Jane Kim
Re-envisioning Education and Democracy
Public Intellectual Essay
EXPRESS YOURSELF
James Torrenzano, known to his students as “Mr. T” is an art
therapist. Each year as many as 800
children pass through his classroom at the
The visual arts, however, is not only an expression for intense emotion, like crying and screaming. First, I will provide research that supports the visual arts as an activity that requires the selection and organization of materials of past experience combined with present encounters in order to create new forms, thus, providing skills not readily available in other disciplines. The visual arts includes, according to the North Carolina State Board of Education, “The traditional fine arts such as drawing, painting, printmaking, and sculpture; communication and design arts such as film, television, graphics, and product design; architecture and environmental arts such as urban, interior, and landscape; folk arts; and works of art such as ceramics, fibers, jewelry as well as works in wood, paper, and other materials” (“Visual Arts” 2). As acknowledged by many, including the National Parent Teacher Association (PTA), the National Endowment for the Arts, and the U.S. Department of Education, these forms of expression increase sensitivity, sharpens perceptive faculties, and develops problem-solving skills among individuals. Second, the visual arts, by providing diverse routes to academic and personal achievement, can be taken up by everyone, including those who are disempowered or disenfranchised. The arts also enhance self-discipline, perseverance, and hard work, thus providing gateways to other learning. Lastly, the arts help individuals build solid connections with other academic areas, integrating other areas of learning. For example, the arts promote cross-cultural and interdisciplinary learning. The problem, however, is that even though much research shows the visual arts help students build advanced thinking skills, there is still the lack of initiative for the visual arts programs within public elementary and secondary schools. These problems mainly stem from myths and false notions that many people have about the visual arts, which in the end can affect and deter financial funding within the public schools.
One of the leading arguments made against larger funding and
support for the visual arts in public schools is that it is not economically
beneficial in the
Parents understand that athletic activity is vital for physical development. For this reason, many parents enroll their children in little league baseball or football, but do not expect their children to become professional athletes. The same justification can be used for art; students should be allowed the instruction in art to cultivate aesthetic value and discover diverse modes of creative expression, without the aim of becoming professional artists. The aim of art education in public schools is not to make professional artists out of students, but to teach students to extract more from their experiences, whatever those experiences may be. The arts also provide the knowledge and skills people need to contribute to the workforce, which also in the end provides intrinsic value; though the visual arts may not necessarily create future jobs, it does provide the skills necessary for other careers or job markets.
Another argument for why public visual arts funding is not
economically beneficial to the
The last major argument made against more public funding for the visual arts is that it is an elitist activity. The National Endowment for the Arts increases access to arts and culture for all people. The NEA also helps support community festivals, arts centers, galleries, and other children’s organizations. This wide exposure to the visual arts can begin in the public schools. We must dispense the notion that the visual arts are the exclusive property of elitist groups and divinely gifted people. Above all, we should get rid of the idea that art consists of objects locked up in museum and galleries. The visual arts, unlike any other activity, can engage all people, regardless of age, race, gender, and class (Freeman 3). According to a study summary prepared for the National Endowment for the Arts entitled, “Understanding How the Arts Contribute to Excellent Education”, Charles Fowler and Bernard McMullan state, “An arts infused curriculum encourages students to use multiple capacities, and provides opportunities for building self-respect and self-esteem” (Fowler, McMullan, and OMG, Inc. 27). All students will find ways to participate in the visual arts. It will be natural for students to express themselves through drawings, sculptures, and other visual art forms when given the freedom to do so and as long as their interest is kept alive. Students will develop critical thinking skills in addition to expressive power.
In a report entitled, “The Arts and Education: Partners in Achieving Our National Educational Goals”, The National Parent Teachers Association (PTA) states, “The arts help children build both basic and advanced thinking skills, develop problem-posing and problem-solving skills, and instruct children in diverse modes of thinking and learning. These are essential for life-long learning and responsible citizenship” (“The Arts and Education: Partners in Achieving Our National Educational Goals” 2). The visual arts encourage disciplined creativity by requiring students to identify problems and explore solutions, which all lead to higher levels of critical thinking. While also developing problem-solving skills, students develop aesthetic appreciation, and self- expression. In summary, from fieldwork done by Charles Fowler and Bernard McMullan in 1991, key themes that emerged for the fine arts are the following:
- The arts can foster the development of students who are actively engaged in learning…learning through the arts is inside-out (conveys individual thoughts, emotions, and concepts to the outside world) rather than outside-in; and engaged students are more likely to come to school and stay in school.
- The arts contribute to development of a creative, committed and exciting school culture of teachers, students, and parents…The culture of performance and exhibition can create high production standards; the arts can help create a culture of positive parent participation; and the arts afford a broad ownership of the school building and program by students, teachers, and parents.
- Students in arts-focused schools usually have higher than average test scores than students enrolled in other schools in their district and their state
- The arts can generate a dynamic, coordinated and cohesive curriculum. The arts can be used to teach thematic curriculum.
- The arts can build bridges to the larger community, the broader culture and to other institutions. The connections to the community create a network of artists who enrich the classroom.
- The arts can humanize the learning environment. The arts improve the aesthetic environment of the school and make it relate to students. History and the study of other places are made more human and more real. Artists’ perceptions add insight about life now and in the past. The multicultural/transcultural aspects of the arts afford appreciation and acceptance of diversity (Fowler, McMullan, and OMG, Inc. 25).
Though much research has been done by the National Endowment
for the Arts and the National PTA showing that the visual arts and the fine
arts in general, enrich the educational experience of students in many aspects,
the visual arts remains under funded and devalued by public schools, K-12. According to a Statistical Analysis Report in
October 1995 entitled, “Arts Education in Public Elementary and Secondary
Schools” commissioned by the U.S. Department of Education, it states, “The
visual arts are offered in 85 percent of public elementary schools. Visual arts specialists only provide
instruction in 43 percent of these schools, while both specialists and
classroom teachers do so in 29 percent of schools” (
In most public secondary schools, fine arts education is typically provided through elective courses that are taught by arts specialists (12). This reinforces the belief that the fine arts are not important to school curriculum and should remain second to the “three R’s” (reading, writing, and arithmetic), when in many studies, it has been shown that the arts are crucial to the education of a child. The Statistical Analysis Report further states that: “Thirty-nine percent of all public secondary schools reported that their districts require credit specifically in the arts for graduation. Another 22 percent require credit in the arts as an option within a specified group of courses” (4). By nationally imposing graduation requirements that include the visual arts, public schools will be forced to integrate the visual arts into their curriculum, and to find ways of funding these classes.
A K-12 magnet school named Fine Arts Core Education (FACE)
in
Issues such as the lack of funding for the visual and fine arts and seeking ways to find funds is a major source of the problem in implementing strong visual arts programs in public schools like FACE. Currently, public schools are not mandated to implement fine arts programs as part of graduation requirements. Most of the implementation of fine arts education programs, however, is primarily determined at the local level. The Statistical Analysis Report of October 1995 states, “Approximately one-half of public secondary schools indicated that teachers make decisions regarding the arts programs to a great extent…Parents and state departments of education are least likely to influence the schools’ arts programs, with between 47 and 62 percent of schools indicating that these two sources have little or no influence” (National Center for Education Statistics 29). Each public school chooses what kinds of curriculum and programs it desires to implement from the funds it receives from the state and local budget. As the above quote states, teachers and school administrators have the most influence over decisions regarding fine arts programs in the schools. Further, according to the U.S. Department of Education, parents have the least influence over decisions regarding fine arts programs. It is important, therefore, for each local community to support the implementation of visual and fine arts programs in their public schools by voicing their concerns and desires for such programs to teachers and school administrators.
As part of an effort to increase financial resources to state and local school districts, the Goals 2000 Arts Education Partnership brings together the National PTA, the National Endowment for the Arts, and the U.S. Department of Education. Gordon Ambach, the executive director of the Arts Education Partnership states, “The partnership brings together arts and non-arts organizations to help states and local districts tap the resources available through the Goals 2000 legislation, ensuring access and opportunities for a high-quality arts education” (Ambach 1). The Goals 2000 legislation provides $325 million to local school districts to support curriculum development and professional training of teachers and administrators. Expenditures on arts education are authorized as part of Goals 2000, and as of January 1996, an excess of $1 million has been allocated only for arts education. In order for schools to receive these funds, they must apply for grant awards; grant awards specifically for arts programs range from $10,000 to $30,000. The National Endowment for the Arts and the U.S. Department of Education both also provide grants for schools that want to develop and implement arts education programs. There exists much funding for public schools, as detailed above, therefore, local communities should come together to tap into these resources.
Further support from the local communities is needed in
order for visual arts programs to sustain within the public schools. Local communities are more likely to embrace
visual arts programs when they understand that the visual arts are vital to the
educational development of children. The
visual arts are unique to any other discipline.
It is an activity that requires the selection and organization of
materials of past experience combined with present encounters in order to create
new forms, thus, providing skills not readily available in other
disciplines. As acknowledged by many,
including the National Parent Teacher Association (PTA), the National Endowment
for the Arts, and the U.S. Department of Education, the visual arts provides
forms of expression that increase sensitivity, sharpens perceptive faculties,
and develops problem-solving skills among individuals. As shown in the case study of FACE in
References
Ambach, Gordon. “The Goals 2000 Arts Education Partnership.” Arts Education Partnership. Jan. 1996 <http://www.pta.org>.
“The Arts and Education: Partners in Achieving Our National Education Goals.” The National PTA. Jan. 1995 <http://www.pta.org>.
Davis, Patricia. “Drawing Out the Pain.”
The
“Dispelling
Myths about National Support for the Arts and Culture.” American Art
Fowler, Charles, Bernard J. McMullan, and
OMG, Inc. Study Summary:
Understanding How the Arts Contribute to Excellent Education.
Freeman, Robert. “Why
Do We Make Music and Art? Public Funding of the Arts?”
Oct. 2000. College
of the Fine Arts,
“Visual
Arts.”