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The importance of art in the classroom

2019-04-09 Arts No comment

“Art” is defined in the “Encarta Dictionary” as “any art form”, such as painting, sculpture, architecture, painting or engraving, which is considered to have pure aesthetic value. [Encarta, 2004]. Although this definition is related to art in the conventional world, in terms of teaching, art is defined as a topic that is beneficial but not necessary for the learning process, and because of lack of time, the learning potential is small and is often phased out. ,No money. Art is simply seen as painting and painting, not the subject of academic scholarship. Writer Victoria Jacobs explained that the art of primary school is often separated from the core curriculum, but is provided as a rich activity that is considered beneficial but not necessary. [Jacobs, 1999, p. 2].

What is missing in the classroom is the lack of benefits for teachers to maintain art courses. Teachers know very little about the understanding of art as a discipline. They believe that art teaching is a teacher-oriented project for entertaining or teaching other disciplines. [Berghoff, 2003, p. 12]. Art expands students' learning boundaries, encourages creative thinking, and gains a deeper understanding of core subjects such as language arts, mathematics, science, and social studies. Teachers need to incorporate all types of art [including drama, visual arts, dance, and music] into their curriculum because art provides students with incentives to gain a deeper understanding of their education. Teaching art is the most powerful tool that teachers can show in class because it allows students to achieve the highest level of learning.

From 1977 to 1988, only three notable reports showed the benefits of art education. These three reports by Art, Education and American Panal [1977], we can save American children's art, sponsored by the American Arts Council [1988], and the most respected research, towards civilization. National Art Foundation [1988]. These three studies show that art education is very important for our students to achieve higher education. Although these studies prove that art is beneficial to the learning process, it was not until 2002 that the analysis of key links: art and learning in academic and social development, and evidence for learning and achievement. When art becomes an indispensable part of students, it is an active social achievement. Learning Experience ” Legislators take it seriously [Burns, 2003, p. 5]. In this analysis, a study focused on teaching keyboard training to the classroom to see if students' scores in spatial reasoning could be improved. It is then compared to students who are trained in computers that do not involve the art section. The conclusion is that art learning does improve the scores of other core curriculum subjects, such as mathematics and science, where spatial reasoning is most commonly used [Swan-Hudkins, 2003].

This research shows that there is a slight change in the way students teach students through art, which can have a powerful impact on their learning achievement and understanding. Another study showed that at-risk students took art courses within a year, and their standardized language arts tests increased by an average of 8 percentage points, and increased by 16 percentage points if registered for two years. Students who did not participate in this form of activity did not show a change in percentile [Swan-Hudkins, 2003]. While this may not seem like a big increase, high-risk students can use this learning style to better understand how they learn and thus improve their learning patterns. The most interesting case study in this analysis involved schools in Sampson, North Carolina, where their standardized test scores rose only in schools where art schools were implemented for two consecutive years [Swan-Hudkins, 2003]. The art of instruction needs to be incorporated into each teacher's daily curriculum plan, because based on these studies, students who pass art teaching improve their exam and learning levels.

Because of the high level of concern of President Bush and the "No Child Left Behind Act", the school requires that teaching art be backward. Another reason why class author Victoria Jacobs lacks art explains that, in view of the reduction in school district budgets across the country, art experts and art classes have disappeared from many primary schools #148; [Jacobs, 1999, p. 4 ]. Art is considered non-educational or extracurricular. Therefore, when the school district lacks money, this problem can easily be cut. Teachers need to find a way to integrate art into the classroom rather than relying on external activities, and Jacobs recommends teaching and teaching through art. By the way you use art successfully, and not just “ there is one more thing. They must be included in the course #148; [Jacobs, 1999, p. 4].

Art can open the minds of students in ways that reading and writing can never achieve. However, the focus of teaching this course is not on teaching art but on teaching art. Jacobs explained,

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Through art teaching, students are required to participate in the art of creation. For example, they may draw a picture, write a poem, a play, or create music to further understand the concept of the content field outside of art. Art teaching can help students experience concepts rather than simply discussing or reading. This approach is consistent with educational theory and emphasizes the importance of achieving multiple learning styles or intelligence. [Jacobs, 1999, p. 2]

Art teaching can be done in a variety of different ways depending on the teacher's interests, but it is really the only way to enhance the student's learning experience. In an age when budget cuts and new learning laws are being developed, teachers need to learn more about and educate the negative impacts of art projects.

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Senior teachers from three public elementary schools did case studies involving art teaching. They believe that our students must go through the cycle of inquiry, they understand art and art, and they need to see teachers working in different disciplines. [Berghoff, 2003, p. 2].

The foundation of the study is to teach the history curriculum on freedom and slavery through art. Ms. Bixler-Borgmann asked her students to listen to the song "Swing Low, Sweet Chariot" in many different styles of music, such as African American quartet, reggae music and Show Tunes. Then she will take this lesson Incorporating the importance of slavery at the time. Ms. Berghoff asked her students to read samples of African American folk literature and write sentences that influenced them as they read. Then she included the sentences in group poetry. I explored two pieces called “Swing Low, Sweet Chariot” and asked the students to talk about the artwork by asking three questions: “What happened in this photo? What did you see for you to say? What else can you find? [”;Berghoff, 2003]. She also has students who focus on the image, concept and meaning that the artist wants to portray. Ms. Pal thinks this will teach students how to reveal the hidden meaning of other core curriculum subjects [Berghoff, 2003]. After the study, the students were asked what they learned from this teaching method and how to learn.

Many students write in their journals that working in multiple signage systems in multiple ways can increase their emotional engagement. When they are at home or at work, they find themselves thinking about what they have learned in class. They pointed out that although they had studied slavery at other times, they never really imagined the idea and struggle of becoming a slave or thinking of a slave. [Berghoff, 2003]

The students learned more from this course because they were able to use a variety of learning styles and teach them from a seldom used perspective through art. Research shows that a successful art-integrated course will use these components to guide students in learning and assessing growth and development [Swan-Hudkins, 2003]. Students can learn on the basis of abstract thinking and find the deeper meaning of the curriculum prepared by the teacher.

“ Research on art has the potential to provide other traditional arts-related benefits and has been linked to students. Improve critical and creative thinking, self-esteem, willingness to take risks, and the ability to work with others. [Jacobs, 1999, p. 4]. With these benefits, teachers cannot limit their art teaching in the classroom. Teaching through art is a key element of learning and the qualities that teachers strive to build and strengthen among students. Through art, not art, students and teaching experience will be achieved in a different way than the standard way of teaching. Former California Governor Gray Davis pointed out that art education helps students develop creativity, self-expression, analytical skills, discipline, cross-cultural understanding, and a high appreciation of art. Students who develop artistic expression and creative problem-solving skills prefer to succeed in school and be better prepared for future work and careers. [California Art Research, 2003, p. 1].

Giving students access to abstract learning will teach students logic and reasoning and help them master things that may not be manifested…

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