This year’s Summit focuses squarely on implementation of the new Fine Arts TEKS, which go into effect in Fall 2015. The driving content for the event will involve deep analysis and side-by-side comparison of the changes in the new student standards, for which all educators must account in the coming year.
Participants at this year’s Summit will experience
- hands-on, side-by-side deep analysis of the new Fine Arts TEKS for implementation
- connections to the 21st Century Skills found within each of the new TEKS strands and new course offerings
- opportunities to extend the TEKS to Science, Technology, Engineering, Arts, and Mathematics (STEAM) focus areas (using the revised CEDFA Content Connections)
- strategies to build and promote successful fine arts programs in the context of HB 5 (using the revised Curriculum Frameworks)
- interdisciplinary work aimed at fostering deeper connections across the content areas
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The report is sponsored by the Dana Foundation Arts and Cognition Consortium. It is a collaboration of studies conducted by neuroscientists representing seven universities from across the United States pertaining to the association of arts training and higher academic performance. The consortium’s findings provide an understanding of the possible causal relationships between arts training and the ability of the brain to learn in other cognitive domains. The results of the studies should be helpful to students, parents, educators, and the general public in policy-making decisions as related to the importance of high quality arts education in our schools.
A Harvard-based study has found that children who study a musical instrument for at least three years outperform children with no instrumental training – not only in tests of auditory discrimination and finger dexterity (skills honed by the study of a musical instrument), but also on tests measuring verbal ability and visual pattern completion (skills not normally associated with music).
While these results are correlational only, the strong predictive effect of training duration suggests that instrumental music training may enhance auditory discrimination, fine motor skills, vocabulary, and nonverbal reasoning. Alternative explanations for these results are discussed.
Children exposed to a multi-year program of music instruction involving training in increasingly complex rhythmic, tonal, and practical skills display superior cognitive performance in reading skills compared with their non-musically trained peers, according to a study published in the journal Psychology of Music. According to authors Joseph M. Piro and Camilo Ortiz from Long Island University, data from this study will help to clarify the role of music study on cognition and shed light on the question of the potential of music to enhance school performance in language and literacy.