The Need for Arts Education and Alternative Assessment in Light of the No Child Left Behind Act of 2001

Abstract

THE NEED FOR ARTS EDUCATION AND ALTERNATIVE ASSESSMENT IN LIGHT OF THE NO CHILD LEFT BEHIND ACT OF 2001 By Michelle Ann Labbe, B.A. Studio Art A thesis submitted in partial hlfillment of the requirements for the degree of Master of Art Education at Virginia Commonwealth University. Virginia Commonwealth University, 2005 Major Director: Dr. Pamela G. Taylor, Department Chair, School of Art Education Due to increasing teacher accountability and standardized test score requirements attributed to the No Child Left Behind Act of 2001, this essay examines research of the positive influences of arts education on student academic achievement and social growth. Howard Gardner's Multiple Intelligences Theory and brain research, such as that of Eric Jensen, suggest the necessity for various types of instruction and assessment to ensure that all students' learning needs are met; and to maximize the potential for intellectual growth in each student. Harvard University's Project Zero programs: Artful Thinking, Art Works for Schools, and Arts PROPEL are examined. A+ Schools Program (North Carolina), and various schools and school districts around the United States having artsrich curricula and high student academic and social achievement are identified. Community Outreach programs: Chicago Arts Partnership in Education (CAPE),Young Audiences of Indiana, the Pennsylvania Ballet show positive arts influence outside of the traditional classroom setting. Research by James S. Catterall, J. Burton, R. Horowitz, and H. Abeles on the question of learning transfer taking place across the disciplines is also examined.