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Elliot W. Eisner, in "What Can Education Learn from the Arts about the Practice of Education?", argues that education can significantly improve by adopting fundamental principles and forms of thinking traditionally associated with the arts. He proposes that the ultimate aim of education should be the preparation of artists, not necessarily in the traditional sense of painters or poets, but as individuals who develop the ideas, sensibilities, skills, and imagination to create work that is well-proportioned, skillfully executed, and imaginative in any domain, such as carpentry, surgery, engineering, or teaching.

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I asked ChatGPT to create an image focused around the main points of the article. I agree with this picture it came up with because it shows how art can be incorporated into different ways of knowing. By centering pedagogy around art it can help educators re-frame what we expect as proof of learning by offering different ways of providing proof. This creates the third space as it allows students to bring in both horizontal and vertical learning creating a deeper learning experience.

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Eisner's touched on many key points to the shifting of education in contemporary times. I think as future educators we have been exposed to the notion that education follows a standardized setting which is not designed for all learners and focuses on students learning a set foundation of knowledge in a set way. 

As someone who follows a democratic participation pedagogy which focuses around providing students the skills needed to become active citizens I find many of these principles within Eisner's article. Teaching students on a narrow pathway has many negative effects for those who do not fit into the status quo, as mentioned in Gutiérrez (2008). If we acknowledge the main points from Eisner (as displayed on the picture), then we can begin to set students up for success inside and outside of school by teaching the critical thinking skills, flexibility, and exploration. Additionally, as educators by remembering that not all knowledge is verbalized, tools and media shape how we think and create, and that intrinsic satisfaction is the best motivation we create a space that can allow us to create lesson plans that connect school and life, creating more effective learning. 

This article proposes a new way to view teaching that can offer a new frame for problems we encounter in the classroom by reminding us to look away from traditional practices. 

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The image above illustrates the "third space" where students’ worlds intersect with curriculum content. When teachers design through the arts, they expand this overlap, creating opportunities for multiple interpretations, personal relevance, and imaginative engagement. This reimagines educational goals (from standardization to meaning-making), roles (from authority to facilitator or co-learner), and structures (from rigid disciplines to flexible, relational practices), echoing Eisner’s call for education to learn from the arts. In this sense, an arts-informed third space enables education to move beyond rigid disciplinary boundaries toward a more relational and humanizing practice. Further, it promotes flexible curricula and assessments that value process, reflection, and diverse ways of knowing. 

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Use of the Third space is especially beneficial for ELL students.  Providing a space where students can display their understanding in their own language or where they are freer to take their time, be creative and share, where language barriers are less encumbering them.  For example, asynchronous projects in the 3rd space, such as this, would allow ELL learners time and space to translate as needed and more time to think, process and connect to others. 

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Designing education that centers around the Third Space, and the arts can inspire and reshape disciplinary learning goals and structures. Gutierrez (2008) emphasizes that Third Space allows students to collaborate and share their ideas, build confidence and social skills, all the while combining student interests with their learning; “Through an orchestration of participation in a rich set of carefully designed, ecologically grounded practices, we can regulate the occurrence, frequency, and difficulty of specific problem-solving environments, as well as the forms of mediation available” (Gutierrez, 2008, p. 152). This is also beneficial for students who are beginning their learning journey in kindergarten or grade 1. The newness of a classroom and its expectations can bring feelings uncertainty and fear. Allowing them to bring their interest into their learning helps bring comfort and engage a reluctant learner. Art provides a platform for students to be creative and really apply who they are to their work. Appreciating and creating art is a personal journey that teachers can use to reinforce the learning outcomes while the students can represent themselves and their learning. 