own stories, they are engaged and
care about their art. This suggests
introducing students to narrative
art and providing opportunities
for them to create narratives.
3. Symphony. Pink says individuals
must be able to think in symphony, or connect ideas from
many disciplines. He is neither
new nor alone in advocating an
education this broad. In the 1960s
Buckminster Fuller stressed the
importance of understanding
both science and art when he
described how the structure of
dandelions inspired his geodesic
4. Empathy. Pink believes that we
must develop relationships in
order to understand our fellow
humans. Art courses can foster
lone artists’ pursuit of perfection,
but often students sit in groups
at tables and communicate as
they work. Pink sees this interaction as an important outcome.
His idea of developing empathy
among our students suggests
cooperative learning and development of learning communities.
5. Play. Pink considers play, laughter, humor, and games as beneficial to health and creative
thinking. Creators often allude to
an attitude of play in their work.
Humor is a higher-order thinking skill because understanding a
joke usually involves connecting
two unrelated ideas.
6. Meaning. Pink’s assertion that
we all seem to be searching for
meaning in our lives echoes
Sydney Walker’s advocation for
meaningful art projects in Teach-
ing Meaning in Artmaking.
Student art should have personal
meaning to be relevant.
With just a little tweaking, many
of these right-brain thinking skills
could easily be incorporated into
art projects or become sketchbook
assignments. For example, he suggests carrying a notebook to record
good examples of design, redesigning an annoying household object,
and dedicating your work to someone to make it more meaningful.
Because Daniel Pink validates
what most art teachers are already
doing in their classrooms, I hope
that all of those art teachers dancing in the aisles over his ideas will
share his book with administrators
and community leaders so they will
also consider this vision.
Circle No. 158 on Reader’s Service card.
Kaye Passmore teaches at Rowan University in Glassboro, NJ. K.passmore@
Circle No. 276 on Reader’s Service card.
THE ULTIMATE IN GLASS ART
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