The Importance of Fine Arts in the Classroom

Fine Arts is defined in the Encarta Dictionary as being, “any art form, for example, painting, sculpture, architecture, drawing, or engraving, that is considered to have purely aesthetic value” (Encarta, 2004). Though this definition is used in relationship with the arts in the regular world, in regards to teaching, fine arts is defined as a subject beneficial, not essential, to the learning process and is often phased out because of lack of time, little learning potential, and no money. Fine arts is simply seen as painting and drawing, not a subject 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 considered 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 understanding of the arts as disciplines of study. They think of the arts instruction as teacher-oriented projects used to entertain or teach other disciplines” (Berghoff, 2003, p. 12). Fine arts expand the boundaries of learning for the students and encourage creative thinking and a deeper understanding of the core subjects, which are language arts, math, science, and social studies. Teachers need to incorporate all genres of fine arts, which include, theater, visual art, dance, and music, into their lesson plans because the arts gives the students motivational tools to unlock a deeper understanding of their education. Teaching the arts is the most powerful tool that teachers can present in their classrooms because this enables the students to achieve their highest level of learning.

From 1977 to 1988 there were only three notable 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 Rescue 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 important in achieving a higher education for our students. While these studies proved the arts to be beneficial to the learning process, it was not until 2002 when the research analysis of Critical Links: Learning in the Arts and Student Academic and Social Development “provided evidence for enhancing learning and achievement as well as positive social 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 reasoning could be improved. It was then compared to those students who received computer training which involved no fine art components. This concluded that learning through the arts did improve 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 change in the way students are taught through the arts can have a powerful 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 engaging in this form of activity did not show a change 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 better understand their learning style thus bettering their learning patterns. The most interesting case study in this analysis involved 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 lesson 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 attention President Bush’s, No Child Left Behind Act, has required in schools, teaching the arts is left behind. Another reason for the lack of arts in the classroom author Victoria Jacobs explains, “Given the shrinking budgets of school districts around 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 subject is easily being cut. Teachers need to find a way to incorporate the arts into the classroom rather than rely on outside 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 subject 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 compose music to further their understanding of concepts in content areas other than the arts. Teaching through the arts helps students experience concepts rather than simply discussing or reading them. This approach is consistent with educational theories that highlight the importance of reaching multiple learning styles or intelligences. (Jacobs, 1999, p. 2)

Teaching 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 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 public elementary school did a case study which involved teaching through the arts. They believed “our students had to experience cycles of inquiry wherein they learned about the arts and 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 lesson unit on Freedom and Slavery 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 lesson into the importance 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 asking 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 uncover 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 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 really imagined how it felt to be a slave or thought about the slaves’ perspectives and struggles. (Berghoff, 2003)

The students had learned more from this lesson 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 successful arts integrated program will use these components to guide student learning and assess growth and development (Swan-Hudkins, 2003). The students were able to learn based on abstract thinking 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 associated with arts….arts has been linked to students’ increased critical and creative thinking skills, self-esteem, willingness to take risks, and ability 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 establish and reinforce in their students. By working through the arts, instead of about the arts, the students’ educational experience will be achieved in a different way than just teaching the standard style of learning. Former Governor of California, Gray Davis, noted, “Art education helps students develop creativity, self-expression, analytical skills, discipline, cross-cultural understandings, and a heightened appreciation for the arts” and that “students who develop artistic expression and creative problem solving skills are more like to succeed in school and will be better prepared 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 reasoning and help them grasp what might not be represented on the surface. Recent 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 better way to enhance a lesson plan than to add another dimension of learning than by incorporating different levels of teaching? A company that has the basis of focusing on different learning styles is Links for Learning, [http://www.links-for-learning.com]. This company understands the importance of incorporating arts into the classroom. Former Secretary of Education, William Bennet wrote, “The arts are essential elements of education just like reading, writing, and arithmetic…Music, dance, painting, and theater are keys to unlock profound human understanding 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 lesson 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 closed their eyes visualizing the adventure snowflakes encounter on there way to the ground. A great side effect 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 understanding helps to eliminate possible prejudice, enriching the student 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 through movement and dance. Teachers should know “a class that includes dance can make students feel empowered and actively involved in their education. In creating their own dance, students develop conceptional thinking, which is not always 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 figure 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 significant 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 learning which can only spark their motivational powers.

Harvard Project Researchers Winner and Hetland remarks, “The best hope for the arts in our school is to justify them by what they can do that other subjects can’t do as well” (Swan-Hudkins, 2003, p. 18). Teachers need to gain a better education of teaching their students through the arts. Without the arts, teachers are limiting their students’ ability to use their entire thinking process, providing less opportunity for complete comprehension. Teaching through the arts is the most powerful tool that teachers can give in their classrooms because it enables the students to achieve their highest level of learning.

With the lack of attention art is getting outside of the classroom, teachers cannot afford not to incorporate dance, theater, visual arts, or music in their lesson plans. Fine arts is the core curriculums constant and most important 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 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 Content through the Arts. Annual Meeting of the American Educational Research Association. Ontario, Canada.

Swan-Hudkins, B. (2002). The Effect of an Elementary Fine Arts Program on Students’. M.A.Thesis. Salem International University. Salem, West Virginia.



Source by Debbie Cluff

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The four Concentrations of an Insurance coverage Profession Path

You may well see lots of newspaper adverts tying to hypnotize a possible agent stating how effortless it is to make $a hundred,000. Additionally, they emphasize it can be done in the first calendar year. Make sure you give me a nickel for the 1,500,000 accredited lifestyle and wellness insurance policy brokers that can’t accomplish that. ($seventy five,000 if you are calculating). Before $a hundred,000 of cash flow can be attained, most brokers need to accomplish at the very least the 3rd if not fourth degree.

Stage Just one This is the insurance policy trainee, just beginning out and continuing the first 12 months. This degree is truly much more about survival than it is about earnings. Quite a few insurance policy trainee brokers deplete price savings accounts, inquire kinfolk for mortgage guidance, and even just take out a 2nd mortgage on their home. Possibly they should have under no circumstances applied for the posture or the insurance policy agency has furnished inadequate guidance to simplicity the agent’s stress. In the the vast majority of situations, it is the later. Only 20% of brokers battle by, only to experience an additional enduring struggle.

Stage TWO This is the insurance policy rookie, who will be dealing with 3 much more decades of uphill challenges. Once more, survival appears in the image, together with sufficient cash flow to continue to keep from going beneath. The lifestyle preserver is centered on equally the agent’s mind-set and promoting abilities. Providing abilities begin with acquiring the proper men and women to aim your awareness on. Men and women that in shape into your consolation zone and have a have to have for an insurance policy merchandise you are common sufficient promoting. This potential customers to providing a enough quantity of appointments. Even so, firm furnished scripts are a hard way to go when executing a presentation.. Of the appointments built, can the even now inexperienced agent make sufficient gross sales for a good cash flow? Only 8% of the beginning brokers now continue being.

Stage Three These are the insurance policy innovators with in excess of four decades knowledge and beneath 8. Why are they innovators? To endure the have broken just about all the vocation firm procedures of the approach to results. Very first, they have tossed out the insurance policy firm presentation guide, sometimes in favor of a plain yellow lawful pad. The firm presentation speech has been discarded in favor of a friendly conversation. The insurance policy innovator utilizes a lead acquisition program that immediately brings out the maximum certified prospective clients. This agent has stopped turning out to be an insurance policy seller. He now allows information the prospect to a personalized approach that turns the prospect into a purchaser. In addition, the insurance policy innovator has a important base of created up clientele for further gross sales.

As insurance policy is now officially a vocation, handful of of these brokers fall out. Quite a few begin to focus in promoting fewer products and solutions. A ton now are semi-impartial and some even have their personal companies. For many others they make just take a new course, with a unique firm or agency that appears to be substantially much more promising. Incomes are normally comparable or bigger than the national common.

Stage 4 The legitimate insurance policy experts. Several professionals are thoroughly impartial. They have normally signed contracts with six or much more impartial lifestyle insurance policy carriers. Other individuals are semi-impartial, who have not really however taken the last break away move. Do not assume that all are monetary planners solely serving wealthy clientele. There are numerous experts promoting prolonged-expression care and medicare strategies to seniors, many others are specially in writing staff advantage strategies to employer groups. The regular cash flow assortment is from $70,000 to $a hundred and ten,000.

In insurance policy, you do not go to college or university for six to 10 decades to become a expert. You study as a result of demo and mistake and your intuition. There are no textbooks to study, only some continuing education and learning classes that are merchandise centered. You progress with self-discovered promoting abilities furthermore the extreme resolve handful of salespeople have. It is an insurance policy vocation path without having shortcuts.



Supply by Donald Yerke

Forbidden Adore in the Good Gatsby, Romeo & Juliet, and Adore Song of J Alfred Prufrock

Stephanie Meyers’s Twilight collection has resuscitated preferred interest in tales about forbidden enjoy. All around the world, Twilight readers have been acquiring out copies of textbooks like Jane Eyre, Satisfaction and Prejudice, Wuthering Heights, and the Undead Hair Handbook.

However, Meyers’s collection has been criticized for providing impressionable teenagers and tweens unrealistic expectations about romance, to say almost nothing of that entire vampire-little one-having-its-way-as a result of-your-uterus matter.

With Fb teams these kinds of as “Why Isn’t really Edward Cullen Real?” and “Twilight Has Ruined Any Probability I Have at a Realistic Marriage” getting increasingly stylish, many scruffy, improperly-dressed teen males dread that their odds at romance are dwindling. (To even the taking part in field, every other media outlet has retained its inverse female-splendor / female-clothing ratio at an all-time substantial.)

This bombardment of unrealistic expectations is a lot more than many of us can just take. For individuals who like their forbidden enjoy oldschool – agonizing, uncomfortable, and perhaps lethal – here are some classics that ought to occur as a breath of fresh new, depressing air.

Painful State of affairs Variety 1: Mutual Destruction. Forbidden boy satisfies forbidden female, forbidden boy and female wed secretly, forbidden newlyweds accidentally die in an elaborate plan to skip town. This is the Romeo and Juliet method to enjoy and it occurs… perfectly, not all the time, but it occurs.

Causes We Like It: You know how fairytale constantly finish suitable immediately after the wonderful damsel and the charming prince get married? That’s mainly because nobody wants to hear about diaper improvements or home loan payments. A violent finish cuts out all the unexciting stuff, in addition it faucets into the primitive, reptilian section of our mind that hyperlinks sexual intercourse with threat and demise. Which, by the way, is not the exact matter as un-demise.

Painful State of affairs Variety Two: Silent Longing. Boy satisfies female, boy decides female is out of his league, boy swallows his thoughts and vows to die on your own. This is the Adore Song of J. Alfred Prufrock strategy to enjoy and, according to our mystery diary study, it does in reality materialize all the time.

Why We Like It: We have soooo been there. Preventing confrontation is a great way to not only protect your dignity, but also preserve the fantasy alive: we’re betting that distinctive another person won’t at any time burp, fart, or drunk-dial your mom. On prime of it all, the scenario also appeals to our depressive fatalism. It really is not like this self-pity’s gonna wallow in itself.

Painful State of affairs Variety 3: Self-Destruction. Boy satisfies unattainable female, boy embarks on a valuable existence of crime to impress female with fancy mansion, boy receives thoroughly shafted. Er, shot. Make that both equally. This is the Good Gatsby wooing method and, even though attractive in its have suitable, we will not endorse that you try out it at house.

Why We Like It: Dying for a bring about can be pretty noble – and receiving filthy wealthy along the way has its perks as perfectly. Then, when your enjoy interest turns out to be selfish, entitled, and so not truly worth your time, you can take pleasure in the distinctive gratification that will come with figuring out you’re a outstanding currently being. This emotion will last quite a few entire seconds just before that bullet matter gets an difficulty.



Resource by Paul Thomson