Emphasis: Art; A Qualitative Program for the Elementary School by Frank Wachowiak, Theodore Ramsay (review)

Books and buy it. In fact, it will undoubtedly take its place on the already groaning shelves of 'creative ideas' books, a place of honour demanded by its no-nonsense, definitive textbook appearance and museum pedigree. But what I really want to say is: Is there really a need for it? I want to interrupt the uninterrupted flow of 'creative ideas' that one might absorb hypnotically as some absorb television and instead turn the teacher, and the taught, back upon themselves to question and re-think all the ideas that are now accepted, fossilized into a new academic jargon, a Modern Academy. I must be fair: this book is definitely useful. After all, 78 projects in collage and construction, with detailed lists of materials, and even a nutshell statement of purpose heading each one, is something to be thankful for. Especially if you are a harassed teacher with thirty or moreeager little minds and hands to occupy tomorrow morning and have neither the time nor the energy to re-think for yourself what you are teaching and why. One leafs through this book and recognizes the hallowed names-Picasso, Braque, Miro, Gabo, Magritte and more recent saints-and one looks at the children's work illustrated: yes, there is the wool and wire mobile and the egg carton mural. A comfortable feeling that one is on acceptable creative teaching ground overrules any twinges of boredom that one may experience. Besides, it would not be creative to say that one would be quite happy never to find another Found Object again. Shame and heresy! But would it really be so uncreative to dissent, to ask why? Why do the children (whose dialogues with the teacher are sometimes reported in this book) sound so passive, obediently academic-modern academic? Everybody is kept as busy as possible with coloured paper, clay, wire, boxes, pipe cleaners, toothpicks etc., plus lightning-quick exposure to innumerable ideas and works of art, ancient and modern. No sooner have you 'done' string than you are on to some other material, idea or style; like the tourist 'doing' the Louvre on Monday morning, the Tate in the afternoon and tomorrow the Vatican. I cannot see any justification for such over-abundance, both of techniques and concepts. Are we afraid of long periods of time dedicated to pursuing one idea or one technique? One can argue that childhood is not the time for singlemindedness but this is an area that needs to be explored. Who is 'The Child' or 'The Young Adult' that keeps cropping up in educational books? There are no such abstract creatures. Children are individuals and 'The Teacher' is an individual, with specific cases to handle. While I recognize the tremendous effort that must have gone into preparing this book, I wish that the authors, whose experience must be immensely valuable, would simply have given it to us straightforwardlyundiluted by art-educational jargon, speaking in the first person and about individual cases and unafraid to voice their own questions and doubts-surely they must have some? Emphasis: Art; A Qualitative Program for the Elementary School. Frank Wachowiak and Theodore Ramsay. International Textbook Co., London, 1971. 255 pp., illus. £4.65. Reviewed by; Constance E. Wagar* How refreshing to find a book on art education that, while it inspires the reader to new heights of artistic effort, at the same time has 'down-to-earth' directions ... Naparima Girls' High School, San Fernando, Trinidad, WestIndies. . 89 for those of limited skill or imagination. This dual aspect results in a textbook that will be invaluable to the inexperienced teacher. But to me, too, an art teacher for a period of over thirty years, it opened new vistas of promising art techniques. (Indeed, I could hardly wait to tryout such ideas as a glue line relief print or a tempera batik!) Its second welcome feature is the emphasis the authors have placed on the vital role ofthe teacher in the elementary art program. Here is a rejuvenating breeze in the arid climate of ultra-permissiveness too often adopted by many art instructors. The reader is entranced by the multiplicity of exciting illustrations in colour and in black and white, showing the...