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 arteducation. 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."
Abstract This paper presents a classical argument that the current policy towards artseducation is harming the arts discipline. Specifically, this paper argues that by stressing the usefulness of an artseducation, 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."
Assesses whether there is need for artseducation 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 pages), 8 sources, 2006, $ 89.95
Abstract In an attempt to determine the validity of the hypothesis that artseducation 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.
Abstract The writer looks at many sources of authors who have found ways to criticize the liberalartseducation that is available to students today. Most of these writers agree that the values of liberalarts programs reflect those of the society and culture in which they exist. The paper looks at the ways in which these changes have been affecting and continue to alter the face of liberalartseducation in America.
From the Paper "Universities are rapidly becoming trade schools, churning out graduates trained for a particular profession but with very little in the way of a general education, particularly in the liberal arts. From the time of the ancient Greeks, education was divided between skills for the mind and skills for the body, the latter being subservient to the former. Today's universities appear to have lost this dichotomy. Several reasons for this have been put forth, the main one being the needs of a highly technological world. Many rue this loss of a more esoteric education and ponder its effects on mankind."
Tags:education, liberal, feminism, technology, learning, students
Abstract This paper examines the issues of defining a literary canon and how possible it may be to arrive at a consensus of what is relevant and global within the liberalarts curricula. The paper points out that, as the world becomes more connected and universal education is recognized as a necessary tool for every nation's economic and political growth, conflicts are arising as to what constitutes a global education. Because different institutions use different terminology and the study of literature does not necessarily fall solely on those pursuing a degree in English (a problematic heading in and of itself), the paper uses liberalarts to refer to those subjects which have relevance to the issue of a literary canon. Additionally, this article only addresses issues of globalizing the literary canon in United States universities. The paper concludes that the literary canon should be thought of as a living entity, which must grow with time and shed what is no longer necessary.
From the Paper "Despite some of our best efforts to the contrary, the record of human history is wrought with error, supposition and straight out lies. Because of this, it sometimes becomes quite difficult to untangle the origins of certain ideas. The literary canon easily falls into this category. Commonly, Liberal Arts departments hold to the idea that the literary canon as we know and use it today has its origins in the eighteenth century. It will likely come as no surprise that during this time, the defined literary canon consisted of three central authors: Shakespeare, Spenser, and Milton. This canon was most likely supplemented by others who were no doubt judged as fitting for canonization based on meeting certain criteria which would set them within the sights of the canonical trinity. As Anderson describes them, these additions were most likely " masculine, authoritative, affirming the prevailing social order, and in command of a prestige mode of discourse" (344). In other words, the canon of this time undoubtedly consisted exclusively of what we now somewhat derisively refer to as "the dead white male." It is due to this model that the most heated of arguments have come about: whether or not to keep the status quo."
Tags:education, cross-cultural, international, liberal, arts, humanities, literature
Abstract This paper explains that the objectives of this research study are to compare the U.S. educational system with the European educational system by identifying (1) three major trends in education today and (2) the critical factors relating to education, which are most likely to improve student performance in the future global economy. The author points out that current studies indicated that time and time again European students score better than American students on critical subjects including mathematics and the sciences; however, the extent to which this discrepancy is relevant is debated by numerous researchers, who claim that a liberalartseducation as more frequently encouraged and offered in the United States, is more important than a strictly science-based education. The paper proposes a qualitative study, based on the analysis of documentary data, systematic observation of behavior and in-depth small groups interviews using a questionnaire and a population of 20 professors from select universities and of 10 teachers from local high schools.
Table of Contents
Introduction
Significance of Study
Literature Review
European vs. U.S. Education Curriculum Differences
Trends in Education Methods
Population
Data Collection
Results
From the Paper "Part of the reason may be European instruction is more vigorous; there are many curriculum differences that should be examined. Students in the United States generally have the option to take classes that are considered rigorous, such as calculus, chemistry and physics to complete high school, whereas European schools generally require at minimum three years of native language, math, foreign language, physics, chemistry and biology. The U.S. system is based on the notion that education should be more flexible, allowing for personal choice and directions, whereas the European system is considered more focused on academic rigor, which is "a consequence of the educational traditions of the Old Continent." "
Tags: science, liberal, groups, questionnaire, population
Abstract This paper looks at the National Standards for ArtsEducation as a place to start in assessing any state's interest in and support of artseducation. The paper explains that to assess New Jersey's positioning on the canvas of American artseducation, the debate and its contributions were analyzed for the past decade; the findings were unequivocal that artseducation 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 ArtsEducation 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 artseducation. It remains to be seen whether that education will be of the 'media' sort, or the more substantive artseducation 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 ArtsEducation: History
The Standards Themselves
Budget Issues
Quantitative Information
Qualitative Findings
Chapter II: Literature Review
Merits of Fine ArtsEducation Educational Reform and ArtsEducation How to Conduct ArtsEducation The Standards Themselves
References
Appendix A: New Jersey Standards for ArtsEducation 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 ArtsEducation by State
List of Figures
Figure 1.1: Reasons to Support ArtsEducation: 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."
Abstract This paper explains that a liberalarts degree develops the skills to think critically, write and make connections between data, which can be used in many careers. The author explores careers such as brand manager, salesperson, direct response copywriter, meeting planner, financial planner, paralegal and teacher. The paper relates that salespeople, which are among the highest paid professionals, are only required to have the ability to sell the product or service, not a specific major.
Table of Contents:
Brand Manager
Meeting or Event Planner
Salesperson
Direct Response Copywriter
Financial Advisor
Paralegal
Teacher
When It's All Said And Done...
From the Paper "One hot job right now is brand manager. In the typical company, only the executive team and the brand management team have fingers in every pie. The accountants know the numbers. The sales people know what's going on in sales. The research and development types are stuck in the lab. But the brand managers are responsible for the "big picture." They coordinate everybody's efforts from production to advertising, to distribution, to finance. Brand Management staff work mostly in consumer goods companies. The typical staffer starts as a brand assistant."
Abstract This paper explains that the main hypothesis of this study is, while artseducation in New Jersey is getting as much attention as it ever has, the state of New Jersey artseducation has no effect either on school improvement initiatives related to artseducation or on calculation of students' GPAs. The author further hypothesized that, while artseducators 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 artseducation 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."
Abstract This paper attempts to explain the benefits and the pitfalls of the digital revolution for artists and arteducation. 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.
Abstract This paper discusses how through contrast and comparison it becomes clear that individual and cultural value systems play a predominant role in assessing the importance of various adult education theories. It looks at how traditional western civilizations long history of patriarchal bias has continued to influence liberalarts programs well into this century. It analyzes how some of the newer theories, like Humanism, derived basis from earlier ideologies and how the associated theories are nonetheless relatively modern constructs that have resulted directly from critical inquiry regarding cultural change. Therefore, cultural differences must be recognized, accepted and evaluated for their influence on the basic aspects of each theory. This paper examines each of the theories of adult education for potential use in practical application by modern American educators.
From the Paper "The theory of Progressivism arose as a response to the criticism of liberal arts. The theories main contribution is that it identifies the need for vocational training and focus on student interests. However, the progressive theory over emphasizes learner-centeredness, especially when applied to adult education. The difficulty of attempting to tailor education to the experiences of the learner increases exponentially with the age of the student. Subsequent theorists made attempts to more precisely define the role and responsibilities of the educator. The increased focus on teacher ability to determine a student's experiences and teach accordingly causes methodology and outcome to be scrutinized. If the methodology and learning outcome cannot be clearly evaluated then how can we be sure that any teacher is effective in the educational process?"
Abstract This paper examines higher education in terms of whether it should provide a traditional liberalartseducation in addition to specific training, or whether University of Phoenix style approaches are of more value.
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 artseducation 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."
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."
The paper analyzes the theories of educators and child psychologists surrounding the integration of arteducation into other aspects of learning in schools.
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."
