Using
Fine Arts Education to Improve Students Educational Experiences
Stacy K Burnham
Lamar University
Needs Assessment
Every
year the state places more emphasis on core subjects and less on fine arts
curriculum. I understand that budgets
must be cut but when we start limiting the scope of student learning I believe
that we limit their educational experience.
Students are receiving a less well-rounded education. In researching private school communities
where they are not restricted by budget cuts in the fine arts program, they
recognize the importance of these programs in students’ search for higher
education. By recognizing fine arts as
an addition to core classes, districts will further their students’ educational
experience. After studying the quantitative
data from students involved in fine arts programs compared to students not
involved, I have discovered there is a significant difference in results in
regards to graduation rates, state mandated test results, discipline and future
success. Twenty-one
percent of students of low socioeconomic status who had studied music scored
higher in math versus just eleven percent of those who had not. By the senior
year, these figures grew to 33 percent and 16 percent, respectively, suggesting
a cumulative value to music education(fine arts-fine arts) Music
performance students scored 53 points higher on the verbal and 39 points higher
on the math. Music appreciation students scored 61 points higher on the verbal
and 42 points higher on the math. (Source: 1999 College-Bound Seniors
National Report: Profile of SAT Program Test Takers, The College Entrance
Examination Board, Princeton, New Jersey)
According to the National Education Longitudinal Study of 1988, music
students received more academic honors and awards than non-music students. A
higher percentage of music participants received As, As/Bs, and Bs than
non-music participants. (Source: NELS:88 First Follow-up, 1990, National Center
for Education Statistics, Washington D.C.) (facts and statistics).
Objectives
and Vision of the Action Research Project
The faculty, staff, and community of Klein Collins High
School are committed to providing all students educational opportunities and
skills to promote academic achievement and responsible citizenship in a safe
and nurturing environment dedicated to the promotion of life-long
learning. The goals of this research are
to
provide quantitative data to the stakeholders that prove that fine arts is more
than an extra curricular course and is beneficial to student learning, to
provide quantitative data to the stakeholders that shows that students who are
involved in fine arts programs provide less distractions through discipline
problems and the overall academic success of students than those not involved,
to address the benefits and purpose of a successful fine arts program to the
stakeholders by educating them on the ways fine arts programs can be used as an
addition to the core curriculum to further students’ education and to provide
the necessary tools to the district in order to justify building the fine arts
programs through funding and support.
Review
of the Literature and Action Research Strategy (reference page is located after
report)
The study written by Sandra S.
Ruppert, “Critical Evidence: How the Arts Benefit Student Achievement”, was the
first article and supporting document I read that highlighted the need for fine
arts education. The No Child Left Behind
Act includes the arts as a “core academic subject” which improves student
academic achievement; therefore, it deserves a deeper study of how and why it
was included. With so many districts
cutting funding for arts programs it is important to understand how the public
views fine arts in education. This study
shows how much the public values fine arts and how they view fine arts
education. The study draws conclusions
from several places in regards to how students learn and what the correlation
is to fine arts education. The study
shows the results of a comparison study of students taking the SAT tests who
were involved in fine arts against those not involved. The research shows that students who study
fine arts score above the average on the verbal and math portions of the SATs(Ruppert,
2006,p.9). Ruppert identifies six major
types of benefits associated with study of arts and student achievement, such
as: reading and language skills, mathematical skills, thinking skills, social
skills, motivation to learn and positive school environment (Ruppert, 2006,p.10). This study further breaks down how different
types of lessons and classes work towards one of the benefits listed above. Ruppert (2006) concludes the study with
“The use of
evidence-based research to communicate the benefits of arts
education
is part of a powerful strategy to keep the arts strong in our nation’s
schools.
Research doesn’t hold all the answers to why the arts are important,
but
it does confirm what most people already know to be true in their hearts
and
minds: The arts make a significant contribution to helping all students
achieve success in
school, work and life.” (p.17)
Dr.
James Catterall’s study “Involvement in the Arts and Success in Secondary
School” published in the Americans for the Arts Journal further demonstrates
the need for fine arts education in the school by showing data directly related
to student achievement. The data that is
used is from a longitudinal study done by the United States Department of
Education in 1988. He disaggregates data
according to eighth and tenth grades students involved in the arts programs by
giving percentages of students involved by subject area as well as students
only minimally involved, by going to museums, art shows or attending musical
events. Dr. Catterall then shows academic achievement studies regarding to
eighth and tenth graders who are involved in fine arts programs as opposed to
students not highly involved in school programs. He dedicates a section to economically
disadvantaged students and how arts education benefits them now in school and
in the future. The study shows distinct
advantages to students involved in fine arts programs academically through
standardized test scores, attitudes towards their community and academic test
scores. This research provides a substantial case in
the importance of fine arts education. “The
arts serve to broaden access to meaning by offering ways of thinking and ways
of representation to youngsters possessing a spectrum of “intelligences”
scattered unevenly across the population” (Catterall, 1997,p.9)
USA
Today reported on a study being done by the Arts Education Partnership that
argues the importance of arts in schools benefits students in different ways (Henry,2002). The article shows how different areas of fine
arts can benefit student learning in other core subjects and how it can help to
develop students academically and socially.
The study being reported on is said to be a starting place for future
research as it is comprehensive of what research is currently available it does
not have complete studies in some areas.
The article discusses the dissemination of the report to all school
leaders to better educate them on the benefits of fine arts education as these
are the programs that get budget cuts first.
Articulate
the Vision
I have not communicated the vision
to all of the stakeholders. I have only
communicated with three different administrators; mentor principal, head
principal and curriculum and instruction principal. For the mentor principal and head principal I
spoke with them about how I noticed that my students stayed active participants
in school and did not cause discipline problems. I then expressed the notion that I feel that
students achieve at higher levels when they are involved in fine arts programs. When speaking with the curriculum and
instruction principal I discussed the findings of research and had discussions
involving future staff development.
Since I have not fully developed my research on integrating fine arts
education into core curriculum classes I did not have definitive ideas on what
programs could specifically be implemented.
Manage
the Organization
I plan to gather quantitative data showing the correlation
between students’ achievement and
their involvement in a fine arts program by reviewing state
mandated test scores of students, graduation rates and disciplinary actions in
a fine arts program and students not in a fine arts program. I will request data from my district that
helps with the analysis process and follow their rules and policies in regards
to researching student data. After analyzing
the data I will use this information to aid in communicating to the
stakeholders the need to improve and promote the fine arts programs. Along with the current research I will
research the long-term benefits to students that become involved a fine arts
program. Using the current studies and
in speaking with current community leaders I will be able to compile a listing
of benefits of students becoming involved in a fine arts program. By developing a festival, along with the
other fine arts staff, to honor the achievements of the fine arts at my school
I will be able to further promote the fine arts program. The festival will not only highlight the
students’ current works but will involve a range of professionals within the
community to show the benefits of continued involvement. This festival will be attended by all
stakeholders within our school, as well as, students from the elementary and
middle schools to further encourage involvement for future students. As most of the fine arts staff is busy with
their extra-curricular duties in addition to their teaching duties I plan to
use professional learning community time to develop most of the ideas
described. I will be developing, with
the aid of the curriculum and instruction principal, a professional development
for faculty to educate them on the importance of using fine arts as an addition
to their teachings. Teachers have
opportunities after school to attend optional professional development classes
to gain continuing education hours and I would like to use this time as one of
those opportunities.
Manage
the Operations
When implementing the ideas set
forth in this project I plan to mostly use the collaborative style of
leadership in order to work with the stakeholders and use their expertise to
further my ideas on student achievement.
This strategy will be the one best suited for this action research
project as it will involve everyone in the process and will better achieve
positive results. My first priority is
collecting data as that will initiate the program and garner the attention
needed to set in motion the rest of plan.
Showing stakeholders the benefits and need in the community for fine
arts programs I will be able to gather more of a consensus among the
stakeholders so that when the attention is focused on deciding future choices
they will be better educated on the benefits of becoming involved in fine arts. I will work collaboratively with the fine
arts staff and administration to implement the proposed programs.
Respond
to Community Interest and Needs
My action research project will help
to promote the fine arts programs within the school and show stakeholders why
it is important to continually support the programs. This project will show the benefits of fine
arts education so that it can be disseminated amongst all of the core subjects
to give students a better educational experience. Since my school offers a myriad of fine arts
programs within the regular graduation plans it is fairly easy for students to
become involved. With the institution of
inclusion programs students with special needs are able to take fine arts
classes and to participate to learn other skills that will help them focus in
school and class. By organizing a fine
arts festival the students involved will be able to highlight their work for
their classmates and community members.
Other students not involved will be able to attend and see the benefits
of participating in a fine arts program.
The festival will be free so that anyone who wants to attend will be
able to come regardless of their economic standings.
References
National
Assembly of State Arts Agencies. (2006).Critical
Evidence: How the Arts Benefit
Student Achievement. Retrieved October 28, 2012, from http://www.nasaa- arts.org/Publications/critical-evidence.pdf
Retrieved October 28, 2012, from http://usatoday30.usatoday.com/news/education/2002-
05- 20-arts.htm
