Fine Arts is defined in the Encarta Dictionary as being, “any art form, for example, painting, sculpture, architecture, drawing, or engraving, that is carefully to have purely aesthetic value” (Encarta, 2004). Though this definition is used in connection with the arts in the quarterly world, in regards to teaching, fine arts is defined as a subject beneficial, not essential, to the studying process and is often phased out because of lack of time, minuscule studying potential, and no money. Fine arts is simply seen as painting and drawing, not a subject studied by an scholastic 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 carefully beneficial but not essential” (Jacobs, 1999, p. 2).
What is missing in classrooms is the lack of instructor knowledge of the benefits of maintaining an art- based curriculum. Teachers “have very minuscule insight of the arts as disciplines of study. They think of the arts education as teacher-oriented projects used to entertain or teach other disciplines” (Berghoff, 2003, p. 12). Fine arts advance the boundaries of studying for the students and encourage creative thinking and a deeper insight of the core subjects, which are language arts, math, science, and public studies. Teachers need to combine all genres of fine arts, which include, theater, visual art, dance, and music, into their lesson plans because the arts gives the students motivational tools to unlock a deeper insight of their education. Teaching the arts is the most considerable 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 famous reports demonstrating the benefits of art education. These three reports are arrival to Our Senses, by the Arts, education and Americans Panal (1977), Can we recovery 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 education was very leading in achieving a higher education for our students. While these studies proved the arts to be beneficial to the studying process, it was not until 2002 when the investigate determination of important Links: studying in the Arts and pupil scholastic and public improvement “provided evidence for enhancing studying and achievement as well as clear public outcomes when the arts were integral to students’ studying 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 thinking could be improved. It was then compared to those students who received computer training which complicated no fine art components. This ended that studying straight through the arts did enhance the scores on other core curriculum subjects such as math and science where spatial thinking is most used (Swan-Hudkins, 2003).
This study shows how one minuscule turn in the way students are taught straight through the arts can have a considerable impact on their studying achievements and understandings. Someone else study showed at-risk students who, for one year, participated in an art- based curriculum raised their standardized language arts test by an average of eight percentile points, 16 percentile points if enrolled for two years. Students not entertaining in this form of action did not show a turn of percentile (Swan-Hudkins, 2003). Though this may not seem like a big increase, at- risk students were able to use this style of studying to great understand their studying style thus bettering their studying patterns. The most entertaining case study in this determination complicated 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 education in their school district (Swan-Hudkins, 2003). Teaching the arts needs to be incorporated in every teachers daily lesson plans because, based on these studies, students who are taught straight through the arts raise their test and studying levels.
Due to the high volume of attentiveness President Bush’s, No Child Left Behind Act, has required in schools, teaching the arts is left behind. Someone else calculate for the lack of arts in the classroom author Victoria Jacobs explains, “Given the shrinking budgets of school districts nearby 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 subject is beyond doubt being cut. Teachers need to find a way to combine the arts into the classroom rather than rely on surface 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 consist of 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 subject 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 produce music to supplementary their insight of concepts in article areas other than the arts. Teaching straight through the arts helps students touch concepts rather than simply discussing or reading them. This coming is consistent with educational theories that highlight the significance of reaching multiple studying 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 studying experience. In a time where funds cuts and new studying 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 public elementary school did a case study which complicated 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 lesson unit on free time 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 lesson into the significance 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 search the inexpressive 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 multiple sign systems in parallel ways heightened their emotional involvement. They found themselves thinking about what they were studying 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 beyond doubt imagined how it felt to be a slave or thought about the slaves' perspectives and struggles. (Berghoff, 2003)
The students had learned more from this lesson because they were able to use all styles of studying and were taught from an angle which is rarely used, straight through the arts. “Studies indicate that a flourishing arts integrated schedule will use these components to guide pupil studying and assess increase and improvement (Swan-Hudkins, 2003). The students were able to learn based on abstract thinking and find the deeper meaning of the lessons prepared by the teachers.
“The study of the arts has the potential for providing other benefits traditionally connected with arts….arts has been connected to students’ increased important and creative thinking 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 studying and the traits teachers strive to produce 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 standard style of learning. Former Governor of California, Gray Davis, noted, “Art education helps students produce creativity, self-expression, analytical skills, discipline, cross-cultural understandings, and a heightened appreciation for the arts” and that “students who produce artistic expression and creative qoute solving skills are more like to succeed in school and will be great prepared for the jobs and careers of the future” (California Art Study, 2003, p. 1).
Exposing students to abstract studying will teach the students about logic and thinking and help them grasp what might not be represented on the surface. Up-to-date Reports from the National Art education 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 lesson plan than to add Someone else dimension of studying than by incorporating separate levels of teaching? A business that has the basis of focusing on separate studying styles is Links for Learning, [http://www.links-for-learning.com]. This business understands the significance of incorporating arts into the classroom. Former Secretary of Education, William Bennet wrote, “The arts are important elements of education just like reading, writing, and arithmetic…Music, dance, painting, and theater are keys to unlock profound human insight 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 lesson straight through movement and music. The students were introduced to the water cycle in the original 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 ended their eyes visualizing the adventure snowflakes encounter on there way to the ground. A great side succeed 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 insight helps to eliminate potential 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 complicated in their education. In creating their own dance, students produce 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 outline 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 important 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 access to all styles of studying 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 interpret 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 education of teaching their students straight through the arts. Without the arts, teachers are limiting their students’ ability to use their whole thinking process, providing less opportunity for unblemished comprehension. Teaching straight through the arts is the most considerable tool that teachers can give in their classrooms because it enables the students to accomplish their highest level of learning.
With the lack of attentiveness art is getting surface of the classroom, teachers cannot afford not to combine dance, theater, visual arts, or music in their lesson 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 education policy and investigate to Classroom Teaching. Presented at The annual Meeting of the American Educational investigate 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 article straight through the Arts. annual Meeting of the American Educational investigate Association. Ontario, Canada.
Swan-Hudkins, B. (2002). The succeed of an Elementary Fine Arts schedule on Students’. M.A.Thesis. Salem International University. Salem, West Virginia.
