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Fine Arts Education Issues According to the National Art Education Association’s goals for schools, “all elementary schools shall require students to complete a sequential program of art instruction that integrates the study of art production, aesthetics, art criticism, and art history,” (Clark, 1987). Elementary schools are having difficulty because they are cutting back on the fine arts programming and many non-specialist classroom teachers are expected to integrate the fine arts into their daily curriculum. Most of these teachers feel inadequate and uncomfortable when teaching these subjects. The children are receiving inadequate lessons in art education. All elementary schools should expand their curriculum to include the fine arts as subjects, and licensed specialists should teach these subjects. More or less, it isn’t the fact that there is a lack of fine arts education; there is a lack of specialists teaching fine arts in elementary schools. One reason for the lack of art specialists in the elementary schools is the fact that the fine arts aren’t considered core curriculum. The fine arts are thought of as expendable and not as important as mathematics, sciences, language, and literacy, when in fact Gardner’s theory of Multiple Intelligences explains that there are several different ways of learning. “Gardner has identified eight "accepted" modes of learning: Kinesthetic, Interpersonal, Intrapersonal, Linguistic, Mathematical, Musical, Naturalist, and Spatial. Traditional education emphasizes Linguistic and Mathematical Intelligences,” (Martin, 2000). Certain intelligences are enhanced through participation in the fine arts. This is why fine arts are actually equally as important as other core curriculum. ... ... middle of paper ... .... Miller, M. and Hart, C. (1998). Bridging the gap. Thrust for Educational Leadership, Vol. 28 Issue 1, p22. Missouri Dept. of Elementary and Secondary Education. (1996). Missouri's framework for curriculum development in fine arts, K-12. Jefferson City, Mo: The Dept. National Education Association. (1999). The 1999-2000 Resolutions of the National Education Association. NEA Today, Vol. 18 Issue 1, p51. http://search.epnet.com/direct.asp?an=2214068&db=aph Online Educator Network: Music Center Education Division. [Online]. Available: http://www.musiccenter.org/educators/ Reardon, C. (1995). A Jazzy Introduction to Music. Christian Science Monitor, Vol. 87 Issue 229, p14. Tunks, J. (1997). Integrating community arts programming into the curriculum: A case study in Texas. Arts Education Policy Review, Vol. 98 Issue 3, p21, 6p.
Richard Cook & Brian Morton. The Penguin Guide to Jazz on CD. Seventh Edition. East Rutherford, NJ: Penguin Books(USA), 2004
Turbide, Anne F. "Why Art Programs Are Beneficial to Students." The Synapse. N.p., 15 May 2015. Web. 10 May 2016.
Fine arts gives students a chance to pour their hearts into something beautiful; a chance to be a part of something that is bigger than just themselves. Some schools are facing financial troubles with the current economy, and one of the first programs they consider cutting is fine arts. The removal of fine arts programs would be absolutely devastating to countless members of the community. Many students would lose their favorite class, in some cases the one class that helps them get through the day, and many teachers that truly care fir the students would lose their dream jobs. Fine arts should not be cut from schools; they build confidence, help with the application of other academic concepts, and even help to prepare students for their future work in the business world.
Peter, S., 1996. The History of American Art Education. 7th ed. New York: Greenwood Publishing Group.
...ent of art education in America. Especially because the United States is comparatively a young nation, it is crucial that we examine our practices and what influenced the development of these practices. Through the work of scholars such as Efland and Smith, it becomes increasingly clear, that the path of art education through America’s past is complex and evolving. Most importantly, it is through their research that we come to understand that the current state of art education, including its strengths and its flaws, can be traced to the events of the past that shaped it.
Since 2001, budget cuts in art education have increased dramatically. In New York from 2006-2011 funding for art education in public schools were cut 68% (Phifer 2).This epidemic is spreading all across America due to the push for better standardized test scores. Reading and math have become the governments highest priority, leaving the arts in the shadows. But what if the arts could also improve test scores? Despite what many government leaders believe, budget cuts in art education are depriving Americas children emotionally, academically and socially.
Fine arts are essentially courses that promote learning and creativity in the lives of children. Texas has been ranked 49th in the nation spending only eighteen cents per capita in the arts. This simply shows that there aren't enough predominant resources to fund these pro...
Tomlinson, C. & Jarvis, J. (2006). Teaching beyond the book. Educational Leadership, ASCD Publication. p 16-21.
David T. Conley, Ph.D. a. The. Education - Leadership -. Vol. 66 No.
Beginning in 2008, America came upon a grueling period of economic distress, the Recession. This period of economic decline with which trade and industrial activity were reduced forced many changes in Americas’ economy. Teachers Jobs at Risk released by the White House estimated that between the years of (2008 – 2011) nearly 300,000 educators have lost jobs. While schools were forced to cut back on jobs, many of the first to lose jobs were the fine arts educators. Futhermore, thousands of children have lost the opportunity to experience art, dance, music, and theatre classes. In spite of America’s economic turmoil causing schools major budget cuts, there are three key reasons why schools should continue to support the arts: the arts contribute to state and national economies, the arts prepare students for high paying jobs, and the arts have a positive impact on every child’s life.
Fine arts classes benefit students and schools alike. Fine arts are needed courses, not just as electives but as core classes that promote learning and creativity in the lives of students. There are three different styles of learning: auditory, visual, and kinesthetic. Fine art provides an avenue for all of these learning styles to be utilized during one class period; therefore, all students are able to understand and benefit from the curriculum. In a normal academic setting all types of learning may not be used, so a percentage of the classroom will not understand the lessons as well as it could have if it had arts incorporated into the class. It may seem impossible to include arts into an academic setting, but it is possible, effective, and fun. According to Barry Oreck, it has been proven that students learning molecular bonding through a dance had a more proficient understanding of the concept. He states, “We have found that if you learn something through a theater game, you can still answer a test question” (new horizons Dickerson 3). This statement proves that arts are extremely important and beneficial. With fine arts, students have a safe environment to express themselves, a motivation to stay in school, and higher test scores. The fact that fine arts are needed is evident, but will schools respond or live in denial?
Waggoner, T. (1999). The center for educator development in fine arts. Retrieved October 12, 2004 from http://finearts.esc20.net/default.html.
Music and Arts programs all around the country are taking hard hits from budget cuts and money shortages. As these extremely important classes are being cut out of schedules students are losing some of the most valuable things they will ever learn in high school. Of course, because these arts classes are not considered traditional academic courses, they are usually the first to go. The fine arts are so vital to the success of students today and we must fight to keep them in our schools.
DeHoyas, M., Lopez, A., Garnett, R., Gower, S., Sayle, A., Sreenan, N., Stewart, E., Sweny, S., & Wilcox, K. (2005). History of art education, University of North Texas. Retrieved from http://www.art.unt.edu/ntieva/HistoryofArtEd/index.html
It is important that all students get the best possible chance of success for the future. Because not all students have the ability to attend magnet or charter schools, they are forced to attend public school; and when public schools cut the fine arts, these chances are dramatically reduced for these students, especially those interested in pursuing an art career. Not only does cutting the arts complicate and, in some cases, eliminate a student’s plans for the future, but students can also lose certain advantages in brain development that the arts specifically provide. This includes improvement in motor and cognitive ability, communication, and memory; all of which are skills that students can and will use for the rest of their lives. It is also worth noting how the fine arts shape a student to be ready and appear well rounded in many mays, which is important when applying to college. The students currently in school will shape the future of the world; they will take places in the government, become bosses of big companies. Some will even become president one day. Then for what righteous reasons should they be deprived of fine arts courses that allow for a mental break while also creating positive mental stimuli? To put it simply, there are no justifiable reasons for cutting fine