Service Learning Journal

After working with Rachel again I have realized she is one of those people that just make your day brighter because she has such a positive attitude. Every time she explains a project to me I see how excited she is and how concerned she is with making sure each art kit is up to her standards. To start the art kits I first had to prepare the basics for each pf them. Of course each kit would need some kind of coloring utensil so I had to separate oil pastels, colored pencils, and crayons into color schemes and then place them in baggies to later distribute. Again Rachel expressed her ddesire to give each child a good range of colors to create their projects with, so I tried to incorporate a variety into each bag. Once I got to the end of a bow of crayons this became a little difficult since I was running out of colors. If I felt like the colors would not live up to her standards I tried to rearrange some of the colors to better suit the children.
After I separated all the crayons and pencils, Rachel brought out different types of art kits and gave me instructions on what each type specifically needed. Every project required a bag of something to color with and typically glue. For other projects I had to cut out pieces or add things, like bits of tissue paper used for decorating. Some projects required me to trim the edges of cut-out pieces or add a hole so that they could later be hung up. The work became somewhat tedious and I had to catch myself a few times and remember to put in the glue or punch a hole, but I was determined to create these kits with my most undivided attention. After going through and fixing at least 40 different kits I discussed the rest of my volunteer hours with Rachel.
Since it was difficult for me to find a ride all the way to Arts For Life Rachel decided to give me some things to take back with me to work on that way I could complete some non-contact hours. She gave me a box full of pieces that when put together created paper horses. All of the pieces had been cut out by previous volunteers, but a majority of them had been cut without any care and had jagged edges, tears, or marks on them. I immediately knew Rachel would feel terrible giving a child an art kit with pieces that had been cut so carelessly. My job was to go back through the pieces, sort them, and salvage what I could by trimming up the edges and resahping some of the pieces. It was an extremely time consuming job, but after going through every horse leg and body and making them better, I knew that some little kid out there would appreciate the effort.
After my service learning I have realized that some many little things can go into making someone's life better. By recieving a bag of crayons with bright colors instead of one with just dull, gray colors, a child's day can be so enhanced. I am so glad I was able to be a help to Arts for Life. Although I am sure I would have gained more from working directly with the kids, I'm still thankful I could give the kids something.

Critical Analysis

Visual Arts in Education

            Judith Simpson’s “Connection to the World: Visual Art in Urban Schools,” grabs the reader with the first subheading: Concerns (41). The introduction is not too long, but distinctly reveals what the main ideas of the article are going to be. Although the author is concerned about the relationship between visual arts and education generally, the article is specific to the education reform in urban schools. The author states that “thinking creatively and critically” is strongly linked to academic excellence and she constructs the article in a way that links her research to her personal experiences, therefore, reinforcing her ideas.

            The author asserts that visual arts play a crucial role in a school setting. She clearly declares her thesis in the introductory paragraph when she writes, “the fact that two preceding notions remain mutually exclusive in the minds of some educators has a direct impact on the teaching of visual arts in urban schools” (Simpson 41). It is apparent that the article will be focused on the explicit impacts of visual arts in education. This idea is further developed when she presents her research about how certain subjects work either the right or the left brain, but asserts that both need to be active in learning. Simpson is also worried about the aspect of joy in an educational environment, as well as how “art also helps students to connect uniquely and personally” (42). She supports her statements by incorporating facts into the article. Her belief that art opens doors for individual connections is reinforces when she writes about the urban schools that actually include art. The students in these urban schools tend to be flourishing academically and have better test results than the schools without a strong arts program. The writer also poses the idea that art allows students to learn about other cultures and see human progression. To pull all her interpretations together,  she writes, “the visual arts provide a vehicle for creating statements grounded in concerns about well-being and survival, and allow students to explore and express what might otherwise be inaccessible or lost to all” (Simpson 43).

            In the first few pages of the article, Simpson continuously supports her assertions with facts and cites a myriad of sources. She divides the research portion of her article into two distinct categories. The first section is aesthetic behavior. The author provides the idea that humans instinctively want beauty, as well as the idea that beauty can easily be found through the generation of visual arts. Art supports a student’s understanding and grants the opportunity of deepening the comprehension. After this, Simpson flows into the idea of empowerment, the second section. She writes, “Visual arts give power to our ideas” (Simpson 44). Her concern about the lack of structured arts programs in schools is again revisited. Simpson believes that “visual language is the primal human language” (45) and goes back to the idea of beauty since people first recognize what they are seeing before applying words. She connects the concepts of aesthetic behavior and empowerment together. Both could easily be employed, but concurrently there is a much grander impact that can be made. The connection between her ideas parallels the significance of the right and left brain operating together.

            After the first half of the article, Simpson moves into her personal observations of art in urban schools. She writes about watching hearing-impaired children and children with mental and physical challenges working in visual arts classes. The kids, based on imagination and observation, were able to construct an entire model city. Through the use of visual aspects, the students were also able to improve academically. She writes, “they measured the height of buildings, learned about skeletal structures that support what one sees on the outside, and talked about the connections between facades and what goes on inside spaces” (Simpson 46).

            Judith Simpson has been involved in urban school environments for over two decades according to this article from 2007. She has been involved as a researcher, teacher, and an observer. By being an active participant in urban schools, her essay is more profound and is portrayed as a more trustworthy source. Her observations make the article come together more legitimately because she “has seen fewer classroom management problems, better attendance, in some cases higher SAT scores, and often a more joyful learning environment” (Simpson 51) in schools with visual arts. By presenting her personal experiences at the end of the article all her main assertions are drawn together. This is evidently a topic the author feels strongly about which is reflected in her attitude.

            Simpson’s tone is one of serious compassion. Her exceptional concern is shown through the research she has put into not only writing this article, but her own personal research in urban schools. Her dedication by being involved for over twenty years shows her compassion. The author’s love for this topic is also shown through her statements like, “art is a vehicle for self-expression, understanding others, and identifying with historical references as well as providing a glimpse into the future” (Simpson 42). Simpson gives art empowerment by pointing out all the benefits that art can provide for students. If she did not feel strongly about incorporating art, this article would not have been written in such depth, or have been as compelling. Her tone makes the audience take notice of the importance behind the article. Simpson is addressing the school systems and school officials about how art could be a benefactor in the learning process.

            This essay is organized extremely well. The beginning introduces the idea of visual arts in urban schools and then flows into the benefits of art and how they affect the students in these types of schools. Simpson then concludes the article with her personal experiences and her speculations on this subject. The way it is constructed, it goes from the broad, general topic to the specifics of Simpson’s involvement and her ideas on the topic. The article channels together well because Simpson divides her article sections making all of her points extremely difficult. The sections also make it easy for the audience to distinguish her main objectives. Simpson begins with her section on concerns to capture the attention of the audience. As she progresses, she writes about more worries with art being valued and constituted in schools. She also flows into her section about personal research. By posing her ideas and issues, and then sharing her personal involvement; Simpson builds a backbone for her assertions and strengthens the article. Concluding with her professional observations simply draws into a stable closing.

            Simpson’s conclusion is her speculations section of the article. She visits the idea that art may not be beneficial for every student, but it should not be removed from school entirely (Simpson 52). The author brings up the point that often times parents are not educated enough about which school environment is best suited for their children. She again pulls all her ideas into one when she writes, “I would speculate that learning in all academic areas can become connected and understanding can be increased through strong participation in the arts (Simpson 52). The conclusion strongly ties the article together. By continuously linking her ideas, Simpson has composed a well-written article.

Point of View

The Arts as an Art

            The arts are an important part of society. Music, painting, and dancing are a few examples of activities that bring personal enjoyment, entertainment, and harmony to everyday life. Art is an outlet for self-expression. Participating in the arts is beneficial not only individually, but also societally. Practices in the arts allow for the development of new skills that will enable students to be successful in school, the workforce, and society.

            Art can be beneficial to students in an academic setting. Any type of art requires some level of discipline. Painting, for example, needs a great deal of time and patience. Mixing too many colors at once results in what is referred to as “mud,” which is a dark brown/black color and can ruin a color scheme or painting. If a student wants to have more than three colors in one area, they will have to wait for the first layer of paint to dry and then go back in and add more. Waiting for paint to dry can turn a few minutes into an hour if a student is eager to continue painting. Painting small details requires a steady hand and the ability to take time to get those exact details. Discipline can also be found in other forms of art. For example, playing an instrument demands a student to tune their ears to the sounds of notes. They also have to condition their lungs if playing a wood wind instrument, as well as their fingers to create different notes and sounds. Developing patience and becoming aware of new skills that are necessary to a particular art train students to become aware of their abilities.

            Specifically with drawing, as well as other visual arts, starting out basic is the key to success. Many students want to dive right into a project, either out of enthusiasm or the desire to get the project over with. With either outlook, both types of students need a foundation. Structure drawings are the best way to build up a drawing. By starting with this type of drawing, students can develop control in their drawings and exhibit self-discipline. For example, if a student is drawing a dog, then a circle would be the appropriate shape to begin the head with. To continue with the facial area, depending on the qualities of the specific dog, a square or rectangle would be a good start for the dog’s snout. These simple shapes help the student’s eye place where the ear or perhaps nose goes in relation to the dog’s head. Structure drawings are important for keeping the correct proportion in artwork. Organizational lines can also help with proportion; these are lines that compare the heights, or widths, of objects in a given composition. Having a solid foundation paves a way for success in the art world. After the structure is completed, students can easily transition into detail and shading without the worry  of having a bobble head dog. The primary steps in art require students to build and expound their knowledge instead of just starting blindly. This concept is similar to having an algebra class before moving into harder math, like calculus or statistics. Without the basic foundation it is hard for students to be disciplined in a school setting; art is a great way to build discipline along with essential parts.

            In addition to academic discipline, the arts also help to develop analytical, critical, and creative thinking, which are highly valuable in the work place. Analytical and critical thinking come into play in visual arts when decisions about the art work are being made. The angle, composition, colors, and hues are all necessary components in creating visually interesting art. Deciding which angle to snap a photograph from can ultimately change the perception of the photo. The view point can draw the spectator in or push them out depending on how captivating the angle is. For example, a photograph of the top of a mushroom is much less inviting and interesting than a picture at eye level with the said mushroom. From above the fungi is simply a circular shape, whereas at eye level it seems larger and allows the observer to imagine what it would be like to mushroom height. The same concept applies to the use of color in paintings and drawings. For a relaxing approach, cool colors, such as blues, greens, and purples, should be used to create that emotion. If an energetic, upbeat feel is desired, then warm colors like reds and yellows are better suited. Along with the color scheme, the value ranges of the colors are also important. Light and dark also play an important role in portraying emotion, which leads into the creative side of the arts. Art, typically, should be visually interesting to capture attention and evoke emotion, as well as express it. In today’s work environment, critical thinking skills and creativity are necessary to keep the business industry innovative. Boring, dull workers in contrast to brilliant, constructive colleagues simply do not bring the required skills to the financial world. The types of thinking skills used in creating visual art, as well as music composition and dance choreography, are great assets and abilities to use in the work force.

            Besides thinking skills and academic discipline, self-discipline and persistence also blossom through the practice of arts, which further adds to job skills. Art can be a frustrating topic. Whether it is not being able to take a picture because of the weather or simply not being able to grasp the beat of a dance move, art can be extremely difficult. The only way to improve any art skills is through repetition and execution. In drawing, sometimes getting that contour line, the lines delineating the subject or creating dimension within the picture, can be a hard concept. Maybe the lines do not connect perfectly or the drawing was started with pieces out of proportion. Many aspects go into creating a drawing and mastering the necessary skills can take quite a bit of time. Of course, for some people it comes naturally, but when looking at all the parts that bring a drawing together it truly is a lot to puzzle through. Practicing shading or putting an object into perspective allows for the development of determination. Generally, someone is not going to be able to create a realistic piece of art on their first round. Sometimes several tries are required before achieving the desired look. Being able to control frustrations or put emotions into artwork can help with self-control. Persistency contributes to having motivation and drive that is necessary for most things in life, like working, eating better, or working out.

            Along with building valuable skills, art contributes to the economy and has its own range of business. Professional artists add to the yearly national product. From selling their own art to setting up galleries, money flows from the art industry. Art galleries and museums are usually pricey and numerous people enjoy going to museums to observe art. Art is used in everyday business. Principles of designs, like composition, are used in newspapers and magazines when the pages are being arranged. There are a variety of jobs that the art world offers. Some proposed jobs are in the fashion industry with the designing of clothes and shoes. Design is also used by architects when planning and creating buildings. Math is a large part of architecture, but art also plays its role in how the building is setup and constructed. Critical thinking and creative skills come into play with jobs like this, when it takes careful planning and measures to ascertain the buildings are of sound structure. Even simple household items like kitchen appliances, had to be designed and planned out at one point. Car models are continuously being altered and advance, it takes art to re-design a car and create something new while still being similar.

            Along with motivation to perform everyday activities, art is also integrated into education and can increase the desire to learn. Art is a gargantuan part of human civilization and cultivation. Most history classes incorporate art because it helps explain the history. Art is a timeless and it reflects at least some aspect of the time period it was created in. Through the use or art in a school setting visual learners can get a better grasp at the material that is being taught. Looking at art can be useful and paint a picture in a student’s mind, but some students simply cannot learn from being lectured. Being able to observe an art piece can contribute to the overall understanding because art also conveys emotion. While depicting history in a political and social stance, art also explains the history of itself as it progresses over time. Through the development of perspective and landscaping, art has become much more profound and can present the story of our world without words.

            Although art is not appreciated by everyone, it is a crucial part of life. It is a potential outlet for expression and can relieve stress, frustration, and anger. Viewing art can allow one to perceive new ideas, form new opinions, and obtain knowledge about their true feelings. Art aids in alleviating pain and stress and can be beneficial for the emotional state of mind. It also helps people to be creative and continue to innovate the world with new ideas. Art is a learning tool as well as a part of history. Paintings from years in the past explain how life was previously while art continues to generate the story of the present and future. The application of art in school is important because it assists in the learning process. It also allows for students to connect on a deeper level and become eager to comprehend the material. From magazines to books and posters, art is everywhere showcasing the developments of today. Media and entertainment are a massive part of this generation. Without art concepts and artists the media would not be possible. Art can be  useful in some way for a majority of people and it offers a myriad of benefits.