College of Saint Rose



Thom PiejkoEPY 500Article ReviewStatement of PurposeIn our current economy, more and more school districts are making the decision to remove fine art courses from their curriculum in order to solve issues with funding and budget cuts. The fine arts have been used to teach other areas of academics such as history, math, and science and have been proven to improve student learning. The purpose of this research proposal is to show that fine arts programs contribute to an increase in student academic performance and that in cases where fine arts programs were removed correlated to a decline in student performance.IntroductionThe arts. ?To many, they provide a necessary outlet for the challenges we endure in everyday life. ?For others, the arts allow for the chance to communicate and express an opinion. ?The arts captivate students in the learning process and motivate them in their lessons. ?The arts also inspire students to want to learn more as well as to seek out information outside of a school setting. Unfortunately, an overwhelming number of people view the arts as nothing more than a hobby or as a meaningless class used to free students from the demands of the 'important' subjects. ?This biased opinion is the result of a failure to understand the beneficial impact that the arts have on student academics. ?Because of this, the arts are often the first item to be placed on the chopping block when a school district is making budget cuts.Due to acts that were created in an attempt to improve student academic success (such as No Child Left Behind), time has been taken away from the arts in an attempt to raise standardized test scores in English and math. ?Although this shift in academic priorities has taken time away from the arts, studies have concluded that the arts actually help to raise student scores on standardized tests.In 2001, George, W. Bush signed into law the No Child Left Behind Act (NCLB) in an attempt to improve reading and math test scores for students across the country. In doing so, NCLB defined the core academic subjects. The subjects listed were English, reading, language arts, mathematics, science, history, geography, economics, civics and government, foreign languages, and the arts (Garcia, 2010). The intent in naming these core subjects was to provide students with a well-rounded education while helping students become more skilled in reading and math. Since the implementation of No Child Left Behind in 2001, school districts across the country have been struggling to close the achievement gap by the 2013-2014 deadline (Garcia, 2010).Despite having good intentions, NCLB actually resulted in many schools taking time away from the arts in an attempt to raise scores on state mandated tests in English and math. In 2009, a survey was conducted Choi and Piro in which 347 School districts across the country were asked about the amount of time they devote towards math and English. The study concluded that since 2001 (the enactment of NCLB), about 62% of these districts increased instruction time for English Language Arts (ELA) and mathematics in both elementary and middle schools. The increased time allowed for these subjects areas to decrease in time for the arts (Daniel, 2010).Choi and Piro also conducted that five hundred sixty-eight minutes (almost ten hours) per week were devoted to ELA. And only 97 minutes for art and music. In addition, School curricula have become made increasingly tailored to include only the content and skill sets evaluated on local, state, and federal assessments (2009).With the combination of more focus being devoted towards state mandated and funded subjects (ELA and math), as well as the declining economy, it all too common for the arts to be cut from the curriculum (even though the arts are listed as a core academic subject under NCLB).However, there has been a great deal of research in recent years that suggests that that not only does the inclusion of the arts within a curriculum improve student education, but the removal of art from a curriculum can hinder student education. Despite numerous studies of the benefits that the arts can have not only in the social-emotional development of students but in conjunction with the recent research that shows the arts effect on cognitive development these programs are continually being cut (Miller, 2011). The next section of this paper will focus on three key points: (1) Why it is important to teach art, (2) How the inclusion of art within core subjects can improve a student’s education and (3) Comparing test scores between school districts with and without art in their curriculum.Why it is Important to Teach ArtIt is widely believed by scholars and philosophers all over the world that the arts are part of what makes us human. Part of being human is having a language and voice in which to communicate. The arts have served a similar function to language in the development of the human species (Upitis, 2003). As the human species develops, so does our culture.Art is always among the highest expression of every culture, the arts teach us much about every historical period through its literature, visual arts, music, dance, and drama (Para, 2006). Without art, the knowledge we have of ancient societies would be non-existent. If it wasn’t for their hieroglyphics, massive pyramids, jewelry, or other artifacts, we wouldn’t know anything about the ancient Egyptians or that they even existed.As we evolve as a culture, so too does our art. Since our art is ever-changing, it is important to be able to interpret what it means. There is no doubt at all that kids today are growing up in a visual culture. With graphic design, advertising, films, television, and videos, our lives are constantly influenced by the art around us. However, without an art education, students will be unable to critically analyze and decode these visuals and will unwittingly accept their messages (Passmore, 2007). The study of art allows students to understand the world and their relationship with it.However, art education isn’t just about learning how to understand our culture. By participating and creating art, we learn how to see in new and innovative ways that teach us how to have greater patience, practice positive problem solving, and develop greater self-confidence and self-concept (Eisner, 2002).Art also plays a huge role in the education of students with special needs. As mentioned above, part of being human is having a language and voice in which to communicate. In 2008, Jan MacLean worked with secondary students with cognitive and / or intellectual disabilities (Students with IQ’s less than 70%). Many of these students were unable to speak. However, after working with these students for several months, MacLean discovered that engaging these students in art activities allowed the students to acquire a language that allowed them to make sense of themselves and their world (2008). Maclean stated that we as a human species are who we are though engagement of others [communicating] (2008). It is because of art that these individuals with special needs were able to communicate.How the Inclusion of Art within a Curriculum can Improve Student Education.There have been several studies conducted that provide strong evidence in how art can increase a student’s education. Art can bring every subject to life and turn abstractions into concrete reality (Para, 2006). One source of evidence is how the integration of art can improve a student’s retention of information. In their article entitled Why Arts Integration Improves Long-Term Retention of Content, Gregory, Hardiman, Rinne, and Yarmolinskaya discuss a variety of well-known memory effects in cognitive psychology and how the arts address these memory effects naturally (2011). The eight memory effects discussed are rehearsal, elaboration, generation, enactment, oral production, effort after meaning, emotional arousal, and pictorial representation. It is the belief of Gregory, Hardiman, Rinne, and Yarmolinskaya that the integration of artistic activities within the instruction of other content areas may be a particularly effective means of enhancing long-term retention of content (2011).This theory is supported by Herberholz when she argues that not only can art be fun, but the actual process of art- making can be multidisciplinary (2010). It is the belief of Rebecca Alberts that art and science are closely linked. Alberts argues that both artists and scientists work in a systematic but creative way – knowledge and understanding are built up through pieces of art or a series of labs (2010).However, it is important to note that students can benefit from all forms of art and not just the visual arts. Binta Colley performed a study in which she set out to teach social studies through the performing arts. After her study, she concluded that her use of the performing arts taught higher critical thinking skills and the complexities that surround social, cultural, economic, and political events in everyday life (2012). Also, Caughlan also states that studying music can help with the growth in mathematical thinking (2008). This evidence shows that there is a relationship between cognition and paring Test Scores between School Districts With and Without Art in Their CurriculumOver the years, there have been numerous studies comparing the test scores of students with and without art in their curriculum. Overall, these studies have found that students who are engaged in the arts tend to outperform their peers on standard measures of academic achievement (Fiske, 1999). What’s interesting is that not only do the arts help to raise test scores, but when arts programs are eliminated altogether, achievement scores tend to decrease (Melnick, Strickland, & Witmer, 2011).In 2006, Ruppert studied the federal database of over 25,000 middle and high school students. Ruppert discovered that students with high arts involvement perform better on standardized achievement tests than students with low involvement (2006). Ruppert also discovered that increased years of enrollment in arts courses are positively correlated with higher SAT verbal and math scores (2006). In 2010, Cynthia Garcia performed extensive research in which she compared the state mandated test scores for students in programs with and without fine arts in the curriculum. In her doctoral study, Garcia states that many administrators feel as though art is “Nice but not necessary.” However, according to Garcia’s research, the arts can produce a significant difference in the reading and math achievement of students, especially for the economically disadvantaged and the Hispanic minority (2010). These findings are paralleled by Richard Baker who discovered that the musical arts have a high level of influence on increased English and math high-stakes test achievement (2012). What’s surprising is that all research shows a strong relationship between the arts and student achievement in English and math. However, Choi and Piro discovered a 33% decline in the time devoted to art and music instruction in a significant number of schools. This decline in time devoted to the arts is a result of NCLB and teachers focusing on standardized-test scores (which happen to be in English and math).Methods SectionComparing test scores between school districts with and without art in their curriculum.Participants – For this study, I selected four school districts within a 100 mile radius. The distance was chosen so that students would be living in similar settings. The only difference was the number of art classes available to each district. District A and B both have over twenty different art classes available to their students whereas districts C and D have zero due to budget cuts.Each school district is similar in that they have a diverse range of 8 to 10 thousand students. Of those 8 to 10 thousand students, those who took the math and English standardized tests will their scores compared. For the question “Why is it important to teach art?” twenty participants will be chosen at random from each school district (10 teachers and 10 students). Within all the school districts there is a wide range of diversity. Male to female ratios is equal throughout the districts, with little variance. Demographics can be viewed below. District A – Within school district A 30% are Hispanic 40% are African American 20% are White and the last 10% is Other. Male to female ratio is 3 to 4. District B – Within District B 37% are White, 30% Native American, 20% are African American, 10% is Hispanic, and lastly 3% are Southeast Asian. Male to female ratio is 4 to 3. District C – Within District C 40% are White, 38% are Hispanic, 20% are African American, and 2% are Native American. Male to female Ratio is 4 to 3.District D – Within District D 20% are White, 35% are African American, 40% are Hispanic, and 5% are Native American. Male to female ratio is 3 to 4. Role of ResearcherResearcher is currently a 7th and 8th teacher in a neighboring school district. The researcher does not teach in any of the school districts being tested. Due to significant budget cuts in several art departments across the county, Mr. Piejko has taken the initiative to partner with the local community college’s art department in creating this research to find if there is a correlation between student’s achievement levels and their participation in art classes. The researcher has an associate degree in Illustration, Bachelor’s in Art Education, and pursuing a Master’s degree in Educational Technology. The research has conducted qualitative surveys, focus groups, and interviews in the past during his academic career when conducting a small scale study on the impact of art in special education classes. The researcher has had little experience conducting research at a large level over several counties, but partnering with the local college has given him the resources and material needed for such as large scale study. The teacher has had no previous relationship or communication within any of the students involved in this study. Due to the fact that the teacher is from a different school district from any of the districts being tested, this has been done as a precautionary measure to avoid any type of bias between research and participant that may arise. Methods of Data Collection:Research QuestionData Collection MethodsStrengthsWeaknessesComparing test scores between school districts with and without art in their curriculum.Test Score CollectionInformation from large groups.Close ended responses.Descriptive data.Inexpensive.Analyzed using software.Wide range of topics.Self-report can lead to biased reporting.Data may lack depth. May not provide adequate information on context.How has the inclusion of art within a curriculum improved student education?Exploratory Focus GroupGood way to get people to talk about their attitudes and perceptions.Visual aids can be used.Client can observe research as it is being conducted.Can be an inefficient way for gathering information.Reveals attitudes of only small groups of people, not scientific samples.Need a good moderator.Why is it important to teach art?Personal InterviewUsually yields rich data, details, and new insights.Allows face-to-face contact with respondents.Allows the opportunity to explore topics in depth.Allows for the clarification of questions.Can be expensive and time consuming.Need well-qualified, highly trained interviewers.Interviewee can distort information through recall error, selective perceptions, and desire to please interviewer.Can result in inconsistent responses.Describe the data collection toolsThere will be only type of quantitative data collection type which will be the standardized test scores. These scores will be collected by an access database. The types of qualitative data collection tools which will be used are a qualitative survey, focus group, and personal interviews. The data collection for the qualitative survey will be done by teachers. The data from the focus groups will be collected by the researcher and a professor from the art department of the community college. Finally the personal interviews will be collected by the researchers and a graduate assistant provided by the college. Materials:Comparing test scores between school districts with and without art in their curriculumThis study will need materials including a database collection system which will collect, compute, and organize the data enabling the researcher to query the test scores and summarize the data found. The college will be providing an access database to collect and analyze the data. The college has also been allowed access by the state to these test scores which will be exported from the state database to the access database. The college is providing a graduate assistant who will be reviewing and inputting the data from the state into the database. The student will not be from the area, therefore preventing bias from occurring. How has the inclusion of art within a curriculum improved student education?This study will involve the researcher conducting several focus groups throughout the school districts. The only materials that will be needed are the volunteer grad student who will be conducting the same set of subject and questions materials as the researcher to the teachers. The college’s education department was given the set of questions and subject that would be discussed in the focus groups to ensure that the teachers would be able to answer the questions in a manner that was concise and close finding how arts within a curricula impacts a student’s education. Why is it important to teach art?The materials needed for the personal interview include the time and effort of the graduate student. This will also include training which the student will participate in on how to conduct personal interview and code the data properly for future analyzing. The interview questions were previously taken from pilot test done by the college in a neighboring county. Procedure (Comparing test scores between school districts with and without art in their curriculum):For the second part of this study, a qualitative survey will be dispersed the day after the students have finished the exam. The survey will be given during their first period. After the student has finished the survey, the student will hand the survey back to their teacher. The researcher will then ask all of the teachers to leave the surveys in the principal’s office into a sealed envelope. The researcher will then pick the surveys up, not knowing which surveys are to which class or teacher. This will be done to prevent any bias or unethical practice. Procedure (How has the inclusion of art within a curriculum improved student education?):A volunteer grad student will conduct a series of focus groups consisting of ten teachers from each school in each district. Prior to the focus group sessions, each principal in the district will be asked to send out an e-mail asking teachers to volunteer in a study about how the arts have impacted their students’ academic success. The first ten teachers to respond to the e-mail will be part of the focus group for that school. By the teachers self-selecting themselves, the focus groups will be more randomized. Each focus group will consist of a twenty minute process in which teachers will be asked to discuss how they have integrated art within their lessons and how student grades have improved since its implementation. In contrast, teachers who work in the two school districts who have had their art programs cut will be asked to discuss the difference in student academics before and after their removal. Procedure (Why is it important to teach art?): An examiner will interview students and teachers individually at their school in one session that will last 20 minutes on average. During student lunches, a signup sheet will be provided for those (students and/or teachers) who are interested in discussing the importance of the arts. Once the sheet has been filled, every fifth participant will be chosen and a letter of consent will be sent to their guardians’ home for participation of research. The examiner will ask each participant about their views on the arts, their involvement in the arts, how they feel it impacts their grades, and why it is or isn’t important to teach art. All sessions will be videotaped so the data can be coded. Benefits:By conducting this research, perhaps school districts will think twice before cutting its art program. In addition, it is continuing research in support of finding a correlation between student academics and art education (specifically in test scores). Through the sharing of material from this paper, teachers can begin to implement art activities within their own lessons that will better captivate, motivate, and inspire students.For future research, one can perform a longitudinal study to monitor students’ continuing success due to the arts.Limitations:The proposed methodologies can be threaten the validity of this research in that only students who want to speak about the arts will volunteer to do so. In addition, individuals in focus groups may sometimes not speak honestly/openly about topics, therefore limiting the results.ReferencesAlberts, R. (2010). Discovering science through art-based activities. Learning Disabilities: A Multidisciplinary Journal, 16(2), 79-80.Baker, R. (2012). The effects of high-stakes testing policy on arts education. Arts Education Policy Review, 113(1), 12-25.Caughlan, S. (2008). Advocating for the arts in the age of multiliteracies. Language Arts, 86(2) 120-126.Choi, H., & Piro, J. (2009). Expanding arts education in a digital age. Arts Education Policy Review, 110(3), 27-34.Colley, B.M. (2012). Teaching social studies through the performing arts. Educational Forum, 76(2), 4-12.Daniel, C. (2010). Advocating for the visual arts in the era of no child left behind. Retrieved from ERIC.Eisner, E. (2002). The arts and the creation of mind, What the Arts Teach and How it Shows. 70-92Fiske, E (Ed). (1999). Champions of change: The impact of the arts on learning. Arts Education Partnership and President’s Committee on the arts and Hummanities.Garcia, C.M. (2010). Comparing state mandated test scores for students in programs with and without fine arts in the curriculum. (Doctoral dissertation, Walden University), Available from ERIC. (ED518415).Gregory, E., Hardiman, M., Rinne, L., Yamolinskaya, J., (2011). Why arts integration improves long-term retention of content. Mind, Brain, & Education, 5(2), 89-96.Herberholz, B. (2010). When integrated in the curriculum. Arts and Activities, 48(4), 14.Knight, L. (2010). Why a child needs a critical eye, and why the art classroom is central in developing it. International Journal Of Art & Design Education, 29(3), 236-243.MacLean, J. (2008). The art of inclusion. Canadian Review of Art Education: Research andIssues, 3575-98Melnick, S.A., Witmer, J.T., & Strickland, M.J. (2011). Cognition and student learning throughthe arts. Arts Education Policy Review, 11(3), 154-162.Miller, L.N. (2011, May 1). Theatre arts programs: Impact of cognitive development in elementary school students. Retrieved from ERICPassmore, K. (2007) Why teach visual culture? Schoolarts: The Art Education Magazine for Teachers, 106(6), 26.Ruppert, S. (2006). Critical evidence: How the arts benefit student achievement. National Assembly of State Arts Agencies, 1-25Upitis, R. (2003). What is arts education good for?. Education Canada, 43(4), 24-27. ................
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