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Summit XVI is packed with talent, information, and ideas for the coming year. See what we mean, by clicking on some of the links below for expanded information.
- Pre-Summit for “Techology Boot Camp” with Sherri Segovia
- Pre-Summit for “Moving The Needle: Learning Through The Arts” with Celia Hughes
- Pre-Summit for “Video Production 101″ with Jordan Arrendondo
- Pre-Summit for “Digital Storytelling in the 21st Century Classroom” with Megan Alrutz
- Pre-Summit for “Changing Education with Relevant Fine Arts “Inter” disciplinary Curriculums” with Gladys Keeton
- Pre-Summit for “Devising as a means for Culturally Responsive Arts Education” with Roxanne Schroeder-Arce
- Pre-Summit for “Mapping: A Journey in Creative Practice” with Samanthan Melvin
- Pre-Summit for “Teaching the 21st Century Fluencies through the Arts” with Charles Aguillon
- Summit sessions for Elementary Art with Jen Raybourn and with Amanda Lanahan
- Summit sessions for Secondary Art with Sara Pagona and Jessica Jones-Gonzales
- Summit sessions for Middle school dance with Andrea Soto and Lynn Reynolds
- Summit sessions for Secondary Dance with Darby Boyd and Chelsea Dowden
- Summit sessions for Elementary Music with Michele Hobizal and Penny Davis
- Summit sessions for Secondary Music with Mark Gurgel and Christopher Hanson
- Summit sessions for Elementary and Middle school theatre with Laura Haygood and Liz Bishop
- Summit sessions for Secondary Theatre with Roxanne Schroeder-Arce and John Castilleja
It is with great excitement that CEDFA and the Texas Fine Arts Summit XVI announce the keynote speaker, Carrie Rodriguez, that will open the proceedings for us on June 11, 2015, the renowned musician studied at Oberlin Conservatory and Berklee College of Music. She specializes in the violin and Tchaikovsky and dearly loves a good session with her fiddle playing Hank Williams.
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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.