argumentative essay on art education

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.

15 Genius Ways to Advocate for Your Art Program During Youth Art Month (YAM)

How to Harness Data to Confidently Advocate for Your Art Program: State of Art Education 2024

12 Ways Your Nontraditional Art Background Prepared You To Teach Art

6 Ways the Visual Arts Promotes Resilient Learners for Life

The Importance of Arts Education Essay

To find inspiration for your paper and overcome writer’s block
As a source of information (ensure proper referencing)
As a template for you assignment

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.

Discipline and Managing Behavior in the Classroom
Art Education Principles Analysis
School Uniform and Maintenance of Discipline
"Assessment Balance and Quality" by Commodore et al.
Cognitive Coaching: A Foundation for Renaissance Schools
Teaching and Research Philosophy
What Impacts and Enhances Learning?
The Culture of Smartness in Education
Chicago (A-D)
Chicago (N-B)

IvyPanda. (2020, October 22). The Importance of Arts Education. https://ivypanda.com/essays/the-importance-of-arts-education/

"The Importance of Arts Education." IvyPanda , 22 Oct. 2020, ivypanda.com/essays/the-importance-of-arts-education/.

IvyPanda . (2020) 'The Importance of Arts Education'. 22 October.

IvyPanda . 2020. "The Importance of Arts Education." October 22, 2020. https://ivypanda.com/essays/the-importance-of-arts-education/.

1. IvyPanda . "The Importance of Arts Education." October 22, 2020. https://ivypanda.com/essays/the-importance-of-arts-education/.

Bibliography

IvyPanda . "The Importance of Arts Education." October 22, 2020. https://ivypanda.com/essays/the-importance-of-arts-education/.

Faint of art: New evidence bolsters the argument for arts education

There are two ways to read this report of a first-of-its-kind arts education experiment from Rice University’s Kinder Institute for Urban Research. The first is with a measure of relief. The authors claim measurable academic, social, and emotional outcomes associated with arts education for elementary and middle school students. Bravo! The second is with a touch of vexation, perhaps sadness, or even resignation. Do we really need a randomized control trial study to justify the arts as an essential part of a well-rounded education? If a rock-bottom basic function of K–8 schooling is to expose children to the broadest range of human knowledge, discovery, and expression (that is the function, right?), then a permission slip is hardly needed to include the arts. What would we do if the results had proven no measurable outcomes? Would some argue to remove the arts from the school day?

Alas, that ship has sailed. Arts education has been in decline since the 1980s, note Daniel H. Bowen of Texas A&M, and the University of Missouri’s Brian Kisida, the present study’s coauthors. The emphasis on standardized testing in reading, math, and other core subjects since the passage of No Child Left Behind has also “coincided with notable declines” in exposure to the arts in school, they report.

Bowen and Kisida studied data and survey results from schools participating in the first two years of the Houston’s Arts Access Initiative, an ambitious program that aims to increase access to arts education, particularly for disadvantaged students, through partnerships with local artists and cultural institutions. Because the initiative was oversubscribed in its first two years, Kisida and Bowen had the opportunity to compare outcomes among students at participating schools to those who applied but were deferred—a study group comprising more than 10,000 students in forty-two schools. The results is the first ever, large-scale, randomized controlled trial study of such a program. The arts educational experiences had “remarkable impacts” on academic, social, and emotional outcomes, the duo reports.

Compared to students in the control group, kids exposed to the various arts opportunities in the Houston study 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.” Among elementary school students, arts education also enhanced school engagement, college aspirations, and empathy with others—a finding that should resonate particularly among those focused on social and emotional learning. In an essay for Brookings’s Brown Center, Kisida and Bowen note that school systems rarely collect data on arts programs. Moreover, they write that “the most promising outcomes associated with arts education learning objectives extend beyond commonly reported outcomes such as math and reading test scores.” This is encouraging news and appears to be borne out in their findings, but let’s not be too quick to assume no benefits in general literacy. Kisida and Bowen report positive effects on student writing. A linchpin argument of E.D. Hirsch’s Cultural Literacy and subsequent works is that mature language comprehension rests on a body of knowledge common among writers and readers, speakers and listeners, who are broadly fluent in their shared histories and heritages, including the arts . In a well-rounded education focused on raising readers, art should have no lesser place of privilege than history, science, or literature—it’s all part of the mental fitments that furnishes the minds and enlivens the discourse of literate Americans. This powerful literacy-based argument for arts education has been available to advocates all along, and should weigh strongly against any impulse to reduce arts education “because testing.” Nonetheless, Kisida and Bowen note that “a critical challenge for arts education has been a lack of empirical evidence that demonstrates its educational value”—a sentence that I hope was as hard to write as it is to swallow, given that they also note that an “overwhelming majority of the public agrees that the arts are a necessary part of a well-rounded education.”

There was an interview more than a decade ago with Geoffrey Canada, the founder of the Harlem Children’s Zone, describing education funders’ demands that he demonstrate the value of arts education for his students. Canada grew exasperated noting the $700 billion spent on Wall Street bailouts in 2008. “Then somebody asks me if kids should take violin and do I have evidence?!”

Well, now you have some.

SOURCE: Daniel H. Bowen and Brian Kisida, “ Investigating Causal Effects of Arts Education Experiences: Experimental Evidence from Houston’s Arts Access Initiative ,” Rice University (February 2019).

Robert Pondiscio is a senior visiting fellow at the Thomas B. Fordham Institute and a senior fellow at the American Enterprise Institute (AEI)

He writes and speaks extensively on education and education-reform issues, with an emphasis on literacy, curriculum, civic education, and classroom practice. His 2019 book, How the Other Half Learns , based on a year of observations at New York City’s Success Academy…

New evidence of the benefits of arts education

Subscribe to the brown center on education policy newsletter, brian kisida and bk brian kisida assistant professor, truman school of public affairs - university of missouri @briankisida daniel h. bowen dhb daniel h. bowen assistant professor, college of education and human development - texas a&m university @_dhbowen.

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.

Accreditations

Request Brochure
(877) 360-1859
Art Education in the Classroom

The Importance of Art Education in the Classroom

November 30, 2023

Paintbrushes in plastic cups of paint in an Art Education classroom

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.

Request Information

University of Florida has engaged AllCampus to help support your educational journey. AllCampus will contact you shortly in response to your request for information. About AllCampus . Privacy Policy . You may opt out of receiving communications at any time.

* All Fields are Required. Your Privacy is Protected. Are you enrolling from outside the US? Click here.

Benefit from the UF’s heritage of academic excellence and complete an NASAD-accredited master’s program entirely online.

Latest Articles

The Importance of Art Education in the Classroom | 11/30/2023
Watch a Video Featuring Student Prints & At-Home Studio Tours | 06/07/2021
UF Alumnus Brings Art Education to a Juvenile Detention Center | 06/02/2021
Back to School in a Pandemic | 05/27/2021

Related Categories:

Phone: (877) 360-1859
Email: [email protected]
Request Info

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

Professor of Education Research, School of Education, Durham University

Disclosure statement

Beng Huat See received funding from funded by the Education Endowment Foundation (EEF) for the review in question.

Durham University provides funding as a founding partner of The Conversation UK.

View all partners

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.

Education policy
Music education
Art education
Arts education

Social Media Producer

Student & Academic Services Officer

Dean (Head of School), Indigenous Knowledges

Senior Research Fellow - Curtin Institute for Energy Transition (CIET)

Laboratory Head - RNA Biology

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

Knowledge Base
How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

Don’t just list all the effects you can think of.
Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
Don’t just provide a selection of data on the measures’ effectiveness.
Do build up your own argument about which kinds of measures have been most or least effective, and why.
Don’t just analyze a random selection of doppelgänger characters.
Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

Prevent plagiarism. Run a free check.

An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

Make a claim
Provide the grounds (evidence) for the claim
Explain the warrant (how the grounds support the claim)
Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
Cite data to support your claim
Explain how the data indicates that the method is ineffective
Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

Discuss what the opposing position gets right and why people might hold this position
Highlight the problems with this position
Present your own position , showing how it addresses these problems
Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

Acknowledge that students rely too much on websites like Wikipedia
Argue that teachers view Wikipedia as more unreliable than it really is
Suggest that Wikipedia’s system of citations can actually teach students about referencing
Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

Ad hominem fallacy
Post hoc fallacy
Appeal to authority fallacy
False cause fallacy
Sunk cost fallacy

College essays

Choosing Essay Topic
Write a College Essay
Write a Diversity Essay
College Essay Format & Structure
Comparing and Contrasting in an Essay

(AI) Tools

Grammar Checker
Paraphrasing Tool
Text Summarizer
AI Detector
Plagiarism Checker
Citation Generator

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Caulfield, J. (2023, July 23). How to Write an Argumentative Essay | Examples & Tips. Scribbr. Retrieved June 18, 2024, from https://www.scribbr.com/academic-essay/argumentative-essay/

Is this article helpful?

Jack Caulfield

Other students also liked, how to write a thesis statement | 4 steps & examples, how to write topic sentences | 4 steps, examples & purpose, how to write an expository essay, "i thought ai proofreading was useless but..".

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

Home / Essay Samples / Art / Artwork / Art Education: Empowering Students to Create and Innovate

Art Education: Empowering Students to Create and Innovate

Category: Art , Education
Topic: Classroom , Painting

Pages: 2 (818 words)

Downloads: -->

--> ⚠️ Remember: This essay was written and uploaded by an--> click here.

Found a great essay sample but want a unique one?

are ready to help you with your essay

You won’t be charged yet!

Graffiti Essays

Critical Thinking Essays

Frida Kahlo Essays

Pablo Picasso Essays

Reading Essays

Related Essays

We are glad that you like it, but you cannot copy from our website. Just insert your email and this sample will be sent to you.

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Your essay sample has been sent.

In fact, there is a way to get an original essay! Turn to our writers and order a plagiarism-free paper.

samplius.com uses cookies to offer you the best service possible.By continuing we’ll assume you board with our cookie policy .--> -->