The Arts Contribution to Adolescent Learning
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| Title: | The Arts Contribution to Adolescent Learning |
|---|---|
| Language: | English |
| Authors: | Diket, Read M. |
| Source: | Kappa Delta Pi Record. Sum 2003 39(4):173-177. |
| Availability: | Kappa Delta Pi. 3707 Woodview Trace, Indianapolis, IN 46268-1158. Tel: 800-284-3167; Tel: 317-871-4900; Fax: 317-704-2323; e-mail: pubs@kdp.org; Web site: http://www.kdp.org/publications/publications.php |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2003 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Federal Legislation, Art Education, Adolescents, Secondary School Students, Art Activities, Educational Legislation, Aesthetics, General Education, Music Education, Dance Education, Skill Development, Knowledge Level |
| Laws, Policies and Program Identifiers: | No Child Left Behind Act 2001 |
| DOI: | 10.1080/00228958.2003.10516401 |
| ISSN: | 0022-8958 |
| Abstract: | The importance of arts education has long been recognized. Years ago, John Dewey (1934, vii) argued that, in arts education, "learning is controlled by two great principles: one that participation is something inherently worth while, or undertaken on its own account; the other is perception of the relation of means to consequences... A third consideration [focuses on] skill and technique." Today, the arts are taught in schools as disciplines providing unique cores of understandings, and fostered as curricular enhancements for learning through other school subjects. The skills and techniques that Dewey considered integral to the arts offer to engaged learners alternative languages and innovative strategies. The arts are among core academic subjects under the No Child Left Behind initiative, which provides assistance for arts education as an integral part of elementary and secondary school curricula. The legislation also includes provisions for increasing student competency in the arts. Appropriately, the arts under this initiative, are expected to contribute to student learning in general--through artistic experience and specific content taught by field specialists in distinct disciplines, and also as contributory artistic strategies posed by teachers in other core subject areas. Though the "No Child" legislation's emphasis on high-stakes testing in reading and math could work counter to arts education in schools, it can work positively if teachers in other subject areas recognize the value of artistic understandings and seek to incorporate the arts into classroom learning plans. Within the design of education, the arts communicate ideas, captivate the imagination, contextualize information, provide open frames for viewing the world, and widen perspectives. |
| Abstractor: | ERIC |
| Entry Date: | 2008 |
| Accession Number: | EJ787766 |
| Database: | ERIC |
| Abstract: | The importance of arts education has long been recognized. Years ago, John Dewey (1934, vii) argued that, in arts education, "learning is controlled by two great principles: one that participation is something inherently worth while, or undertaken on its own account; the other is perception of the relation of means to consequences... A third consideration [focuses on] skill and technique." Today, the arts are taught in schools as disciplines providing unique cores of understandings, and fostered as curricular enhancements for learning through other school subjects. The skills and techniques that Dewey considered integral to the arts offer to engaged learners alternative languages and innovative strategies. The arts are among core academic subjects under the No Child Left Behind initiative, which provides assistance for arts education as an integral part of elementary and secondary school curricula. The legislation also includes provisions for increasing student competency in the arts. Appropriately, the arts under this initiative, are expected to contribute to student learning in general--through artistic experience and specific content taught by field specialists in distinct disciplines, and also as contributory artistic strategies posed by teachers in other core subject areas. Though the "No Child" legislation's emphasis on high-stakes testing in reading and math could work counter to arts education in schools, it can work positively if teachers in other subject areas recognize the value of artistic understandings and seek to incorporate the arts into classroom learning plans. Within the design of education, the arts communicate ideas, captivate the imagination, contextualize information, provide open frames for viewing the world, and widen perspectives. |
|---|---|
| ISSN: | 0022-8958 |
| DOI: | 10.1080/00228958.2003.10516401 |
