By Frederick Philander WINDHOEK Art education forms an undeniable and integral part of any country’s education system. This is the view of the programme officer of the Finnish embassy in Namibia, Elise Heikkinen, who on Friday addressed 23 full-time teachers who participated in a ten-day art teaching in Namibian schools workshop in the capital. The teach-the-teacher project, aimed at assisting teachers to teach art in schools, was presented by the Oruuano Artists Union in conjunction with the ministry of Education. “Imagine the world without art. No paintings, music, movies and novels, what would the country’s culture be? In my view art is a universal language that has stretched over several generations and cultures. Often, the best record we have of the past is the art that has been left behind such as visual art, drama, literature and music, elements that enhance the awareness and understanding of other cultures, both of the past and the present,” Heikkinen said at the official closing of the workshop. A number of lecturers at the College of the Arts acted as workshop facilitators. “Art has proven to keep children in school, provide motivation and help children better understand the world in which they live. A child’s participation in both theatrical and music programmes has proven to enhance the child’s social skills as well as better develop their language, reading and writing skills. Therefore art enables children to learn better,” the programme officer said. She also contented that motivation is key to keeping children interested in education. “Art enhances a child’s experiences in several areas of learning, including mathematics, reading and writing. Art also encourages us to stretch the limits of our imagination, thus creating new problem-solving skills and critical thinking. Participation in art makes education more interesting, therefore motivating children to stay in school,” Heikkinen said. She encouraged Namibian parents to make an effort to expose their children to art, be it a play, the museum, – children need art (music, painting, writing, theatre, dance, creativity) because it improves a child’s motivation, it encourages self-discipline and open-mindedness. “International experts agree that similar to English and other core learning subjects, dance, music, theater and visual art are challenging subjects with rigorous content and achievement standards at the regional and national levels. These subjects require highly qualified teachers, who challenge all students, not just those who are considered artistically talented, to perform works of art, create their own works and respond to works of art and the ideas they impart,” she said. In her opinion, it is especially learners from economically disadvantaged circumstances and those who are at risk of not succeeding in school that can be positively stimulated and who benefit from art as a subject in schools. “Today it is recognized that to be truly well educated one must not only learn to appreciate art, but must have rich opportunities to actively participate in creative work. I believe that a strong, sequential arts education programme in schools can help promote cultural literacy in the Namibian society because art serves as an essential bridge across languages and cultural differences and builds linkages, both within and between communities,” Heikkinen, who stated that art is a necessary part of cultural literacy, argued. Teachers from schools in Caprivi, Kavango, Oshikoto, Ohangwena, Omusati, Kunene, Omaheke, Khomas, Hardap and Karas attended the workshop. “Each of us is daily exposed to a myriad of images, which we must be able to read and discern if we are to make informed choices as consumers and as citizens. Yes, art can bring every subject to life and turn abstractions into concrete realities. Furthermore, art helps to provide experiences for students to continue to become lifelong learners after they reach adulthood, creating an awareness that learning is a never-ending process,” she said. In conclusion, Heikkinen charged that art provides a reason for students who have been disengaged from schools and other community institutions to re-engage in educational and other community orga-nizations.