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The potential effects and their participation in art education  is a critical central issue for development and preservation of culture. The importance of this kind of education must be focused critically on the awareness of the kind of art which is received, where it is received, and the influence it accrues to active participation in arts in school and after school. Thus it is important to have information regarding the impact of art education on participation of art for individuals interested in arts in the broader level of education and the cultural policy. The art education and participation of art has effects that apply to all as people become more actively involved in music, dancing, writing acting and visual arts. The art education is either to contribute, or reduce of art participation to people of different social economic status, gender ethnicity and racial differences (Sturiale, 2006). The difference of art education between the public and private schools and the larger community, is the most important aspect of participation increasing as either the general education or the art education.

There have been many efforts in the reinstating the art education as it is claimed that it improves the student performance. The art education has been recognized as a serious subject, which has developed the path to the improvement of students `success in the core subjects. There has been compelling evidence that the learning of arts usually provides a wider spectrum of both the academic and social benefits (Day, 1976).

The behavior of the mind and social competence is inherent in art education. Thus there is improvement in achievement of other fields of life as it has been found, the performance of students involved in art education is better than those who are convencial involved. Art has been advocated for the reduction of tedium in school and television watching with an increased participation in community activities.

The art education and active participation assists students in the application of the concept of transfer. This is through the understanding that learning in one of contextual enhances the learning of other different context as the learning experience has been involved in the transfer of life and school learning. The art has developed motivation to learning and achievement of critical thinking skills (Guetzkow, 2002). The art education has been seen to correlate with the high score in the SAT verbal and math score standard exams, due to students’ participation in art education.

The learning arts have indicated the effects of academic achievement and the social development in youths through the participation of the major art forms. There is a great distinction between the art and academic and the social outcomes (Ruppert, 2006). There are major benefits which are recognized that art learning is academic, basic and comprehensive. The learning of art can be categorized into three parts.

The Academic Learning of Art

There have been major contributions to learning of art in development of academic skills. Learning of arts leads to the improvement of language development and reading skills coupled together with mathematics. The outcome of standardized exams has indicated that the education of art provides learning of related arts. So, there is an improvement in all area of academics.

The art instructions have various forms which have the capability of enhancing and complementing of the basic skills of reading and development of language and writing skills. The art of dancing has been used in development of readiness in reading and the study of music has developed the context language skills (Sturiale, 2006). The association of words, letters and phrases with sounds and the meaning of sentences enhance the development of the literacy skills, thus a combined process is initiated. The relationship that exists between drama and development of writing skills has been documented as the use of dramatic enactment which assists students to achieve crucial curriculum objectives in the story understanding, comprehension of reading and writing skills.

The use of drama in teaching process provides supplement approach by allowing students to act their favorite stories, thus motivating the learning. Overall involvement in the dramatic enactment helps students to improve the understanding of the story. In its turn, this will enhance the writing skills of students. There are certain forms of instruction in arts which empower the development of the spatial-temporal reasoning capacity (Guetzkow, 2002). This is an integral benefit to the achievement of mathematical skills which are important. This provides students with the ability of understanding the affairs that exist between an idea and an object in relation to space and time. The musical training in rhythms does emphasize the proportion, patterns and ratios which are expressed in mathematical relations.

Basics of Art Learning

The development of certain skills of thinking, social and motivational skills may be considered to be basic for success in school and out-of-school life. The fundamental skills incorporate more delicate and general capacities of the mind, the social relationship and the perception of oneself. The cognitive skills which comprise the operation of thought processes of mentality, intuition, perception, imagination, creativity and problem solving skills are the processes that are intuitively associated with the learning of arts in school (Sturiale, 2006).

The relationship between the arts and the spatial reasoning are the same as numerical skills. The participation of individuals in arts learning  leads to the development of cognitive skills which is subsequently transferred to the other subjects. Inmeasures of creative thinking, the scores of those who are art-learners are usually higher than of non-learners of arts. This is due to the fluency and the originality of abstract thought which is important for the other areas.

The activities that are learned in art helps the students in the promotion of positive social skills growth. The social skills which involve self-confidence, control, empathy, collaboration and social tolerance are not gifts or talents. The learning of arts plays a key role in the development of social competence among the less disadvantaged students who are at the risk of completing their education successfully. This is because the learning of arts invokes the self-esteem and confidence skills as it helps in fears overcoming (Guetzkow, 2002).

The motivation to learn is nurtured by the learning of arts through its emphasis of active obligate with discipline and sustained attention, in addition to taking the risk and persistence. The leaning of arts motivates students who might be at risk of dropping out of school. The art learning has positively motivated students as they are provided with environments which are conducive to the promotion of constructive acceptance of criticism and risk-taking. The use of arts in learning helps students to be more sophisticated and good-readers who less reluctant in interpreting texts rather than passive reading (Ruppert, 2006).

Comprehensiveness in Art Learning

An environment of art learning that is rich has the effects which are far reaching to the extent of the school and the entire community. This is due to the benefits that are accrued with the learning of arts , inclusive to all students. These benefits are more disadvantaged as the integration of art to critical enhance the students to compete with the school curriculum and the well-rounded education. Thus the art learning is comprehensive of the world’s true sense (Ruppert, 2006).

The most conducive learning environment to success of the students and the teacher through the fostering of innovations by the teacher is created by the learning of arts. The innovation of professional culture, the role of engaging to the community, increased and effective instructional practices and the identity of the school are the benefits of the learning of arts. The art learning which is integrated with the academic activity has shown that students whose academic learning is incorporated with the arts, are better performers in standardized tests than those whose academic learning is  not integrated with arts (Sturiale, 2006). The benefits of arts are beyond the student outcomes as they focus on the learning processes and the teaching professionalism. The increased teacher’s collaboration with the students has enhanced the partnership with the entire community.

Conclusion

There is a clear evidence that education of arts have contributed relatively to the improved performance and to students' success both in school and out-of-school life. The experience of arts must be ensured as an opportunity it is for the margin of educationa benefits. It is important to understand that full education is dependent on the expression of art as it enhances the critical thinking and the ability of making questions and development of analysis skills. These skills are required in all areas of education as they help students in conceptualizing problems. The learning of arts has been seen to develop the students’ skills in solving problems as they are well-awared of the real world. The arts help the full utilization of the skills which are termed to be basic as they positively apply for these cognitive skills. Therefore, the learning of art should be placed at the core of general education as it has been seen that the art is a compelling topic which applies to all students at the all levels of education. The art learning helps throughout the improvement of cognitive skills, to contribute students to achieve success as at school as in out-of-school life.

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