WISCONSIN ART EDUCATION ASSOCIATION
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Home
Advocacy
Resources
>
SmArt Academic
SmArt Creativity
SmArt Equity
SmArt Facts
Mental Health/SEL
WI ACP
Community
Membership
About Us
Board Members
Contact Us
Fellows
Regions
State Awards
Teacher of the Month
Conference
2024 Conference
Sponsors and Exhibitors
Award Winners
Programs
Scholastic
Visioneer Design Challenge
Visual Arts Classic
Youth Art Month
Publications
Art Times
Resources
ED&I
Educator Grants
National Art Education Association
Student Grants & Awards
Teaching Resources
Visual arts education enhances the educational experience of traditionally
underserved students
.
Artistic/visual literacy is critical to a child’s comprehensive education in our increasingly
multimedia age
, where information is less through numeracy and the written word.
Students in
poverty
are less likely to have access to art education in their school. The same is true for students enrolled in charter schools.
High-arts, l
ow-SES
students were more likely to
register to vote
than low-arts, low-SES students -- and all students.
59 percent of high-poverty elementary schools have a
dedicated room with special equipment
as the primary space for visual arts instruction, compared to 76 percent of low-poverty elementary schools.
Arts Integration
is helping raise student achievement and has been helping its
low-income students outperform their peers
for years in some schools that implemented it.
93% of all communication is visual!
And, our brains process images 60,000 times faster than text!
Art Education is Essential because "... study of the visual arts enables all learners to
understand their world and the culture and history of others
." #Visual Arts Matters. (2020, NAEA)
The Department of Education reports that access to arts education for
students of color
is significantly lower than for their white peers.
Students from
low socio-economic backgrounds, English language learners, and students with special needs
—often underserved in public schools—realize particularly
strong benefits through arts education
.
(Brouillette & Jennings, 2010; Brouillette, 2010; Carger,
2004; Montgomerie & Ferguson, 1999; Spina, 2006).
English language learning
(ELL)
students’ comfort and proficiency in speaking English and vocabulary grew through discussion and dialogue about their artwork. These essential communications skills helped the
ELL students advance in all areas of school
(Craig & Paraiso, 2008).
Arts programming fosters
safe environments
that allow participants from
diverse backgrounds
to engage in
cross cultural dialogue, and promotes mutual respect and increased sensitivity towards cultural issues
(Clover, 2006; Harland et al, 2000).
Students from
minority and low socio-economic
backgrounds
met or exceeded state testing
averages when involved in
arts integrated
programming (Catterall, 2009).