Integration Of Arts And The Arts

In their “Music Matters” pamphlet, the Arts Education Association argues that arts education improves students’ abilities in Core tested areas and brain development. It is vital for every child to be able to better themselves in addition to their mind. A new study from the National Institutes of Health Magnetic Resonance (MRI) Study of Normal Brain Development says that training in music helps children be more mature emotionally and behaviorally, in addition to refined fine motor skills (Nutt). These are the developments that all children need in order to develop healthily. Mathematical skills are learned and reinforced in musical practice, which is why band kids perform better in math than their other nonmusical peers as they age in their educational careers (Arts Education Partnership). This is important because this development is dual-purposed for two subjects and relates them both to academic improvement. Leveling the playing field in the terms of students better understanding an essential subject will also aid in their development because they will be able to understand English more. Music students also have stronger determination, leadership skills, and observation and performance abilities that future universities and employers search for in successful students and employees (Arts Education Partnership). These benefits are multi-purposed and useful in numerous aspects of a person’s academic and employment future. Should these be made available for all students in order to give them equal opportunities to prepare them for the real world, then they will most likely have the opportunity to become

I. Plato, a Greek philosopher once said “I would teach children music, physics, and philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning.”

“Musical is a universal experience. With few exceptions, all humans perceive musical pitch, tone, timbre, and harmony. We listen to music to relax, to help us think, to celebrate, and grieve. Our emotional responses to music have been noted in literature, poetry, and drama. The power of music to evoke an emotional response is used by advertising companies, film directors, and mothers singing their babies to sleep. Early education teachers are familiar with using music and rhythm as tools for learning language and building memory. (Foran, 2009) Several musical melodies are used in grade school to learn information. Music is used in my math classes across the world to enhance the learning process of formulas. English classes use music help children learn prepositional phrases, adjectives, adverbs, noun, and etc. However, after most scholars reached a certain grade level, using music to achieve new heights academically became a technique of the past. Most instructors didn’t bother using music in order to help retain information. It was almost as if it was forgotten about. But, if music is so important why isn’t it allowed in most classrooms today? Many teachers are not fond of music in the classroom. To many, it is seen as a distraction. Is it the type of music a person chooses to listen to? Would it be different if the music chosen by

Music is everywhere and has been a part of human existence for eons (Dinham, 2014, p. 265). Music has been a part of Australian schools for the last hundred of years, over the last fifteen years the application of music has seen a drastic change with the appearance of the internet and increase of accessibility. In spit of this the elements of music has not changed and forms the basis of music. When teachers or children sing they use those elements automatically (Dinham, 2014, p. 270). The curriculum has an expectation that children will learn to listen to music, compose and make music (ACARA, July, 2013, p. 93). There is a range of music that can be used to teach children; explore music concepts, by singing, playing instruments, by listening, composing songs or music, dancing or moving on music. Children, through participation and appreciation will discover about themselves form bonds with other children and become more aware of different cultures (Dinham, 2014, p. 266). Teacher’s participation, regardless of status, need to ensure that children are getting an education in music. The opportunities and experiences, to create, perform and record given to us as pre services teachers will be of a great help when facing the task of teaching children music in schools. Art education depends on how to motivated and support children, scaffolding their learning, and build on their enthusiasm to join the praxis of

The formative growth of preschoolers that participate in arts instruction. It was also shown that simply exposing children to music was not appropriate for the English language learner. Physical movements, including dance, are useful instructional tools for young children. It has also been seen that fine arts integration is effective in benefiting special needs students in various therapies within the school setting. It is clear that the integration of the fine arts is an effective instructional and therapeutic practice.

In Joanne Lipman’s “A Musical Fix for U.S. Schools”, she describes the benefits music can bring to a student’s IQ that allows them to perform superior in school. Music forces a person to think differently than how they usually may in other classes. This allows for new thinking strategies to form, improving the cognitive side of the mind. This positive difference is shown when a canadian study was done with music training where the results showed an increase in IQ in the group of people children studied (Lipman). With that study, the favorable results of music is clear for children. An IQ measures the intelligence of people, which is related to the cognitive abilities of the mind, and therefore the person. People may think that music may

After reading over the two articles: “Why Movement Matters” by Rae Pica and “Learning Through Music: The Support of Brain Research” by Elizabeth Carlton, it reveals a cohesion in learning music and a child’s movements. In the first article, “Why Movement Matters” by Rae Pica, the author expresses a shocking idea I have never think about to which that “the majority of [the] people will never see the movement as a top priority in children’s lives and education.” This is interesting for me because as a parent myself, I see that the development of children’s movement is really important because most of the time, in order for a child to perform a task, he/she requires and be able to move. Not only that but when a child learns to move, his/her motor

The idea of arts integration is a topic widely used by arts advocates in schools to gain support and understanding from the community, though not many people understand what it means, exactly. The term arts integration is a teaching approach that incorporates the different arts disciplines to direct a better, and more well-rounded learning environment ( Metla). By integrating the arts into learning, the school systems broaden the traditional ideas of education which then helps to produce a more creative community. The schools and teachers use different ways to integrate the arts which include using the arts as their own separate courses or incorporating them into all of the separate classes (Arts Edge). The decision of which one of the ways will be used, or whether both will be used, is chosen by the individual schools based on educational standards and money.

Schools and educators are beginning to understand the value of inclusion of art education in K-12 curriculum more and more each year. So much so, that many states are adopting common core standards and hiring highly qualify teachers to teach in the subject area of visual arts. “Research over the past decade reveals areas where effective arts education strategies, especially arts integration techniques, have yielded practical and impressive results,” (Education Digest, 2011). Part of what is driving this initiative is the understanding that some students learn most effectively through the arts (Robinson, 2013). Recent research reflects that art integration correlates with low-performing learners by increasing test scores. Studies conducted in North Carolina and Oklahoma with art integration programs tracked consistent gains in student achievement as compared with state and district averages

Middle school students tend to live rather sedentary lifestyles. Rarely are they athletic. If some of these children are athletic, movement is halted once they enter the classroom; therefore, I must add movement to my lessons. It is imperative I think outside of the box. Our Virginia Standards of Learning are at the forefront of my planning, but I am now well aware movement will enhance total student learning—mentally and physically—connecting the these two critical areas together.

As many studies on educational strategies continue to be conducted, many studies focusing on movement in the classroom are becoming relevant to educators everywhere. An article found on edutopia.org, called Move Your Body, Grow Your Mind suggests that, “Incorporating exercise and movement throughout the school day makes students less fidgety and more focused on learning” (Wilson, 2014). This article relates movement in the classroom to “Miracle-Grow” for the brain. There are physiological and developmental factors associated with exercise and the brain. For example, movement creates an increase in oxygen, which has positive impacts on the brain’s ability to learn. Through the

Over the past 20 years, numerous scientific studies found a strong positive relation between playing music, intellectual capacity, personal growth and social interaction with others. Researchers maintained that music can also help children in acquiring literacy, consequently improving their academic achievement. We now know that music impacts different areas of child development; including intellectual, social and emotional, motor, language, and literacy skills (Barrett & Bond, 2014).

Music and music experiences support the formation of important brain connections that are being established over the first three years of life (Carlton 2000). Musical experiences are helpful for academic achievement in childhood, because music actually accelerate brain development, particularly in the areas of language acquisition and reading skills. (The University of Southern California’s Brain and Creativity Institute) Moreover, music ignites all areas of child development and skills for readiness intellectual,

"Studies show that students in the arts outperformed their non-arts peers on the SAT by 96 points, while a child who has continued access to arts education has a 74 percent higher chance of planning to attend college” (Urist 9). The arts teach several lessons to children and they provide an equal opportunity for everyone. The arts also provide a different form of discipline and insight into the real world. While others may say that sports make kids strive for good grades, the arts support children in a different way. Others may also say funding should go towards core subjects, but what they don’t know is that the humanities use the core subjects during classes. Even though fine arts are not exciting for everyone, they should receive more funding in schools because fine arts keep kids out of trouble, provide a way to express oneself and help teenagers make life decisions.

In school all across America we focus on remembering the facts, remember this, read this, and listen to this PowerPoint. The education system needs to shape young minds and teach instead of forcing knowledge upon them. Brains of young children are like a water balloon, it has room to expand for knowledge although, if you fill it to fast water will erupt or leak. Americans move fast, we believe the faster we go the further we will succeed. Despite these beliefs this does not work for students, to fast and to much water in their balloon will make it pop. All students are different, and have a different style of learning. There are a total of 7 different categories that all students fall under for learning they include visual, aural, verbal, physical, logical, social, and solitary (Lepi). As a result some students learn by working this groups, or using a song to remember material for an upcoming test. Others may like to see graphs to compare; and some comprehend chemistry better from seeing and studying a model of water. As a result of this diversity it is hard for many students to sit through a power point with facts to fully understand what they are learning. A study was performed using “Academic music” at Hoover elementary school in California. After 6 weeks of the technic of learning using music the students scored 50% higher on a fraction test then students at the same score using