Arts Education Images

http://www.savecommunityschools.com/blog/_archives/2009/3/16/4128180.html
This image provides a simple argument that children of all races and genders like to be involved in the arts and that the arts bring everyone together, despite differences between them.


http://www.muntu.com/arts_education/ace.html

This photo shows students actively participating in music and dance, obviously two of the most prominent forms of art. This image shows how students can actively participate and enjoy learning, which provides them with motivation to do well and continue to learn and work hard, and also learn to interact positively with each other.


http://www.madison.k12.ky.us/ms/clubs/stlp/projects/thearts/index.html

This image represents the different kinds of arts that are taught in schools. It represents music, dance, visual art, theater, and creative writing, and emphasizes the importance of providing/teaching all primary forms of art.

More EBSCO Articles

LaFee, Scott "ART SMARTS: Lessons Learned About Investing in a Well-rounded Education." Education Digest 74.1 (2008): 42-46. Corporate ResourceNet. EBSCO. Web. 1 Nov. 2009.

This article discusses the issue of funding for arts education, describing how many people believe the arts are important, but the arts are often the first classes to go when schools cut budgets. The author discusses the effects that the No Child Left Behind Act has had on arts education, limiting it as schools focus more on core academic subjects and standardized tests. He then examines the positive effects arts education have on students, using statistics to describe the positive impacts that involvement in the arts can have on students’ learning in all subjects.


Morrison, Toni "Nobel Lecture 1993." World Literature Today 68.1 (1994): 5. Academic Search Premier. EBSCO. Web. 1 Nov. 2009.

This lecture does not relate directly to arts education, but can still be used to support my argument. In her lecture, Morrison discusses the importance of language and expression. This relates to arts education because it represents the importance of teaching the arts as a way for students to use language and express themselves. By not teaching arts in schools children are not being taught to live to their full potential. This is basically what Morrison says about “dead language”.


Spohn, Cydney "Teacher Perspectives on No Child Left Behind and Arts Education: A Case Study." Arts Education Policy Review 109.4 (2008): 3-12. Corporate ResourceNet. EBSCO. Web. 1 Nov. 2009.

In this case study the author investigated the effects of the No Child Left Behind Act (NCLB) on a public school district’s arts programs. Through this case study the author proves that, even though NCLB describes the arts as a core academic subject, arts programs have suffered because of the Act’s provisions that require standardized testing in math and reading. This case study uses statistical evidence along with, as shown by the title, the opinions and perspectives of teachers in the school district being studied to describe the decrease in the arts programs due to NCLB.

Bok Essay and Response

I definitely agree with Derek Bok and Milena Ateya. While I find certain expressions rude, disrespectful, inconsiderate, racist, etc, like the incident at Harvard, I also agree that these are forms of free speech and are protected by law. I agree that the best way to solve a situation in which a person may be offending someone through their personal expression is to either ignore them or to talk to them about the issue. The right to free speech must be protected, even if the speech is offensive. Everyone has the right to hold their own opinions, views, and beliefs. I believe it may only be limited in order to protect people from physical violence, maintain public peace, and protect property. I have run into this issue many times before in my life, where people debated whether a rule or policy was appropriately used to keep order or if it limited personal freedoms, and I have seen the issue end up falling in favor of each side in different situations.

Argument Image 2

These two pictures create an argument about what a woman should look like. The first photo, the "before", shows a woman looking very plain and pale with her hair pulled back and a simple smirk on her face. The second, the "after" photo shows her wearing bright red lipstick-the product being advertised-with a smile, loose flowing hair, and a bright complexion. On the side of the image there is a tube of lipstick with water droplets that represent moisture that would accentuate lips making them appear moist and lush. This creates an argument that women are much more beautiful and attractive with this lipstick, and her expression creates the argument that this product makes women happy. This argument is very effective, considering Covergirl has convinced me to buy their products (not the lipstick, though). They create a specific appearance and have convinced women that to look like that they must buy these products.

Argument Image 1

"[Chief Master Sergeant] John Gebhardt's wife, Mindy, said that this little girl's entire family was executed. The insurgents intended to execute the little girl also, and shot her in the head...but they failed to kill her. She was cared for in John's hospital and is healing up, but continues to cry and moan.. The nurses said John is the only one who seems to calm her down, so John has spent the last four nights holding her while they both slept in that chair. The girl is coming along with her healing."

This image creates an argument for the war overseas. It is effective because we see an American soldier comforting a child who was harmed by the insurgents our soldiers are fighting against. It is emotional because we see the connection between a US soldier in uniform and a child. Seeing the little girl makes us think of innocence, and that we are protecting and defending innocence, and it reinforces our views against the enemies because we see her wound on her head.

Academic Search Premier Articles

Olson, Catherine Applefeld "Note to Budget Cutters: The Arts Are Good Business." Teaching Music 17.1 (2009): 16. Academic Search Premier. EBSCO. Web. 25 Oct. 2009.
This source discusses the positive effect arts education can have on the economy. It presents many statistics that show how the arts stimulate the economy and improve academic success in students. It also explains how involvement in the arts helps people to develop teamwork skills and problem-solving skills that can lead to a successful career.

Chira, Susan "As Schools Trim Budgets, The Arts Lose Their Place." New York Times 03 Feb. 1993: 1. Corporate ResourceNet. EBSCO. Web. 25 Oct. 2009.
In this article the author discusses how the arts have always been considered a “frill” in education, but how it really is essential to education. She compares American arts programs to those in other countries, and relates them to academic programs. She also discusses case studies conducted in various schools around the country, which all show the positive effects of arts education on students academically, communicatively, socially, and in many other ways.

Reynolds, Nancy Walkup "Cheerleading for the art team." Arts & Activities 113.3 (1993): 58. Corporate ResourceNet. EBSCO. Web. 25 Oct. 2009.
This article discusses what teachers can do to support arts education in times of budget cuts. It discusses what art teachers can do to emphasize the importance of the arts and to include more arts outside of the classroom, such as through clubs or extra projects. It also states that art teachers must stand up for their arts and emphasize the importance of the arts on the students, especially in the ways they can help students academically. It is basically a call to action for arts teachers.

USA Today Snapshot Graph

On Mother’s Day, almost ¾ of mothers who dine at home cook the meal, whether alone or with help, proving that most mothers still follow the stereotypical female gender role of housewife.

The graph shows that women alone are drifting away from the stereotypical female role of housewife, because about 2/3 of mothers do not cook or have help from others, such as their spouse or children, when cooking a Mother’s Day meal.

According to the graph, ¾ of mothers still cook the meal on Mother’s Day, proving that most Americans do not celebrate holidays appropriately. If we did we would not make our mothers cook on the day when we are supposed to honor them.