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This article is about how the former Justice Sandra Day O'Connor thinks the civics program in the education system should be changed. She talks about creating a web-based program to help teach the kids civics lessons that they will be more interested in. She also talks a little on how the No child left behind act ruined the social studies education for children. This is helpful if you are researching the no child left behind act or anything on civics education.

Article about the intersection of arts and "core subjects."

A study to be released today by the Solomon R. Guggenheim Museum [cites] improvements in a range of literacy skills among students who took part in a program in which the Guggenheim sends artists into schools. The study, now in its second year, interviewed hundreds of New York City third graders, some of whom had participated in the Guggenheim program, called Learning Through Art, and others who did not.\n\n

This article does a good job of explaining why supporting the arts may do more than just enrich our souls, it may enrich our wallets too.

As health-care costs skyrocket, a down-to-earth approach to healing is emerging, complementing high-tech medicine with high-touch arts.

This article talks about the increase in academic skills as a result of the no child left behind act.The article continues to talk about the importance placed on the children to score well in math science and writing and how they are to leave out other classes such as social studies and the arts. This is a helpful article if you are researching NCLB and the effects of the act.

About the importance of music education.

This article is about trends in Kindergarten learning styles. It is based on a book called "Inventing Kindergarten". It is based on the ideas of a man named Frobel. It is said that the ideas of Frobel influenced modern art. The ideas of Frobel include using extrinistic bribes in order to get the most out of your students. The ideas of Forbel are seen in many different countries and are continuing to be seen more and more.

Children's drawings about reading and writing have unrealized potential for helping uncover the literacy narratives students bring to school and use to make sense of reading and writing. In this article, we highlight how one boy's drawing about literacy revealed his interpretation of his school's policy on violence as a topic of writing, which tended to constrain his interest in writing. His drawing reinforced the importance of adopting multiple perspectives to interpret the various texts that students produce. (Abstract taken from JSTOR.)