Middle School v.

High School Development

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How the Arts Can Help:
Middle School v. High School Student Development









Ciera Adams
Middle Level: Block 1
Professor Bill McBeth
Doudna 127
October 1, 2013
Middle School v. High School Development

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ABSTRACT
There are many factors to the educational advancement of middle and high school students and
there are similarities and differences between the two age levels. These factors include, but are not
limited to, the physical, cognitive, social, moral and emotional development of these two distinct and
diverse learner populations. But most importantly we all must ask, What can we do to ensure that all
students have the best opportunity to learn? Arts-integrated curriculum facilitated by a specialist is a
highly effective method of accessing all of the developmental needs of the students while assisting in
meeting the curriculum standards of other disciplines.
MIDDLE SCHOOL STUDENTS
Physical Development
Of all of the developmental changes that middle school students go through, the physical
changes are among the most noticeable. The physical changes that happen to pre-adolescents are
triggered by the arrival of puberty and include a wide-array of symptoms and onsets. At this time a
variety of hormones are being released, signaling the body to begin developing sexually, growing
upward and outward, and excreting new, sometimes unpleasant, substances.
Puberty brings with it the physical readiness of reproduction and a whole lot of confusion for
the student. Pre-adolescent boys are developing sperm cells and having sudden, sometimes
uncontrollable, feelings that go along with it. The girls are beginning to menstruate and develop breasts
at different times and degrees of their female classmates, causing pain and insecurity. Both sexes are
beginning to sweat more, which causes odor and oiliness resulting in a need for change in hygiene
practices. In addition to these other hormone-triggered responses, pre-adolescents begin growing hair
lots of hair. They grow hair on their faces, under the arms, and on their legs and backs and genitals.
Not only are hormones causing internal development and excretions, but also pre-adolescents
are experiencing rapid growth of their skeletal-muscular system and their facial features. This rapid
growing can cause a tremendous amount of pain. To add insult to injury, quite literally, this growth
happens rather unevenly. Often the limbs grow at different times than their cores and extremities, and
facial features grow at varied rates from the skull itself. In addition to the vertical growth in bones, the
three bones at the end of the spine, known in as the tailbone, begin to fuse together; this fusion makes
sitting an uncomfortable process. This results in what adults refer to as the awkward phase of long-
legged, clown-footed, big-nosed students who literally dont feel comfortable in their own skin who
cant sit still (Brown and Knowles).
All of these physical changes expend an astronomical amount of energy. In order to regain some
of the lost energy, pre-adolescents experience a change in their eating and sleeping habits and patterns.
These growing people need to fuel up on more food, more frequently (Brown and Knowles).They are so
tired from all of the changes that they go through at they need more sleep, but their school, homework,
and extra-curricular schedule consumes time that they need for sleeping. With the increased, rapid
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physical changes that are occurring and the additional activities in their schedules, it is no wonder why
these children are so exhausted all day. And thinkit starts all over the next day.
Cognitive Development
The processes of thinking and learning are continuing to develop during pre-adolescence. As the brain
triggers the release of hormones it is also creating new brain cells, most of which will not survive (Brown
and Knowles). The cells that need the most stimulus during this time are those involved in organizing,
prioritizing, socializing, and decision-making skills. These skills are what Piaget refers to as the concrete
operational stage of cognitive development (Armstrong). During pre-adolescence, students have and
innate need to categorize and compartmentalize all incoming data in order for learning to occur.
As these students progress through this developmental stage, they also begin formal
operational thoughts. This stage allows students to solve abstract and hypothetical problems (Brown
and Knowles). The gap between the concrete and formal operational stages is bridged by using prior
knowledge and experiences to make judgments about new concepts. One method that students in this
developmental range use to develop these experiences and make connections in their learning is
through curiosity and risk-taking behaviors.
In order to receive this new information, students need to be stimulated in a meaningful way. In
a study discussed by Armstrong, one middle school student is quoted saying, We had nothing to do. We
were just getting told all of our information. Its all lecturesIts so boring. When students are bored,
they are not being stimulated. If they are not being stimulated, they are not making new connections.
Allowing the students to participate in their own education will provide opportunities to create meaning
in what they are learning.
Social and Moral Development
Another part of the development of the middle-school student is social development. The
physical changes of puberty drive pre-adolescents to begin seeking sexual partners even though they are
not intellectually ready for this behavior. According to Armstrongs The Best Schools, young adolescents
must refocus the drive for mate-seeking into positive social relationships. This is a time when children
are seeking bonds or support and emotional intimacy from others, as well as developing a sense of
identity through their peer groups. The driving force behind this is feeling the need to belong
somewhere in the scheme of the world, and therefore it is important for pre-adolescents to be engaged
in the school and community.
Moral development at this time is greatly influenced by social surroundings of the pre-
adolescent child since values tend to be influenced by reflecting the behaviors of others. Pre-
adolescents also tend to think that the whole world is against them (which will be further discussed in
later in this document). Due to this theory often held by teens and pre-teens, a firm belief in the need
for justice is very strong during this time. As a teacher it is imperative to model positive behavior and to
provide opportunities for choice-making teaching moments (Brown and Knowles).
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Emotional Development
The emotional development of the middle-school student is tied to all of the other types of
development and, along with physical development, is the other most noticeable change of the pre-
adolescent. With the increased volume of sex hormones like testosterone and estrogen, pre-adolescents
experience dramatic mood swings including depression, fear, and anger (Armstrong). Combined with the
growing limbs, physical awkwardness, and the developing social groups, middle-school students
experience egocentrism, the feeling that everyone is watching them. With the apparent pressure that all
of these changes and the desire to belong somewhere many students begin suffering from severe
depression, eating disorders, and substance abuse (Brown and Knowles).
HIGH SCHOOL STUDENTS
High school students exhibit many of the changes that early adolescents do, however they likely
have finished or will soon finish most of their growing. Many are still enduring pubescent changes of
muscle development, hair growth, and sweatiness that leave these students feeling awkward about
themselves. Intellectually, adolescents are able to think more about the future and organize different
parts of their lives more effectively than they could in pre-adolescence. As their physical and intellectual
maturing draws to a close, mid- to late-adolescents desire more control over their own choices by
spending less time at home with their families and more time with friends or alone (Palo Alto Medical
Foundation). These teens are able to express their need for independence more effectively than middle-
school students due to a more developed sense of self-identity and a more established system of values
to determine right from wrong.
The teenaged moral compass is still calibrating, however. The need to prove their ability to care
for themselves, teens use their rites of passage (i.e. drivers licenses, turning 18, etc.) to engage in
reckless behavior such as driving too fast, abusing controlled substances, and participating in
unprotected and promiscuous sexual activity (Armstrong). Also as part of the social and moral
development of high-school aged students, the need to belong to a group and feel normal still exists;
students will participate in activities like eating disorders and bullying to fill this need. Emotionally,
teenagers are still susceptible to depression and other drastic mood swings.
ART AS A METHOD FOR LEARNING
It is clear that children in the pre-teen and teen years are experiencing some drastic changes to
their physical, cognitive, social, emotional and moral selves. It is also clear that these changes have an
effect on the way that these children are absorbing new information. So, what can we do as teachers to
aid in maximum retention of the most important information? Thats easy. Provide more opportunities
in the arts. Many school districts are reducing and defunding art programs beginning in middle school
due to increased pressure to meet more and more standards in the literacy, math and science. Many
schools only offer art to middle school students for 9 weeks of their 3-4 years in middle school; and in
high school it is only offered as an elective, meaning many students stop taking art classes all together
(Armstrong).
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It has been established that students during this point in their development have a hard time
sitting still and focusing due to the fusion of their tail bone, their over-driven hormones, and emotional
baggage that is happening to every single one of these students. Incorporating all forms of the arts has
the opportunity to engage all of the senses into all aspects of curriculum. Schools can integrate theater
and other performance into literature, fiber arts into math and science, and visual arts into community
engagement to study current issues and other social sciences. Dance, drama, music, sculpture and other
expressive forms provide a channel for sexual energies *and+ violent impulses, sort out emotional
conflicts, and build a deeper sense of identity (Armstrong). Integrating the arts as part of a well-balance
school program allows the students to discover connections to subjects that were once difficult to grasp,
and the student, therefore, develops a more well-rounded education for life (Wisconsin Department of
Public Instruction, p. 11).


















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REFERENCES
1. Brown, D. F., & Knowles, T. (2007). What every middle school teacher should
know (Second ed., pp. 10-56). Porstsmouth, NH: Heinemann.
2. Armstrong, T. (2006). The best schools: How Human Development Research Should
Inform Educational Practice (pp. 111-134). Alexandria, VA: Association for Supervision
and Curriculum Development.
3. Wisconsin Department of Public Instruction. (1995). A guide to curriculum planning: Art
education (Second ed., pp. 111-134). Milwaukee, WI: Association for Supervision and
Curriculum Development.
4. Palo Alto Medical Foundation, American Medical Association. (2001). Parents &
Teachers: Teen Growth & Development, Years 15 to 17. In Health and Wellness.
Retrieved September 30, 2013, from http://www.pamf.org/parenting-
teens/health/growth-development/growth.html#Physical Growth