Visual Arts Project Analysis

Section Two: History: Since public schools across the country have faced budget cuts in the past decade and a half, a common cost-cutting measure is to lessen the funding for arts education, prioritizing what are deemed more essential subjects such as math, reading, and science. Yet in fact, the current iteration of the federal Elementary and Secondary Education Act of 1965, also known as the No Child Left Behind Act of 2001, lists that the arts are among the core academic subjects, requiring all schools to enable all students to achieve in the arts and reap all the benefits of a comprehensive arts education. Yet the economically prioritized curriculum is still draining the sources from these imperative programs leaving instruments, paintbrushes, and other artistic pieces in closets to collect dust, because no one will be there to teach or use them. Most impacting in the history of

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

Art programs in schools across the nation are in danger of being diminished due to budget cuts and lack of funding. Due to budget cuts, “... schools have been relying more on private funds and patrons of the arts to provide creative outlets for students” (Hambek). Because art is deemed as less important than other core classes, budget cuts that have been put into place almost automatically go straight to cutting funds for art

Despite the diversity of art concepts taught, it can become quite difficult for one teacher to teach 23 elementary classes and 11 middle school classes. As part of the Miami Dade College community, we can help and stress the

The arts require a large portion of the budget, not only to pay art teachers but also for the materials needed. Yet it doesn't receive the money it needs in view of the fact that a lot of people demean the prevalence of the arts in education claiming that in the real world the arts aren't essential. In recent years the budget cuts have made art education almost a fictitious concept. This is a problem that is critically wounding student's right to a well-rounded toolkit. "A well-rounded educational experience that includes the arts is closely linked to academic achievement, social and emotional development, civic engagement, and equitable opportunity" (Velasco). The benefits of the liberal arts are limitless, by riding schools of art programs, public education is restricting innovativeness and diminishing the limitless of

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

Artists come up to me, place their drawing 3 inches from my face, and tell me they are done or ask, “Is it good”? I ask them if they went to the art strategy board and looked at #1? Getting advice from peers is not only a TEK but an awesome way to get kids to communicate and engage in meaningful questioning. I insist that they ask an art question. It may take a few reminders, but “I can’t” will become a thing of the past. I’ve become such a fan of changing mindsets, because growth mindsets are the key to pretty much any challenge kids will face in their lives. Growing mindsets empower students for their own

“What do these kids do over the summer without school or the after school program? Where will they get food and someone to care for them and love them?” I continued brainstorming ideas to get the kids out of their hopeless, hungry summer. Crafts have always been a strongpoint for me, so I went to the afterschool coordinator with a containing all details the program would entail, from the crafts to the supplies to the cost. After getting a go from the coordinator, I began my six month journey to create the best art program I could. As I started gathering supplies for the crafts, I realized that some of crafts were too difficult to prosecute for either the kids or me. Later thankful for that roadblock, I came up with a whole new plan; I came up with themes that went along with a craft as well as an activity that went along with each theme. Not only were the crafts cute and fun, but also served a purpose: from decorating pillows and tie-dyeing shirts, to making homemade chiapets to teach responsibility. The summer months drew nearer as I scrambled to finish shopping and preparing each craft. Recognizing it was too difficult to accomplish on my own, I began to get my

Star Generation is a local community innovation, driven program that expressively improves the lives of the most vulnerable groups. The program focus on measuring success and the evidence that will be shared as a result will help support local efforts to prevent and reduce youth from getting out of control and building a body of evidence of what works by providing a program that can change adolescent future behavior. By partnering with local schools, communities, organizations and various stakeholders is the primary goal to provide outreach and proposal support to issue, execute and oversee support agreements. Star Generation will provide youth tools and experience needed to be successful in their artistic experiences and future careers.

As a member of society, children can exercise their right to freedom of self-expression; both verbally and non-verbally. Some children have issues, expressing themselves, which can cause them to shut-down or display aggressive behaviors. As an alternative, children are allotted the opportunity; to instead, engage in creative arts to express their feelings. By including art programs such as art, music, and dance at schools, educators can help the children develop higher levels of self-awareness, self-efficacy, self-expression, emotional stability, reduce negative emotions and aggressive behaviors (Rebollo, 2009). As a form of dynamic storytelling, creative art programs have been recommended and offered at some social institutions which have included schools, healthcare facilities, prisons, and some community centers (Rebollo, 2009). I firmly believe that the educational system should mandate all public schools to include art, music, and dance activities in the curriculum. This scarcity led me to ask the following questions: Why is there a lack of public funding for programs that can help improve a child's well-being and quality of life? And Why are the public schools in urban and low-income neighborhoods the first target?

Pierre Bourdieu’s Theory of Practice has had enormous influence on the “exploration of the role of culture in the places of social inequity (Silva 142). Illustrations and artwork created by youth cac containing creative expression capable of communicating social activism while simultaneously inventive and imaginative, exhibiting aesthetic beauty and profound insight. Organized youth programs such as Young Voices, Toronto Emerging ARTivist (TEA) and Success Power Opportunity Teamwork (S.P.O.T) allow for the creation and public exhibit of such work serve more than artistic outlet. These programs also afford youth opportunities of skill acquisition and building formative relationships, combining mentorship and institutional agency.

Countless success stories can be found of people who have benefited from art programs in the way of character building. Art programs affect the characteristics of people differently, but always in a positive way. Singing in a choir can improve a student’s social skills and allow him to experience participating in a team. Painting a fruit bowl can enhance one’s perspective and help develop his style. Acting in a play can help to build and secure a person’s self esteem and help him grow as an individual. Art can also benefit communities and societies. Charity concerts and public performances by school music and drama groups help add a sense of happiness and togetherness to the surrounding community as people gather for a common purpose. Public murals and art gatherings

Basically, the lesser engaged youth desired the principles utilized in higher quality arts programs by the highly engaged youth. Researchers go on to suggest that this is the aspect that could lead the lesser engaged youth to the next level. To fix the damage that has been done, the team suggests that improving the quality of art programs overall will start to affect an increasing number of youth. According to this line of thinking, word of mouth will eventually spread, which would greatly increase.

When being young in communities that have high violence rates and low average income, it can be difficult to not only harbor and process your feelings and experiences, but to also have a platform to express those experiences and be heard. Children that grow up in these areas often experience less outdoor recreational activities, lower levels of academic achievement, diminished cognitive functioning, lower socioemotional functioning, which can leads to later life issues (Shinew, Stodolska, Roman & Yahner, 2013; McLoyd, 1998). One way to counter the negative effects of the environment is with art based activities. Unfortunately, the arts is usually not a priority in public education and communities, but this norm should be challenged because the arts are a way to combat the issues that communities are faced with (Kratus, 2007). The arts are therapeutic and vital for bettering youth’s experience in these settings in this time of their development, teaching children discipline and skills for future use and exposing youth to career fields that are not prominent in their community.