Fine Arts, Athletics and Academics can coexist

Transcription

1 Fine Arts, Athletics and Academics can coexist

2 Coaches/Sponsors Check Grades Weekly Coaches/Sponsors Contact teachers in regards to kids grades If you don t pass, you can t play and you let your team down. McKenzie Johnson (2 sport athlete) When you do not participate in fine arts and you fail you re not letting anyone down but yourself, participating makes you more accountable Kameron Alston (All State Choir and Starter on Varsity Football team) High Standards and strict accountability, if we have a kid with a 74 or below at progress report time, they do not participate in any of our activities until they bring us a note from that teacher showing they have at least a 75. We emphasize to our players, mangers, and trainers that our standard / expectation is that they are the best student in their teachers class rooms every day. They buy in and do what is expected. Coach Walden Baseball Head Coach More Eyes - Creates Accountability

3 Communicate, Communicate, Communicate Organize schedule and contact their coaches or directors to get everything accomplished Make plans a week or two in advance to avoid conflicting schedules. I plan ahead and talk to my coaches and choir sponsors when I may have a conflict, this keeps everyone on the same page. Kameron Alston Communication

4 Prior, Proper, Planning Prevents Poor Performance Set schedule Must balance, school and extra curricular activities Anyone you talk to with a college degree will say managing your time is the most important element in success in school. You have to always make time for school work even if it means staying up late. McKenzie Johnson Time Management Life Long Lesson

5 Average Number of Athletes Per Year = 612 Average Number of Classes Failed Per Year = 169 Over 50% of classes failed were students who failed multiple classes (Repeat offenders)*** Passing Rate Average Per Year = 73% Even when you put this high percentage with the entire student body the passing rate drops to 62%!!!!! The Facts!

6 95% of Fortune 500 Company CEO s participated in a high school athletic program What do Athletics and Fine Arts Teach? Discipline Pride Poise Class Accountability Decision-making The Future

7 1. Major Achievement in extra-curricular activities 2. High Grades in High School 3. High Grades in College 4. High Scores on the ACT Three of these four were found to have no predictive value. The ONLY factor used to predict success in later life was achievement in EXTRACURRICULAR activities Four Factors in Predicting Success

8 95% say participation in activities teaches valuable lessons that are not learned in a regular classroom 99% agreed that participation in activities promotes citizenship 95% agree that activities contribute to the development of school spirit among the student body National Association of Secondary School Principals

9 The Fine Arts Connection

10 But, it s just Art, right? Many students successfully balance their academic, athletic and fine arts life successfully. In fact, more than 70% of ALL Middle School and High School students participate in one or more extra-curricular program. In 2009, the percentage of students who met TAKS standards and were enrolled in both an Athletic and Fine Arts program scored 15% higher than their counterparts. The percentage of students passing all classes in grades 7-12 is 19% higher among students involved in one or more extra-curricular activity. Students involved in extra-curricular activities average less absences per year. More students are enrolled in Fine Arts than any other extracurricular program. The study of Fine Arts pre-dates the study of science; cultures are judged on the basis of their arts; most cultures and historical eras do not doubt the importance of studying the arts. Societies have included the arts in every child s education because the arts are a fundamentally important part of culture, and an education without them is an impoverished education leading to an impoverished society. Ellen Winner, Principal Investigator of Boston College and Harvard Graduate School of Education.

11 The results are in Students report learning life skills, analytical thinking skills and creative problem solving skills through their art and athletic courses. In 2002 the University of California-Los Angeles, reported their analysis of over 62 studies in dance, theater, music and art by over 100 researchers. The research concluded a positive correlation between academic achievement, improved standardized test performance, improved social skills and student motivation for students enrolled in Fine Arts classes. The study also suggests that arts education is especially helpful to poor students and those in need of remedial instruction.

12 Expanding the Mind The Arts Education Partnership, arguing for the importance of arts in schools, says various art forms benefit students in different ways: Drama. Helps with understanding social relationships, complex issues and emotions; improves concentrated thought and story comprehension. Music. Improves math achievement and proficiency, reading and cognitive development; boosts SAT verbal scores and skills for second-language learners. Dance. Helps with creative thinking, originality, elaboration and flexibility; improves expressive skills, social tolerance, self-confidence and persistence. Visual arts. Improve content and organization of writing; promote sophisticated reading skills and interpretation of text, reasoning about scientific images and reading readiness. Multi-arts (combination of art forms). Helps with reading, verbal and math skills; improves the ability to collaborate and higher-order thinking skills. In Ceramics, I use a different set of abilities than I use in my core classes. I am allowed to explore, make mistakes, and to find multiple solutions to the problem and each answer is always correct. Chelsey Malone

13 What does Harvard say? In a 2001 Harvard University study between the Arts and Academic success, the data showed schools with a strong arts program often reported a rise in standardized test scores. When schools treat the Arts seriously, they institute other kinds of innovations that are favorable to academic learning. For example, the schools become more inquiry oriented, project-based, demand higher standards and focus more on processes that lead to excellence. In schools that make the arts important, academic subjects are often taught through the arts (e.g., role playing in history courses; analysis of rhythms in a proportions unit in math). Students who view academics through an artistic lens can often have sustained success and increased confidence in their academic coursework.

14 I can t sing, draw, act or play an instrument, but I did learn Students learn more than just Fine Arts, they learn skills to last a lifetime: Organizational Skills/Scheduling Accountability and Responsibility Team Work (Cooperative Learning) Motivation Self Esteem Communication Hard Work Meeting Deadlines Critical Thinking Skills Being Proactive Family/Relationships Independence Goals and Strategies

15 ATHLETICS AND FINE ARTS Duel Participation

16 VOLLEYBALL:50 GIRLS, 9 PLAY MULTIPLE SPORTS, 3 ARE MANAGERS IN OTHER SPORTS, AND 8 PARTICIPATE IN FINE ARTS, CROSS-COUNTRY:15 GIRLS, ALL PLAY AT LEAST ONE OTHER SPORT, 1 IS JROTC, TENNIS: 4 GIRLS, 2 PLAY SOCCER, 2 CHOIR BASKETBALL: 40 GIRLS, 13 PLAY ANOTHER SPORT, 3 FINE ARTS GOLF: 8 GIRLS, 1 PLAYS MULTIPLE SPORTS, 1 CHOIR SOFTBALL: 40 TOTAL, 4 PLAY MULTIPLE SPORTS, 6 IN FINE ARTS By the Numbers-Girls Athletics

17 What Athletics Can Do For Your Daughters

18 Female high school athletes are 41% more likely to graduate from college within six years compared to female high school students who did not participate in sports. *Research suggests that girls who participate in sports are more likely to experience academic success and graduate from high school than those who do not play sports. *Girls who participate in athletics report being more content with their lives than girls who do not participate in athletics. Much of the social, educational, and health benefits of sports participation become visible in elementary school years for girls and boys. Academic Success of Female Athletes -Women Sports Foundation

19 Families with children who participate in sports report higher levels of family satisfaction. Half of all girls who participate in some kind of sport experience higher than average levels of self-esteem and less depression. Sports participation is associated with less risk for body dissatisfaction and disordered eating among adolescent girls. It is also associated higher self-esteem. Teenage female athletes are less than half as likely to get pregnant as female non-athletes(5% and 11%, respectively), more likely to report that they had never had sexual intercourse than female non-athletes (54% and 41%, respectively), and more likely to experience their first sexual intercourse later in adolescence than female non-athletes. OTHER BENEFITS OF ATHLETIC PARTICIPATION FOR FEMALE STUDENTS

20 60% of the girls enrolled in Softball Athletic period have taken at least 1 Pre-AP/AP course. 40% of Softball Players have taken multiple Pre-AP/AP courses. Many are involved in clubs and organizations at school throughout the year. 85% also play select ball. 1st six weeks we had 94% pass rate. Varsity 1st 6weeks 100% Pass Rate The average of all classes taken by Varsity Softball Players during the 1 st 6weeks- 94% Academic Load and Participation Can Equal Success