Achievement Gap
Achievement gap is the academic discrepancy among students of high academic success and low academic success. As a music educator, it is my job to use music as a medium in which to bridge that gap and promote student success. According to a study by the National Endowment for the Arts (NEA), education in the arts can close the achievement gap. The study shows that by nearly every indicator, students from low socioeconomic (SES) backgrounds with a low-arts education were significantly outperformed by peers from high-arts, low-SES backgrounds. As a result, the gap that often appears between low-SES students and their more advantaged peers was almost eliminated in many cases (Catterall, 2012). Studies also found that students of low-SES who are exposed to the arts are more likely to graduate from high school than their peers, and consequently more likely to attend and graduate from a university. Unfortunately, budget pressures and an increasing focus on just reading and math have pushed the arts out of school days over the last four decades (Catterall, 2012).
Socially disadvantaged children that enter school with academic difficulties have an increased risk of poor health and psychosocial outcomes (Geoffroy, 2010). For example, as opposed to those of highly educated mothers, children with mothers of low education showed a consistent pattern of lower scores on achievement tests and academic readiness at 6 and 7 years unless they received formal childcare. As a result, many countries are investing more and more in early childcare in hopes to reduce cognitive discrepancies among privileged and disadvantaged children and prevent worsening effects of disadvantage on children's early academic growth (Geoffroy, 2010). By investing in early childcare and early arts education, teachers and parents can guarantee their students' success.
Instructional Decision
As an arts advocator and future music educator, the NEA presents phenomenal research backing arguments to keep the arts in schools. It is my duty to back those arguments as best I can in my classroom as well. Creating an encouraging and engaging music classroom will be just as imperative to music advocacy as to the growth and development of my students. Playing music as students walk into class is one way to lessen nerves and spark interest (AG 5.1). Also, I should aid my students in understanding the relationships between music, the other arts, and disciplines outside the arts. Relating music to other disciplines can help children make sense of subjects or personal experiences they may not understand typically (AG 1.2). Using rhythm activities and teaching music theory can help develop math skills, while reading music and singing in another language can help develop literacy (AG 1.6). Playing an instrument, painting, or dancing can also help develop motor skills. It is crucial to start children in these activities at a young age in order to develop skills that they may not receive in other disciplines (AG 2.3).
Socially disadvantaged children that enter school with academic difficulties have an increased risk of poor health and psychosocial outcomes (Geoffroy, 2010). For example, as opposed to those of highly educated mothers, children with mothers of low education showed a consistent pattern of lower scores on achievement tests and academic readiness at 6 and 7 years unless they received formal childcare. As a result, many countries are investing more and more in early childcare in hopes to reduce cognitive discrepancies among privileged and disadvantaged children and prevent worsening effects of disadvantage on children's early academic growth (Geoffroy, 2010). By investing in early childcare and early arts education, teachers and parents can guarantee their students' success.
Instructional Decision
As an arts advocator and future music educator, the NEA presents phenomenal research backing arguments to keep the arts in schools. It is my duty to back those arguments as best I can in my classroom as well. Creating an encouraging and engaging music classroom will be just as imperative to music advocacy as to the growth and development of my students. Playing music as students walk into class is one way to lessen nerves and spark interest (AG 5.1). Also, I should aid my students in understanding the relationships between music, the other arts, and disciplines outside the arts. Relating music to other disciplines can help children make sense of subjects or personal experiences they may not understand typically (AG 1.2). Using rhythm activities and teaching music theory can help develop math skills, while reading music and singing in another language can help develop literacy (AG 1.6). Playing an instrument, painting, or dancing can also help develop motor skills. It is crucial to start children in these activities at a young age in order to develop skills that they may not receive in other disciplines (AG 2.3).
