IMPORTANCE OF ARTS EDUCATION 1

Importance of Arts Education

Leslie Speer

Ottawa University
 IMPORTANCE OF ARTS EDUCATION 2

Abstract

A conflict has been present on whether the arts have a place in the school scene. While

some argue that the arts are beneficial to have they should be strictly used for enjoyment and be

separated from academics all together. Others say that there is a real use for the arts in a schools

curriculum. In this paper research based assumptions are made that the fine arts education is

linked to student achievement in other subject areas. This is important to know because the

future of the world is currently in school. The goal should be to equip the future with all of the

necessary tools to achieve more than previous generations. With this research schools can take

necessary actions to implement the arts as they seem fit based on the idea that they are just as

important as other subject areas.

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Introduction

Arts education programs give students experiences that translate to academic

achievement. With budget cuts and state standardized testing, schools are faced with the decision

within their district on where they can save time and reduce spending without hindering a childs

education. Many take what seems like the easy way out by cutting their arts education programs.

This has been found to have a negative effect on students and how they academically perform.

With statistically based research the conclusion can be made that there is a link between

academic performance and a students experiences in arts education. Arguments for and against

keeping arts education programs in schools, background on the fine arts, statistics and studies

done on the subject, and ways to improve the issue are all presented in this paper.

Arguments for and Against

Those who argue against the claims that arts education boost academic achievement think

they are not as necessary and more time should be spent on core subjects so test scores are

improved. When time and resources are limited the arts are cut without even looking at the true

educational benefits they provide. Most think the arts are nice to have for their expressive,

creative, emotive, and recreational purposes not their academic strengths (Rabkin). No Child

Left Behind, a national educational reform set in 2006 by the Bush administration, has been a

huge push in raising test scores. To raise these test scores school officials have been cutting fine

arts programs to free up time for extra work in these areas (Davis 2006). Studies and research

that has been done has been showing an undeniable link between the arts and academic

achievement (Reeves 2007).

Argument Against- Focusing on Studies

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One author concluded (Elliot 1999) that studies between arts education and academic

achievement are not up to par. This author claims that studies that have been done on the

connection between the two do not have a firm basis on the claims they are presenting. The

thought is that the studies often arent set up in a consistent way. Students included in the studies

might be at different academic stages and come from different backgrounds. Other studies the

author claims that are not accurate are ones that are more geared towards core subject

achievement and have nothing to do with the arts at all. Another argument presented by this

author is that the only improvement arts education has made is in what psychologist calls the

conative aspects of cognition. This means the arts are only there for enjoyment and shouldnt be

stressed so hard to be related to other areas of study and academic achievement.

Arguments for Arts Education

On the other side of the argument is that the arts are a major component not only to a

balanced well-rounded curriculum for children, but the arts actually help students achieve in the

other subject areas. Those who are in favor of arts education consider every subject area to have

academic importance and this includes the arts. They are all worthy of equal time and effort put

into them and shouldnt be pit against each other when they are all deserving of their own

recognition. Arts education should be just as in depth and serious as other subjects. Subject areas

shouldnt be isolated, integration allows for overlap and this incudes art integration to core

subjects outside of just a fine arts class. In order for subjects to transfer to one another the

education quality needs to be high, every student is deserving of a high-quality arts education

(Rabkin). Music, dancing, and visual arts all play a role in core subjects benefiting the students

greatly (Reeves). Mishook and Kornhaber stated after their research on arts integration, that
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understanding the arts provides young people with additional ways of making sense of the

world.

Background

Behind the Push for Arts Education-No Child Left Behind and Budget Cuts

Studies and research on the benefits of arts education done over the years has been

conclusive. This was proven when No Child Left Behind (NCLB), a federal mandate for students

to have equitable educational opportunities, was implemented and arts education was included in

the subjects covered in the reform. Arts education was supposed to carry as much weight as the

other subjects or core subjects in the mandate. Even though arts education was included in the

mandate, it was eventually pushed to the side because time in the classroom was focused on

tested subjects (Rabkin). This created direct issues for arts classes. NCLB assessments and

funding changed how teachers approached arts classes, professional development, and

scheduling (Beveridge 2010).

The Center on Education Policy (CEP), a research based organization out of Washington,

concluded that four years after the mandate was put in place 71 percent of school districts

reported that they cut back on time teachers spent on subjects that were not tested to focus on the

ones that were. In some cases, certain schools were skipping subjects all together to make time

for reading and math. A solution proposed was for greater funding for the act. While the demands

pressed on school officials are increased, funding is decreased. Bush called for a 3.8 percent cut

to the Education Department in 2007 and the year before a 1 percent cut. These nationwide

budget cuts caused the funding for nontested subjects to be eliminated first. Doing this allowed

for more funding to go to tested subject areas. Teachers of tested subject areas were even
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encouraged to cut out the integration of arts in their class time (Beveridge 2010). This

underfunding only added to the stress placed on school officials. If schools are going to be

required to follow federal law they should receive proper federal funding (Davis 2006).

Research done by Cydney Spohn on the effects of NCLB on fine arts programs was

conducted by obtaining teachers experiences from an Ohio school district. The results were that

both arts teachers and nonarts teachers believe instructional time and classroom practices have

been modified to accommodate NCLB. In the study the results were to be expected. Teachers and

school officials were forced to change scheduling to make room for more core subject work,

attention was directed towards improving test scores, and federal funding for education was cut

forcing school officials to funnel what money they did have to core subject areas (Spohn 2008).

In another study done by Peter Miksza of Indiana University, Bloomington, showed there

is a direct link between arts education and funding, instructional time, and specialist arts

teachers. If effort and support wasnt put into these three elements arts programs were set up for

failure. The more support by administration, community members, and parent the more likely

arts programs could prevail and become stronger. Also, students were more motivated by the arts

when they had proper resources. This is where funding plays a role. When the students were

equipped with the proper resources they became more excited and interactive (Miksza 2013).

Testing Benefits and Improvements

What the Research Shows

Major links have been found when researching and compiling information on the idea

that arts contribute to education and development by looking at specific contributions from each

arts discipline. An example would be that the visual arts are found to help writing skills and the
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visualization work they get in helps support interpretation of text. This research was delicately

put together and published by three Authors, James Catterall of the University of California at

Los Angeles, Lois Hetland of Project Zero at Harvards Graduate School of Education, and Ellen

Winner of Project Zero and Boston University in Critical Links: Learning in the Arts and

Student Achievement and Social Development. Conclusions from their research showed many

great cases for links between experience in the arts and academic achievement. Some of these

links were that music experience helped with spatial reasoning and math and between instrument

learning and SAT scores. Dancing was linked to fluency in creative thinking and to reading

skills. Drama showed a connection with story comprehension, character understanding, and

wriging proficiency. Drama also was found to be a better way for students to comprehend a story

than teacher-led discussion. When looking at multi arts programs multiple connection to reading,

verbal, math skills, and creative thinking were all found. Not only did they find academic

connections but also social ones. These social improvements were especially beneficial to at risk

students who connected to the arts and found a way to learn through the arts which translated to

greater academic success (Rabkin).

Research done by Lois Hetland and Ellen Winner, separate from Critical Links: Learning

in the Arts and Student Achievement and Social Development, also showed a strong causal link

between the arts and achievement in non-arts, academic areas. This study was done by doing a

set of 10 meta-analyses. These meta-analyses combine and compares effect sizes across groups

of studies that address similar research questions. From the research the author was able to

conclude that there were three areas that had clear links between arts and academic achievement.

Music had a clear relationship to spatial skills, including performing spatial temporal tasks, and
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math scores. Drama had a positive impact on childrens verbal ability. Also, that the visual arts

boosted reading readiness scores (Hetland & Winner 2001).

In a study done by the Colorado Department of Education and the Colorado Council on

the Arts it was found that public high schools in Colorado that offer arts education courses have

higher state tests scores in reading, writing, and science than the public schools that dont offer

arts courses. Despite differences in socioeconomic statuses, higher test scores were found in

schools with strong arts programs (Fehr 2008).

Arts education shouldnt and hasnt been an isolated activity. Yes, there should be

separate times specified just for the arts but also, they should be integrated into other classes.

Positive educational effects have been found when drama integration and multi-arts integration is

implemented. Also, there is potential positive effects for dance integration, visual arts

integration, arts integration for students with disabilities, and arts integration to improve the

school environment (Robinson 2013). Arts education is not always integrated as discussed in the

research done by Jacob J. Mishook and Mindy L. Kornhaver. Another good point brought up in

their research was that even though arts education is supposed to be considered a core subject to

what standard are they held? Core subjects usually have standardized test attached to them but

what about the arts. Without saying they need to be tested they should at least be held

accountable since the research shows the great benefit of arts education. In the research

conducted by these two authors they searched out the accountability of arts integration. Most

schools researched in this study showed art integration in many areas. This was before budget

cuts attached to NCLB and the push for standardized tests. After these elements were thrown into

the mix a decline in arts integration started to surface (Mishook & Kornhaber 2006).
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Fixing the Issue

Continue the Research and Funding

The reduction of arts programs needs to be re-analyzed. In order for this reduction to

stop, old research that shows the positive impact the arts have on academics isnt enough newer

research needs to continue to find even more conclusive results. Researchers should see what

happens when the arts are given a serious role in a schools curriculum. Further research on this

theory with positive results could really get school officials and possibly even the government on

the arts side (Hetland & Winner 2001).

Research on arts integration would be more accessible if more funding was put towards

the arts. The increase in funding has to be a priority so the arts are able to take a more dominant

role in the school system. With an increase in funding for the arts without a high stakes

curriculum or testing pressure would motivate schools to implement arts even more. If school

districts had more flexibility for their use of funding that would also benefit the cause (Soph

2008).

Art Viewing

Art viewing as discussed in the research conducted by Angela Eckhoff is a simple way in

which students can benefit from visual arts with little resources. In order to make art viewing a

meaningful experience teachers need to be equipped with an education on vocabulary and

strategies for implementing art appreciation activities (Eckhoff 2008). This goes for more than

just visual arts experiences. More resources and time need to be put into the arts education so the

teachers are better educated and equipped to give students the education they deserve.
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Conclusion

From the studies presented in this paper it is safe to say arts education benefits other

subject areas academic achievement. Although not all areas of the arts have conclusive data to

support their benefits, the areas that do have solid data are important to observe and should be

taken seriously. The future generations could really benefit from arts education and integration.

Research continued on the links between academic achievement and arts education can only be

assumed to have positive results. More research done on art focused schools with greater funding

and resources could persuade those schools lacking in the arts programs to step it up.
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