Annotated Bibliography Example

1381 WordsNov 7, 20126 Pages
Annotated Bibliography Reina Garza Diana Hollinger, Russ Sperling, JoAnn Ford (2009, november 5). the state of music education in schools. (M. Cavanaugh, Interviewer) * When test scores go down in math and reading, the emphasis is put on those basic subjects to the detriment of other so-called elective courses. And now the combination of standardized testing and budget cuts have put art and music classes in the highest of high-risk categories,” (par 1) * “when you speak with great educators, and look behind the test scores, the lessons learned in studying music, learning to play an instrument, playing in a band, learning to read music, all provide a richness to a child's education that will last a lifetime,” (par 1). *…show more content…
* ““95% percent of Americans believe that music is a key-component in a child’s well-rounded education, 80% percent of respondents agreed that music makes the participants smarter; 78% believe that learning a musical instrument helps students perform better in other subject areas; and 88% believe participation in music helps teach children discipline” (Hurley 3),” (par 1). * ““Within two to three years, every school that cuts arts showed a decrease in morale and attendance and an increase in vandalism and disruptions, and within three years most of them had to add extensive disciplinary staff to account for the problems that were created by not providing the full range of experiences that human beings need” (Hurley 2).” (par 3). Nelson, TJ. (2005, march 5). dumbing down, the dwindling funding of the arts. Retrieved may 24, 2012, from worldmusiccentral.org: http://worldmusiccentral.org/article.php/2005030922083613 * “One Ipswich high school senior, Reeve Pierson, calculated the participation in his school and found that out of 629 students 445 participated in the music and art programs,” (par 6). * “”Students with coursework/experience in music performance and music appreciation scored higher on the SAT: students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did students with no arts
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