ERIC Number: EJ1016982
Record Type: Journal
Publication Date: 2013
Reference Count: N/A
The Cream Does Not Always Rise: The Plight of Visual-Spatial Learners and the Power of Art Education
Sommer, Michele K.
Harvard Educational Review, v83 n1 p40-42 Spr 2013
In this article, Michele K. Sommer recalls the struggles she experienced during elementary school with daydreams so real that she was lost in them. She reports using her artistic skills to complete school assignments to no avail, becoming keenly aware even as a child that the adults in her life regarded her daydreaming as a defect (she was a visual-spatial learner, one who thinks in terms of pictures rather than words). The author reports feeling deeply ashamed and working hard to learn to pay attention and follow directions like everyone else, yet she still struggled. It wasn't until the author's junior high school graduation awards program that her art teacher commended her artistic talents as a gift to be nurtured and cherished. She was encouraged to use her skills as they would fill her future with awe, satisfaction, and happiness. Her outlook on school changed. Now as an award-winning art teacher, she makes every effort to recognize, defend, and nurture this creative ability in youngsters. For parents and teachers of these students, having someone witness this side of them is extremely valuable in working toward a deeper understanding of a child. The author recognizes as an art teacher that she has an important role in discovering how children learn and how they see and feel about themselves and the world around them. She knows that every child can experience success and become excited about learning. Art education has the power to make that happen.
Descriptors: Art Education, Cognitive Style, Art Teachers, Teacher Role, Role of Education, Student Experience, Personal Narratives
Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: firstname.lastname@example.org; Web site: http://www.gse.harvard.edu/hepg/her.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A