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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8th grade leavel
Please note that the provided outline is only for reference and may need to be adjusted based on the specific requirements of the assignment. It is always recommended to double-check with your teacher or instructor.
Introduction
A. Hook: Arts education has long been a topic of debate, with arguments both for and against its inclusion in schools.
B. Background: The issues surrounding arts education include the balance between arts-specific education and arts integration.
C. Claim: Arts education is valuable for students, as it provides opportunities for creativity, critical thinking, and cross-disciplinary learning.
D. Transition: One of the reasons arts education is valuable is because it encourages creativity and critical thinking.
Body Paragraph #1 (Reason #1)
A. Topic Sentence: Arts education encourages creativity and critical thinking skills.
B. Evidence: "Arts education—particularly in large urban areas—has been profoundly affected by school partnerships with local arts organizations and artists in the community" (Article 1).
C. Analysis of evidence: By exposing students to different art forms and integrating them with other academic subjects, arts education fosters creative thinking and problem-solving skills.
D. Transition to next paragraph: Another reason arts education is valuable is because it promotes cultural awareness and appreciation.
Body Paragraph #2 (Reason #2)
A. Topic Sentence: Arts education promotes cultural awareness and appreciation.
B. Evidence: "Partnering with local arts organizations and artists in the community provides access to community performances and other artistic and cultural experiences" (Article 1).
C. Analysis of evidence: By engaging with different forms of art and cultural experiences, students gain a deeper understanding and appreciation of diverse perspectives and cultures.
D. Transition to next paragraph: Despite the debates surrounding the effectiveness of arts education, it remains an important part of a well-rounded education.
Body Paragraph #3 (Counterclaim/Rebuttal)
A. Address counterclaim: Some argue that arts education does not significantly contribute to academic achievement.
B. Evidence/support for counterclaim: "Claims that learning the arts promote brain development, learning, and academic achievement often fail to withstand research scrutiny" (Article 2).
C. Disprove counterclaim: However, the value of arts education goes beyond its direct impact on academic achievement. It fosters creativity, critical thinking, cultural appreciation, and enhances overall well-being.
D. Transition to the conclusion: Ultimately, arts education plays a vital role in the holistic development of students.
Conclusion
A. Summarize the claim: Arts education is valuable for students as it encourages creativity, critical thinking, and cultural appreciation.
B. Summary of reason #1 and reason #2: Arts education fosters creativity and critical thinking skills while promoting cultural awareness and appreciation.
C. Closing statement/final thought: It is essential for schools to prioritize and support arts education to ensure students receive a well-rounded education that nurtures their overall growth and development.