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.