Human beings are aesthetic creatures. Everyone is an artist. Long before the French philosopher, Rene
Decartes declared, “I think, therefore, I am” man had left his hand print on cave walls. This act of self-realization
is one of the first known acts of human aesthetics. The human creature is constantly defining himself and his
place within his world. He cannot always control his environment but he can come to terms with it through
aesthetic expression. He may or may not be able to capture the bison on the hunt but he can capture it in image.
Furthermore, the process of capturing the image prepares the hunter and increases his probability of capturing
his prey during the hunt. He not only learns more about the nature of the beast through the observation and re-
creation process, he also prepares himself psychologically for the concentration and effort needed during the
hunt. Thus, those humans more adept at aesthetic expression are better prepared to meet the world and pass on
the aesthetic gene. From here one might assert that aesthetics has been bred into man through the selective
process of evolution. From the earliest time, man has learned through the creative process. In fact, it may be the
propensity to create art more than any other characteristic that separates man from all other creatures.
The significance of identifying the creative process as a distinct human characteristic is important to the extent
that it plants the seed of an artist in every human being. Secondly, it is the basis on which to assert that the arts
are an essential part of life and education. The need to make art, or manipulate one’s environment, is within the
nature of every human being. True, not everyone becomes an artist. Nonetheless, everyone develops a
personal aesthetic and individual application to his or her own life. These personal aesthetics can be expressed
by the manner in which one decorates one’s home; the style of car one drives; or even the manner in which one
organizes his or her own desktop. What might sometimes be identified as an anal-retentive compulsion to
maintain order, is simply the release of that human need to manipulate or control one’s environment. This writer
would further suggest that in extreme instances of suppressed aesthetic expression this inner drive has been
transferred to socially unacceptable obsessive compulsive behaviors.
Like all forms of intelligence, the aesthetic learning and creative processes vary greatly among each individual.
Just as it is incorrect to overlook the right brain contributions to learning, it is also incorrect to limit aesthetics to
only right brain activities. Arts educators should avoid any tendency to identify natural talent or lack thereof. That
aforementioned seed of an artist is within every student. It may need to be cultivated in a different manner and it
may not grow into what the teacher expects, but it is there.
Further warning is in order regarding the division of right and left brain functions in the learning process.
Relegating aesthetics to right brain functions and other areas of learning to left brain functions can reinforce the
segregation of the arts from the overall curriculum and diminish the importance of the arts in the overall education
process. It implies that those students who excel in other subjects will naturally struggle in the arts and, even
worse, it suggests that pursuing the arts might simply be a waste of time and effort for students who excel in other
areas. The fact is, those students who excel in mathematics, history, science and literature would probably excel
in the arts if they were given the opportunity. While there is no way to truly measure this notion, one must wonder
how many guidance counselors have steered the brightest students away from the arts because the counselors
felt other subjects were more worthy choices of “the smart ones.” Unfortunately, this mindset can leave a
significant void in the educational development of our youth that will not show up on a standardized test.
Why are the arts separated from other subjects in the educational system? This separation is most obvious at the
elementary level. Classroom teachers teach “the three Rs” all week and one day a week, for 30 to 45 minutes the
students have an art and or music teacher. The obvious rationale for this segregation is the perceived special
abilities of the visual art or music teacher. On the surface, this might seem to be a way of placing special
emphasis on the arts. In reality, it places the arts on a lower plane than other areas of study. It implies that the
arts are not an important enough subject in which the general classroom teachers should develop a basic level of
proficiency. Furthermore, students learn that it is not necessary for their teacher to learn about the arts,
therefore, the arts must not be an important part of life. These students then grow into bankers, lawyers, doctors
and even educators themselves. Now we have a society and education system which when faced with budget
cuts and scheduling dilemmas starts cutting in the areas they have been taught are nonessential; believing there
will be no sufficient consequence. The problem is; the arts are essential and the lack of human
development that might have been gained through a comprehensive education including art has
been more detrimental to both the individual and society than a lack of understanding in any other
subject. Indeed, the arts are fundamental and the quintessential role of the arts is the first lesson arts educators
must teach.
Decartes declared, “I think, therefore, I am” man had left his hand print on cave walls. This act of self-realization
is one of the first known acts of human aesthetics. The human creature is constantly defining himself and his
place within his world. He cannot always control his environment but he can come to terms with it through
aesthetic expression. He may or may not be able to capture the bison on the hunt but he can capture it in image.
Furthermore, the process of capturing the image prepares the hunter and increases his probability of capturing
his prey during the hunt. He not only learns more about the nature of the beast through the observation and re-
creation process, he also prepares himself psychologically for the concentration and effort needed during the
hunt. Thus, those humans more adept at aesthetic expression are better prepared to meet the world and pass on
the aesthetic gene. From here one might assert that aesthetics has been bred into man through the selective
process of evolution. From the earliest time, man has learned through the creative process. In fact, it may be the
propensity to create art more than any other characteristic that separates man from all other creatures.
The significance of identifying the creative process as a distinct human characteristic is important to the extent
that it plants the seed of an artist in every human being. Secondly, it is the basis on which to assert that the arts
are an essential part of life and education. The need to make art, or manipulate one’s environment, is within the
nature of every human being. True, not everyone becomes an artist. Nonetheless, everyone develops a
personal aesthetic and individual application to his or her own life. These personal aesthetics can be expressed
by the manner in which one decorates one’s home; the style of car one drives; or even the manner in which one
organizes his or her own desktop. What might sometimes be identified as an anal-retentive compulsion to
maintain order, is simply the release of that human need to manipulate or control one’s environment. This writer
would further suggest that in extreme instances of suppressed aesthetic expression this inner drive has been
transferred to socially unacceptable obsessive compulsive behaviors.
Like all forms of intelligence, the aesthetic learning and creative processes vary greatly among each individual.
Just as it is incorrect to overlook the right brain contributions to learning, it is also incorrect to limit aesthetics to
only right brain activities. Arts educators should avoid any tendency to identify natural talent or lack thereof. That
aforementioned seed of an artist is within every student. It may need to be cultivated in a different manner and it
may not grow into what the teacher expects, but it is there.
Further warning is in order regarding the division of right and left brain functions in the learning process.
Relegating aesthetics to right brain functions and other areas of learning to left brain functions can reinforce the
segregation of the arts from the overall curriculum and diminish the importance of the arts in the overall education
process. It implies that those students who excel in other subjects will naturally struggle in the arts and, even
worse, it suggests that pursuing the arts might simply be a waste of time and effort for students who excel in other
areas. The fact is, those students who excel in mathematics, history, science and literature would probably excel
in the arts if they were given the opportunity. While there is no way to truly measure this notion, one must wonder
how many guidance counselors have steered the brightest students away from the arts because the counselors
felt other subjects were more worthy choices of “the smart ones.” Unfortunately, this mindset can leave a
significant void in the educational development of our youth that will not show up on a standardized test.
Why are the arts separated from other subjects in the educational system? This separation is most obvious at the
elementary level. Classroom teachers teach “the three Rs” all week and one day a week, for 30 to 45 minutes the
students have an art and or music teacher. The obvious rationale for this segregation is the perceived special
abilities of the visual art or music teacher. On the surface, this might seem to be a way of placing special
emphasis on the arts. In reality, it places the arts on a lower plane than other areas of study. It implies that the
arts are not an important enough subject in which the general classroom teachers should develop a basic level of
proficiency. Furthermore, students learn that it is not necessary for their teacher to learn about the arts,
therefore, the arts must not be an important part of life. These students then grow into bankers, lawyers, doctors
and even educators themselves. Now we have a society and education system which when faced with budget
cuts and scheduling dilemmas starts cutting in the areas they have been taught are nonessential; believing there
will be no sufficient consequence. The problem is; the arts are essential and the lack of human
development that might have been gained through a comprehensive education including art has
been more detrimental to both the individual and society than a lack of understanding in any other
subject. Indeed, the arts are fundamental and the quintessential role of the arts is the first lesson arts educators
must teach.
Philosophy of Education:
The Propensity to create art is inherent in every
human being. The creative process sprouts from
our natural curiosity, which leads us to question
who we are as individuals as well as the world
around us. It is through the creative process of
exploration, discovery and expression that we
come to terms with life's mysteries. Art is the
tangible product of this natural behavior and is a
distinctive footprint of the human quest for
knowledge, understanding and self-actualization.
There is no more appropriate vehicle to learning
than art. There is no more sensitive assessment of
learning than art. And, there is no more powerful
inspiration for learning than art. Art is the core
curriculum for the most successful learner.
The Propensity to create art is inherent in every
human being. The creative process sprouts from
our natural curiosity, which leads us to question
who we are as individuals as well as the world
around us. It is through the creative process of
exploration, discovery and expression that we
come to terms with life's mysteries. Art is the
tangible product of this natural behavior and is a
distinctive footprint of the human quest for
knowledge, understanding and self-actualization.
There is no more appropriate vehicle to learning
than art. There is no more sensitive assessment of
learning than art. And, there is no more powerful
inspiration for learning than art. Art is the core
curriculum for the most successful learner.
Mr. Adkins is a visual arts teacher at
Molina High School in Dallas, Texas
Molina High School in Dallas, Texas
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