| Fine Arts is defined in the Encarta Dictionary as being, | | | | had the students focus on the images, concepts, and |
| “any art form, for example, painting, sculpture, | | | | meanings which the artists wanted to depict. Ms. Parr |
| architecture, drawing, or engraving, that is considered | | | | felt this would teach the students how to uncover |
| to have purely aesthetic value” (Encarta, | | | | the hidden meanings in other core curriculum subjects |
| 2004). Though this definition is used in relationship | | | | (Berghoff, 2003). After the study, the students were |
| with the arts in the regular world, in regards to | | | | asked what and how they had learned from this |
| teaching, fine arts is defined as a subject beneficial, | | | | style of teaching. |
| not essential, to the learning process and is often | | | | Many students wrote in their journals that working in |
| phased out because of lack of time, little learning | | | | multiple sign systems in parallel ways heightened their |
| potential, and no money. Fine arts is simply seen as | | | | emotional involvement. They found themselves |
| painting and drawing, not a subject studied by an | | | | thinking about what they were learning in class when |
| academic scholar. Writer Victoria Jacobs explains, | | | | they were at home or at work. They noted that |
| “Arts in elementary schools have often been | | | | even though they had studied slavery at other times, |
| separated from the core curriculum and instead, | | | | they had never really imagined how it felt to be a |
| offered as enrichment activities that are considered | | | | slave or thought about the slaves' perspectives and |
| beneficial but not essential” (Jacobs, 1999, p. 2). | | | | struggles. (Berghoff, 2003) |
| What is missing in classrooms is the lack of teacher | | | | The students had learned more from this lesson |
| knowledge of the benefits of maintaining an art- | | | | because they were able to use all styles of learning |
| based curriculum. Teachers “have very little | | | | and were taught from an angle which is rarely used, |
| understanding of the arts as disciplines of study. | | | | through the arts. “Studies indicate that a |
| They think of the arts instruction as teacher-oriented | | | | successful arts integrated program will use these |
| projects used to entertain or teach other | | | | components to guide student learning and assess |
| disciplines” (Berghoff, 2003, p. 12). Fine arts | | | | growth and development (Swan-Hudkins, 2003). The |
| expand the boundaries of learning for the students | | | | students were able to learn based on abstract |
| and encourage creative thinking and a deeper | | | | thinking and find the deeper meaning of the lessons |
| understanding of the core subjects, which are | | | | prepared by the teachers. |
| language arts, math, science, and social studies. | | | | “The study of the arts has the potential for |
| Teachers need to incorporate all genres of fine arts, | | | | providing other benefits traditionally associated with |
| which include, theater, visual art, dance, and music, | | | | arts….arts has been linked to students’ |
| into their lesson plans because the arts gives the | | | | increased critical and creative thinking skills, |
| students motivational tools to unlock a deeper | | | | self-esteem, willingness to take risks, and ability to |
| understanding of their education. Teaching the arts is | | | | work with others” (Jacobs, 1999, p. 4). With |
| the most powerful tool that teachers can present in | | | | these benefits, teachers can not afford to limit their |
| their classrooms because this enables the students to | | | | teaching of the arts in the classroom. Teaching |
| achieve their highest level of learning. | | | | through the arts are the key elements of learning |
| From 1977 to 1988 there were only three notable | | | | and the traits teachers strive to establish and |
| reports demonstrating the benefits of art education. | | | | reinforce in their students. By working through the |
| These three reports are Coming to Our Senses, by | | | | arts, instead of about the arts, the students’ |
| the Arts, Education and Americans Panal (1977), Can | | | | educational experience will be achieved in a different |
| we Rescue the Arts for American Children, | | | | way than just teaching the standard style of learning. |
| sponsored by the American Council for the Arts | | | | Former Governor of California, Gray Davis, noted, |
| (1988), and the most respected study, Toward | | | | “Art education helps students develop |
| Civilization, by the National Endowment for the Arts | | | | creativity, self-expression, analytical skills, discipline, |
| (1988). These three studies conjured that art | | | | cross-cultural understandings, and a heightened |
| education was very important in achieving a higher | | | | appreciation for the arts” and that |
| education for our students. While these studies | | | | “students who develop artistic expression and |
| proved the arts to be beneficial to the learning | | | | creative problem solving skills are more like to |
| process, it was not until 2002 when the research | | | | succeed in school and will be better prepared for the |
| analysis of Critical Links: Learning in the Arts and | | | | jobs and careers of the future” (California Art |
| Student Academic and Social Development | | | | Study, 2003, p. 1). |
| “provided evidence for enhancing learning and | | | | Exposing students to abstract learning will teach the |
| achievement as well as positive social outcomes | | | | students about logic and reasoning and help them |
| when the arts were integral to students’ | | | | grasp what might not be represented on the surface. |
| learning experiences” was taken seriously by | | | | Recent Reports from the National Art Education |
| lawmakers (Burns, 2003, p. 5). One study, in this | | | | Association (NAEA) confirmed with Governor Davis |
| analysis, was focused on the teaching of keyboard | | | | when they reported “Students in art study |
| training to a classroom in order to see if | | | | score higher on both their Verbal and Math SAT |
| student’s scores on spatial reasoning could be | | | | tests than those who are not enrolled in arts courses |
| improved. It was then compared to those students | | | | (California Art Study, 2003, p. 5). Attached is a copy |
| who received computer training which involved no | | | | of the test scores of students in the arts and |
| fine art components. This concluded that learning | | | | students with no arts coursework. |
| through the arts did improve the scores on other | | | | What is a better way to enhance a lesson plan than |
| core curriculum subjects such as math and science | | | | to add another dimension of learning than by |
| where spatial reasoning is most used (Swan-Hudkins, | | | | incorporating different levels of teaching? A company |
| 2003). | | | | that has the basis of focusing on different learning |
| This study shows how one little change in the way | | | | styles is Links for Learning, [ This company |
| students are taught through the arts can have a | | | | understands the importance of incorporating arts into |
| powerful impact on their learning achievements and | | | | the classroom. Former Secretary of Education, William |
| understandings. Another study showed at-risk | | | | Bennet wrote, “The arts are essential |
| students who, for one year, participated in an art- | | | | elements of education just like reading, writing, and |
| based curriculum raised their standardized language | | | | arithmetic…Music, dance, painting, and theater |
| arts test by an average of eight percentile points, 16 | | | | are keys to unlock profound human understanding |
| percentile points if enrolled for two years. Students | | | | and accomplishment” (Swann-Hudkins, 2002). |
| not engaging in this form of activity did not show a | | | | An example of the benefits of teaching the arts |
| change of percentile (Swan-Hudkins, 2003). Though | | | | would be the study of a teacher who taught the |
| this may not seem like a big increase, at- risk | | | | water cycle lesson through movement and music. |
| students were able to use this style of learning to | | | | The students were introduced to the water cycle in |
| better understand their learning style thus bettering | | | | the traditional style of teaching, reading and lecturing. |
| their learning patterns. The most interesting case | | | | Yet, in order for the students to fully understand the |
| study in this analysis involved the schools of | | | | “experience” of being a snowflake, the |
| Sampson, North Carolina, where for two years in a | | | | students listened to Tchaikovsky’s Nutcracker |
| row their standardized test scores rose only in the | | | | Suite (The Waltz of the Snowflakes) and closed their |
| schools that implemented the arts education in their | | | | eyes visualizing the adventure snowflakes encounter |
| school district (Swan-Hudkins, 2003). Teaching the | | | | on there way to the ground. A great side effect of |
| arts needs to be incorporated in every teachers daily | | | | dance is that “exposure to dances foreign to |
| lesson plans because, based on these studies, | | | | them (the students) helps them to understand and |
| students who are taught through the arts raise their | | | | appreciate differences in societies. Their minds |
| test and learning levels. | | | | become open to new ideas and a different |
| Due to the high volume of attention President | | | | perspective. This understanding helps to eliminate |
| Bush’s, No Child Left Behind Act, has required | | | | possible prejudice, enriching the student and our |
| in schools, teaching the arts is left behind. Another | | | | society” (Swan-Hudkins, 2003, p.17). While the |
| reason for the lack of arts in the classroom author | | | | music was playing the teacher asked them questions, |
| Victoria Jacobs explains, “Given the shrinking | | | | such as, “How are they going to land” |
| budgets of school districts around the country, art | | | | and “What do you see as you are |
| specialists and art programs have disappeared from | | | | falling”. The second time listening to the music |
| many elementary schools” (Jacobs, 1999, p. 4). | | | | the students were asked to act out the water cycle |
| Fine arts are being seen as non-educational or an | | | | through movement and dance. Teachers should know |
| extra-curricular activity. Therefore, when there is a | | | | “a class that includes dance can make students |
| lack of money in school districts, this subject is easily | | | | feel empowered and actively involved in their |
| being cut. Teachers need to find a way to | | | | education. In creating their own dance, students |
| incorporate the arts into the classroom rather than | | | | develop conceptional thinking, which is not always |
| rely on outside activities and Jacobs suggests | | | | expressed verbally” (Swan-Hudkins, 2003, p. |
| teaching “through the arts… with a | | | | 17). |
| means of using the arts successfully and in a way | | | | With these activities, the students were able to |
| that it is not just “one more thing” they | | | | become part of the water cycle instead of just using |
| must include in the curriculum” (Jacobs, 1999, p. | | | | their listening skills and trying to mentally figure out |
| 4). | | | | this lesson. The teacher also had the students write a |
| The arts can open the minds of students in ways | | | | poem using words they felt while they, the |
| mere reading and writing will never be able to | | | | snowflakes, were falling to the ground (Jacobs, 1999, |
| accomplish. Yet, the point of teaching this subject is | | | | p.2). “The motivational powers of the arts are |
| not to teach about the arts, but to teach through | | | | significant as this teacher explained, “Hooking a |
| the arts. Jacobs explains, | | | | kid is half, if not more than half, the battle of learning. |
| Teaching though the arts requires students to | | | | If you can hook them, then you can get them to |
| engage in the act of creative art. For example they | | | | learn” (Jacobs, 1999, p. 6). Teachers need to |
| might draw a picture, write a poem, act in a drama, | | | | gain access to all styles of learning which can only |
| or compose music to further their understanding of | | | | spark their motivational powers. |
| concepts in content areas other than the arts. | | | | Harvard Project Researchers Winner and Hetland |
| Teaching through the arts helps students experience | | | | remarks, “The best hope for the arts in our |
| concepts rather than simply discussing or reading | | | | school is to justify them by what they can do that |
| them. This approach is consistent with educational | | | | other subjects can’t do as well” |
| theories that highlight the importance of reaching | | | | (Swan-Hudkins, 2003, p. 18). Teachers need to gain a |
| multiple learning styles or intelligences. (Jacobs, 1999, | | | | better education of teaching their students through |
| p. 2) | | | | the arts. Without the arts, teachers are limiting their |
| Teaching through the arts can be done in many | | | | students’ ability to use their entire thinking |
| different ways depending on the teacher’s | | | | process, providing less opportunity for complete |
| interests, but truly is the only way to reinforce the | | | | comprehension. Teaching through the arts is the |
| students learning experience. In a time where budget | | | | most powerful tool that teachers can give in their |
| cuts and new learning laws are being established, | | | | classrooms because it enables the students to |
| teachers need to be more informed and educated on | | | | achieve their highest level of learning. |
| the negative impacts of the loss of the fine arts | | | | With the lack of attention art is getting outside of |
| programs. | | | | the classroom, teachers cannot afford not to |
| Three, veteran teachers at a public elementary | | | | incorporate dance, theater, visual arts, or music in |
| school did a case study which involved teaching | | | | their lesson plans. Fine arts is the core curriculums |
| through the arts. They believed “our students | | | | constant and most important companion. No child |
| had to experience cycles of inquiry wherein they | | | | should be left behind, and teaching through the arts |
| learned about the arts and through the arts, and that | | | | will reinforce this idea. |
| they needed to see teachers of different disciplines | | | | Resources |
| collaborate” (Berghoff, 2003, p. 2). | | | | Berghoff, B., Bixler-Borgmann, C., and Parr, C. (2003). |
| The study was based on teaching a history lesson | | | | Cycles of Inquiry with the Arts. Urbana, 17, 1-17. |
| unit on Freedom and Slavery through the arts. Ms. | | | | Burns, M. (2003). Connecting Arts Education Policy and |
| Bixler-Borgmann had her students listen to the song | | | | Research to Classroom Teaching. Presented at The |
| “Swing Low, Sweet Chariot” in many | | | | Annual Meeting of the American Educational Research |
| different styles of music, such as an | | | | Association. Chicago, IL. |
| African-American Quartet, Reggae, and Show Tunes. | | | | California Art Study. (2003). Retrieved on April 18 |
| She then incorporated this lesson into the importance | | | | from [ |
| singing played to the slaves at that time. Ms. | | | | Encarta Online Dictionary. (2004). Retrieved on April |
| Berghoff had her students read samples of | | | | 17 from |
| African-American folk literature and write down | | | | Jacobs, V. and Goldberg, M. (1999). Teaching Core |
| sentences that made an impact on them while they | | | | Curriculum Content through the Arts. Annual Meeting |
| were reading. She then incorporated those sentences | | | | of the American Educational Research Association. |
| into group poems. Ms. Parr explored two art pieces | | | | Ontario, Canada. |
| entitled, “Swing Low, Sweet Chariot” | | | | Swan-Hudkins, B. (2002). The Effect of an |
| and had the students talk about artwork by asking | | | | Elementary Fine Arts Program on Students’. |
| three questions: "What is going on in this picture? | | | | M.A.Thesis. Salem International University. Salem, |
| What do you see that makes you say that? What | | | | West Virginia. |
| else can you find?” (Berghoff, 2003). She also | | | | |