Wednesday, May 13, 2015

Bay Area Performing Arts Co-op

We at Bay Area Performing Arts believe, as do all who classically study, that it is imperative in education to train the whole child – body, mind, spirit. This is not a new philosophy. It is, in fact, ancient. The cultures of ancient Greece and Rome certainly knew this and early American culture also trained students extensively in, not only the core subjects of knowledge and physical exercise, but also made room for fine arts – music, art, drama, dance. Research now confirms that all areas of the brain need to be accessed and challenged in order to thoroughly and successfully train young minds. So often, what our modern education philosophy has omitted is the arts. Just look at what some research has found.

1. In a 2000 survey, 73 percent of respondents agree that teens who play an instrument are less likely to have discipline problems.
Americans Love Making Music – And Value Music Education More Highly Than Ever, American Music Conference, 2000.
2. Students who can perform complex rhythms can also make faster and more precise corrections in many academic and physical situations, according to the Center for Timing, Coordination, and Motor Skills.
Rhythm seen as key to music’s evolutionary role in human intellectual development, Center for Timing, Coordination, and Motor Skills, 2000.
3. A ten-year study indicates that students who study music achieve higher test scores, regardless of socioeconomic background.
Dr. James Catterall, UCLA.
4. A 1997 study of elementary students in an arts-based program concluded that students’ math test scores rose as their time in arts education classes increased.
Arts Exposure and Class Performance,” Phi Delta Kappan, October, 1998.
5. According to a 1991 study, students in schools with arts-focused curriculums reported significantly more positive perceptions about their academic abilities than students in a comparison group.
Pamela Aschbacher and Joan Herman, The Humanitas Program Evaluation, 1991.
6. Students who are rhythmically skilled also tend to better plan, sequence, and coordinate actions in their daily lives.
Cassily Column,” TCAMS Professional Resource Center, 2000.
7. In a 1999 Columbia University study, students in the arts are found to be more cooperative with teachers and peers, more self-confident, and better able to express their ideas. These benefits exist across socioeconomic levels.
The Arts Education Partnership, 1999.
8. College admissions officers continue to cite participation in music as an important factor in making admissions decisions. They claim that music participation demonstrates time management, creativity, expression, and open-mindedness.
Carl Hartman, “Arts May Improve Students’ Grades,” The Associated Press,Oct. 1999.
Nina Kraus, the Hugh Knowles Professor of Neurobiology, Physiology and Communication Sciences at Northwestern states following her extensive research: “ Based on what we already know about the ways that music helps shape the brain, the study suggests that short-term music lessons may enhance lifelong listening and learning. Since many children engage in group or private music instruction, yet, few continue with formal music classes beyond middle or high school, we help address a question on every parent's mind: 'Will my child benefit if she plays music for a short while but then quits training?' “ Kraus says the results of her studies indicate the answer is yes. “Thus, musical training as children makes better listeners later in life.”
(Source : “Practicing music for only few years in childhood helps improve adult brain: research." August 21, 2012, Journal of Neuroscience.)
Come join us at BAPAC! We offer quality and affordable fine art experiences. Better listeners make better students, both of academia and of life. And isn't that what we are really trying to prepare our children for? LIFE!

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