The Effect Of Fine Arts on Language and Literacy Skills in Children
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Authors
Culver, Lauren
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East Carolina University
Abstract
Abstract
Current techniques of teaching literacy to elementary school students are commonly limited to the use of standard reading programs such as Macmillan, McGraw Hill and Houghton (LaJevic, 2013). Although systematic, these approaches do not allow for children to experience various ways of learning or engagement with these structured literacy programs. This study will utilize the constructivist approach to explore how children’s experiences and reflections enhance natural literacy development. The purpose of this study is to determine if creativity and engagement in the arts enhance language and literacy skills in children.
By integrating art practices with literacy tasks, specifically dance and visual arts, children will use such active experiences to enhance specific language and literacy skills. Children, who participate in artistic activities, will excel in subsequent oral and written language activities.
Current art integration in classrooms and has been minimal and undervalued. Funding for art programs have substantially decreased making this study significant and necessary in order to discuss benefits of arts in school settings.
The study was completed in a school in Greenville, North Carolina and will include five students who are at a second grade reading level. Pre-experimental language and literacy testing was completed before the study in the areas of spelling, reading, and oral language. Experimentally, the children have participated in listening, dance and visual art activities. Following each activity, each child was asked to generate words and statements relating to that activity. Dependent variables will include number and type (part of speech) of words generated (written), and number/type of written statements for each activity. Following each group activity, a group discussion was conducted followed by collection of data relating to word and sentence generation. Relationships of data to standardized measures of oral/written language were completed.