Some educationalists argue that non-exam , arts-based subjects , such as music , drama, art and craft , should be compulsory in the secondary –school curriculum. They believe that activities such as these can improve overall academic performance . to what extent do you agree or disagree?
It is hard to overstate the importance of schooling. Therefore, what should and should not be taught at school is constantly a topic of public interest. It is believed by some educationalists that the obligatory secondary-school discipline should encompass a range of non-exam and art-based subjects such as music, drama, art, and craft because they contend that these courses can enhance overall academic performance. I advocate this viewpoint for the reasons provided below.
First, there is no denying that math, physics, science, and other academic subjects are of great essence. Although these subjects lay the solid foundation for students to gain and attain a wealth of fundamental knowledge, which plays a pivotal role in their future, art-related ones, however, cannot be downplayed. A myriad of studies has suggested that these programs afford students the scope to promote both social and cognitive skills. In other words, while drama and music, for instance, stimulate youngsters to strengthen their communication and interpersonal skills, craft and art foster their creativity and imagination, by extension, these virtues indirectly boost the overall academic accomplishment.
Another legitimate rationale is that these non-academic subjects would prove conducive to absorbing more effortlessly tedious courses such as history or literature. In lieu of conventional study methods, impersonating historical figures in drama classes or performing traditional songs enable students to naturally and efficiently be receptive to this dreary knowledge. Furthermore, students can derive great therapeutic pleasure from them, especially young talents possessing artistic attributes. These activities are reckoned to be fertile ground for individuals being endowed with an aptitude for art to unlock their full potential. After all, these particular programs would reduce the strains and pressure which other intense academic ones put on youngsters, thereby facilitating a profound and thorough understanding of all facets of secondary schooling.
In conclusion, the benefits that the art-based curriculum confers on pupils at the secondary level are unequivocally unquestionable. Hence, it behooves schools to allocate more funds for these kinds of courses in order to cultivate an intriguing learning environment for students.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-04-25 | trikhung777 | 73 | view |
| 2022-03-27 | LovieRosie | 78 | view |
| 2022-01-22 | phanhhh | 89 | view |
| 2022-01-15 | phanhhh | 78 | view |
| 2021-11-14 | long1964 | 89 | view |
- Nowadays people are working from home using computers and telephones What are the advantages and disadvantages of this development 89
- As earth runs out of natural resources we have started to look to space for solutions However some people argue that this is the wrong thing to do and instead we should look for alternative solutions here on earth 89
- Some educationalists argue that non exam arts based subjects such as music drama art and craft should be compulsory in the secondary school curriculum They believe that activities such as these can improve overall academic performance to what extent do yo 89
- Some educationalists argue that non exam arts based subjects such as music drama art and craft should be compulsory in the secondary school curriculum They believe that activities such as these can improve overall academic performance to what extent do yo 84
- Some educationalists argue that non exam arts based subjects such as music drama art and craft should be compulsory in the secondary school curriculum They believe that activities such as these can improve overall academic performance to what extent do yo 89
Transition Words or Phrases used:
but, first, furthermore, hence, however, second, so, then, therefore, while, after all, for instance, in conclusion, of course, such as, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 13.1623246493 99% => OK
Auxiliary verbs: 8.0 7.85571142285 102% => OK
Conjunction : 15.0 10.4138276553 144% => OK
Relative clauses : 8.0 7.30460921844 110% => OK
Pronoun: 26.0 24.0651302605 108% => OK
Preposition: 37.0 41.998997996 88% => OK
Nominalization: 10.0 8.3376753507 120% => OK
Performance on vocabulary words:
No of characters: 2002.0 1615.20841683 124% => OK
No of words: 338.0 315.596192385 107% => OK
Chars per words: 5.92307692308 5.12529762239 116% => OK
Fourth root words length: 4.28774723029 4.20363070211 102% => OK
Word Length SD: 3.17728889702 2.80592935109 113% => OK
Unique words: 219.0 176.041082164 124% => OK
Unique words percentage: 0.647928994083 0.561755894193 115% => OK
syllable_count: 621.9 506.74238477 123% => OK
avg_syllables_per_word: 1.8 1.60771543086 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 5.43587174349 129% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.76152304609 105% => OK
Performance on sentences:
How many sentences: 15.0 16.0721442886 93% => OK
Sentence length: 22.0 20.2975951904 108% => OK
Sentence length SD: 65.2591415478 49.4020404114 132% => OK
Chars per sentence: 133.466666667 106.682146367 125% => OK
Words per sentence: 22.5333333333 20.7667163134 109% => OK
Discourse Markers: 10.0666666667 7.06120827912 143% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 9.0 8.67935871743 104% => OK
Sentences with negative sentiment : 2.0 3.9879759519 50% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 3.4128256513 117% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.376110698169 0.244688304435 154% => OK
Sentence topic coherence: 0.102685629505 0.084324248473 122% => OK
Sentence topic coherence SD: 0.127727552609 0.0667982634062 191% => OK
Paragraph topic coherence: 0.224555117183 0.151304729494 148% => OK
Paragraph topic coherence SD: 0.134001317325 0.056905535591 235% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 17.7 13.0946893788 135% => OK
flesch_reading_ease: 32.22 50.2224549098 64% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 14.2 11.3001002004 126% => OK
coleman_liau_index: 17.35 12.4159519038 140% => OK
dale_chall_readability_score: 11.03 8.58950901804 128% => OK
difficult_words: 135.0 78.4519038076 172% => OK
linsear_write_formula: 8.0 9.78957915832 82% => OK
gunning_fog: 10.8 10.1190380762 107% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
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Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.