Cutbacks and financial worries abound as school districts, Humboldt County included, address the difficulties of a balanced budget. Many critical needs are placed on the back burner such as facility improvement and funds for classroom materials as well as removing courses deemed as "non-essential". These courses range from art and music to computers and physical education. While you might say, "Kids can paint at home and take piano lessons then play outdoors with computer playtime after dinner", these four courses are essential in creating capable, energetic, rhythmic individuals. Others might add, "But classroom teachers are fully skilled in teaching these four areas", and while many are, just when and how can they cram this into already over-crowded lessons? Perhaps a highly caffeinated zealot is mandated, but at what expense.
Art and music complement grace and perception. Research with such foundations as the Cleveland Clinic has found that students who have a strong background in the arts have improved coping skills, are more adept at self-expression, and demonstrate increased attention span. Each of these promotes skills that are necessary for success in academics. Imagine returning from learning the intricacies of the musical keyboard as note reading transfers to harmonious cords and then transitioning to sifting typed letters into marvelous wonders of meaning on a shining screen.
The ability to read notes on sheet music is similar to exchanging computer keyboard letters into a flow of eloquent dialog. Students throughout our district have keyboarding sessions, however, it is once or twice a week and can seldom be fully translated into a whole class/in-class experience as there are inadequate permanent computers in each classroom and signing up for the mobile lab can be challenging as 35 other teachers make the same requisition. Most classrooms have five or six semi-retired laptops, but most of these in my observations, are also extremely tired as in old, outdated, and recalcitrant in their applications.
Finally, we have the positive attributes of physical education. According to Gretchen Reynolds who writes in the New York Times on the science of fitness, children, especially those who are overactive, benefit from exercise as it enables them to improve focus and academic performance. "It's well known that diagnoses of attention deficit disorder/hyperactivity disorder are increasingly widespread among American children: the label has been applied to about 11% of those between the ages of 4 and 17. Past studies have shown a strong correlation between greater aerobic fitness and attentiveness." While in high school freshmen and sophomores participate daily in PE, students younger may have class once or twice a week or one semester with PE and the next semester with none. Older students can opt out of this exercise program altogether.
In a study at the University of Illinois 40 8-10 year old boys and girls took a series of computerized academic and attentional tests. Next they sat quietly and read for 20 minutes and then repeated the original test. Then they walked quickly or jogged on a treadmill and retook the test. After each reading or exercising session, caps with electrodes that recorded electrical activity in the brain were worn. All students demonstrated great improvements in math and reading scores after physical activity, especially those students with ADHD. These students were also better able to regulate behavior that helped them pay attention. Yes, this study was small and requires further research and scrutiny, but it is interesting that a non-pharmaceutical method like exercise profoundly affects student attention and proficiency.
In a completely, non-research based study I used to challenge eighth graders who were struggling in certain academic areas to increase aerobic exercise before a "big" test. Most often the course was algebra, a subject that is abstract in nature to a concrete, adolescent brain. I advised them to take a brisk run during PE or during lunch, whichever fell closest to test time, enabling the brain to energize with blood and oxygen. Greater mental power and focus were the intended result. I'd also point out how, according to Runner's Magazine" runners are smarter because of increased blood flow and electrolyte activity.
Virtually every student found success with this unsubstantiated study. "It was easier!" "I was more focused!!" "I really think I understand equations now!!!" We also incorporated our running/brain connection and writer bias information as we examined persuasion and the power of words and advertisement.
Schools can make wise monetary cancellations, but there are subjects critical to our future citizenry. Snip with caution.
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