Supporting the Whole Child, but Not with Arts Education There is a lot of talk these days about meeting the needs of the “whole child.” Once past the bizarre visual image of a less-than-whole child that the phrase tends to conjure up, we understand its intent, and, in near unanimity, we agree there should be more student supports that actually prevent problems from arising in the first place. [To read what research says about whole-child student supports, download the summer issue of McREL’s magazine for education leaders, Changing Schools, here: http://www.mcrel.org/topics/products/437/ ] In April, the National Education Association convened a panel of 100 of the country’s top educators. Many asserted that students need more than a curriculum focused in reading and mathematics, saying America’s students also need opportunities to learn more about career technical education, social sciences, and the arts. Yes, that’s right—the arts, as in music and art classes. It seems reasonable that to fully address the issue of whole-child supports, we need to nurture children’s minds in every way, including the unique ways that music and art offer. Last month, the president’s Committee on the Arts and the Humanities released the report, Reinvesting in Arts Education: Winning America’s Future through Creative Schools, the result of an 18-month in-depth review of the current condition of arts education, research about its benefits, and opportunities for advancing it. The report acknowledges one effect of high-stakes testing has been a trend away from arts education, but it also identifies the increased interest of civic and business leaders in arts education as...

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