When Amedeo D’Angiulli’s son Leonardo was two years old, he began using household items, including toys, chairs and pots, to create large structures in the family’s home.
At first, his parents deemed it merely child’s play, but when these “installations” became so large it was difficult to walk around them, they finally took a photo.
“When we actually saw the entire thing, it was incredible, and we realized that Leonardo was being very creative. There is always more in this playing activity because it’s a way of organizing reality for children, even if it’s just in becoming familiar with things,” the proud father says, smiling.
D’Angiulli is a researcher and professor of psychology and child studies at Carleton University. His son is now seven, with a high IQ and an interest in the arts. D’Angiulli attributes this in part to Leonardo’s early exposure to visual art and music.
“We started with music as soon as we were pregnant. We would always have music on,” D’Angiulli says. “There are studies that show that newborns recognize rock n’ roll or classical music from their time in the womb.”
D’Angiulli advocates art-based learning, based on the connection between exposure to art and music and the development of literacy and math skills.
Rather than drills, memorization and repetition, he says primary schools should adopt a curriculum based on creativity and discovery.
“Art provides a tool that is pleasurable,” he says. “It’s like learning through playing. I have no doubts whatsoever that it works and that it’s really conducive to gaining more knowledge for children.”
There are several widely-used teaching practices, like Suzuki and Montessori methods, which recognize the importance of arts in education. Both methods stress the importance of creating an environment that allows children to learn through discovery, creativity and imagination.
However, the tune is not as positive in Ontario’s public schools. According to People for Education’s 2008 annual report, less than half of Ontario’s elementary schools have music teachers and, in schools with grade 7 and 8, only 14 per cent have visual arts teachers.
More worrisome is that a lot of schools’ arts programming is based on extra-curricular activities, which often rely on parents for funding.
School communities without the capacity to fundraise this money are often left without any arts in school, and many of these areas are home to students who have limited access to formal arts programs outside of school.
In the face of this gap, some parents may have to resort to teaching their children about art at home or in private programs.
Nicole Wassink created a music program in Ottawa called Making Music Meaningful, intended for infants and toddlers. She says the lessons learned go beyond rhythm, harmony and melody.
“It’s not like we’re creating musicians, per se. We’re creating kids who are well adjusted and interested. They listen and they’re able to focus. I think there are definite, definite benefits.”
Introducing children to music, art or dance doesn’t necessarily mean enrolling them in private lessons or alternative schooling. It can be as simple and affordable as taking out crayons or paints at home, visiting an art gallery, or giving children time and space to make art installations with pots and pans – anything that stimulates the imagination and promotes creativity.
In the end, the goal shouldn’t be to create musical prodigies, master painters or Broadway performers.
It’s about taking small steps to encourage children to think creatively and openly express themselves, and to harbour the hope that it will make their future a bit brighter.