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.
1996: 9-10. ERIC. Getty Education Inst. For the Arts, 28 Oct. 1996. Web. 20 Nov. 2013.
“State of the arts: should music and art classes be brushed aside?” Current Events, a Weekly Reader
All around the United States, art programs are being cut out of the budget in public schools. The arts include dance, band, chorus, theatre, film, drawing, painting, photography and literary arts. Some school board members feel these art programs are not necessary and do not benefit the students in any way. Elementary, middle, and high school students are forced to quit their passion and feel that their talents are not supported by their schools. Although many are not aware, there is a strong connection between arts education and academic achievement. Unfortunately, due to budget cuts in many public schools, the art classes are first on the list to be cut. It is important that the students, parents and teachers fight for their desire to keep the arts in public schools. Art programs in public schools are essential to the development of young minds; therefore the school boards should enhance and improve the programs and should not cut funding or force a class to be discontinued.
Fine arts programs are programs in schools that are typically centered on both vocal and instrumental music, art, dance, and drama (Music and arts, 2002). These programs are responsible for the majority of entertainment in most public schools. Arts programs, which have always had a shaky existence in the public schools, are now making academic claims to encourage their school districts to keep them in the budget when money gets tight (Title I programs struggle for funding, 2003) . Although many of educational professionals link the overall achievement in school to these art programs, these programs are still in danger of becoming extinct if massive budget cuts continue.
It is evident that schools are no longer finding the importance of integrating arts in education, but it is time to change that. After reading chapter one of Claudia E. Cornetts, “Creating Meaning Through Literature and the Arts,” one can agree that art integration in classrooms is essential in the lives of children.
“Every child is an artist. The problem is how to remain an artist once we grow up.” said by the infamous Pablo Picasso. This quote is relevant in many school corporations. Throughout the country’s educational budget cuts, the arts have been the first to be eliminated. The arts improve graduation rates, and enhance overall intelligence. Few argue that the money is being wasted on the arts and required academics are more essential. Required classes are needed to advance in higher education. The arts may not be academically required at this time;however, they should be because they enhance a well-rounded individual.
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.
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.
Jane Alexander, Chairman of the National Endowment for the Arts (NEA), once said, “Many children are missing out on something which gives their education context, gives their lives depth and meaning, and prepares them to be the future workforce.” This “something” that she spoke of is music and art education. Unfortunately, she is entirely correct. We are currently seeing in our country a dramatic cut in arts education curriculum in our public schools due to the limited amount of both time and funding. In many cases budget cutbacks mean arts education cutbacks. This limited amount of resources often forces administrators to place a value on the various subject areas. There is always a demand for greater concentration upon the traditional basics: English, math, science, and history. There is also a new focus on computer competency and a renewed focus on the need for foreign language education. Add to this health education, family life education, industrial arts education, AIDS education, home economics, physical education, and business education and one begins to wonder where arts education fits in.
Art education is defined as a specific occupational area where the subject art is taught within a public or private school system. Because art classes are publicly funded, classes are provided to students who show artistic talent and those who do not (Salmon 103). The use of art can be dated back to the days of the Neanderthal, and until the Italian Renaissance, art was only considered culturally important and was not taught (DeHoyas). At the birth of the United States of America, male and female students were taught different forms of art, where the boys’ art was typically more functional. The teachings of art were ofte...
Art history is also a component of art education. This component includes teaching children ...
The arts are everywhere in our lives and have always been an important part of human daily experiences. The arts also are an enormous economic force in our world from fashion to design to the entertainment business; all are multibillion-dollar industries. Numerous studies have shown a positive correlation between a balanced and comprehensive education in the arts and high student standardized tests. A comprehensive arts education program helps students develop self-esteem, self-discipline, cooperative skills and self-motivation, all of which are necessary to be successful in life. (Arts Education Partnership, 2006) A comprehensive elementary arts education program should consist of all 4 elements: dance, music, theatre and visual arts.
Art Education is not always valued in school settings. Although some may see it as an unnecessary use of school funding, there are many who believe it is beneficial to students in more ways than one. There are many different studies that have been conducted to test the effects that art education has on school-aged children. Some studies have proven that art education can help students to improve in other academic areas. In a journal article from Ohio State University’s “Theory in Practice,” Karen A Hamblen states, “There are linkages between art learning and learning in other subjects areas and that art study can promote creative behaviors, critical thinking skills, and academic achievement.” It has also been found that the arts can teach children better self-regulatory strategies, and even foster more confidence and self-efficacy in school which relates to confidence in academics. Overall, art education in schools has been very beneficial and has proven to ignite creativity, confidence, critical thinking skills, and academic achievement in students.
Arts education is not only important in early childhood, but is equally important for young students in primary school. For students from kindergar...
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