Paint, pentomime and picnouls – the arts are on display in our movies, TV sets and on the city streets. But in recent years, schools have taken an uneasy relationship with the teaching of the arts, and have separated the solitary classes here, incorporating elements of the arts. Still, after years of debating the lack of access to the arts in American schools, efforts are being made to raise funds and opportunities for students to drum up or dance.
The movement’s allies range from music and movie stars to labor leaders and President Barack Obama. Actors and pop stars joined the President’s Arts and Humanities Committee for the White House to highlight the changing models of schools that rely on the arts.
Proponents of the arts cite extensive research that suggests that access to the visual arts, theater, and music contributes positively to any student’s academic well-being, especially in low-income areas.
True for students. There is also evidence that parents and policymakers familiar with schools with strong arts programs have a greater chance of understanding the arts as a core subject and believing that the arts can improve student success. Other aides claim more modest benefits, arguing that although some studies have shown that the arts have a positive effect on other subjects, arts education should not be construed to the extent that mathematics Or courses such as English.
Proponents of arts education, meanwhile, are equipped with large survey sets that suggest that access to the arts for American students has declined on average since the beginning of the millennium, and that it generally serves low-income students. Public schools offer less music, dance, theater and visuals. Arts classes compared to schools with rich students. And although almost half of the states order arts to be taught in schools, compliance varies dramatically, with many schools violating state laws.
Access and Financing Statistics
Did the Nunn Child Leaf Act leave no time for the arts? Although the primary federal K-12 education law designates the arts as one of the “basic academic subjects,” the 2002 law is accused of reducing the amount of time schools spent teaching students the arts. Was No final decision has been made on this issue, as the study drew different conclusions while trying to document the effects of NCLB on the arts. However, there is some evidence that affluent districts provide more access to low-income students than to fine arts.
In 2007, the Center on Education Policy estimated that 44% of the school’s districts had been surveyed, more than in previous years. The time allotted was reduced by an average of 31%. The NCLB was enacted. The report states that this time was devoted to the advancement of mathematics and English education. However, the US government’s Accountability Office released a report in 2009 stating that no specific time has been wasted on the arts.
In 2010, Purdue University’s F.C. Based on a comprehensive survey by Robert Sable and a questionnaire filled out by more than 3,000 arts teachers – most of whom were public school K-12 instructors – the NCLB had a mixed effect. K-12 on the visual arts in education.
Two-thirds of the respondents said that the number of arts teachers had not decreased since the implementation of the NCLB and the enrollment of students had not changed during that period. But the study found that about half of the respondents said their workload had increased, in part because they had to take a non-arts course. And about half reported a drop in funding for the arts.
Meanwhile, a U.S. Department of Education survey examining trends in national arts education in public schools between 2000 and 2010 found that access to some arts subjects has declined in the recent past.
According to a Department of Education survey, one in five elementary school students were taught dance and theater as a stand-alone class in 2000, but according to the Department of Education’s survey, that number dropped to 25 a decade later.
Came to one More than half of primary school teachers reported adding dance to their classrooms once a week, up from 23% in 2000. Schools integrated theater into the classroom at higher rates, although schools offering classes for students from wealthy families were more likely to offer some form of theater than schools with poorer students.
The survey found different levels of access to the arts, along with social and economic lines. Of the poor high schools, music education was available at 81%, compared to 96% of the rich schools offering music classes. More than three-quarters of high school students did not have access to dance classes, although more than 90 percent of high schools in the United States offered music and visual arts classes.
Some studies have shown that many school leaders do not value arts education as an integral part of the curriculum, and that this is not necessarily the case with funding concerns. School leaders cite challenges such as adjusting the school calendar and finding a place on school property – and suggest that they view the arts primarily as after-school activities – in a survey of teachers Assess attitudes about the role of art in the lives of students.
There is a debate on how the arts should be brought to the classroom. There is a growing trend in cash-strapped districts to use the dollars available to integrate the arts into the classroom, rather than just holding arts classes alone.
Although the integration of the arts is present at all levels, the practice is most visible at the elementary school level, where full-time arts education is taught in schools. There may be a lack of resources to hire. Instead, teachers sprinkle art on the instructions of other subjects.
Supporters fight art integration and motivate students and provide a lively and exciting environment that can help enhance students’ learning. Critics say the arts are part of the core curriculum, and should be funded in such a way that all students have full classes in programs designed for their arts.
The scientific benefits of the fine arts have already had a profound effect, however, raising suspicions among policy makers and educators. For example, a 1993 study claimed that simply listening to classical music led IQs to start a cottage industry of children’s toys and games.
In 1998, the governor of Georgia even considered providing a classical music CD to every newborn in the state. Many researchers have questioned the results of this study.
Alan Weiner, a psychologist at Boston College, has written about major subjects, such as how the arts of education create academic superiority in other disciplines.
In some cases those connections are effective, while in others the connections are either exaggerated or attached to them, which is why arts programming cannot be credited. (See the meta-analysis winner in the “Reports” section of the title page below.)
Although listening to Mozart may not be the serious spark plug that some had hoped for, Discovers whether periodic learning of the arts improves students’ academic ability. Nina Kraus, who runs the Auditory Neuroscience Science Laboratory at Northwestern University, argues that learning to play an instrument improves the brain’s ability to process feasts and heads, which help young learners to understand what teachers are saying. Can cover long distances to increase capacity.
The Arts Education Partnership’s “Arts Aid Search” is a clearing house for arts research spread across elementary, middle and high school grades. It provides a summary of several studies evaluating the effectiveness of arts education.