Facebook
Edutopia on Facebook
Twitter
Edutopia on Twitter
Google+
Edutopia on Google+
Pinterest
Edutopia on Pinterest Follow Me on Pinterest
WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Why Arts Education Is Crucial, and Who's Doing It Best

Art and music are key to student development.
By Fran Smith

"Art does not solve problems, but makes us aware of their existence," sculptor Magdalena Abakanowicz has said. Arts education, on the other hand, does solve problems. Years of research show that it's closely linked to almost everything that we as a nation say we want for our children and demand from our schools: academic achievement, social and emotional development, civic engagement, and equitable opportunity.

Involvement in the arts is associated with gains in math, reading, cognitive ability, critical thinking, and verbal skill. Arts learning can also improve motivation, concentration, confidence, and teamwork. A 2005 report by the Rand Corporation about the visual arts argues that the intrinsic pleasures and stimulation of the art experience do more than sweeten an individual's life -- according to the report, they "can connect people more deeply to the world and open them to new ways of seeing," creating the foundation to forge social bonds and community cohesion. And strong arts programming in schools helps close a gap that has left many a child behind: From Mozart for babies to tutus for toddlers to family trips to the museum, the children of affluent, aspiring parents generally get exposed to the arts whether or not public schools provide them. Low-income children, often, do not. "Arts education enables those children from a financially challenged background to have a more level playing field with children who have had those enrichment experiences,'' says Eric Cooper, president and founder of the National Urban Alliance for Effective Education.

It has become a mantra in education that No Child Left Behind, with its pressure to raise test scores, has reduced classroom time devoted to the arts (and science, social studies, and everything else besides reading and math). Evidence supports this contention -- we'll get to the statistics in a minute -- but the reality is more complex. Arts education has been slipping for more than three decades, the result of tight budgets, an ever-growing list of state mandates that have crammed the classroom curriculum, and a public sense that the arts are lovely but not essential.

This erosion chipped away at the constituencies that might have defended the arts in the era of NCLB -- children who had no music and art classes in the 1970s and 1980s may not appreciate their value now. "We have a whole generation of teachers and parents who have not had the advantage of arts in their own education,'' says Sandra Ruppert, director of the Arts Education Partnership (AEP), a national coalition of arts, business, education, philanthropic, and government organizations.

The Connection Between Arts Education and Academic Achievement

Yet against this backdrop, a new picture is emerging. Comprehensive, innovative arts initiatives are taking root in a growing number of school districts. Many of these models are based on new findings in brain research and cognitive development, and they embrace a variety of approaches: using the arts as a learning tool (for example, musical notes to teach fractions); incorporating arts into other core classes (writing and performing a play about, say, slavery); creating a school environment rich in arts and culture (Mozart in the hallways every day) and hands-on arts instruction. Although most of these initiatives are in the early stages, some are beginning to rack up impressive results. This trend may send a message to schools focused maniacally, and perhaps counterproductively, on reading and math.

"If they're worried about their test scores and want a way to get them higher, they need to give kids more arts, not less," says Tom Horne, Arizona's state superintendent of public instruction. "There's lots of evidence that kids immersed in the arts do better on their academic tests."

Education policies almost universally recognize the value of arts. Forty-seven states have arts-education mandates, forty-eight have arts-education standards, and forty have arts requirements for high school graduation, according to the 2007-08 AEP state policy database. The Goals 2000 Educate America Act, passed in 1994 to set the school-reform agenda of the Clinton and Bush administrations, declared art to be part of what all schools should teach. NCLB, enacted in 2001, included art as one of the ten core academic subjects of public education, a designation that qualified arts programs for an assortment of federal grants.

In a 2003 report, "The Complete Curriculum: Ensuring a Place for the Arts and Foreign Languages in American's Schools," a study group from the National Association of State Boards of Education noted that a substantial body of research highlights the benefits of arts in curriculum and called for stronger emphasis on the arts and foreign languages. As chairman of the Education Commission of the States from 2004 to 2006, Mike Huckabee, then governor of Arkansas, launched an initiative designed, according to commission literature, to ensure every child has the opportunity to learn about, enjoy, and participate directly in the arts.

Top-down mandates are one thing, of course, and implementation in the classroom is another. Whatever NCLB says about the arts, it measures achievement through math and language arts scores, not drawing proficiency or music skills. It's no surprise, then, that many districts have zeroed in on the tests. A 2006 national survey by the Center on Education Policy, an independent advocacy organization in Washington, DC, found that in the five years after enactment of NCLB, 44 percent of districts had increased instruction time in elementary school English language arts and math while decreasing time spent on other subjects. A follow-up analysis, released in February 2008, showed that 16 percent of districts had reduced elementary school class time for music and art -- and had done so by an average of 35 percent, or fifty-seven minutes a week.

Some states report even bleaker numbers. In California, for example, participation in music courses dropped 46 percent from 1999-2000 through 2000-04, while total school enrollment grew nearly 6 percent, according to a study by the Music for All Foundation. The number of music teachers, meanwhile, declined 26.7 percent. In 2001, the California Board of Education set standards at each grade level for what students should know and be able to do in music, visual arts, theater, and dance, but a statewide study in 2006, by SRI International, found that 89 percent of K-12 schools failed to offer a standards-based course of study in all four disciplines. Sixty-one percent of schools didn't even have a full-time arts specialist.

Nor does support for the arts by top administrators necessarily translate into instruction for kids. For example, a 2005 report in Illinois found almost no opposition to arts education among principals and district superintendents, yet there were large disparities in school offerings around the state.

Reviving Arts Education

In many districts, the arts have suffered so long that it will take years, and massive investment, to turn things around. New York City mayor Michael Bloomberg has made arts education a priority in his school reform plans, and the city has launched sweeping initiatives to connect more students with the city's vast cultural resources. Nearly every school now offers at least some arts instruction and cultural programming, yet in 2007-08, only 45 percent of elementary schools and 33 percent of middle schools provided education in all four required art forms, according to an analysis by the New York City Department of Education, and only 34 percent of high schools offered students the opportunity to exceed the minimum graduation requirement.

Yet some districts have made great strides toward not only revitalizing the arts but also using them to reinvent schools. The work takes leadership, innovation, broad partnerships, and a dogged insistence that the arts are central to what we want students to learn.

In Dallas, for example, a coalition of arts advocates, philanthropists, educators, and business leaders have worked for years to get arts into all schools, and to get students out into the city's thriving arts community. Today, for the first time in thirty years, every elementary student in the Dallas Independent School District receives forty-five minutes a week of art and music instruction. In a February 2007 op-ed piece in the Dallas Morning News, Gigi Antoni, president and CEO of Big Thought, the nonprofit partnership working with the district, the Wallace Foundation, and more than sixty local arts and cultural institutions, explained the rationale behind what was then called the Dallas Arts Learning Initiative: "DALI was created on one unabashedly idealistic, yet meticulously researched, premise -- that students flourish when creativity drives learning."

The Minneapolis and Chicago communities, too, are forging partnerships with their vibrant arts and cultural resources to infuse the schools with rich comprehensive, sustainable programs -- not add-ons that come and go with this year's budget or administrator.

In Arizona, Tom Horne, the state superintendant of public instruction, made it his goal to provide high-quality, comprehensive arts education to all K-12 students. Horne, a classically trained pianist and founder of the Phoenix Baroque Ensemble, hasn't yet achieved his objective, but he has made progress: He pushed through higher standards for arts education, appointed an arts specialist in the state Department of Education, and steered $4 million in federal funds under NCLB to support arts integration in schools throughout the state. Some have restored art and music after a decade without them.

"When you think about the purposes of education, there are three," Horne says. "We're preparing kids for jobs. We're preparing them to be citizens. And we're teaching them to be human beings who can enjoy the deeper forms of beauty. The third is as important as the other two."

Fran Smith is a contributing editor for Edutopia.
Why Arts Education Must Be Saved Series

Comments (47)Sign in or register to postSubscribe to comments via RSS

kirsti's picture
Anonymous (not verified)

As I read this article, I was struck by how it resembled some of the comments Dr Marianna Adams shared with me in a conversation recently about formal and informal arts education. As described here,the formal sphere of arts education has been under attack for years and years, ideologically, materially and discursively. Now as a parent of two small boys, committed to them having a well rounded education, I am shocked that they must behave in their regular classes to get to use their 'passport' which enables them to go do some art, practice some music or go to the library. Since when did such fundamentals become luxury items or even rewards for doing well on the 3 Rs? I watch my son meditate when painting, him thrive at music class and I wonder what we are doing to his generation. Dr Adams proposes the informal arts sphere as something which also needs to be expanded and which might a) remove us from the hornet's nest of funding and ideology and b) provide access to all of us in terms of arts education. So I was intrigued to hear of the DALI project and the aims of the Dallas community to provide art and arts education everywhere, from multiple angles. Thanks to Fran for such a well researched and provocative piece. I hope to work with my own community in the same way!

Jane Nordli's picture
Anonymous (not verified)

I think that there is an important body of work that indicates the arts in fact DO NOT translate into higher test scores, there may be a relationship but it is not a correlation that corresponds one to one. Therefore, I agree whole heartedly with the comment above, the arts exist and should be taught for themselves, not as a means to an end. Can you imagine anyone saying math should be taught because it will make kids play the piano better?

Michelle Workman's picture
Anonymous (not verified)

As a secondary band and choir director, I see everyday the benefits of music. As a parent of a 3 year old, I see the love and joy that it instills when we dance and sing and play games with music. As an educator, I see the top students win scholarship after scholarship . . . all of whom usually are, or have been, in the music program. Of course, I'm preaching to the converted here.

As a music educator, I wholeheartedly believe that we need to be music advocates. Kudos to my principal John McGowan who actually posted this link on twitter. In this day and age of cuts to programs, it's important that we keep the arts in the focus.

Kristin Nelson's picture
Anonymous (not verified)

I think it's wonderful that districts are finding the arts as a core subject again. I'm also happy that more standards are being developed. I'm just waiting for there to be "teeth" behind those standards. Right now, if a district chooses not to do the state and national standards there are little or no consequences. Unless, we are talking about the loss to the children.

Linda Beaven's picture
Anonymous (not verified)

Ad a drama educator for the last 36 years I am astounded that when people talk about the arts most don't even mention theatre or drama studies. Talk about life changing-watch a good drama teacher and measure the effects- A good drama program includes music and art and writing and expressing and co-operation and acceptance and tolerance. Drama does it all and yet arts teacher still look down their noses because I guess all the things drama teaches kids is difficult to measure.

James Mac Shane's picture
Anonymous (not verified)

Scientifically the Arts are natural development of humanity's survival on the planet as part of our four evolved communication and problem solving methods. The first is body language that developmentally is followed with oral language which is followed by all the Arts. It is the Arts that naturally evolved into the latest human communication/problem solving method of writing that naturally lead us to reading and math.

It is the Arts place in the natural Communication/problem solving sequence that is their most scientific position in the human educational process that needs to be understood as apposed to the traditional creative and aesthetic.

The Arts are the natural communication/problem solving potential begins at the child's age span of 2 1/2 to 3. Scientifically this is when human unconscious to beginning consciousness of the experiencing of the universe becomes available.

The education value of the Arts will only be able to take their real educational value in the human education process when this natural development process is scientifically understood.

Jessica Peterson's picture
Anonymous (not verified)

Currently, I've been working for a large public school for 4 years, struggling to get equal opportunity for the arts in the school district, struggling to even begin an AP Art course for HS students, and dealing with administration who think art is chosen to be taken by mainly lower-level students.

When will it become clear that the arts MUST be an equal opportunity for our students to choose for their future? When the legislators decide? When pigs fly? It's so tiring to teachers who fight, fight, fight and see little result and want to give up their efforts. How can we convince administrators and legislators that it is only FAIR to offer AP Art when you also have 16 other AP courses? I'm also wondering why legislators feel that HS students MUST have 4 years of math? Everyone knows only a small percentage of students will go on to use upper level math, which is great for them. But, for many students who want to be in the arts, they need more art electives, creative writing, and they can't do that when they have to meet the requirements that the state has told them they need.

My suggestion is that we need arts education teachers, legislators, etc. to come together and work out state requirements based on research, HS graduates, and what works best for students. Everyone needs to work together and decide what's best, and not just lobbyists and legislators deciding for us.

Nelsa Feaster's picture
Anonymous (not verified)

I AGREE 100%! I tell my students that pound for pound, drama is the best class that they will ever take because in drama, all disciplines are contained. However, that cannot be said in other disciplines. Intrinsic value is hard to put on a scale, but does that make it less valuable? I can't see the wind, but does that make it any less of a force of nature? I think not.

AK Anderson's picture
Anonymous (not verified)

The arts need to be taught because arts skills are LIFE SKILLS, just as reading and math are life skills.

Joseph Breault's picture
Anonymous (not verified)

As Ted says "Turn the learning pyramid upside down and put art literacy at the top."

We have a viusal and performing arts public charter school in California called Creative Connections Arts Aacdemy Charter School. We have 336 children from age 5 to 14 in our 4th year of existance. We teach evry child to dance, sing, act and draw. Our test results are the highest ion the region. Our students are the happiest in the region and to top it all off we are preparing our students for the unknown of the 21st century. They will be well rounded "thinkers" who can solve problems from many dimensions. they are not just linear thnkers. They think in 3D! I attribute this "ENTIRELY" to the integration and focus on arts instruction daily. Check us out at twinriverusd.org under schools.

The arts not only need to be taught, the arts "must" be taught to all our children. Everyone will be happier.

Sign in and Join the Discussion! Not a member? Register to join the discussion.