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The Necessity of Arts in Education Connie Cheung

University of Central Florida Prof. Steffen Guenzel

Dossier Introduction When I initially began my decision on the necessity of arts education in the contemporary school system, I had doubts on whether or not I could obtain enough information on the subject. This is still very much true; it was not impossible, but certainly difficult for me to discover articles pertaining to the importance of art education. Through my research I have gained insight though, both sides of the reform coin have substantial evidence to back their own claim up (whether art education is essential in the curriculum or not). The education reform has put music and arts in the backseat, focusing more on the academic aspects of education. With the no-childleft-behind act, major budget cuts were made towards the art curriculum and many art educators find it more difficult with higher workloads to compensate for cuts. Research has shown that arts education increases cognitive brain activity, creativity, critical thinking and improves a broad spectrum of other academic subjects. Whether the arts are necessary when there are many lucrative jobs available, and how the arts would just be an irrelevant subject to teach in in K-12 schools is a critical question. Current educators may not understand the need or effects of art education as their generation (i.e. 1970s-80s) did not have it incorporated into their own introductory education. Without arts, aesthetic nature is removed from life, and the mass consumer market becomes duller every year with dragging innovation. Technological and Artistic decline will surface from the slow extraction of arts from basic education promoting the quick extinction of human creativity. A decade ago, 100% of Miami high schools had music classes, today only around 81%. The decline is slow yet evident, and this affects not only students but also educators who are being let go as a result of cuts. Losing arts is losing cultural identity, a portion of human history. Plato himself has emphasized the importance of arts in education, and a learned man should allow himself to view subjects from more than narrow viewpoint. This also applies to me as well; I must view this topic from the viewpoint of someone who supports this educational reform. Art is important in extending horizons. Imagine a future where everything is the same as it is now, no cultural advancement nor cool new hip clothes. Creativity is the boon of humankind, separating us from the lower class beasts. Art is necessary in human advancement, and the need is highest during early education. I understand the concept that to further advance we must focus on the more technical side of education, but how are we to advance if we do not broaden our minds, to allow new ideas to invade our minds? Let not the mind sit stagnant, let art education be put back on the drawing board.

Research Map Research Question: Art education has been slowly driven out of the education system with new reform. How is it necessary in this current contemporary society? Is it beneficial to the academic curriculum? Keywords: Art education/pedagogy Art education advocacy Education reform No-child-left-behind (NCLB) Act Art and technology Art in child development

Timetable:
Feb 05 Feb 07 Feb 26 Feb 28 Mar 03-08 Mar 26 Mar 11 Mar 31- Apr 11 Apr 04-09 Apr 11 Apr 16 Apr 18-22 Apr 22 Research map Library course Research dossier (final) SPC 1608 midterm Spring break PSA Peer Review Workshop draft on argumentative research paper Group conferences Peer Review Final Draft Presentations Final exam and e-portfolios

Further Questions: I had actually wanted to view the long time effects of removing art from a schools curriculum but I neither have the money, time nor authority to do such a thing. How does art education affect those that never had much of it to begin with? (such as Australia which never had much of any art in its curriculum for 200 years) It is difficult for me to try to incorporate my opposing views as I am adamant about my own (self-note), try to understand why art being taken out is a good thing.

Annotated Bibliography

Abodeely, J., Cole, K., Graham, J., Hudson, A. N., & Mrsch, C. (2013). Responding to Why The Arts Dont Do Anything: Towards a New Vision of Cultural Production in Education. Harvard Education Review, 83(3), 513-528 This journal article is a response to another article written by Rubn A. GaztambideFernndez in which he writes about how art advocacy is trapped within a rhetoric of effects. This is a response by several people to that article. It is good to see varying opinions on the matter at hand and later on, R.A.G.F responds in turn, like their own discourse. I assume that since these authors are writing in the Harvard Education Review, it is sufficiently credible as a scholarly source. Cutcher, A. (2013) Art Spoken Here: Reggio Emilia for The Big Kids. International Journal of Art & Design Education, 32(3), 318-330. DOI: 10.1111/j.1476-8070.2013.12028.x This article talks about applying the Reggio Emilia approach of pedagogy towards preschool education to better nurture the inherent creativity in developing children. It will help me in explaining how it can be applied in art classes to assist children with creative genius and such as it is applied in Reggio Emilia Italy. Dr. Alexander Cutcher has over 30 years of experience in the field of visual arts education; also from an academic journal. It is credible as a source. Garnet, D. (2012) Art Education Theory and Practical Experience: My Journey as an Art Educator and Amateur Theorist. Teaching Artist Journal, 10(4), 222-228 DOI:10.1080/15411796.2012.714205 A reflection by an art educator of 6 years. In the text he talks about art philosophies and how his experience has affected him as an educator and an artist. It also talks about the difficulties of balancing practice with theory. Self-Reflection in the Teaching Artist Journal, most likely credible to a degree. Most of the text is opinionated (biased), but serves as a source or my own claim. Gaztambide-Fernndez, R. (2013) Thinking otherwise about the arts in education a rejoinder. Harvard Educational Review, 83(4), 636-643 In this article, Gaztambide-Fernndez engages with the forums (above; first source) discussion and clarifies his argument in order to move it forward. He expands on his original article and provides responses towards the forum.

Harvard Educational Review is a respectable source, peer reviewed and such. Rubn A. Gaztambide-Fernndez is an associate professor in the Department of Curriculum, Teaching, and Learning of the Ontario Institute for Studies in Education at the University of Toronto; a credible writer. Sabol, F. R. (2012) Seismic shifts in the Education Landscape: What Do They Mean for Arts Education and Arts Education Policy. Arts Education Policy Review,114(1), 33-45 DOI:10.1080/10632913.2013.744250 This article talks about the current status of the field of education in the US. Waves of reform are being swept over the national education landscape and educators have to adjust to changes. Will help me explain the consequences of education reform and the new developments underway. Sabol is a Professor of Art Education at Purdue University, he is the National Art Education Association president-elect and an expert in the field of art education. The text was derived from a credible source (Arts Education Policy Review). Schuller, S. C. (2013) From Retroactive to Proactive: creating the future that students need. Arts Education Policy Review, 115(1), 7-11 DOI: 10.1080/10632913.2014.847353 Speaks about accomplishing the goal of speaking out against policymakers of the profitdriven education reform. Answers questions on the future of art, music, etc. How Art educators shouldnt adapt their curricula, but stick it to the man (in so many words). The answers to the pivotal questions in this answers will help back my own questions and answers. An indispensable source. From Arts Education Policy Review, it is a scholarly article and seems very credible. The author might be biased as an art educator though. Smith, F. (2009) Why Arts Education is Crucial, and Whos Doing it Best. Retrieved from http://www.edutopia.org/arts-music-curriculum-child-development Speaks about how arts education is linked to many other desirable components in children (academic achievement, emotion development etc.). Speaks about the link between arts education and academic achievement. Useful in emphasizing my claim on how art education affects more than just technical ability, it also affects cognitive function and reasoning. An article on Edutopia, a site dedicated to providing new teaching method and innovations in education. Written by Fran Smith, an editor on Edutopia; author has no discernible bias but also no credibility. Site itself has worthwhile credibility.

Sommer, M. K. (2013) The Cream does not always rise: The plights of visual-spatial learners and the power of art education. Harvard Educational Review, (83)1, 40-42 Talks about how arts education helped form the identity of the writer, a visual-spatial learner. Academics may not be everyones strong point but art education may help identify other forms of learning that are better suited to individual needs. Harvard Educational Review is a trusted source of scholarly articles. Whitacre B. E. (2013, Dec 03) Defining Outcomes in Arts Education. The Huffington Post. Retrieved from http://www.huffingtonpost.com/bruce-whitacre/defining-outcomes-inarts_b_4371815.html The text talks about arts integration (theatre specifically) with an interdisciplinary focus. How the skills and techniques learned can be applied to science and non-theatrical subjects. The article addresses the questions facing its education system. Theatre and film are an important part of American culture and heritage, it should be claimed back from the ashes. Whitacre is the executive director of the national corporate theatre fund (NCTF). Huffington post is a new site and as such is not extremely credible; however it is generally accepted as popular opinion. Whitacre himself seems credible as a firsthand source but is also biased as the executive director of NCTF (an association of 19 non-profit theatres).