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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
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"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 (49)Sign in or register to postSubscribe to comments via RSS

Susan Locken's picture
Anonymous (not verified)

While reading the article, it was uplifting to find out the positive support for art and music. Not only has research proven the higher academic progress, but also it has shown improvements socially and emotionally. With the decline in the past three decades, more administrators are acknowledging the importance of art and music in schools today. Their rich background of art and music has been their driving force, as well as, the positive effects, such as, higher testing results. Working towards an infused program will provide our students with a well-rounded education and a fuller life.

With a background in music, the importance cannot have enough emphasis. It offers enjoyment and creativity. As the struggle continues in many districts, I hope all schools find a way to incorporate these programs. It will bring better results in school, build confidence in our students, and offer a more contented society.

Jennie's picture
Anonymous (not verified)

As a practicing, visual, artist and former art teacher I found a lot of crossover skills in students who took art classes. For example, in both middle school & high school, failing students and discipline problems were put into my classes. Very often these students had not excelled in anything before but found a way to communicate through art. Getting positive feedback and doing well in SOMETHING carried over into their other classes and, usually, their behavior as well.

Myra Jones's picture
Anonymous (not verified)

As a former Director of Gifted programs, I have known for 30 years that art, music, and poetry/literature help young kids actually develop brain cells that help them think and learn. If you want your kid to be good at math, teach her music.

But the country as a whole values feeling more than thought and opinion more than knowledge. And physical prowess more than mental prowess. We have just gone through 8 years of faith based science and look where it got us. This dumbing down of the country, in addition to the No Child Left Behind program that leaves ALL the children behind, this all makes me wonder if it hasn't been deliberate. After all, educated citizens, who can think critically, question authority and make things tougher for those who want to control us for their benefit.

So we need to change basic assumptions and values before public schools stress intellectual activity, let alone arts and music.

Arts and music are, as the article said, more than just frills that enrich students. But it's difficult to imagine a play or concert generating the excitement of the Super Bowl! I don't think it will happen soon.

Michele Ginn's picture
Anonymous (not verified)

This article is very interesting. I remember when I was in elementary school, how much I loved art and music. Now students are not exposed to the arts as much as I think they should be. Students are directed more towards technology labs instead, which they also need. Some never get into an art or music class the whole academic year.
A few years ago, I participated in the Kagan Workshop. One strategy they found to be very effective was the use of classical music in the classroom. As the students are working, Beethoven, Mozart, and others are playing in the background. The students love it and it is something different. I have seen improvement in behavior and it relaxes the students which helps them to focus more.
I also, try to find lessons that use art and music to teach math to my middle school students. I like it and so do the students.

Julie's picture
Anonymous (not verified)

I wonder if we will ever get to the point where we can advocate for arts education simply because the arts make people happy. It's unlikely in this NCLB-driven environment but wouldn't it be nice. After all, isn't it the arts that people with established careers and a solid income often spend their money on and free time enjoying?

Amanda 's picture
Anonymous (not verified)

Two thoughts:
1. The arts have always been informed by other content... history painting, poetry and music written in response to the time period, ARCHITECTURE, DESIGN... so the brief blurb in the article regarding students writing a play about slavery- authentic experiences- should be the norm- not the exception. These types of assessment, the application of knowledge, offer real insight into a student's understanding. In my opinion, much more rigorous than a bubble test. Until we see all this as the "learning process" not half the day spent in reading and math... a little history if we can fit it in, dance class once a week for 30 minutes... we will never grow the minds of young people into the types of thinkers and creators needed in order to survive, much less flourish, in the 21st century.

2. I teach at an arts/science magnet high school.The students are selected via a lottery system. Our students are all over the map economically, racially, etc. with most of them being middle to lower middle class. We have a very high daily attendance rate, low numbers of fights between students, we are known for our climate of tolerance for students who are "different" for whatever reason. We are the ONLY high school in our county to continually make our AYP goals as defined by NCLB. Is it because we have sucked all the smart kids into our school- not in your wildest dreams... is it because our students spend 4 years in a fine arts or science magnet area, building community with teachers and their peers? Is it because the magnet (majority fine arts) areas give them a REASON to be at school? We believe that plays a large part... oh, it's very possible in the future our school will be scaled back or eliminated all together due to budget issues... makes TOTAL sense to cut what is working, doesn't it?

Gaetan Pappalardo's picture
Anonymous (not verified)

Thanks for the stats. I might hang them on my classroom door for when my colleague comes over to tell me to turn down the music . She just doesn't understand. This is how I do it.

I've never witnessed a student frown in the face of music. Turn up the volume and it's instant engagement. Topic selection, drafting, revision, voice, word choice, and editing are just a few of the writing fundamentals that are taught while writing a song. After the students scratch out a first draft, I develop a basic guitar line that matches the song. I also use original instrumental music created with Garageband. And by all means, if you harbor musicians in your classroom, let them jam out. The music sends the students into more revision and writing and sometimes a change in topic, which is completely normal while strolling through the creative process. Once the songs are polished enough to record, we rehearse a few times and push record. I use Garageband and a USB microphone, but any basic recording software will due. The recording process is no different than the rest. Yes, more writing and more revision. How can this be a bad thing? Revisiting the song over and over again engrains the idea that real writing is revision. What's next? They are posted on my school website for the listening ears of the world, of course. Super Duper Pow!

Check out some kid tunes here. www.onkidwriting.com

Write on Brothers and Sisters!

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?

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