Imagine

Imagine a world without the arts…

What would it look like?

How would it feel?

Who would we be?

Have you ever learned a lesson from a movie?

Or laughed at a play?

Have you ever created your own art?

Or connected to someone else’s?

Imagine a world without the arts…

What would it look like?

How would it feel?

Who would we be?

Have you ever felt better after singing off tune?

Or dancing alone to your favorite song?

Have you ever been creative?

Or enjoyed just trying?

Imagine a world without the arts…

What would it look like?

How would it feel?

Who would we be?

“A dollar spent on the arts is never a dollar wasted. It is a dollar invested in the future that will pay a tremendous dividend” (Batt, 2008)

The arts contribute to the economy in a myriad of ways. Think of how many people go into the city to see a show at Geva Theater or laugh until they cry at the Auditorium Theater listening to a comedian on stage. Think of how many people spend the weekend at a concert or walking the pathways of their local arts festival. Think of how many children experience life hands-on by visiting one of Rochester’s many museums or watching a skit of their favorite storybook. Have you imagined a lot of people? Have you imagined a lot of money?

Investigating the arts, we have found that people spend a grand amount of money to support the arts in the world outside of our school buildings. However, our current education system provides little funding to support art programs within the school or to promote growth in the arts for our students. We feel this is unacceptable and harmful to our countries future.

Why are the arts important? Why do they matter?

The arts, “provide children with a well-rounded education and promote skills such as creativity, self-expression, and individualism (Gullatt, 2007, p. 212).  

Our Vision - What our schools ought to be?

 Without imagination, who is going to solve the scientific, environmental, economic, and political problems of the future?        

             Our vision of what ought to be begins with equality. We believe there should be equality around the perceived importance of every subject, equality of arts funding, and equality of funding across all schools. Currently, far too many legislative decisions are being made by only those in power, with influences from capitalism and racism. It is our belief that, inadequate funding causes a devaluation of the arts in education, creating a myth of normalcy and nature in society. The danger in creating this myth is that the arts are no longer viewed as essential, meaning they are not essential for work, which in turn makes them irrelevant to capitalism, a driving force in the United States.

A benefit of arts instruction, is that teachers can address all eight categories of multiple intelligences instead of just the two traditional intelligences (linguistic and logical/mathematical) which are commonly tested (Guallat, 2007, p. 218).  Due to the implementation of the No Child Left Behind Act, teachers feel pressured to teach to these two intelligences (Guallat, 2007).  The focus on standardized testing has resulted in more “time preparing and practicing for and taking tests…which has shown to take up to 20% of the year’s total instruction time, while exceeding the amount of time allotted to the arts” (Amerein-Beardsley, 2009, p. 11).  As educators who know the advantages of the arts, it is essential that we advocate for our students because we are responsible for their learning. 

As both students and educators, the funding for the arts matters to us personally because the arts allow students to be creative and express themselves in a multitude of ways.  We believe that the arts can help students define themselves as individuals, and can be used as a means of expressing themselves to the world around them.  We all have had different experiences with the arts from when we were in school, and we agree that participation in these activities helped to establish a sense of community within our school.  Additionally, through participation in art, music, and drama we were able to learn important “real life” skills, but we also learned a lot about ourselves. Therefore, part of our vision is that the arts become more of a driving force in our schools so that children have the opportunity to express themselves and grow as we did.

We believe that the structured curriculum in mathematics, science, history, reading and writing are not the only skills necessary to succeed in the “real world”.   Children need a chance to explore, use their imaginations, create, present, and perform. In addition, there are many students who learn best through creative expression and arts education and by eliminating arts funding, society is eliminating those students’ best possibilities for success in the classroom. Our vision is for every school, every classroom, to have an equally developed and funded arts program that will train imaginative students, providing them opportunities to shape the future of the United States.  Dr. Jerrold Ross (2005) of St. John’s University states that events like Sputnik and September 11, 2001 are a result of our country’s lack of imagination (p. 6). 

Our country is so focused on the facts that we do not take into consideration the imagination and ideas of other countries.  By falling to encourage the arts, creativity, and imagination in our schools, our country’s “national well-being (including but not limited to national security)” will be threatened (Ross, 2005, p. 7).  Therefore, our vision works to promote arts education in order to provide a strong arts education program in United States public schools, where we will inspire creativity and imagination of students who will be able to control where our country is heading.

Teachers need to recognize that all students learn differently, and these students need opportunities to figure out who they are, how they learn, and what they enjoy.  We believe, the arts need to be incorporated into the curriculum so that students can figure out the answers to these questions.  We have noticed that in a structured curriculum students don’t have a chance to portray themselves as individuals.  Many teachers only want to see the “right” answer.  We believe creative expression is necessary for the future of our country.  Without imagination, who is going to solve the scientific, environmental, economic, and political problems of the future?

  Our vision is of change.

We believe in the future.

We believe in the arts.

What has No Child Left Behind done to the Arts?

(Ashford, 2004, p. 23)

Under NCLB the arts ARE considered a core academic subject. However, are they being treated as such? Are they being supported as a core subject? Would the status of our art programs in the classroom reflect the legislative claims?***

We Believe...

The Arts are becoming “The Lost Curriculum” (Chapman, 2005, p. 118)

*Focus on arts instruction is pushed aside for subjects like Reading, Science, and Math that are evaluated and measured under Adequate Yearly Progress

*NCLB does not require the arts to be evaluated through Adequate Yearly Progress or standardized tests

*More time is devoted to test prep than arts education

*The Arts are seen in as a “hands on, mind off” escape from the daily pressures of school, not as a compliment to educational skills (Chapman, 2005, p.134)

*In some cases, only students from wealthier backgrounds and schools are having experiences with the arts

Due to issues with funding…

*Schools with limited funding are forced to push the Arts out of priority

*Some schools are not able to higher certified arts teachers, or are forced to share art teachers with other schools

*Arts instruction is limited to one day a week, or less

Capitalism - The ideological link behind insufficient funding for the arts

The first ideology that influences the funding of the arts is capitalism.  Capitalism as an educational ideology supports the idea that learning is based on becoming self-sufficient with an emphasis on functional literacy and math skills, or simply making the “grade” with “quality work” (personal communication, Arlene Leach-Bizari, September, 2010). Capitalism creates an image of students as cogs in the wheel who will perpetuate the cycle of creating wealth by becoming product oriented individuals (personal communication, Arlene Leach-Bizari, September, 2010). Throughout history the arts have been viewed by many as a “frills or extra” (Gullatt, 2007, p.212).  Inadequate funding causes a devaluation of the arts in education, creating a myth of normalcy and nature in society.  The danger in creating this myth is that the arts are no longer viewed as essential, meaning they are not essential for work, which in turn makes them irrelevant to capitalism, a driving force in the United States.  The importance of the arts has been ignored in schools because it is thought that artists do not contribute to the society in the same way as mathematicians or scientists.  Sometimes, artists struggle to make a living and therefore are not as valued in the society and schools.  The big jobs that the government is promoting are jobs that focus on mathematics and science.  The world is interested in advancing technology but not interested in the creative minds that are needed to develop new inventions.  Contrary to this belief, being able to manipulate and create with technology requires a variety of creative skills.  Without creativity there is no place to go.  One role of the schools is to make students who will be able to go out into the workforce and give back to the society.  Since the jobs that the government wants to fill are math, and science focused these content areas are more focused on and given more funding.  Capitalism influences what students are learning.  The capitalistic perception is, where there is money to be made, there is money to be.  Contrary to this capitalistic belief, the “creative workforce is growing at a rate more than double that for the rest of the nation’s workforce” (Weiss, 2004).         

Racism - The Ideological Link of Dominance and Power

The second ideology that affects the funding of the arts is racism.  Racism is the idea that the dominant group holds power over and treats a group of individuals differently based on their “perceived” race (Professor Leach-Bizari, Class Notes).  Statistics show that low income, generally urban schools, and most often attended by minorities such as Blacks, Hispanics, and Native Americans, receive less funding.  This gap in funding shows a hierarchy in which the Whites are privileged and hold power over the minority.  Due to the hierarchy of power, the Whites benefit from the implementation of the arts while the minorities are left powerless and unable to move ahead.  The arts provide students with a plethora of necessary skills and experiences, and allow students to be creative and express themselves in a multitude of ways.  The arts can help students define themselves as individuals, and can be used as a means of expressing themselves to the world around them.  Using the arts in the classroom can be a way of teaching against oppression.  However, those that are not being given the chance to partake in these activities are not being given the chance to become fully human.  This point furthers the perceived racial hierarchy, where those in power (and with the funding) have the ability to grow as a human being, and those without power (and without funding) are not able to grow as an individual.        

Diary of a Social Activist- Julie's Life with Music and Band

         As a student who was interested in music and had the opportunity to participate in both band and chorus, I develop several essential skills such as team work, collaboration, accountability, time management and communication.  These skills made me successful both in and out of the classroom.  As a music student, I was told that “We were only as strong as our weakest member”.  Therefore, I knew that what I was doing mattered so I always gave one hundred percent.  Since the band and chorus could not function without each member, who played a significant role in the overall appearance of the group, I learned a lot about collaboration and team effort.  These skills were essential in order for both the band and chorus to be a success. The arts played a key role in developing my social skills and character education. 

The arts also strengthened my core academic areas.  Through participating in music I learned how to speak different languages, read, show emotion, communicate, and several mathematical skills such as the different values of various notes, how to count beats, and the different chords.  Because I was in band and chorus, I was a well rounded student and had to learn how to be a self-directed learner and time management.  Participating in music strengthened my skills in English, reading, math, and even social studies and science.  The skills that I learned while being a member of the band and chorus taught me how to be a better student.  I learned skills that helped me with communication, being a self-advocate, working in a group, and being a leader.  These skills transferred over into my classes and helped to make me a success both in and out of the classroom.  The arts have made me who I am today. And I can say that they had a tremendous impact on my success in school.  Without the arts, students are left without social and content skills which are essential for the success of the individual.    

Diary of a Social Activist- Kim's Life with Theatre

            My first day of public high school was one of the most intimidating days of my life. I had spent the last nine years with the same twenty-seven students in a private school where I knew everyone. Now, I was in a public high school with 1,400 other people I had never met! What was I going to do? 

          

Music was required K-8 and I usually found it enjoyable so I decided to sign up for chorus in high school. It was not long before I realized how important that decision was to the success of my high school career. Within the first few days of practice I had a group of friends that enjoyed the same things and were generally in the same classes. Chorus eventually led me to try out for the school musical where my friendships only multiplied. The musicals taught me a variety of lessons which made a difference in my educational success. Being a part of the musical taught me things like time management and balancing schedules. It taught me how to self-manage my work schedule, my homework, my family obligations, and my play practices. I was forced to prioritize and make choices, but through all the hard work and determination, it was worth every minute. I developed my team building activities, developed friendships, and was feeling like I was a part of a community. Reading the script, memorizing lines, and developing characters took a great deal of work and was never an easy task, yet worth every minute.

Joining the musicals at my high school was the BEST thing I ever did for myself during high school. The friendships created still exist today and I can still look back on the whole experience and know it was a positive change. What were the arts like for you?

Diary of a Social Activist- Katies's Life with Art

The arts have always been an integral part of my educational life.  During grade school, I was involved in chorus, band, and the visual arts.  Even though I do not consider myself an excellent artist or musician, I always enjoyed participating in the school provided arts programs.

This drawing in particular holds a special place in my heart.  When I was in 6^th grade, my aunt’s favorite dog was killed in a freak accident.  I remember her being devastated, and I felt her pain myself.  This dog was a great companion and friend to my aunt.  By using a special kind of paper, I etched this picture of her dog as a memorial.  Being a young student, and not yet having experienced the pain and emotions from the death of a friend (or animal), I had a difficult time expressing my feelings of sorrow for my aunt.  Creating and sharing this image with my aunt was a way of expressing my feelings toward her loss.  In this situation I used the visual arts as a way to creatively express my emotions.  I believe the arts are very important in this regard because some students have a difficult time expressing themselves verbally.  Providing artistic outlets opens up a whole new world for students.

What You Can Do...Check it out!

 

Please listen to the video podcast/public service announcement created by one of the social activists managing this blog, to hear why the arts are important, how they can benefit our children, and how you can keep arts a part of our students lives! Thanks for participating! 

Additional Resources for Arts Education

US – Department of Education

Arts in Education—Model Development and Dissemination Grants Program

Arts in Education—Professional Development for Arts Educators

The Center of Arts Education – New York State click here!

Arts for All – New York State click here!

Americans for the Arts click here!

New York State Alliance for Arts Education click here!

Visit this website for a complete listing of resources for arts education in New York State

Save the Arts

Other Activists

"A Good Beginning"

References

DISCLAIMER: Although these resources are not all specifically quoted in our blog posts, the information and ideas may have had influence on our individual beliefs.

Amrein-Beardsley, A. (2009). Twilight in the valley of the sun: Nonprofit arts and

                culture programs in Arizona's public schools post—No Child Left Behind. Arts

    Education Policy Review, 110(3), 9-17. Retrieved from Academic Search Elite

    database.

Ashford, E. (2004).  NCLB’s unfunded arts programs seek refuge. Education Digest, 70(2), 22-26.

                Retrieved from Prakken Publications.

Chapman, L. H. (2005).  Status of elementary art education: 1997-2004.  Studies in Art Education: A

                Journal of Issues and Research in Art Education, 46(2), 118-137.  Retrieved from National Art

                Education Association.

Gullatt, D. (2007). Research links the arts with student academic gains. Educational  Forum, 71(3),         211-20. Retrieved from Education Abstracts (H.W. Wilson) database.

Ross, J. (2005).  Arts education and the newer public good.  Arts Education Policy Review, 106(3), 3-8.

                Retrieved from Heldref Publications.

Weiss, S. (2004). The arts in education: The progress of education reform. Education Commission of the

                States, (5)1, 1-4.  Retrieved from ERIC online database.

Bibliography

Amrein-Beardsley, A. (2009). Twilight in the Valley of the Sun: Nonprofit Arts and Culture Programs in Arizona's Public Schools Post—No Child Left Behind. Arts Education Policy Review, 110(3), 9-17. Retrieved from Academic Search Elite database.

Ashford, E. (2004).  NCLB’s unfunded arts programs seek refuge. Education Digest, 70(2), 22-26.Retrieved from Prakken Publications.

Chapman, L. H. (2005).  Status of elementary art education: 1997-2004.  Studies in Art Education: A            Journal of Issues and Research in Art Education, 46(2), 118-137.  Retrieved from National Art Education Association.

Gullatt, D. (2007). Research Links the Arts with Student Academic Gains. Educational Forum, 71(3), 211-220. Retrieved from Education Abstracts (H.W. Wilson)database.

Hill, P. (2008). Spending Money When It Is Not Clear What Works. Peabody Journal of             Education, 83(2), 238-258. Retrieved from Education Abstracts (H.W. Wilson)             database.

Howard, V. (2001). Funding the arts: an investment in global citizenship?. Journal of Aesthetic Education, 35(4), 83-95. Retrieved from Education Abstracts (H.W.Wilson) database.

Ross, J. (2005).  Arts education and the newer public good.  Arts Education Policy Review, 106(3), 3-8.Retrieved from Heldref Publications.

Weiss, S. (2004). The arts in education: The progress of education reform. Education Commission of the States, (5)1, 1-4.  Retrieved from ERIC online database.

(2007). High School Athletics Directors Address Participation and Funding. JOPER

The Journal of Physical Education, Recreation & Dance, 78(1), 4-5. Retrieved from Professional Development Collection database.