Students construct their own knowledge through classroom learning activities focused on art history, art criticism, studio processes, and aesthetics (Walker, 2001). Through the use of problem solving skills, informed by the cognitive development curriculum philosophy (Eisner, 1985), students acquire tools with which they can make meaning of and navigate their world. Students will be provided with an active environment where they can learn to create while coming to know and understand the world through art. They will encounter opportunities in which to visualize different outcomes. The visual arts provides tools that assists learners across other academic disciplines, allowing them to understand other subjects, including science, language arts, and mathematics.
Walker, Sidney R., Teaching Meaning in Artmaking (Worcester: Davis Publications, 2001) p. xiv.
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We need to fix/complete the second to last sentence. Different outcomes of what? outcomes to problems presented to them in all areas of their lives?
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