Why+the+arts?

Why the arts?

The arts provide a creative outlet for the gifted and enhance cognition in a way that few other activities can. Arts activities allow the gifted student to have a aesthetic experience outside of the boundaries of traditional disciplines and can serve as a therapeutic release for stress and other frustrations relating to giftedness. Arts classes can give students an additional motivation to attend and enjoy school, an can lead to a well-rounded education, better preparing students to succeed in life after their school years are done. media type="youtube" key="gedzyHgScr8" height="315" width="420" align="center"

One great potential benefit of music listening and activities is the popularly named "Mozart Effect". It seems that listening to musical stimuli, particularly classical music with its advanced forms and structure, has a positive effect on spatial reasoning and intelligence, and may aid in cognition in general. (Hetland, 2000) This effect has been studied by many researchers with varying results, but most researchers agree there is a connection. Research has also been done in the areas of participating more directly in arts activities such as drawing, painting, singing, theatre, and instrumental music showing a correlation between participation and creative development. Arts programs can go a long way in advancing the creative and emotional intellect of gifted learners. Arts education also helps enable gifted students to express themselves and identify with their world through the arts medium. Studying the arts gives students an opportunity to view social and cultural structures from their own native land and period as well as from various cultures throughout the world and throughout time. Drawing these connections help them to better understand their role in society. (Wolfe, 1997)

The arts also provide gifted learners with a way to interact with their peers in a positive manner. Zimmerman (1992) discusses the importance of these gifted learners having peer interaction through the arts medium. Great social and emotional benefit can come as a result of working collaboratively in arts related fields. media type="youtube" key="RyZnIzoqjfA" height="315" width="420" align="center"

Additional Resources. Two great resources for additional advocacy tools and answers to the question "Why the Arts?" can be found at the National Association for Arts Education and the National Association for Music Educations websites. Both have stunning brochures that are great tools for introducing parents, administrators, and local, state, and national leaders to arts advocacy. You can access these materials here: National Association for Arts Education (NAAE) brochure: http://www.arteducators.org/learning/learning-in-a-visual-age/NAEA_LVA_09.pdf National Association for Music Education (NAfME) brochure: http://www.menc.org/documents/temp/benefits_of_music.pdf References: Hetland, L. (1999). Listening to Music Enhances Spatial-Temporal Reasoning: Evidence for the "Mozart Effect". //Journal of Aesthetic Education, 34//(3/4), 105-148. Rauscher, F. & Shaw, G. (1998). Key Components of the "Mozart Effect". //Perceptual and Motor Skills, 86,// 835-841. Renzulli, J. (2005). Applying Gifted Education Pedagogy to Total Talent Development for All Students. //Gifted Education, 44//(2), 80-89. Stanton, H. (1936). The Gifted Child in Music. //Journal of Educational Psychology, 10//(2), 74-85. Wolfe, P. (1997). A Really Good Art Teacher Would Be Like You, Mrs. C.: A Qualitative Study of a Teacher and Her Artistically Gifted Middle School Students. //Art Education, 38//(4), 232-245. Zimmerman, E. (1992). A Comparative Study of Two Painting Teachers of Talented Adolescents. //Studies in Art Education, 33//(3), 174-185.