Huntingdon Area High School

Importance of the Arts in Education

by
Jesse D. Cook-Huffman
Graduation Project Paper
Mrs. Moore
May 17, 2013
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The arts are an important cultural component of mankind. Many forms of art can be
found throughout the world, satisfying a human need for expression, and these art forms are
paramount. The arts are a necessary part of everyones lives and are a way for people to commu-
nicate, bond, and grow. However, in todays society, the significance of the arts has been deval-
ued. In a whirlwind of budget cuts and layoffs, focus on the arts has been significantly dimin-
ished in todays schools. Many educational systems across the country have come to a conclu-
sion that the arts are not an important subject, regardless of the multitude of studies and data
suggesting that art is, in fact, an essential academic subject and that it can cause a significant in-
crease in the standardized test scores of students. Visual and performing arts must remain in
schools since they are crucial to a childs academic achievement and overall development.
The word art comes from the Latin word artes which means any skill or knowledge
needed to produce something (Arts, the, 2011). Today, the definition of art is more complex.
Art is divided into two categories: the fine arts (dancing, painting, sculpting, music) and the use-
ful arts (metalworking, medicines, farming). The fine arts are subdivided into two more cate-
gories, single art and composite art. Single art is the expression of a single talent such as a piece
of music or a painting, and composite art is art that depends on a variety of artistic talents such as
an opera or a work of architecture. Recognition of the fine arts did not start until the Renaissance
when politicians and upper-class citizens began collecting it. No specific set of guidelines has
been unanimously accepted to determine qualifications for art. Two people may have drastically
different ideas on what constitutes art. For example, while most people would not consider a
soup can to be a piece of art, American artist Andy Warhol made a number of paintings which
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depicted soup. He created a total of 32 paintings depicting various kinds of Campbell's soup
cans; these paintings are now famous. Similarly, a group of people in the American Southwest
make a religious figurine called kachina dolls. Other people collect these dolls and consider them
to be beautiful works of art although the Pueblo people do not think of them as art. Although it is
generally accepted that art must be artificial, meaning that it must come from humans and not
nature, it is up to the individual to define art for himself or herself (arts, the, 2011). Art is used
in so many ways and in so many cultures because art is a part of all human culture and expresses
elements of the human condition.
In the United States, 43 states mandate that art and music education are provided to stu-
dents (Ruppert, 2006). However, curriculum mandates are not always followed as many schools
are offering fewer art programs (Smith, 2013). Due to small budgets and shifting priorities, the
arts are slowly dwindling from schools (Ruppert, 2006). Schools are so fixated on meeting feder-
al standards that they have completely neglected art programs (Evans, 2013). Many art and mu-
sic teachers are at risk of losing their jobs, and some teachers have even taken voluntary reduc-
tions in their pay to keep their jobs and programs going. Currently, people who value the arts in
education are concerned that the uncertainty of the future of fine arts education may cause good
teachers to seek other employment. This event would be truly catastrophic to art programs
everywhere (Walters, 2013). State mandates need to be reinforced to protect the arts in school.
Even though the position of the arts in schools is threatened, public opinion of the arts
remains high. A 2005 Harris Poll of the general population showed that 93% of Americans be-
lieve the arts are an essential part of a well-rounded education, and 83% of the public believes
arts education can improve a childs attitude towards school. The poll also indicates that 79% of
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those who were surveyed believe art is the key to repairing education, and 54% of participants
rated the importance of art education as a 10 on a scale from 1 to 10 (Ruppert, 2006). The Gallop
Poll in 2006 found that 85% of Americans believe there is some link between music and higher
grades (Evans, 2013). Despite of the support of public opinion, the arts remain a low priority in
education. Schools are ignoring the publics opinion due to diminished budgets and a desire to
achieve higher standardized test scores. However, the arts can raise standardized test scores by a
significant amount.
A number of studies have shown that the arts have a pronounced positive impact on acad-
emics. What students learn in music and art classes can help them in subjects such as reading and
math and can raise the standardized test scores of students, a concept referred to as transfer. Stud-
ies have shown that students who involve themselves in the arts do far better on standardized
tests than students who have little or no involvement in the arts. For example, a study done by
The College Board in 2005 showed that students who had four or more years of art and music
classes scored an average of forty points higher on their SATs than students with little or no in-
volvement in the arts (Ruppert, 2006). Another study in 1990 by researchers at the University of
California showed that college students who listened to 10 minutes of Mozart before taking an
intelligence test did better than other students who did not listen to the music. However, the ef-
fect of the music clearly has limits. First, the effect only lasts for approximately 15 minutes after
listening to the music. Also, the study only included college students, so there is no way to know
if Mozart has this same effect on children (Evans, 2013). Conclusively, music has an effect on
academics; it is simply not clear why it has this effect or if there is any long lasting effect on in-
telligence.
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Research has shown that art also has an impact on a persons plans for the future.
According to the Early Childhood Longitudinal Study, students with higher levels of involve-
ment in the arts are more likely to go to college, a clear academic benefit of the arts. These same
students also tend to aspire for a higher degree in their field. The National Longitudinal Study of
1988 found that students who are more involved in the arts have a higher likelihood of choosing
professional majors such as education, nursing, social sciences, or management (Catterall, 2012).
Such choices indicate initiative and maturity.
Research compendium Critical Links has identified three major academic areas which
indicate the benefits of art education: reading and language, math, and thinking skills. For exam-
ple, dance has been shown to improve reading skills in young children. In regard to thinking
skills, dance enhances a person's ability to think creatively. In an experimental study performed
on high school students, dancers scored higher on measures of creative thinking than those who
did not dance. In fact, a 2002 study revealed that children who act out stories in class are not
only able to gain a better understanding of the story but are also able to develop better literacy
skills. Using this method of teaching, children are more motivated to learn and exhibit greater
participation rates in their classes. Music has been used to develop math skills in children and is
shown to improve a childs ability to use spatial-temporal reasoning, a concept that is very im-
portant in mathematics (Ruppert, 2006). Spatial-temporal reasoning is the ability to understand
spatial problems. People who use spatial-temporal reasoning often learn better when visuals such
as pictures or text are used. Music has also been used to teach fractions by means of half notes
and whole notes (Levy, 2010) and to teach language skills to students. These academic benefits
of the arts have been seen not only in gifted students but in all students who participate
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in the arts; research has shown that the benefits may be even greater in students who are educa-
tionally or economically disadvantaged (Ruppert, 2006).
Art can give students motivation to learn and promote a positive school environment. A
study of seventh grade boys in special education shows that participation in visual arts helps stu-
dents gain a passion for reading. They become more motivated and less reluctant to do reading
assignments. It also helps students to perform higher order thinking skills when they read and to
think more deeply about what they are reading. The arts are able to create a supportive envi-
ronmentwhere it is safe to take risks (Ruppert, 2006). This positive school environment
played a large part in the motivation of the seventh graders. Another report claims that music and
art students watch less television and enjoy school more than other students and that students
who are at risk of leaving school early often cite the arts as their motivation for finishing their
education (Ruppert, 2006). According to Michael Blakeslee, senior deputy executive director of
the National Association for Music Education, the arts lead to higher attendance rates in schools
(as cited in State of the Arts: Should Music and Art Classes Be Brushed Aside, 2009). In fact,
the National Longitudinal Survey of Youth (1997) states that students who have not taken many
art classes are five times less likely to graduate than students who have taken several art classes
(Catterall, 2012). In conclusion, the arts produce higher retention and motivation in students.
While the arts have vast academic benefits, they also positively impact a childs personal-
ity, social development, and confidence. Youth who are more exposed to the arts are more likely
to participate in extracurricular activities; therefore, the arts can help a person develop socially.
Furthermore, young adults with greater art exposure are more likely to volunteer, another indica-
tion that the arts have a positive effect on personality (Catterall, 2012).
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The arts have also been shown to improve self-image. A study followed a group of at-risk youth
living in a detention center and found the youth reported that performing music in front of their
peers gave them more confidence (Ruppert, 2006). In summary, not only do the arts improve
academics, but they also improve social aspects of a persons life.
The arts are particularly beneficial in skill building. In Studio Thinking: The Real Benefit
of Visual Art Education, Hetland and Winner note that the arts teach certain skills that are taught
to a lessened extent in the school system. The first of these skills is to learn from mistakes in-
stead of simply abandoning a project. They must try their best to fix their mistake and progress
(as cited in Evans, 2013). Students acquire this skill while they are in art class, choir, or band. In
these classes, students are not allowed to quit if they sing a wrong note or make an incorrect
brush stroke. This skill can be taught in other parts of school curriculum such as math, science,
and English. Hetland and Winner also find that the arts also teach students how to commit to
something and follow through with their goal (as cited in Evans, 2013). For example, in art
class, once a student has started a project, he or she is not allowed to quit. The student must fin-
ish the project and try his or her hardest to persevere. According to Hetland and Winner, the skill
of envisioning, useful in science and history classes, is another important contribution of the arts
(as cited in Evans, 2013). When working on a painting or sculpture, children have to imagine
what they are going to create before they start to work (Levy, 2010). This skill is also utilized
when working on papers or projects for other classes. Lastly, the arts teach children how to work
together in large groups (Levy, 2010). This skill is acquired through activities in choir or band
where students help those who are struggling and listen to others instruments to make sure the
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group is in balance. Clearly, the arts teach lessons that are important in a students overall devel-
opment.
Art can also be an exceptional therapeutic technique. According to Walter Anderson, au-
thor of Therapy and the Arts: Tools of Consciousness (1997), art therapy is important in educa-
tion because it can help children to express themselves. Furthermore, it can be used to reveal
conflicts and disturbing experiences that could hinder the healthy development of a child. Edith
Kramer, a specialist in the field of art therapy, has extensive experience (as cited in Ciacco,
1988) and believes that art is therapeutic because it helps man to reconcile the eternal conflict
between the individuals instinctual urges and the demands of society (Kramer, 2013). More-
over, art therapy is a way of supporting the ego, and art therapy should be used along with psy-
chotherapy (Kramer, 2013). To illustrate, when working with a little girl who was terrified of
storms, Kramer told the child to draw pictures of the storms; this activity helped the child visual-
ize her fear while still being removed from the actual experience. Eventually this technique al-
lowed the child to overcome her fear. Kramer believes that when a childs creativity is encour-
aged through art therapy, it can lead to growth and development (as cited in Ciacco, 1988).
Currently, the American government is aware that the arts are an important component of
education, and they have enacted legislation. The first piece of legislation to recognize the arts as
part of the core curriculum is the Educate America Act in 1996. This recognition is an important
step in keeping the arts in schools. However, the most important legislation is the No Child Left
Behind Act of 2001. It is the first step to recognizing the arts as critical subjects and groups them
with other core academic subjects such as math, science, and history. However, No Child Left
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Behind has not produced the desired effect (Ruppert, 2006). In fact, since the creation of No
Child Left Behind, 44% of elementary schools have increased language arts and math instruction
and decreased time devoted to other subjects. In California schools, music participation has
dropped 46% (Smith, 2013). In summary, the government must be firm about the role of the arts
in education and must motivate schools to include the arts in their core curriculum to provide
overall academic improvement.
Teaching the arts in schools is necessary because of the benefits provided for students.
While the arts have been proven to boost grades, that is not the most important reason for the arts
to be taught. Above all, the arts are essential because they are fundamental to the development of
children. Not only do the arts teach lessons to students, but they also reinforce valuable lessons
that are taught in other areas of academics, such as how to work together and how to learn from
mistakes. Many parents entrust educators to teach academic skills and offer practical experiences
to provide life-long lessons that prepare children for their future. The arts are a means of giving
children those lessons. It is the responsibility of the educational system to provide the opportuni-
ty for students to receive a well-rounded education and to learn lessons that prepare them for
their future by keeping the arts alive and healthy for this nations children.
References
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Evans, K. (2013). Arts and smarts. Retrieved January 29, 2013, from
http://www.greatergood.berkeley.edu
Catterall, J.S (with Dumais, S. A. & Hampden-Thompson, G.). (2012, March). The arts and
achievement in at-risk youth: Findings from four longitudinal studies (Research Report
No. 55) Retrieved January 21, 2013, from National Endowment for the Arts website:
http://www.nea.gov
Ciocco, C.L. (1998). The importance of art education as a quality subject in Americas public
schools (Unpublished masters thesis). Mansfield University of Pennsylvania,
Mansfield, PA.
Kramer, E. (2013). Art therapy. Retrieved April 30, 2013 from http://www.edithkramer.com
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