To be so ensconced in addressing the developmental needs of elementary learners through all of the fine arts, whether, as Eisner puts it, “visual, choreographic, musical, literary, or poetic” (p. xii), while at the same time developing content of relevance to the agenda of beginning artist-researchers in our unique era, is also to reflect upon my own journey from elementary artistic understandings to expertise. How did the arts carry me from point A, to point B—from an elementary education during which time art education was effectively cut from New York City public schools because of fiscal crisis, to a postsecondary education that has prepared me to teach to the varying levels of sophistication between grade school and college? The answer that comes to mind is that the practise of the arts has shaped me into a life-long learner, my various experiences in the processes and structures, materials and methods of the arts serving “as models of what educational aspiration and practice might be at its very best” (p. xii).
Rolling, J. H. (2006). [Essay review of The arts and the creation of mind by Elliot Eisner]. Journal of Curriculum Studies, 38 (1), pp. 113-125.