The dismantling of Arts programs in elementary schools is a
scary idea. It is through this medium of self expression, discovery and talent
that children begin to view themselves and the world around them in a healthy positive
way. ... It is the easiest and best way to engage a child, lost-temporarily- in
the academic world of school.
While a parent tutor in a reading program in the Spring of 1994, I began to
realize the ease and importance of including The Arts to help bridge the gap
between reading and learning... I was
assigned one student, but requested four more. (One child was gifted, on the opposite side of
the reading spectrum in my group of students.)
I used Mary’s office during this remedial time, tutoring each child individually during the week. ....(The Puzzle & The Poem1/2013), (Two Second
Rule-12/2012)
As I read to one child, one afternoon, I slowly realized
that he was not listening, not interested in what this stranger had to
say. I closed the book then asked him
his name. I began to use pipe cleaners to illustrate his name, ‘Johnny,’ in an
effort to get his attention, to bridge our reading time together. ... He seemed
to enjoy seeing his name in ‘bright lights’. The conversation continued while
pipe cleaners assumed their rightful place, as a tool to help him engage with
me, words and his surroundings.
The following week, with the help of our youngest son, a
grade 7 student, at the time, and emerging artist at the school, a morning art workshop was
arranged with three of ‘my students', including the gifted student but most importantly, 'Johnny’. Our son had an illustrious background in the arts,
winning accolades and a few contests over the years with his artistry and
uncanny talent in sculpting, animation, animal portraits. .... He volunteered to
help in the library, humbled by the request to teach a few students the ‘how to’
of drawing.
The students learned, in a simple,easy 3-step
process, how to draw the legendary dinosaur, the familiar mouse and one other
character. In quick fashion, they soon realized their hidden talents.
(Permission had been granted by all teachers affected). ...I watched, amazed at
the ease of instruction, attention, and interaction among all participants. The
results were incredible drawings created by each child in one short art lesson.
...Their excitement and smiles said it all as they left the library with their
artwork to return to class.
One picture, belonging to ‘Johnny’, piqued my interest, though. ...
I had to check. ... Upon returning home, I perused the file of artwork,
spanning several years, our son, (now interim art teacher) had ammassed. .... One picture stood out in its detail,
familiarity and colourful display: a complex drawing our son had created in grade two. ... Johnny’s drawing- similar in content, stood out, in stark contrast, to our
son’s drawing on file. .... Johnny, a grade one student, had created a picture of equal value during the library 'art workshop'. ... Real talent separated by one
year, yet Johnny, the child with a seeming more advanced art skill, had been
declared a non-reader and in need of reading help. (Sometimes, a child attaches more significance
to more fun and immediate pursuits and sometimes, reading is not one of them.) We must pay attention to the whole child.
Labelling a child weak in reading is more of a barrier to
learning than the actual subject in which the child is weak. We are all weak in something. .. Integrating The Arts, in all ways, at the beginning of the
elementary school curriculum will go far in strengthening a child’s focus,
self-esteem and motivation for learning. ... Leave the label on the jar! Long live the Arts and Reading!!
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