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.