Summary: Common Core Curriculum

Before Common Core Curriculum the Arts known as music, theater, dance and visual art were considered beneficial subjects and not essential to the learning process (Jacobs, 1999). During the research analysis of Critical Links in 2002: Learning in the Arts and Student Academic and Social Development “provided evidence for enhancing learning and achievement as well as positive social outcomes when the arts were integral to students’ learning experiences” lawmakers started looking at the Arts in education more seriously (Burns, 2003, p. 5). Writer Victoria Jacobs explains, “Arts in elementary schools have often been separated from the core curriculum and instead, offered as enrichment activities that are considered beneficial but not essential”
For educational purposes visual arts covers primitive paintings, classic portrait paintings, charcoal, pencil, water color, oil, and latex paintings. Visual art also includes multi-medium works, as well as computer rendered, photographic, architectural work, quilting, sculpture in any medium, paper-crafts and oh so many more. Visual art has the ability to play on the senses. Visual art can make you happy, sad and even perplexed. According to the Randolph Township Schools (Visual Arts, 2013) of Randolph New Jersey visual arts enable students to bring shape and order to their changing world. Understanding that our lives and world is forever changing and how to accept those changes is a key factor in studying our society. Social studies attempts to teach students this, but for many the concept is lost. Utilizing visual arts in the classroom students should learn to critique works of art and be able to place values on the aspects of the work that are of interest to them. This process begins to develop a foundation where students learn to accept each other for who they are. New Jersey Core Curriculum Content Standards for Visual Arts is founded on the principals of the National Standards for Visual Arts and states through critique methodologies students will demonstrate and apply an
(2003). Connecting Arts Education Policy and Research to Classroom Teaching. Chicago, IL: Presented at The Annual Meeting of the American Educational Research Association.
Crumpler, T., & Schneider, J. J. (2002). Writing with their Whole Being: a Cross Study Analysis of Children 's Writing from Five Classrooms using Process. Retrieved August 16, 2013, from Arts Ed Search: http://www.artsedsearch.org/summaries/writing-with-their-whole-being-a-cross-study-analysis-of-children-s-writing-from-five-classrooms-using-process#sthash.3O8RUf62.dpuf
Dupont, S. (1992). The Effectiveness of Creative Drama as an Instructional Strategy to Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers. Retrieved August 15, 2013, from Arts Ed Rearch: http://www.artsedsearch.org/summaries/the-effectiveness-of-creative-drama-as-an-instructional-strategy-to-enhance-the-reading-comprehension-skills-of-fifth-grade-remedial-readers#sthash.Xq6mD1OS.dpuf
Jacobs, V. a. (1999). Teaching Core Curriculum Content through the Arts. Ontario, Canada.: Annual Meeting of the American Educational Research