Philosophy of Education Vol. 6 Sect. 2 The knowledge of Man pt. f Art

Charlotte begins this section with a statement that is so true. “There are few subjects regarded with more respect and less confidence in our schools than this of ‘Art’. Of course, we say, children should have their artistic powers cultivated especially those who have such powers, but how is the question.

One way art was taught in Charlotte’s day was to put models of cones and cubes and such before the student so they could copy what they saw. Charlotte states that art should not be approached with such a pre-paved way. Art is an extension of a person’s spirit and should be approached that way.

Children should learn art by “reading” the pictures, not through a book. The teacher chooses about six paintings from one artist to study each term. After a short story of the artists life, she may say a few words about the way he painted his sky’s or trees etc. Let the children not just see the work of art but really look at it. Then, the teacher would turn the picture over and ask the students to tell what they remember or to “narrate” the picture. As they get older, they should do written narrations of the artwork. Charlotte felt that the students should not copy or draw the picture because in attempting to copy a picture the reverence the child has for a great work would lessen. The children would practice drawing or painting in their nature notebooks. CM schools also introduce Architecture to the students by using modeling clay or handicrafts.

Music Appreciation was approached the same way. This did not mean learning an instrument but being exposed to great composers and their music. Appreciating music “has no more to do with playing an instrument than acting has to do with appreciating Shakespeare or painting has to do with the enjoyment of pictures.” Music Appreciation should be taught following the same manner as art appreciation. Choose one composer each term and listen to six pieces of their work over that term.