Play and art are so important to children’s development and to their exploration of themselves and their experiences — it’s a shame that in a lot of schools, those two aspects of childhood are discouraged rather than worked into the everyday curriculum in higher grade levels. “Both art and play, like imagination and fantasy, are not regarded as a part of the serious business of schooling” (Eisner, 1990, p. 43). However, art and play are integral to the serious business of schooling for most children.
The acts of play and the creation of art are “children’s primary means of engaging the world” and provide children with ways in “which they can explore the ‘world-as-it-is’ or the world they imagine” (Eisner, 1990, p. 45). If these two aspects of childhood development are not fostered in the classroom, then we are depriving our students of crucial ways to access knowledge and experience the world around them.
Both play and visual arts “perform different functions for children at different stages of their development” (Eisner, 1990, p. 48), and it is our duty as teachers to recognize the stages of development our students are in and provide them with play- and art-based opportunities to fully grow and experience their surroundings and learnings.
It is interesting to note how Eisner emphasizes the cognitive side of art making and play. He eloquently deconstructs just what kind of thinking art making and play requires- a great reference should you need to argue why you want art in your classroom.
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