Education changed its focus to ensuring high school graduates are college and career ready. The Texas Education Agency and Texas Higher Education Coordinating Board set college and career readiness standards for administrators and teachers to emphasize. Since funding for fine arts in public schools has been fluctuating, school leaders in smaller districts should determine how best to utilize not only the mandated high school credit, but also additional fine arts offerings. The purpose of the current study was to examine high school graduates’ perceptions of the development of soft skills in a limited fine arts program and applying those skills as students transitioned to post-secondary education. Data collection included high school graduates’ interviews, fine arts teachers’ interviews, and an administrator interview. NVivo 10 was used for data management and for analysis. Data analysis revealed that graduate students involved in fine arts not only thought it possible to develop communication, collaboration, critical thinking and creative thinking, but that having been involved in band, art, one-act play, and speech events aided in their transition to college.
|Advisor:||McLaughlin, Nance, Bond, Bonnie|
|Commitee:||Hedin, Norma S.|
|School:||Dallas Baptist University|
|School Location:||United States -- Texas|
|Source:||DAI-A 79/02(E), Dissertation Abstracts International|
|Subjects:||Fine arts, Educational leadership, Education|
|Keywords:||21st century skills, 4 cs, College and career readiness, Fine arts, Small schools, Soft skills|
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