Excerpts from
"A Verbal Mosaic Pertaining to Art Education at U.B.C.
by R.C.Steele, Graphics,

A fact to be observed in any kindergarten over a4 reasonable period
is that every young child will use the art materials given to him to
create images that are symbolic representations of the world as he
experiences it. Two significant pcints: with rare exception all _
young children develop this language of symbolic images (often
conceptual and emotionally charged) and secondly, scarcely any
teaching is required; just loving acceptance. Is this not of cen-
tral importance to those planning to be art teachers? Franz Cizek,
a young art student in Vienna at the turn of the century, thought so.
He was so impressed with the drawings in chalk that slum children
were making on the sidewalks that he gave up his own career as an
artist and spent the rest of his life working with children,

When children in our society reach puberty, they typically become
very self-conscious and the symbolic response to experience
typical of early childhood comes to an end, There is an under-
standable demand for more technique and for greater realism as the
youngster moves away from his home and identifies himself with

the objective world to a greater decree. No longer do whole classes
respond enthusiastically to art as a kind of natural response,
Motivation becomes more difficult. The exception is those with a
special gift and our art programs seem to reflect this in secondary
schools where art is no longer thought of as a symbolic language

of significance to emotional maturity. Rather it seems to be thought
of as a cultural veneer, a pleasant hobby or a codification of impor-
tant artistic events, an activity for the gifted few rather than an
expressive visual language available to all as in kindergarten,

Art teachers must constantly ask the question - is this a natural
and inevitable process or is it possible to nurture and extend the
joyfully natural approach typical of young children into secondary
school and even adulthood, Surely this is the greatest challenge
of art education, if art Is deemed to be of value,

13.