SAU 16 Art Educators drafted our first Guiding Principles document in the Spring of 2013. It is as follows:
~The arts are a discipline where all students exercise and display multiple intelligences.
~All students possess creative intelligence that must be respected and cultivated.
~A focus on process is key in providing art experiences that foster curiosity and exploration.
~Art making builds skills that ultimately promote personal expression and social development,
particularly a positive sense of self.
~Visual art making engages both the right and left hemispheres of the brain creating a whole-brain learner.
~Art making utilizes problem-solving skills such as identifying the challenge, prioritizing, strategizing,
lateral thinking and evaluating.
~Incorporating historical context from cultures around the world builds a vast understanding of self and others
while helping students become world citizens.
~Viewing, interpreting and responding to artwork builds vocabulary, hones public speaking skills and promotes
visual literacy through close reading of context.
~A comprehensive art program recognizes and emphasizes connections between visual art concepts
and all other areas of the curriculum, utilizing a framework of creating & performing, thinking & responding
and connecting & contributing.
~Creating sustainable art programs require the support of faculty, administrators and community.
~The arts are a discipline where all students exercise and display multiple intelligences.
~All students possess creative intelligence that must be respected and cultivated.
~A focus on process is key in providing art experiences that foster curiosity and exploration.
~Art making builds skills that ultimately promote personal expression and social development,
particularly a positive sense of self.
~Visual art making engages both the right and left hemispheres of the brain creating a whole-brain learner.
~Art making utilizes problem-solving skills such as identifying the challenge, prioritizing, strategizing,
lateral thinking and evaluating.
~Incorporating historical context from cultures around the world builds a vast understanding of self and others
while helping students become world citizens.
~Viewing, interpreting and responding to artwork builds vocabulary, hones public speaking skills and promotes
visual literacy through close reading of context.
~A comprehensive art program recognizes and emphasizes connections between visual art concepts
and all other areas of the curriculum, utilizing a framework of creating & performing, thinking & responding
and connecting & contributing.
~Creating sustainable art programs require the support of faculty, administrators and community.