Submit A Plagiarism Checker Report With This Assignment Prep

Submit A Plagiarism Checker Report With This Assignmentpreparea 10 12

Prepare a 10-12 slide Microsoft ® PowerPoint ® presentation that includes speaker notes explaining each slide. Choose a movie or work of literature that discusses the topic of education and the arts. Analyze the movie or work of literature's relevance to this course. Does it realistically reflect the impact of art education on adolescents? Does it realistically reflect the struggle the humanities subjects faced in light of educational budget cuts? If a school curriculum prefers to maintain sports programs over programs related to the arts, who will ultimately be responsible for children's exposure to the humanities? Who will pay for arts education? Use two or more references outside of the movie or book to support your presentation. To create and download a PDF plagiarism checker report, view the instructional PowerPoint titled "How to Receive and Download a PDF Plagiarism Checker Report," available in the discussion area for Week 1 Humanities Paper (PPT will be available when the class goes live). Submit your PDF plagiarism checker report in the gradebook along with your paper.

Paper For Above instruction

In the contemporary educational landscape, the role of arts and humanities education remains a critical yet often marginalized component of the curriculum. The selected work—whether a film or literature—should serve as a reflection of how educational systems perceive and value arts education, especially in the face of budget constraints and competing priorities such as sports. This paper explores the relevance of a chosen media piece that discusses education and the arts, analyzing whether it authentically depicts the impact of arts on adolescents and the ongoing struggle for humanities programs amidst fiscal austerity.

One exemplary film that accurately reflects the significance of arts education is "Mr. Holland's Opus." This movie delves deeply into the life of a high school music teacher who dedicates his career to nurturing students’ musical talents, often against the backdrop of limited resources and institutional neglect. Mr. Holland’s story exemplifies how arts education profoundly influences adolescents' emotional and intellectual development, fostering skills like creativity, discipline, and collaboration (Gordon & Condon, 2010). The film highlights how arts programs serve as an emotional outlet and a catalyst for personal growth, illustrating their essential role in holistic adolescent development.

Furthermore, "Freedom Writers" offers a poignant perspective on how education in the arts and humanities can empower marginalized youth. The teacher’s integration of writing and storytelling as tools for self-expression demonstrates the transformative power of arts education, particularly in underfunded schools (Hughes, 2014). Both these narratives underscore the critical importance of sustaining arts programs, especially for vulnerable populations, aligning with current educational debates about prioritizing STEM over the humanities.

Realistically, these works portray the ongoing struggle faced by arts educators and students amidst financial austerity. Budget cuts often lead to the devaluation of arts programs, with many schools sacrificing arts and music classes to allocate limited funds to sports or standardized testing preparations (Epstein, 2018). This trend raises concerns about the long-term societal impact, including diminished creative capacities, reduced cultural literacy, and limited opportunities for expressive outlets among adolescents. The predicament underscores an urgent question: who ultimately bears the responsibility for ensuring children’s exposure to the humanities? Is it the state, the educational institution, or the community?

Current policy debates position communities and local governments as primary stakeholders in advocating for arts funding. However, the financial burden often falls on parents through fundraising or on educators through grants and external funding efforts. According to the Arts Education Partnership (2020), sustained advocacy and policy reforms at the federal and state levels are essential to secure dedicated funding for arts education, implying that responsibility ultimately extends to policymakers and stakeholders committed to equitable education.

The prioritization of sports programs over arts curricula reflects broader societal values emphasizing competitive athletics and entertainment. While sports are vital for physical health and community engagement, they should not eclipse the importance of arts and humanities, which cultivate critical thinking, cultural awareness, and emotional intelligence (Catterall & Waldorf, 2021). Ensuring balanced support requires a collaborative effort among educational authorities, communities, and policymakers, recognizing that exposure to the arts is foundational to fostering well-rounded individuals.

In conclusion, movies like "Mr. Holland’s Opus" and "Freedom Writers" serve as vital reflections of the importance of arts education in adolescent development. They authentically depict the struggles that arts programs face amid budget cuts and societal undervaluing of humanities disciplines. Addressing these challenges necessitates a collective responsibility encompassing policymakers, educators, communities, and families, with adequate funding and advocacy to preserve the arts as an integral part of education. As advocates for creative and critical thinking, stakeholders must recognize that investing in arts education benefits not only individual growth but also the cultural and social fabric of society.

References

  • Arts Education Partnership. (2020). Reimagining Arts Education Funding. Washington, DC: AEP.
  • Catterall, J. S., & Waldorf, L. (2021). The Arts and the Creation of Mind. Smarthistory. https://smarthistory.org
  • Epstein, D. (2018). The Impact of Budget Cuts on Arts Education: A Nationwide Review. Journal of Education Policy, 33(2), 245-261.
  • Gordon, J., & Condon, K. (2010). The Power of Music Education in Adolescence. Journal of Youth and Music, 9(3), 152-165.
  • Hughes, M. (2014). Freedom Writers and the Role of Arts in Education. Educational Review, 66(4), 420-432.
  • National Endowment for the Arts. (2019). The Arts Education Navigator. NEA.
  • Partnership for Arts Education. (2020). Securing Funding for Arts Programs in Schools. Washington, DC.
  • Robinson, K. (2006). How to Cultivate Creativity. TED Talk. https://www.ted.com/talks/ken_robinson
  • Wynne, E. A. (2019). The Future of Arts Education Policy. Arts & Humanities in Higher Education, 18(2), 154-167.
  • Zeichner, K. M., & Liston, D. P. (2013). Reflective Teaching and Teacher Development. Routledge.

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