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The State of Arts Education in New Jersey, 2005.
A look at the situation of arts education in New Jersey following the No Child Left Behind Act.
16,584 words (approx. 66.3 pages), 13 sources, MLA, $ 249.95
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Abstract
This paper looks at the National Standards for Arts Education as a place to start in assessing any state's interest in and support of arts education. The paper explains that to assess New Jersey's positioning on the canvas of American arts education, the debate and its contributions were analyzed for the past decade; the findings were unequivocal that arts education has a place not only in humanities teaching, but also in creating an atmosphere in which all children can achieve. It explains that wealthier school districts are more likely to retain arts programs under pressure, although it is the disadvantaged districts that would most benefit. The entire issue is assessed in terms of the possibilities post-NCLB, and the current progress of the states in terms of adopting the National Standards for Arts Education are also discussed. The writer concludes that it appears that New Jersey has at least nominally found a niche among the states more dedicated to providing arts education. It remains to be seen whether that education will be of the 'media' sort, or the more substantive arts education that demands continued student/teacher involvement in pursuit of generalized goals contributive to developing an aesthetic sense and possibly some mastery in an arts area.
Chapter I: Statement of Problem
National Standards for Arts Education: History
The Standards Themselves
Budget Issues
Quantitative Information
Qualitative Findings
Chapter II: Literature Review
Merits of Fine Arts Education
Educational Reform and Arts Education
How to Conduct Arts Education
The Standards Themselves
References
Appendix A: New Jersey Standards for Arts Education
Appendix B: U.S. Hunger in the Year 2000
Appendix C: Jasmine's Story
List of Tables
Table 2.1: States requiring arts credits for high school graduation
Table 2.2: Mandatory Status of Arts Education by State
List of Figures
Figure 1.1: Reasons to Support Arts Education: New Jersey
Figure 1.2: Budgeted Funds for Arts Expenditures by Type of School
Figure 1.3: Budgeted Funds for Arts Expenditures by School Size
Figure 1.4: Budgeted Funds for Arts Expenditures by Region
From the Paper
"Four years ago, discussion concerning the place and presence of fine arts education in public schools would have been primarily a discussion of the need for the curricula in the first place and the financing of it. In the early 1990s, discussion of National Standards for arts education became prevalent in the professional media. Since the start of the Bush administration's No Child Left Behind initiatives, however, any public discussion of the present and future of arts programs in public schools is clouded by a new dominant educational debate; the new debate concerns whether NCLB signals the death-knell of learning in U.S. public schools, or is a way to raise up the academically disadvantaged. While this investigation does not attempt to find the definitive answer to that question, there is little doubt that the fact and progress of NCLB will have an impact, and arguably a negative one, on fine arts education generally. Whether it is having or has had a negative impact on fine and performing arts education in New Jersey is a proper question for the current research, however. It is probable that the answers to a statewide survey of fine arts faculty conducted for this investigation will help resolve it. Indeed, the question to be answered is how well New Jersey's Fine Arts Programs compare to National Standards, allowing for classification differences within the state."
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Arts Education in the Schools.
This paper discusses the methodology for a research project studying arts education in the schools.
1,225 words (approx. 4.9 pages), 1 source, MLA, $ 41.95
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Abstract
This paper explains that the main hypothesis of this study is, while arts education in New Jersey is getting as much attention as it ever has, the state of New Jersey arts education has no effect either on school improvement initiatives related to arts education or on calculation of students' GPAs. The author further hypothesized that, while arts educators in New Jersey may well be feeling some dampening effects, financially or through curriculum demands, of NCLB, school districts typically do not receive funds from any outside sources, including parents groups, Booster Clubs, or local businesses to fund arts education programs. The paper includes the complete questionnaire developed by the U.S. Department of Education, National Center for Education Statistics, to be send to a sample consisting of 50% or more of the 604 New Jersey arts superintendents across virtually every school district in the state of New Jersey.
Table of Contents
Introduction
Restatement of Hypothesis
Sample description
Instrument
Data analysis
The Complete Questionnaire
From the Paper
"The standards came into being as a result of a reform effort generated in the 1980s, emerging in several states and gaining nationwide visibility with the publication of A Nation at Risk in 19783. As a result, six national educational goals were announced in 1990. Later, with the passage of the Goals 2000: Educate America Act, the goals were written into law, naming the arts as an essential academic subject as important to education as language, mathematics, history, civics and government, geography, the sciences and foreign language ability."
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Arts Education, 2005.
An argument regarding arts education and current policies.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This paper presents a classical argument that the current policy towards arts education is harming the arts discipline. Specifically, this paper argues that by stressing the usefulness of an arts education, policy makers and educators who are trying to get more funding are actually marginalizing and undermining the arts by making the arts into a supportive skill set rather than a discipline in its own right.
From the Paper
"In today's education system, the arts are often either minimized as unimportant or are translated into a "useful" discipline on par with the sciences in order to justify continued spending on arts courses. This places educators in a difficult position. Either they must make claims that the arts are utilitarian or risk facing program cutbacks or even shut-downs of arts programs. Although policy makers and educators can gain funding in the short term by depicting arts education as practical and useful, and although there can be little doubt that the arts do have useful applications, this approach tends to marginalize and harm arts education in the long run by making the arts into an auxiliary solution rather than a valuable discipline in its own right."
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Arts Education in Secondary Schools, 2006.
Assesses whether there is need for arts education in the public schools in light of the recent federal and state focus on standardized testing, which has caused school districts to reduce or eliminate arts programs in public schools.
2,250 words (approx. 9.0 pages), 8 sources, $ 89.95
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Abstract
In an attempt to determine the validity of the hypothesis that arts education is an essential inclusion in the learning experience of secondary students in the public schools, this paper conducts a need assessment through a review of existing documents. The paper contends that, based on the research, new and revised programs are need to allow all students in the American public school systems the opportunity to participate in the arts as part of their regular academic programs.
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Language Arts Education, 2007.
This paper discusses the development of a philosophy of language arts education for grades 7-12.
2,800 words (approx. 11.2 pages), 12 sources, APA, $ 83.95
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Abstract
This paper owes to different formal and individual explorations of language arts approaches and methods including work towards a language arts portfolio, an exercise helping to recognize the vast range of materials available to Canadian teachers, at large, in relation to their adopted philosophies of teaching. The writer maintains that a guiding study that has promoted much thought on the overall goals of language arts instruction has been Think Literacy Success, a Government of Ontario report on approaches to promoting literacy at the Grades 7 to 12 levels which emphasizes gaps in abilities and opportunities, student groups especially at risk, and the overall role of language arts in seeing that students are prepared to communicate well in society. The writer notes that it seems important to think through the environment in which one will teach with central Canada offering unique challenges of diversity less pronounced in regions beyond the main cities. In the same spirit, The writer discusses that teachers serving isolated impoverished or otherwise limited communities of less heterogeneity need to find approaches to an overall ideal of instilling interest and skill.
Outline:
Introduction
Portfolio Tasks
Reflection on Professional Development
Mechanics of Portfolio and Teaching Development
Bottom Up Model of Reading
Professional Development Goals
Future Activities
Concluding Remarks
From the Paper
"Various course and seminar offerings now exist that are geared to language arts teachers. In addition, there is an ever-growing literature of research on the subjects of literacy, factors impeding literacy and language development, curriculum design and teaching pedagogy. However, one needs to aim to for practical experience which should be diverse. For example, attending classes for second language learners in a Board of Education setting is different from tutoring adult learners in basic literacy having been involved in the criminal justice system. When watching very experienced language arts teachers at work one sees the results of perhaps many years given to students of different kinds, in perhaps several school systems, and more than one country. Teachers can appreciate to varying degrees what colleagues educated elsewhere can impart, especially those having served abroad and perhaps in educational systems requiring English-medium instruction for students of diverse first languages. Education does seem a profession in which the teacher is forever meeting individuals from whom learning is possible. The same can be said of students, and what is suddenly discovered in some in terms of a hidden ability, another language spoken, or the ability to illustrate written work."
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The Effects of Art Education in Public Schools, 2002.
This paper speaks about how art education is a valuable resource in public schools that augments a child's education.
625 words (approx. 2.5 pages), 5 sources, MLA, $ 22.95
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Abstract
This paper shows how art is an important part of education that is dying in many public schools. The writer examines how budget cuts often shift priorities to basic subjects leaving children without a formal art education. The paper states that art is a valuable tool that teaches children to communicate and also augments the learning process in subjects such as mathematics and language. Many studies have found that when children are exposed to art, it has valuable effects on their learning process.
From the Paper
"When implemented in public schools, art helps raise self-confidence while creating problem solving skills and communication. Unlike math and reading, when children create art they are always successful because there is no right or wrong in art. This gives a child a sense of achievement and success, raising their academic self-confidence. Art also helps children figure out how they want to express themselves, thus building problem-solving skills. Art focuses on making your internal thoughts external images or sounds creating a superior way for children to learn to communicate effectively. When you take all of these factors and apply them to a child's education the result is obvious. Studies show that the cognitive skills and spatial reasoning that art offers are essential for math. The communication of art often helps children become more successful in language classes. When a student becomes involved in an art program, the drop out rate dramatically decreases. Art is an exciting and fun way for students to feel more successful in school."
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Art Education, 2002.
The paper analyzes the theories of educators and child psychologists surrounding the integration of art education into other aspects of learning in schools.
5,866 words (approx. 23.5 pages), 12 sources, MLA, $ 140.95
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Abstract
The paper examines the ideas and scholarly work of Elliot Eisner who does not favor a technocratic approach to teaching, as well as exploring Howard Gardner's comprehensive perspectives on the interplay between art and child development. The paper also looks at several examples of real-life scenarios in various schools to emphasize the different educational philosophies being implemented.
From the Paper
"In Art, Mind, and Brain: A Cognitive Approach to Creativity, one of Gardner?s earlier works, he illustrates some of the dangers of moving away from a creative element to education. A child?s early years he characterizes as a golden age of creativity, which he claims is later hampered as the child is beset by the social pressures of peers his or her age. Whereas a six year old child is employing various symbols and designs to convey meaning, a nine or ten year old child is often much more conventional; Gardner claims that the pressure for children to conform, even when they are playing, limits their ability to experiment and grow from experimentation or novelty. Some stop drawing and artistry languishes during this ?literal stage? when many see the playful exploration previously enjoyed as being behind them and unbecoming of them."
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Art Education, 2006.
A review of the impact technology has had on art and artistic mediums.
1,125 words (approx. 4.5 pages), 0 sources, $ 44.95
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Abstract
This paper attempts to explain the benefits and the pitfalls of the digital revolution for artists and art education. According to the paper, the advance of the digital age and its impact on the art form and the education of art appears significant. Traditionalists argue against the newer form observing that it degrades the purity and aura of the original artistic form. Those who embrace the digital age on the other hand believe that the globalization of the digital media and the accessibility of creating and learning art through cheap high quality digital products.
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Music, Art, and Physical Education in Self-Contained Classrooms, 2004.
Examines how students with special needs benefit from art and music lessons in a self-contained environment.
1,453 words (approx. 5.8 pages), 5 sources, MLA, $ 48.95
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Abstract
In 1996, the United States Department of Education mandated laws that required school districts to create inclusive programs to integrate students with various disabilities into the general school population. However, a study conducted by the National Council on Disabilities in 2000 showed that most school districts have not transitioned into full mainstream classes. Instead, an estimated 20 percent of children with disabilities continue to spend their schooldays in self-contained classrooms, apart from the general school population. This paper shows that proponents of the self-contained classroom, however, believe that such settings can be advantageous, particularly for students with hearing impairments, mental retardation. and those with physical or learning disabilities. The paper examines how students in total or semi-self-contained classrooms can benefit from instruction in art, music, and physical education. It looks at the challenges of teaching such classes and how educators have adapted techniques from existing programs and created their own class material. In the conclusion, this paper makes recommendations on how educators can successfully design and implement music, art, and physical education programs that address the unique developmental needs of their students.
From the Paper
"As an example, Shapiro and Sayers discuss the case of Rachel, a seven-year-old girl whose impaired motor skills cause low cardiovascular endurance, lower muscular strength and difficulty in manipulative control skills. During her physical education programs, Rachel was taught to use assistive devises such as weigh machines to help develop her posture. An occupational therapist used various blocks and toys of different textures to help Rachel develop a better ability to grasp, reach and release things (Shapiro and Sayers)."
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Art Education in America.
An analysis of the demise of the art curriculum in America.
1,004 words (approx. 4.0 pages), 4 sources, MLA, $ 35.95
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Abstract
This paper examines how, with the age of technology and efficiency at hand and the threat from countries like Japan surpassing American students in technical knowledge, Americans began placing more importance on science and math, and arts have been pushed to the back burner. It looks at how, coupled with budgets that are increasingly difficult to manage, this is a recipe for the demise of art education across America.
From the Paper
"The solution to the problem, according to Howie Schaffer, a spokesman for The Public Education Network, lies in the public and their refocusing on how important arts education truly is for American children. "For us, public pressure is the key ingredient in fixing schools," Shaffer states. (qtd. in Richard & Hoff) Until Americans realize that well-rounded students are critical to success later in life, the scenario will not change. Until Americans see that the creation and appreciation of art is fundamental to the human psyche, our schools will continue to spit out Internet savvy graduates who feel more comfortable communicating via e-mail and instant messages, rather than interacting face-to-face with other human beings."
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Special Education and Art, 2007.
Describes the applications of art projects in teaching children with special educational needs.
890 words (approx. 3.6 pages), 1 source, APA, $ 31.95
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Abstract
This paper discusses the use of art to address the unique developmental issues facing students with special needs. The author describes the positive tactile and multi-sensory experiences that art projects give children. Practical guidelines for implementing these projects are presented for teachers. The paper gives the caveat that teachers must be aware of the students' physical limitations when developing an art project. The paper concludes with suggestions for group projects.
From the Paper
"When adapting art projects to suit the needs of such children it is important to realistically assess the class' varying levels of comprehension and attention spans, which may be more diverse than a traditional class. When presenting new materials it is important to show the materials to the students, verbally describe the materials that will be used over the course of the project, and how to use the materials. A brief introduction is necessary before embarking upon the project to minimize the potential student frustration that might be aroused by having to deploy novel and unfamiliar items. For children with developmental issues of combined cognitive and physical nature, encouraging the children to manipulate items during the explanation, either by the teacher's own hands, or the use of an aide, can overcome barriers of resistance or a lack of comprehension."
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Art-based Methods in Education for Social Justice, 2007.
A discussion regarding the need for awareness and action in regards to social justice issues, and the effectiveness of art-based methods of social justice education.
3,967 words (approx. 15.9 pages), 12 sources, MLA, $ 107.95
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Abstract
This paper takes a look at the issues surrounding social justice and the need for more awareness. According to the paper, art-based methods of education use creative thought and expression as a means of understanding and incorporating the lessons at hand and, therefore, art-based methods in education can have wonderfully effective results in regards to social justice issues. The paper goes on to say that there is no right or wrong when it comes to the expression of creative ideas. The paper further examines the fundamental roles of education in society as expressed by Aristotle.
From the Paper
"When it comes to the development of effective art-based approaches for education on social justice issues, It may be helpful to incorporate three basic, yet powerful, instructional strategies. These strategies are respect for diversity, the power of reciprocal learning, and personal reflection (Smyth, 2005). These strategies are especially important in the context under discussion due to the sensitive nature of social justice issues, and the vulnerability that may possibly be felt by students involved in creative expression. Being respectful of diversity simply means acknowledging and attending to the needs of students in the classroom, and ensuring that the learning environment is safe and promotes appropriate instruction (Smyth, 2005). Practices in the classroom should reflect appropriate methods that foster the creation of a community of individuals and an awareness of differences. One of these methods is open discussion (Smyth, 2005), and this can provide a basis for learning about and absorbing social justice issues. This then sets the stage for the creative expression of the understanding of these issues."
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Academic Achievement and Arts Performance, 2004.
A look at the effects of exposing students to arts education and training.
4,416 words (approx. 17.7 pages), 32 sources, MLA, $ 115.95
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Abstract
This paper examines the various aspects of music and arts participation and how exposure to and training in arts programs stimulates mental and intellectual abilities from the earliest years through high school. It also explores how arts education contributes to the overall enhancement of educational curriculum. Through a literature review, it examines three specific frameworks: physiological brain development; spatial and cognitive reasoning abilities; and improved academic performance based on participation in music and other arts programs. It also looks at scholastic performance enhancement through arts integration.
Outline
Literature Review
Physiological Brain Development
Cognitive and Spatial Reasoning Abilities
Improved Scholastic Performance
Scholastic Performance Enhancement
Methodology
From the Paper
"In other studies, Nisbet (1991) has pointed out that there is a close relationship between the musical symbolism used in arranging the time signature of a musical piece and the mathematical concepts used in fractional concepts. Numerous studies have focused on the relationship between formal training in a musical instrument and youths' achievement level. According to Wenger and Wenger (1990), neuroscientists suspect that when children exercise cortical neurons by being actively involved in music, they are engaging in activity which enhances their intelligence, specifically their mathematics capability, spatial reasoning skills, and the ability to handle complex reasoning tasks. In fact, Rayl (1995) and Martin (1995) have reported that adolescents with formal training in music tend to have higher achievement in mathematics."
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Art and Pop Art, 2002.
A comparative analysis of art with pop art using the works of Andy Warhol and Leonardo Da Vinci.
1,150 words (approx. 4.6 pages), 6 sources, $ 44.95
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Abstract
This discusses art and pop art, and distinguishes between the two by noting the characteristics of each form. As examples of each, two works of Andy Warhol are compared and contrasted to Da Vinci's "Last Supper" and Rembrandt's "Syndic of the Clothmaker's Guild.
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The "Art" of Art Forgery, 2002.
Shows that forgery is more than just a copying process, involving complex techniques found in art.
2,900 words (approx. 11.6 pages), 5 sources, $ 106.95
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Abstract
This paper examines the skill involved in producing 'true' forgeries within the world of art. It is stressed that the forger is to be seen as an artist, in that he or she must sometimes enter the mind of the original artist, master his or her techniques,and otherwise execute works that can withstand the expert eye. Forgery is a normal aspect of the art world.
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