Do you know about - The significance 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 thought about to have purely aesthetic value” (Encarta, 2004). Though this definition is used in connection with the arts in the regular 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 plainly 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 thought about useful but not essential” (Jacobs, 1999, p. 2).
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What is missing in classrooms is the lack of instructor 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 instruction as teacher-oriented projects used to entertain or teach other disciplines” (Berghoff, 2003, p. 12). Fine arts improve the boundaries of learning for the students and encourage creative reasoning and a deeper comprehension of the core subjects, which are language arts, math, science, and collective 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 powerful 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 preponderant reports demonstrating the benefits of art education. These three reports are coming to Our Senses, by the Arts, instruction 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 instruction was very leading in achieving a higher instruction for our students. While these studies proved the arts to be useful to the learning process, it was not until 2002 when the study diagnosis of considerable Links: learning in the Arts and pupil schoraly and collective amelioration “provided evidence for enhancing learning and achievement as well as obvious collective 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 complex no fine art components. This closed that learning straight through the arts did enhance 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 petite convert in the way students are taught straight through the arts can have a powerful impact on their learning achievements and understandings. an additional one study showed at-risk students who, for one year, participated in an art- based curriculum raised their standardized language arts test by an midpoint of eight percentile points, 16 percentile points if enrolled for two years. Students not keen in this form of performance 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 learning to great understand their learning style thus bettering their learning patterns. The most keen case study in this diagnosis 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 instruction 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 straight 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. an additional one speculate 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 branch is de facto 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 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 branch 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 design music to supplementary their comprehension of concepts in content areas other than the arts. Teaching straight through the arts helps students touch concepts rather than plainly discussing or reading them. This advent is consistent with educational theories that feature the point of reaching many learning styles or intelligences. (Jacobs, 1999, p. 2)
Teaching straight through the arts can be done in many separate ways depending on the teacher’s interests, but truly is the only way to reinforce the students learning experience. In a time where allocation 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 collective elementary school did a case study which complex teaching straight through the arts. They believed “our students had to touch cycles of inquiry wherein they learned about the arts and straight through the arts, and that they needed to see teachers of separate disciplines collaborate” (Berghoff, 2003, p. 2).
The study was based on teaching a history episode 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 separate 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 uncover 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 reasoning 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 de facto 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, straight through the arts. “Studies indicate that a victorious arts integrated agenda will use these components to guide pupil learning and collate growth and amelioration (Swan-Hudkins, 2003). The students were able to learn based on abstract reasoning 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 related with arts….arts has been related to students’ increased considerable and creative reasoning 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 straight through the arts are the key elements of learning and the traits teachers strive to design and reinforce in their students. By working straight through the arts, instead of about the arts, the students’ educational touch will be achieved in a separate way than just teaching the proper style of learning. Old Governor of California, Gray Davis, noted, “Art instruction helps students design creativity, self-expression, analytical skills, discipline, cross-cultural understandings, and a heightened appreciation for the arts” and that “students who design artistic expression and creative qoute solving skills are more like to ensue in school and will be great 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 reasoning and help them grasp what might not be represented on the surface. recent Reports from the National Art instruction connection (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 enhance a episode plan than to add an additional one size of learning than by incorporating separate levels of teaching? A enterprise that has the basis of focusing on separate learning styles is Links for Learning, [http://www.links-for-learning.com]. This enterprise understands the point of incorporating arts into the classroom. Old Secretary of Education, William Bennet wrote, “The arts are considerable elements of instruction 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 instructor who taught the water cycle episode 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 closed their eyes visualizing the adventure snowflakes encounter on there way to the ground. A great side ensue 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 separate perspective. This comprehension helps to eliminate possible prejudice, enriching the pupil and our society” (Swan-Hudkins, 2003, p.17). While the music was playing the instructor 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 design 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 form out this lesson. The instructor 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 considerable as this instructor 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 way to all styles of learning 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 elucidate 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 instruction of teaching their students straight through the arts. Without the arts, teachers are limiting their students’ ability to use their whole reasoning process, providing less opportunity for complete comprehension. Teaching straight through the arts is the most powerful tool that teachers can give in their classrooms because it enables the students to accomplish their highest level of learning.
With the lack of attention 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 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 instruction procedure and study to Classroom Teaching. Presented at The every 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 straight through the Arts. every year Meeting of the American Educational study Association. Ontario, Canada.
Swan-Hudkins, B. (2002). The ensue of an Elementary Fine Arts agenda on Students’. M.A.Thesis. Salem International University. Salem, West Virginia.
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