Q: What is your
favorite subject?
A: "Art."
"Music."
"Creative writing."
Sound familiar? It doesn't take a genius to explain why arts
classes are commonly the first pick among children, but it
is difficult to comprehend how it has become a subject that
education systems are struggling with.
Research is increasingly revealing the invaluable benefits
of creative learning and when asked if the arts are important
enough to be taught in school, an overwhelming majority of
American, Canadian, British and Australian respondents say
yes.
Painting By Numbers
So why are arts programs continuing to be cut out of the picture?
Numerous reports have found that due to the lack of recognition
as relevant subjects and limited funding, arts programming
is getting insufficient timetable space, and in some curriculums
none at all.
Over the last decade, the UK has seen a major decrease in
the amount of teachers who specialize in the arts and, as
reduced central funding has subtracted even more from the
equation, a quarter of their schools have no visiting artists
and many theatre-in-education companies have since folded.
A similar scenario is being acted out in Canada. The British
Columbia public school system was so hard hit by last year's
$2 million budget cut that forty-four schools were forced
to shut down and two thousand full-time teachers are out of
work, (never mind those who specialize in arts). Nancy Knickerbocker,
Director of Media Relations at the BC Teacher's Federation,
warns that additional cuts to this year's budget will mean
an even lesser role for the arts in BC's public education.
Further eliminating arts from the equation, many education
decision-makers count the sciences and mathematics as more
applicable areas of study. Are they simply not doing their
homework?
The Science of Art
Since 1983, scientific research has continued to verify that
for developing children, the arts are more than just a fun part
of a school day. Evidence indicates that arts programming teaches
skills, knowledge and behaviors that are essential to becoming
a successful adult.
Basing their analysis on such findings and on what education,
business and political leaders consider essential to succeeding
in school and at work, the US based Association for the Advancement
of Arts Education (AAAE) concluded that the arts are necessary
at every grade level.
Kent Seidel (Ph.D. and author of the AAAE's 1996 publication)
explains. "Having students work with creative drama and
theatre in these earlier grades gives them a great advantage
in their capacity for developing language skills, reading,
writing, and verbal, and interpersonal skills. And all of
the arts help students develop emotionally and socially, so
that they are more prepared to deal with school, life, and
other people." (Details of the studies can be found at
www.aaae.org/research.html)
Champions of Change: The Impact of the Arts on Learning,
was another extensive research project conducted throughout
the United States. It too resulted in compelling evidence
showing how arts programming can improve overall academic
performance and transform learning environments. The conclusions
were based on the analysis of numerous and varied studies:
Students with high levels of arts participation outperform
"arts-poor" students on virtually every measure.
(President's Committee on the Arts and the Humanities, pcah@neh.gov.com)
Creative Problem Solving
Such findings have convinced arts advocates to put their problem
solving skills to the test. In addition to parents taking an
active role in public education, school and community arts organizations
are popping up all over the world.
Equipped with knowledge and a commitment to quality education,
many are scoring very highly with local communities and education
authorities.
A few years ago, parents of elementary level students successfully
lobbied the Saskatoon Board of Education to not cut "band"
from the school curriculum. In British Columbia, Parents for
the Arts in Education played a major role in launching the
grades one thru six component of a public Fine Arts Program
and the establishment of two fine arts schools.
Responding to pressure from UK organizations, the British
government has promised a sixty-percent increase in the 2003/4
arts budget and additional opportunities for young people
to experience the arts. In February 2002, the Australian National
Seminar on Education resulted in a proposal for future development
of arts education throughout Australia and a seven-percent
increase in education funding.
During last October's National Arts and Humanities month,
even President George Bush expressed his view on the role
of arts in education "As tools for learning, the arts
and humanities have a positive impact on our children's cognitive
development, their confidence, and their motivation. As we
face the challenges of a new era, the arts and humanities
will be vital to a future of innovation, opportunity, and
hope."
Perhaps this is one school of thought that will guide us
all towards a bright future.
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