Do you know about - The significance of Fine Arts in the Classroom
Academy Of Art University Online! Again, for I know. Ready to share new things that are useful. You and your friends.Fine Arts is defined in the Encarta Dictionary as being, “any art form, for example, painting, sculpture, architecture, drawing, or engraving, that is determined to have purely aesthetic value” (Encarta, 2004). Though this definition is used in association with the arts in the quarterly world, in regards to teaching, fine arts is defined as a branch beneficial, not essential, to the learning process and is often phased out because of lack of time, petite learning potential, and no money. Fine arts is simply seen as painting and drawing, not a branch studied by an schoraly scholar. Writer Victoria Jacobs explains, “Arts in elementary schools have often been separated from the core curriculum and instead, offered as enrichment activities that are determined useful but not essential” (Jacobs, 1999, p. 2).
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What is missing in classrooms is the lack of trainer knowledge of the benefits of maintaining an art- based curriculum. Teachers “have very petite comprehension of the arts as disciplines of study. They think of the arts education as teacher-oriented projects used to entertain or teach other disciplines” (Berghoff, 2003, p. 12). Fine arts enlarge the boundaries of learning for the students and encourage creative thinking and a deeper comprehension of the core subjects, which are language arts, math, science, and communal studies. Teachers need to consolidate all genres of fine arts, which include, theater, optical art, dance, and music, into their episode plans because the arts gives the students motivational tools to unlock a deeper comprehension of their education. Teaching the arts is the most grand tool that teachers can gift in their classrooms because this enables the students to perform their top level of learning.
From 1977 to 1988 there were only three illustrious reports demonstrating the benefits of art education. These three reports are coming to Our Senses, by the Arts, education and Americans Panal (1977), Can we saving the Arts for American Children, sponsored by the American Council for the Arts (1988), and the most respected study, Toward Civilization, by the National Endowment for the Arts (1988). These three studies conjured that art education was very leading in achieving a higher education for our students. While these studies proved the arts to be useful to the learning process, it was not until 2002 when the study analysis of principal Links: learning in the Arts and student schoraly and communal development “provided evidence for enhancing learning and achievement as well as sure communal outcomes when the arts were integral to students’ learning experiences” was taken seriously by lawmakers (Burns, 2003, p. 5). One study, in this analysis, was focused on the teaching of keyboard training to a classroom in order to see if student’s scores on spatial thinking could be improved. It was then compared to those students who received computer training which complex no fine art components. This ended that learning through the arts did heighten the scores on other core curriculum subjects such as math and science where spatial thinking is most used (Swan-Hudkins, 2003).
This study shows how one petite turn in the way students are taught through the arts can have a grand impact on their learning achievements and understandings. Another study showed at-risk students who, for one year, participated in an art- based curriculum raised their standardized language arts test by an average of eight percentile points, 16 percentile points if enrolled for two years. Students not keen in this form of performance did not show a turn of percentile (Swan-Hudkins, 2003). Though this may not seem like a big increase, at- risk students were able to use this style of learning to best understand their learning style thus bettering their learning patterns. The most keen case study in this analysis complex the schools of Sampson, North Carolina, where for two years in a row their standardized test scores rose only in the schools that implemented the arts education in their school district (Swan-Hudkins, 2003). Teaching the arts needs to be incorporated in every teachers daily episode plans because, based on these studies, students who are taught through the arts raise their test and learning levels.
Due to the high volume of attentiveness President Bush’s, No Child Left Behind Act, has required in schools, teaching the arts is left behind. Another presuppose for the lack of arts in the classroom author Victoria Jacobs explains, “Given the shrinking budgets of school districts colse to the country, art specialists and art programs have disappeared from many elementary schools” (Jacobs, 1999, p. 4). Fine arts are being seen as non-educational or an extra-curricular activity. Therefore, when there is a lack of money in school districts, this branch is truly being cut. Teachers need to find a way to consolidate the arts into the classroom rather than rely on covering activities and Jacobs suggests teaching “through the arts… with a means of using the arts successfully and in a way that it is not just “one more thing” they must include in the curriculum” (Jacobs, 1999, p. 4).
The arts can open the minds of students in ways mere reading and writing will never be able to accomplish. Yet, the point of teaching this branch is not to teach about the arts, but to teach through the arts. Jacobs explains,
Teaching though the arts requires students to engage in the act of creative art. For example they might draw a picture, write a poem, act in a drama, or originate music to supplementary their comprehension of concepts in content areas other than the arts. Teaching through the arts helps students sense concepts rather than simply discussing or reading them. This coming is consistent with educational theories that feature the point of reaching many learning styles or intelligences. (Jacobs, 1999, p. 2)
Teaching through the arts can be done in many dissimilar ways depending on the teacher’s interests, but truly is the only way to reinforce the students learning experience. In a time where budget cuts and new learning laws are being established, teachers need to be more informed and educated on the negative impacts of the loss of the fine arts programs.
Three, veteran teachers at a communal elementary school did a case study which complex teaching through the arts. They believed “our students had to sense cycles of inquiry wherein they learned about the arts and through the arts, and that they needed to see teachers of dissimilar disciplines collaborate” (Berghoff, 2003, p. 2).
The study was based on teaching a history episode unit on freedom and Slavery through the arts. Ms. Bixler-Borgmann had her students listen to the song “Swing Low, Sweet Chariot” in many dissimilar styles of music, such as an African-American Quartet, Reggae, and Show Tunes. She then incorporated this episode into the point singing played to the slaves at that time. Ms. Berghoff had her students read samples of African-American folk literature and write down sentences that made an impact on them while they were reading. She then incorporated those sentences into group poems. Ms. Parr explored two art pieces entitled, “Swing Low, Sweet Chariot” and had the students talk about artwork by request three questions: "What is going on in this picture? What do you see that makes you say that? What else can you find?” (Berghoff, 2003). She also had the students focus on the images, concepts, and meanings which the artists wanted to depict. Ms. Parr felt this would teach the students how to find the private meanings in other core curriculum subjects (Berghoff, 2003). After the study, the students were asked what and how they had learned from this style of teaching.
Many students wrote in their journals that working in many sign systems in parallel ways heightened their emotional involvement. They found themselves thinking about what they were learning in class when they were at home or at work. They noted that even though they had studied slavery at other times, they had never truly imagined how it felt to be a slave or plan about the slaves' perspectives and struggles. (Berghoff, 2003)
The students had learned more from this episode because they were able to use all styles of learning and were taught from an angle which is rarely used, through the arts. “Studies indicate that a flourishing arts integrated program will use these components to guide student learning and compare increase and development (Swan-Hudkins, 2003). The students were able to learn based on abstract thinking and find the deeper meaning of the lessons ready by the teachers.
“The study of the arts has the possible for providing other benefits traditionally connected with arts….arts has been connected to students’ increased principal and creative thinking skills, self-esteem, willingness to take risks, and capability to work with others” (Jacobs, 1999, p. 4). With these benefits, teachers can not afford to limit their teaching of the arts in the classroom. Teaching through the arts are the key elements of learning and the traits teachers strive to originate and reinforce in their students. By working through the arts, instead of about the arts, the students’ educational sense will be achieved in a dissimilar way than just teaching the standard style of learning. Former Governor of California, Gray Davis, noted, “Art education helps students originate creativity, self-expression, analytical skills, discipline, cross-cultural understandings, and a heightened appreciation for the arts” and that “students who originate artistic expression and creative problem solving skills are more like to supervene in school and will be best ready for the jobs and careers of the future” (California Art Study, 2003, p. 1).
Exposing students to abstract learning will teach the students about logic and thinking and help them grasp what might not be represented on the surface. Up-to-date Reports from the National Art education association (Naea) confirmed with Governor Davis when they reported “Students in art study score higher on both their Verbal and Math Sat tests than those who are not enrolled in arts courses (California Art Study, 2003, p. 5). Attached is a copy of the test scores of students in the arts and students with no arts coursework.
What is a best way to heighten a episode plan than to add Another size of learning than by incorporating dissimilar levels of teaching? A business that has the basis of focusing on dissimilar learning styles is Links for Learning, [http://www.links-for-learning.com]. This business understands the point of incorporating arts into the classroom. Former Secretary of Education, William Bennet wrote, “The arts are principal elements of education just like reading, writing, and arithmetic…Music, dance, painting, and theater are keys to unlock profound human comprehension and accomplishment” (Swann-Hudkins, 2002).
An example of the benefits of teaching the arts would be the study of a trainer who taught the water cycle episode through movement and music. The students were introduced to the water cycle in the traditional style of teaching, reading and lecturing. Yet, in order for the students to fully understand the “experience” of being a snowflake, the students listened to Tchaikovsky’s Nutcracker Suite (The Waltz of the Snowflakes) and ended their eyes visualizing the adventure snowflakes encounter on there way to the ground. A great side supervene of dance is that “exposure to dances foreign to them (the students) helps them to understand and appreciate differences in societies. Their minds come to be open to new ideas and a dissimilar perspective. This comprehension helps to eliminate possible prejudice, enriching the student and our society” (Swan-Hudkins, 2003, p.17). While the music was playing the trainer asked them questions, such as, “How are they going to land” and “What do you see as you are falling”. The second time listening to the music the students were asked to act out the water cycle through movement and dance. Teachers should know “a class that includes dance can make students feel empowered and actively complex in their education. In creating their own dance, students originate conceptional thinking, which is not always expressed verbally” (Swan-Hudkins, 2003, p. 17).
With these activities, the students were able to come to be part of the water cycle instead of just using their listening skills and trying to mentally frame out this lesson. The trainer also had the students write a poem using words they felt while they, the snowflakes, were falling to the ground (Jacobs, 1999, p.2). “The motivational powers of the arts are principal as this trainer explained, “Hooking a kid is half, if not more than half, the battle of learning. If you can hook them, then you can get them to learn” (Jacobs, 1999, p. 6). Teachers need to gain access to all styles of learning which can only spark their motivational powers.
Harvard scheme Researchers Winner and Hetland remarks, “The best hope for the arts in our school is to account for them by what they can do that other subjects can’t do as well” (Swan-Hudkins, 2003, p. 18). Teachers need to gain a best education of teaching their students through the arts. Without the arts, teachers are limiting their students’ capability to use their whole thinking process, providing less chance for unblemished comprehension. Teaching through the arts is the most grand tool that teachers can give in their classrooms because it enables the students to perform their top level of learning.
With the lack of attentiveness art is getting covering of the classroom, teachers cannot afford not to consolidate dance, theater, optical arts, or music in their episode plans. Fine arts is the core curriculums constant and most leading companion. No child should be left behind, and teaching through the arts will reinforce this idea.
Resources
Berghoff, B., Bixler-Borgmann, C., and Parr, C. (2003). Cycles of Inquiry with the Arts. Urbana, 17, 1-17.
Burns, M. (2003). Connecting Arts education policy and study to Classroom Teaching. Presented at The each year Meeting of the American Educational study Association. Chicago, Il.
California Art Study. (2003). Retrieved on April 18 from [http://216.239.57.104/search?q=cache:Im_j8A3_whsJ:www.smc.edu/madison/about/draft_eir/appendix_f_purpose.pdf+benefits+California+art+study&hl=en&ie=Utf-8]
Encarta Online Dictionary. (2004). Retrieved on April 17 from http://encarta.msn.com/dictionary_/fine%20arts.html
Jacobs, V. And Goldberg, M. (1999). Teaching Core Curriculum content through the Arts. each year Meeting of the American Educational study Association. Ontario, Canada.
Swan-Hudkins, B. (2002). The supervene of an Elementary Fine Arts program on Students’. M.A.Thesis. Salem International University. Salem, West Virginia.
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