I will address this question in two parts. The first part: Where do the fine arts fit into the liberal arts tradition? In ancient Greece, where our modern, classical education movement proudly traces its roots, only music was included in the quadrivium because it was considered essential to the physical development needed to prepare students for military service. Today, no one in the classical education movement would question the inclusion of all the fine arts (visual and performing). This inclusion fits perfectly with the movement’s foundational principles of truth, beauty, goodness, and excellence. The fine arts are the epitome of creativity and skill. Understanding the technical and symbolic aspects of great works of art (whether visual or performing) is considered a hallmark of classical education. Students benefit in several ways from the inclusion of fine arts in a classical curriculum.

First, they learn what principles and qualities make exceptional art. This understanding is significant because it allows them to go beyond mere personal opinion. It enables them to explain why a piece of fine art is exceptional even if their own preferences lean elsewhere. Second, students develop creative thinking skills by imitating great works of art. In fine arts classes, students are required to create art. By emulating the principles and qualities of great pieces of art, students are provided with a structure by which they learn how to create exceptional art. Third, students gain an appreciation for the skill of the artist. Whether listening to “Eine Kleine Nachtmusik” by Mozart or viewing Michelangelo’s Madonna della Pieta, students will marvel at the skill and creativity of these men because as they try to emulate fine art, they will see how hard it is to create something so beautiful. Finally, students will increase their creative skills. By the rhetoric stage, students will perform less emulation and more independent creative works. By using their training in the principles and qualities of good art, students are now equipped to create their own works. Even the less artistically gifted can produce works that amaze their families and friends. The creative skills gained in studying the fine arts will help students in any vocation they undertake.

Now onto the second part: Where do the common arts fit into the liberal Arts tradition? This question is harder and arguably more controversial. The ancient Greeks referred to these skills as industrial arts and considered them to be for those of lesser status. Professor L. F. Anderson summarizes their view thusly:

Greek literature affords little information regarding the technical education of the craftsman. This is probably due not only to the relative simplicity of the Greek industrial system but to the influence of slavery in bringing the manual arts into disrepute. The prejudice in the minds of the educated classes against manual labor finds expression in the writings of even the profoundest thinkers.¹ 

Does such a view exist today in classical education? Are those who are gifted in these common arts considered lesser people as they were in ancient times?

I would like to think that classical Christian schools view all children as created in God’s image and blessed with various talents and abilities. Consequently, we should expect some of our students to be gifted in the common arts. Should classes for these subjects be included in a liberal arts education? I believe that for classical Christian schools the question is one of time and resources. A classical Christian curriculum is a full one with very limited time for “electives” or other types of subjects. Classes in the common arts could be included as extracurricular activities as are some of the fine arts, such as drama and dance. However, resources are a major obstacle. Very few classical Christian schools have the space for a wood shop, metal shop, or auto shop. Consequently, these common arts are not offered. However, in keeping with the classical education principles of truth, beauty, goodness, and excellence, the common arts can easily be justified and included if time and resources are available. A person skilled and trained to create and build beautiful furniture achieves these principles. Unlike the ancient Greeks, who believed a classical education should be withheld from those gifted in the common arts, I believe that as Christians we should desire to have the best educated craftsmen we possibly can. A craftsman who has been classically educated is able to contribute positively to society far beyond his skill in the common arts. He can recognize logical fallacies in political debate, think critically concerning big issues such as climate change, and apply lessons learned from history to our modern world. While the common arts are not commonly included in present classical Christian education, I believe they fit within the principles of truth, beauty, goodness, and excellence, and can have similar benefits to all students as does the study of the fine arts.

¹ Anderson, L. F., “Some Facts Regarding Vocational Training Among the Ancient Greeks and Romans”, University of Illinois. https://www.journals.uchicago.edu/doi/pdf/10.1086/435905 Accessed July 28, 2024

 

John Cicone, MEd, is the Head Administrator of the Rafiki Foundation School Tanzania.

 

John Cicone Head Administrator for the Secondary school

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