Liz Greenbaum wrote: > And what area of research is that Michael?
Educational Neuroscience. > Obviously you have not researched the benefit of the arts in > education. If you had you would have found out that over the > past 6 years there has been extensive reseach in relation to > arts and learning. And this is MY area of research since, as > an arts administrator, I am constantly writing grant > proposals to this end in relation to arts and learning. I am not claiming expertise in Art Education, just in studies that draw a connection to the brain. I am also not claiming that Arts Education has no benefits. I am saying that a greater emphasis on Arts than on literacy, mathematics, and science is not wise education policy and that is what I see occurring in the Minneapolis Public schools. I'd be happy to be shown the value of Arts education. If you select what you consider to be one of the most valid and reliable studies proving the critical importance of Arts to education I'll read them. I'd be most interested in studies that claim that teaching the arts enhances creativity. The problem with much of the "evidence" supporting education practices is that much of it is theoretical and references secondary sources not empirical studies. If you believe this to be untrue then post the most important references here. > You're missing the point as to what the arts have to offer - > you are assuming that there are specific parallel and direct > correlations between arts and learning in relation to other > subjects such as math. There are some direct correlations, > but much more significant are the correlations that are > indirect. And yes it is about brain development - ways of > learning, creating cognition in young brains, social skills, > small motor skills, higher critical thinking skills, etc. > Students, (including poor and at risk students) have been > shown to improve in other subjects when exposed to the arts. I don't believe that there are any valid studies showing that the Arts have any beneficial effects on brain development over and above other types of equivalent types of instruction. Please cite individual primary studies if you want to argue this point. What exactly are "indirect" correlations. > Our organization also teaches art starting at age one - > that's right 12 months old. I'll bet you anything, that if > you actually tracked these students that keep on coming back > - when they hit school they'll have higher academic ability > than other students without arts exposure. Don't bet, just present the evidence. Such studies would not be hard to do, but it is critical that they include appropriate controls. > This does not mean that one has to be an artist when they > grow up. - this argument about the number of people in the > arts, jobs, incomes ... blah, blah, blah have nothing to do > with being exposed to and experiencing the arts. I am > thrilled that the first thing a school would show is their > arts program. This lets me know that these educators totally > get the full breath of education and the fact that exposing > children to the arts benefit them in ways that you could > never imagine. "Blah, blah, blah," is respectful discourse? It's not so much that tours show arts programs first, although it's kind of interesting, it's that they do not have as extensive math and science programs to show. > Looks like you guys missed out growing up - I'm so sorry for > you. It is so sad when people are not exposed to the arts at > a young age - they miss out on so much of what life, and > education, have to offer... Your sympathy is misplaced and it's interesting that you would assume that I've had no exposure to arts as a child. Assuming that people who don't agree with you lack the necessary background to from a valid opinion appears to be a common, but invalid way to attack their positions. After a lot of thought and experience I believe that science and mathematics provide greater benefit to society. > Critical Links: Learning in the Arts and Student Social and > Academic Development James Catterall > The results of numerous studies on the arts in education > further cement the importance of the arts. This seem to be a common, but weak way to defend opinions in education: cite a large number of studies, but fail to identify any individual studies that can be analyzed and critiqued. > I could go on and there are tons more links but I figured > this is a start. I suggest doing your homework before jumping > to conclusions about topics that are foreign to you... I am sure that you could go on like this for a long time. I suggest, however, that if you can truly defend your position you will be able to cite specific keynote studies or reviews. Michael Atherton Prospect Park REMINDERS: 1. Think a member has violated the rules? Email the list manager at [EMAIL PROTECTED] before continuing it on the list. 2. Don't feed the troll! Ignore obvious flame-bait. For state and national discussions see: http://e-democracy.org/discuss.html For external forums, see: http://e-democracy.org/mninteract ________________________________ Minneapolis Issues Forum - A City-focused Civic Discussion - Mn E-Democracy Post messages to: mailto:[EMAIL PROTECTED] Subscribe, Un-subscribe, etc. at: http://e-democracy.org/mpls
