A democratic society finds strength in its diverse population of engaged and aware citizens. That is to say, individuals with very different experiences and perspectives come together to share ideas, solve issues, help one another, and also to create a meaningful culture. Some values that are shared by members of a democratic society are freedom of will and expression, individuality, equality, justice, diversity, and empathy. Likewise, the student/artist/maker is someone who’s way-of-being and attitude in the art room mirrors that of a “self-aware citizen of a democratic society,”(Gude,1). They are creators who are deeply connected to the environment and community around them, yet have a strong sense of self as well.
By participating in quality art education, the student/artist/maker becomes a complex and empathetic thinker who is prepared to enter into a democratic society. The student/artist/maker, “couples intense awareness with a strong sense of agency, a belief that (they) can shape the world,”(Gude,1). Students learn this through several taught and modeled classroom habits, one of which is to express. By learning to visually convey their personal experiences, students begin to feel a sense of self and individuality in the classroom. Teachers encourage students to bring personal meaning to work, which in turn increases participation and motivation. This celebration of individuality and self-expression is necessary for confidence and the awareness that what they do makes a difference, in and out of the art room.
This strong sense of self lends to a unique voice in the classroom and in society. For example, in class critiques students learn how to reflect upon their own work in a complex and open-minded way. What went right? What can be done better or differently next time? This helps the student/artist/maker evolve and shift their idea of self continuously throughout life. They are also encouraged to explore and stretch beyond what they perceive their abilities to be, once again evolving their sense of self. This ability to adapt and follow ever-changing ideas is exactly what an engaged democratic life is like. One uses their own unique voice to share ideas, give input to others, and work together to create solutions for the future.
In addition to learning to reflect on one’s own work and ideas, the student/artist/maker also knows how to think and speak critically about their peers’ work. This is taught to be respectful and constructive feedback that helps the artist see their work and ideas from a different point of view. It is also important for the other students to learn about their peers’ experiences and perspectives by learning abou their work. This sharing and rejoicing of ideas and experiences is one of the most important aspects of both an art class and a democratic society because it teaches empathy and collective thinking. Much like in the art room, “decision making, planning, and envisioning in a democratic society require individuals who have the capacity for empathy and for imagination,”(4)
Another central component to the student/artist/maker is their learning of and involvement in contemporary art and global issues. This brings awareness beyond the self and into the community and global stage. To be an engaged citizen one must “actively investigate local and global themes,”(Gude,5). By understanding relevant problems impacting artists and society today, the student can start to see how they can impact the real world, once again reminding them that what they do makes a difference. Through envisioning the student/artist/maker can use their imagination to solve problems in a dynamic and interdisciplinary way.
The student/artist/maker learns the principles of democratic life through art education because their values and ethics are one and the same. These elements are “the oppositions and tensions, harmonies and contradictions, points and counterpoints - the clash of codes and styles of art and ideas in contemporary times,”(Gude 6). In a democratic society and in the art room, we are united through our diversity and the sharing of our unique ideas.
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Gude, Olivia. 2009. Art Education for Democratic Life.
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