Annotated Bibliography

Beveridge, T. (2010). No Child Left Behind and Fine Arts Classes. Arts Education Policy

Review, 111(1), 4-7. Doi:10. 1080/10903228090

No Child Left Behind (NCLB) was put into effect when the Bush administration took

over in 2002. In this article lawmakers and school administrators question what changes,

if any, the Obama administration have made. Also, the effects of NCLB on non-tested

subjects, focusing on music and arts in the general curriculum are explored in this article.

With changes in scheduling and funding policies on these non-tested subjects, educators

and school officials have to reconsider advocacy for the arts.

This article is one of the more recent articles for the selected topic having been written in

2010. With the audience being a scholarly one I find this article to be very beneficial to

the selected research topic. Tina Beveridge is the author from Lower Columbia College,

Longview, Washington. Information presented in the article is supported by many reliable

resources. There is no bias present, it is simply states facts on NCLB and what is being

done or not done about it.

Davis, M.R. (2006). Study: NCLB Leads to Curbs for Some Subjects. Education Week, 25(30),

5-14.

Emphasis on the core subjects and state testing outlined in NCLB has statistically
 forced the cut back on subjects such as social studies, music, and art. There are both

positive and negative results from the NCLB. Impact on the Urban Schools and collected

data on the subject is included in this article.

2006 is the year the article was written in Education Week. This may be an older source

but is still relevant to the research being conducted. The intended audience is a scholarly

one. Information presented in the article comes from the Center on Education Policy.

Data and statistics in the article are supported by studies and research. No bias is

presented in this article.

Eckhoff, A. (2008). The Importance of Art Viewing Experiences in Early Childhood Visual Arts:

The Exploration of a Master Art Teachers Strategies for Meaningful Early Arts

Experiences. Early Childhood Education Journal, 35(5), 463-472. Doi:10.1007/s10643-

007-0216-1

Research in this paper was conducted by the Washington, DC: Arts Education

Partnership, 1998. It was conducted by a master art teacher at the Denver Art Museum to

engage preschool-age students in art viewing experiences which were part of a museum-

based art program. They found that integrating rich, meaningful art viewing experiences

help early childhood educators with teaching strategies and boost academic achievement.

This article was published in 2008. Supported by many references this article would be

an excellent resource for the research topic. Angela Eckhoff is the author and was part of
 the Eugene T. Moore School of Education, Clemson University when she wrote this

article. Information used for this article comes from many National organizations and

University studies. The article presents no bias only straight forward findings.

Eisner, E. W. (1999). Does experience in the arts boost academic achievement?. Clearing House,

72(3), 143.

Issues touched in this article would be the contribution of the arts to academic

achievement. Research on the relationship between art experience and academic

achievement is also discussed. Why there is a concern about arts-academic achievement

is explored. Also, different levels to arts education contribution is included.

This article is an older one written in 1999. Even though the article is a little older than

the rest the information is still relevant to this day and the selected topic. The author is

Elliot W. Eisner who published this article as the professor and chair of the Department of

Curriculum Studies and Teacher Education at Stanford University and author of many

arts based curriculum books. Compiled information in this article comes from many

universities research making this a reliable source. Purpose of this article would be to

inform about the arts benefits in other academic classes. No bias is included in this

article.

Elliot, I. (1999). Learning Through the Arts. (Cover story). Teaching Pre K-8, 30(2), 38.

This article focuses on Newton D. Baker Elementary Arts School in Cleveland, Ohio, a

K-5 magnet school that puts its energy and focus on the arts. There are many motivators
 that make this school appealing to families creating a waiting list to get enrolled in this

school. It ranks statewide in proficiency test and tutors struggling students. They attribute

most of their success to the training of their teachers to integrate art into the curriculum.

Written in 1999 this piece lines up directly with the topic that has been selected. This

source is backed with visible research and published by a teaching magazine. Information

in this source has an evident reliable data source. There is no bias presented throughout

the article.

Fehr, R.C. (2008). Colorado Finds Links Between Arts Education and Test Scores. Music

Educators Journal, 95(2), 23.

In this article, the focus is on a study that was conducted by the Colorado Department of

Education and the Colorado Council on the Arts in regard to arts education. They

compared test scores of students who were in fine arts classes and those who were not.

The results showed a more positive test score incline when students were in or had taken

fine arts classes. Children who were not in or had not taken fine art classes seemed to

have lower scores than those who had the fine arts classes.

Information in this article was compiled in 2008. For the selected topic information may

be used from older sources. The research conducted in this article benefits the selected

research topic. Rosalind C. Fehr is the author of the article and is the Managing Editor of

News for The National Association for Music Education. Information presented in the
 article is backed by research. The purpose of the article is to inform others on the positive

effects arts education has.

Heatland, L., & Winner, E. (2001). The Arts and Academic Achievement: What the Evidence

Shows. Arts Education Policy Review, 102(5), 3.

This article shows a summary of the Reviewing Education and the Arts Project (REAP)

report, which examined the correlation between arts education and academic

achievement. This article includes dominating claims for the arts. Also details on the

REAP research along with justification for the arts in education.

The article was published in 2001. Information covered in this article relates to the

selected topic and is supported making it a good resource. Lois Hetland is one of the

authors who was a project manager for REAP at the Harvard Graduate School of

Education at the time of publication. Ellen Winner was the principal investigator for

REAP at Boston College and Harvard Graduate School of Education at the time of

publication. In depth research was put into the article by many reliable resources. There

is no bias in the presented article.

Miksza, P. (2013). Arts Education Advocacy: The Relative Effects of School-Level Influences

on Resources for Arts Education. Arts Education Policy Review, 114(1), 25-32.

In this article factors that may impact school arts programs are investigated. Data from

the National Center for Education on elementary and secondary school surveys on arts

education is presented. Variables such as community support, administrator support,

 having arts educators in leadership roles, reports of funding, instructional time, and

number of arts specialist for arts education are further explored in this study. Other

factors that play into schools and having an arts program would be minority status,

poverty status, and school community type.

This article was written in 2013. For the topic chosen older sources will still be relevant.

The chosen article lines up with the selected topic and is intended for a scholarly

audience. Peter Miksza is the author and is from Indiana University, Bloomington,

Indiana. Information in the article can be trusted because it has been reviewed and

published in a scholarly journal. It is for an Arts Education Advocacy but the information

in it is supported statistically by research.

Mishook, J.J., & Kornhaber, M.L. (2006). Arts Integration in an Era of Accountability. Arts

Education Policy Review, (4), 3-11.

In this article, the effect and predominance of the integration of arts is reviewed. With

rising testing pressure and accountability more schools are looking to drop their arts

programs to free up more time for core areas of the curriculum such as math and reading.

Even the general public agree that accountability of the arts is underrated and should be

revamped. Although this lack of accountability is present there is still no steps taken to

make it better. Testing policy researchers have not established the impact of

accountability on the arts.

For this article, information was collected and complied in 2006. Information include in

this article directly lines up with the selected topic. Authors of the information are Jacob

J. Mishook and Mindy L. Kornharber. Mishook at the time he wrote this was a doctoral
 student in the educational theory and policy program at Pennsylvania State University.

Kornharber was an associate professor in the educational theory and policy program at

Pennsylvania State University when she contributed to this article. There are multiple

resources to back up the information and data presented in the article. The purpose of this

article is to inform others on the lack of accountability of the fine arts programs.

Reeves, D. (2007). Academics and the Arts. Educational Leadership, 64(5), 80-81.

The idea that the fine arts must be cut to make room for testing review in literacy and

mathematics is explored in this article. Supported with research the author of this article

fights this. Stating that there is a link between art experiences and literacy skills. Using a

teacher of Advanced Placement European History as a resource for his article. The author

states three ways to engage students with art education without sacrificing academic

opportunity.

This article was written in 2007. Although this article is intended for a general audience it

is supported by two research based sources. There is a biased present and one of the

sources the study comes from is the The New York Times telling me it isnt the best source

to use for the selected topic. Douglas Reeves is the author who is also the Founder of the

Center for Performace Assessment.

Spohn, C. (2008). Teacher Perspectives on No Child Left Behind and Arts Education: A Case

Study. Arts Education Policy Review, 109(4), 3-12.

The effect of the No Child Left Behind program on public schools art education is

investigated in this article. The author collects teachers perspectives on their personal

experiences under the federal policy. A case study is conducted on an Ohio public school
 district, where qualitative and quantitative data is collected and examined. The data

showed a decrease in arts learning opportunities. Data also showed NCLB was the

motivation behind this decrease.

This piece was published in 2008 by Cydney Spohn. Data was collected and evaluated to

create this article making is a relevant and excellent source to use in a research paper. A

scholarly audience was intended for this paper. Cydney Spohn, the author, at the time of

writing this paper was an assistant professor in the School of Dance, Theatre and Arts

Administration, University of Akron, Ohio. Information in this article is backed by many

sources listed at the end of the article and there is no bias included.

Robinson, A.H. (2013). Arts Integration and the Success of Disadvantaged Students: A Research

Evaluation. Arts Education Policy Review, 114(4), 191-204.

This article examines the benefits of art integration for the student population. Beginning

the paper, it compares the US academic performance and arts education with other

countries that are outperforming the US. Ways to integrate art into the common core

standards is also mentioned in the article. Studies were examined and compiled to

determine the effects of arts integration in the school system. The author also puts in

suggestions for future research on the topic.

This article was published in 2013 making it a little more recent than others selected

article. It pertains to the subject area selected and is based on pure research. Helene
Robinson of the University of South Florida Sarasota-Manatee, Sarasota, Florida is the

author. Information presented in the article comes from research making it reliable. No

bias is presented in this article.