Peabody Esteem and Perserverance

I am going to reflect on the role of art education in promoting self-esteem and perserverance. To some extent I will repeat what I said in Tuesday's meeting. I hope, however, that at some point someone will provide Maryanne with a more critical perspective on the Peabody or the Reggio Amelia system, nothing is perfect. (and VSA has had its share of criticism-from me as well as others)

Several of the students in Ms. Mclean class have developmental issues. Several students have or will repeat Kindergarten for second and third times, some have visual issues, some have processing issues. (This relates to the brains ability to translate information. i.e. copy from a board, verbalize answers, etc.) For these students, having the chance to succeed in non-academic ways is a way for students to feel a sense of pride and self-worth. This is not a new idea, but it is a significant argument for art education. Even when students do thrive academically, the art room is a place where individual difference and talents can be celebrated. This is particularly important when working with adolescents.

Self-esteem is a hugely significant feeling for a human being to own. Without it, a felt sense of joy, and/or material success is impossible. As an art educator, in my conceptual teaching world, there are real opportunities to identify and to reach students who need support in this way.

Perserverance is something that Ms. Mclean takes pride in teaching her students. She said that when the children first come to her classroom, the work is hard, they give up more easily, and they will ask her to finish. By the time they get mid way through Kindergarten, students show more determination. The students learn to take risks, to trust in their own ability to meet a challenge (esteem building), and they develop resolve that will serve them in pursuits much further than the art room. Again, not new ideas, but valuable things to keep in the back of the mind.