[In the past several months, the PBS program NewsHour ran two
reports on arts programs in public education, a subject readers of ROT will know is important to me. The first report, “Arts Education,” covers
the arts in all its manifestations, particularly visual and performing
arts. In the second report, “Making Sure
Young Brains Get the Benefits of Music Training,” we learn about a program
devoted to music education specifically.
As I hope I argued successfully in “Degrading the Arts,” 13 August 2009 on ROT, I believe the arts are a necessary part of
our culture and that every child needs to be introduced to its many forms early
so they will appreciates its values and benefits. Unfortunately, as we all know, when budgets
shrink, the arts are often among the first parts of a school’s curriculum to be
cut. We’ll see below several innovative
ways some schools and districts are bringing back the arts into the lives and
education of their students—and how much the children appreciate the experience
and crave more exposure.]
“ARTS EDUCATION”
Reported by
John Merrow
[The
following story was reported on the PBS NewsHour on 27 November 2013. It was produced by Cat McGrath and edited by
Jessica Windt.]
JUDY WOODRUFF: Schools nationwide are implementing
new shared standards in math and reading, but what about for the arts? Are
those required to be taught as well?
The NewsHour’s special correspondent for education, John
Merrow, has this report.
JOHN MERROW: Most public schools in the United States
offer some sort of music instruction, but according to a federal government
report, about four million elementary school students do not get instruction in
the visual arts.
WOMAN: Not by the hair on my chinny chin chin.
STUDENTS: Not by the hair on my chinny chin chin.
JOHN MERROW: Ninety-six percent of public elementary
schools do not offer theater or drama and 97 percent do not offer dance.
These grim numbers contradict what most states say about the
arts; 46 states require that the arts be taught in elementary school, including
North Carolina, which mandates that every student receive equal access to art
instruction. It’s a law that doesn’t seem to be enforced.
Jones County, in rural North Carolina serves 1,200 students,
most from low-income families. While its four elementary schools do offer music
instruction once a week, not one offers instruction in dance, theater or art.
JIMMI PARKER, Maysville Elementary School: Every year
we kind of joke about it and we ask, oh, are we getting an art teacher this
year? I mean, I was hired into this county probably 10 years ago. And I cannot
remember having an elementary art teacher.
JOHN MERROW: With no art teacher on staff, principal
Jimmi Parker of Maysville Elementary has had to rely on local talent.
JIMMI PARKER: We do our best. We have volunteers come
in. All kinds of artists live in our area.
JOHN MERROW: These sixth graders remember when a
professional artist came to their school for a month.
STUDENT: I liked the work we did with her, when we
did the shadows with the trees.
STUDENT: Oh, this is really cool.
JOHN MERROW: Unfortunately, that was three years ago,
when these students were in the third grade.
Would you like to have more art?
STUDENTS: Yes.
JOHN MERROW: Two hours west of Jones County, the
picture is very different. Like Maysville, Bugg Elementary School in Raleigh
serves mostly low-income families. But, unlike Maysville, Bugg has four
full-time certified arts teachers in dance, music, the visual arts, and
theater.
I asked these fifth graders how many minutes of the arts
they have in a week.
STUDENT: During the week, the calculation would be
about nine hours.
STUDENT: I would say about 15 hours.
STUDENT: I would say around 10 hours a week.
JOHN MERROW: OK. So we have got seven-and-a-half, 10,
nine.
MICHAEL ARMSTRONG, Bugg Elementary School: I love the
idea that the kids couldn’t fully answer that.
WOMAN: So she called up the doctor and the doctor
said...
JOHN MERROW: Michael Armstrong is principal at Bugg
Elementary.
MICHAEL ARMSTRONG: They definitely have 45 minutes a day
with a true, trained arts teacher. And then, because all of our staff are
trained in the arts, that will bleed over into more time.
MARIA EBY, Bugg Elementary School: I’m going to turn
into the beanstalk now and I want you to understand the beanstalk’s side of the
story.
JOHN MERROW: First grade teacher Maria Eby is using
the story of Jack and the Beanstalk to teach drama and science.
MARIA EBY: We are studying plants and what they need
and what they give and how they relate to the world.
What are three things that plants do for us?
STUDENT: They give us food.
MARIA EBY: They give us food, like beans.
And then the drama part of it, they had to improvise as that
character.
You are the old lady that gave them the beans. And why did
you let him in the castle?
STUDENT: Because...
JOHN MERROW: What’s the goal? Do kids learn more?
MARIA EBY: Well, children all learn in different
ways. And its our job to make sure we’re presenting things in different ways.
JOHN MERROW: But nobody said dress up like a
beanstalk.
MARIA EBY: Nobody made me do that, no. That was my
own free will.
MICHAEL ARMSTRONG: Pull out your iPads with your
portfolio on it, OK?
JOHN MERROW: This school feels rich.
MICHAEL ARMSTRONG: Yes.
JOHN MERROW: Are you?
MICHAEL ARMSTRONG: Not at all. There’s two parts to
that. The money is one part. Mind-set is another whole thing. So if you really
believe that the arts are of power, that alone can have an impact. And if you
don’t have that mind-set, then I don’t think there’s enough money in the world
to pay for a strong enough arts program.
JOHN MERROW: But money makes a difference.
Bugg Elementary is what’s known as a magnet school. Magnet
schools receive additional resources to attract a diverse student body. Bugg
gets an extra $406 per child, nearly $250,000 a year. Principal Armstrong
spends much of that money on the arts, and says he has watched his students
thrive.
MICHAEL ARMSTRONG: Students that have been in this
program from kindergarten to fifth grade have a higher self-confidence, have a
higher understanding of how they learn, and are actually making higher test
scores.
JOHN MERROW: In contrast, instead of the arts, Jones
County has focused its efforts on improving math and reading instruction. Over
the past few years, both schools have improved, although Maysville Elementary
has outperformed Bugg on most state tests.
This year, the mind-set in Jones County seems to be
changing. The district hired an elementary art teacher.
CINDY O’DANIEL, Maysville Elementary: You see all the
different kinds of coral.
JOHN MERROW: At Maysville Elementary, Cindy O’Daniel
teaches seven art classes, back to back, with just one break and no time
between classes to set up or clean up.
I was looking at your schedule. It’s a pretty hectic day.
CINDY O’DANIEL: We move quickly. But the 45 minutes
is a better time slot to get something accomplished. And I have other schools
that it’s 30 minutes, and so it’s hurry up and start, and hurry up and finish.
Hey, you guys, listen up. We’re running out of time.
JOHN MERROW: One of her classes is actually two
kindergarten classes combined.
CINDY O’DANIEL: It is organized chaos, and it’s tough
to get around to all the students in a regular class size in 45 minutes.
JOHN MERROW: And Maysville is not her only school.
How many schools do you teach in?
CINDY O’DANIEL: Four.
JOHN MERROW: How many kids do you work with?
CINDY O’DANIEL: I haven’t slowed down long enough to
figure it out.
JOHN MERROW: Nationwide, nearly half of elementary
school art teachers work in more than one school. I asked the students at Bugg
how they would feel about having only 45 minutes of art a week.
STUDENT: I guess if I had never been in this school
to start with, I would think it’s normal. But now that I’m here, I realize if I
were to go to another school and it only has 45 minutes of art, I wouldn’t feel
like it’s a real school.
CINDY O’DANIEL: I would love for it to be every other
day. I would like them to have more time to think, more time to absorb, to
assess information, instead of hurry up, hurry up, clean up, time is running
out.
JOHN MERROW: Do the kids at your school get enough
art?
JIMMI PARKER: No. They still don’t get enough art.
JOHN MERROW: How much is enough?
JIMMI PARKER: I guess enough would be when the kids
are satisfied. When we ask them, do you get enough art, and they can say, yes,
I feel like I have art in everything I do every day. It might not ever reach
that point, but when they tell us they’re getting art, that will be enough.
JOHN MERROW: You’re a ways from there.
JIMMI PARKER: A long ways from there, a long ways.
JOHN MERROW: In 2014, a coalition of arts
organizations will release new standards for the arts. But it will be up to
each state to decide whether to adopt and enforce them.
* *
* *
[The following report aired
on PBS
NewsHour Weekend, 4 January 2014.]
“MAKING SURE YOUNG BRAINS GET THE BENEFITS OF MUSIC TRAINING”
Reported by JOSH
ARONSON
[The percentage of students receiving music education has been in
decline for decades. The Harmony Project, a music program for inner-city kids
in Los Angeles partners with a neurobiologist to study the impact of music
training on the learning skills of poor children.]
JOSH ARONSON: Vianey Calixto lives in one of the
poorest neighborhoods of Los Angeles and like many of her friends she was
struggling in school.
Vianey’s interest in learning music prompted her parents to
enroll her in a music program in their neighborhood called the Harmony Project.
In the three years since, much has changed in Vianey’s life.
VIANEY CALIXTO: Music is like a dialogue
because we can play a certain thing - let’s say the violin can play
something back –it could be the same melody different notes and it’s like a
conversation talking back and forth.
JOSH ARONSON: Serving more than 2000 students with a
budget of 2.5 million dollars, the mostly privately funded Harmony Project is
filling a gap in low-income areas where schools have cut music education
programs. Students get at least 5 hours of music classes and rehearsals
each week year round. For poor students it’s tuition free including their
instrument.
Fifty-nine-year-old Margaret Martin started the Harmony
Project in 2001 after witnessing something on the streets of her hometown – Los
Angeles.
MARGARET MARTIN: This party of badass LA gang members comes walking through a farmers’ market and stops to listen to a tiny kid playing Brahms on a tiny violin. They had shaved heads, tats, gang clothing, and attitude. After five or six minutes without saying a word to one another I watched those gang members pull out their own money and lay it gently in the child's case. Those gang members were teaching me that they would rather be doing what the child was doing than what they were doing but they never had the chance.
MARGARET MARTIN: Harmony Project is a
researched based replicable program and we commit to our students for their
entire childhood.
JOSH ARONSON: The programs are started purposely in
tough inner city areas to serve children of poverty.
MARGARET MARTIN: We know that dropout rates are
about 50 percent in the neighborhoods where we built Harmony Project Programs.
More than 80 percent of poor black and Hispanic kids do not
read at grade level.
JOSH ARONSON: It’s well documented that children
whose mothers have little education, are rarely being read to and verbal
interaction is minimal. Scientists believe that this not only puts them behind
in school but those children rarely catch up because their brains are not be
developing as rapidly as the brains of more stimulated kids.
MARGARET MARTIN: Early sustained music learning
is actually the frame upon which education itself can be built for low-income
kids.
JOSH ARONSON: Margaret Martin was convinced of that
because of the graduation rate of kids who have gone through her program. This
year, she says, 93 percent of them finished high school in four years and went
to college. But Martin acknowledges she does not have the formal training to
prove that music helps kids grasp language better and become more proficient
readers. So she enlisted the help of this woman. Her name is Dr. Nina Kraus.
She is a neurobiologist at NorthwesternUniversity and for 25 years she has
studied how the brain processes information – the neurobiology of auditory
learning.
JOSH ARONSON: What is the connection between sound
and reading?
DR. NINA KRAUS: Well there's a connection with sound
and reading in that when you're learning to read you need to connect the sounds
of words that you've heard for many years with the symbol on the page. So
you're making a sound to meaning connection.
JOSH ARONSON: No one has ever proven
conclusively that music improves learning, and some studies have found no link
at all. But, after being contacted by Martin, the Northwestern scientist
designed tests to measure the impact music had on this group of low-income kids.
Dr. Kraus started in 2011 with a group of 80 students from
an LA gang zone. The students came from similar backgrounds and were all
motivated to learn music at the Harmony Project. Half the kids were selected to
start music study then and the other half, the control group, waited a year to
begin. Dr. Kraus’s team took a mobile testing lab to LA at the beginning and
then once a year for two years, to assess the change in the kids’ brain
response in specific areas important for good reading and learning skills.
JOSH ARONSON: What are some of the tests like
that you actually do on these kids to measure these things?
DR. NINA KRAUS: We’re very interested in
children's rhythmic skills. And so we ask them to tap along with a steady
rhythm.
So if you just present a beat like on a metronome and you
ask a child to tap along with a beat, that ability is linked with reading
ability.
LAB TECHNICIAN: Ready set go.
DR. NINA KRAUS: We ask them to listen to words
or parts of words…
LAB TECHNICIAN: Imagine that you are at a party –
there will be a woman talking and several other talkers in the background.
DR. NINA KRAUS: We ask them to listen sentences
that are presented in noisy backgrounds and they have to repeat back as much of
the sentence that they were able to hear . . .
SPEAKER RECORDING AND THEN KID IN THE LAB REPEATS: The
pencil was cut to be sharp . . . .
DR. NINA KRAUS: And of course the background
gets noisier and nosier and it gets harder and harder to hear the sounds.
CHILD IN LAB: A toad and a frog each had
to tell a tale
DR. NINA KRAUS: People who had musical
training are better at hearing speech in noise. And it's not that different
from what you're asking your nervous system to do when you're listening for a
teacher’s voice in a noisy classroom.
And so we just simply know that if we ask people to repeat
back sentences that are presented to them in background noise that if you have
musical training, that you are better at repeating back the sentences
accurately than if you did not have that musical training.
JOSH ARONSON: I guess that’s especially true when a
child is sitting in an orchestra and has to distinguish the sound he's making,
and his section is making, from all the other sounds in the orchestra.
DR. NINA KRAUS: Exactly.
JOSH ARONSON: So the red is the group of kids who
have had music experience and between year one and year two the perception in
noise is a straight line up.
And the black line represents the Control Group that started
music in year two. Their comprehension of meaning in a noisy environment goes
up only then, after they started music.
DR. NINA KRAUS: And the kids who have now had 2 years
of musical experience are continuing to make gains.
Music education is an important investment in teaching a
child all kinds of skills.
JOSH ARONSON: Dr Kraus is still analyzing data. But
she says preliminary findings suggest music may enhance the neurological
development of kids in the Harmony program who had been behind in school.
DR. NINA KRAUS: You can document that kids who have
had musical education now have nervous systems that respond more accurately and
precisely to meaningful elements in language.
VIANEY CALIXTO: In science I had very low grades and
then once I started learning about music and being able to practice and
concentrating, my science grades have gone higher and so have my other grade in
other subjects. I would concentrate in my music and it was something to be
focused on and not be bothered by anyone. I was using that on my homework and
on any type of class work also. Science is now one of my best subjects.
JOSH ARONSON: And you like it now?
VIANEY CALIXTO: Yes I love it.
JOSH ARONSON: What do you say to those who say …well
these kids all listen to music? They are listening all the time. Why doesn’t
that work?
MARGARET MARTIN: Nobody ever got fit watching
spectator sports. Doing it transforms your nervous system. It makes you
basically a better learner.
JOSH ARONSON: Who‘s to say that arts education in
general whether it’s dance or painting might be as beneficial as music in terms
of developing learning skills for these kids?
DR. NINA KRAUS: There have been a
number of studies. And the language abilities seem to be strengthened by the
music instruction more than the art. And so these language-based skills seem to
profit from music instruction.
JOSH ARONSON: The Harmony Project has 17 sites in Los
Angeles and one in Ventura. And there are 16 more in three other states.
CONDUCTOR: Here we go. From the Allegro. Measure 37 . . .
JOSH ARONSON: What are the goals, where do you want
to take this?
MARGARET MARTIN: Oh man, my dream is to build
Harmony Project programs in inner cities throughout the country because our
students are achieving their unique potential. They are blossoming.
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