Sue's Visual Arts

ations that require hand-eye coordination and other precise movements.
• Language Development: For very young children, making art—or just talking about it—provides opportunities to learn words for colors, shapes and actions. By Primary school, students can use descriptive words to discuss their own creations or to talk about what feelings are elicited when they see different styles of artwork. Later as students develop, they learn new vocabulary.
• Decision Making: According research, art education strengthens problem-solving and critical-thinking skills. The experience of making decisions and choices in the course of creating art carries over into other parts of life. “If they are exploring and thinking and experimenting and trying new ideas, then creativity has a chance to blossom,” - MaryAnn Kohl
• Self-Expression: Most subjects in the educational system are based on facts, with correct and incorrect answers. Art education offers a more open approach and celebrates the differences in finished products. Children and students of all ages, learn that there is more than one way to complete the art project. They are able to express themselves and their emotions through the artwork.
• Visual Learning: Drawing, sculpting with clay and threading beads on a string all develop visual-spatial skills, which are more important than ever with the development of smart phones and technology.
• Inventiveness and Risk taking: When students are encouraged to express themselves and take risks in creating art, they develop a sense of innovation , which is important in adulthood. The open-ended nature of art education also allows students to take more risks in their projects. Because there is flexibility in the outcome, students don't feel as much pressure as they create. They know that the finished product will be accepted even if it doesn't look exactly like all of the others. This can help students build a sense of confidence that may carry over to other areas.
• Improved Academic Performance: Studies show that there is a correlation between art and other achievement, and that young people who participate regularly in the arts (three hours a day on three days each week through one full year) are four times more likely to be recognized for academic achievement, to participate in a math and science fair or to win an award for writing an essay or poem than children who do not participate.
• Concentration: The enjoyable nature of art projects engages most students. Because they enjoy the artwork, they are better able to concentrate on the task, sticking with it from beginning to end. Finishing the project gives the students a sense of accomplishment, which can be particularly empowering for children who have struggled in other areas of school.
• Creativity – Being able to think on your feet, approach tasks from different perspectives and think ‘outside of the box’ will distinguish students from others. If children have practice thinking creatively, it will come naturally to them now and in their future career.
• Perseverance: In an increasingly competitive world, where people are being asked to continually develop new skills, perseverance is essential to achieving success. Students learn to persevere in practicing skills and completing projects.
• Dedication – When students get to practice following through with artistic endeavors that result in a finished product, they learn to associate dedication with a feeling of accomplishment. They practice developing healthy work habits of being on time for class respecting the contributions of others, and putting effort into the success of the final piece.