English Language Learners

All around the United States, art programs are being cut out of the budget in public schools. The arts include dance, band, chorus, theatre, film, drawing, painting, photography and literary arts. Some school board members feel these art programs are not necessary and do not benefit the students in any way. Elementary, middle, and high school students are forced to quit their passion and feel that their talents are not supported by their schools. Although many are not aware, there is a strong connection between arts education and academic achievement. Unfortunately, due to budget cuts in many public schools, the art classes are first on the list to be cut. It is important that the students, parents and teachers

Education is important as we develop a society of lifelong learners, but budget cuts for schools should not be at the expense of art programs. All students have unique learning styles and ways they best absorb information. To compromise that process is destructive to the success of their overall learning experience. “The Sanctuary of School” makes the reader aware of the many individuals who go through the public-school system. Barry’s essay advocates the need for funding of art programs and the supportive, creative outlets they

To begin with, education and engagement in fine art programs are an essential part within the school curriculum because subjects such as mathematics, science, and language arts all require cognitive and creative capacities which are enhanced with the process of learning art. For instance, in the article, Critical Evidence: How the Arts Benefits Student Achievement, it states that “researchers

Art is around us everywhere we go. Art can be in architecture, landscaping, performances and paintings. The arts can affect the way people think and how they act, like when a young child draws or paints a picture, they have to make small choices that can help them in many aspects of life. BUt sadly the beneficial education tool of The Arts has been in a rapid decline. In her article, School Art Programs: Should They Be Saved?, Valeria Metia says, “During the 1999-2000 school year, 20 percent of schools offered dance and theatre classes, but in the 2009-10 school year, only 3 percent of schools allocated funds for dance classes, and only 4 percent taught theatre.” Since this decrease in art programs students ages 5-18 are missing out on valuable characteristics in their education. Art gives students improved test scores and better thinking skills, significantly higher graduation rates,better performance in schoolwork,development of habits including problem solving, critical and creative thinking, and working with others and a happier and better school day. SInce art is so beneficial to a student's learning we should push harder and get art programs into our public schools again.

Teaching might even be the greatest of the arts since the medium is the human mind and spirit.” During my past career as an art teacher at Intel Academy, introducing and demonstrating aesthetic techniques and materials have thrilled me as much as completing an art piece. Through workshops and demonstrations, I learned how to communicate and suggest better ways of developing their ideas and expressions. Some children had difficulties encountering art due to their behavioral problems; however, respecting their accomplishments and encouraging their process of following the curriculum became a part of the solution. My decision to apply to masters program in art education was pursued as I faced these

Using theses conclusions, one can justify art integration as a means of increasing attendance to school as well as productivity. If a student can remain engaged, excited, and interested in their own learning, then their growth academically will flourish. These studies also found interesting correlation in young students growth academically when paired with art education. The study conducted by the Arts Education Partnership found that “James

Over three decades, art programs have been on the decline, because of budget cuts and the general thought of art being a privilege and not a necessity when it comes to the classroom. (Smith.) In fact, it has almost set a chain of continuous reaction. The children in the 1970s and 80s who were not exposed to art during class time are now adults who probably do not appreciate art today. And, if they themselves are involved in the education system, do not see art as an importance to the education of children today. In the article Why Arts Education Is Crucial, and Who 's Doing It Best Sandra Ruppert, Director of the Arts Education Partnership (AEP), a national coalition of arts, business, education, philanthropic, and government

Along with the language barrier, English Language Learners (ELLs) often have high transient rates which pose a challenge to educators concerned with

The arts are a fundamental element of ones human condition as it provides a medium for the freedom of self-expression such as thoughts, ideas, beliefs and culture. There is a natural necessity to create as it shares an insight into identity and culture (Wright, 2003). Through implementing arts into early childhood, it can foster and support a child’s mean making, self-expression and holistic development (Ministry of Education, 1996). The arts play an immense role in a child’s holistic development as it supports the links between body, cognition, spirit and culture. It also has multiple benefits to a child’s visual, spatial, aural and bodily-kinaesthetic modes of learning or multimodal leaning (Wright, 2003). A children who contributes participates and views art, experience and demonstrate imagination, creativity, pride and pleasure. Through this, children are able to record their thoughts and feelings without verbally communicating. In all environments and cultures, there is a vast amount of visual arts. These arts can be

As the United States becomes more diverse, English Language Learners (ELLs) have become the fastest growing student population (NCELA, 2011). By 2025 we can expect 1 in 4 students in the U.S. to be ELLs (NEA Home, 2008). Over a 10-year period, the number of ELL students in the U.S. grew by 51% while the entire K-12 population only grew by 7.22% (NCELA, 2011). However, this relatively quick influx of students with specific language needs has left many school districts and even entire states struggling to provide proper services. Overall, ELLs are found to do more poorly on math and reading than their non-ELL counterparts (See NEA, 2008; Zamora, 2007) Furthermore, the ELL achievement gaps for math and reading in Connecticut are among the highest

The Shrewsbury Public School system is one that is filled with diversity and staffed with a team of educators who are ready to meet the diverse needs of their student body. Among these diverse learners is a growing population of English Language Learners (ELLs), ranging in proficiency from entering to reaching on the WIDA performance scale. The student body of ELLs in this school district is growing at a rate that exceeds their projections, averaging five or more ELL students in each classroom. These students come from a variety of different countries and speak over 15 different languages including varying dialects, the most prevalent of which include Portuguese, Spanish, Chinese, Japanese, Vietnamese, Russian, Polish, and Hindi.

The content in chapter five Creating Art introduced appropriate activities and concepts to introduce art to young learners. The chapter outlines various topics such as sensory experiences, drawing, painting, print making, fiber art, and collages. These topics attempt to demonstrate ways young learners can create art inside the classroom. Isbell and Raines (2012) suggest that teachers should “demonstrate her respect for children’s ways of learning when she provides open ended materials such as clay, paint, and a variety of tools,” (p. 141). In addition to the artistic materials, the chapter encourages teacher to utilize photography, sewing, technology, and group activities. As an educator, it is imperative to provide young learners with a wide

The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in

Art education has been proven to help with “cognitive ability, critical thinking, and verbal skills” as well as “motivation, concentration, confidence, and teamwork” (Smith). Having the ability and patience to sit down and paint a masterpiece or work through a song on the piano requires high focus and dedication. Students willing to do this will in turn have stronger skills to focus and be dedicated in other subjects. The mixture of all these abilities gained from participation in art programs lead to higher test scores and overall better performance in school. Still, these are only a few of the assets provided by art education.

“According to the National Clearinghouse for English Language Acquisition, from the 1997-98 school year to the 2008-09 school year, the amount of ESL learners enrolled in U.S. public schools increased from 3.5 million to 5.3 million, a 51% increase” (WeAreTeachers Staff). The number of international students is very hide in that country “the percentage of students ages 5-12 who speak a language other than English at home has doubled since 1980” (Shi, Steen 64). In our days, around 200 dialect are be spoken in America (WeAreTeachers). “According to the 2013 American Community Survey (ACS), Spanish was the most common home or first language, spoken by 71 % of ELL students, Chinese was second with 4%, followed by Vietnamese 3%, and French/Haitian Creole 2% ” ( Top Language 1).