Bauhaus
After World War I, the nation state of Germany under the direction of architect Walter Gropius created a "consulting art center for industry and the trades" (Bayer 12). Called Bauhaus, "house for building," the school combined the role of artisans and craftspeople and included everything from architecture to theater to typography. When the school was forced to close during the Nazi regime in 1932, many of its artists moved to the United States to find freedom to pursue their own artistic expression. Here, Gropius and Ludwig Mies van der ohe among others, helped to spread the Bauhaus ideology. Gropius consulted with educator John A. ice, who opened Black Mountain College in North Carolina. Based on John Dewey's principles of progressive education, the school became home of many of the most progressive and innovative artists. Josef and Anni Albers, also from Bauhaus, combined ice's progressive educational theories with their own disciplined…...

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References Cited

Bayer, Herbert, ed. Bauhaus, 1919-1928. New York: Museum of Modern Art, 1976.

Bowles, John. "Return to Black Mountain - Book Review - Black Mountain College: Experiment in Art." Art in America. [electronic version] September, 2003.

Dawson, Fielding. Black Mountain College Book: A New Edition. Rocky Mountain, NC: North Carolina Wesleyan, 1991.

Etlin, Richard, ed.. Art, Culture and Media Under the Third Reich. Chicago: University of Chicago, 2002.

Community Art Education
The objective of this study is to answer the question of what are the conservative, liberal, and progressive philosophies undergirding the current (1990-present) debates in community arts education? Specifically, this study will address whom is and whom is not advocating for Arts education and why.

Timeline of Arts Education in the United States

The progressive era was a time involving political reform and social activism during the period between 1890 and sometime in the 1920s. The Progressive movement intended to purify the government through elimination of corruption in the government. Government was monopolized by mafia bosses and political machines. In addition, prohibition was supported by the majority of Progressive movement members. (Timberlake, 1970, paraphrased) The art teacher during the 1920s is reported to have been "contrarily imbued with the ph8ilosophy that creative work called for considerable freedom on the part of the individual." (Logan, 1955) The students were allowed creative…...

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Bibliography

Timberlake, JH (1970) Prohibition and the Progressive Movement 1900-1920.

Logan, Frederick M . Growth of Art in American Schools, New York: Harper & Brothers, 1955.]

Amburgy, Patricia M. "Culture for the Masses." In Framing the Past: Essays on Art Education, eds. Soucy, Donald, and Mary Ann Stankiewicz, Reston, Virginia: National Art Education Association, 1990.

Efland, A. (1990) Art Education in the Twentieth Century: A History of Ideas." In Framing the Past: Essays on Art Education, eds. Soucy, Donald, and Mary Ann Stankiewicz, Reston, Virginia: National Art Education Association, 1990.

The Importance of Digital Technology Fitting into High School Art Education Classroom in a Latino Culture Bibliographic Annotation
Fuller, B., Lizárraga, J. R., & Gray, J. H. (2015). Digital media and Latino families: New channels for learning, parenting, and local organizing. New York, NY: Joan Ganz Cooney Center at Sesame Workshop.
Digital knowledge is an essential tool for strengthening expertise in a community. Children are now more than before exposed to a wider array of digital media and information. As the digital divide closes and digital blitz emerge integral to our everyday lives, exploring the usage and social dynamics of the digital media in advancing learning is instrumental. The study by Fuller et al (2015) identifies a close in the digital gap of access to critical devices such as smartphones, laptops, and tablet among the Hispanic community compared to the white middle-income American class. The widening access and the versatility of smart devices…...

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References

Creswell, J. W. & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five traditions. (4th ed.). Thousand Oaks, CA: Sage.

Fuller, B., Lizárraga, J. R., & Gray, J. H. (2015). Digital media and Latino families: New channels for learning, parenting, and local organizing. New York, NY: Joan Ganz Cooney Center at Sesame Workshop.

Habibullah, P., Rafique, M., Shumaila, M., Ali, R. K., & Illahi, B. (2018). A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition. International Journal of English Linguistics, 1923- 8703.

Ili?, V., Stojanovi?-?or?evi?, T., & Šikl-Erski, A. (2018). ICT and art education. Technics, Technology, and Informatics in Education, 32-37.

Katz, V. S., & Levine, M. H. (2015). Connecting to learn: Promoting digital equity among America’s Hispanic families. New York, NY: Joan Ganz Cooney Center at Sesame Workshop.

Levinson, M., & Barron, B. (2018). Latino Immigrant Families Learning with Digital Media across Settings and Generations. Digital Education Review, 150-159.

Marrapodi, M. (2016). Transmedia meets the digital divide: adapting transmedia approaches to reach underserved Hispanic families. Journal of Children and Media, 276- 284.

Turgut, G. (2012). A Case Study on Use of One-to-One Laptops in English as Second Language Classrooms. Turkish Online Journal of Qualitative Inquiry, 3(4).

mounting effort for educators, researchers, and policy makers to fuse seemingly disparate subjects into complementary units of study. Much research reveals positive effects on learning when integrated curricular activities are regularly presented and explored throughout students' educational careers. Educators, administrators, parents, community members, and students themselves applaud such endeavors as they witness firsthand the endless benefits from these research-based revolutionary instructional methodologies. Naturally, art teachers are among the professionals who are implementing into their classrooms such findings. Already, there are numerous examples of integration of art into science, mathematics, and the performing arts.
Science is traditionally perceived as unrelated to art. Whereas science involves generation and manipulation of factual data and observable phenomena, art resides completely in the realm of subjectivity and creativity. This is the conventional line of reasoning. However, new explanations state that science and art are in fact intimately connected. Following this reinterpretation of art and science,…...

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References

Armstrong, Thomas (1996). Multiple Intelligences in the Classroom. Virginia:

Association for Supervision & Curriculum Development.

Prince, Eileen S. (2002). Art Matters: Strategies, Ideas, and Activities to Strengthen

Learning Across the Curriculum. Chicago: Zephyr Press.

Teaching Across the Curriculum
The textbook explains many ways art can be worked into the larger curriculum. Such integration of art into the larger curriculum would do more than validate art as a field of study. It would greatly enrich the broader curriculum as well. It is hard to imagine talking about early humans but not about cave drawings, or about Egypt but not Egyptian art. One reason we know as much as we do about ancient Egypt is that the Egyptians told stories by painting images on walls. Even Egyptian writing was based on drawings -- pictographs that stood for words.

This approach, of working art into the rest of the school's curriculum, could be greatly enhanced by making use of Howard Gardner's theory of multiple intelligences (Gardner, 1995). For instance, students in a history class might learn about ancient Egypt. In geography they could study the effects of water on…...

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BIBLIOGRAPHY

Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandrai, VA: Association for Supervision and Curriculum Development, 2000.

Gardner, Howard. 1995. "Reflections on multiple intelligences: myths and messages." Phi Delta Kappan, November.

Van Tassel-Baska, Joyce. 1998. "The development of academic talent: a mandate for educational best practice." Phi Delta Kappan, June.

A number of modifications have occurred within the area of arts instruction, leading to a redesigning of the whole curriculum. A few transformations involve modern trends like literacy training via art, worldwide popular culture, 21st-century abilities, social justice, art evaluation, cultural diversity, and interdisciplinary approaches.
Teaching Literacy through Art

According to Moody-Zoet, art-teaching offers distinctive and useful intellectual behaviors and skill sets which aid in the learning of other academic disciplines. The following skills are introduced, cultivated and honed by arts education: craft creation capacity; task involvement and determination when it comes to task completion; envisioning, expression, and seeking of a vision for oneself; observation; reflection; stretching; exploration; and understanding of the art community/world. Arts education represents a vital component of every learner's holistic scholastic literacy. The arts, after all, are entrenched in representation and cognition, in addition to be profoundly involved in the way education expands as well as deepens people's…...

Art Practice in the Past and Present
Art practice

A skill or mastery that stimulates the process of thought, amusement, and emotions is called an art. It is also defined as a special quality used by many people to express their feelings, approach and position. Dating back to 50,000 years ago, art has various forms that ground itself from sculptures, rock paintings, wall craving to modern paintings. Countries like Egypt, Persia, India, Europe and America have great foundations of ancient civilizations that developed their own way of expressing their work and teaching it to their future generations. These teachings started with simple body signs for expressing there need to using brushes, knifes and other tools to explain there work. As a result of these teachings, the art present today expresses an urbanized form of historic art.

Similarities and difference of past and present art

Artists today are very similar in their ways to the…...

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References

Bolin, Paul E (2009). Studies in Art Education: A Journal of Issues and Research in Art Education, 50(2): 110-123.

Comunian, Roberta (2009). Journal of Arts Management, Law & Society, 39(3): 200-220.

Gaiger, Jason (2011). Art Bulletin, 93(2): 178-194, 17p.

Keizer, Joost (2011). Art Bulletin, 93(3): 304-324, 21p.

The same thing can be said of painting and other forms of aesthetic art. Art allows us to feel. For example, when we look at DaVinci's Last Supper, we feel something. Claude Monet's ater Lilies provides us with another example of how art can make us feel something. It is important to note that these feelings can be almost anything. They do not have to be positive or negative - it all depends on the artist and the audience.
Art allows us to feel. Tom Anderson maintains that we make art to "make sense of things, to give meaning to our existence" (Anderson). Anderson also states that another reason why we make art is to "communicate something that counts to someone else" (Anderson). "Making art is an attempt to bring order into being, to create something meaningful where nothing existed before" (Anderson). He contends that the "artist's goal is to…...

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Works Cited

Anderson, Tom. "Why and How We Make Art, with Implications for Art Education." EBSCO Resource Database. Site Accessed February 14, 2008. http://www.searchepnet.com

Anthony Hughes: "Buonarroti, Michelangelo." Grove Art Online. Oxford University Press. Site Accessed February 14, 2008.  http://www.groveart.com.ezproxy.harford.edu/ 

Galef, David. "The Art of Art. Southwest Review. EBSCO Resource Database. Site Accessed February 14, 2008. http://www.searchepnet.com

This is a method of indirect instruction, an important component of art education, as noted in Mary E. Thompson's chapter on "Art for Students with Special Needs." Having a rebus charts with pictures illustrating the steps of the project also helps students follow directions, and for students with attention deficit issues, these students can refer to the chart to reorient themselves if they lose focus on the project.
Teachers should strive to minimize self-consciousness. For children in a wheelchair, the classroom should be physically accessible, not simply with wheelchair ramps, but also with a wide, clear path to the art center. Some art tools may need to be used in different ways, depending on the children's physical limitations. The teacher should have a wide range of adaptive art tools, like fat bingo markers, chunky crayons, large markers, double-handed ambidextrous scissors and glue sticks, which may prove less frustrating than a…...

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Works Cited

Thompson, Mary E. (1997). "Art for Students with Special Needs." Chapter 13 from An Introduction to Early Childhood Special Education. Edited by Linda L. Dunlap MA: Allyn & Bacon.

What works for one child is not necessarily going to work for the next. So how can one promote the use of standardized tests as the only way to measure educational learning and success? The premise of the No Child Left Behind Act is very honorable. Each child should be taught by the best teachers that there are and each school should be held accountable for making sure that this occurs. But the measuring device that this act relies on is faulty. It places so much emphasis on the scores of the tests that all of the other educational ideas are being lost among the numbers.
eferences

Beveridge, Tina. (2010). No Child Left Behind and Fine Arts Classes. Arts Education Policy

eview. 111(1), p4-7.

Caillier, James. (2010). Paying Teachers According to Student Achievement: Questions

egarding Pay-for-Performance Models in Public Education. Clearing House. 83(2),

p58-61.

Derthick, Martha and Dunn, Joshua M. (2009). False Premises: The Accountability Fetish…...

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References

Beveridge, Tina. (2010). No Child Left Behind and Fine Arts Classes. Arts Education Policy

Review. 111(1), p4-7.

Caillier, James. (2010). Paying Teachers According to Student Achievement: Questions

Regarding Pay-for-Performance Models in Public Education. Clearing House. 83(2),

Education is one of the critical aspects in the society especially in the case of the United States. The success of education relates to the ability of the relevant authority to adopt and integrate effective and efficient educational policy with the aim of addressing goals and targets in relation to elements of the society such as economy, politics, and social spheres. One of the critical federal educational policies is the No Child Left Behind Act of 2001 (NCLB). This is the most recent iteration in relation to the context of Elementary and Secondary Education Act of 1965 (ESEA). It reflects one of the major federal laws essential in facilitating federal spending on relevant programs with the aim of supporting K-12 schooling. NCLB educational policy should focus on integration of new qualification standards for teachers, concentrate on the improvement of schools, as well as include higher-thinking and problem-solving skills.
Summary of…...

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References

Tavakolian, H., & Howell, N. (2012). The Impact of No Child Left Behind Act. Franklin

Business & Law Journal, (1), 70-77.

Daly, B.P., Burke, R., Hare, I., Mills, C., Owens, C., Moore, E., & Weist, M.D. (2006).

Enhancing No Child Left Behind -- School Mental Health Connections. Journal Of

Gender
Throughout the course of history, art has been used as a form of expression and to define social customs / traditions. In some cases, this is occurring with it serving as a symbol of the larger ideas that are most important to specific ethnic groups, religions, nationalities and gender. The result, is that each work will be interpreted differently, depending upon the perspectives that are taken. This means that there are techniques which influence the way someone sees specific works and how they are interpreted. In the case of gender and Western society, there are different interpretations about what it means to be a man or woman. To fully understand what is taking place requires looking at a number of artists and their interpretations. Together, these elements will illustrate how they are influencing art and the attitudes embraced inside the different works. (Barniskis, 2013) (Malossi, 1999) (Woolfolk, 2010)

Contemporary art dates…...

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References

Adams, E. (2007). After the Rain. Ann Arbor, MI: Proquest.

Barnes, R. (2002). Teaching Art to Young Children. New York, NY: Springer.

Barniskis, S.C. (2013). Teaching art to teens in public libraries. Teaching Artist Journal,

11( 2), 81-96

Van Eyck's The Arnolfini Double Portrait
The Arnolfini double portrait is amongst the best paintings from the enaissance in Netherland. The portrait which is also referred to as the Arnolfini Wedding/ Marriage is a picture depicting a wealthy pair holding hands in their Flemish home's bedroom. It was drawn by Jan Van Eyck, in 1434 who was a pioneer of oil painting in the Flemish lands together with the likes of oger Van der Weyden (c.1390-1441) and obert Campin (1380-1444). The painting was done in Bruges at a time when the town was the leading trading center in Burgundy. The couple's identity is not certain. Some have speculated that the man in the picture is an Italian merchant, a Mr. Giovanni Arnolfini and the woman as his wife, Giovanna Cenami; but this is unconfirmed (Scallen, 2005, p. 29). The light in the painting comes from the window in the left…...

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References

Art History. Jan Van Eyck and the Arnolfini Wedding Portrait. 15 February 2010. .

Crenshaw, Paul, Rebecca Tucker and Alexandra Bonfante-Warren. Discovering the Great Masters -- the Art Lovan Eyckr's Guide to Understanding Symbols in Paintings. New York: Univan Eyckrse, 2009.

Encyclopedia of Art Education. The Arnolfini Portrait by Jan van Eyck. 3 December 2016. .

Hoe, Ellen. The Meaning Of Jan Van Eyck's The Arnolfini Portrait. 4 March 2016. .

Culture
I come from a mixed background, and my culture has been influenced also by various normative elements in American society. The Cuban side of my family has stressed the importance of frequent cultural gatherings and a strong emphasis on food, drink, and other social elements of celebration. The German side of my family has less of an emphasis on overt expressions of culture, and provides an interesting and educational counterpoint. Taking together with the elements of the dominant American culture and its predilection toward creating homogeneity, the various elements of my cultural identity converge in unique ways that I can explore in the classroom. Working with children, I can also incorporate evidence-based practices to teach about the relevance and importance of music and the arts.

Personal eflection (Part I)

Cuban culture values art, music, and dance to the extent of it being technically impossible to separate these elements from daily life. German…...

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References

Bucek, L.E. (2013). Children's dance-making. Dissertation retrieved online:  http://rave.ohiolink.edu/etdc/view-acc_num=osu1366147483 

Campbell, L.H. & Simmons, S. (2012). The heart of art education: Holistic approaches to creativity, integration, and transformation. Reston, VA: National Art Education Association.

Perkins, et al. (2014). The benefits of early music education for language acquisition among Head Start students. ASA Conference Session.

Arts and Education
Lack of Arts in School Curriculum affects learning and interest in learning

School leaders and policymakers pay little attention to arts despite the experience that, allowing young people to participate in arts and culture can influence their development tremendously. The major problem lies with the fact that very few people bother to carry out a research, and record the far-reaching effect arts and culture can have on students. Instead, schools, researchers, and policymakers spend more time focusing on what is easily and commonly measured: reading and math success. This has led art proponents into trying to establish a connection between arts and higher reading and math grades -- a claim that still lacks scholarly, scientific evidence. For other advocates of arts, there is no need and no way to measure the benefits (Greene, et al., 2014).

In recent years, most attention with regards to education have been making numeracy and…...

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References

Greene, J. P., Kisida, B., Bogulski, C. A., Kraybill, A., Hitt, C., & Bowen, DH (2014, December 2). Arts Education Matters: We Know, We Measured It. Education Week.

Hudziak, J., Albaugh, M., Ducharme, S., Karama, S., Spottswood, M., Crehan, E., & Botteron, K. (2014). Cortical thickness maturation and duration of music training: Health-promoting activities shape brain development. Journal of the American Academy of Child & Adolescent Psychiatry, 53(11), 1153-1161.

Johnson, C., & Memmott, J. (2006). Examination of Relationships between Participation in School Music Programs of Differing Quality and Standardized Test Results. Journal of Research in Music Education, 54(4), 293-307.

1. Art integration, by fostering critical thinking and creativity, significantly enhances students' ability to analyze, interpret, and synthesize information, resulting in higher-quality thesis writing.

2. Through visual representation, art integration allows students to make connections between complex concepts and their own experiences, leading to deeper understanding and more effective communication in thesis writing.

3. By engaging multiple learning modalities, art integration caters to diverse learning styles, enabling students to grasp abstract theories and articulate their ideas more comprehensively in thesis writing.

4. Art integration promotes collaboration and peer feedback, fostering intellectual exchange and critical evaluation, which strengthens the quality of....