I discussed in a previous post a report by the Center on Education Policy (CEP) regarding the effect of the No Child Left Behind Act on the classroom that discussed the shift in education resources toward subjects that are assessed via standardized tests. CEP also provided recommendations based on their findings, one of which was to encourage the states to “Consider including measures of knowledge and skills in art and music among the multiple measures used for NCLB accountability,” based on their research that indicates “What gets tested gets taught.”
That brings up a touchy subject that gets debated in the academic world – How do you implement tests for the arts that truly capture artistic aptitude and competence? By definition the arts are about creativity, and standardization can discourage creativity. How would Charlie Parker or Pablo Picasso have performed on a standardized arts test? My fear is that standardized testing for the arts would drive the move toward memorization of facts rather than creative application, which is essentially what the arts are all about and the greatest benefit of arts in our schools (see item #5 of the 9 Common Lessons of Music Education that Translate into Success).
These thoughts led me to the emphasis on memorization in education. As a parent of a 12 year old, I can say that education today is similar to my education experience in that regard. Let me preface my remarks by saying that I believe that unless we find a way to transfer artificial intelligence to human beings in real time, memorization will always be a part of the education experience. But Social Studies, Science, and Religion (in private schools) are almost exclusively an exercise in memorization at the elementary school level. Math and grammar are of course a hybrid of memorization and application.
My point is that as the access to information becomes closer and closer to instantaneous with mobile devices that can access the web, the importance of memorization is diminished. Our schools are doing a relatively good job of addressing the importance of technology and familiarizing our children with computers and the web, from what I can gather. They are not, however, addressing the “creativity/memorization ratio” in terms of time spent on these skills in the classroom relative to their importance in the 21st century.