Are Arts Important in Education? (An argument concerning whether or not schools should make arts required) Many states throughout North America don’t require art classes such as art, dance, drama, and music. While many other states require credits of art classes in order to graduate from high school. Schools in New York City note the problem they have by not requiring art classes in high school. Administrators from New York schools admit that “low income areas in NYC look to cut out art education because of tight budgets” (Raleigh). Many schools are making art classes either optional or taking them out completely because they don’t have the funds to keep them. The many schools throughout North America that require art credits to graduate from high school note the problem the rest of the schools have by making them optional or taking them out altogether. Many people say that art classes teach kids many skills …show more content…
Leticia Coronado is a tutor for schools in Fort Worth, Texas where she has targeted schools deficient in math. “Because of continuing problems with students not meeting state academic standards, the Fort Worth school board… authorized spending as much as $750,000 this school year to employ college and high school students as English and math tutors” (Vaughn). Coronado thinks that core studies like math and English should be schools first priorities. Many schools haven’t shown enough time studying math, and spending too much time in arts. Kids will get too hooked on their arts and spend all of their time doing that, and spend no time at all on math. People like Coronado realize the importance of arts, but they really know that math is a core class for a reason. Math will be used in life more than any other subject. Coronado is not suggesting to take out arts completely, rather to make the focus more on the core classes that serve a better purpose in
A recent development in public education has been the decline in arts programs nationwide. Budget cuts to arts programs are responsive to decreases in state funding, especially in states with conservative economic policies. Many states have also enacted legislation disabling local school districts’ abilities to justify employing art and music teachers. Consequently, several problems have manifested themselves, including the loss of arts programs proving detrimental to the overall quality of education for today’s children. First and foremost, arts programs improve overall performance in core school subjects; this is demonstrated clearly through higher test scores amongst students with exposure to arts and positive correlations between arts and core class engagement. Other reasons supporting retaining arts programs include to help foster community development, produce creative minds, develop problem-solving skills, aid in child development and visual-spatial skills, and encourage underprivileged students to remain in school (Metla, 2015). By removing arts programs from some public schools, an alarming issue of public concern arises. Public education, given that it is considered to be a non-rivalrous and non-excludable, is deemed a public good (Clark, 2016). Cutting arts programs in public schools, especially when cuts transpire in schools saturated with heavy minority populations, creates inequitable education and creates a serious issue of public concern.
Many schools consider art, music, and physical education programs ‘fluff’ classes, which is why when schools are looking for a place to save money those are some of the programs that are first to go. Claire Suggs, Senior Education Policy Analysts for the Georgia Budget and Policy Institute, found that “about 42 percent of districts are reducing or eliminating art or music programs and 62 percent are eliminating elective courses” (“Cutting Class” #1). Art and music programs should not be cut because they allow students to explore their creativity and improve problem solving skills. On the
Much too often in America today, modern music and art programs in schools are perceived to many as extracurricular activities rather than important subjects that are vital to a students learning and skill development. The truth of the matter is that encouraging music and art education in public schools has a much larger impact on student’s grades, academic performance, and the economy than the majority people realize. Within the next year city school budgets will be dropping by twenty five percent, and despite the fact that music and art programs have been showing a dramatic contribution to student’s learning, this substantial drop in funding for the programs will lead to no dedicated money for art or music programs (Mezzacappa). There is no doubt that a cut in funding for art programs will take a huge toll on students overall grades and test scores. Research has found that the studying of music and art facilitates learning in other subjects and enhances children’s skills in other areas (Brown). Furthermore, providing students with a creative outlet can do great justice in reducing the stress from many other classes and even offer insight for students in possible career paths involving the art field. The art industry today currently supports 4.1 million full-time jobs (Dorfman). By increasing the funding of music and art programs for students preschool through twelfth grade we can see a dramatic increase in the education of children across the United States, assist with skill development in young students, and greatly benefit the economy at the same time.
The main point of this essay is, that fine arts does not have to be mandatory. As an art person, it doesn’t really matter whether it is mandatory or not. For other people it could be one class that they have to take with no interested, just to graduate. Not just find arts, but gym, languages can be part of it too. If school makes these classes non-mandatory, if will help students to focus more on classes that will help them in
The arts are not only a nice way to pass time; the arts can greatly help with education. Schools in the United States have encouraged children to have an outlet and if the outlet is not sports, most kids take some kind of art class. According to Velasco (2012), a child development specialist, certain students who have taken at least one art credit every year since the start of third grade were more likely to comprehend math and literature easier; for example, counting the beats in every stanza of music or learning the history and background of song lyrics. Velasco also states that students scored 1.5 times better in standardized tests, than kids who did not take an art credit. By helping schools fund art programs, the skills learned by students taking these classes can ultimately help schools excel in academic achievements, and they can aid students to a brighter future.
Jane Alexander, Chairman of the National Endowment for the Arts (NEA), once said, “Many children are missing out on something which gives their education context, gives their lives depth and meaning, and prepares them to be the future workforce.” This “something” that she spoke of is music and art education. Unfortunately, she is entirely correct. We are currently seeing in our country a dramatic cut in arts education curriculum in our public schools due to the limited amount of both time and funding. In many cases budget cutbacks mean arts education cutbacks. This limited amount of resources often forces administrators to place a value on the various subject areas. There is always a demand for greater concentration upon the traditional basics: English, math, science, and history. There is also a new focus on computer competency and a renewed focus on the need for foreign language education. Add to this health education, family life education, industrial arts education, AIDS education, home economics, physical education, and business education and one begins to wonder where arts education fits in.
First arts need to be funded in schools because they help improve other major subjects. Many schools use songs or rhythms to teach and help students memorize knowledge. In some cases, arts are used to fuel imaginations into creating things or they can show students a way to be interested in learning. Without art, students grades decline because the use of creativity is lost. In this instance, only 17% of 3rd graders on the NECAP test in Vermont were even proficient in math before
Art is everywhere , every tv show, every ad , and every book is art. That is why it is a vital part in today 's education system, but in the rush to bring ip standardized test scores art programs are being dramatically cut and forgotten about altogether. With the new focus being on Common Core State Standards, which does not include art as a core, schools are having to take away art budgets to focus on cores that are being tested on.
We learn to follow the steps, use the formula, and get the right answer, but because of these classes, we forget about the arts. If the arts are forgotten, then the student’s way of expressing what they feel is taken away. Which brings more pressure to students in classes like math, physics, geography, etc. That is why schools should make arts classes mandatory because arts classes help students build their artistic and creative skills, make them better learners, and encourages them to find other ways of expressing their thoughts. The chair of the UK Government had a test made to see the ability to think in “divergent or non-linear ways” between the ages 3- 25.
Ward (2005) explores writing and reading as the major literary mediums for learning mathematics, in order for students to be well equipped for things they may see in the real world. The most recent trends in education have teachers and curriculum writers stressed about finding new ways to tie in current events and real-world situations to the subjects being taught in the classroom. Wohlhuter & Quintero (2003) discuss how simply “listening” to mathematics in the classroom has no effect on success in student academics. It’s important to implement mathematical literacy at a very young age. A case study in the article by authors Wohlhuter & Quintero explores a program where mathematics and literacy were implemented together for children all the way through eight years of age. Preservice teachers entered a one week program where lessons were taught to them as if they were teaching the age group it was directed towards. When asked for a definition of mathematics, preservice teachers gave answers such as: something related to numbers, calculations, and estimations. However, no one emphasized how math is in fact extremely dependable on problem-solving, explanations, and logic. All these things have literacy already incorporated into them. According to Wohlhuter and Quintero (2003), the major takeaways from this program, when tested, were that “sorting blocks, dividing a candy bar equally, drawing pictures, or reading cereal boxes, young children are experienced mathematicians, readers, and writers when they enter kindergarten.” These skills are in fact what they need to succeed in the real-world. These strategies have shown to lead to higher success rates for students even after they graduate
Art Education is not always valued in school settings. Although some may see it as an unnecessary use of school funding, there are many who believe it is beneficial to students in more ways than one. There are many different studies that have been conducted to test the effects that art education has on school-aged children. Some studies have proven that art education can help students to improve in other academic areas. In a journal article from Ohio State University’s “Theory in Practice,” Karen A Hamblen states, “There are linkages between art learning and learning in other subjects areas and that art study can promote creative behaviors, critical thinking skills, and academic achievement.” It has also been found that the arts can teach children better self-regulatory strategies, and even foster more confidence and self-efficacy in school which relates to confidence in academics. Overall, art education in schools has been very beneficial and has proven to ignite creativity, confidence, critical thinking skills, and academic achievement in students.
With the rapid development of society, art has increasingly played a pivotal role in individuals’ life. However, not any kinds of art can be understandable to all people. There is no doubt that some art forms have totally beyond people’s comprehension. Therefore, we have to ponder this questions thoroughly, is it worthwhile to achieve success at risk of not acceptable and understandable to most people? As far as I have concerned, this is a complicated issue and requires to take every facets into consideration.
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
As students, we believe that we have certain unalienable rights and they are being violated by the school systems in this country. We deserve a fair chance to be developed into who we want to be. That our education is not dictated by laws, but by the efforts that we put into it. We also believe that our learning should be based upon skills we will actually need in our futures. A part of growing as a person is making our own decisions and mistakes, and the school system should be promoting all of our options equally.
It is important that all students get the best possible chance of success for the future. Because not all students have the ability to attend magnet or charter schools, they are forced to attend public school; and when public schools cut the fine arts, these chances are dramatically reduced for these students, especially those interested in pursuing an art career. Not only does cutting the arts complicate and, in some cases, eliminate a student’s plans for the future, but students can also lose certain advantages in brain development that the arts specifically provide. This includes improvement in motor and cognitive ability, communication, and memory; all of which are skills that students can and will use for the rest of their lives. It is also worth noting how the fine arts shape a student to be ready and appear well rounded in many mays, which is important when applying to college. The students currently in school will shape the future of the world; they will take places in the government, become bosses of big companies. Some will even become president one day. Then for what righteous reasons should they be deprived of fine arts courses that allow for a mental break while also creating positive mental stimuli? To put it simply, there are no justifiable reasons for cutting fine