In second grade, to develop links between art and other areas; identify and produce geometric shapes; and elaborate on drawing techniques.

* In third grade, to elaborate on drawing techniques; gain sensitivity regarding the influence of art on society; and produce line drawings.

* In fourth grade, to apply colors to influence viewers; demonstrate the mixing of shades; and identify degrees of light and dark.

* In fifth grade, to differentiate between still life, realistic, abstract, landscape, portrait and sculpture; identify major artists; and become familiar with themes in art.

* In sixth grade, to understand abstract styles; demonstrate basic understandings of color, rhythm, balance and harmony; and produce an original art piece using computers.

* In seventh grade, to explore various mediums associated with art; create unique art work; develop an awareness of art-related careers; and explore the use of technology in art.

* In eighth grade, to understand principles of pattern, balance, color, and perspective; and explore various artists, styles, and periods of art.