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Example research essay topic: Arts Education Academic Achievement - 2,036 words

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The effect of the arts on academic and personal achievement The arts help to create good learning environment for students. It is evident that there are a lot of students who meet several difficulties. These difficulties can be psychological or physical. Some students have weak abilities to remember the material others show a lack of interest. But the arts in learning process increase the level of learning and, most of all; help to set up friendly relationships in a class. Arts classes influence positively on ones self-expression, trust, self-acceptance, acceptance by others, self-awareness, and empowerment.

I. Introduction 1. The role of education in society: a. the importance of arts; b. good learning environment for students. II.

Main Part 1. Hypotheses or research questions: a. different approaches to thinking; b. arts education policy; c. research initiatives; d. opportunities for teachers; e.

problems with the Act. 2. Study Description: a. the impact of the No Child Left Behind Act III. Conclusion Speaking about past civilizations, their cultures, scientists have always been examining their arts. The arts were the best expression of past events before writing and even after it.

It is for sure that the arts captured the leading position in any time. The arts were connected with a generation and define the time. And the most important thing is that the arts have always influenced future generations. For a long time there has been nothing more important for students than to be in touch with the beauty, the arts.

By the way, a lot of great artists began their first real attempts when they were students. It is the very time when a person is free for revealing his talent and abilities. The arts help to create good learning environment for students. It is evident that there are a lot of students who meet several difficulties.

These difficulties can be psychological or physical. Some students have weak abilities to remember the material others show a lack of interest. But the arts in learning process increase the level of learning and, most of all; help to set up friendly relationships in a class. Arts classes influence positively on ones self-expression, trust, self-acceptance, acceptance by others, self-awareness, and empowerment.

Arts educators are sure that the program develops students the ability to express or verbalize about their experiences because the program demand them ask more questions and make few statements. Arts educators are responsible for good implementation of the policy. They can use different kinds of learning, such as musical, spatial, and bodily-kinesthetic. Most of all, with arts programs students have a great opportunity to develop analytical thinking and problem-solving skills; and the ability to pose questions, analyze evidence, consider hypotheses, and defend a point of view. But there are some problems based on the interpretation of the thinking process. It should be pointed two different approaches to thinking: the logical development of ideas based on the solution of the problem or the open-ended problem with no logical solution that can be found using the introduction.

In art education the both approaches should be in balance. In 1959, Guilford determined two levels of thinking. They were called divergent and convergent. Divergent thinking operations mean that the learner takes into account various directions when he or she is searching out a solution. So, in this case we can speak about logical thinking. The other level, convergent operations, happens when the learner has no different way for exploration.

The learner has to use imaginative thinking. Many art educators consider that cognitive skills should be used in any learning situation. So, the problem is in what degree? Most art educators prove that teaching art it is necessary to use a very rigidly structured approach. It puts greater emphasis on memorization, development of skills, accumulation of facts, importance of the end product, and logical progression of subject matter to be learned. But the instructional method gives the student tightly structured learning experiences; so, he or she has no chance to develop divergent thinking.

From the other hand, the instructional method with divergent kinds of classroom problems helps to develop originality, fluency of ideas, ability to solve problems and see differences and similarities in problems, ability to rearrange and redefine problems and ability to reason abstractly. But it should be used when teaching concepts that are broad interpretations of the subject matter or a framework for understanding the subject. There are some issues that should be discussed (as the importance of interests instruction or creative writing in the arts); at present there is no doubt that art classes are a real opportunity to increase the level of education and make it available for all. Arts education policy includes series of measures provided by a governing body: school boards, state legislatures and federal government. These organizations take decisions as to arts programming, facilities, instruction, curricula, and funding. Arts education policy implemented at the national, state, and local levels.

In 1994, Educate America Act was passed. According to the Act, the arts were adopted as Federal law and were pronounced a core academic subject in public schools. At the same year the National Arts Standards were set by the Consortium of National Arts Education Associations. There were standards for K 12 students who study visual art, dance, theater, and music. Taking into account those standards, almost all state departments of education established their own models.

Many states followed mandated arts education policy. It includes specifics on curriculum, and standards; thats why state arts education policy differs. At the local level school boards play an important role in designing educational policy. School boards should take into account state mandates and community needs. Federal agencies such as the U.

S. Department of Education and the National Endowment for the Arts were responsible for funding for arts education as well as for funding for arts education programming. The decision, as to the implementation of the Act about arts education, took into account different points of view: parents, administrators, and school board leaders. A great number of research initiatives have been provided and published.

The publication Authentic Connections: Interdisciplinary Work in the Arts was published in 2002 and was designed with the purpose to give a support to educators in interdisciplinary work and to show how the arts can be taught with integrity through interdisciplinary content standards. It is a helpful work for arts teachers. Earlier, in 2001, the California Arts Council published Current Research in Arts Education, describing a compilation of research that connects the arts to improved student learning. The Arts in Education Program was designed by the California Arts Council with the purpose to expand role of arts education by using artists and community arts resources in partnership with public schools. The main goal of the work was the establishment of arts education for all students, including students with disabilities. The California Arts Council Arts Education programs consist of the California Creativity Forum, the Local Arts Education Partnership Program, Artists in Residence, Arts Partnerships for Education etc.

Arts in education research is becoming an increasingly powerful tool for policymakers, educators, arts leaders, business leaders, foundation officers, and parents as they plan to make arts education basic to the education of all students. Research sometimes reveals dramatic results about the specific effects of arts learning on students. But research fulfills other functions, such as: raise questions about the ends and methods of arts education; allow to take stock of progress made in delivering quality arts education; help to understand keys to effective partnerships in support of arts education; lay out the pros and cons of policy options in sustaining excellent arts education in schools, districts, and states. Many kinds of research have been used in the work: from research on the arts and academic achievement and arts learning and the brain, to research on model partnerships, policy initiatives, and workforce development. The U.

S. Department of Education assesses the status of arts programming and policy in public schools. In 1997, National Assessment of Educational Progress (NAEP) estimated students progress in music, theater, and visual arts. The plan for a national assessment of students' knowledge revealed some gaps in the process. It showed that in some schools a system suffered greatly from the retrenchments that had been made. Under the No Child Left Behind Act the arts were given their status in education.

But according to researches in 2004, there were several schools that failed to meet a new federal standard for school improvement. The No Child Left Behind Act of 2001 is to blame because it has reshaped public education in the United States. The No Child Left Behind Act was adopted taking into account an experience of previous generations. 50 years ago Brown v. Board of Education case became the first serious decision about education.

The U. S. Supreme Court agreed that separate but equal doctrine was not constitutional and racial segregation in public schools were abolished. In 1964, the Civil Rights Act was passed; and a year later Elementary and Secondary Education Act was adopted.

The Education Act was based on the principles of free education for all American citizens. But with the development of the society the Act was unable to fulfill new tasks that the state had faced. It law also has many implications for arts education but not all of them made a positive effect. From the U. S. Department of Education Web site, The No Child Left Behind Act was based on four basic principles: stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on methods that have been proven to work. " The law also limited arts education activities in research; school-based arts education programs; development of statewide tests.

For modern public arts magnet schools, the main priorities have included improvements in reading, mathematics, and science, according to Title V of the No Child Left Behind Act. Most of all, advanced courses must focus on "the core academic subjects of English, mathematics, and science" (Title I). But the Law provides grants for arts education for professional development, for the development of "model" arts in education programs; as well as for after school programs. All the measures help to reduce dropouts and improve academic achievement. Though arts education grants from the No Child Left Behind Act may strengthen some programs, but stay in a way of other considerations because the prospects for arts education in many other schools are far from bright. The No Child Left Behind Act does not support teaching or teacher preparation from critically informed and artful perspectives.

Thats why traditions of teaching and learning in the visual arts have become contrary to the prevailing ethos of national policy at many levels. 25 years ago, in the American Association of School Administrators' Curriculum Handbook was said, In the truly comprehensive program, the school administrator is willing to accept the role of the arts as equal in importance to the role of scientific and technical studies. Nowadays, arts education has become a critical tool in providing the creative industries with arts-trained workers. It goes without saying that progress was steadily upward. At present almost 97 percent of public elementary schools offer instruction in music and visual arts.

Bibliography: Chapman, Laura H. (2004) "No Child Left Behind in Art?" Arts Education Policy Review, v 106 n 2 p 3. Eisner, Elliot W. (1999) "Does Experience in the Arts Boost Academic Achievement?" Clearing House; v 72 n 3 p 143 - 49. Hodsoll, Frank. (1985) "Some Thoughts on Arts Education" Studies in Art Education, V. 26, No. 4. , p 247 - 252 Luftig, Richard L. (2000) An Investigation of an Arts Infusion Program on Creative Thinking, Academic Achievement, Affective Functioning, and Arts Appreciation of Children at Three Grade Levels. " Studies in Art Education; v 41 n 3 p 208 - 27 Made, Stanley S. (1967) "The Effects of Divergent and Convergent Emphasis in Art Instruction on Students of High and Low Ability" Studies in Art Education, v 8 n 2 p 10 - 20. Education And Americans Panel Arts. (1977) "Coming to Our Senses: The Significance of the Arts for American Education" Studies in Art Education, v 19 n 1 p 66 - 69.


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Research essay sample on Arts Education Academic Achievement

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