why is art important in education essay

New evidence of the benefits of arts education

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February 12, 2019

Engaging with art is essential to the human experience. Almost as soon as motor skills are developed, children communicate through artistic expression. The arts challenge us with different points of view, compel us to empathize with “others,” and give us the opportunity to reflect on the human condition. Empirical evidence supports these claims: Among adults, arts participation is related to behaviors that contribute to the health of civil society , such as increased civic engagement, greater social tolerance, and reductions in other-regarding behavior. Yet, while we recognize art’s transformative impacts, its place in K-12 education has become increasingly tenuous.

A critical challenge for arts education has been a lack of empirical evidence that demonstrates its educational value. Though few would deny that the arts confer intrinsic benefits, advocating “art for art’s sake” has been insufficient for preserving the arts in schools—despite national surveys showing an overwhelming majority of the public agrees that the arts are a necessary part of a well-rounded education.

Over the last few decades, the proportion of students receiving arts education has shrunk drastically . This trend is primarily attributable to the expansion of standardized-test-based accountability, which has pressured schools to focus resources on tested subjects. As the saying goes, what gets measured gets done. These pressures have disproportionately affected access to the arts in a negative way for students from historically underserved communities. For example, a federal government report found that schools designated under No Child Left Behind as needing improvement and schools with higher percentages of minority students were more likely to experience decreases in time spent on arts education.

We recently conducted the first ever large-scale, randomized controlled trial study of a city’s collective efforts to restore arts education through community partnerships and investments. Building on our previous investigations of the impacts of enriching arts field trip experiences, this study examines the effects of a sustained reinvigoration of schoolwide arts education. Specifically, our study focuses on the initial two years of Houston’s Arts Access Initiative and includes 42 elementary and middle schools with over 10,000 third- through eighth-grade students. Our study was made possible by generous support of the Houston Endowment , the National Endowment for the Arts , and the Spencer Foundation .

Due to the program’s gradual rollout and oversubscription, we implemented a lottery to randomly assign which schools initially participated. Half of these schools received substantial influxes of funding earmarked to provide students with a vast array of arts educational experiences throughout the school year. Participating schools were required to commit a monetary match to provide arts experiences. Including matched funds from the Houston Endowment, schools in the treatment group had an average of $14.67 annually per student to facilitate and enhance partnerships with arts organizations and institutions. In addition to arts education professional development for school leaders and teachers, students at the 21 treatment schools received, on average, 10 enriching arts educational experiences across dance, music, theater, and visual arts disciplines. Schools partnered with cultural organizations and institutions that provided these arts learning opportunities through before- and after-school programs, field trips, in-school performances from professional artists, and teaching-artist residencies. Principals worked with the Arts Access Initiative director and staff to help guide arts program selections that aligned with their schools’ goals.

Our research efforts were part of a multisector collaboration that united district administrators, cultural organizations and institutions, philanthropists, government officials, and researchers. Collective efforts similar to Houston’s Arts Access Initiative have become increasingly common means for supplementing arts education opportunities through school-community partnerships. Other examples include Boston’s Arts Expansion Initiative , Chicago’s Creative Schools Initiative , and Seattle’s Creative Advantage .

Through our partnership with the Houston Education Research Consortium, we obtained access to student-level demographics, attendance and disciplinary records, and test score achievement, as well as the ability to collect original survey data from all 42 schools on students’ school engagement and social and emotional-related outcomes.

We find that a substantial increase in arts educational experiences has remarkable impacts on students’ academic, social, and emotional outcomes. Relative to students assigned to the control group, treatment school students experienced a 3.6 percentage point reduction in disciplinary infractions, an improvement of 13 percent of a standard deviation in standardized writing scores, and an increase of 8 percent of a standard deviation in their compassion for others. In terms of our measure of compassion for others, students who received more arts education experiences are more interested in how other people feel and more likely to want to help people who are treated badly.

When we restrict our analysis to elementary schools, which comprised 86 percent of the sample and were the primary target of the program, we also find that increases in arts learning positively and significantly affect students’ school engagement, college aspirations, and their inclinations to draw upon works of art as a means for empathizing with others. In terms of school engagement, students in the treatment group were more likely to agree that school work is enjoyable, makes them think about things in new ways, and that their school offers programs, classes, and activities that keep them interested in school. We generally did not find evidence to suggest significant impacts on students’ math, reading, or science achievement, attendance, or our other survey outcomes, which we discuss in our full report .

As education policymakers increasingly rely on empirical evidence to guide and justify decisions, advocates struggle to make the case for the preservation and restoration of K-12 arts education. To date, there is a remarkable lack of large-scale experimental studies that investigate the educational impacts of the arts. One problem is that U.S. school systems rarely collect and report basic data that researchers could use to assess students’ access and participation in arts educational programs. Moreover, the most promising outcomes associated with arts education learning objectives extend beyond commonly reported outcomes such as math and reading test scores. There are strong reasons to suspect that engagement in arts education can improve school climate, empower students with a sense of purpose and ownership, and enhance mutual respect for their teachers and peers. Yet, as educators and policymakers have come to recognize the importance of expanding the measures we use to assess educational effectiveness, data measuring social and emotional benefits are not widely collected. Future efforts should continue to expand on the types of measures used to assess educational program and policy effectiveness.

These findings provide strong evidence that arts educational experiences can produce significant positive impacts on academic and social development. Because schools play a pivotal role in cultivating the next generation of citizens and leaders, it is imperative that we reflect on the fundamental purpose of a well-rounded education. This mission is critical in a time of heightened intolerance and pressing threats to our core democratic values. As policymakers begin to collect and value outcome measures beyond test scores, we are likely to further recognize the value of the arts in the fundamental mission of education.

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The Importance of Arts Education Essay

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Introduction

The importance of teaching arts education.

Art has been in existence for since the beginning of human civilisation. The field, in most cases, is viewed as a way of action and knowing. Art has played a key role in the development of human identities. It has also been significant to the evolution of cultural practices in all human societies. Consequently, art is regarded as one of the defining elements of humanity. To some advocates of this field, art is believed to be the window to the soul of humanity. According to Nathan (2008), art is used to communicate and provide a framework for the understanding of passions, emotions, and the enduring conflicts that humans have always indulged in. The scholars who advocate for the centrality of arts in the development of humanity observe that even the cavemen recorded their history, experiences, and events through drawings of pageants that marked the passing of time and seasons (Anderson, 2014).

In this paper, the author explores the importance of art its contribution in the development of cognitive and cultural attributes among children. To this end, the author will demonstrate that art provides human societies with lens through which they can view both historical and contemporary issues. Finally, the paper will be used to support the argument that teaching art processes can improve the ability of students to shape the learning process and the way it is conceived in schools.

Arts in Traditional and Contemporary Societies

Arts are a common feature in both traditional and modern societies. In most traditional communities, trumpets and drums were used to herald the commencement of battle. In addition, birth and death in these societies were received with songs and dance. Consequently, theatre was viewed as an avenue through which solutions to dilemmas faced by mankind were provided. It can also be observed that in most communities, the portraits of heroes, kings, villains, and other important figures in the society were painted to record these particular moments in time ( Learning area, n.d).

To recognise the centrality of arts to experiences among humans, the Universal Declaration of Human Rights was adopted several decades ago ( The future of the Australian curriculum, 2014). The declaration observed that everybody has a right to participate in the cultural life of their community. In addition, each person should be able to enjoy and share arts in the scientific advancement of its benefits. In the western world, arts subjects have been neglected and pushed to the periphery of the academic field in favour of the sciences. The curriculums used in most schools focus on literacy, sciences, and numeracy. However, in the last few decades, the intrinsic values of arts have been recognised (Ross, 2014).

According to some advocates of this field, arts have the ability to release people’s imaginations to new perspectives. In addition, they can help people identify new solutions and alternative views to life. As a result, the vistas that could be opened, as well as the connections that could be made, are phenomenal. It is also noted that the encounter between the individual and the world around them would be newly informed with the help of arts. In addition, immersion in arts has been found to improve individuals’ sense of enjoyment and identity. The immersion can also offer positive changes in the direction taken by the life of the individual (Anderson, 2014). In most cases, it is argued that arts can transform learning in education contexts. They can also ensure improve the link between the learners and the curriculum.

A Working Definition of Arts

There are many ways through which arts can be defined. According to Bamford (2006), arts can be used to reflect the uniqueness of the cultural circumstances of a particular nation. Bamford (2006) further observes that art is characterised by fluidity and dynamism. In their attempts to arrive at a working definition of arts, Bamford (2006) recognises the impossibility of giving static definitions to this field. The reason is that the definitions become obsolete as soon as they are provided. As such, scholars should be conscious of the dynamism of contemporary art practices. In addition, the art terminology can be used to represent the important creative disciplines. The disciplines include dance, literature, drama, music, visual arts, film, as well as other forms of media arts. All these disciplines have a significant role in formal education contexts. They also play a significant role in the cohesion of the community.

The forms of art described above can be viewed as a representation of different languages. Their varying modes are used to communicate a wide range of skills, knowledge, and symbols. In light of this, it is imperative to study each form of art (Burton, 2010). Each form of art should be explored for its intrinsic values. The reason is that each of them has different ways of creating knowledge and improving communication (Sinclair & O’Toole, 2008). The various forms of art should be viewed and understood as different types of literary elements. However, it is important to note that all of them involve some kind of design, experimentation, play, provocation, and exploration. In addition, they entail expression, communication, representation, and visualisation. All these elements are used to shape other forms of media (Ross, 2014).

Developmental Benefits of Arts

Arts play a significant role in the development of a child’s motor skills. For instance, most of the motions involved in the creation of art, such as scribbling with a pencil or a crayon, are important in the development of fine motor skills ( The future of the Australian curriculum, 2014). Participation helps learners to improve their skills in mathematics and reading. It also improves one’s cognitive and verbal competencies. According to Burton (2010), engaging in arts has a positive correlation with verbal capabilities. Learning these subjects is also associated with an increase in levels of motivation and enhanced confidence. It also improves concentration and teamwork among the learners ( Why art matters, 2011).

Many scholars observe that the intrinsic pleasures derived from arts entail more than just the ‘sweetening’ of a person’s life (Burton, 2010). Such experiences help to deepen the connection between the individual and the world around them. They also provide them with new ways to view the world. The development lays the foundation for strong social bonds and improved cohesion in the community. A strong programming of arts within the curriculum also helps to close the intellectual gap that has made many children lag behind in intellectual achievement. It is noted that the children from affluent backgrounds are exposed to arts through visits to museums and attending Mozart concerts and other platforms. As a result, their interaction with the arts is assured regardless of whether or not the subjects are provided in their schools. However, teaching arts in schools provides children from poor economic backgrounds a level playing field (Nathan, 2008).

Arts Education and Academic Achievement

A new picture is emerging in the new educational era. School districts have started to focus on the field of arts. The emerging models are anchored on new brain research findings and cognitive development. The new models have embraced a variety of approaches that regard arts as a significant learning tool. For instance, musical notes are increasingly being used to teach fractions (Nathan, 2008). The models have also incorporated arts into the teaching of the core classes. For example, the teaching of slavery and other historical themes can be delivered by having the students act a play that dramatises those events.

In the US, Australia, and Europe, it is widely acknowledged that the students exposed to a learning process embedded in arts achieve improved grades and better test scores compared to those who are not exposed to this field. The students are less likely to play truants. In addition, they are rarely bored and have a healthy and positive self concept (Marshall, 2010). They are also most likely to participate in community service. Nascent studies have demonstrated that learning through arts can improve educational outcomes for other academic disciplines (Burton, 2010). For instance, the studies have observed that the students who partake in drama and music attain higher levels of success in reading and mathematics than those who do not take part in such ventures. Consequently, arts are seen as strategies to engage difficult students. The subjects connect learners to self, others, and the world. Engaging in arts also helps the teacher to transform the classroom environment. Most importantly, it challenges the students who may already be successful to work harder (Burton, 2010).

Specific Connections

Experimental evidence demonstrates a strong link between non-arts and arts skills. For example, I carried out an experiment on 10 children who were involved in a family theatre program. The program demonstrated that an exposure in theatrical activities for a year improves the empathy and emotional regulation among the children. For the adolescents involved in a similar program, it was shown that arts helped them improve their empathy. It also improved their understanding and appreciation of the mental status of other participants. The linkage makes sense to the advocates of arts education (Marshall, 2010). Training in arts, acting, and theatre puts the participants in other people’s shoes. The experience helps them to imagine how other people feel. In addition, it enables them to understand their emotions and view the world differently. After undertaking the program, I concluded that students should be given the opportunity to study arts in school irrespective of whether or not the subjects have discernible positive effects.

Cognitive Benefits of Arts

The cognitive benefits that are derived from arts include the development of skills needed in learning, improvement of academic performance, as well as enhancement of reading and mathematical capabilities. In addition, arts improve creative thinking among the learners (Marshall, 2010). The experiment mentioned above also showed that participation in theatre helped students from low socioeconomic backgrounds improve their academic performance. Consequently, I can conclude that the effects of arts education are transformative. The effects hold true across the socioeconomic divide. The impacts are cumulative and increase as the students from poor background get more exposure to the study of arts. It can also be emphasised that the students who are exposed to arts had better scores, which are higher than those of learners who are less engaged. The scores are especially better in such educational areas as creative thinking and originality (Burton, 2010).

The Benefits of Arts with Regards to Behaviour and Attitude

The study of arts has a positive impact on the attitudes and behaviour of the students. The benefits of behavioural and attitude change include improved self-efficacy and self-discipline. The advantages are easily associated and directly linked to improved school attendance, as well as reduced rates of drop-outs (Burton, 2010). In addition, the benefits are associated with the development of social skills. Such social and life skills include better understanding and appreciation of the consequences of an individual behaviour. The students also portray an increased ability to participate in teamwork, acceptance of constructive critiquing from fellow students, and the willingness to adopt pro-social behaviours.

Health Benefits of Arts Education

I must recognise that art has many health benefits. The therapeutic effects include improved physical and mental health. In Australia, the benefits are beginning to be recognised with several ongoing projects in schools reporting positive outcomes. It is argued that people who engage in relaxing activities, such as reading a novel, playing a musical instrument, painting, or singing, develop a healthy mind ( Why art matters , 2011). It is also observed that people who enjoy attending a good concert, a dance, a movie, or an art exhibition exercise their body and mind through the enjoyment, social inclusion, and relaxation. The individuals also improve their confidence, resilience, and self-esteem (Marshall, 2010). An art-mental paradigm can deliver significant health benefits to the students at school and in their adult life.

Arts Education in Australian Curricula

There are three different approaches to the learning of arts in Australia. The first can be described as the appreciation of Australian arts heritage. In this approach, the field is conceptualised as a domain for the talented. The approach points to the belief that the talented artist will provide the Australian society with its cultural artefacts ( Learning area , n.d). The second approach is the identification of the students who demonstrate artistic potential. The teachers focus on these learners and prepare them for future careers. The third approach is the desire to avail every student with an opportunity to engage with art and to appreciate it (Marshall, 2010). As such, the Australian curriculum anticipates that the students will actively learn, engage in artistic activities and processes, as well as appreciate the works of art done by others.

It must be remembered that the role of arts is to enhance learning by increasing enjoyment, fostering creativity, and enhancing imaginative activities. The objectives can only be achieved through participation in arts programs. It is also observed that students become more cognisant of the larger spectrum of world experiences by engaging in this field. The role of arts is to transform the students’ learning experiences by celebrating creativity. As such, teaching of arts should be encouraged and promoted at all levels of learning. Every student should be provided with the opportunity to participate in arts so as to improve their academic performance and develop into healthy adults with enhanced social skills.

Anderson, M. (2014). Why this elitist attack on arts education is wrong . Web.

Bamford, A. (2006). The wow factor: Global research compendium on the impact of the arts in education . Berlin, Germany: Waxmann Verlag.

Burton, B. (2010). Dramatising the hidden hurt: Acting against covert bullying by adolescent girls: Research in drama education. The Journal of Applied Theatre & Performance, 15 (2), 255-278.

Learning area. (n.d). Web.

Marshall, J. (2010). Five ways to integrate: Using strategies from contemporary art. Art Education, 63 (3), 13-19.

Nathan, L. (2008). Why the arts make sense in education. Phi Delta Kappan, 90 (3), 177-181.

Ross, M. (2014). The aesthetic imperative: Relevance and responsibility in arts education. New York: Pergamon.

Sinclair, C., & O’Toole, J. (2008). Education in the arts: Teaching and learning in the contemporary curriculum: Principles and practices for teaching. South Melbourne, Australia: Oxford University Press.

The future of the Australian curriculum: The arts: A response to the review of the Australian curriculum . (2014). Web.

Why art matters . (2011). Web.

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The Importance of Art Education in the Classroom

November 30, 2023

That deceptively simple, four-word query confronts a topic that’s occupied some of the world’s greatest creators and philosophers since Plato. How we answer this question can have much bigger consequences than whether you get to buy a piece of artwork from Banksy’s online store. The issue of art’s value becomes far more pressing when policymakers and administrators decide how to allocate time and funding for art education in schools.

Art teachers must be ready to advocate for committing the necessary resources to prioritize the value of creativity in the classroom. You may have to explain the importance of art education in a school’s curriculum and present the research to back up those claims. We can become powerful advocates for the power of art and improved student outcomes by investigating the many benefits that come out of integrating more creativity into the school day and improving our classroom strategies .

Why Is Art Education In Schools Important?

Anyone who’s passionate about the arts recalls formative moments of experiencing a work of art pushing through a creative challenge. When we’re exposed to remarkable artworks or have opportunities to create, we find that art is crucial to individual growth and development and can even impact our health.

A literature review from Frontiers in Psychology outlined several studies linking aesthetic experiences with broad improvements in subjects’ emotional states that promote physical and psychological well-being. Giving learners the time, space, and materials for creative expression can lower stress, improve memory, and make them feel more socially connected. Instructors can build their careers on bringing those experiences to students in a variety of settings, like galleries, museums, or events organized by nonprofit and community organizations.

Appreciation for art also makes a significant difference in people’s lives on a macro level. Entire societies may stand to gain from an investment in the arts. Drawing on data from the General Social Survey, researchers from the University of Illinois at Chicago’s Department of Public Administration linked participation as either an audience member or creator to higher levels of civic engagement and social tolerance . This work suggests that children learning how to draw, paint, sing, or just appreciate the works made by others can help us become not just happier and healthier, but also better people. Learn about UF’s Online Master of Arts in Art Education program

How Does Art Education Help Students?

When surveyed by the nonprofit organization Americans for the Arts, members of the U.S. public overwhelmingly agreed that the arts are one aspect of a well-rounded K-12 education . In addition, a recent study conducted in Houston public schools showed that students who participated in arts education see the following benefits:

• Improved writing achievement
• Reduced disciplinary infractions
• More student engagement
• Improved college aspirations
• No drop in standardized test scores

Yet, participation in the visual and performing arts is often treated as merely supplemental to other aspects of learning. As a result, there are major differences in access to art and music classes across the country.

2019 findings from the National Assessment of Educational Progress showed that eighth graders in the Northeast were much more likely to report being enrolled in a visual arts course than those in the South. Disparities were also tied to race, ethnicity, family income, and whether a school is located in a city, suburb, town, or rural area.

Meanwhile, the Nation’s Report Card shows that U.S. students continue to score lower than many of their peers in Europe and Asia on standardized tests despite years of pressure on educators to close the achievement gap. But seeking to improve student performance in math and reading does not have to come at the expense of art education.

In fact, researchers from the Johns Hopkins University School of Education, argue that instruction becomes more effective when educators integrate creative activities and make them central to academic development. Across disciplines, including STEM, there’s room to reimagine classes with a strong emphasis on drawing, painting, playing music, performing drama, and other creative pursuits. Encouraging students to use their imagination can help them actively engage with new concepts and discover connections between ideas as well as provide advantages for their social and emotional well-being.

One example of effectively integrating arts and creative expression with other fields as a pedagogical strategy can be seen in the collaboration between University of Florida faculty members Susan K. Jacobson, who studies wildlife ecology and conservation, and Robert C. Mueller, who teaches printmaking. The UF professors collaborated on an interdisciplinary project in climate change communication in which groups of graduate students from both the School of Natural Resources and the Environment and the College of the Arts visited the university’s Seahorse Key Marine Laboratory. The students participated in learning activities like scientific lectures, discussions, and making collages before working in small groups to create environmental communication materials for visitors.

As this example shows, students benefit from learning to embrace insights from multiple disciplines, and this can be valuable when they go on to pursue jobs. A 2019 survey from the National Association of Colleges and Employers showed that employers are interested in hiring professionals with skills that can be strengthened through participation in the arts, such as written communication, problem-solving, teamwork, and taking initiative. Art teachers can help students become more well-rounded and capable individuals by teaching them to develop original ideas through creative projects and practices.

The Importance of Art Education in Early Childhood and Beyond

It’s never too soon to introduce kids to the possibilities of creative expression. As outlined in a literature review from the National Endowment for the Arts, a variety of studies demonstrate the value of embedding artistic practice into early childhood education . Imaginative activities for young learners can lead to better skills in social interactions and emotional regulation.

Lessons in the arts introduce K-12 students to problem-solving techniques, which help them to see the world in new ways, and provide access to creative ways of knowing. Kids discover how art can communicate their own ideas and may become interested in creating increasingly realistic depictions and mastering new techniques. By high school, young artists can think critically about their own work and that of others, establishing a unique point of view and a sense of community with other creative individuals.

The National Core Arts Standards provide a framework for advancing students’ artistic understanding . This structure breaks down the developmental stages from Pre K through high school into 10 anchor standards. In each stage, students build creative habits as they learn to:

• Generate and conceptualize artistic ideas and work
• Organize and develop ideas and work
• Refine and complete artistic work
• Select, analyze, and interpret artistic work for presentation
• Convey meaning through the presentation
• Perceive and analyze artistic work
• Interpret intent and meaning
• Apply criteria to evaluate work
• Make art by synthesizing and relating knowledge and personal experiences
• Deepen understanding by relating artistic ideas to societal, historical, and cultural contexts

Pediatrician Dr. Perri Klass outlined the benefits of art education in schools in the New York Times, noting improvements for overall motivation, thinking, and academic achievement . An arts-integrated curriculum that asks students to draw or sing as part of the learning process may enhance their ability to recall material such as scientific principles or vocabulary. Foregrounding creativity can be especially effective for students who struggle to retain information from traditional lectures and reading assignments alone.

Art does matter in the classroom, delivering a wide range of advantages for students. Educators can make the most of that potential by equipping themselves to offer creative practice as a central feature in the curriculum and show decisionmakers how these initiatives can achieve transformative results. The University of Florida’s online Master of Arts in Art Education (MAAE) program helps teachers make a difference. This program features courses that prepare educators to work in a variety of learning environments , support students of all ages, incorporate digital tools into their pedagogy, and foster critical thinking.

About the Online Master’s in Art Education from the University of Florida

The University of Florida’s online Master of Arts in Art Education (MAAE) program engages students purposefully in art education theory and practice, contemporary art, and their own studio work. Our dynamic online learning environment fosters meaningful interaction with peers and our world-class faculty as members of a supportive, close-knit community of art educators, artists, cultural workers, and scholars. This flexible program brings you the advanced concepts and immersive, hands-on experiences you need to flourish academically and creatively.

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A Better Argument for Art Education

These days, it sometimes feels art education is under attack. The culture of high-stakes testing has increased over the last decade. In this climate, art educators need to justify our programs more than ever before. How can we help people understand why art education is important?

We’ve all seen the  data suggesting students who take art classes have higher SAT scores. It is an argument used often to defend our place on the educational landscape. “Kids who take art classes receive higher standardized test scores.” “Art students have higher GPAs than students who do not take any art classes.” These are common arguments for the importance of art classes.

The thing is, these arguments miss the point. The arts are valuable. They should be an important element in any well-rounded education. The importance of art education does not lie in its ability to raise test scores.

Here is why we need to change our argument for the importance of art education.

There is only a  correlation  between test scores and art classes.

A correlation means there is a connection between two things. But it doesn’t mean we know  why  that connection is there.

If you remember statistics class, you know there is a big difference between  correlation  and  causation . Just because there is a connection (correlation) between art classes and test scores, it does not mean the arts are the cause of the increased scores (causation).

Students who take art classes may already be high achievers. Or perhaps students with lower GPAs are not taking art classes because their schedule is filled with remedial academic classes. There just isn’t data to support the idea that arts classes actually cause higher test scores or GPAs.

By arguing the arts increase scores on standardized tests, we are missing the point.

If art education’s only importance were to increase scores in other subjects, then why not just cut art entirely? Then schools could increase math or science instruction time.

Did that give you chills? Yeah, me too. Because when we frame our argument only around test scores, it opens the door to this bleak option.

Art education has many unique qualities. Students develop skills in art that help them find success in many other areas of life. These skills help students well after the tests and schooling are done. The argument that our classes help students achieve higher test scores distracts from the true value of art education.

So, what should we be saying instead?

Instead of explaining art’s value to other disciplines, we should be focusing on the unique qualities of art class. There are many examples of valuable skills taught in art.

Art develops unique “habits of mind.”

Harvard’s Project Zero  developed the Studio Habits of Mind nearly a decade ago. These habits develop naturally when engaging in art-making.

These habits of mind provide art educators with a strong framework outlining the unique skills developed in art class. These habits include the ability to:

• Develop Craft
• Engage & Persist
• Stretch & Explore
• Understand Art Worlds

These habits transfer to many other areas of school and life. They are also highly valued by employers.

Art builds students’ capacity for critical thinking, self-directed learning, and problem-solving.

Critical thinking and problem-solving are alive and well in the art room. The process of analyzing and creating art challenges students to develop these skills. Art students are given open-ended problems to solve. This encourages them to think critically to solve problems in their own unique way.

These skills transfer to many other areas of life. And they cannot be assessed on a standardized test.

Art helps students understand cultures beyond their own.

We live in an increasingly global world. It is important for our students to leave school with a broad understanding of the world and its cultures. Art classes expose students to art from all over the world. This exposure helps them understand our shared humanity. The study of art history also helps highlight the issues of the past and the present.

Art develops communication skills.

When art students analyze an artwork, they use art vocabulary to express their ideas. Discussions about art build students’ capacities to listen to and learn from one another. When a student creates an artwork, they make careful choices to communicate their ideas. And when reflecting about art-making through artist statements, students are further developing these skills.

Art activities consistently rank highest on Bloom’s Taxonomy.

I often attend professional development meetings with colleagues from other disciplines. In these meetings, I hear leaders encourage teachers to hit the higher levels of Bloom’s Taxonomy in their lesson plans.

In art class, we are always engaging our students in these highest levels of thinking. Art students are analyzing, evaluating, and creating every day. High order thinking is naturally present in art classes.

As art educators, it is important to articulate why our class is important. We all know the value of art for our students. We need to communicate this value to our stakeholders.

We do not need to justify art in relation to other disciplines; art class has its own qualities, and we need to share why those qualities are so valuable.

How do you communicate the value of art education to your community?

What other arguments for art education did we miss?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Anne-Marie Slinkman

Anne-Marie Slinkman, an elementary school art educator, is a former AOEU Writer. She is passionate about providing relevant and meaningful art experiences for all students.

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The importance of arts education for students

And how to get your subject noticed.

The creative arts fuel innovation and imagination, developing lifelong skills that help enable a student’s perception, understanding, productivity and wellbeing. Yet recent funding and accountability measures plus a global pandemic have made the arts subjects more vulnerable and at a risk of being even more overlooked in education as the focus moves to core subjects and catch up. 

Music, drama, art, design and dance bring together students of all backgrounds to find ways to express themselves, and gain greater understanding of who they are and where they belong in the world. The creative arts offer such a wealth of immeasurable benefits to your students, your community and your own personal job satisfaction that we want to show you how you can promote the arts in your school, get your subject noticed and make your mark. 

We have pulled together the very best practices we have seen in schools and colleges to provide you with fresh ideas and inspiration to raise awareness of your subject and gain greater recognition for your department. Read on to learn how you can further inspire your students, get your department on the radar and foster a lifelong love of the arts within your school and wider community.

• What are the benefits of arts education in schools?

National measures on which schools are judged tend to focus on English, Maths and sciences which can put the creative arts on the back burner. Schools are pressured into focusing more on the subjects they are judged against, yet it is widely recognised that young people benefit hugely from participating in arts subjects in terms of their confidence, leadership, working as part of a team and developing creativity.

Rather than a distraction, an arts education enriches and complements the core subjects, raising achievement rates across all subjects as well as improving wellbeing and enriching the school day. It offers a welcome break from the huge amount of desk-based learning the core subjects have to cover as well as providing a wealth of transferable skills, preparing them for further education and future career pathways.

On top of the obvious development of individual creativity and self-expression, the arts can increase young people’s confidence and motivation which in turn improves well-being and school attendance. Hands-on learning is enjoyable and engaging, helping students learn through experimentation and making mistakes. This learning extends across all subjects and time and again we see the aggregate benefits of cross curricular learning helping to improve academic outcomes.

An arts education benefits a student in so many ways, not least in boosting their academic performance in the arts subjects they love. There are also benefits of using arts and creativity as part of the wider curriculum which enhances the teaching of other subjects (such as history, English and PSHE). This then cascades across overall learning outcomes in core subjects. The Arts Council England conducted research on the value of arts and culture across schools in the US and found:

‘Schools that integrate arts across the curriculum…have shown consistently higher average reading and mathematics scores compared to similar schools that do not.’

The arts are also a vital part of a whole school ethos of cultural appreciation and diversity, equipping students with cultural knowledge and understanding that will enable them to make better sense of the world and their place within it.

Coming together for school trips to museums, galleries, theatres and historical sites forges ties with the community as well as within the school and enriches the enjoyment and learning journey of all involved. Connecting with arts and cultural organisations can offer students the chance to take part in placement opportunities or volunteering programmes that provide them with valuable life skills and may even open doors to future career opportunities.

In-school workshops or artist in residence schemes also enrich subject learning and inspire young people. Experts in subject areas that you are exploring can bring fresh thought provoking ideas to get your students even more enthusiastic. Students have the opportunity to connect with practicing artists offering them insights into this career path as well as the wider professional arts sector.

Ofsted recognises the necessity of a ‘broad, rich curriculum’, pledging the importance of delivering ‘real learning’, not just a results focused, test based education. Yet we have seen cuts in funding and the Cultural Learning Alliance has recorded a 38% decline in arts GCSE entries from 2010 to 2021.

Recent reports are starting to point to the hours of arts teaching and numbers of arts teachers are finally stabilising as the benefits of the arts not only in education but also to wellbeing is finally acknowledged. During an era when our students are becoming increasingly stressed, there is no better time to recognise the value of an arts education. Nicolas Serota, CH Chair of The Durham Commission on Creativity and Education summises:

‘At a time when the mental health of children and young people is of concern, there is ample evidence of the value and importance of creativity in supporting wellbeing. Young people can find strength, inspiration, consolation and community in their shared experience of creativity.’

Beyond test scores, we know that an arts education can produce significant positive outcomes both socially and academically. The United Kingdom is a culturally rich country brimming with creativity and cultural diversity with arts and culture contributing £10.6 billion to the UK economy.

Before the pandemic, creative industries employment was growing at twice the rate of the UK economy, and it has been projected that post pandemic, the creative sector could recover faster than the UK economy overall. Recognised internationally as a cultural hub, vibrant with a wealth of arts and culture, the arts industry in the UK still promises bright, fulfilling future career pathways for creative students.

The evidence is clear that Music, Art & Design, Drama and Dance bring tangible, valuable and long-lasting benefits. So what practical steps can you take to bolster the prominence of the arts at your school?

• How to motivate your students to create visual art and get your department noticed

Given all that we have experienced over the recent years with lessons being taught remotely online and many clubs cancelled, now more than ever is the time to make sure that visual art does not fall to the bottom of the school’s priorities list and get overlooked in the pressure to catch up on core subjects. 

The Tate explores why arts education is important in their article ‘Why Study Art’ and features students, artists and cultural figures speaking about the many benefits: 

‘School in general is so stressful…this is the one lesson I look forward to every week because I know it’s not going to majorly stress me out.’ Student, Three Rivers Academy, Surrey

You may feel that your setting has a fantastic visual arts provision but keeps getting overlooked. Or that the visual arts are less of a priority in your school than you would like and you feel your students’ achievements could be celebrated more. 

We have looked at some of the best ways to promote art through your students and get your department noticed.

Artist in residence

Fully funded opportunities for an artist in residence to join your school are an excellent way to help get your department noticed. Stimulating creativity and imagination with new approaches and ideas offered by the artist motivates students and the experience can open their eyes to potential careers in the arts. 

An artist in residence initiative can be set up so there are cross-curricular impacts. In this way, other subject leaders can see first hand the benefits that an artist and arts activity can have on their area of the school. This also extends the opportunities to promote your department by making a bigger ‘splash’ with a large, cross-departmental team. 

Appreciating arts, culture and heritage is close to the heart of every arts professional and what better way than organising trips and visits to extend understanding of the arts. Museums, heritage sites, exhibitions, galleries, theatre productions and trips to other arts events are valuable sources of inspiration. 

With some coordination and pre-planning, a single trip to a cultural venue can benefit a range of subjects - history, English and geography, for example - maximising the impact of the visit. Students can be tasked with critically reviewing their trip which can be used in school magazines and newsletters. It is a great way to develop arts vocabulary as well as learn to express likes and dislikes and explain why - and their review can be used towards an Arts Award . Students can also reproduce what they see which makes for eye-catching school displays. 

Of course it doesn’t need to be an actual ‘visit’ to be enriching and inspiring. Many galleries (and arts organisations such as Art UK ) have great digital resources that students can make use of and some museums have placed their entire catalogues online which provide rich resources for research. Whether the experience takes place ‘in real life’ or is virtual, the Arts Award Supporter map can help you to find places nearby that have a specific offer for young people. Sharing your students’ resulting reviews and artworks with a local venue can forge a strong link and may result in the work being promoted through the organisation’s own channels. 

One student’s personal view on the value of visual art learning in schools is included in The Tate’s report, Why Study Art :

‘[School is] all very robotic. It’s all very ‘it needs to be this, this and this’. You can’t do this because it is wrong. It’s all following a strict script. That’s not what we’re made to do. We’re made to be our own person, we’re made to go off and do something that someone else hasn’t done before.’ Student, Ark Helenswood, Hastings

The importance of displaying your students’ work

Walls in schools are never in short supply and displaying your students’ work throughout the school is great for their self-esteem and sense of ownership of the art work, as well as showcasing your department. It may seem counterintuitive with  less visitors allowed in school due to the pandemic but this means that getting your work seen in as many ways as possible is even more important than ever. 

Using your school as your canvas provides a great opportunity to get creative to show your students’ skills where they can be seen and appreciated by staff and other students. Your school courtyard or other outdoor space is often the place where students congregate and is usually an important part of the school’s culture - being in open air makes it a great spot to show off public works like sculptures and murals, the benches are canvases waiting to be painted. 

You could task your students with featuring their public works digitally for those who cannot visit the school to enjoy and it will be a talking feature for future open events. You can reach a wide audience by showcasing your students’ work on social media. Twitter and Instagram are both extremely popular and it’s easy to set up a school account on either site for your department. 

Getting students involved in compiling an e-magazine devoted to the arts has the potential to pull in a lot of interest and can extend to featuring competitions, and termly or annual exhibitions. You could elect a student body from the sixth form to manage and promote these activities allowing them to develop a host of event management skills - this leadership experience could count towards a qualification such as Silver or Gold Arts Award . 

Competitions and partnerships

Receiving accolades for competitive endeavours doesn’t need to be limited to the school’s sports teams. Competitions are a great way to get noticed nationally and within the school community. The Royal College of Art holds an annual exhibition of students’ work aged 8 - 18 years. Travel Photographer of the Year holds an annual competition with a category for Young Travel Photographer of the Year with age categories split into under 14s and 14-18. 

There may also be local or regional competitions or festivals students can get involved with. The Arts Council's Bridge organisation local to your school may be able to help supply information.

More widely, it’s worth checking whether your setting is part of one of Arts Council England’s Local Cultural Education Partnerships (LCEPs). These partnerships are a great place to share successes, make new alliances and get support. Associated with the LCEP there may also be a local creative schools network or something similar, aimed at inspiring teachers and collaborating across schools. These networks can prove fruitful in raising your profile and making new connections: A new partnership with another school or arts organisation is something your senior team are sure to be keen to hear about.

• Fun ways to improve drama student engagement

Drama is well recognised for the transferable skills and employability skills it brings young people. Teamwork, confidence, critical thinking and listening, to name a few, are qualities vital to succeed in any aspect of life, and even the shyest of students can flourish in the creative open space of a drama department. With that in mind, it’s important that you promote the benefits of your subject for students and the positive impact that engaging with drama activities can have on the wider school community. We have come up with the most effective ways to grow your department and get it noticed. 

Putting on a show

Nothing brings a school more to life than a whole school production. Students who have the opportunity to take part find it deeply enriching and a chance to make new friendships and develop their confidence. School productions can be very inclusive with so many opportunities to get involved, with the benefit for drama teachers of being able to share out some of the heavy workload associated with putting on a show. Students learn and experience how to put on a drama production not just through acting, but through design, directing, writing, promotion and the host of disciplines connected with theatre. 

Parents and the local community enjoy seeing the vibrant heart of their school and the school production is talked about long after the last curtain. You can jump on the back of this attention and invite the local press to cover your production. You could also ask a photography student to take photographs which you can share in an online gallery alongside critical reviews written by your students.

Drama’s link to school development

Anything a department can do to support the school’s key strategic goals is sure to be noticed by senior management and will help to raise the profile of you and your department.

Drama can support whole school aims by working with the careers function in school to support the delivery of the recently published Government’s career strategy . The drama department can organise and run activities that build students’ communication skills which are essential for entry into further education and success in future careers. For example, students could act out typical interview scenarios or the drama team could offer an extra-curricular club aimed at developing students’ communication skills. 

Linking with other subjects such as English also connects drama to core learning and can be used to develop communication skills including confident public speaking. Drama can improve voice projection, articulation and persuasive speech as well as listening and observational skills. These can be further developed by playing drama games based around fictitious work scenarios to give students an idea of how to react and express themselves when placed in the real world.

Drama is such a versatile art form which can be used to enhance many other areas of teaching and wider school development. By taking a look through your setting’s School Improvement/Development plans, you are likely to come across a number of wider strategic aims that drama can support. These might range from improving boys’ literacy, to increasing engagement with parents, or from maximising student leadership and voice, to ensuring equality, diversity and inclusion across the school. Greater use of drama as a tool for wider development will gain your subject more exposure and support from leadership.

Offering graded exams

Offering drama graded exams or other assessments that cover the performing arts such as Arts Award enhances the credibility of the drama department with students and parents as students can gain qualifications and even UCAS points. Your senior leadership team will be keen to see measurable outcomes coming from your department as this can support reports for the governors and Ofsted. 

Choosing assessments that are inclusive is important to encourage wide-spread participation and support achievement. For instance, less confident students can be put forward for exams if the board you choose offers pairs and group exams . 

Chris, Head of Drama at a school in London highlights the benefits of running graded drama assessments for groups:

‘[Drama] students are encouraged to work together in order to achieve their joint goals. A lot of subjects don’t require students to do this or get a grade based on their combined actions within a unit: graded drama exams require collaboration, good listening, and compromise – really adult skills, which should be celebrated.’

Theatre trips bring so much joy and inspiration and it is always fascinating to go backstage and learn about all the employment and volunteer opportunities the theatre has on offer. Seeing a live play can help develop emotional intelligence as students learn the ability to appreciate how others think and feel. Going to the theatre also offers students the chance to see beyond their own perspective, as Adam, an actor and drama teacher, explains:

‘For a lot of children, their first introduction to Shakespeare is sitting in an English classroom reading it – that’s not how Shakespeare is meant to be accessed. No wonder so many people, even into adulthood, hate Shakespeare. What teenager wants to sit down and read this text from a book? I didn’t understand verse when I was 14. But taking a group to see a production of ‘Othello’ and watch it live was amazing. All of a sudden things made sense to them.’

While the excitement of a trip to the theatre will promote your department by itself, you can use the buzz this creates to really get your subject noticed. There are also possibilities for stimulating professional theatre experiences without leaving your school building or town offered by the many live-streamed performances put on by national venues. 

Whether the experience takes place in a traditional theatre, pop-up venue or your local cinema, students could write critical reviews for the school magazine, re-enact highlights of the play in an assembly or even write and direct their own mini plays based on inspiration from the theatre trip. 

Actors or travelling theatre companies can be invited into school to deliver workshops to inspire your students. There is the potential to extend the experience by arranging a ‘question and answer’ session where students interview the cast and production team. This can contribute to your school’s wider career education strategy, a qualification like Arts Award or similar outcomes.

This can be showcased on your department’s social media feed as well as the school’s main feed; make sure you tag the theatre company so they can see your post and they may share it with their followers. You could invite the local paper to cover the workshop and feature the students enjoying and learning at the same time. Don’t forget to share any coverage you receive with your senior team and governors.

Past students

Keeping in touch with past students is a great opportunity to showcase possible career pathways to your current students. Do you have any past students who studied drama and went on to study or work in a related subject? Drama brings with it a wealth of transferable skills and a variety of career pathways available for those with a passion for the theatre arts, from front of house to marketing. 

By demonstrating the range of career options available, you may have an impact on students choosing to continue to drama past Key Stage 3. And your senior leadership team will be keen to see positive proof that theatre is a viable career option and that the skills developed by studying drama are highly desirable for a wide range of future studies and career... 

Voice magazine is also a great source of information for aspiring young creatives who can gain inspiration from initiatives, artworks and stories shared by peers. Articles such as ‘Drama is a useless degree’…How wrong you are! demonstrate the transferable skills your subject brings

Festivals and competitions

Drama competitions and festivals are an enjoyable experience for all involved and boost your presence and appeal with students and parents. There are several national drama competitions on offer. Here are some options as a starting point that may be suitable for your school: The National Student Drama Festival offers workshops, debates, masterclasses and opportunities to perform for 16-24 year olds. And there is the Shakespeare Schools festival which is the world's largest youth drama festival bringing Shakespeare to life in schools across the country with opportunities to participate and perform. 

You may also want to consider the National Theatre’s Connections programme, a nationwide youth theatre festival which provides students with the unique opportunity to access new works written by some of theatre’s most exciting playwrights and then to stage performances in theatres nationwide. Many towns and cities have arts festivals which are an excellent way to link with the wider community and promote your subject through your students. 

• Inspiring design and technology projects the whole school can enjoy

The role of Design & Technology in schools can sometimes be overlooked, but by demonstrating the value of Design & Technology to students and parents you help boost your department’s profile.

Design & Technology hosts a wealth of career possibilities in industry growth sectors and opens doors to jobs that didn’t exist until recently and don’t even exist yet.  Young people with an aptitude for maths or science can often thrive with Design and Technology just as much as those with a flair for the arts, and many love the fun of hands-on learning and seeing their ideas become reality. D&T is a popular choice for students across the board and your department can gain profile-raising ‘quick wins’ by connecting with the visual arts and Maths within school.  

Tying into cross curricular initiatives helps raise your department's profile and what better than linking science and technology subjects, including physics, maths, chemistry and IT. When it comes to the sciences, having knowledge of how physical and chemical processes work can come in handy when designing different products. Linking with the arts reinforces the planning, design and practicalities D&T brings to the creative subjects.

'D&T prepares its students to participate in tomorrow’s rapidly changing world. Students learn to think creatively and solve problems as individuals and as part of a team.’ Jim Smith, Deputy Head Teacher, Meden School  

Engaging in design competitions such as those offered by Neon such as the Big Bang Competition or I’m an engineer, get me out of here! gives students the chance to sink their teeth into real-world, authentic projects as well as demonstrating how broad a design career could be. You need the technical skills to make designs a reality, but these would be nothing without the creative vision and artistic visualisation which sit alongside. And by entering competitions such as these you have an exciting talking point for staff meetings, assemblies and school newsletters as well as social media.

Another great way to raise the profile of design in schools is to engage with topics that spark excitement with your students. Cross-curricular learning can promote the importance of STEAM and how each subject can enhance the learning experience of each other and open up unimagined career pathways. Production and character design is a huge part of the film, TV and theatre industries, and many young people don’t realise that those incredible creatures and sets from productions like Harry Potter, The Mandalorian  and even Riverdale were first imagined by a design artist. You could arrange a school trip to a film set or Design Museum and then have students plan and make concepts for school productions or packaging for the school canteen.. 

‘Design and Technology should be as riveting and relevant as the career it channels into. Logical, creative and practical, it’s the only opportunity that school students have to apply what they learn in maths and science – directly preparing them for a future in engineering.’ James Dyson, Inventor

Thinking more widely, crafts offer a great opportunity to engage students who enjoy the practicality of Design & Technology and also the aesthetics of visual arts. One of the most accessible crafts for schools is textiles as it doesn’t require any specialist equipment. We have seen craft has staged a comeback over recent years and there are many opportunities for textile specialists to make their mark. Yarn bombing around the school, for instance, is a great conversation piece and can be shared virtually, as can tying textiles into other subjects such as geography for ethical fashion or exploring e-textiles in ICT. 

Budding fashion designers may be interested in platforms such as Awaytomars that welcomes students to collaborate in an online fashion design platform crowdfunded to produce the best fashion designs selected by the community. Textile students can also get involved in school productions with set and costume designs or even a proposed school uniform design can boost the subject’s presence.

• How to boost the profile of music across the school

Music is traditionally a well respected subject, yet music education is struggling in some settings. Recent reports show that the take up of Music GCSE and A-level is declining and fewer young people are studying music outside of school. Veronica Wadley, chair of the new expert advisory panel for the National Plan for Music Education (NPME) recognised the value of a music education saying:

‘It is so important that every child and young person, from whatever background and area, has the opportunity to benefit from learning to sing and play a musical instrument, improving not only concentration, self-confidence and academic attainment but also raising expectations of what they can achieve in all areas of their lives.’

However, for many young people, their only formal education in music will be through school– and with music being such a powerful tool for students this is a real issue.

Creating bands, orchestras, choirs and other performance groups is a great way to engage lots of students, and the combined voice of so much music-making will raise the profile of your department without trying. Can students do live music for a school production or assembly? Is there the opportunity for a music concert or prom? Can students have access to the music room at lunchtimes or after school to develop their own music which might not fit into the curriculum?

Encouraging students to enter for assessments, exams and music competitions will not only give them an endpoint to work towards, but will give them professional feedback and something to enrich their CV.

The music world offers plenty of opportunities for students to get competitive. For example, the National Concert Band Festival is the UK’s largest wind band and big band festival where students can perform in front of an audience, with adjudicators offering feedback based on the NCBF award criteria resulting in a Platinum, Gold, Silver or Bronze certificate. There is also Young Songwriter Competition is a worldwide competition for young people aged 8-18 whereby students can have their songs heard by a star-studded panel of judges, as well as connect with like-minded peers. Another option is Denbighshire Urdd Eisteddfod 2022, one of Europe’s largest youth touring festivals with over 15,000 young people under the age of 25 competing in various artforms.

Connecting with your local Music Education Hub is a valuable way to forge links with the musical community and access music education services for children aged 5-18. Music hubs bring together music services, local authorities, schools, art and community organisations to make sure all pupils have access to a music education. Both Ofsted and Arts Council England advocate for schools to build stronger relationships with their local music hub and by doing this you will connect the work of your department with the Government's National Plan for Music Education.

Music technology is a great feature of the curriculum which can ensure that your subject has more profile and is recognised for the huge benefits it can bring. It is often a way to engage students who never considered music as a subject they can access, so when you’re next reviewing your music enrichment options, why not consider adding music technology to your range of clubs? Students with an interest in music technology may be well placed to offer support to school productions, acting as a useful point of contact with the drama department.

Composing music for video games is another instant hit with students. Along the lines of creating music for a film, students can compose music for different video games matching mood and style. They could work in groups to plan a short story or action sequence that they can tell with sound effects alone. Other students then have to guess the story.

Rap music is another possible popular genre that could be used to engage students. For younger classes, rapping a name is a fun warm-up. Students could also write a rap about themselves based on a structure and then record a rhythmic backing to go with the rap. They can then record their rap and the backing, and experiment with various post-production effects.

For those schools choosing to embrace the Model Music Curriculum as a framework to support their lessons and planning, between Key Stages 1 and 3 there are recommendations for a wide range of musical activity. This includes singing and listening, music technology, creating graphic scores, musical improvisation, whole class and small group ensemble learning and also dance. You could introduce a qualification such as Arts Award to accredit non-traditional music activities and those for which music grades aren’t currently available. You could even add topics such as music industry marketing for older students.

• Motivating your students to dance

The late Sir Ken Robinson believed that dance is just as important as maths in school arguing for ‘...equity in educating the whole child’ and the ‘equal importance of dance with the other arts, languages, mathematics, sciences and the humanities in the general education of every child.’ Dance is, of course, an art form in its own right that should be celebrated not only for its inherent beauty and creativity but also for the benefits to fitness, coordination, flexibility and wellbeing this discipline brings. However joining forces with the PE department is an efficient way to piggy-back on the promotion and existing recognition sports often have in schools, while partnering with English and Drama for school productions and trips is another way to promote this subject.

Linking with national initiatives and programmes is an effective way to shine a light on your subject and demonstrate its value. The Royal School of Ballet partners with schools in its commitment to the belief that every child and young person is entitled to dance as part of a wider cultural education and their outreach programme is designed to introduce the art form of classical ballet to young people in a creative and dynamic way.

Outside of school, if you have talented dancers, why not signpost them to CATs schools , the Royal Opera House Create and Dance free programme or suggest that they audition for the National Youth Dance Company ? Taking part in activities like these will increase their skills, but also raise the profile of the subject within school as they could be profiled in an assembly, school newsletter and social media.

Young people love to dance and perform and their exposure to social media and music videos has made the latest dance moves common currency with many students. What better way to motivate your students than integrating up-to-date forms of dance into your practice. This could be in the form of the latest crazes on TikTok or even ballroom on Strictly, or through a study of the cultural heritage of dance introducing such practices as Bollywood or K-pop.

While dance remains a subject at risk in many schools there are ways to advocate and retain it as the valuable and wide-reaching subject it is.

• Harnessing cross-curricular connections

Cross-curricular is a creative way to deepen students’ skills, understanding and learning and can be a very motivating and stimulating method of working. Exploring topics through interconnected subjects stretches the imagination and can make for memorable learning. 

Companies and charities offer fun ways to combine skill-sets via such activities as The Big Knit , Sony World Photography Awards and The Young Enterprise Scheme . You could, for example,  task your older students with setting up cross curricular challenges based around a theme for The Big Knit or a photography competition or even making items for charitable causes . This can be divided into age categories for the younger years and can be shared in school assemblies, social media accounts and newsletters. Your older students may even want to set up a school club where all ages can meet to work on entries to the competition and share skills while having fun. 

Linking with other arts departments within the school is a great way to share ideas, get support and jointly advocate for the value of the arts in your school. You will all have your own areas of expertise, and by working together can generate great ideas for eye catching work and rewarding learning. Are there skills you can share with each other, or have certain approaches worked for you in the past you can share?

Using your combined skill and enthusiasm can attract a lot of attention in your school. Whether this is leading a reading week, a cross-genre arts week, school productions, careers events or end of year celebration activities, working together will help to keep your own workload manageable, and role-model team work for your students.

You could work with your colleagues in the English department for a week focussing on the power of language. You could work across year groups with the older students inspiring the younger ones:

• In English, students could create pieces of creative writing
• During Drama, students could bring this creative writing to life
• The Art department could design the sets 
• Design can help with props
• Textiles can work on costumes, 
• Dance can help with movement and choreography
• Music can develop the soundscape or score

At the end of the week there could be a showcase assembly to celebrate the hard work which can also be shared with parents. The work could also be displayed during open events.

STEM subjects can also be involved with students learning about how to create circuits for the lights used. Maths is involved in the design and scaling of model boxes, and you could even link this to the History department by introducing themes studied in history as inspiration for the texts created in English. You may be surprised at the range of national programmes that have an arts angle, and some may already be enjoying a high level of prominence within your school. The Duke of Edinburgh's Award, for example, has included creating a work of art or music on The Experience List , a list of activities every young person should try and do to build their confidence, resilience and independence.  

• How students can help raise the profile of arts education in schools

Students who enjoy your subject and teaching are the most powerful advocates for your department. If the opportunity is given, they will passionately speak about the changes your arts education has made to their school experience and life. Sienna James who achieved Bronze, Silver and Gold Arts Awards explains in an article for Voice magazine how students’ voices can help teachers to raise the profile of the arts in schools.

Enabling your advocates to share their experience is a highly effective way to promote your presence whether at assembly, school open day, as part of a showcase event or performance, even at a staff or governors meeting. They can highlight particular differences your subject has made to their life, to their achievements in other subjects and to their further education or future career choices.

Sharing arts enrichment activities of Key Stage 5 students is a superb way to inspire younger students and cascade awareness and excitement for your subject throughout the school. The exhibitions, performances, artforms and portfolios order students produce are outstanding in their own right and promoting their work will promote you. Beckie Voller, Ignite Leader for Arts at St Bede’s and St Joseph's Catholic College explains how this works in the case of her Gold Arts Award  students:

‘Gold Arts Award increases the profile of your department and makes it more visible. It’s lovely to see the older students work with the younger students, showing them what they have done for their Gold. You see the younger ones looking at the older students' work and thinking ‘I want to do that'.’

You could encourage your older students to form a Student Arts Council made up of keen representatives drawn from across the school. What is better than a group of enthusiastic arts appreciators gathered together to create great visual art and promote their work and your department across the school and wider community. They can inspire fellow students, deliver whole school art projects, get involved with decision-making within the department, run assemblies and be your very best advocates.

You could also encourage them to organise a whole school Arts Week to showcase work and talent by bringing together budding artists, musicians, actors, singers for an inspirational week’s celebration of the arts (and your department) in school.

The benefits of accrediting the arts

Arts-based accreditations, including assessments, qualifications and awards, can provide structure and cohesion for efforts to bolster the profile of the arts in school, as well as the motivation of a goal to aim for. 

Benefits to arts departments

Whether you’re seeking to accredit arts provision across the whole school or recognition of individual students’ achievements, qualifications and awards provide tangible, measurable results which are likely to be particularly influential with senior leadership teams, especially if the outcomes can be linked to wider school priorities and support your School Improvement Plan. 

Benefits to young people 

Supporting students to work towards assessments in creative subjects alongside their core studies is common practice in schools. It’s a way of motivating and engaging learners, and the arts can provide a safe space to share interests with like-minded individuals and build connections.  Students also gain a variety of transferrable skills that will benefit them greatly in the future. When it comes to preparing young people for the next step in their education or employment journey, arts-based assessments and awards can offer students experiences and qualifications that will aid the transition.  Awards and qualifications can additionally offer access to opportunities and experiences that students may not otherwise have access to, raising aspirations and supporting cultural capital.

There are many options open to schools looking to accredit their arts provision or particular aspects of their arts offer. Graded music or drama exams are frequently run within schools, or schools may aspire to the quality standard set by Artsmark . Arts Award is another option for schools looking for flexibility and ways to link their arts teaching with the schools’ careers strategy and wellbeing agenda.

How Arts Award can benefit your school  Arts Award is a range of unique qualifications that supports anyone aged up to 25 to grow as artists and arts leaders, inspiring them to connect with and take part in the wider arts world through taking challenges in an art form - from fashion to digital art, drama to dance.

'In our school, we offer a broad arts curriculum and we felt that a lot of our students were already participating in lots of additional things, so Arts Award would be a really good way to recognise their achievements. It gave them a structured programme in which they could be working on areas that they love.' Director of Learning (Visual Arts)/Arts Coordinator, Sandringham School

How does it work?

Through progressing through the Arts Award levels, young people get to:

• discover the enjoyment of creating and participating in arts activities
• experience arts events
• develop creative and communication skills that are essential for success in 21st century life
• explore the work of artists and craftspeople and gain insights into the professional arts world
• gain experience and knowledge to help progress into further education and employment

There are no entry requirements, no time limit for completing the award, and no set rules on how to present final work.

Arts Award’s flexible framework means it can fit around a wide range of arts, cultural and heritage activities and projects, including creative and technical roles. It can be delivered in many ways and in a wide range of settings. You can map it to your existing activity or use it to kick-start something new. Arts Award delivery happens in curriculum or extra-curricular programmes and enrichment options, museum or heritage projects, weekly clubs or groups, and partnership projects.

'Whatever your curriculum or extra-curricular programme, Arts Award can map to what you are already doing. Accredit your KS3 activity and provide opportunities for older students to develop their leadership skills and gain additional UCAS points through the flexible Arts Award format.' Rachel Shann, Assistant Head and Arts Award adviser, Kingsmead School

• Benefits of accrediting the arts

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Why Art Matters: Understanding the Importance of Art Education

• by Team Varthana
• Posted on January 6, 2023
• in Classroom Management

Although there’s a lot of information available on how important arts integration is in creating well-prepared learners and leaders, a lot of institutions consider arts education a luxury and skip it from their curriculum in order to focus on or complete the syllabus. 

However, there is also a visible trend of many other schools turning their focus onto overall student development, with art being an integrated part of the curriculum. Arts education helps students think outside the box and explore topics in an unfamiliar way. 

What is Art Education in School?

Students who receive an arts education have access to a creative outlet that can help them solve problems more effectively. It encompasses a variety of disciplines, including drawing, painting, sculpture, music, theater, dance, photography, and digital media. They acquire the ability to think creatively and approach subjects in different ways while also fostering their cognitive, emotional, and social development.

What is the Importance of Art Education in Students’ Lives?

Art plays a crucial role in education by enhancing students’ creativity and critical thinking. Here’s how:

1. Enhances Creativity

Art enhances creativity, which in turn fosters problem-solving skills. By participating in arts and learning activities, children develop confidence in their abilities and learn new things. Arts also promote risk-free exploration, and it is this freedom that inspires confidence. It allows children to see things from their viewpoint.

For instance, Students tasked with creating a mural for their school use their imagination to design a piece that represents their school environment or community. This project encourages them to think outside the box and develop original ideas. 

2. Improves Academic Performance

Students who study arts show improved language, reading, and math skills, as well as a greater ability for higher-order thinking skills such as analysis and problem-solving. Students also develop skills such as resilience, courage, and an improved mindset to help them learn professionally, perform well academically, and have a successful life after high school. 

Learning art is not only through creativity but also improves learning in fields such as mathematics and science and in the field of literature. Any skill that students learn through art education allows them to apply the same in academics, resulting in improved academic performance.

For example, when a student learns to play an instrument, they are not just developing their reading comprehension skills but also enhancing spatial-temporal skills, which are crucial for understanding complex mathematical concepts.

3. Self-Reliance

Students become self-reliant when they start depending on their own strengths, knowledge, skills, and resources rather than the strengths of others. Creating art can confirm one’s uniqueness while also providing a sense of accomplishment and self-esteem. Furthermore, arts education has been proven to support a sense of social identity, encourage goal-directed behavior, and increase social resilience.

For example, offering access to a variety of resources, such as art books, online tutorials, and materials, and encouraging students to pursue independent research projects. A student interested in digital art might explore different software programs and techniques on their own time.

Also Read : How teachers can use the best tools and resources available to create a modern classroom?

4. Educates Them about Teamwork

A unique approach to teaching teamwork and communication skills is the use of visual, and performing arts. The larger the creative team, the more valuable the art project is for open-minded people who are willing to learn, expand, integrate, and succeed. 

Collaboration creates a sense of comradeship and belonging to the community as young artists work towards a common goal. Researchers have found that students who worked collaboratively on an art project and engaged in a discussion were more thoughtful than those who worked alone.

For example, a theater production requires students to work together, from actors and directors to set designers and stagehands. This collaborative effort teaches them to communicate effectively, resolve conflicts, and appreciate teamwork.

5. Helps Them in Decision-Making

Art education is how children can be encouraged to choose their own subjects, colors, and interpretations of art. This allows children to make their own decisions in various areas of life. It will open up children’s imaginations and ensure that they have plenty of time to practice their decision-making skills. They may make mistakes, but they will learn to overcome them and move on from their failures. This will help the child develop the courage to make decisions without developing the fear of failure.

For example, during a painting project, students might be given the autonomy to select their materials and designs. They learn to make decisions about which materials best suit their vision and how to execute their ideas effectively.

6. Enhances Leadership Skills

When children are encouraged to make their own decisions, they begin to understand that they can update and interpret the world around them. These skills will make the child a leader rather than a follower. Arts education encourages higher-level thinking to explore academic subjects and life outside of school. No matter what profession or career the child chooses when they grow up, leadership qualities will ensure that they succeed in their chosen field. 

For instance, in a visual arts class, students analyze famous paintings, learn to observe details, question techniques, and interpret meanings. This practice sharpens their ability to think critically and solve problems creatively.

7. Improves Motor Skills

Motor skills in the classroom give students the ability and skill to work independently. Drawing lines, picking up small objects, tearing paper, and holding a pencil are examples of their importance. This is especially true for young children, because art classes exercise and strengthen the small muscles in the child’s fingers, hands, and wrists, making it easier to learn to write.

For example, activities like drawing, painting, or sculpting improve hand-eye coordination and fine motor skills, which are essential for younger students as they develop physically.

What are the Objectives of Art Education?

Art education serves several important purposes beyond simply creating visually appealing works. It plays a key role in the holistic development of students, offering a range of benefits that contribute to their overall growth. Here are the main objectives of art education:

1. Cultivate Imagination

Art education encourages students to explore their imagination and think creatively. By experimenting with various artistic techniques and media, students learn to envision and realize their ideas in innovative ways.

2. Enhance Critical Thinking

Art helps students develop their critical thinking skills by requiring them to analyze their work and make decisions about design and technique. This process fosters problem-solving abilities and thoughtful evaluation.

3. Improve Emotional Expression

Art provides a constructive outlet for students to express their emotions and feelings. This supports emotional development and helps students manage and communicate their emotions effectively.

4. Develop Fine Motor Skills

Engaging in artistic activities like drawing, painting, and sculpting enhances fine motor skills. These activities improve hand-eye coordination and dexterity, which are important for various everyday tasks.

5. Encourage Cultural Awareness

Art education exposes students to different artistic styles and cultural traditions, helping them appreciate diverse perspectives and understand the historical and cultural context behind various art forms.

6. Support Academic Achievement

Art education can positively impact other academic areas by improving skills such as observation and attention to detail. Engaging in art can boost concentration and problem-solving abilities that benefit students across the curriculum.

Understanding the Crucial Role of Arts in Education 

Understanding the importance of art in education, the focus on creativity becomes vital to a comprehensive learning experience. Art offers students a distinct way to express themselves, promoting critical thinking and problem-solving skills. Beyond its visual appeal, incorporating art into education enhances students’ communication abilities, stimulates innovation, and fosters a greater appreciation for different viewpoints. The inclusion of art not only adds depth to the academic journey but also develops skills necessary for navigating the complexities of the modern world, making education a dynamic and well-rounded journey. 

This table highlights the crucial role of arts in education and emphasizes why arts are a necessary and fundamental part of education, focusing on the broader educational goals and purposes.

Benefits of Art Education for Students

Involving students in diverse art forms goes beyond fostering creativity, but acts as a driving force for refining observation, interpretation, and evaluation skills, empowering students to approach challenges with a thoughtful and smart mindset. Art education aspires to develop students capable of navigating complexities, thinking independently, and making meaningful contributions to society. Let us understand what students gain from arts education. Here are the positive outcomes and benefits that result from engaging with the arts.

• Improved ability to brainstorm and come up with unique solutions in various contexts.
• Better grades and understanding in subjects like math and science due to improved cognitive abilities.
• Enhanced ability to analyze complex situations and develop creative solutions in everyday life.
• Increased confidence in presenting and defending their ideas in various settings.
• Better hand-eye coordination and dexterity.
• Reduced stress and better emotional management through creative expression.
• Improved teamwork and communication skills in group settings.
• Increased personal joy and fulfillment from participating in artistic activities.
• Greater cultural sensitivity and appreciation for diversity.
• Preparedness for careers in fields such as design, music, theater, and visual arts.

What is the Relationship between Art and Education?

Art and education are deeply interconnected, with art playing a significant role in enhancing various aspects of students’ development. By integrating art into the educational experience, students benefit in multiple ways that support their overall growth. The following table highlights key areas where art and education intersect:

Art is a vital component of education because it enriches students’ learning experiences in numerous ways. It encourages creativity, enhances critical thinking, and provides a valuable outlet for emotional expression. Additionally, art activities support the development of fine motor skills and foster cultural awareness. By integrating art into education, schools can offer a more comprehensive and engaging curriculum that supports students’ overall growth and prepares them for diverse future opportunities.

1. Why is arts education important in the classroom?

By engaging with the arts, students enhance their cognitive abilities, improve academic performance, and develop fine motor skills. It is important in the classroom because it fosters creativity, critical thinking, and emotional expression, essential skills for holistic student development. It encourages students to explore diverse perspectives and histories and supports social and emotional learning by providing outlets for self-expression and collaboration. 

2. What are the benefits of integrating arts into the curriculum?

Integrating arts into the curriculum offers numerous benefits that enhance students’ overall educational experience. It encourages creativity and imagination, allowing students to think outside the box and develop innovative solutions. Academic performance improves as it enhances cognitive abilities and supports learning in subjects like math, science, and literacy. It also fosters critical thinking and problem-solving skills, essential for navigating complex challenges. Social skills are strengthened through collaborative projects, while exposure to diverse artistic traditions promotes cultural awareness and sensitivity. 

3. How does arts education contribute to overall student development?

It enhances critical thinking and problem-solving abilities through the analysis and creation of art, encouraging students to explore various perspectives and solutions. It fosters emotional intelligence by providing a safe space for self-expression and emotional exploration, promoting mental well-being. It cultivates cultural awareness and appreciation, broadening students’ understanding of diverse cultures and histories. Finally, arts education shapes well-rounded, creative, and empathetic individuals prepared for both academic and life challenges.

4. What role does creativity play in arts education?

Creativity plays a crucial role in arts education, serving as the driving force behind exploration, innovation, and expression. It encourages students to think imaginatively and approach problems with a vibrant perspective, fostering originality and inventive thinking. Through creative processes in various artistic disciplines such as visual arts, music, theater, and dance, students learn to experiment, take risks, and adapt to new ideas. This strengthens their problem-solving skills and adaptability in other areas of life. Creativity allows students to express their individuality and emotions, contributing to their personal and emotional growth.

5. What impact does arts education have on student engagement and motivation?

It captures students’ interest through hands-on, creative activities that connect with their personal experiences and passions. Engaging with the arts allows students to express themselves freely and see tangible results from their efforts, which boosts their confidence and enthusiasm for learning. Moreover, arts-integrated lessons often involve collaborative projects that foster a sense of teamwork and shared purpose, further motivating students to participate actively. It has a profound impact on student engagement and motivation by making learning more dynamic, interactive, and enjoyable.

6. How can children benefit from learning art?

Learning art helps children enhance their creativity and problem-solving skills. It also supports emotional expression and improves fine motor skills, contributing to their overall development. 

7. What are the five teaching strategies in teaching arts?

Five effective teaching strategies in art education include using visual aids, encouraging hands-on activities, integrating art with other subjects, providing constructive feedback, and fostering a supportive classroom environment.

8. What is the scope of art education?

The scope of art education includes teaching students various artistic techniques, styles, and cultural contexts. It encompasses activities like drawing, painting, sculpture, and digital media, aiming to develop students’ artistic skills and appreciation.

9. What is the role of teachers in art education?

The role of a teacher in art education is to guide students through artistic techniques, inspire creativity, and provide constructive feedback. Teachers also create a supportive environment that encourages exploration and self-expression. If you’re a school leader looking to improve teaching methods and use modern technology, Varthana can help with your school’s development. We quickly process loans, usually within 5 to 7 business days after receiving all required documents. We also provide different collateral options and flexible payment plans to fit your financial needs. Reach out today to see how Varthana can support your school’s progress!

10. What is the nature of art education?

The nature of art education is experiential and exploratory, focusing on developing students’ artistic skills and creativity through practical activities. It emphasizes individual expression and understanding of various art forms and cultural perspectives.

The importance of art education in schools

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Why Arts Education Is Crucial, and Who’s Doing It Best

Art and music are key to student development.

"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 .

More on Arts Education:

• Schools That Work Package: School Transformation Through Arts Integration
• Watch This Video: Sir Ken Robinson on the Power of an Imaginative Mind
• Blog: Use Music to Develop Kids’ Skills and Character

Talking Point

Why study art?

Find out why art education is important from artists, young people and major cultural figures

Art in schools shouldn’t be sidelined… it should be right there right up in the front because I think art teaches you to deal with the world around you. It is the oxygen that makes all the other subjects breathe Alan Parker, filmmaker

Arts education is in crisis. In the UK, school time and budgets are under pressure and school inspections increasingly value ‘core’ subjects as the indicators of school level and success. Subjects including art, music and drama are often sidelined in the curriculum. This has led to a steady decline in the number of students choosing to study arts subjects at school.

In 2018 a landmark research project commissioned by Arts Council England, and undertaken by the University of Nottingham, called Tracking Learning and Engagement in the Arts (TALE) outlined the overwhelmingly positive benefits of arts and cultural education for young people. The research drew from the experience and voices of thousands of young people and their teachers in secondary and special schools.

We have pulled together some of these voices and findings from TALE and other research, as well as helpful resources on studying art.

Whether you’re choosing art as a GCSE; would like to study art or design at university; or are a parent or teacher interested in arts education: explore, join in and have your say!

Why is it important to study art?

School in general is so stressful… this is the one lesson I look forward to every week because I know it’s not going to majorly stress me out. Student, Three Rivers Academy, Surrey

[School is] all very robotic. It’s all very, it needs to be this, this and this. You can’t do this because it is wrong. It’s all following a strict script. That’s not what we’re made to do. We’re made to be our own person, we’re made to go off and do something that someone else hasn’t done before. Student, Ark Helenswood, Hastings

Creativity is critical thinking and without it how are you going to open up and ask harder questions? Art opens up those… possibilities to think beyond what we already know. Catherine Opie, artist

Learning through and about the arts enriches the experience of studying while at school as well as preparing students for life after school.

• Arts subjects encourage self-expression and creativity and can build confidence as well as a sense of individual identity.
• Creativity can also help with wellbeing and improving health and happiness – many students in the TALE study commented that arts lessons acted as an outlet for releasing the pressures of studying as well as those of everyday life.
• Studying arts subjects also help to develop critical thinking and the ability to interpret the world around us.

What are art lessons like? What do you learn?

You feel free because it’s just you sitting down, doing your work. No one is there to tell you what to do. It is just you, sitting there and expressing yourself, and sometimes we listen to music, which is helpful because you get new ideas. Student, Archbishop Tenison School, south London

Art is a non pre-prescribed dangerous world full of possibilities. Cate Blanchett, actor

The art room is a very different space to other spaces in the school. On her visit to Archbishop Tenison School in London TALE researcher Lexi Earl describes the bustle of the art classroom:

‘There are piles of sketchbooks, jars with pencils, paintbrushes, sinks splattered with paint. There are large art books for students to reference. Often there is a kiln, sometimes a dark room too. There are trays for drying work on, or work is pegged up over the sink, like clothing on a washing line.’

• The art room is a space where students have the freedom to express their ideas and thoughts and work creatively.
• The way art is taught means that interaction with other students and with the teacher is different in art and design classes. Students comment on the bonds they form with classmates because of their shared interests and ideas. The art teacher is someone they can bounce ideas off rather than telling them what to do.
• Studying art and design provides the opportunity to acquire new skills. As well as knowledge of different art forms, media and techniques you can also gain specialist skills in areas such as photography and digital technologies.

Tate champions art in schools

ASSEMBLY at Tate Modern © Tate

Every year Tate Modern hosts ASSEMBLY, a special event for around 1500 London school students and their teachers. The students are invited to occupy, explore and take part in activities in Tate’s Blavatnik building and Turbine hall – which are closed to all other visitors.

This annual event, first staged in 2016 which invited schools from all over the UK, reflects Tate’s mission to champion the arts as part of every child’s education. The project aims to highlight not only the importance of visual culture in young people's lives, but the importance of those young people as future producers of culture.

Research at Tate

Tracking Arts Learning and Engagement (TALE) was a collaborative research project involving Tate, The Royal Shakespeare Company (RSC) and the University of Nottingham. The research focused on thirty secondary schools spread across England and included three special schools.

Over three-years (2015 – 2018) the research investigated four main questions:

• What do teachers learn from deep engagement with cultural organisations?
• How do teachers translate this learning into the classroom?
• What do pupils gain from these learning experiences?
• What do the two different models of teacher professional development at Tate and RSC offer and achieve?

See the findings of the project and explore fascinating insights through the project blogs that feature the voices of students and teachers interviewed during the research.

I don’t want to be an artist – why bother studying art?

It doesn’t matter if you’re going to study history or geography or science, you still need to be creative because the people who are the outliers in those fields are the most creative people. To have art eroded in schools is disastrous… Cornelia Parker, artist

Those skills go with you for the rest of your life as well. If you go for an interview, if they can see that you’re confident it is better for them because they know that they can ask questions that need to be asked. Student, Ark Helenwood, Hastings

Art may not be your favourite subject, but studying the arts alongside other subjects significantly boosts student achievement. Schools that integrate arts into their curriculum show improved student performance in Maths, English, critical thinking and verbal skills.

Arts education can also help with developing skills and ways of working that will benefit you in the future in whatever career you choose.

• The leading people in any field are those who can think creatively and innovatively. These are skills that employers value alongside qualifications. Making and participating in the arts aids the development of these skills
• When you study art you learn to work both independently and collaboratively, you also gain experience in time management – skillsets valued by employers
• Studying the arts teaches determination and resilience – qualities useful to any career. It teaches us that it is okay to fail, to not get things totally right the first time and to have the courage to start again. As a drama student at King Ethelbert’s School, Kent commented: ‘Like with every yes, there is like 10 nos… It has taught me that if I work on it, I will get there eventually. It is determination and commitment. It has definitely helped’

Is art good for society and communities generally?

You don’t have innovation if you don’t have arts. It’s as simple as that Anne-Marie Imafidon, CEO of Stemettes which encourages girls to pursue careers in science and technology

It was really when I was at art school that I started to see the relationship between history, philosophy, politics and art. Prior to that I thought that art was just making pretty pictures – actually art is connected to life. Yinka Shonibare, artist

Art and cultural production is at the centre of what makes a society what it is Wolfgang Tillmans, artist

Arts and cultural learning is more important than ever for the health of our communities and our society

Creativity is essential in a global economy that needs a workforce that is knowledgeable, imaginative and innovative. Studying arts subjects also increases social mobility – encouraging and motivating students from low-income families to go into higher education. Studying the arts can also help with understanding, interpreting and negotiating the complexities and diversity of society

• Students from low-income families who take part in arts activities at school are three times more likely to take a degree
• By making art a part of the national curriculum, we give the next generation of artists, designers, engineers, creators and cultural leaders the opportunity to develop the imagination and skills that are vital to our future
• Engagement with the arts helps young people develop a sense of their own identity and value. This in turn develops personal responsibility within their school and wider community
• Arts and cultural learning encourages awareness, empathy and appreciation of difference and diversity and the views of others

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In 2018 Tate launched £5 exhibition tickets for Tate Collective members. If you are 16 to 25 sign-up free to Tate Collective. You don’t have to live in the UK – young people anywhere in the world can join! Enjoy the benefits of exhibition entry for £5 (you can also bring up to three friends to shows, each for £5); as well as discounts in Tate’s cafes and shops.

I love art – but can it be a career?

Studying art and design at school opens the door to a range of careers in the creative industries. The creative industries, which include art, design and music, are an important part of the British economy – one of the areas of the economy that is still growing.

Art lessons at school include teaching functional and useful skills that prepare students for future careers in the arts. Art departments also forge links with arts organisations and creative practitioners, companies and agencies. They organise visits and workshops which provide inspiring opportunities to for students to see what it’s like to ‘do’ a particular job and hear how artists and designers got where they are. As a student at Uxbride High School commented:

When it is from someone who has actually been through it and does it now you get the push where you’re like ‘oh, so I could actually genuinely do that myself’, without having a teacher say it to you.

If you are interested in pursuing a career in art and design explore our art school and art career resources:

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By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., the importance of arts education for high school students.

Art is an essential part of the human experience. It enables us to communicate with one another, express ourselves, and get new perspectives on the world. Arts education can help high school students develop their creativity, critical thinking skills, and problem-solving abilities. It can also help build self-confidence and resilience.

What is arts education?

Arts education is a broad term that encompasses all of the different ways that students can learn about and engage with the arts. This can include classes in painting, drawing, sculpture, music, dance, theater, and more. Arts education can also be more informal, such as taking part in an art club or attending a museum or concert.

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Why is arts education important for high school students?

For high school students, arts education is crucial for a variety of reasons. Here are a few examples:

Creativity: By allowing students to express themselves in a variety of ways, arts education can aid in students’ creative growth by generating fresh ideas and problem-solving techniques.

Critical thinking: Analyzing and interpreting different works of art can help students better understand the world around them and make informed decisions.

Problem-solving: As students develop skills to come up with solutions to creative challenges, they can better deal with challenges in their everyday lives.

Self-confidence: Arts education can help students to develop self-confidence by giving them the opportunity to succeed in a challenging environment. This can help them believe in themselves and their abilities.

Resilience: Teaching students how to cope with failure and disappointment can help them bounce back from setbacks and persevere in the face of challenges.

Growth mindset: This is the belief that you can learn and improve with effort. Arts education can help students develop a growth mindset by providing them with opportunities to challenge themselves and learn new things.

Well-rounded individuals: Many students can explore and discover their interests and talents outside of the classroom. This can make them more well-rounded individuals and give them a competitive edge in college and the workforce.

Concrete Benefits for Students

Arts education can benefit high school students in many ways. Here are just a few examples:

A student who is struggling in math may be able to better understand the concepts by creating a visual representation of them.

A student who is shy may be able to come out of their shell by participating in a drama class.

A student who is struggling with their self-esteem may be able to boost their confidence by learning to play an instrument or by participating in a dance class.

A student who is interested in pursuing a career in the arts may be able to get the training and experience they need through arts education.

A student who is interested in a particular field, such as science or business, may be able to use the skills they learn in arts education to better understand that field.

A student who is simply looking for a way to express themselves creatively may find that arts education provides them with the outlet they need.

The Benefits of Arts Education for the Individual

In addition to the benefits that arts education can have for students' academic performance, there are also many personal benefits that students can gain from participating in the arts. These benefits include:

Increased self-esteem: Arts education can help students develop a positive sense of self-worth by giving them opportunities to express themselves creatively and to achieve success.

Improved social skills: Arts education can help students develop their social skills by requiring them to work together with others and to communicate effectively.

Reduced stress and anxiety: Arts education can help students reduce stress and anxiety by providing them with a creative outlet and by helping them to relax and de-stress.

Improved mental health: Arts education can help improve students' mental health by providing them with a sense of purpose and belonging.

Increased happiness: Arts education can help increase students' happiness by giving them a sense of joy and satisfaction.

The Benefits of Arts Education for Society

The benefits of arts education extend beyond the individual student. Arts education can also benefit society as a whole. These benefits include:

A more creative and innovative society: Arts education can spark creativity and enrich the community by encouraging people to think outside the box.

A more tolerant and understanding society: Arts education can help create a more tolerant and understanding society by exposing people to different cultures and perspectives.

A more civic-minded society: Arts education can help create a more civic-minded society by teaching people about the importance of civic engagement.

A more economically vibrant society: Arts education can help create a more economically vibrant society by producing skilled workers and by attracting businesses and tourists.

The Importance of Arts Education in High School and Future Planning

Arts education is especially important in high school, when students are making important decisions about their future. Arts education can help students explore their interests and talents, and it can also help them develop the skills they need to succeed in college and the workforce.

How to Get Involved in Arts Education

There are many ways to get involved in arts education. You can take classes at your school, join an arts club, or attend a museum or concert. You can also volunteer your time at an arts organization.

The Future of Arts Education

The future of arts education is bright. There is growing recognition of the value of arts education, and there is a movement to make arts education more accessible to all students. There have been efforts to promote additional funding for arts education as well as advocacy to provide more support for the proliferation of the field.

Arts education is an essential part of a balanced education. It can help students develop their creativity, critical thinking skills, and problem-solving abilities in order to make them well-rounded individuals and prepare them for a bright future ahead. If you are a high school student, it would be wise to get involved in arts education, an investment in your personal growth and future.

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Preserving the Wonder of Childhood

Arts Integration in School: 10 Reasons Why It’s Important

It was not long ago that arts education in schools was thought to be a luxury, and arts classes were cut from the curriculum to make room for more time to prepare for standardized tests. Currently, there is more and more information available that shows how crucial arts integration is to creating well-rounded, well-prepared learners and leaders. Articles with titles such as “ Teachers are using theater and dance to teach math — and it’s working ,” and “ Arts-Based Education Will Power the Creative Economy ” discuss the theory and research behind such claims.

At Seneca Academy, the arts (fine arts, drama, music, movement) have always been an integrated part of our curriculum . We weave the arts into our core classroom curricula as well as teach specific artistic skills and abilities.

Here is what we’ve learned through experience about why arts integration is so important:

• Working in the arts helps learners to develop creative problem-solving skills.
• Teaching through the arts can present difficult concepts visually, making them more easy to understand.
• Art instruction helps children with the development of motor skills, language skills, social skills, decision-making, risk-taking, and inventiveness.
• Visual arts teach learners about color, layout, perspective, and balance: all techniques that are necessary in presentations (visual, digital) of academic work.
• Integrating art with other disciplines reaches students who might not otherwise be engaged in classwork.
• Arts experiences boost critical thinking, teaching students to take the time to be more careful and thorough in how they observe the world.
• The arts provide challenges for learners at all levels.
• Art education connects students with their own culture as well as with the wider world.
• A report by Americans for the Arts states that young people who participate regularly in the arts (three hours a day on three days each week through one full year) are four times more likely to be recognized for academic achievement, to participate in a math and science fair, or to win an award for writing an essay or poem than children who do not participate.
• A study of Missouri public schools in 2010 found that greater arts education led to fewer disciplinary infractions and higher attendance, graduation rates, and test scores.

Learn More About Seneca Academy Curriculum

Read More About Arts Integration:

Champions of Change: The Impact of the Arts on Learning

Early Childhood Arts Education Improves Vocabulary, Communication, and Memory in Young Children

High Arts Involvement Among Disadvantaged Students Is Related to Finding a Better Job, Earning Degrees, and Volunteering

Students with High Levels of Art Involvement Are Less Likely to Drop Out of School

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The importance of the arts in meaningful education

The arts have long been perceived as a desirable add-on to teaching and learning, but not central to curriculum or schooling. All too often arts education is cut during economic hard times. What has led to this "dis-integration" of the arts from schools?

When I was a child in Chicago in the 1950s every classroom had a piano, and every teacher knew how to play it. Including the arts in teaching and learning was assumed and even taken for granted; but budget cuts, a "back-to-basics" movement, and a mania for reducing all education to maths and reading test scores has eviscerated arts education in public schools across Australia, and all over the United States.

Why should we care? There are the usual reasons: arts education is necessary for educating the whole child as part of a well-rounded education. The arts form the enduring legacies of all civilisations. The arts provide insight into the cultures of other periods and geographies. Arts education introduces talented students to career options. The arts bring beauty and joy.

Arnold Aprill asks what has led to the 'dis-integration' of the arts from schools.

While all these are true, in an information age dependent on innovation, creativity and a constantly changing body of knowledge, there is much more at stake. We live in a world of radical shifts in populations, identities, and cultures, of massive amounts of ever evolving, hyperlinked information, and of distributed means of cultural production. Learners are not only consumers of culture they are producers of culture. The arts are one of the few places where a wide range of learners can make meaningful choices about their own learning. The arts are essential arenas for young people to develop their capacities to manage change, to collaborate with others, and to participate in and make contributions to their communities. We live in an image-based world where the ability to shoot and edit video is as powerful a force in global communication as the ability to write and edit text.

Young people are not, as is commonly assumed, disengaged from the arts. They are deeply involved in the arts - just not in our educational institutions. It is our schools that have become disengaged - and they will need to catch up with our students if we don't want to see our children's hunger for learning and expression continue flowing out of our schools like water through a sieve.

And while young people may be endlessly resilient and resourceful, there are inequities in who gets access to the arts. This is simply unjust. This is aesthetic apartheid. And our access needs to be about more than young people becoming audiences to the arts. We need to move from narrow concepts of arts access to broader concepts of democratic participation in the arts - in which our students not only become informed audiences, but also, as Harvard scholar Howard Gardner has suggested, critics, composers, and performers.

The arts, like reading and writing, are not only about content knowledge or even skill development. The arts are not simply another fish in the curricular sea. They are the water we swim in. We would never consider limiting the teaching of reading and writing to future Booker Prize awardees, but we often act as if arts education is only for the gifted and the privileged. But the arts are for everyone, not just those of us who think of ourselves as creative. They expand everyone's options for thought and perception. They are modes of expression that cross all disciplines, and are the birthright of all learners.

In Chicago an organisation called the Chicago Arts Partnerships in Education (CAPE) has, for over two decades, been studying what happens when the arts are placed at the centre of public education. Classroom teachers, arts teachers and visiting artists have collaborated in over 130 Chicago Public Schools to connect arts learning to learning across the entire public school curriculum. Sculptors work with geography teachers to investigate concepts of mapping. Dancers work with science teachers to represent natural phenomenon. Actors work with social studies teachers to explore historical conflicts. Video artists work with students to interpret literature through animation.  CAPE's website  documents research about and examples of effective arts-integrated classroom practice. Teachers are re-invigorated, students are re-engaged, arts teachers and visiting artists form collaborative relationships with classroom teachers, and parents and community members become involved in the life of their neighbourhood schools.

All too often we hear teachers and parents, policymakers and administrators bemoaning the challenge of chronic educational problems: "Our students are too apathetic, our teachers are uninspired, our communities are disengaged." This makes those of us involved in sustained arts education partnerships in Australia and the US feel like pulling our hair out. Pioneering arts education partnerships among a wide range of artists, schools, and communities in both countries have already developed an evolved set of strategies for actively addressing these "unsolvable" problems. I have been privileged to become part of emerging exchanges between promising practices in both countries. A richer discourse needs to be established between those who bemoan the state of public education and those who have placed the arts at the centre.

Arnold Aprill is the Founder and Lead Consultant for the Chicago Arts Partnerships in Education (CAPE). He is working as a Fulbright Senior Specialist with the University of Sydney, the University of Tasmania, and the University of Melbourne.

Putting the Arts at the Centre of Curriculum and Schooling , a Sydney Ideas lecture, co-presented with the  Faculty of Education and Social Work .

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IMPORTANCE OF ART EDUCATION

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Arts Integration Improves School Culture and Student Success

Art infuses joy and student voice into daily instruction.

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Art infuses joy and student voice into daily instruction. By Cheri Sterman Principal , January/February 2018. Volume 97, Number 3.

The arts are not optional. That’s the message L. Earl Franks, executive director of the National Association of Elementary School Principals, conveyed to a recent gathering of the Arts Education Partnership.

“Arts in education is an equity issue,” he told the group. “School leaders need to make a commitment to ensuring that every student has access to the arts, not as an extra enhancement when there is time, not as a luxury for the privileged, but as an essential part of well-rounded education.”

In the era of tight budgets and standardized testing, elementary principals have tough decisions on what to prioritize. Yet those who infuse the arts throughout the school see a profound impact on students and culture.

People have seen arts-infused schools are struck by the palpable energy and joy. There is a bounce in the step of students and teachers. Parents report that students cannot wait to come to school. The walls radiate with displays of colorful learning. Classrooms look and sound like studios, with a productive buzz as students coach each other and collaboratively create projects.

Principals whose schools use a schoolwide arts-integration approach also report more success in attracting and retaining teachers. According to “Voices From the Field: Teachers’ Views on the Relevance of Arts-Integration , ” integrating the arts into education renews educators’ commitment to the teaching profession, gives them resilience to face the growing demands of today’s schools, rejuvenates teachers on the verge of burnout, and provides pathways for teachers to use culturally responsive pedagogy. Teachers who embed arts into teaching strategies say that being able to see what students are thinking—via creative expression, rather than standardized tests—reminds them of why they chose this profession.

Not “One More Thing”

Arts integration, defined as a cross-curricular way of teaching about and with the arts, is not a burden or weighty requirement. In fact, there are many parallels among arts integration, STEAM education, and project-based learning (PBL). Each includes:

• Collaborative, creative culture in which teacher leaders share expertise with colleagues.
• Differentiated instruction, helping students with different learning styles find their voices.
• A real-world approach to problem-solving that parallels cross-disciplinary work challenges and builds career readiness.

Arts Integration Can Lead to Academic Success

Incorporating the arts throughout the curriculum can boost student success. “From 2011 to 2014, the average improvement in math proficiency across our schools was 22.5 percent, and reading proficiency improved by 12.6 percent,” reports John Abodeely, deputy director of the President’s Committee on the Arts and the Humanities Turnaround Arts Initiative.

Similar academic results are reported by Bobby Riley, principal of Integrated Arts Academy in Burlington, Vermont, and Debbie Broadnax, principal of Powder Springs Elementary in Powder Springs, Georgia. Broadnax reports significant increases in students’ Lexile reading and Quantile math inventory scores. The highest increases occurred in classrooms that had the most frequent use of arts integration, she says.

Riley also reports improved test scores. However, he is most excited about the behavioral changes he sees. His school serves a refugee resettlement community, so many students experienced high levels of trauma before coming to the Integrated Arts Academy. Riley shares anecdotes of students who are new to this country—some new to any formalized school setting—who have found a path to success via the arts.

“They are quickly communicating with peers using a drawing or musical instrument, since art is a universal language that levels the playing field. Art welcomes English-language learners in a nonintimidating way,” says Riley.

Arts integration has resulted in such a dramatic decline in discipline referrals at the Integrated Arts Academy—literally, none occurred during arts-infused projects—that Riley now urges faculty to do arts integration all day, every day.

Getting Started With Arts-Infused Instruction

Intrigued by the benefits of arts integration, but not sure where or how to begin? Use these four steps to get going:

• Find champions who will co-lead this initiative with you. Every school has teacher leaders who are passionate about creative teaching and want to give students more voice. Invite them to form a Creative Leadership Team that will coach others along this journey.
• Collaboratively create an arts-integration school vision. Build grassroots buy-in by asking the entire faculty to contribute their thoughts: What would make the school culture more collaborative? How can creative experiences increase student engagement and success? Listen to educators’ priorities. Usually, the desired outcomes are very similar. Hesitation to embrace arts integration may be tied to a lack of creative confidence.
• Offer professional development that builds creative capacity. Teachers’ creative confidence and arts-integration experience lies along a continuum; you can map this continuum to identify strengths and PD needs. Provide interactive professional learning experiences in which teachers immerse themselves in the cross-curricular experiences they will do with students. When teachers confront their fears, balance their priorities, and explore the parallels between written and visual literacy, they have epiphanies and see firsthand why this approach to learning deepens understanding.
• Connect with other principals who lead arts-integration schools. Crayola and NAESP have provided Champion Creatively Alive Children Creative Leadership grants for eight years. We can help connect you with former grant winners whose stories can inspire and help you as you begin adopting arts integration as a schoolwide approach. For more information about the grant program or to be in contact with a former grant winner, contact [email protected] .

Infusing the artistic approach throughout school provides essential opportunities for students and teachers.

Cheri Sterman is the Crayola director of education and vice chair of the Partnership for 21st Century Learning. She leads the creatED professional learning program, which builds creative capacity in schools.

RECOMMENDED READING

Arts Integration: Teaching Subject Matter Through the Arts in Multicultural Settings (5th ed.) by Merryl Goldberg

Preparing Educators for Arts Integration: Placing Creativity at the Center of Learning by Gene Diaz and Martha Barry McKenna

Copyright © National Association of Elementary School Principals. No part of the articles in NAESP magazines, newsletters, or website may be reproduced in any medium without the permission of the National Association of Elementary School Principals. For more information, view NAESP’s reprint policy.

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Arts education may be important, but the academic benefits are unproven

Professor of Education Research, School of Education, Durham University

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Maths, science and literacy have been the focus of British schools for many years. These subjects are deemed to have greater currency in a competitive global economy. Competition with the international education system has also led to greater focus on these subjects in our schools.

But should more attention be given to the arts? In the US, concerns are being raised about the declining emphasis on arts in education following the No Child Left Behind Act . In the UK, there have also been calls from various sectors, MPs included , for greater emphasis on the arts in school.

The House of Lords recently argued for arts to be part of the core curriculum to encourage the development of creativity, critical thinking, motivation and self-confidence – skills necessary for innovation. Such skills are also believed to help children learn academically.

According to the Telegraph , fewer students are now taking arts subjects because of government reforms and a focus on the EBacc or English Baccalaureate , which focuses on English, maths, history or geography, the sciences and a language.

A report by the University of Warwick warned that it is children from low-income families that would be most badly affected as a result of this, and recommended that arts be included in the EBacc. Mike Leigh, the Oscar-award winning director, said that it was ridiculous to think of arts as the preserve of the privileged, and that “art should be a core subject of all subjects, like English is, but even more so”.

Many of these arguments hinge on the belief that arts education is linked to academic attainment. But a systematic review carried out by myself and Dimitra Kokotsaki suggests that evidence for the academic benefits of arts education is unclear.

Looking at 199 international studies, covering pre-school through to 16-year olds, we found that there are as many studies showing that arts participation in schools has no or negative impact on academic attainment and other non-academic outcomes as there are positive studies. Very few studies could establish a causal effect of arts participation.

We looked at studies on a broad range of subjects, including visual arts, music, dance, theatre, hip hop, poetry and creative writing.

So what does work?

Tentative evidence does suggest that both music training and integrating drama into the classroom may have beneficial effects.

Playing an instrument benefits creativity, spatial-temporal ability, IQ scores and reading and language. Some studies also suggest that it can improve self-concept, self-efficacy, motivation and behaviour for secondary school children. Music education shows promise for learning outcomes and cognitive skills across all age groups.

Listening to music, however, does not seem to have a positive impact. Or at least there is no evidence to suggest that it does. Some studies showed that people who listened to classical music performed worse in memory tests than those who didn’t. Results of experiments of the Mozart effect have produced conflicting results.

There is also no evidence that engagement in visual arts, such as painting, drawing and sculpture, can improve academic performance. Effects on other non-arts skills such as creative thinking and self-esteem were also inconclusive.

Because of weaknesses in these studies, and the lack of replication and inconsistent findings across them, the findings must be interpreted with caution. More robust and rigorous evaluations are needed to confirm any causal links.

But if improving attainment is the aim, then arts may not be the solution. Promising programmes already exist that can boost learning. Given the lack of evidence so far, perhaps we should think more broadly about the purpose of arts in the context of educational policy. Can it not be just for enjoyment? Must it have a utilitarian function?

The evidence we have now is just not good enough yet for us to make conclusive statements and more robust research is clearly needed. But of course there is an argument for pursuing arts education for its own sake – for enjoyment and appreciation.

If the arts make children happy and feel good about themselves, give them a sense of achievement and help them to appreciate beauty, then that is justification in itself.

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• Art education
• Arts education

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• Atkinson, D., & Dash, P. (2005). Social and critical practice in art education. Trentham Books Ltd.
• Bartlett, S. and Burton, D. (2012). Introduction to education studies (3rd ed.). Sage Publications Ltd.
• Herne, S., Cox, S., & Watts, R. (2009). Readings in primary art education. Intellect Books.
• Hickman, R. D. (2010). Critical studies in art & design education. Intellect Books.
• Hill, D., & Robertson, L. H. (2011). Equality in the primary school: Promoting good practice across the curriculum. Continuum International Publications.
• Kelly, A. V. (2004). The curriculum: theory and practice (5th ed.). Sage Publications Ltd.
• Kenyon, G. (2019). The arts in primary education: Breathing life, color, and culture into the curriculum. Bloomsbury Education.
• Ofsted. (2018). An investigation into how to assess the quality of education through curriculum intent, implementation, and impact. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/766252/How_to_assess_intent_and_implementation_of_curriculum_191218.pdf
• Rayment, T. (2007). The problem of assessment in art and design. Intellect Books.
• Wiles, J. and Bondi, J. (2006). Curriculum development: A guide to practice (7th ed.). Pearson Merrill Prentice Hall.
• Wilson, A. (2015). Creativity in primary education. Learning Matters Ltd.

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Virginia Tech professor's research influences a historic expansion of Medicare’s mental health coverage

In the first half of 2024, approximately 43,000 mental health professionals opted to enroll as independent Medicare providers.

• Samantha Smith
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In the last six months, the United States has seen the largest expansion of Medicare’s mental health coverage in history – and a Virginia Tech professor helped make it happen. 

Historically, the more than 60 million Americans covered by Medicare, which is federal health insurance for people older than 65 years old, were not able to access services from marriage and family therapists or mental health counselors. That is until a law, heavily influenced by research at Virginia Tech, went into effect in early 2024 .  

The law gave mental health professionals not previously covered the opportunity to enroll as Medicare providers. So far, about 43,000 mental health counselors and marriage and family therapists have opted in, according to the Centers for Medicare and Medicaid Services , allowing those 60 million people covered by Medicare to have access to services they wouldn’t have had before.

Matthew Fullen , associate professor of counselor education at Virginia Tech, has been one of the nation’s leaders in this arena. For years, he’s been advocating for health care professionals to be able to accept Medicare coverage. And by working with the American Counseling Association (ACA), the National Board of Certified Counselors , and other organizations associated with the Medicare Mental Health Workforce Coalition, his ideas finally took hold and influenced policy.  

"Modernizing mental health access for Medicare recipients is incredibly timely,” said Fullen, who has worked at Virginia Tech for seven years. “Working alongside colleagues and graduate students to articulate why this change is needed has been the highlight of my career."

Why is the law important?

This law opened the doors for about 400,000 counselors and marriage and family therapists to accept Medicare payments. 

Those providers account for about 40 percent of America’s mental health workforce and have largely been unable to accept Medicare enrollees who couldn’t afford to pay out of pocket until now. 

So far this year, 36,000 licensed counselors and 7,000 licensed marriage and family therapists have enrolled as Medicare providers.  

According to the Administration for Community Living (ACL), the United States will see major growth in those covered by Medicare due to an aging population, which means the number of providers will need to increase to keep pace. Right now, there are roughly 65 million older adults covered by Medicare. The ACL predicts that number will hit 90 million to 95 million in the next 20 or 25 years. 

History of Fullen's work

Before the most recent update to Medicare coverage, the policy hadn’t been updated since 1989. 

Recognizing that this legislation was in desperate need of an update, Fullen led research by students and faculty at Virginia Tech, both through the School of Education and the Institute for Society, Culture and Environment , with the focus of defining and describing the impacts of the outdated Medicare policy. 

“The research that Dr. Fullen and his team were able to produce was, by all accounts, the central reason that this advocacy effort finally came to fruition,” said Gerard Lawson, interim director for the School of Education . “There were thousands upon thousands of older adults, veterans, and individuals with disabilities who were in desperate need of mental health support and were waiting months for appointments. This was especially true for people living in rural areas. Stakeholders that had been struggling with this issue for decades needed data to help legislators understand the scale and scope of the problem, and Dr. Fullen’s research did just that.”   

That research then contributed to a larger conversation at the legislative level, helping lawmakers understand how the outdated policy had tangible negative effects in communities nationwide. 

“What that research trajectory helped to define was, ‘How many providers are being impacted by this outdated policy?'” said Fullen. “Then, we added qualitative research focused on individual Medicare recipients who had not been able to find services because so much of the mental health workforce was not included.”

According to Lawson, research like this is the bread and butter of the School of Education’s counselor education program . 

“This project and the positive impact made by this research and advocacy are right in the wheelhouse for faculty in our counselor education program,” said Lawson. “The faculty in that program are actively engaged in research and advocacy to address thorny issues like this one, as well as school climate and working conditions, rural school counseling, serving LGBT and gende-expansive clients, anti-racist pedagogy, and more. Research and advocacy go hand in hand, and the counselor education faculty are improving the lives of individuals who are receiving mental health services on a day-to-day basis.”   

Why did it take so long?

The actual administrative process of making changes to the policy isn’t easy. Medicare is federal law, meaning any revisions to the policy require an act of Congress. But as former chair of the American Counseling Association’s government relations committee, Fullen is no stranger to the work it takes to make legislative change. 

While there were some obvious hurdles, years of advocacy work paired with the change in public discourse helped change the tide. 

“Thanks to Dr. Fullen’s dedication to the counseling field and support for increased mental health access, mental health counselors, and marriage and family therapists are seen as major actors in addressing the needs of older adults with mental health conditions and increasingly sought by behavioral health systems and health care providers for their expertise in the older adult space,” said Joel Miller, executive consultant with the National Board for Certified Counselors and Affiliates.    

Much of that advocacy work was spearheaded by the Medicare Mental Health Workforce Coalition . The CEO of the American Counseling Association, which is a part of the coalition, explained that Fullen’s work has been “pivotal” in moving this landmark legislation forward.  

“His relentless advocacy and active participation in the Medicare Mental Health Workforce Coalition, along with his seminal 2019 research which analyzed the impact of the Medicare coverage gap on counseling professionals, is helping to provide those in need with greater access to essential mental health services,” said the association's CEO Shawn Boynes.  

Another catalyst that helped change perceptions of mental health was the pandemic because it pushed the needs of often overlooked populations into the spotlight. While a study from the Administration for Community Living shows that older adults fared better in terms of mental health during the height of the pandemic when compared to younger generations, isolation during COVID-19’s peak made discussing mental health more mainstream. 

While changing federal law is no easy feat, Fullen said there was overwhelming bipartisan support behind the policy updates. 

What’s next? 

Now that licensed counselors and marriage and family therapists are approved providers under Medicare, Fullen said his job on the panel is to continue to advise the Centers for Medicare and Medicaid Services on mental health policies. 

Looking forward, Fullen said a major goal is to aim for as many providers to enroll as possible. With the influx of new providers, there will also need to be training to help prepare them on how to best help older adults specifically. 

Fullen’s appointment to the federal Advisory Panel on Outreach and Education is for two years, and he is one of several professionals on the panel focusing on mental health.  

“It's a unique opportunity to represent the mental health community,” said Fullen. “It’s like adding to a part of the conversation that has really not been there before because we didn't get invited to these panels when we weren't part of the program.”

Jenny Kincaid Boone

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A Dystopian Effort Is Underway in the Pacific Northwest to Pick Ecological Winners and Losers

By Avram Hiller Jay Odenbaugh and Yasha Rohwer

The authors teach philosophy at universities in Oregon.

Very soon, the federal government may authorize the killing of nearly a half-million barred owls in the Pacific Northwest in a desperate bid to save the northern spotted owl. The killing could go on for decades.

As philosophers in Oregon whose work focuses on scientific and ethical issues regarding animals and the environment, we believe that the reasons given for this mass slaughter are deeply problematic. More broadly, this attempt to pick ecological winners and losers in a rapidly changing world shows how ill equipped the Endangered Species Act is to protect rare and important ecosystems.

Barred and spotted owls are related species that probably diverged about seven million years ago . Barred owls, which are considered native to the eastern United States, are increasingly appearing in the Pacific Northwest’s old-growth forests where the threatened northern spotted owls breed and live. Where the two birds overlap, the barred owls tend to outcompete the northern spotted owls, taking the best nest sites and harassing, killing or occasionally mating with spotted owls.

In the 1980s, the northern spotted owl became the centerpiece of a bitter controversy over the logging of old-growth forests, which it depends on for its survival. By 1990, its numbers had dwindled to the point that the federal government classified the bird as “threatened,” which led to sharp limits on logging in its territory. Nonetheless, its number have continued to decline because of the ongoing loss of its habitat — and the competition with the barred owl.

After a period of experimentation and debate, the United States Fish and Wildlife Service, which oversees the Endangered Species Act, has concluded that it must protect spotted owls by permitting federal, state and tribal governmental agencies, private companies and individuals to shoot 470,900 barred owls over the next 30 years. The killings could begin soon.

Although the agency refers to barred owls as “invasive” on the West Coast — meaning they have moved into new territory where they are threatening native species — it isn’t even clear that barred owls are unnatural interlopers. Barred owls are thought to have migrated from the eastern United States through the Great Plains and southern Canada, eventually making their way to British Columbia and then on to Washington, Oregon and California. As this story goes, the barred owls’ arrival is a recent event.

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