Adorea Mullen

Professor Pamela Hughes

Eng111
November 27, 2015
Arts for the Generations to Come
The principal goal of education is to create men and women who are capable of doing
things, not simply repeating what other generations have done (Jean Piaget).
Arts in education has become one of the most fought over topics of this century
Controversy over Government and state funding has been high among many on the list of topics
of conversation. The true necessity for arts versus another more important topic that might find
itself on the chopping block has been brought up time and time again in front of the school
board. While to some arts in education remain is considered an elective class it also has become
to be viewed as an essential part in a childs everyday life. Public education needs to include the
arts in each students curriculum, since it benefits a childs overall health, improves the childs
relationship with others, and is proven to increase the childs cognitive skills.
Arts in education was first presented in 1749.Benjamin Franklin proposed the idea when
he wrote, Proposals relating to the education of youth in Pennsylvania. He wanted to be known
as supporting the arts, specifically the drawing forms. He won over the economic stand point of
the majority of people, allowing him to have the Philadelphia Academy opened in 1751. In
another instance in 1821, the art instruction was introduced into the public school curriculum,

Mullen

and met with much opposition and many setbacks from movements around it. The first state to
adopt the arts as part of general education was Massachusetts (Whitford).
While this, like anything else, found its difficulties, it continued to expand nationwide. In
1870, provisions for art instruction throughout the commonwealth were made into laws. William
Minife, of Baltimore, in 1848, advocated art as a training in taste for all pupils and as a means
of discovering art talent for use in the many up and coming industries (Whitford).
In contrast to the opposition of arts and education seen in America, arts and music have
become mandatory in Japan, Hungary, and the Netherlands, which scornings rank among the
highest for math and science test scores (11 Facts). When you think about the purposes of
education, there are three, Tom Horne says, Were preparing kids for jobs, were preparing
them to be citizens, and were teaching them to be human beings who can enjoy the deeper forms
of beauty. This is as important as the other two (Smith). As a growing group of policymakers,
educators, and parents agree, the arts are integral to learning. Some districts are seeing a policy
shift on both the local and state levels. In California, education and arts organizations have
worked to secure a windfall arts budget, which would guarantee arts education in every public
school in the state. The money, which amounts to over $165 million dollars in ongoing funds and
a one-time $500 million line item classroom equipment, are a legacy of the California teacher
associations successful lawsuit on education funding (Holcomb).
A huge promotor of arts in education is No Child Left Behind (NCLB), an organization
that was founded by the United States Congress in 2001. This was a reauthorization of the
elementary and secondary education act. Jamie Myrick writes that With the push from NCLB to
focus on testing arts and education are treated as if theyre not compatible (Holcomb). This has

Mullen

proved to be the farthest thing from the truth as more benefits from the arts have become known.
One of these benefits that is those of the financial aspect.
The No Child Left Behind Act has put into effect so that the arts now be taught as a core
subject in all schools, due to these recent benefits being found. This can be seen in a huge way,
as seen in federal funding for the arts brining in upwards of $250 million a year (11 Facts).
Some people are still skeptical on the long term effects this will have on both the children and
the parents, even with these amazing financial benefits.
It is estimated by the end of this year, more than 25% of public high schools will have
completely dismantled all the arts currently left in the schools (10 Salient Studies). As schools
across the country are under attack due to eliminating arts programs. Some teachers jobs have
been all but completely eliminated, while others have been reduced to only part-time positions.
Teachers make so little, as it currently stands, that only having a part-time employment option is
truly not an option at all, since many would find themselves homeless or severally lacking. Many
remaining arts teachers, who still do have those full time positons, end up juggling not just one
school, but many other ones at the same time. In essence the teacher ends up feeling that they are
balancing two full time jobs, all on their own, says Janis Leiberman, an instrumental music
teacher and head of the west costra costas school music department (Holcomb).
At this time, only 34% of high school students have the opportunity to exceed
above the minimum graduation requirement. This means, if arts is considered to be an optional
course, and one that is not of much importance, it is all but left behind in choice of those classes
which are required on a high school transcript. With schools having to stay so strict, the
curriculum is trickling down into the younger grade levels as well (Smith). Only 45% of

Mullen

elementary schools and 33% of middle schools provided education in all of the four required art
forms. Not only is this such a horribly sad statistic in itself, but this also shows that many people
are failing to speak up for what they truly feel should be a part of the educational process. In
2001, the number of music teachers declined by 26%. In California, participation in music
related activities dropped by 46% (Smith).
One of the larger issues schools are facing, beyond the lack of people interested in
participating or the ability to hire teachers to do the job, is the lack of funding. Arts in education
has been slipping for more than three decades. Most school superintends will say it is the cause
of tight budgets. Even though we are facing these severe budget cuts, are we truly willing to
allow this to play a factor in how children are educated overall?
Researchers determined that students who received more arts education did better on
standardized tests, improved their social skills and were more motivated than those who had
reduced or no access to it (10 Salient Studies). A study, shared at the 2009 learning, arts and
the brain summit, reported that children showed more motivation, paid closer attention and
remembered what they learned more easily when the arts were integrated into the curriculum. It
was found that children, who are able to remember subjects better received many academic
achievements as well. If art was taught in the curriculum, three hours a day at least three days a
week throughout one full year, those students would prove to do better in the math and science
fairs, or win an award for writing an essay or poem, than kids who did not participate (Lynch).
Fully integrating the arts has dramatically improved teaching and learning in my classroom,
says Van Hoffman, a fifth grade teacher at Baileys. Ive learned to meld different content area
objectivities and teach them in a fan and interesting why thats accessible (Holcomb).

Mullen

According to a report by the Americans for the Arts, art education can strengthen problem
solving and critical thinking skills. Not only can it do this, but it also creates a school
environment rich in arts and culture. Some of the best things a school can offer for a child in arts
are options like writing and performing a play about a topic. Incorporating arts into other core
classes has been achieved, such as in math classes. A huge finding is that musical notes can be
used to teach children fractions (Lynch).
Amy Duma, a director of the Kennedy Centers Changing Education through the Arts,
said that Recognizing the arts as cognitive in the field of education is starting to acknowledge
the academic value and potential of arts instruction. A 2002 report, by the arts education
partnership, revealed school children exposed to drama, music, and dance are often more
proficient at reading, writing, and math. (Lynch).
Another amazing benefit, which has come about in the last few years, is that arts being
available to students in the projects have helped the more high risk students to stay in school
and feel that they have something they are able to come and look forward to everyday in school
(11 facts). A great example of this is The Freedom Writers, who were able to take the power
of writing and drawing to a whole new level in inner city California. Through the help of a truly
extraordinary teacher, not only believing in the students but also in the idea to give her students
to write and draw whatever was on their minds, she gave many of her students the opportunity to
stay out of gangs and off the streets. A 2005 report by the rand corporation, called A Portrait of
Visual Arts, argues that art in education does more than just give the students a good creative
outlet. It can actually help to connect them to the larger world and improve their community
cohesion (10 Salient Studies). The freedom writers is a great example of this put to the test.

Mullen

Students, who dont have access to the art in their classes, may not only miss out on the
keys to their creative outlets but might also face greater difficulty mastering the core subjects,
have higher dropout rates, and more disciplinary problems (10 Salient Studies). People are
forgetting that math is taught when a child is playing an instrument. English is taught when a
child is reading or writing a script, critical thinking is taught when a child is analyzing art, says
Jamie Myrick (Smith).
To say that art in education is critical in all the elements in a childs life is an
understatement. Almost everything in a childs life revolves around the opportunity to make, and
do, something creatively. Some of the best things a person can do for his or her child, is to talk
with them about their creations, make art together at home and in the classroom, show children
art that is an expression of culture by visiting art museums as a family (Lynch). Early art
education helps them learn to make their mark on the world in ways that people will appreciate,
says Dr. Kerry Freedman (Lynch).
Ultimately, when children are encouraged to express themselves and take risks in creating
art, they develop a sense of innovation that will be in their adult lives (Lynch). Public education
needs to include the arts in each students curriculum, because it benefits a childs overall health,
improves the childs relationship with others and is proven to increase the childs cognitive skills.
Nick Rabkin, an executive director of the Center for Arts Policy at Columbia College in Chicago,
says that because fine arts are traditionally viewed as affective and expressive, not academic or
cognitive, it plays a role in discussing why the arts should still be considered expendable
(Holcomb). We have to come to a collective point, where we all realize that arts needs, and must
be kept in the education system in order for there to be a balance among what the children need
academically and what the parents feel is important to invest their money into. With all the state

Mullen
and government funding that is accessible, such as the funding from the NEA, there should no
longer be a reason to deny children their need, and want, to continue their art classes in their
school.

Mullen
Works Cited
10 Salient Studies on the Arts in Education. Onlinecolleges.net. n.d. Web. 3 Nov. 2015.
11 Facts About Arts in Education. Dosomething.org. n.d. Web. 27 Oct. 2015.
Holcomb, Sabrina. State of the Arts Nea.org. n.d. Web. 27 Oct. 2015.
Lynch, Grace H. The Importance of Art in Child Development. PBS. n.d. Web. 26 Oct. 2015.
Piaget, Jean. (2014). Quotationinvestigator.com. Goal of education Retrieved November
14, 2015, from http:/ www.thequoteinvestigator.com.
Smith, Fran. Why Arts Education is Crucial, and Whos Doing it Best. Eutopia. Ed. Fran
Smith. 28 Jan. 2009. Web. 26 Oct. 2015.
U.S. Department of Education. (2015). Elementary and Secondary Education Act. Retrieved
November 15, 2015, from http://www.edu.gov/esea
Whitford, W. G. Brief History of Art Education in the United States. Elementary School
Journal. (1923): pg. 109. Web. 3 Nov. 2015.