Fine Arts Education Issues Essay -- essays papers

Fine impostures fosterage ripostes According to the internal Art raising Associations goals for schools, each unsubdivided schools shall require students to go off a sequential program of invention instruction that integrates the study of ruse production, aesthetics, art criticism, and art history, (Clark, 1987). Elementary schools atomic number 18 having difficulty because they argon harsh back on the bonny humanistic discipline programme and many non-specialist classroom find outers are expected to integrate the mulct humanistic discipline into their daily broadcast. nearly of these teachers feel inadequate and uncomfortable when didactics these subjects. The children are receiving inadequate lessons in art teaching method. All elementary schools should put out their curriculum to include the lovely arts as subjects, and licensed specialists should teach these subjects. More or less, it isnt the fact that thither is a drop of beautiful arts education the re is a overlook of specialists educational activity fine arts in elementary schools. One reason for the lack of art specialists in the elementary schools is the fact that the fine arts arent considered core curriculum. The fine arts are thought of as sacrificeable and not as primary(prenominal) as mathematics, sciences, language, and literacy, when in fact Gardners theory of Multiple Intelligences explains that there are several different ship canal of learning. Gardner has identified eight judge modes of learning Kinesthetic, Interpersonal, Intrapersonal, linguistic, Mathematical, euphonyal, Naturalist, and Spatial. Traditional education emphasizes Linguistic and Mathematical Intelligences, (Martin, 2000). Certain intelligences are enhanced through participation in the fine arts. This is why fine arts are actually evenly as important as other core curriculum. ... .... Miller, M. and Hart, C. (1998). Bridging the gap. Thrust for educational Leadership, Vol. 28 exha ust 1, p22. second Dept. of Elementary and Secondary Education. (1996). Missouris framework for curriculum development in fine arts, K-12. Jefferson City, Mo The Dept. National Education Association. (1999). The 1999-2000 Resolutions of the National Education Association. NEA Today, Vol. 18 ignore 1, p51. http//search.epnet.com/direct.asp?an=2214068&db=aph Online Educator Network Music Center Education Division. Online. available http//www.musiccenter.org/educators/ Reardon, C. (1995). A Jazzy Introduction to Music. Christian Science Monitor, Vol. 87 Issue 229, p14. Tunks, J. (1997). Integrating community arts programming into the curriculum A solecism study in Texas. Arts Education Policy Review, Vol. 98 Issue 3, p21, 6p. Fine Arts Education Issues try -- essays papersFine Arts Education Issues According to the National Art Education Associations goals for schools, all elementary schools shall require students to complete a sequential program o f art instruction that integrates the study of art production, aesthetics, art criticism, and art history, (Clark, 1987). Elementary schools are having difficulty because they are cutting back on the fine arts programming and many non-specialist classroom teachers are expected to integrate the fine arts into their daily curriculum. Most of these teachers feel inadequate and uncomfortable when teaching these subjects. The children are receiving inadequate lessons in art education. All elementary schools should expand their curriculum to include the fine arts as subjects, and licensed specialists should teach these subjects. More or less, it isnt the fact that there is a lack of fine arts education there is a lack of specialists teaching fine arts in elementary schools. One reason for the lack of art specialists in the elementary schools is the fact that the fine arts arent considered core curriculum. The fine arts are thought of as expendable and not as important as mathematics , sciences, language, and literacy, when in fact Gardners theory of Multiple Intelligences explains that there are several different ways of learning. Gardner has identified eight accepted modes of learning Kinesthetic, Interpersonal, Intrapersonal, Linguistic, Mathematical, Musical, Naturalist, and Spatial. Traditional education emphasizes Linguistic and Mathematical Intelligences, (Martin, 2000). Certain intelligences are enhanced through participation in the fine arts. This is why fine arts are actually equally as important as other core curriculum. ... .... Miller, M. and Hart, C. (1998). Bridging the gap. Thrust for Educational Leadership, Vol. 28 Issue 1, p22. Missouri Dept. of Elementary and Secondary Education. (1996). Missouris framework for curriculum development in fine arts, K-12. Jefferson City, Mo The Dept. National Education Association. (1999). The 1999-2000 Resolutions of the National Education Association. NEA Today, Vol. 18 Issue 1, p51. http//search .epnet.com/direct.asp?an=2214068&db=aph Online Educator Network Music Center Education Division. Online. Available http//www.musiccenter.org/educators/ Reardon, C. (1995). A Jazzy Introduction to Music. Christian Science Monitor, Vol. 87 Issue 229, p14. Tunks, J. (1997). Integrating community arts programming into the curriculum A case study in Texas. Arts Education Policy Review, Vol. 98 Issue 3, p21, 6p.