Article 1: Arts Education
Issues and Topics of Discussion in Arts Education
One of the major issues in arts education is the balance between arts-specific education courses and arts integration. Examples of arts integration are visits from a teaching artist—such as a professional dancer, musician, actor, or visual artist from the community or from an arts organization. Another example of arts integration is when the school music or art teacher collaborates with a classroom teacher to provide learning opportunities in both an art form and at least one other content area such as math, science, history, or language arts.
Arts education would ideally include both arts-specific curriculum and arts integration. Students would learn the specific concepts, skills, and techniques of an art form while also understanding the relationship between that art form and the larger academic content fields.
Arts education—particularly in large urban areas—has been profoundly affected by school partnerships with local arts organizations and artists in the community. Partnerships help schools by offering students access to community performances or artists-in-residence. Field trips to museums and other similar experiences in the artistic and cultural world help inspire students. Ideal arts education partnerships foster collaboration between the community and the school; they also involve parents and families.
Arts educators often discuss the balance between offering arts programs for the especially talented arts student as opposed to arts education for all students. Competitive and selective schools help to identify promising students who may become professional musicians, visual artists, actors, or dancers. General arts education offerings and arts integration programs afford access to all students.
Some schools—again, particularly those in large urban districts—are designated as arts magnet schools or schools of the arts because they have more-extensive programs for students interested in the arts. These schools typically have entrance requirements that include auditions for performers and portfolios of work for visual artists.
Arts education in the United States has been consistently challenged by restrictive funding. The arts were identified as a core subject in the No Child Left Behind Act (NCLB; signed into law in 2002). This designation qualified arts instruction for federal grants and other support from both the Department of Education and the NEA (both arms of the federal government). Nevertheless, NCLB currently requires schools to report student achievement test results for only reading and mathematics. There are many reports of decreasing instruction time for such subjects as the arts. Standardized testing at the district and state level has further restricted time spent on the arts; students often use that time to prepare for high-stakes tests.
Article 2: Does Arts Education Matter?
A “Zombie” Idea?
Like the Mozart effect, claims that learning the arts (music, art, theater, or any arts) promote brain development, learning, and academic achievement are often repeated—yet seldom withstand research scrutiny. A team from Harvard University (Hetland & Winner, 2001) performed 10 separate meta-analyses of 188 studies testing the claim that studying the arts promotes academic improvement and came up largely empty-handed. They found: no cause-and-effect link between studying the arts and academic indicators; no link between an arts-rich education and creativity; mixed results for learning music and high mathematics achievement; no significant link between learning music and reading skills; and no convincing link between visual arts and reading achievement.
Nonetheless, claims that the arts promote other forms of learning persist—a zombie idea that keeps coming back to life no matter how often it’s put to rest. So, does that mean arts education isn’t valuable? Not at all. Rather, the persistence of these claims may reflect the fact that we ask arts education to do something we seldom ask of other forms of education: justify itself in light of its effects on other fields. How often do we, for example, ask athletic directors to prove that playing baseball leads to better math skills or improves verbal skills?
Introduction
A. Hook (one-two sentences where you excite the reader to make them want to keep reading): ____________________________________________________________________________________
B. Background (one-two sentences that summarizes the debate):
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C. Claim (one sentence where you tell the reader which side of the argument you are on):
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D. Transition into first body paragraph (one sentence, briefly introduce the first reason that supports your claim in the first body paragraph):
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Body Paragraph #1 (Reason #1)
A. Topic Sentence (one sentence where you write the first reason that supports your claim/thesis):
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B. Evidence (one-two sentences- quote or paraphrase from one of your sources. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here):
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C. Analysis of evidence (one-three sentences- how does your evidence prove the claim?):
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D. Transition to next paragraph (one sentence, briefly introduce the second reason that supports your claim in the second body paragraph):
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Body Paragraph #2 (Reason #2)
A. Topic Sentence (one sentence where you write the second reason that supports your claim/thesis):
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B. Evidence (one-two sentences- quote or paraphrase from one of your sources. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here):
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C. Analysis of evidence (one-three sentences- how does your evidence prove the claim?): ____________________________________________________________________________________
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D. Transition to next paragraph (one sentence, briefly introduce the counterclaim/rebuttal that you will write in the third body paragraph):
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Body Paragraph #3 (Counterclaim/Rebuttal):
A. Address counterclaim (one-two sentences about the opposing viewpoint, “Some people think that…”):
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B. Evidence/support for counterclaim (one-three sentences with evidence about the counterclaim. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here): _________________________________________________________________________________
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C. Disprove counterclaim (one-three sentences of why the counterclaim is wrong- “However, they are wrong because…”):
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D. Transition to next paragraph (one sentence, briefly transition to the conclusion):
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Conclusion
A. Summarize your claim (one-two sentences- reword your claim from your introduction):
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B. Summary of reason #1 and reason #2 (two or more sentences that restate what you discussed in your first two body paragraphs): __________________________________________________________________________________
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C. Closing statement/final thought (one sentence that wraps up your paper; what do people need to remember to do?):
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Introduction:
A. Hook: With the persistent debate surrounding the value of arts education, it is important to examine the issues and evidence surrounding this topic.
B. Background: Arts education is faced with the challenge of finding a balance between arts-specific courses and arts integration, as well as the struggle for funding and recognition.
C. Claim: Arts education, despite not having a direct causal relationship with academic improvement, holds value beyond its impact on other fields of education.
D. Transition into first body paragraph: One reason why arts education is valuable is its ability to foster creativity and collaboration.
Body Paragraph #1 (Reason #1):
A. Topic Sentence: Arts education fosters creativity and collaboration.
B. Evidence: According to the article, arts integration programs support collaboration between arts teachers and classroom teachers, providing learning opportunities in multiple content areas.
C. Analysis of evidence: By engaging in arts education, students not only learn the specific concepts and skills of an art form but also develop their creativity and ability to work collaboratively.
D. Transition to next paragraph: Another reason why arts education holds value is its role in offering equal access to all students, regardless of their level of talent.
Body Paragraph #2 (Reason #2):
A. Topic Sentence: Arts education provides equal access to all students.
B. Evidence: The article highlights the importance of general arts education offerings and arts integration programs in providing access to arts education for all students, not just those who display exceptional talent.
C. Analysis of evidence: By providing arts education to all students, regardless of their talent, schools contribute to a well-rounded education that fosters creativity, critical thinking, and cultural awareness among all students.
D. Transition to next paragraph: However, critics argue that arts education may not be a priority due to limited funding and the emphasis on standardized testing.
Body Paragraph #3 (Counterclaim/Rebuttal):
A. Address counterclaim: Some argue that limited funding and the emphasis on standardized testing have compromised the importance of arts education.
B. Evidence/support for counterclaim: The article mentions that arts education in the United States has been consistently challenged by restrictive funding, leading to decreasing instruction time for arts subjects.
C. Disprove counterclaim: However, the article also highlights the importance of arts education as a core subject in the No Child Left Behind Act, which has qualified arts instruction for federal grants and support. Additionally, the idea that arts education should be judged solely based on its impact on other subjects undermines the unique benefits it offers, such as creativity, self-expression, and cultural understanding.
Conclusion:
A. Summarize your claim: Despite the lack of a direct causal link between arts education and academic improvement, arts education holds value in fostering creativity, collaboration, and providing equal access to all students.
B. Summary of reason #1 and reason #2: Arts education fosters creativity and collaboration while also providing equal access to all students, contributing to a well-rounded education.
C. Closing statement/final thought: It is crucial to recognize and support the value of arts education in schools, not only for its potential impact on academic subjects but also for its unique benefits in nurturing creativity, cultural awareness, and personal expression.