Fine Arts in the K-12 Curriculum Research Paper by eddievedder

Fine Arts in the K-12 Curriculum
Investigates the controversial issue of including fine arts in a K-12 curriculum in educational institutions and local school settings.
# 144754 | 8,480 words | 45 sources | APA | 2007 | US
Published on Oct 03, 2010 in Education (Curriculum) , Art (Fine Art) , Research Designs (General)

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This paper creates a plan to inform the appropriate stakeholders about providing fine arts in the K-12 curriculum, which includes curricular, instructional, professional development and program evaluation issues that must be considered and addressed. The paper reviews the research and literature on the arts especially as related to academic achievement. The paper also addresses the issue of high stakes testing, which makes some schools reluctant to include fine arts activities in their curriculum.

Table of Contents:
Process to Identify and Select the Appropriate Stakeholders
Curricular, Instructional, Professional Development and Program Evaluation Issues
Theoretical Aspects of Art Learning among Gifted and Talented Individuals
Economic, Legal and Ethical Issues as Related to Staff and a Diverse Student Body
Research and Literature Review
Method of a Research Study
The Empirical; Inferential Position
Data Collection Plan
Collection Methods
Evaluation and Reporting the Data
Evaluating the Implementation of the Plan
High Stakes Testing
Portfolios as an Alternative to Paper and Pencil Tests
Changing Conceptions about the Content of the Field

From the Paper:

"Edens and Potter (2001) studied the effectiveness of drawing on fifth and sixth grade students' conceptual understandings in science. All students read a narrative text that explained the law of conservation of energy using roller coasters as examples. One group wrote what they learned; the text of the second group was illustrated and students copied the pictorial representation; the third group's narrative made their own pictorial representation. Students who had generated their own pictorial representations scored significantly higher on a post-test of conceptual understanding than did the students who wrote about what they learned."

Sample of Sources Used:

  • Amorino, J. (1999). The reawakening of artistic expression in adolescence through the sensory emotional system: A study with a group of males. Unpublished doctoral dissertation, Columbia University, Teachers College, New York.
  • Arnheim, R. (1969). Visual thinking. Berkeley and Los Angeles, CA: University of California Press.
  • Blair, J. (2001, April 4). Teacher tests criticized as single gauge. Education Week, A1, A19.
  • Blaikie, F. (1994). Values inherent in qualitative assessment of secondary studio art in North America: Advanced placement, Arts PROPEL, and International Baccalaureate. Studies in Arts Education, 35(4), 237-48.
  • Burton, D. (1998). A survey of assessment and evaluation among U. S. K-12 teachers of art. Meeting of the NAEA Task Force on Demographic Research. NAEA convention, Chicago, April 2.

Cite this Research Paper:

APA Format

Fine Arts in the K-12 Curriculum (2010, October 03) Retrieved July 05, 2022, from

MLA Format

"Fine Arts in the K-12 Curriculum" 03 October 2010. Web. 05 July. 2022. <>