guest editorial: art education in the elementary school
TRANSCRIPT
National Art Education Association
Guest Editorial: Art Education in the Elementary SchoolAuthor(s): Bill C. LockhartSource: Art Education, Vol. 17, No. 7 (Oct., 1964), p. 3Published by: National Art Education AssociationStable URL: http://www.jstor.org/stable/3190609 .
Accessed: 15/06/2014 12:38
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp
.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].
.
National Art Education Association is collaborating with JSTOR to digitize, preserve and extend access to ArtEducation.
http://www.jstor.org
This content downloaded from 195.78.108.60 on Sun, 15 Jun 2014 12:38:06 PMAll use subject to JSTOR Terms and Conditions
ART
EDUCATION
IN THE
ELEMENTARY
SCHOOL
As guest editor for this issue of the journal, no theme could appeal to me more than that of ele- mentary art education. The phrase "as the twig is bent . . ." expresses my strong feelings about the importance of a vital and dynamic art program for the young child.
The elementary school art program has im- proved tremendously in the last 20 years and our profession can take great pride in these accom- plishments. However, as long as we still have major areas of weakness, we must continue to seek improvement. We must constantly search for new solutions to our problems: there are no pat answers.
There is need for continuous re-evaluation and re-examination in all areas so that we may see not only where we are, but where we are going. Some areas of particular concern involve the question of whether the classroom teacher or the art spe- cialist should teach art in the elementary school; what constitutes quality in child art; and how best to foster art appreciation and develop the community interest and support so necessary for the growth of our profession. And there is always the need for better communication between the persons responsible for the elementary art pro- gram, those responsible for the training of ele- mentary teachers and art specialists, and those involved in research.
This month's journal examines some of these vital issues, and it is hoped that by spotlighting them we, the professionals in art education, will be aided in our search for the ideal elementary school art program.
If we believe that art education is essential and vital to the total development of the individual, then we must continue to strive to provide the richest possible art experiences for young children. For "as the twig is bent, so grows the tree."
Bill C. Lockhart Head, Department of Art Texas Technological College, Lubbock
3
This content downloaded from 195.78.108.60 on Sun, 15 Jun 2014 12:38:06 PMAll use subject to JSTOR Terms and Conditions