Interdisciplinary Design Education Is Critical to Solving Complex And

Total Page:16

File Type:pdf, Size:1020Kb

Load more

Introduction Interim Provost and Executive Vice Chancellor Carl Lejuez met with the School of Architecture & Design Dean’s Advisory Board on October 18, 2018. At the meeting, he requested a white paper from the Board that outlines the emerging trends of the architecture and design professions that could inform how the School could best prepare our students for their professional careers. In particular, he wished to understand the relevance of interdisciplinary education. Following the Provost’s charge, the Dean’s Advisory Board members were invited by the Board Chair Kathy Achelpohl to provide written perspectives. The paper was edited by Kathy Achelpohl and Kristin Cable. “Design is fundamentally a The following paper summarizes key themes raised by members of the Board problem solving activity that on the topic of the future of the professions and interdisciplinary design improves the world around us and education. Board members presented their views and examples to illustrate thus our lives. It’s an important that an integrated and interdisciplinary educational training would best serve activity that encompasses a broad range of professional fields. our students and advance the School to realize its vision (to be The Pioneering Architecture, interior design, Force for Global Impact through Design). industrial design, graphic design, exhibition design, and landscape architecture are all important contributors to the design field. Design touches everything.” Interdisciplinary Design Education is Critical to Solving David Hill Complex and Global Problems Principal, ThinkNext Design Future Direction Designers are practicing today in the context of a rapidly changing world in which societal issues, climate issues, changing global economies, and transportation disruptions are rapidly moving toward, or already have, a central place in day-to-day project work and considerations in practice. “My 19-year career in graphic Competition for designers has increased; the ability to outsource design communication has spanned functions 24/7 around the globe is getting easier and easier. The global everything from museum and marketplace and access to software has made design more competitive, and exhibit design to environmental basic design skills and understandings are no longer enough to build a career graphic design, to brand identity around. design to interior design to brand strategy development, to Accreditation requirements will be changing and likely expanding for architects advertising to business ownership. and designers to include more practice-based criteria. Design is demanding My career is, at its core, the future integration, which includes the widening geographical demands of practice with of the ‘design’ profession as we know it.” different climatological, regulatory, anthropological, cultural, and seismic contexts. Mike Hauser Founder, DesignHaus 1 Clients are hungry for designers with a broad experience set. It used to be enough for a designer to have a design backbone built on a strong portfolio of work. Today, clients are exposed to design everyday through social media, experiences (both spatial and visual), print, product, and human interaction. Clients see design touching everything now more than ever before, and they “Design is often considered a luxury or necessary evil. Both are want their design partner to be able to create all of these broad touch-points wrong. Design is a requisite for for them. solving the issues that face society and our globe. It is about Design-led thinking is being brought to spaces where design hasn’t been a key innovations in the design element as a strategy to solve more complex problems. Design-led thinking industries and construction refers to a human-centered, prototype-driven process for innovation that can industries to transform how be applied to a product, service, and business design. (Source – Cohen, R. buildings and products are March 31, 2014. Design Thinking: A Unified Framework for Innovation. Forbes. conceived, researched, modeled, Retrieved from https: https://www.forbes.com.) Steve Jobs, for example, was prototyped, documented and an early proponent of what is now called design thinking. realized. There is so much opportunity.” The design-led approach, no matter the organization or industry, allows for Steve McDowell, FAIA prototyping, failure, empathy for the human experience, and a flexibility that Director of Design, BNIM enables agility to find solutions. This trend alone will be disruptive to design practice on a global scale. In fact, several large organizations which have not historically been design-focused are quickly working to place design at the center of their decisions as they grapple with making the necessary changes to meet and exceed the quickly changing dynamic of consumers. For example, in Lyft’s efforts to completely rethink and change transportation methods and systems, they’ve hired a diverse range of designers to lead the charge. Rather “Lens, a consulting studio of than working in isolation, these designers, with equally varied backgrounds, are Shepley Bulfinch, a national architecture firm, partners with sitting next to product managers, engineers, and technologists for instant hospitals and healthcare leaders collaboration and faster solutions. (Source - Schwab, K. December 17, 2018. across the country to rethink and Lyft’s plan to win the transportation wars: Put designers in charge. Fast reinvent the patient and staff Company. Retrieved from https://www.fastcompany.com.) experience. By combining stakeholder engagement, The Design Professions qualitative and quantitative As the opportunities and demands of practice rapidly evolve, design analysis, and design thinking, Lens professionals are embracing interdisciplinary design, which refers to the helps healthcare providers to collaboration of design professionals (and sometimes non-design professionals) increase performance, improve to solve problems together. healthcare outcomes and drive down costs through organizational change.” Interdisciplinary design is not a new concept for architecture firms and design firms. Leading architecture, design, and experience design firms recognized and Lauren Janney, MBA, EDAC implemented interdisciplinary design systems decades ago, which usually Principal Strategist, Lens involves a mix of architects, interior designers, planners, industrial designers, graphic designers, and other creative professionals. This was done for several reasons - initially to streamline the process and provide direct accountability to clients, and later to create solutions to help their clients express their values, innovate rapidly, and elevate their brand. 2 Designers believed that through collaboration with others, they could best “Lawrence Group, a building and discover the questions that must be asked in order to gain a greater real estate solutions company, was understanding of any design problem. In this process they recognized that when built on varied expertise with every element was in sync and carefully considered together – from the interdisciplinary collaboration. While students at KU in the late building structure and materials, to community planning and access, branding 70’s we envisioned a professional and graphics, interiors, the surrounding environment, engineering, and the practice offering clients all services larger cultural and social impact - the final outcome was more successful. related to the built environment. We felt this would As the world has grown more complex, embracing the interdisciplinary model give us a competitive edge...and has become an essential tool to address and solve the critical and complex we also wanted to spend our problems in the modern world as designers seek to help create a more resilient careers in an environment where and regenerative global community. For example, imagine a healthy and everyone could continue to grow beautiful city that generates its own renewable energy, returns all water back professionally and learn from each to nature as clean as or cleaner than when it arrived, operates without waste, other by sharing their expertise and point of view.” and protects and regenerates natural systems and species. Without designers none of this will be realized. David Ohlemeyer, AIA Founding Principal At another scale, imagine the assignment to rebuild a client’s brand through the Lawrence Group design of a holistic customer experience involving every design touch-point - from identity to the landscape. It cannot be an isolated approach. The design and design product must be fueled by insight and strategy work led by “Many design professionals qualitative and quantitative data mining. That data and the insights provided, trained in specific areas, whether it leads the design team and all of its talents down one unique path. The path be industrial design or graphic speaks specifically to the architects, interior designers, brand identity designers, design, are seeing the lines quickly landscape architects, lighting designers, print designers, marketers, web blurred as they need to extend their skill sets and collaborate designers, and product designers all working with an interdisciplinary mentality. closely with other design disciplines, and even disciplines Notable architecture and design firms which have embraced an interdisciplinary that typically would not overlap practice model include: with design. • BNIM, https://www.bnim.com/ • CannonDesign, https://www.cannondesign.com For example, if our company, an • DesignHaus,
Recommended publications
  • Planning Curriculum in Art and Design

    Planning Curriculum in Art and Design

    Planning Curriculum in Art and Design Wisconsin Department of Public Instruction Planning Curriculum in Art and Design Melvin F. Pontious (retired) Fine Arts Consultant Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Madison, Wisconsin This publication is available from: Content and Learning Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 608/261-7494 cal.dpi.wi.gov/files/cal/pdf/art.design.guide.pdf © December 2013 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Foreword Art and design education are part of a comprehensive Pre-K-12 education for all students. The Wisconsin Department of Public Instruction continues its efforts to support the skill and knowledge development for our students across the state in all content areas. This guide is meant to support this work as well as foster additional reflection on the instructional framework that will most effectively support students’ learning in art and design through creative practices. This document represents a new direction for art education, identifying a more in-depth review of art and design education. The most substantial change involves the definition of art and design education as the study of visual thinking – including design, visual communications, visual culture, and fine/studio art. The guide provides local, statewide, and national examples in each of these areas to the reader. The overall framework offered suggests practice beyond traditional modes and instead promotes a more constructivist approach to learning.
  • DESIGN EDUCATION for SUSTAINABILITY (I) a Survey of Product Design Students’ Attitude Toward Environmental Consciousness

    DESIGN EDUCATION for SUSTAINABILITY (I) a Survey of Product Design Students’ Attitude Toward Environmental Consciousness

    Research report Received January 12, 2016; Accepted May 30, 2016 DESIGN EDUCATION FOR SUSTAINABILITY (I) A Survey of Product Design Students’ Attitude Toward Environmental Consciousness Edilson Shindi UEDA* * Chiba University Yayoi-cho 1-33, Inage-ku, Chiba 263-8522, Japan Abstract: In order to disseminate and promotion of design education in the sustainable (DES) context in the academic and professional field, this research introduces the theoretical study of DES and a case study of 620 product design students' attitude, knowledge and viewpoint toward environmental consciousness. According to the results of the survey, the students' strong consideration of socio-cultural principles is the most important factor for solution of the present environmental issues, showing a pro- environmental consciousness that was also evident in the students' capacity as consumers since they consider environmental aspects when purchasing products. The majority of 491 students who did not receive environmental education expressed a strong desire to receive environmental information, with the primary topics related to examples of environmentally friendly products (eco-products). Key words: EcoDesign, Design Education for Sustainability, Environmental Education 1. Introduction figures in product and services development for many The main title of this study is part of a series related to companies. Industrial designers play a significant role in design education for sustainability (DES), which is a new seeking alternative solutions to the wasteful lifestyles of field for industrial design educators and design professionals contemporary society, and in influencing positive change [1-4]. through the creation of more responsible goods and services. The objective of the series is to disseminate and promote Toward those facts, experts [8-9] have stressed that current design education in a sustainable context in the academic design education should be redirected to the development and professional fields.
  • Los Angeles Institute of Architecture and Design

    Los Angeles Institute of Architecture and Design

    CATALOG Los Angeles Institute of Architecture and Design 3580 Wilshire Blvd. Suite 1180. Los Angeles, CA 90010 www.laiad.com 213 251 4500 January 1, 2018 – December 31, 2018 Page 1 of 28 TABLE OF CONTENTS MISSION & OBJECTIVES ................................................................................................................ 4 STATE OF CALIFORNIA .................................................................................................................. 4 FACILITIES AND EQUIPMENT ........................................................................................................ 4 ADMISSION POLICIES AND PROCEDURES ................................................................................. 5 FOREIGN STUDENTS .......................................................................................................... 5 NON-DISCRIMINATION POLICY .......................................................................................... 5 NOTICE CONCERNING TRANSFERABILITY OF CREDITS AND CREDENTIALS EARNED AT OUR INSTITUTION: .......................................................................................................................... 6 TRANSFERABILITY OF CREDIT TO LAIAD ................................................................................... 6 LICENSURE ...................................................................................................................................... 6 PROGRAMS ....................................................................................................................................
  • The Effect of a School-Based Outdoor Education Program on Visual Arts Teachers’ Success and Self-Efficacy Beliefs

    The Effect of a School-Based Outdoor Education Program on Visual Arts Teachers’ Success and Self-Efficacy Beliefs

    South African Journal of Education, Volume 37, Number 3, August 2017 1 Art. # 1395, 17 pages, https://doi.org/10.15700/saje.v37n3a1395 The effect of a school-based outdoor education program on Visual Arts teachers’ success and self-efficacy beliefs Cigdem Hursen and Didem Islek Division of Curriculum and Instruction, Ataturk Faculty of Education, Near East University, Turkey [email protected] The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the implementation of the education programme. The study, which utilised a mixed method of qualitative and quantitative data collection, lasted for seven weeks. The results demonstrate that the developed programme is effective. At the end of the study, a significant difference was revealed in terms of the participant teachers’ knowledge and skills regarding the approach as well as their self-efficacy belief levels in relation to the use of museums and the outdoors as teaching environments. Face-to-face interviews conducted with the teachers who participated in the experimental practice revealed that they were satisfied with the experience. Keywords: Edmodo; mixed method; school-based outdoor education; teacher’s views; visual art Introduction Outdoor education in teaching and learning is being increasingly used as an effective approach for the realisation of activities related to active learning and for the instruction of abstract concepts (Bilasa & Arslangilay, 2016; Çelik & Kasapoğlu, 2014; Öztürk Aynal, 2013; Preston, 2014; Price, 2015).
  • The Place of Sustainability in Design & Technology Education

    The Place of Sustainability in Design & Technology Education

    The place of sustainability in design & technology education Margarita Pavlova and James Pitt Th Introduction e pla c The need to address sustainability has suddenly appeared in agendas for educational policy e o around the globe. The emergence of the issue has been motivated by a number of reports that f sus suggest that humankind is living beyond the carrying capacity of planet earth. Footprinting studies t (a way of measuring the environmental impacts of different lifestyles) such as the “Living Planet ain Report” (WWF, 2006) indicate that we globally began to live beyond the Earth’s carrying capacity ability in de in 1987 (see image overleaf). Recent studies by WWF (2006) and Jerrard Pierce (2005) demonstrate that industrialised countries have the greatest impact on this process. Jerrard Pierce’s cartogram (2005) shows graphically sign & t the relative contributions of different countries to global ecological footprints. Margarita Pavlova James Pitt e The “Ecological footprint by region…” graph (overleaf) gives comparable data by region for 2003. chn Margarita Pavlova currently A design & technology teacher The overall area of the rectangle indicates the impact. Thus relatively few people in North America olo works in the Faculty by background, James is now living at a high level of consumption have an impact significantly higher than the whole population gy e of Education at Griffith senior research fellow in of Africa. The charts for energy footprints and water withdrawal paint similar pictures - that University, Australia. She has education at the University of people in the wealthy countries consume a disproportionate amount of resources (WWF, 2006).
  • Good Design + Education 1

    Good Design + Education 1

    Issue 06 Good Design + Education 1 The Office of the Victorian Government Architect provides leadership and strategic advice to the government about architecture and urban design. The Office of the Victorian Government Architect supports the Department of Education and Training with advisory initiatives, including the design review of new schools, collaborative workshops, design quality teams, desk top reviews and input on briefs. Good design plays an essential role in enabling high-quality education environments that support the learning needs of every student. Our aim is to encourage awareness of the importance of good design to the quality of educational environments for students 02 and staff. The primary audience includes those working on education projects in state government departments and Aspects of design and environmental conditions that impact on learning in local government. include noise, temperature, seasonal variation, humidity, air quality, ventilation, air flow, thermal comfort, 01 building age, quality and aesthetics, natural and artificial lighting, school size and class size. There is strong evidence that the quality of a school building and the open space around it can have a profoundly positive impact on student concentration, attendance and educational outcomes. Spaces that support students learning from each other and through their own self-directed activities are vital to contemporary learning. In addition, a well-designed school provides a better workplace environment for teachers by contributing to recruitment, staff productivity, retention, morale and reduced This publication is the sixth in a series that is helping to raise awareness absenteeism (Zimring et al. 2008). of good design and promoting discussion supporting its benefits and Schools should be designed as value.
  • WASC Institutional Reaccreditation Report

    WASC Institutional Reaccreditation Report

    Academy of Art University WASC Institutional Reaccreditation Report 1 Degrees Degrees offered by Academy of Art University AA, BFA & MFA Acting Advertising Animation & Visual Effects Fashion Fine Art Game Design Graphic Design Illustration Industrial Design Interior Architecture & Design Jewelry & Metal Arts Landscape Architecture Motion Pictures & Television Music Production & Sound Design for Visual Media Photography Visual Development Web Design & New Media BFA & M.Arch Architecture BFA & MA Art Education BA & MA Multimedia Communications BFA only Art History 2 Academy of Art University Table of Contents Introduction 4 Essay 1 Ensuring the Integrity, Quality and Rigor of AAU’s Degrees 12 Essay 2 Achieving AAU’s Core Competencies 34 Essay 3 Defining and Promoting Student Success at AAU 55 Essay 4 Ensuring Institutional Capacity & Effectiveness in the Future & 89 Planning for the Changing Environment for Higher Education Integrative Conclusion 97 3 Academy of Art University Introduction Welcome Academy of Art University (AAU) is the largest regionally-accredited art and design school in the United States, offering Associate, Bachelor’s and Master’s degrees in 21 different areas of study. The university serves over 17,000 students, who have the choice of studying onsite at AAU’s urban San Francisco campus, online through CyberCampus, or moving between onsite and online learning as they pursue their degrees. As of fall 2012: • 56% of AAU students enroll in at least some of their coursework online • 37% enroll exclusively in online classes AAU's student body is highly diverse, with no visible student majority and a substantial international population. As of fall 2012, 51% of AAU’s student body consists of minority or international students.
  • Strategies for Assessing the Responsiveness of Design Programs to the Context of Practice

    Strategies for Assessing the Responsiveness of Design Programs to the Context of Practice

    Thank you all for coming to this presentation on major futures issues for institutions. The NASAD Working Group on NASAD working group the Future of Design and Design Education has been meeting for several years to address the issue of the future direction of design and design education. I’m Karen Hughes, from the University of Cincinnati, and have been honored to work with my esteemed colleagues: Eric Anderson, Carnegie Mellon University The Future of Design and Design Education Meredith Davis, North Carolina State University Susan King Roth, Virginia Commonwealth University Strategies for assessing the responsiveness and David Weightman, Univ of Illlinois, of design programs to the context of practice Urbana Champaign Working group members: Karen Monzel Hughes, University of Cincinnati, Chair Eric Anderson, Carnegie Mellon University Meredith Davis, North Carolina State University Susan King Roth, Virginia Commonwealth University David Weightman, University of Illinois/Urbana-Champaign October 2011 Slide 1 Many of you probably attended our session at last’s year’s National Meeting in Cincinnati, in which we reported our findings NASAD working group and made recommendations. Today we will take that a step further and talk about strategies for assessing the responsiveness of design programs to the context of practice. Building upon that information presented last year, we will present a set of questions we hope design educators and administrators will ask themselves as they develop curricula for the future. We will illustrate with examples of how various design schools have addressed these questions, in hopes of sparking recognition of how you might implement changes in your own Design curricula.
  • Go Outside: Engaging Elementary Art Students in Outdoor Exploration

    Go Outside: Engaging Elementary Art Students in Outdoor Exploration

    GO OUTSIDE 1 GO OUTSIDE: ENGAGING ELEMENTARY ART STUDENTS IN OUTDOOR EXPLORATION By MELINDA TURNBULL SUPERVISORY COMMITTEE LESLIE GATES, CHAIR CRAIG ROLAND, MEMBER A CAPSTONE PROJECT PRESENTED TO THE COLLEGE OF FINE ARTS OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMET OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS UNIVERSITY OF FLORIDA 2012 GO OUTSIDE 2 Table of Contents List of Figures pg. 3 Abstract pg. 4 Chapter 1: Statement of the Problem pg. 5 Chapter 2: Literature Review pg. 8 Chapter 3: Research Methods pg. 14 Chapter 4: Results pg. 21 Chapter 5: Discussion pg. 41 References pg. 48 Appendix A pg. 54 Appendix B pg. 58 Appendix C pg. 60 Appendix D pg. 61 Biographical Sketch pg. 64 GO OUTSIDE 3 List of Figures 4.1. Drawing the Creek pg. 25 4.2. Flower Observations pg. 29 4.3. First Grader Drawing a Tree pg. 31 4.4. Insect and Animal Observations pg. 33 4.5. Using Dirt to Create Art pg. 36 4.6. Kindergarten Building and Pastel Collage pg. 38 GO OUTSIDE 4 Abstract This action research study examined how to incorporate the learning strategy of outdoor exploration into a forty-five minute class period, and what role that strategy could play in student understanding of art concepts. This research is consistent with professional literature concerning the benefits for children of exploring the natural world, the role nature plays in aesthetic experiences, the role inquiry plays in integrating natural science and art concepts, and current studies of eco-art education. Through this study, I realized the importance of setting limits, minimizing materials, preparing for the predictable while expecting the unexpected, listening more, observing more, directing less, and learning to follow the students' lead when using the strategy of outdoor exploration.
  • Building Best Practices for Fashion Design Pedagogy: Meaning, Preparation, and Impact

    Building Best Practices for Fashion Design Pedagogy: Meaning, Preparation, and Impact

    Steven Faerm Building best practices for fashion design pedagogy: meaning, preparation, and impact Fecha de recepción: julio 2014 Building best practices for fashion Fecha de aceptación: marzo 2015 Versión final: julio 2015 design pedagogy: meaning, preparation, and impact Steven Faerm * Summary: Historically, universities have adopted a “sink or swim” approach with their hiring of art and design faculty. After years of professional experience, these new faculty enter classrooms without pedagogical training and are expected to succeed as educators. However, designing product and educating students require significantly different skill- sets. Additionally, faculty challenges are radically increased due to the seismic changes occurring in design education, the evolving student generation, and the increasingly volatile professional world for which students must be trained. Through trial and error, new faculty often rely on outdated teaching methods used during their own undergraduate experiences. This lack of faculty preparation negatively impacts programs, the graduates’ preparation, and ultimately our design industries. This article will discuss the critical need for tomorrow’s art and design faculty to acquire –and master– solid pedagogical skills if they are to successfully educate and train future designers. This study aims to provide fashion design educators and program directors with awareness for the importance of providing pedagogy support for new faculty in order to strengthen the students’ learning. Key words: design education - design pedagogy - student development - teaching - fashion design - fashion industry - Parsons - faculty - higher education. [Summaries in spanish and portuguese at pages 212-213] (*) Associate Professor, The School of Fashion, Parsons The New School for Design. Introduction Historically, universities have adopted a “sink or swim” approach with their hiring of fashion design faculty.
  • Oriented Professional Master in Art and Design Qing

    Oriented Professional Master in Art and Design Qing

    2019 5th International Conference on Economics and Management (ICEM 2019) ISBN: 978-1-60595-634-3 Research on Cultivating the Practice Ability for Future - Oriented Professional Master in Art and Design Qing WU1 and Jing-Yuan ZHU1 1Room 501, Unit 3, Building 2, Huangjialake Campus, Wuhan University of Science and Technology, Wuhan, Hubei Province, China [email protected] Keywords: Art Design, Professional Master, Practical Ability, Cultivate. Abstract. Bauhaus, founded in 1919 laid the foundation for modern design education, now is the 100th anniversary of the birth of the Bauhaus school of design. After a century of social development process, the spirit of the Bauhaus and design education concept have become the symbol of pioneer and free exploration of design. However, in the era of rapid development of science and technology and the coexistence of diverse cultures, the education of art design must keep pace with the times. It is necessary to express reasonably the cultural value in the design practice and give consideration to the interdisciplinary characteristics of art design major. Therefore, it is imperative to set up a scientific and reasonable training system for postgraduates' practical ability and establish a corresponding system evaluation standard for postgraduates' education. Introduction The era of 5G is coming. The rapid development of Internet, big data, intelligence and other technologies has a profound impact on design, and artistic design has played a huge role in promoting social and economic development. Chinese design has related closely with the national strategy. It is booming and renaissance. And the domestic design education and the development of China's design are synchronous.
  • And Career-Ready Standards for Visual Arts Proficiency

    And Career-Ready Standards for Visual Arts Proficiency

    South Carolina College- and Career-Ready Standards for Visual Arts Proficiency South Carolina Department of Education Columbia, South Carolina 2017 Page 538 Visual Arts Introduction Students who participate in the South Carolina standards-based education in the visual and performing arts are heirs to excellent arts opportunities and programs because of the vision and tenacity of generations of devoted arts educators in our state and throughout the nation. It is important that all communities have visual art specialists with the knowledge and skills they need to teach art in a manner that will best enable students to learn. Organized lists of standards, benchmarks, indicators, and student learning targets help teachers to reach a high level of quality art instruction in a comprehensive arts education program for improved student growth. The South Carolina Department of Education recognizes the visual art standards as an essential resource for assisting and supporting excellent art teachers in schools. This visual-art teacher document presents the expectations for student growth and learning for Pre-kindergarten through twelfth grade. This South Carolina Visual Arts document is designed to meet local and state and national visual arts standards and create individualized instruction for students. In addition, to align with the South Carolina Read to Succeed Act(Section 59-155-120 “Discipline-specific literacy”), we recognize that literacy is taught through the arts and have developed a statement explaining how administrators may support their teachers in all content areas in order to reinforce strong literacy-based classrooms. The purpose of this Visual Arts Literacy Policy Statement is to help administrators, principals, and teachers integrate literacy through the arts as effectively as possible.