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The importance of arts education for children
Importance of art and music in education essay
Importance of art and music in education essay
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Could Art be the answer to disengagement in key stage 3 and 4 boys? For the purposes of this study, Art will not simply mean the pedagogical content of art and design in the classroom but, indeed, the wider impact of arts education on students, and the potential it harbours in enabling students to access education in general, and help to address the sociocultural issues in their lives as they develop. Furthermore, when discussing art education, the teaching of both music and performing arts is encompassed, as is the basic engagement with more formal art forms and cultural experiences such as, art galleries, museums, theatres, and music and dance performances. Kindler and Darras (1997, p. 169) suggest that by actively supporting their students …show more content…
Gibbs and Poskitt (2010) suggest that engagement encompasses a students’ sense of belonging and connectedness to a school, teachers and peers, and they define it as the level of participation and intrinsic interest that a student displays. They also propose that certain behaviours and attitudes are required for engagement in education. It could be argued, then, that the presence of these distinct features of engagement, must also be present in the features of disengagement. If we look at the features within behaviours and attitudes listed by Gibbs and Poskitt (2010) such as persistence, effort, and attention (behaviours) and motivation, positive learning values, enthusiasm, interest, and pride in success (attitudes), we can begin to frame them, instead, in terms of disengagement. In particular, if disengagement is defined as a deficiency of these attributes, there is a clear target for solutions and intervention techniques towards the aim of cultivating or strengthening …show more content…
While other, mainly European, countries use the term ESL (Early School Leaving) and, historically, Canada and the US use the term ‘dropout’ (Rogers, 2016; School Education Gateway, no date), the terms all, broadly speaking, mean the same thing. In the UK, the Department for Education release annual and quarterly NEET figures (Department for Education, 2013). In the most recent quarterly report, July to September 2017, the NEET rate decreased by 1.0 percentage point (to 15.2%) for the 19-24 and decreased by 0.6 percentage points (to 13.3%) for the 16-24 age groups. Over the same period the NEET rate increased by 0.3 percentage points (to 9.0%) for the 16-18 age group (Department for Education, 2017). Analysing the underlying data reveals that the percentage of NEET 16-18 year old boys in England has increased from 8.7% in the year 2000 to 10.6% in the year 2017, while the percentage of NEET 16-18 year old girls in England has decreased from 9% in 2000 to 7.4% in 2017 (Department for Education,
Do you ever just sit back and wonder how many images run through your brain everyday and thinking back on that how many of those were images from our society’s pop culture? With our ever growing technology and media of our society, children are constantly being exposed to visual stimuli. Paul Duncum, a professor of art education, studies how these stimuli not only affect our students and children but also how we can incorporate them into the art classroom in an effective way. In this paper I will illustrate to you the life and work of Paul Duncum. I will be talking about Duncum’s contributions to art education, his teaching philosophy, and how I can use his beliefs and teachings in my future as an art educator but first I would like to give you some background on Paul Duncum.
Regularly, a student receives a diploma after a certain required course load is completed. On the other hand, some students can complete high school by a means of an equivalency test and receive a diploma that way. Unfortunately, each state, district, and even school uses the term dropout differently (USDE, 1996). The United States Department of Education?s National Center for Educational Statistics has stated three separate ways used to calculate the dropout rate. The first is when the percentage of students who drop out in a single year are reflected by the event rates. The second is when the status rates reflect a percentage of those students who in a certain age range have not finished high school ...
Since the early 70s theorists have pondered the causes of college dropout. Generally referred to as “student attrition,” this problem has spurred numerous causal theories and theoretical models. Vincent Tinto led the research with his revolutionary 1973 study, which he later revised (1987) amid criticism from other luminaries in the field, most notably Bean, Astin, Terenzini, and Pascarella. It is on the work of these scholars (including also Tinto) that all modern research in the student attrition field is based. I found and will review in brief some of the extensive research from Tinto to the present, including the basic criticisms therein. I will further explain the steps some colleges are currently taking to counteract this increasingly important issue.
In John Gatto’s essay “Against Schools” he states from experience as a school teacher that are current educational system is at fault (148). He claims that classrooms are often filled with boredom manufactured by repetitive class work and unenthusiastic teachings. Students are not actively engaged and challenged by their work and more often than not they have either already covered t...
This student-centered approach to teaching allows students flexibility, freedom in choices, relevant learning experiences, deeper understanding of content, and with more meaningful connections (Contardi et al., n.d.). Little (2012) affirms that when teachers focus on authentic choices, student interest, and communicating support and feedback to students, students will be better engaged and motivated to partake in the learning process. Moreover, through utilizing integrated curriculum, providing themed units, big ideas essential questions, as well as meaning concepts (Contardi et al., n.d.), the “task focus boredom” or “self-focus boredom ” will not be apparent in the classroom (Little, 2012). Not to mention, curriculum that is meaningful allows students to relate and make connections to their own experiences, which in turn provide personal relevance and growth (Little, 2012). These personal connections are important not only for student growth, but also for student engagement.
“Every student in the nation should have an education in the arts.” This is the opening statement of “The Value and Quality of Arts Education: A Statement of Principles,” a document from the nation’s ten most important educational organizations. The basic message is that music and art programs in the schools help our kids and communities in real and substantial ways. There is an abundant amount of facts and information that supports this statement. The benefits of arts education can be narrowed down into 4 basic categories: success in developing intelligence, success in ...
It is difficult in a school setting to teach where students come to class each day not enthusiastic about what they are expected to do and without the basic foundation to perform the tasks. From a psychological perspective, student disengagement is associated with situational threats to feelings of competence, self-determination, and/or relatedness to valued others (Deci & Ryan, 1985). Most students enter kindergarten with a healthy curiosity and a desire to learn to read and write. By the end of 2nd grade, we start seeing the first referrals by classroom teachers because of learning and behavior problems. From that point on, increasing numbers of students become disengaged from classroom learning, and most of these manifest from some form of behavioral and/or emotional problems.
Art can be used to raise scores in every subject, “Students who took four years of art classes scored 91 points higher on their SAT exams than those who took half a year or less. Multiple studies also confirmed that there is a correlation between art engagement and students’ other achievements.” (Valeriya Metla) Even with the research linking art and better grades some educators think that it is more worth while to only focus on the core classes because it is more important to fund what is being tested than to help raise children who are creative.
Engaged pedagogy allows me to connect with students to understand their modes of learning and doing. Furthermore, engaged pedagogy allows me to recognize the place of their emotions in the
Wilson, G. (2011, March 1). Parental Engagement- Oxford School Improvement. Retrieved March 20, 2012, from YouTube: http://www.youtube.com/watch?v=SqxYooapk6k
The Hong Kong Arts Development Council (06.07.2006). Arts Education for Children. Retrieved March 26, 2014 from The Hong Kong Arts Development Council, Web site: http://www.hkadc.org.hk/en/content/web.do?page=press20060706
To make the unit of work accessible for all students, there needs to be clear connections back to the objectives and to other subject areas to include interest levels and readiness levels. The first component of the 5e’s is, engage. While many of the other components are important, this one is often found to be the most important and effective but the hardest to measure in Education. The Australian Institute for Teaching and School Leadership (AITSL) describes engagement as, “an ambiguous term; poorly defined and difficult to measure” (Australian Institute for Teaching and School Leadership, n.d.). It is important to remember when planning, that engagement doesn’t solely refer to good behaviour; it needs to relate to a student’s ability and want to learn.
The benefits of class participation are gained from hard work, effort, and a motive to learn further and become a better student. Meanwhile, the consequences of class participation are a lack of effort and ability to perceive the information being taught. The role of self motivation and how engagement plays a large role in class participation also plays a much stronger role in a classroom and the development of a student’s capability to learn and adapt. Properly learning and engaging yourself through classroom participation can allow a student to also gain a variety of proactive habits, mindsets, and achieve a level of active listening which would help in the development of any student ability to succeed. Finally, class participation will always be a complex system which will have a diverse st of skills and qualities that can both be lost and gained from it, but it’s up to the individual to make a decision on how to apply them in the classroom and in their daily
The purpose of this literature review is to investigate drop out and delinquency relationship and the deviant behaviors. In the literature it’s explain some drop out of school because they are having academic difficulties or do not like school may think of themselves and their future in different terms than those who have to leave school to get a job or because of pressing family obligations. Some youths drop out of school and assume new conventional roles and identities like worker or parent, whereas others leave school but fail to assume another positive role. These different self-assessments or social identities may, in turn, have different implications for their behavior after leaving school. The theoretical explanations that will be reviewed
"Why Arts Education Is Crucial, and Who's Doing It Best." Edutopia. N.p., n.d. Web. 20 May 2014.