1:48 p.m. EDT, September 4, 2012
One dreary spring morning, I entered Robert Moton Elementary as opera
resounded through its halls, stirring my soul like never before. As a school
psychologist with limited exposure to classical genres, I was startled but
tremendously invigorated by this music. I then noticed some students bopping
down the halls — also seemingly uplifted.
I immediately sought out the assistant principal, a former music teacher who
selects Moton's morning melodies, begging him to identify this inspiring music.
"'Nessum Dorma,' Pavarotti's most famous work," he smilingly responded.
Well, I thought, if a geezer who failed art, hated clarinet and has no sense
of rhythm could feel rejuvenated by a shot of culture, just think of how it
might benefit struggling students possessing more talent and inspiration.
Indeed, research demonstrates that students exposed to the arts develop
better academic and social/ emotional skills. Accordingly, some Baltimore-area
schools have implemented "Arts Integration," which counters the "Cut the arts
and teach to the tests" model that proliferated following No Child Left
Behind.
Initiated by its former principal, Judy Walker, Robert Moton Elementary,
one-third special education (housing the county's only program for students with
very intensive emotional needs) and now a "Total Title One" site (for its high
percentage of disadvantaged learners), recently became Carroll County's first
Arts Integration school.
Last summer, several Moton staff acquired Maryland Artist/Teacher Institute
training to help faculty initiate Arts Integration. This requires teachers and
fine arts specialists to work together in fostering collaboration,
communication, creativity and critical thinking (the hallmarks of 21st century
learning), as students naturally connect music, art, drama or dance to content
areas.
For instance, Moton second-graders hosted a fall reader's theater of created
songs and dances about the developmental stages of insects and modeled their
researched writings after a mentor author. In reading, some classes routinely
act out literature to facilitate comprehension or make pop-up books to re-create
stories. These efforts have renewed most struggling and competent readers'
interest and skills. Plus, students are more actively engaged and have fewer
discipline issues.
Moton's energizing morning music exposes students to diverse genres that
often reinforce our three R's of Respect (think Aretha's), Responsibility ("Lean
on Me"), and Readiness to Learn. During "Classroom Meetings," some students
utilize puppets to express feelings and use drama, art and song to showcase
talents and increase class cohesion.
While all students gain from Arts Integration, students with musical,
dramatic and artistic talents, unconventional learners, and disengaged students
benefit most in increased competence, self-awareness and confidence.
For instance, an African drumming exhibition mesmerized students, and some
routinely started drumming to express their mood and discharge energy. One child
with severe emotional and reading disabilities became so accomplished that he
performed a stirring schoolwide drum solo this past spring. This and other
targeted interventions caused his attitude and grades to improve, and he is now
fully mainstreamed for 2012-13.
While Moton quarterly assemblies still salute academic stars, they
increasingly recognize other talents. Interestingly, parental attendance at arts
activities has risen, and interconnected afterschool clubs, music and drama
programs have become quite popular.
Harvard psychologist Robert Brooks stresses our need to identify struggling
students' "Islands of Competence" to develop their resilience, motivation and
self-confidence and help address their weaknesses. For children experiencing
disabilities, frustration, poor attendance and/or disinterest in school,
broadening and integrating school-related competencies thus seems necessary.
To address such Moton students, we are also planning special "jobs" they can
assume, and clubs (e.g. the Lego Club) that will capitalize on their strengths
and interests and help them feel more a part of their school. One Moton teacher
has already utilized struggling students as computer "consultants" that help
others while gaining confidence in their skills.
This year, Moton staff have embarked on a new bullying prevention program as
part of the school's "Positive Behavior Interventions and Supports" process. In
a very natural fashion, we discussed how to integrate this initiative within the
classroom meeting, health, music, social studies and art programs and began
brainstorming skits, dance and music to make it more meaningful and attractive
to students at an upcoming assembly.
Integrating the arts, as well as individualized academic and behavioral
interventions, clubs, service opportunities, hobbies, sports and other student
interests are all needed to help students access and enhance their learning.
Otherwise, we will leave many children behind in our Race to the Top.
In response to surprising student demand, primarily from those with special
education needs, I'm planning to start a chess club this fall. I'm now thinking
Pavarotti should inspire us as we play.
Mike McGrew is a school psychologist from Carroll County. His email is mcgrewclark@hotmail.com.
I LOVE that story about the opera music being played in the halls! This is an awesome blog and I look forward to reading all of your future posts. I am in the process of creating my own blog advocating for fine arts education in schools, and this one is certainly inspiring. It is nice to see that there is in fact a large community of other fine arts advocates and supporters.
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