Dcps Arts Data Short

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Athby Tamburrino

Duval County Public Schools Arts Education and Graduation Rates Data

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School Music Programs Paula Noh English 112 Golwitzer, Beau 9/7/2014 School Music Programs Most American state funded schools have music projects of playing instruments for one class, either ensemble or band. These projects can positive impact understudies' figuring out how to create cooperation with their accomplices and improve fixation on their work. Also, playing their instruments is useful for their general learning proficiency. All these impacts bring about a noticeable improvement understudies. Lately it seems that everywhere schools have been cutting their music programs because of low budgets. In my opinion, cutting the music programs in schools is the wrong thing to do. I believe that all students should have the opportunity to learn a musical instrument or to practice their vocal skills. First of all, music programs are not just fun and educational, they are also very beneficial for success in school. Secondly, music programs in schools are beneficial for success in developing intelligence. Most importantly, music programs are very important and beneficial for success in life. Some people might say that music programs are just a waste of the school budget; I believe that there isn’t a better way for schools to use their money than on music programs. Hence, school music projects ought not get wiped out. Working in a symphony ought to run in collaboration with their accomplice, in light of the fact that playing in anorchestra is playing alone, as well as playing with in excess of 40 distinctive instrument players. Furthermore, there are in excess of 20 violin players. Thus, most symphony has no less than two areas of violinsuch as first violin and second violin. Each 40 separate instruments players play diverse instrument of one writer's music, despite the fact that they have all distinctive play style and music. In this manner, they must listen to each others' entertainer painstakingly and participate to playing in congruity. Also, symphony players ought to have focus on their music. On the off chance that understudies play in anorchestra, they may figure out how to focus on their work amid an execution. In Fairfax, public schools have programs where youngsters can play in a symphony or in other music exercises and they start at forward grade. For instance, some kids who I instruct to play the violin perform in a symphony at their school. At the starting, these youngsters did not take ensemble and simply took private lessons with me. On the other hand, when they enter fourth grade, they joined their school ensemble. After center of their semester, their working state of mind had transformed; they play their music precisely and focus more on my teachings. I imagined that join the school ensemble had great impact in them. Besides, when understudies join the ensemble, they must play their own particular instruments. Furthermore, playing instruments may be useful for understudies learning capacity. For instance, I think music .

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www.AEP-Arts.org | @AEP_Arts EDUCATION TRENDS www.ecs.org | @EdCommission TUNE IN. Explore emerging education developments. SEPT 2017 ESSA creates flexibility allowing states and schools to more fully explore and leverage the arts in K-12 teaching and learning. Research indicates that deeper learning skills contribute significantly to a student’s college, career and citizenship readiness. Thirty years ago, in response to a K-12 public education system defined by mediocrity1, with low student test scores and widening gaps in achievement, the accountability movement was born. Federal and state education policies focused on raising standards and regularly assessing students. However, over the years, many policymakers and the public observed a connection between the accountability movement and an overemphasis on testing in core subjects, such as English and math, a narrowing of curricula and the elimination of many important subjects, including the arts. Arts education fosters critical deeper learning skills, such as collaboration and perseverance, in students. Yet, research consistently shows that arts education and the integration of the arts into core subjects can have dramatic effects on student success — defined not just by student test scores, but also critical skills, such as creativity, teamwork and perseverance. Research indicates that these skills can be as effective predictors of long- term success in college, careers and citizenship as test scores.2,3 The Every Student Succeeds Act (ESSA), which passed in late 2015, is the first major federal law in more than 30 years offering states a significant degree of flexibility to broaden — rather than narrow — curricula, and strongly encourages states to ensure all students have access to a well-rounded education, which includes the arts and music.4 Armed with the evidence presented in this report highlighting the impressive effects education in and through the arts can have on student Beyond the Core: Advancing student success through the arts EMILY WORKMAN EDUCATION TRENDS www.AEP-Arts.org | @AEP_Arts 2 EDUCATION TRENDS www.ecs.org | @EdCommission success, state policymakers have an opportunity and incentive to take advantage of the flexibility awarded under ESSA related to the arts. “Despite [deeper learning] skills’ central roles in our education and, more broadly, our lives, education policy has tended to overlook their importance.”5 Bolstering Deeper Learning Through Arts in Education Deeper Learning The arts — including dance, music, theatre, media arts and visual arts — bolster the development of what are commonly referred to as deeper learning skills. Deeper learning is an umbrella term defining the skills and knowledge students need to attain success in college, career and citizenship. Students that possess deeper learning skills6: 1. Master core academic content. 2. Think criti.

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