» Fine Arts

Student Engagement

May 10, 2013 in 2012-2013, Archive, Articles, Fine Arts, Public Education Programs

Almost every high school in the U.S. offers some type of extracurricular activity- music, sports, and academic clubs, etc. These activities provide opportunities for students to learn the values of individual and group responsibility, physical strength and endurance, diversity, and competition. These extracarriculars provide a channel for reinforcing the lessons learned in the classroom, allowing students to apply academic skills in a real-world context, and are thus considered part of a well-rounded education that public schools include.

It is important that each child is given an equal opportunity to participate in extra courses beyond the classroom. According to the National Center for Education Statistics, “Virtually all public schools have extracurricular activities available for students, including sports, performing arts, publications, and honors societies. Furthermore, despite concerns about scarce resources in schools serving poor students, no important differences in availability of these activities were found” (Finn 2005). Regardless of whether the schools attended are large or small, in rural, urban, or suburban settings, they all have extra programs to offer students.

Research included in author Lamborn Brown’s book, Putting School in Perspective, suggest that participation in extracurricular activities may increase students’ sense of engagement or attachment to their schools, and thereby decrease the likelihood of school failure and dropping out. The National Education Longitudinal Study found that there is a strong correlation between extracurricular participation and student engagement at public schools, and it is important that all students have this opportunity. This study continued to explain the relationship between activities and students’ success in school: “Indicators of successful participation in school include academic achievement, consistent attendance, and aspirations for continuing education beyond high school. Extracurricular participation was positively associated with each of these success indicators among public high school students” (O’Brien 2008). During the first semester of school, participants reported better attendance than their non-participating classmates. Students who are involved are three times as likely to perform in the top quartile on a composite math and reading assessment compared to those who are not. These statistics support the claim that students who are involved in school activities, are more likely to succeed.

While looking at the positives of being involved in extracurriculars, it is also important to see who is taking advantage of them. Keleese Edwards explains this further in her article Student Activities for Students at Risk: “About four of every five students are involved in at least one extra activity. Sports have the widest participation, followed by performing arts and academic clubs. Honor societies, publications, and student government are less popular, but still important and effective for students” (Edwards 2000). Although differences in availability of extracurricular opportunities between less affluent and more affluent schools were almost nonexistent, students of low socioeconomic status (SES) are less likely to participate in activities. The involvement of low SES students is consistently lower than that of high SES students in each type of activity, with the exception of vocational or professional clubs, such as Future Teachers of America, in which low SES students were twice as likely to participate. Edwards continues: “Some researchers have suggested that the social context of the school might have a positive or negative influence on student behavior, depending on whether the individual student is in the relative minority or majority in the school. However, this data shows that regardless of their socioeconomic background, low SES students participate at the same rates whether they attend a more or less affluent school” (Edwards 2000). Schools all throughout the nation have a wide variety of students, coming from all types of backgrounds, participating in extracurricular activities. These are the students who are excelling and showing outstanding performance.

It is clear that participation and success are strongly associated. This is evidenced by participants’ better attendance and higher levels of achievement. The data indicates that differences in involvement are not related to differences in availability, as extracurricular activities are available to virtually all high school students; regardless of the affluence, size, location or minority status of the schools students attend. Public schools have such a wide variety of extra opportunities, and benefit all students. It is important that students are aware and encouraged to be involved.

References

Edward, Kl., & D’Onofrio, A. (2000). Retrieved from Student Activities for Students At

Risk. Reston, VA: National Association of Secondary School Principals.

Finn, J. D., & Rock, D. A. (n.d.). (2005). Retrieved from

http://www.viriya.net/jabref/resilience/Academic_success_among_students_at_ri

k_for_school_failure.pdf

Karweit, N., & Hansell, S. (n.d). (2004). Retrieved from “School Organization and

Friendship Selection,” in Friends in School, ed. Joyce Epstein and Nancy

Karweit, New York: Academic Press.

Lamborn, S.D., Brown, B.B., Mounts, N.S., & Steinberg, L. (1992). Retrieved from

Putting School in perspective: Student engagement and achievement in American

secondary schools.

O’Brien, E. (n.d.). (2008). Retrieved from http://nces.ed.gov/pubs95/web/95741.asp

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Dance It Out

May 6, 2013 in 2012-2013, Archive, Articles, Athletics, Fine Arts, Health, Public Education Programs

Dance is a way to express oneself. Dance is exercise. Dance is passion. Dance cannot only be a hobby, but also an outlet for creativity and fitness. Childhood obesity is a leading social issue facing the United States today. Many educators say that dance programs need to be properly implemented in public schools all over the country. Dance education benefits students by keeping them active, and giving them advantages in the classroom.

According to the Center for Disease Control child obesity rates of children 12-19 have increased over the past 45 years have increased almost 15% at a national scale. With the increasing numbers of obese children in America, people are starting to take a stand. Inspirational figures, such as Michelle Obama are speaking up about the topic; encouraging physical education. Dance education supporters are taking this opportunity to make greater connections in order to share their visions. One might say: Why dance? Why not just a normal P.E. class? At the John F. Kennedy Center for the Performing Arts, it is said that dance provides greater benefits than a regular physical education course. To the educators at this organization, dance “increases flexibility, agility, coordination, and spatial awareness. At the same time, it develops children’s expressive, musical, motor, and auditory skills” (“The Kennedy Center,” 2010). These are all important abilities for individuals to have. Keeping healthy should not be the only outcome of physical education. Dance keeps this the main priority, but also includes the additional teachings.

(CDC, 2011)

Educators believe dance plays another role as well. Research from the University of Illinois, says that 20 minutes of physical activity everyday increases storage capacity in the brain for other school activities, especially reading. Dance also gives ways to relate with math and different sciences (“The Kennedy Center,” 2010). By stimulating the brain, dance makes it easier to take in new information. It also provides a break during the school day. An hour of dance during the day gives students time to get away. It allows them to regain their thoughts and just be free.

Dance education translates from benefits in fitness to benefits in the classroom. With dance programs placed in public schools, children will be allowed to keep healthy. They will be able to engage their minds and bodies once a day and keep a positive outlook. Dance may not seem to be beneficial, but with the integration with public schools, dance to be brought to children all over the country; providing the benefits not all thought were there.

References

The kennedy center arts edge. (2010). Retrieved from http://artsedge.kennedy-q center.org/families/at-school/parent-power/keeping-kids-dancing.aspx

CDC. (2011, January 21). Morbidity and mortality weekly report. Retrieved from http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6002a2.htm

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A Delicate Flower

May 1, 2013 in 2012-2013, Abstract, Archive, Articles, Fine Arts, Public Education Programs

Think of education as a delicate, yet adaptable flower. The roots of it grew through the seeds of agriculture and continued to be watered as history progressed and technology advanced. As far as history can recount, the existence of the first civilizations derived from Egypt. As other tribes began to form, an incessant need for communication became imperative, and measures reached new heights where communication became possible for the first time. Thus, the seed began to grow its roots into the ground of education. Arguably some of the most intelligent minds in history, Egyptians began to create tablets and paper in order to have an object that could aid in the attempt for communication. When a language was finally developed, memorization and motivation became the key devices for implementing this vernacular, and physical punishment was cursed upon those who were not able to progress with the rest of society. Through the Egyptian culture initiating language and writing untensils, the creations of buildings, cars, factories, and homes started the educational stem of the flower. Once industrialization began to expand off of the basic theories that had been developed by Egyptians many years prior, schools were installed in hopes of continuing the legacy of societal improvement; from this, the developing weed bloomed into a vivacious flower. Once education became a key component in society, positive futuristic visions formed from the communications, buildings, and cultural diversity that triggered intellectual involvement today.

It can be inferred that communication is the building block to all success, due to the amount of collaboration and brainstorming society has used to increase its success rate. Acting also as the seed of the educational flower planted back in 3100 BC, communication triggers the creation of paper, language, and writing. According to multiple sources, such as online article, History of Our World, the past creates the present. If it were not for the invention of these methods of communication, there would be no recording of historical activities, which leaves the world empty in the sense of comparison to the improvements time has brought: “To be able to function in complex societies, man needed some way of accumulating, recording, and preserving his cultural heritage” (Newman 1). Communications provides various forms of recreation for the world as it allows people to talk with one another, facts and inferences to be recorded, and beholds historical information at it is passed down from one generation to another. With the creation of communication came the formation of a language, the gateway to a past, and the planting of a flower.

A few thousand years after the rise and perish of Egyptian civilizations, Roman cities began to make their appearance. Rising from the ruins, Romans obtained the communication skills from the base of the Egyptians, yet longed for homes that were more complex and luxurious than those of huts. Creating buildings from similar condiments that Egyptians used for their communicational tablets, Roman architects mastered styles that had never been seen before. However, before building homes for citizens, as common sense would hint, schools were constructed. With aims of world domination, the Roman Empire forced all children to attend schooling by the age of six in order to be taught the procedures of military conquest. Roman laws, history and customs were emphasized on the minds of young girls so that the educational facts, forgotten by the combat motivated boys, were not forgotten: “Along with laws, history, and customs came the emphasis on oratory superiority; a life without the ability of charismatic speech was a useless life” (Newman 2). With focus on such petty subjects, the Roman Empire was vulnerable to defeat, and fell, teaching the world what to avoid when progress in technology and unity is the desired goal. With these events, the roots of the educational flower were able to absorb the knowledge of unique building skills that Romans obtained and demolish the governmental plans that were unsuccessful.

The most prominent aid in historical education would undoubtedly be cultural diversity. Through the collaborations of the beliefs, rituals, and intelligence of different communities, a world void of diversity was evaded. To say the least, the advancements society has breached today are largely attributed to the varying skills of the numerous communities who have lived before us. Through the myths of the Greeks, the architecture of the Romans, and the inventions of the Egyptians, the educational flower of the world’s past was nurtured with immense amounts of water and sunshine. Many of the words existing in the English dialect are contrived of Latin words, whereas, many of the world’s greatest architects are inspire the foundation of today’s communities. By using schools to discover about facts such as these, students learn the root of all success and the history of how their education began: “The history of the world’s education lies solely within the depths of the numerous cultures amid the mists of a forgotten past” (Newman 3). Although some students despise education and find the repetitive nature of it pointless, it is crucial that they understand that everything they know derived from a little thing called cultural diversity.

An agricultural seed, a communication root, an architectural stem, and diverse leaves call for the blooming of a beautiful flower that is called education. The history of education began with Egyptians creating objects they found necessary for survival. From the concoctions of the Egyptians, the world began to piggy back off of the success that had been accomplished, adding new twists and reaching compromises along the way. If it were not for the ancestors of this world, today’s society would be nonexistent. As long as the flower of education remains in tact and is cherished through the increasing advancements the world makes through its knowledge, prosperity will always be a reward.

Reference

The Education of Our World. (2003). Benefits Never Cease. Chicago: Blake Newman

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Public Schools Act as a Salvation for the Struggling Artist

April 30, 2013 in 2012-2013, Archive, Articles, Fine Arts, Public Education Programs

Public Schools Act as a Salvation for the Struggling Artist

Drawing, dancing, acting, and practicing instruments are skills that are often taken for granted, especially referring to curriculum’s values. Standardized testing focuses strictly on the necessities, such as math and English. However, public schools have begun to change their outlook on the classes once mislabeled as frivolous. “Fine art is part of the state-required curriculum that all school districts must offer from elementary through high school. Fine arts classes that meet during the school day are inarguably curricular by nature and by law” (Floyd, 2011). Fine arts are imperative to a student’s potential in further education, in the career world and in social settings. Public schools are ensuring a bright future by offering fine art classes which entail endless benefits.

Through the constant maintenance of various fine arts, one’s brain will flourish earlier and blossom brighter. Hamblen, author of Benefits of Arts Education states that the arts “stimulate and develop the imagination and critical thinking, and refine cognitive and creative skills” (Hamblen, 2009). Fine arts programs nurture academic achievement, motivation, self-confidence and self-discipline. A few of these programs that are offered are: dance, drawing, and singing in a choir. Dance connects the mind and body creating a sense of self control and coordination. Drawing and other visual arts foster spatial acuity. Group activities, such as singing in a choir or acting build social skills. Art is an emotional outlet that everyone can profit from, especially the green and malleable minds of children. Without these classes, one would be denying future generations of prosperity.

Public schools have taken strides to safe-guard students’ rights to enroll in fine art classes. In an online article, titled Why Arts Education is Crucial, the author informs that “Forty-seven states have arts-education mandates, forty-eight have arts-education standards, and forty have arts requirements for high school graduation, according to the 2007-08 AEP state policy database” (Smith, 2009). Fine arts are no longer being dismissed as a trivial school subject but are getting recognition by the majority of the United States. For example, California’s “State Board of Education has newly adopted arts standards for what students need to know at every grade level. An arts test is being considered. And some California universities will soon require students to have taken at least one year of arts in high school” (Hamlin, 2002). By doing so, California public schools have placed an emphasis on the importance of fine art. “In classrooms across the Bay Area, musicians and artists are sitting down with classroom teachers to pass on skills and tips, ranging from how to make instruments to how to mold clay” (Hamlin, 2002). Artistic ideas and techniques are shared with school teachers by professionals, therefore ensuring that students will receive maximal information and the best fine art education possible. The values of these classes are pertinent to school administrators and board members. Upon analyzing the graph below, one can notice the soaring percentage of public schools nation-wide that offer at least one music course.

Under scrutiny, it is discovered that fine art classes produce an endless harvest of physical and mental health. However, with any advantage, people are likely to seek out shortcomings as well. Like many parents, Donna Alexandria expressed her concern “One disadvantage is the pressure children often feel in competing” (Alexandria, 2008). The pressure to compete can be in auditions for orchestra or jazz band, or achieving a specific level in choir or dance. But whoever said competition is a bad thing? Because there are stakes, students are more likely to put more effort into their activity. This could entail frequent practice, or taking lessons outside of school. Pressure is not necessarily negative. Pressure can be replaced with passion.

Public schools that have adopted fine art programs reap the benefits. Narrator of a study depicting Florida’s music education, MacArthur incorporated many convincing statistics; “Students taking courses in music performance and music appreciation score higher in the SAT than students with no arts participation. Music performance students scored 53 points higher on the verbal and 39 points higher on the math. Music appreciation students scored 61 points higher on the verbal and 42 points higher on the math” (MacArthur, n.d.). Students who are enrolled in a music class have also been proven to receive more As and Bs along with more honors and academic achievement awards than students who do not participate in a music class.

Hamblen found that student enhancement occurs because “the arts engage all the senses and involve a variety of modalities including the kinesthetic, auditory, and visual…The arts can play a crucial role in improving students’ abilities to learn, because they draw on a range of intelligences and learning styles, not just the linguistic and logical-mathematical intelligences upon which most schools are based” (Hamblen, 2009).

If students are given the opportunity to explore the arts at a young age, they are likely to lead a successful and creative life. By offering fine art classes, public schools allow students to utilize the tools they are given and ultimately establish a profitable future.

References

Alexandria, D. (2008, January 11).The Pros and Cons of Fine Arts. Retrieved from http://www.helium.com/items/295019-the-pros-and-cons-of-performing-arts-oriented-high-schools

Floyd, R. (2011, March 26). Students benefit from fine arts courses. Retrieved from http://amarillo.com/opinion/opinion-columnist/guest-opinion-columnist/2011-03-27/students-benefit-fine-arts-courses

Hamblen, K. (2009, April 04). American for the arts. Retrieved from http://www.artsusa.org/get_involved/advocacy/funding_resources/default_005.asp

Hamlin, J. (2002, May 15). Schools short on fine-arts teachers / districts get creative to take up the slack read more: http://www.sfgate.com/education/article/schools-short-on-fine-arts-teachers-districts-2836081.php

MacArthur, D. (n.d.). Florida school music association. Retrieved from http://flmusiced.org/dnn/Advocacy/FactsandStatistics.aspx

Morrison, R. (2011, June 23). School band and orchestra. Retrieved from http://www.sbomagazine.com/8146/featured/from-the-trenches-the-report-of-our-death-has-been-greatly-exaggerated/

Smith, F. (2009, January 28). Edutopia. Retrieved from http://www.edutopia.org/arts-music-curriculum-child-development

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The Importance of Art in Public Education

April 29, 2013 in 2012-2013, Archive, Articles, Fine Arts, Public Education Programs

School is an extremely important part of a child’s life. It is the place where he can learn and express himself in different ways, depending on his favorite topic to study. One option these young pupils have is to attend a public institute. Unfortunately, many people strongly oppose free public education. They believe private schools offer better teachers and a more advanced learning experience. While this may hold truth in some aspects, other factors disprove the theory. For example, most private schools do not require their students to take a form of vocational or fine arts; whereas, those classes are offered on a regular basis in elementary and secondary school. In fact, the courses are part of the graduation requirements for most public high schools. Offering art courses in public schools is considered a benefit because it allows students to express themselves and provides an opportunity to better their education experience.

Throughout the course of many decades, several organizations have joined the fight to keep art education in public schools. One such organization is the National Endowment for the Arts (NEA for short). Congress established this program in 1965 to “support artistic excellence, creativity, and innovation for the benefit of individuals and communities” (National Endowment for the Arts, 2013). With countless surveys and hours of research, the NEA has worked to show the positives of art in public schools. Another group that fights alongside the NEA to keep art education in public schools is the Center for Arts Education in New York City. Both of these programs have uncovered many benefits of art programs and classes within public schools.

Director Doug Israel of the Center for Arts Educations research department has worked with the NEA to determine whether public schools should continue to offer art classes or not. He discovered that: “kids that are struggling in other academic subjects or do not do well sitting behind the desk the entire school day actually respond and perform when given an opportunity to engage in arts learning, whether it be dance, theater, music or the visual arts” (Ni, 2012). Because kids are able to express themselves in their own innovative and creative way, they are able to perform better in these classes, as opposed to solely taking seemingly endless notes for hours on end. Israel determined that it is imperative that students take one form of art in school in order to ensure that students do not lose their creative thinking, as well as have the chance to keep their cultural background. With the chance to incorporate a student’s cultural background, the student will be able to express himself in his own creative way.

Not only do art classes offer a way for students to be creative, but they also improves their education. Lisa Bergonzi and Julia Smith, two researchers at the NEA, conducted a study on the effects of an arts education in public schools. One of Bergonzi and Smith’s focuses was whether students should devote more time to art courses or their general education ones. After testing students’ active participation in different types of art, they came to the conclusion that: “getting a solid arts education has a stronger effect on students who have a strong educational background in general, so that arts education simply adds on to the effect of other schooling” (Bergonzi, Smith, 1996). With students acquiring an arts education at the same time as their common core classes, they are able to improve in both subjects, therefore receiving a deeper, more thorough education. This is yet another reason why public school students receive a better learning experience.

Due to the fact that public schools offer many different visual and vocational arts courses, students are able to express themselves while bettering their education experience. While some private schools offer these courses, many do not; thereby, decreasing the effectiveness of paying for an education. The positives of public schools outweigh those of private schools, and one reason is due to the ability of art classes to help enhance a student’s education in public institutions. It is for these reasons why it is imperative to keep these classes in public schools.

References

Bergonzi, L. and Smith, J. (1996). Effects of Arts Education on Participation in the Arts. National Endowment for the Arts. Retrieved from http://www.nea.gov/research/reports/NEA-Research-Report-36.pdf

National Endowment for the Arts. (2013). Retrieved from http://www.nea.gov/about/index.html

Ni, Kelly (April 14, 2012). Arts Education Benefits Public School Students. Epoch Times. Retrieved from http://www.theepochtimes.com/n2/united-states/arts-education-benefits-public-school-students-220167.html

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Art Benefits in Public Education

April 21, 2013 in 2012-2013, Archive, Articles, Fine Arts, Public Education Programs

Arts education has been a part of the public education system since education was established. Recently, however, there has been a dismaying decrease in arts education as more emphasis is placed on core curriculums such as math and English. This decline is a loss for students as research has found that incorporating the arts into education helps to improve what Fran Smith calls: “motivation, concentration, confidence, and teamwork” (Smith, 2009) in schools. Art involvement is also associated with “gains in math, reading, cognitive ability, critical thinking, and verbal skill” (Smith, 2009). In this day and age, where test scores are decreasing, as evidenced in The Friedman Foundation for Educational Choice’s analysis of the National Assessment of Educational Progress (NAEP) Long-Term Trend exam (as cited in Klein, 2012), while demands for better results are increasing, what public education needs is not more funding or extra emphasis on reading and math, but further integration of arts in the curriculum. Therefore, authorities should be making good investments in public education by incorporating arts education rather than spending more time, money, effort, and attention on core curriculums like math and English.

Studies, like those done by the Department of Education, have shown that arts integration helps students, especially those of low socioeconomic status, to improve their comprehension and long-term retention of learned material. The National Endowment for the Arts (NEA) has also used such studies to formalize their research report on the “potential benefits of arts education for at-risk youth” (Gifford, 2012). The reason arts integration yields such good results is because it utilizes teaching practices that are based on brain research. Because the arts, according to Eisner, are “typically process-driven and relationship based” (as cited in Fact Sheet About the Benefits of Arts Education for Children), they offset the easy-to-measure standardized testing. The arts play an important role in improving the learning abilities of students because they employ a wide range of what Gardener calls: “intelligences and learning styles, not just the linguistic and logical-mathematical intelligences upon which most schools are based” (as cited in Fact Sheet About the Benefits of Arts Education for Children). By teaching the students various ways of approaching a subject, the children learn to be more creative in their thinking, and their problem solving skills improve.

Arts education teaches students the importance of cultivating creativity and innovation. It “encourages [in a fun way] healthy risk taking, helps kids recognize new skills in themselves and others, provides a way to differentiate instruction, builds collaboration among both students and teachers, bridges differences, and draws in parents and the community” (Nobori, 2012). In addition, having an arts education, according to the National Endowment for the Arts (NEA) press release, is also said to be related to “better academic outcomes, higher career goals and higher levels of civic engagement” (as cited in Ni, 2012). Americans for the Arts, a non-profit organization for advancing the arts in America, has also compiled a booklet presenting statistics on how beneficial the arts are to education.

The data from these charts indicate that the arts are motivating students. This is a significant discovery because in learning, motivation is key. If the students do not enjoy their classes, they are less likely to be motivated to finish their education. Dropping out of school may result in financial success for a select few, but for most students, dropping out of school means inevitable financial destruction in the future. Time and time again, society has shown that those who have either an incomplete high school education or have only a high school education tend to have lower socio-economical statuses, jobs that pay less, and a lower standard of living. That is why, with America’s national test scores as they are now, more arts education in public school curriculums would improve these statistics. If arts integration can help encourage students to learn more and achieve higher goals, then, is it not worth a try? The answer is yes; arts integration is definitely a plausible solution to the current educational crisis. Therefore, because arts education is such a boon to schooling, it should be increasingly incorporated in the curriculum. In any case, the benefits of arts integration are not theoretical; they have actually been proven to work well in the public schools that have woven the arts and standard curriculum together. For example, Maryland’s Bates Middle School has adopted an increased arts education in their curriculum and has seen its students’ test scores and classroom participation soar (Nobori, 2012). Hence, arts education is a possible option that should be looked into as a solution to the current academic crises of America.

While learning, it is vital to have fun. If the students are not enjoying themselves, how can they pay attention and retain class material? Arts integration of school curriculum will not only make the students’ classes more engaging and, most of all, fun, but will also assist in the facilitation of learning and retaining information. Besides, engagement is linked with boosted academic growth and improved discipline (Nobori, 2012). Therefore, arts education is a viable teaching method that may be a helpful solution to the current academic crisis. If arts integration can help students achieve the higher expectations, then why not invest in ways in which they can both learn and have fun? That way, it is a win-win situation for everyone; parents, teachers and other concerned authorities will have the advanced academic progress they are looking for, and students will gain the benefits of arts education.

References

Americans for the Arts. (2013). Facts & figures. Washington: Retrieved from

http://issuu.com/americans4arts/docs/afta_navigator_facts-and-figures/30

Americans for the Arts (2013). Visual of Percentages. “Facts & Figures,” pp. 7.

Americans for the Arts (2013). Visual of Statistics. “Facts & Figures,” pp. 7.

Fact Sheet about the Benefits of Arts Education for Children. (n.d.). Retrieved from

http://www.artsusa.org/get_involved/advocacy/funding_resources/default_005.asp

Gifford, S. National Endowment for the Arts · an independent federal agency, (2012). New NEA

Research Report shows Potential Benefits of Arts Education for At-Risk Youth. Retrieved from website: http://www.nea.gov/news/news12/Arts-At-Risk-Youth.html

Klein, F. (2012, November 26). Test scores decline despite increased education spending.

Retrieved from http://www.americanlegislator.org/2012/11/test-scores-decline-despite-increased-education-spending/

Ni, K. (2012, 4 14). Arts Education Benefits Public School Students. Epoch Times. Retrieved

from http://www.theepochtimes.com/n2/united-states/arts-education-benefits-public-school-students-220167.html

Nobori, M. (2012, 8 29). How The Arts Unlock the Door to Learning. Retrieved from

http://www.edutopia.org/stw-arts-integration-reform-overview

Smith, F. (2009, 1 28). Why Arts Education is Crucial, and Who’s Doing It Best. Retrieved from

http://www.edutopia.org/arts-music-curriculum-child-development

Pogrebin, R. (2007, 8 4). Arts Education Benefits Public School Students. New York Times.

Retrieved from http://www.nytimes.com/2007/08/04/arts/design/04stud.html?_r=0

Ruppert, S. S. (2006). Critical Evidence: How the Arts Benefit Student Achievement. National

Assembly of State Arts Agencies in collaboration with the Arts Education Partnership. Retrieved from http://www.nasaa-arts.org/Research/Key-Topics/Arts-Education/critical-evidence.pdf

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DV Senior Art Show

April 19, 2013 in 2012-2013, Creative, Fine Arts, Graphics

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Music in Public Schools

April 11, 2013 in 2012-2013, Archive, Articles, Fine Arts, Public Education Programs

If there was a pill that government officials could distribute to all students in America to increase test scores, would they do it? Hypothetically, if these “magic” tablets costs millions of dollars a year, but will increase SAT scores by over 100 points in all categories, would it happen? Perhaps a doctor who specializes in this pill would have to attend all schools in order to assure they are taken correctly, but it would increase students’ grades by nearly 11 percent in math and English. Would it be a worthwhile investment? The answer, apparently, is no. This “pill” is music education in public schools, and according to a study published in 2007 by LM Henderson, music has these effects (par. 3-4). However, it has slowly dwindled out of focus for the government, and not without hard-fought resistance.

While skimming a 1921 speech by Frances E. Clark, it becomes evident that music education is not a new-age problem. It has existed since the first public education system opened in America without music, and the country has continued to thrive in this manner for two hundred years (par. 1). It was only in 1836 that music was introduced to public schooling, and now, nearly two hundred years later, it faces the threat of extinction once again. Many argue endlessly that people are not functional at nearly the same level of intellect without music. Lara Pellegrinelli, a writer for NPR, published a 2012 article in which she stated: “high levels of arts engagement by the lowest socioeconomic quarter of students corresponds with greater numbers of students who, for example, complete high school calculus, exercise the right to vote, do volunteer work, finish a Bachelor’s degree and choose a professional career path” (par. 11). In short, art and music education help to produce a future that is productive and successful. It can open students’ minds up to new worlds. It provides a communication channel for students who have issues otherwise. It allows expression of the deepest emotions without the need for social interaction. It presents routes of success and achievement that are only accessible through music. DoSomething.org published a list of 11 points of why it considers music to be a pivotal point of every education, three of which are:

“Music is to the brain as physical exercise is to the human body. Music tones the brain for auditory fitness and allows it to decipher between tone and pitch … Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education … Students who study arts are more cooperative with their teachers and peers, have higher levels of self-confidence, and are more equipped to express themselves and their ideas” (par. 3, 6, 9).

DoSomething.org’s other eight points are equally as positive and beneficial as these three. The short article does a wonderful job of detailing exactly how music is not something that can be removed from the lives of the millions of public school students who participate in it every day. The Music Section of the Education Congress said in a 1919 journal that “music, next to food and clothing, is the most essential requirement of the American” (par. 1). While still relevant nearly one hundred years later, it is wise for America’s government to take a leaf from this speech’s book. The students that participate in music education benefit so greatly that music is sure to be kept around… Right?

While it may be true that there are few drawbacks for individual students, music education suffers due to the government. According to Sherry Posnick-Goodwin, a writer for ChildrensMusicWorkshop.com, the music education system in California has lost nearly 50% of all students in five years – 18.5% of students participated in a music program in the 1999-2000 school year, but in the 2003-2004 school year, that number had dropped to 9.3%. Not only were less students enrolled, but less teachers were available to teach, resulting in a 26.7% loss of music educators in the state of California (par. 8). The biggest question facing state and national governments is, is it financially responsible to continue pumping money for instruments, lessons, teachers, and travel fares if the attendance is declining? For example, if a new movie is released in a theater, but not many people go to see it, it will be removed from the theater. So, why does music education receive special treatment? Not only has attendance for music classes gone down, but approval of teachers of other subjects has followed a similar trend. Many believe that students who participate in music, which can be incredibly time-consuming, are not able to devote enough attention to their other classes, as well as the fact that music can easily alienate students who don’t have a natural inclination towards it.

These long-debated arguments are not ones with easy answers. The pill that is music education in America can greatly increase chances of success, but, like any medication, bears its own set of side effects that the country’s citizens must be made aware before they are allowed to alter its dosage.

References

Clarke, Frances E. (Dec 1921). Music in Education. Music Supervisors’ Journal, Vol. 4, No. 2, pg 20-22. Retrieved from http://www.jstor.org/stable/3382569.

Henderson, LM. (2007, Jul 16). Music Education: Essential or Expendable? Yahoo! Voices. Retrieved from http://voices.yahoo.com/music-education-essential-expendable-

408002.html.

Morgan, Russel V. (Nov. 6, 1919). The Nature and Value of Music. Music Supervisors’ Journal, Vol. 6, No. 3, pg 20-22. Retrieved from http://www.jstor.org/stable/3383308.

Pelligrenelli, Lara. (2012, Apr 6). Music Education in Public Schools Gets a Passing Grade. NPRMusic. Retrieved from http://www.npr.org/blogs/therecord/2012/04/06/

150133858/music-education-in-public-schools-gets-a-passing-grade.

Posnick-Goodwin, Sherry. (2004, Dec). Curtain for the Arts? Music Education Online. Retrieved from http://www.childrensmusicworkshop.com/advocacy/curtainsforcalifornia.html.

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Music Education

April 7, 2013 in 2012-2013, Archive, Articles, Fine Arts, Public Education Programs

Music Education: Orchestrating Intellectual Diversity

In the Music Supervisor’s Journal, Frances E. Clark asks, “If then music can be used as a real force in education in addition to its great value as a cultural subject, why is it not functioning in every school system in the country” (Clark, 1921)? Since the article’s publication in 1921, this difficult question is still being asked, and some educators still cannot come up with an answer. In most schools, music-based classes and extracurriculars are not mandatory credit requirements. However, many students voluntarily choose to participate in music-based education. A recent advocacy article published by the Music Education Policy Roundtable, titled Music Education: Core to Orchestrating Success, explains the benefits and reasons behind the importance of music education. The document explains that music “motivates [students] to work harder in other classes and assists them with becoming more actively involved in the community as adults” (Hall, 2012). In addition, young adults are given valuable “performance opportunities that encourage and nurture lifelong connections and an appreciation for the arts”(Hall, 2012) By playing instruments and by being actively involved in different ensembles, many students are given the chance to develop musical skills that they will keep for the rest of their lives. In addition, they will be able to think more diversely with their expanded, creative minds. Combined with other important subjects, such as reading and math, music offers unique performance and team-building opportunities that can help enrich students’ experiences in school.

Financially stable schools with strong music programs often have a variety of students with different musical skill levels and backgrounds. In these institutions, some students see music-based classes as a fun extracurricular or side activity. However, there are usually a few students who take music more seriously. Figure 1 illustrates a diagram explaining how students typically perceive their experiences in these activities.

Figure 1. Dimensions of meaning in music education. Adapted from “Perceptions of meaningfulness among high school instrumental musicians,” by J.E.C. Cape, 2012, Retrieved from http://hdl.handle.net/2286/450rgeo3zxvReferences. Adapted with permission.

Typically, students who pursue music after high school have a more positive outlook in the activity. The figure above explains the different dimensions of meaning that influences a student’s perception of music: the community setting, his or her peers and teachers, and the music itself. A few factors that influence these feelings include: the student’s area of study in a particular instrument, the student’s overall perception of music instructors and teachers, the community involved in the program, the skill level of an ensemble, the values and goals of the program, and the amount of individual practice a student does. Students who wish to pursue music as a career usually have more optimistic outlooks on the activity compared to their peers. In addition, if the student in question has dedicated many hours of practice time, he or she is more likely to study music in the future. However, students are usually discouraged from pursuing music any further. According to the US Department of Labor, musicians are expected to experience long periods of unemployment. In addition, it is stated that “Despite expected growth, there should be strong competition for jobs because of the large number of workers who are interested in becoming musicians and singers.” (2012) Because of this, students often think twice before deciding to choose music as a career. In high schools that face greater financial difficulties, music and art-based programs are usually the first to be eliminated. Although music education has been proven to be beneficial for students as a way to express creativity, educators usually think that careers in the arts are insignificant. When cutting these programs, educators look at the big picture and take a student’s future into consideration. However, these educators fail to see the other possibilities. Music education can help increase a student’s creative and intellectual levels. In our society it is common for many famous engineers, software developers, and designers to have been musicians at one point in time. Although music education can help a student achieve a music-based career, it can also aid a student in the intellectual growing process. In other words, art-based education can help prepare a student for almost any job in the future.
In public schools, music can be beneficial to a student’s educational growth by increasing the mind’s thinking capacity. However, several other educators argue that art-based classes are not necessary because they do not contribute to an individual’s future in a direct, significant way. Music education does not exist to make every student a professional musician, and many educators do not understand this concept. Public education offers more possibilities for students. In addition, these classes help high school students realize what they want to pursue later in life. Music education does not directly prepare a young adult for a serious career. Instead, it can help prepare students for the future by giving them unique performance opportunities that can expand their learning capabilities. By giving young adults these experiences, these memories can ultimately help them think outside the bounds of traditional thinking, creating intellectual diversity amongst all students.

Cape, J. E. C. (2012). Perceptions of meaningfulness among high school instrumental musicians. (Doctoral dissertation), Available from ASU Digital Repository. Retrieved from http://hdl.handle.net/2286/450rgeo3zxvReferences:References:

Clark, F. E. C. (1921). Music in education. Music Supervisors’ Journal, 8(2), 20-22. Retrieved from http://www.jstor.org/stable/3382569

Hall, W. C. (2012, 11 05). [Web log message]. Retrieved from http://advocacy.nafme.org/blog/music- education-core-to-orchestrating-success/

U.S. Department of Labor, Bureau of Labor Statistics. (2012). Occupational outlook handbook. Retrieved from website: http://www.bls.gov/ooh/entertainment-and-sports/musicians-and-singers.htm

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More Than Meets the Ear

April 1, 2013 in 2012-2013, Archive, Articles, Fine Arts, Public Education Programs

Dating back to as far as history can recount, the development of a society’s identity has been strongly influenced by music. Although music is viewed as one of the most prominent forms of entertainment, the article, “Twelve Benefits of Music Education,” establishes that music contains abilities far beyond solely the entertainment aspect. Written by Carolyn Phillips of the Music Education Advocacy Resources, “Twelve Benefits of Music Education” proves that music is also liable to affect individuals intellectually and positively. Living in a world infested with technology, tainted with conformity, and motivated by money, basic skills such as personal expression, creative ability, thinking dexterity, and listening proficiency are hard to instill into the minds of children. It is with these allegations that this article emphasizes the importance towards the development of basic skills in students through the aid of music classes. Prior to musical engagements, a person is less refined in the areas of reading, self-esteem, and brain usage. In order to enhance all of the aspects previously stated, it is essential for music classes to be a significant focus in schools throughout the nation. Introducing the theory that music involvement acts as the trigger which unleashes full potential in the mind of an individual, “Twelve Benefits of Music Education” proceeds to list twelve reasons as to why music classes should possess equal importance as the core classes of English, Mathematics, and Science.

Capturing the most poignant effects of musical education, author Carolyn Phillips states the first of twelve reasons regarding the importance of musical involvement: “Early musical training helps develop brain areas involved with language and reasoning” (Phillips 1). Supporting the scientific evidence that brain growth continues many years after birth, it is certain that musical training possesses the ability to develop the circuits of the left side of the brain. Without music, these circuits are left void in the minds of young individuals. With this side of the brain in unison with processing language, comprehension of statistics and vocabulary are also enhanced, furthering the positive effects of music related education.

Smoothly transitioning from the first theory to the second, the article proceeds to state the relationship between music and other trending educational theories: “There is also a causal link between music and spatial intelligence (the ability to perceive the world accurately and perform mental pictures of things)” (Phillips 2). Spatial intelligence is a kind of knowledge that is not particularly emphasized in modern day curriculum. It provides children with the information to visualize various elements that interconnect, aiding in the success rate of solving advanced mathematical problems. Once a person is able to solve complex math equations, his or her ability to problem solve in everyday life also increases, preparing him or her for the future.

With spatial intelligence also symbolizing the aspect of common sense, the third implication concerning the positives of music education simply regards creativity: “Students of the arts learn to think creatively and to solve problems by imagining various solutions, rejecting outdated rules and assumptions” (Phillips 3). The implied idea of common sense combined with the idea that musical interaction opens the mind to endless possibilities proves to be directly correlated with the ability to resolve problematic situations. Despite the fact that musical education is able to enhance brain development in areas that are categorized as “street smarts,” interaction with music is also academically beneficial to a person: “Recent studies have shown that students who study the arts are more successful on standardized tests such as the SAT” (Phillips 4). In relation to the three previous statements, creative thinking is thought to improve required course knowledge. For example, it provides ways to get to an allotted answer with a new approach if the other style is not synonymous with his or her thought process.

Another benefit presented in “Twelve Benefits of Music Education” is the learned empathy of cultures. With the belief that through the lyrics of certain melodies children are able to catch glimpses of other cultures, empathy is learned towards cultures that are different from their own: “This development of compassion, and empathy, as opposed to development of greed and ‘me first’ attitude, provides a bridge across cultural chasms that leads to aspects of other races at an early age” (Phillips 5). With this newfound cultural knowledge, the bridge across cultural chasms also acts as the bridge to an assimilation of diversity. This assortment gives leeway to the sixth idea of this article, that as students learn the craftsmanship of music, they are forming personal standards: “…what constitutes good, as opposed to mediocre. These standards, when applied to a student’s on work, demand a new level of excellence and require students to stretch their inner resources” (Phillips 6). With exposure to diversity of other cultures versus their own, students are able to concoct personal ideas of high standards through lyrical styling.

Due to the fact that fear of failure prevents individuals from trying, another theory of public education regins superior, which refers to this fear of making mistakes: why would someone take risks if one mistake can end the entire hope of reaching a goal? A concise way that one can avoid this fear is through music. Music is prone to mistakes and is far from perfection, making the listener less fearful towards making a mistake himself: “In music, a mistake is a mistake; the instrument is in tune or not, the notes are well played or not…It is only by much hard work that a successful performance is possible” (Phillips 7). At this point, it is undeniable that musical interaction is now proven to teach life skills as well as educational ones.

Still addressing the theme of life skills, the eighth benefit of music education is that it enhances teamwork and disciplinary skills. For example, in order for an orchestra to sound symphonic, all musicians must work together and complete hours of practice to create harmony. Another important attribute of the effect of music on a person is the means of self expression it provides. Music education helps unearth a sense of security and a desire to discover the higher meaning of life: “Through self expression, you find self esteem” (Phillips 9). With self esteem, a person has endless possibilities to create a successful lifestyle by breaching his or her own accomplishments.

As the end of the benefits list approaches, three aspects of the human mind prove worthy of discussion. One of which, is number ten on the list: “Music performance creates a multi dimensional personality through observation and application” (Phillips 10). By listening, interpreting, and feeling the music that is echoing through the ear drums, a person develops a sense of flexibility that increases conscious efforts and strengthens people skills. The eleventh point, in retrospect to the positive effects of music education, is the conquering of fear. With the existence of classical music genres, soothing melodies are able to calm a person’s mind, releasing him or her from all fear. This release of fear results in risk taking and branching out to complete actions that the individual has never attempted before. Without risks, where can a person get in life?

Finally, the twelfth and final point of this subject is stated quite plainly in the concluding sentence: “Musical education exposes children to the incomparable” (Phillips 12). A summation of the individual claims made throughout this essay deems it merely impossible to reject the sense that music will only strengthen the educational curriculum that exists in schools today. If society wants what is truly best for future generations, it is imperative that classes focusing on music become resolute in every day curriculum.

Due to the mixture of tempo, tone, and rhythm of song tunes, the education provided in music classes applies beneficial skills superior to those who lack musical knowledge. Merely enhancing the functions of the brain, music opens the door to various opportunities. Through the simple listed structure in this article, the benefits of a musical education are irrefutable. People who are able to understand the proficiency of musical interaction are often superior to those who are unable to grasp this concept. In accordance to the “Twelve Benefits of Music Education” theory, magazine articles “VH1 Save the Music” support an identical theory with an informational chart regarding higher SAT scores in relation to music interaction.

Table 1

SAT scores comparison to musical and non musical students

	VERBAL	MATH
4+ Years of Arts	534	540
4 Years	543	541
3 Years	514	516
2 Years	508	517
1 Year	501	515
1/2 Year	485	502
Average for All SAT Test Takers	508	520

Note. The data on SAT scores is adapted from “VH1 Save the Music,” by John Jay (American Chemical Society) Vol. 42, No.1, Feb. 2005, People Magazine, 128, pp.7-8

With regards to this chart, it is undeniable that if music classes were of greater emphasis, test scores would sky rocket and success rates of those who graduate school would rapidly increase.

Those in society who are aware of the speculation that music provides academic benefits may think that music classes can only provide exactly twelve benefits for children; however, the concept contains much more depth than that. Twelve is such a small number on the scale of life, but twelve is also a number that can change an individual’s existence as it fulfills the allegation that music is more than meets the eye, or in this case, the ear.

References

(Jay, J., 2005). Save the Music. People, 128, 7-8.

Music Education Advocacy Resources. (2001). Twelve Benefits of Music Education. San Diego, California: Carolyn Phillips

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Music Programs

April 1, 2013 in 2012-2013, Archive, Articles, Fine Arts, Public Education Programs

Since the mid 1900s, teaching music has been a battle in public schools. Unlike most other subjects, music classes are always facing budgetary cuts and are sometimes stripped from their places in school curriculums. What most people do not know is that a group known as the Musical Educators National Conference (MENC) has been striving to help preserve music programs in public schools. However, the MENC’s work is in vain; even with the multiple standards MENC put into place, nonetheless, music classes fall apart across the country. They believe that “music education must find ways to both keep up with changing musical culture and preserve the best of our musical past” (Kratus, 2007). Other groups, along with the MENC, have increased the presence of music education in public schools.

In a recent study made by the Sounds of Learning Project, and pursued by the NAMM, (Funded by the Sounds of Learning Project) NAMM conducted a research survey to evaluate the effectiveness of music study in public schools. The NAMM had students participate in writing essays for the “Ban of Elimination of Music Education in Schools” (Campbell, Connell, Beegle, 2007) which was the title of the survey they were giving out to students. Their goal was to gain a student’s perspective on the effects of music, rather than create a mere assumption. The perspective they attained in this experiment validated their research and helped to attain a deeper understanding of the student population. What Campbell, Connell and Beegle found was very significant; they learned that music was a means of adaptation to a student’s surroundings: “to provide adolescents with a medium through which to construct, negotiate, and modify aspects of themselves” (Campbell, Connell, Beegle, 2007). From this point in their study, it is clear that taking away music hinders students’ freedom. For this specific reason, groups such as MENC and the Sounds of Learning Project work to help maintain a strong musical curriculum in schools across the country.

An in-depth examination of the NAMM’s research results showed a significant understanding as to why students want to keep music other than the reason that it allows them to express their free will. As most students stated: “It makes me feel so good!” (Campbell, Connell, Beegle, 2007). Would taking away the joy of playing music be beneficial to anyone? No, it only shields students from a diverse learning experience. As one student said: “If you look at history, music has been used in every generation. How could anyone take away something that has been part of our country for so long?” (Campbell, Connell, Beegle, 2007). If anyone has a say in whether or not music should be taken away, it should be the students who have experienced its impact.

Unlike the student body targeted in the NAMM’s survey, in other states, such as California, students are not participating in music programs. From data collected over a span of five years from 1999 to 2004, MENC found that with a 5 percent increase in student population, there had been a 50 percent decrease in musical involvement. Due to this drop in students partaking in music, there was also a plunge in the number of music teachers. To add to the distress of the music departments in the California schools, the drop in the number of participants in music programs induced budget cuts in these areas. The MENC stated that due to the lack of students in music programs, “It became ‘permissible’ for one district after another to curtail…music programs…[this] resulted in a shift of funding from subjects such as music, and California’s budget crisis restricted funding to public schools, leading to a reduction in funding for music education” (Kratus, 2007). The detrimental chain reaction was caused by two reasons: music programs had become stagnant and no longer changed with society, and therefore, there was a lack of student participation in the music programs.

The alarming data collected by MENC helped the conference better understand the way music correlates with society as well as its direct relation with the student body. Realizing the decline of the music programs, MENC had to reevaluate the way that music should be taught in schools. From their reassessment, they concluded that “…the best way to start is by looking at how music is used in the world, not the way it exists in schools” (Kratus, 2007). Their new view on how music plays a role in society is the first step towards giving music programs a face lift and helping them become a more appealing subject for students. Drifting from classical music and branching out towards more modern music would help many students better associate themselves with other modern music. Mabelle Glenn, former president of MENC believed: “You must introduce music as a thing of beauty to be enjoyed not as something to be struggled with” (Freer, Dansereau, 2007). In other words, if music is to be taught, it needs to be done in an entertaining fashion. Otherwise, learning music would become a cumbersome task for the student, thus making music unenjoyable. Reverting back to their previous president’s ideas, MENC decided that music programs should evolve along with society and become more enjoyable if the MENC wish for music programs to flourish.

Subsequential to the steps towards change, the MENC also plans on establishing a core musical curriculum for all states to integrate into their schools. With the new core curriculum, the MENC plans to modernize music programs to help students and the music department overall. By helping the students connect with the music they are learning, MENC can encourage others to join the different music classes and help maintain the optimal class size that the music departments need to create “…programs that are complete, and safe from budgetary cuts” (Fellis, 1994). With a safety net established, music programs will be able to thrive in our current society. The programs would also encourage more students to participate in their school music classes.

Through MENC and various other groups, music programs in public schools have been saved. MENC has managed to transform an archaic music program into a modernized curriculum that helps students better understand and enjoy the music they learn. By recreating the music programs altogether, they have established a solid foundation for music classes to build themselves upon. Over many years, due to incessant budget cuts, these music classes have been on the verge of being eliminated. Even so, is it justifiable to take away students’ freedom of expression instead of looking for a cost efficient way of sustaining music programs?

References

Campbell, P. S., Connell, C., & Beegle, A. (2007). Adolescent’s expressed meanings of music in and out of school. Journal of Research In Music Education, 55(3), 220-236.

Fellis, T. L. (1994). National standards what’s next?. Music Educator’s Journal, 81(3), 26-28 47.

Freer, P. K., & Dansereau, D. R. (2007). Extending the vision: three woman who saw the future of music education. Music Educator’s Journal, 93(4), 54-61.

Kratus, J., (2007). Centennial series: Music education at the tipping point. Music Educators Journal, 94(2), 42-48.

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The Fine Art of Education

March 6, 2013 in 2012-2013, Archive, Articles, Fine Arts

There is more to learning the “Dougie” or acting out a scene from Romeo and Juliet than meets the eye. Statistics show that the majority of the public are unaware of the benefits dancing and acting can bring to a child’s education. As the economy is continuing to downsize, there has been heated discussion regarding budget cuts. Lawmakers are contemplating cutting close to $10 billion in the basic school education program (U.S Department of Education). Unfortunately, the fine arts departments have become the target because many argue the three “R’s” of education: reading, writing, and arithmetic are the top priority. The arts community is constantly fighting misconceptions that these creative courses are non-essential to the public school syllabus. Accordingly, performing and visual arts are the key basis for education as they are used to convey artistic expression and develop social skills, which in turn successfully increases standardized testing scores and significantly raises grade point averages.

The fine arts are a course of study designed to teach students practical artistic skills, as well as the theory and history behind the arts. Dance, music, theater, and visual arts are all contributing attributes to the development of a child; therefore, the fine arts department has classes incorporated into the high school curriculum. Lew Davis is an educator who firmly believes participating in the schools arts program creates a noticeable difference. When Davis founded the da Vinci Academy in Colorado Springs, Colorado, he made sure that the mission statement would clearly reflect his ethics: “[We hope]… to successfully educate and enrich all learners throughout the integration of arts and sciences…”(Burt-Thomas 2012). His theory was correct, and his students proved that. Most of them scored more than 30 percent above the state average in some grades and subjects. By becoming actively involved in the arts community, the students have an advantage and tend to perform at a higher level.

On the popular talk show, National Public Radio shows this area of education should not be cut due to the benefits of painting and acting in the classroom. First, an art education helps stimulate the mind and develops imagination and the thought process. Fine arts add to the overall academic achievement and school success by strengthening problem solving and critical thinking skills. Drama develops higher-order language and literacy skills. Art is a stimulator for developing writing skills, literacy and math skills, which in turn has an impact on high stakes testing. A study of SAT college admission test scores showed that students who had studied the arts for more than four years scored an average of 44 points higher on math and 59 points higher on the verbal section. In a well-documented national study using a federal database of over 25,000 middle and high school students, researchers found students with high arts involvement performed better on standardized achievement tests than students with low arts involvement (U.S News Staff 2010). High levels of the arts have a direct correlation to the students who have outstanding academic outcomes and have chosen professional career paths.

The policymakers have justified their decisions; they believe that the fine arts do not generate a sufficient amount of money to stay in the curriculum. Additionally, they feel the need for art education is not as significant as the need for more academic based programs like mathematics, English, and science. The lack of attention to the fine arts department results in limited funding for the incorporation of drawing and acting. Furthermore, artists such as James Elkins believe art simply cannot be taught by a barely qualified teacher who has no desire to be taking on the extra hours. In his novel, Why Art Cannot Be Taught, he explores the “curious endeavor to teach the unteachable” (Elkins 2006). From both a financial and Elkins’ perspective, Fine Arts programs require teachers and supplies, some being too expensive and not worth the investment. Critics believe that instead of spending money on luxuries, the money should go towards supplies that will improve core classes.

Officials believe that students must become accustomed to standardized testing to prepare them for higher education and their futures. According to a five-year study of the Texas Education Agency, schools with the highest percentage of students enrolled in fine arts courses experience higher academic ratings and higher graduation rates. Rick Ghinelli, the director of performing and visual arts for the Spring Independent School District, comments: “Sometimes we forget students who have careers in the arts. They need the same opportunity to advance their careers” (U.S News Staff 2010). Multiple students across the nation are producing similar results, with extraordinary prodigies excelling in music, acting, and dancing. In the federal No Child Left Behind Act, the arts are on the same educational step as English, math, science, and other classes as “core academic subjects,” which can contribute to improved student learning outcomes. Students participating in art related experiences often improve their achievement in other realms of learning and life.

A growing number of studies presents compelling evidence connecting student learning in the arts to a wide spectrum of academic and social benefits. These studies document the habits of mind, social competencies, and a wide spectrum of academic and social benefits. Additionally, research has proven students who have taken fne art classes apply their knowledge and master other subjects. By infusing visual arts, dance, drama, and vocal and instrumental music throughout the curriculum, the quality of learning would be greatly enhanced. Many educators and reformers are trying to save the fine arts department from being cut completely. Through a study of how the arts contribute to student achievement and success, these heroes might be able to save the day.

References:

Americans for the Arts. (2002, January). Fact Sheet About the Benefits of Arts Education for Children. Retrieved from: http://www.artusa.org/get_involved/advocacy/funding_resources/default_05.asp

Burt-Thomas, W. (2012, September). Arts and Smarts: The Correlation Between the Arts and Grades. Retrieved from: http://iser.com/resources/adhd-arts.html

Elkins, J. (2001). Why Art Cannot be Taught. Chicago, IL: University of Illinois Press

Fine Arts in Public Education. (2012, December). Retrieved from: http://www.pbs.org/arts/

NASAA. (1994, September). Critical Evidence: How the Arts Benefit Student Achievement. Retrieved from: http://www.nasaa-arts.org/Research/Hey-Topics/Arts-Education/critical-evidence.pdf

U.S Department of Education. No Child Left Behind Act. Retrieved from: http://www.nochildleftbehind.gov

U.S News Staff. (2012, March). Fine Arts School Tips for Success. Retrieved from: http://www.usnews.com/education/best-graduate-schools/articles/2012/03/15/fine-arts-school-tips-for-success

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