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Availability of Arts in Schools In recent years, school leaders have been forced to make many difficult choices. With school budget cut on the rise and the a multitude of demands, the most crucial job of school administrations is distributing the majority of the resources that will lead to the highest student success (Reeves, 2007). Unfortunately, many schools are faced with the obstacle of low social-economic standing and high populations of minority groups which leads to lower testing scores. Because of this, school leaders have chosen to push out classes such as music and visual art in order to put the focus on tested material in the subjects of math and language (Reeves, 2007; Pettersen, 2007). Reeves makes a compelling argument in his research about the pros and cons of the current focus of school administration: The debate about this trade of is often contentions. Proponents view putting core academics first as a matter of social justice: If economically disadvantaged students lack essential literacy and math skills, then no amount of music or art will give them the economic opportunity and self-sufficiency. Proponents of the arts claim with equal vigor that by exposing students in come schools to a rich, varied curriculum and consigning students in other schools to endless reading and math drills, we are only exacerbating opportunity gaps based on race and economics (Reeves, 2007, p. 80). Reeves states that leaders in schools must make a conscious effort to stop perpetuating the thought that lower social-economic schools should be doing nothing but math and language, but instead encourage a rich curriculum "without sacrificing the academic opportunities that students need" (Reeves, 2007, p. 81). He gives school le... ... middle of paper ... ...or teachers and school leaders to re-evaluate the focus of our public school systems. They ask that consideration for the topic to be taken with the upmost seriousness because the skills learned from the arts is something that cannot be taught by cramming math facts and endless reading and regurgitating from our students in an attempt to boost test scores (Reeves, 2007). Even more important is the gap that is left what the connections are not made, the arts is the bridge that helps prevent out students from slipping through that gap. In the future, I would like to see a case studies which shows students who go through school being emerged in the arts and infuse the academic learning in comparison to students who go through school with the focus of academic and state testing to see a side by side comparison of the benefits and drawbacks to arts infused curriculums.
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