Oxford University Press. "First Evidence That Musical Training Affects Brain Development In Young Children." ScienceDaily, 20 Sep. 2006. Web. 3 Aug. 2011. <http://www.sciencedaily.com/releases/2006/09/060920093024.htm>.
The Canadian-based researchers measured changes in brain responses from two groups of children—those taking Suzuki music lessons and those taking no musical training outside of school—to investigate how musical training affected normal brain development. After one year the musically trained children performed better in a memory test that is correlated with general intelligence skills such as literacy, verbal memory, visiospatial processing, mathematics and IQ. This article provides clear evidence that music can have a significant effect on brain development.
Vauhn, Kathryn and Ellen Winner. “SAT Scores of Students Who Study the Arts: What We Can and Cannot Conclude about the Association.” The Journal of Aesthetic Education, Fall 2000, 34(3-4): 77-89.
The authors submitted a questionnaire to students indicating the number of years of arts classes they took or planned to take and compared their responses to verbal, math, and composite SAT scores to determine the relationship between SAT scores and the number of years of arts study, which SAT score is more strongly associated with studying the arts: the verbal or the math, and are the relationships stronger for different arts disciplines. The results of their experiment showed that (1) Students who take arts classes have higher math, verbal, and composite SAT scores than students who take no arts classes, (2) SAT scores increase linearly with the addition of more years of arts classes, (3) The strongest relationship with SAT scores was found with students who take four or more years of arts classes and (4) Acting classes had the strongest correlation with verbal SAT scores. Acting classes and music history, theory, or appreciation had the strongest relationship with math SAT scores. However, all classifications of arts classes were found to have significant relationships with both verbal and math SAT scores. This study provides substantial evidence of the influence of an arts education on composite sections of a standardized test and specific relationships to those sections.
Harland, John, Kay Kinder, Pippa Lord, Allison Stott, Ian Schagen, Joy Haynes, with Linda Cusworth, Richard White and Riana Paola. “Arts Education in Secondary Schools: Effects and Effectiveness.” National Education for Educational Research (NFER). The Mere, Upton Park, Slough Berkshire SL1 2DQ, UK, October 2000.
The authors sought to determine whether involvement in the arts boosted general academic performance in secondary schools and consisted of primarily a qualitative study based on student self-report, but also included a quantitative examination of the relationship between arts concentration in secondary school and performance on national exams. Case study results showed that performing well in at least one art form reported a wide range of positive effects from arts education including skills in the art form, enjoyment, relief of tension, learning about social and cultural issues, development of creativity and thinking skills, enriched expressive skills, self confidence, and personal and social development. This study provides evidence that students clearly perceived that the arts facilitate their personal and social development.
Hurley, Ryan. “Cuts In Arts Programs Leave Sour Note In Schools.” Wisconsin Education Association Council. 25 June 2004. <http://www.weac.org/news_and_publications/at_the_capitol/archives/2003-2004/arts.aspx>.
This article basically summarizes the cuts being made to arts education, the effects of cuts, programs that have been cut (specifically in Wisconsin) and how the arts impact academic performance. The critical piece of information that I will be citing from this article is the short statement Martin Rayala makes regarding the decrease in morale and attendance and increase in vandalism and disruptions.
Maiers, Staci. “Education Cuts Strike a Sour Note.” 4 July 2011. National Education Association: Priority School Campaign. 2011. 4 August 2011. <http://neapriorityschools.org/2011/07/04/education-cuts-strike-a-sour-note/>.
This article discusses statistics regarding budget cuts made to arts education programs as a result of the lack of funding. This will provide the basis of my argument.
Art Education in Detroit Public Schools. 4 August 2011 <http://sitemaker.umich.edu/art.education/our_solution>.
This website offers possible solutions to lack of funding for arts education in public schools. This will provide me with possible solutions for my proposal.
Hoffman, Kathy B. “ Rick Snyder Presents $45 Billion Budget; Cuts to Education, Personal Tax Exemptions.” The Oakland Press on the Web 17 Feb 2011. 4 Aug 2011 <http://www.theoaklandpress.com/articles/2011/02/17/news/doc4d5d534aeca82215701842.txt?viewmode=fullstory>.
This article discusses the proposed budget for the 2011 fiscal year in Michigan. It includes proposed cuts in funding towards public education. This is will form a vital part of my argument.
No comments:
Post a Comment