STATE STATISTICS

STATE STATISTICS
In hopes of stemming financial funding to the Arts Education programs in Oregon, the music stores of Beaverton circulated information to parents and legislators which contained the following: For 50+ years, researchers have been establishing the importance and value of music and fine arts education for children. During the past 20 years, research in the neurological and cognitive sciences has indicated ways to improve teaching and learning. Optimal instruction methods and programs integrate neurological functions, generate positive emotional feelings and attitudes, provide a multisensory, enriched environment, and access diverse learning styles and multiple intelligences. Such instructional programs effectively incorporate the arts. A strong correlation exists between music and arts based learning and enhanced student achievement. In addition to reading, writing, computing and listening as instructional tools, students can and do learn through images, textures, rhythm, color, making models, role playing, movement, sculpting, painting, designing, singing and playing instruments. From neurologists and scientists concerned primarily with the functions of the brain to Dr. Howard Gardner and his theory of Multiple Intelligences, researchers assert that if we are to accomplish genuine educational reforms we must establish music and the other arts as part of our basic, core curriculum, and incorporate them into every area of the total curriculum. Throughout the U.S., there are numerous examples of schools who have applied these findings- - many at times of budgetary crisis; they made a decision in the direction of genuine school reform, and have enjoyed tremendous academic success. They have become the nation academically outstanding schools, and they all have one thing in common; a curricular dedication to the arts. One report reveals that the schools who produce the highest academic achievers in the U.S. today are spending 20% to 30% of the day on the arts, with special emphasis on music. For example: Scholastically the #1 school in the nation is the Davidson school in Augusta, GA. A fully integrated (50% black, 50% white) 5-12 school, they have a waiting list of hundreds. Davidson implemented its arts-based program in 1981. Students in 5th grade take 1 ½ hours of instruction in the arts daily with time increasing until as seniors, many spend 4 or more hours a day studying the arts. The Ashley River Elementary School in Charleston, S.C. is second in the country scholastically. One third of the students have learning disabilities, yet the school maintains its high scholastic ranking because the arts have equal billing in the school’s curriculum. Ashley River provides infusion of the arts into the total school program; provides pure arts experiences in each of the art disciplines; and provides interrelated arts experiences. They have a waiting list of teachers. Before it reopened, Elm Elementary was in the bottom 10% in scholastic achievement. When they reopened, the arts were integrated into all classroom instruction and taught as separate subject areas as well. For the last 8 out of ten years, Elm has ranked #1 in scholastic achievement out of all 103 elementary schools in Milwaukee, WI. In 1983, St. Augustine School, South Bronx, was about to close. In 1984 the schools curriculum was transformed into an arts based program. For the past several years, the students achievements in math and reading have been at the 98th and 99th percentile on standardized tests. 98% of its students (99% of whom are black) are functioning at grade level; a feat only three schools in New York City can claim. In addition to the high scholastic achievement of these and many other schools, another indicator of the value of music and the other arts to academic achievement are the SAT score results. Students taking music courses score an average of 20-40 points higher on SATs than students not taking music courses. The College Entrance Examination Board reported a direct correlation between improved SAT scores and the length of time spent studying the arts. Students who took four or more years of arts instruction scored 34 points better on the verbal SATs and 18 points better on the math SATs than students who had one year of less of arts instruction. The international Association for the Evaluation of Educational Achievement compared the science achievements of 14 year olds from 17 countries. America, with its tremendous emphasis on science education, ranked 14th. The top 3 countries were Hungary as first in the world. Japan as second and the Netherlands as third. The interesting point is that all three feature music as an integral part, central part of their educational programs. Is there possibly an ingredient missing in the education of our children? In Hungary, music is recognized as a key factor in academic achievement as well as in character building and personality development. It is perceived as contributing to the development of a person’s total education. It is supported financially and voice and instrumental training are compulsory for the first 8 years of schooling. Hungarian students academic achievement continues to be outstanding especially in math and science. In Japan, students in grades 1-9 attend music classes that include singing, instrumental performance and appreciation. In 1969, the Netherlands mandated music and the other arts in all schools. In 1976, these subjects became part of the national system of secondary examinations. Students must perform well in these subjects to be admitted to college.