Fine Arts is defined in the Encarta Dictionary as being, “any art form, for example, painting, sculpture, architecture, drawing, or engraving, that is thought about to have purely aesthetic value” (Encarta, 2004). Though this definition is used in relationship with the arts in the quarterly world, in regards to teaching, fine arts is defined as a field beneficial, not essential, to the studying process and is often phased out because of lack of time, little studying potential, and no money. Fine arts is simply seen as painting and drawing, not a field studied by an academic 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 thought about beneficial but not essential” (Jacobs, 1999, p. 2).
What is missing in classrooms is the lack of teacher knowledge of the benefits of maintaining an art- based curriculum. Teachers “have very little 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 progress the boundaries of studying for the students and encourage creative reasoning and a deeper comprehension of the core subjects, which are language arts, math, science, and communal studies. Teachers need to integrate all genres of fine arts, which include, theater, optical art, dance, and music, into their part plans because the arts gives the students motivational tools to unlock a deeper comprehension of their education. Teaching the arts is the most mighty tool that teachers can gift in their classrooms because this enables the students to accomplish their highest level of learning.
From 1977 to 1988 there were only three supreme 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 salvage 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 prominent in achieving a higher education for our students. While these studies proved the arts to be beneficial to the studying process, it was not until 2002 when the research analysis of necessary Links: studying in the Arts and learner academic and communal amelioration “provided evidence for improving studying and achievement as well as positive communal outcomes when the arts were integral to students’ studying 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 reasoning could be improved. It was then compared to those students who received computer training which complex no fine art components. This finished that studying straight through the arts did heighten the scores on other core curriculum subjects such as math and science where spatial reasoning is most used (Swan-Hudkins, 2003).
This study shows how one little convert in the way students are taught straight through the arts can have a mighty impact on their studying achievements and understandings. Someone else study showed at-risk students who, for one year, participated in an art- based curriculum raised their standardized language arts test by an mean of eight percentile points, 16 percentile points if enrolled for two years. Students not inviting in this form of activity did not show a convert of percentile (Swan-Hudkins, 2003). Though this may not seem like a big increase, at- risk students were able to use this style of studying to great understand their studying style thus bettering their studying patterns. The most inviting 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 part plans because, based on these studies, students who are taught straight through the arts raise their test and studying 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. Someone else reckon 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 field is unquestionably being cut. Teachers need to find a way to integrate the arts into the classroom rather than rely on exterior 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 contain 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 field is not to teach about the arts, but to teach straight 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 construct music to added their comprehension of concepts in article areas other than the arts. Teaching straight through the arts helps students experience concepts rather than simply discussing or reading them. This approach is consistent with educational theories that feature the significance of reaching multiple studying styles or intelligences. (Jacobs, 1999, p. 2)
Teaching straight through the arts can be done in many different ways depending on the teacher’s interests, but truly is the only way to reinforce the students studying experience. In a time where budget cuts and new studying 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 straight through the arts. They believed “our students had to experience cycles of inquiry wherein they learned about the arts and straight through the arts, and that they needed to see teachers of different disciplines collaborate” (Berghoff, 2003, p. 2).
The study was based on teaching a history part unit on relaxation and Slavery straight through the arts. Ms. Bixler-Borgmann had her students listen to the song “Swing Low, Sweet Chariot” in many different styles of music, such as an African-American Quartet, Reggae, and Show Tunes. She then incorporated this part into the significance 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 hidden 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 multiple sign systems in parallel ways heightened their emotional involvement. They found themselves reasoning about what they were studying 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 unquestionably 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 part because they were able to use all styles of studying and were taught from an angle which is rarely used, straight through the arts. “Studies indicate that a flourishing arts integrated schedule will use these components to guide learner studying and correlate increase and amelioration (Swan-Hudkins, 2003). The students were able to learn based on abstract reasoning and find the deeper meaning of the lessons prepared by the teachers.
“The study of the arts has the potential for providing other benefits traditionally connected with arts….arts has been connected to students’ increased necessary and creative reasoning skills, self-esteem, willingness to take risks, and quality 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 straight through the arts are the key elements of studying and the traits teachers strive to construct and reinforce in their students. By working straight through the arts, instead of about the arts, the students’ educational experience will be achieved in a different way than just teaching the appropriate style of learning. Previous Governor of California, Gray Davis, noted, “Art education helps students construct creativity, self-expression, analytical skills, discipline, cross-cultural understandings, and a heightened appreciation for the arts” and that “students who construct artistic expression and creative question solving skills are more like to supervene in school and will be great prepared for the jobs and careers of the future” (California Art Study, 2003, p. 1).
Exposing students to abstract studying will teach the students about logic and reasoning and help them grasp what might not be represented on the surface. recent Reports from the National Art education relationship (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 great way to heighten a part plan than to add Someone else size of studying than by incorporating different levels of teaching? A business that has the basis of focusing on different studying styles is Links for Learning, [http://www.links-for-learning.com]. This business understands the significance of incorporating arts into the classroom. Previous Secretary of Education, William Bennet wrote, “The arts are necessary 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 teacher who taught the water cycle part straight through movement and music. The students were introduced to the water cycle in the former 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 finished 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 become open to new ideas and a different perspective. This comprehension helps to eliminate potential prejudice, enriching the learner and our society” (Swan-Hudkins, 2003, p.17). While the music was playing the teacher 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 straight 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 construct conceptional thinking, which is not all the time expressed verbally” (Swan-Hudkins, 2003, p. 17).
With these activities, the students were able to become part of the water cycle instead of just using their listening skills and trying to mentally form out this lesson. The teacher 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 necessary as this teacher 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 studying which can only spark their motivational powers.
Harvard task Researchers Winner and Hetland remarks, “The best hope for the arts in our school is to expound them by what they can do that other subjects can’t do as well” (Swan-Hudkins, 2003, p. 18). Teachers need to gain a great education of teaching their students straight through the arts. Without the arts, teachers are limiting their students’ quality to use their whole reasoning process, providing less opening for unblemished comprehension. Teaching straight through the arts is the most mighty tool that teachers can give in their classrooms because it enables the students to accomplish their highest level of learning.
With the lack of attentiveness art is getting exterior of the classroom, teachers cannot afford not to integrate dance, theater, optical arts, or music in their part plans. Fine arts is the core curriculums constant and most prominent companion. No child should be left behind, and teaching straight 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 research to Classroom Teaching. Presented at The annual Meeting of the American Educational research 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 article straight through the Arts. annual Meeting of the American Educational research Association. Ontario, Canada.
Swan-Hudkins, B. (2002). The supervene of an Elementary Fine Arts schedule on Students’. M.A.Thesis. Salem International University. Salem, West Virginia.
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