Advantages of integrating arts into the curriculum

Advant festers of incorporate wileifices into the programThe purpose of this symphonyal composition is to investigate the advantages of desegregation humanistic right into the curriculum. Looking closely at students with chat disorders, the immeasur able-bodied possibilities to aid them with vocal talk aids ar never-ending. It is exclusively- strategic(a) for educators to every last(predicate)ow the success that has been confrontd when students involve themselves in their learning as headspring as in their ability to communicate. ruses integration is an learningal approach that creates a level of someoneal connection, as tumefy as an appreciation for contrasting learning styles. An emphasis on the process of denudation with the liberal humanistic discipline allows for un judge outcomes. T singularlyers serve well students to develop much(prenominal) complex thought skills, and add erudition in the classroom with with(predicate) a seminal analysis o f the work created. The work is looked at for its core rather than its visual appeal. Using the liberal trickistic productions sewer dish up students in verbal determineing, cerebrate and stringency. Ranging from m former(a)wise tongue disorders to maturational disorders, the root of maneuver as therapy is never looked at as an alternative inside the school corpse. I will be use the utilization of ruse integration in the school system as a way to analyze the success of students with speech discourse therapy issues. With the addition in the good turn of students that consider help with speech issues, the variety of methods that teachers ar able to practice session should also expand. By utilise unhomogeneous strategies teachers demonstrate how the humanistic discipline light creativity and enhance learning. crafts integration as a make of speech therapy in the Elementary Schools has a appointed push on the ad-lib diction and all general comprehen sion in elementary age tiddlerren.The cunning as a method for assisting verbal talk in learning-disabled students combines articulation and expression skills. Incorporating professional speech pathology strategies, the use of the humanistic discipline looks at things that might assist the children in non save speech to a greater extentover also progressing in creating their own communication. The points created are make on a foundation of methods, enhanced by current research, and proficiencys that use up been triple-crown in umteen a(prenominal) experiences. (Estrella, 2005)Can we conceive beyond the nurtureal peaks in art that we engender taken for granted for so farsighted and that deport implicitly limited the possibilities of experiences and physicals that we bear offered children? (Mason 2006)It is important that all educators acknowledge the success that has been demonstrated when students involve themselves in their learning. contrivances integration is an nurtureal approach that creates a level of personal connection, as well as an appreciation for different learning styles, for both professor and student. Before conclusion the answer to questions regarding art in tender intercourse to communication it is necessary to understand the background, history, and importance of what Art Therapy is. Although similarly different, Art Integration and Art Therapy are similar nonions plainly different practices. With a general concentration on combining art into the curriculum, Art Integration is a general education shit. While art therapy focuses solely on the use of art in relation to verbal exercises. Art Therapy by definition is a form of psychotherapy in psychotherapy there is an exploration of obtainings and concerns in sign-language(a) and verbal exercises that use simple visual art materials. Art therapy focuses on the creative processes possible for a person instead of what they are able to produce. Perplexing and difficu lt feelings are able to be expressed done using Art Therapy because it is presented in a non-threatening mien. It is utilize to encourage insight, self-awareness, and emancipation of the patient. Teachers help students to develop more complex thought skills, and add depth in the classroom finished and by means of a creative analysis. Those who utilize Art Therapy practically feel they are able to communicate and gain savvy within various communicational aspects through it. Art Therapy is give tongue to to help in a creative process that a person goes through in which they can find inner gui move and find self-healing at a conscious level.(Ulman, 1975) Art Therapy can be expressed through storytelling, poetry, melody, dance, visual humanistic discipline, painting, sculpture, and any other type of creativity activity.(Ulman, 1975) Many Art Therapists believe that there is growing a stronger connection between art and healing and believe that Art Therapy is important to a persons health.In an obligate entitled Expressive Therapy An Integrated Arts Approach expressivetherapist Estrella, discusses expressiveartstherapy, integrativeartstherapy, and therapy as an all-purpose word for children with communicative as well as learning disabilities. Her idea of interrelatedness of the arts takes an integrated approach to the use of the arts as a tool for psychotherapy. Also referred to as expressive arts therapy, integrative arts therapy, multimodal expressive therapy, or intermodal expressive therapy, according to the author this represents a discipline rooted in philosophical, cultural/historical, and clinical models that each support the grotesque contributions that an interdisciplinary approach to the arts affords. (Estrella 2005)Using the arts can assist students in judgement, focusing and concentrating. Arts integration in the Elementary Schools has a positive impact on the language, oral as well as overall comprehension in elementary age children. The purpose of this report card is to investigate the advantages of integrating and effectively using the arts in the curriculum as a therapy tool, for students with language as well as communication disorders. Furthermore, this paper will evaluate the arts as an integration tool to encourage mainstreaming of LD (Learning Disabled) students into the classroom. By using these various strategies teachers demonstrate how the arts ignite creativity and enhance learning. There is a growing recognition of the arts as intrinsically interdisciplinary.(Estrella, 2005)Recent research tends to stress the negative impact of knowledge on displace, the extent to which what children know close to an object prevents them from move what they see. (Giles 2004)The arts too many educators are viewed as leisure activity, non- academician, and un kindred to the employment world. An integrative approach to teaching, for example, connects visualization with reading comprehension, con textbookualizes math, or brings an existential context to the intelligence or well-disposed studies classroom.(Estrella 2005) Funding for art education in many schools both public and private has portentously trim down or completely been cut. Government officials at state or urban center levels feel the need for art education is not as meaningful as the need for more academic based programs like mathematics, history, science and affectionate studies. Studies proposed to make a cut of 35.6 million dollars in art education (FY 2006 Ed Budget Summary, 2005). Officials see art education as more or lessthing that is impeding on their students academic careers, rather than helping them. Using the arts can assist students in understanding and applying skills to patternized exams. Focus and concentration can be developed through an appreciation and appliance of different learning styles, such as linguistic, visual or kinesthetic thinking.(Estrella 2005) through with(predicate) the integration of i nsight into cognition (thinking) and expression (acting) students perform at a higher level. Although art therapy has been used in nigh fashion branch in the first half of the twentieth century, its range of helpful cause is still nevertheless helpingially explored today. (Appel 2006) Therapists constantly invent new shipway to use the arts to assist people with a variety of disabilities and mental puzzles. However, it was not until about one hundred years ago that doctors began to point descriptions of spontaneous artwork done by their patients. (Appel 2006) The emotional development of children, fostered through encouragement of spontaneous creative expression and self-motivated learning, should take precedence over the traditional intellectual approach to the teaching of standardized curriculum(Appel 2006). Not merely does it encompass less threatening, non-verbal techniques with patients that have profound clog verbalizing their feelings and thoughts it can be used to open and expand verbal communication, as well.(Geist 2008) Art therapy, is meant to figure out as a way of supporting swelled head functioning by enhancing a sense of identity and self-esteem and in the process, fostering exploitation in the patient.(Ulman 2005) In other words, Art therapy complements or supports psychotherapy but does not replace it. An entity of its own, psychotherapy, although an effective therapy method, would be used with art therapy rather than by itself. From the earliest days of analytic thinking, the qualification of art was viewed according to the analysts theoretic stance.By examining the patients conscious mind art therapy is still engaged in this fashion as an attachment to logical treatment. This concept has also had a considerable impact on the broader field. (Strand 2006)There are many field of study that focus on children and their needs whether it whitethorn be mental, social or physical, one of these fields of study is child psychology. Chil d psychology is a form of study that allows understanding the developmental stages of children and what should be expected of them during their different stages. merely art therapy permits us to understand children at a different level, a more intimate level, allowing us to view more in-depth the mind of a child. By understanding the developmental and behavioral stages of children, therapists can better identify what is hindering the child from proper and age bewitch communication. The theory that encompasses ideas to increase aid for students with developmental disorders touched upon by theoretician Lev Vygotsky, who states that socialization gives the child the cognitive tools needed for development.Vygotskys zone of proximal development is one of his best-known concepts. The overall role of the speech-language pathologist is the integration of fluency-shaping and stuttering variety approaches. The author goes in detail about how well children represent events seem in their w orld in relation to speech. The authors concept in relation to Vygotsky and his theory of Scaffolding which argues that students can, with help from adults or children who are more advanced, superordinate concepts and ideas that they cannot understand on their own, connects directly through a process of using what the students already know, to develop the things they need help with.Those who argue against bread and butter arts education need to take a closer look at what art education does for a child. With the constant need for extracurricular activities resources in the schools are limited, with too much emphasis on cultivation measure students lose the opportunity to express themselves as individuals. As displayed in the represent above, a 2003 study of a Minneapolis Elementary school system showed the overall descend of students that had integration in schooling had an impactful increase in the make out on their reading score. The pink line representing the English Langua ge Learners showed a semiprecious increase in the total reading scores increase in relation to the amount of integration incorporated. Likewise, the amount of students qualifying for throw in the towel lunch had a measurable increase due to an increase of arts integration. Researchers have found that enriched arts education bridges gaps created by socioeconomic and language barriers because art is a shared language and skill that all children understand. Likewise, research has shown through the graph that Low-SES students involved in music programs outscored low-SES no-music students on the referenced mathematics sound judgement. Low-SES students who were more involved in drama activities had great reading proficiency and a more positive self-concept, and the gaps widened over time, as compared to low-SES students with little or no involvement.With the 2001 No Child Left tooshie Act, some states and districts have dramatically cut back their arts programs as well as decreased reinforcement for arts education the number of art, music, and drama teachers and the time chosen in schools for art related activities. But in many instances there is a lack of knowledge about art and its therapeutic forms, among caregivers as well as among those who could benefit from it. As Ulman points out, the term Art Therapy is used to refer to a variety of practices with many different aims, noting that there are numerous different kinds of qualifications. What all art therapy has in common, however, is that engaging in an art practice is used in some onslaught to assist integration or reintegration of personalities.(Ulman 2005) Similarly, an interview from the sustain of a now, 11 year old son states that when he was 5- 8 years old he participated in art/play therapy and states that, It (art therapy) has helped him to subscribe himself the way he is. He had difficulty feeling like he was different from other children and the play/art therapy has helped him understand to accept the differences as positive aspects of his life. (N. Gidney, personal communication, February 14, 2010)In a 2010 article about funding in schools, Holly Lambert, a teacher at Morgan School in uptown Charlotte, is reaching out to the ASC (Arts Science Council) for up to $60,000 through a net site that raises money and fulfilles donations to go towards the arts education across the joined States (DonorsChoose.org). Lambert and many of her colleagues are submitting requests for musical instruments, art supplies and other materials on a special pagedonorschoose.org/asc. The ASC will match up to $30,000. The need for resources is ever growing and will continue to increase as funding decreases. (Brown, 2010) Teachers often find themselves in a field without formal recognized certification working within schools art teachers or classroom teachers, often have to teach in their own art field, because a standard art inclusion curriculum isnt provided. Meanwhile, boards of education , principals, and state legislatures are pressing for reading, mathematics, science, and social studies motion, placing the arts in schools at risk.In this graph it displays a fifth part grade classroom, focusing on males. This shows, likewise to the other graph, a significant increase in the reading scores in relation to the amount of integration. The more integration allowed, the better the students scores ended up, especially in males. Students performing below the standard or nearly meeting the standard, beg educational opportunities that partner their learning styles (visual, auditory, kinesthetic, interpersonal, intrapersonal) with their areas of weakness (verbal linguistic, logical/mathematical). (Wadeson 1980)Q Do the arts transform the environment for learning?Language for the students should strive at all multiplication to develop an atmosphere that encourages verbal communication. In this, interviewer N. Gidney states that her sons communication skills have increased th rough play therapy. through and through the play therapy we have in condition(p) new ways to communicate with each other. I have learned a lot about the way he communicates and it has helped my son to feel more comfortable talking to me about subjects he may not have if it was not for the therapy. (N. Gidney, personal communication, February 14, 2010)Likewise, there must be times of quiet during the school day for individualized instruction, but in integrating art into the curriculum it encourages and helps develop independent working skills. In providing enriching language activities more can be made of group activities. The idea of social exchange is evident when looking at the things that encourage students to speak to each other rather than think independently. The development of language skills is important for successful interpersonal communication. Geist argues in an article entitled Integrating Music Therapy work and Speech-Language Therapy Services for Children with Seve re Communication Impairments A Co-Treatment Model, how preschool children with speech-language disorders demonstrated social communication skills in staple fiber group music activities with their non-disabled peers. This text connects directly to BF Skinners behavioristic psychology theory stating that learning is a function of change in undefended behavior. Changes in behavior are the result of an individuals response to events (stimuli) that occur in the environment. The effectiveness of arts activities relating to the overall goals of a special needs students as well as the overall goals of the academic curriculum. Perceptual training through the arts is emphasized, and teachers guides to problems related to slow learners as well.Although researchers involved with child art have long insisted that art is far more tightly interlinking in the fabric of human learning than contemporary Western culture tends to admit, the complex socio cultural and historical reasons for the perip heral position of art in North American schools and preschools remain to be affluenty explicated, widely understood, and rewrite in action. (Geist 2008)By using and integrating art into lessons, techniques to broaden language experiences using activities that are divergent from the traditional instructional processes, bombard the child with experiences and specific uses of language, exposing them to a variety of modes of expression, encouraging listening skills, thinking skills, and opportunities for talking. practically times the language distorted child feels self-conscious in speaking before others. The child is often misunderstood, resulting in a reluctance to attempt further verbal communication, resulting in looking for ways of dealing with this doubt to talk. With the integration of various art forms, these students with communication disorders or an inability to carry contract responsible for expressing themselves to other children through a range of media.Drawings are believed to reflect the subjects mental representations and conceptual knowledge about the objects they draw. Drawings become more accurate and detailed as childrens mental models of the world become more extensive and differentiated. (Gardner 2006)Certain forms of arts instruction enhance and complement basic reading instruction aimed at helping children break the phonetic codification that unlocks written language by associating letters, words and phrases with sounds, sentences and meanings. Since we do not read reading but rather texts of various kinds in search of meaning, it is important that forms of arts instruction promote both basic reading skills and the achievement motivation that engages young learners in the reading experience. Children develop the ability to write, read, speak, listen, and think by having real experiences with motor activities, reading, speaking, writing, listening, and thinking, and by getting support from experient learners. Integrating the arts me ans that the elements of creativity are developed and taught with a set of common experiences. (Gardner 2006)There are many advantages to integrating the arts in relation to speech therapy. Children learn all aspects of language by using language in purposeful situations as well as in situations they enjoy. By integrating the arts into therapy methods, we frame in children in situations that match the way in which they naturally learn and use language. By integrating the arts for children with communication delays, children develop better critical thinking abilities. A treatment for many kids with speech and or language disorders refers to a problem with the actual production of sounds, where a language disorder refers to a difficulty understanding or putting words together to communicate ideas.As defined, a speech or communication disorder is characterized by the pursualArticulation disorders include difficulties producing sounds in syllables or saying words wrong to the point t hat other people cant understand whats being said. volubility disorders include problems such asstuttering, the condition in which the flow of speech is interrupted by abnormal stoppages, repetitions (st-st-stuttering), or prolonging sounds and syllables (ssssstuttering).Resonance or verbalize disorders include problems with the pitch, volume, or quality of the voice that distract listeners from whats being said. These types of disorders may also cause pain or discomfort for the child when speaking.Dysphasia/oral feeding disorders, including difficulties with eating and swallowing. (Sutton 24)Because language disorders can be either concupiscent or significant, therapy should focus on children who have difficulties understanding language as well as those who difficulty putting words together, limited vocabulary, or inability to use language in a socially beguile way. Including art, books, objects as well as constant events, these aid in the stimulus of language development. Repe tition as well as exercises to build speech and language skills help with articulation or sound production. With the variety of reasons why children need speech therapy, the arts in collaboration relates to cognitive (intellectual thinking) or other developmental delays and motor problems.Certain music instruction, including inclusive instruction that includes spatial training, develops spatial reasoning and spatial-temporal reasoning skills, which are fundamental to understanding and using mathematical ideas and concepts. Learning in individual art forms as well as in multi-arts experiences engages and strengthens fundamental capacities as spatial reasoning, including organizing and sequences, conditional reasoning, theory and consequences, problem solving, and creative thinking.Those officials that are not fighting the cipher cuts made towards music education are becoming a part of the reason that current youth will suffer a expiry in education. The attitude that math and scienc e are the most valuable subjects to learn is carried over in the budget debate. It has made the whole idea of publicly funded fine arts projects seem wasteful and frivolous. Students who were achieving at academic expectation scored high on all rhythmic tasks, while many of those who scored lower on the rhythmic test achieved below academic expectation. If music education keeps being disregarded, America will suffer by losing a unique opportunity to educate children and keep them in school. fanciful thinking skills are changed, by using the side of their brains that dont get used in math and science. Geist argues that music therapy can be integrated with speech therapy and dish up as an effective method for children with communication delays. This argument is that with the integration of communication arts through music effective speech-language services are set. Through mutual models with procedures, experiences, and communication outcomes demonstrate how preschool children with speech-language disorders demonstrated social communication skills in basic group music activities with their non-disabled peers. However, many professionals are working cautiously to improve procedures to address the varied and sometimes complex communication and educational needs of children with disabilities (Geist 2008).Sublimation is a topic that is notorious in art therapy, where some art therapists support the concept and others dismiss it. match to Ulman, author of Art Therapy, only on the basis of sublimation can the function of art and full potential of art therapy be adequately understood (8). While some art therapists believe that the therapeutic value of art therapy can only be achieved through sublimation, many others have witnessed the positive effects art therapy can have in individuals who do not achieve sublimation. This text relates directly to my topic in that through the theorist Freud and his Artistic Sublimation theory. Which states Sublimation is the chemi se of unwanted impulses into something less harmful. This can simply be a distracting surrender or may be a constructive and valuable part of work, in relation to art. Sublimation channels this energy away from destructive acts and into something that is socially acceptable and/or creatively effective.Typically, an Art Therapy assessment involves the therapists giving the thickening a series of five or six art tasks, using a variety of media. These tasks relate to the students perception of self, his or her family, and school, or other aspects of their environment. These drawings and the students behavior while approaching this task are then evaluated on with developmental, family, and academic history. It is important to note that childrens progress in drawing differs importantly across the cultural spectrum. A person who uses art as an assessment tool needs to be familiar with the art children are unresolved to and the culture they are from, before making an evaluation.Ulman describes sublimation as instinctual behavior is replaced by a social act in such a manner that this change is experienced as a victory over the ego (balance between reality, primitive drives, morals) (p. 8). According to Ulman, Artistic sublimation consists in the creation of visual images for the purpose of communicating to a group very complex material which would not be available for communication in any other formEvery work of art contains a core of contrast drives which give it life and determine form and content to a giant degreeFine arts educations were not seen as important or even minimally essential, music should be used to help students chastise racial and cultural stereotyping, bias, and insensitivity. Studies have shown the number of years of instrumental music instruction and academic achievement in math, science and language arts are significantly connected. This practice emphasizes the adaptive components that can be put into music integration. Focusing but not l imiting to autistic students, Geist claims that when paired with music, speech contributes to feelings that need to be expressed. What students are able to learn, as well as retain through the arts is demonstrated in a variety of mediums. Young children who engage in dramatic enactments of stories and text improve their reading comprehension, story understanding and ability to read new materials they have not seen before. The effects are even more significant for children from economically disadvantaged circumstances and those with reading difficulties in the early and middle grades.In looking at dance integration researchers suggest it encourages pro-social behaviors as well as self-control. The ability to express oneself through dance shows a significant decrease in the frequency of negative behaviors. These techniques were introduced using movement, childrenrsquos stories and discussion. Using dance in the classroom, results have shown that teachers noticed a significant decreas e in violent behavior in their students. Including fights, failing to pacify, being frustrated as well as not being able to control their emotions. The children describe significant decreases of these behaviors both seen and experienced someone is doing something wrong, and someone throwing something. Significant changes in the students perceptions and feelings about experiencing or seeing aggression were noted in their not feeling happy. The use of dance in the classroom allows students to handle themselves and responding to authorized situations. Research in dance showed an increase of ldquofeeling happy,rdquo and a decrease in ldquofeeling scared.rdquo (Wadeson 1980)Cognitive psychologists continue to undertake studies related to childrens art experiences, operating within an established consensus regarding the nature of age related changes in childrens drawings observes persistent wager among his colleagues in childrens passage from intellectual to visual realism. (Purnell 20 04)Art therapy is a therapy technique that did not position its existence until the 1940s (Sutton 12).Originally techniques used in art therapy were used in other form of therapy such psychoanalysis or the method of understanding mental life. In which a person would illustrate spontaneously and use free-association.Art therapy gives children both verbal and sign(a) outlets.In art therapy the whole creative of art is recognized form, content, and individual meaning. Art therapy helps in reconciling emotional conflicts as well as promoting self-awareness and personal growth. (Mishook 2006)The process of creating art is rather simple, while the field of art therapy is complex.Creating art in a therapeutic setting the child goes through a process.Focusing on a feeling or an event creating an image that represents the feeling or even and discussing the significance of the created image (Kramer 1971).In the creation of an image the client is given a choice of various mediums whether it i s drawing, painting, modeling, or construction.A more structured technique in art therapy is that of the Human Figure Drawing Test by Elizabeth Koppitz.This technique is used to measure a childs emotional and mental development.Various depictions of figures have meanings.According to Koppitz, if child were to draw small figures these would be interpreted as meaning being timid, while large figures would represent aggression. Likewise some of these drawings pause the relationships between the members of the childs family.According to (Gullant 2008) the Best Practice for Arts Integrated twenty-first century Learning include the idea that the products created reflect students responsibility for identifying problems and issues, conducting research, examining values, and making reflective decisions within an arts infused curriculum. This also includes active involvement in developmentally appropriate activities results in high-quality works that are a amalgamation of arts and non-arts d isciplines.Gardner refers to the ages between 5 and 7 as the golden age of drawing, and the research teams have devoted considerable attention to the apparent dying of artistry in the middle to late childhood and its unreliable revival in adolescence. (Geist 2004)Developmental aspects of childrens drawings In 1947 Victor Lowenfeld published the book Creative and Mental Growth that was used to connect intellectual growth, psychosocial stages of development, and six stages of development in childrens drawings. Kellogg Foundation (1970) also supported the conclusion that children progress in drawing through different stages, fall into predictable age groups. The simoleons Stage, which appears at about eighteen months to two years of age is said to not just be aimless motion created at random by the child, but demonstrates an awareness of pattern and growing hand-eye coordination. (Silk Thomas, 1990 Lowenfeld Brittain, 1987)Soon after(prenominal) children start scribbling, they wi ll start to name what it was they drew after they have finished drawing it. Around two years of age, children will sometimes label their drawing before they have started working on it, but if the drawing looks like something else to them, they may just change the label. Their scribbles progressively become more recognizable and separate shapes appear on the same page. At around three and a half years, children begin incorporating details like fingers on hands. (Silk Thomas, 1990 Lowenfeld Brittain, 1987)The following stages from ages four to nine consist of two drawing stages, The Pre-Schematic Stage and the Schematic Stage. Both identified by Lowenfeld, the Pre- Schematic stage is when children can draw a human figure with a deal and two dangling lines for legs, sometimes as Lowenfeld states include a