Persuasive Essay On Arts Education

Section Two: History: Since public schools across the country have faced budget cuts in the past decade and a half, a common cost-cutting measure is to lessen the funding for arts education, prioritizing what are deemed more essential subjects such as math, reading, and science. Yet in fact, the current iteration of the federal Elementary and Secondary Education Act of 1965, also known as the No Child Left Behind Act of 2001, lists that the arts are among the core academic subjects, requiring all schools to enable all students to achieve in the arts and reap all the benefits of a comprehensive arts education. Yet the economically prioritized curriculum is still draining the sources from these imperative programs leaving instruments, paintbrushes, and other artistic pieces in closets to collect dust, because no one will be there to teach or use them. Most impacting in the history of

To begin with, budget cuts in art programs is an economic issue which affects both students and teachers. Even though the arts are often thought of as unrelated subjects, with basic class courses, they really are a collection of skills and perspectives that surpass most areas of human activity. Furthermore, art program budget cuts are occurring due to the fact that the government and the head of the school boards believe that the arts are not as important as other “academic” subjects such as language arts and math. In fact, cutting from the art programs may lead to teachers and students being left in grievous circumstances. For example, many teachers will have their pay raises reduced or teachers would have their paychecks cut or they will end up unemployed. Therefore, how are teachers suppose to support their families if they have had their pay cut? Would have to look for another job and spend less time with their family to help support them? Furthermore, students are also affected due to the fact that there will be less applications for FASA which would lead to “fewer students able to afford

All around the United States, art programs are being cut out of the budget in public schools. The arts include dance, band, chorus, theatre, film, drawing, painting, photography and literary arts. Some school board members feel these art programs are not necessary and do not benefit the students in any way. Elementary, middle, and high school students are forced to quit their passion and feel that their talents are not supported by their schools. Although many are not aware, there is a strong connection between arts education and academic achievement. Unfortunately, due to budget cuts in many public schools, the art classes are first on the list to be cut. It is important that the students, parents and teachers

Art programs around the United States are being shut down due to the lack of funding and misunderstanding of the subject. Many people think that the arts are just about drawing and painting. However, literature, performing arts, and media arts are on the list too. Students who are involved in an art curriculum are more likely to be successful in school than those who do not take them.

Education is important as we develop a society of lifelong learners, but budget cuts for schools should not be at the expense of art programs. All students have unique learning styles and ways they best absorb information. To compromise that process is destructive to the success of their overall learning experience. “The Sanctuary of School” makes the reader aware of the many individuals who go through the public-school system. Barry’s essay advocates the need for funding of art programs and the supportive, creative outlets they

In today’s school systems, art and music classes are not mandatory to be taught. This makes them very vulnerable to budget cuts in struggling schools. It is estimated that more than eighty percent of schools nationwide have experienced cuts to their budgets since 2008 (Metla). Every child in America deserves a complete education, and a complete education includes the arts. Due to budget cuts, many students do not receive instruction in art and music and therefore do not receive a full education. Music and art classes in schools are just as important as core classes and should not be subject to budget cuts.

Colleges are struggling to adapt to society’s changing requirements for adults entering the work force. John Fawell laments this change and states that humans intrinsically desire to learn more for the purpose of knowing more. However, the focus has shifted away from this and has become more career-oriented. This shift is not well supported in the current college system. The education system is aware of this change and some have modified their programs, but they are too narrow and a broad college education is lost. Even though it has become almost mandatory in society, a college degree does not prepare students for a real-world work environment and is not necessary for most occupations. Many, such as lawyers or doctors, do require further education and a system that instructs them while also training the majority of the workforce would be an improvement.

“Students who study art are 4 times more likely to be recognized for academic achievement and 3 times more likely to be awarded for school attendance” ("11 Facts about Arts in Education"). Music and art are clearly not two subjects that schools today can afford to cut off funding for based on this evidence. Music and art programs are responsible for increasing school attendance, which can lead to being one of the most important things in a student’s academic success in school. Students have to attend school and be present in order to attain the information from their classes and teachers if they wish to succeed. Better attendance means more students are in class, which means more students are getting the information they need to excel from their teachers, which ultimately means better grades and test scores for schools. As of today, arts are defined as core subjects in only twenty-six states in America (Mandel). If only twenty-six states are treating art education as a core subject, that means that twenty-four states are currently neglecting art programs and not considering them important to their student’s education. If more states are educated on the importance of art programs for young students, and the arts are defined as core subjects nationally, then there will be a

The era of accountability has heavily swayed public schools towards narrowing the curriculum across content and disciplines. Student test scores have become the measure in which states, districts, schools, classrooms, and teachers are deemed “excellent.” Also, many schools have been confronted with budget cuts that determine the content offered in schools. Unfortunately, arts programming across the United States’ K-12 public education has been minimized and/or not given the proper attention it deserves. To strengthen the argument for arts education, researchers have developed the integration of Universal Design for Learning (UDL) to curriculum and lesson planning. I argue that the integration of the arts in classroom curriculum with early childhoods students can provide benefits not only for students but teachers. Arts education centers on allowing both students and teachers to engage in creativity and bring out their multiple intelligence. I recognize four reasons why arts education is a valuable tool with young children: (1) arts can be used across subjects and context (interdisciplinary), (2) it touches on the needs of different learners (multiple intelligence), (3) flexibility that allows creativity in the classroom, and (4) shifts away from traditional methods of rote learning.

    The fine arts have been studied for many years, and those who have studied how people have emphasized the importance of arts in the education process (Katy Independent School District). In 2002, the government assessed school districts by students’ scores on reading and mathematics. After they assessed the districts, they passed the No Child Left Behind Act. Schools started spending more time on tested subjects like reading, language arts, and mathematics and cut time spent on other classes. The more schools fall behind, the more money they begin to spend on these programs and the less they spent on others (Arts and Smarts: Test Scores and Cognitive Development). With budgets tightening, schools have to cut programs and they try to choose the ones that least impact learning and create the least amount of controversy, which means the core classes are safe (Dickson).Today, many schools have cut their fine arts programs or are considering it because of major funding cuts by state governments who are struggling to balance their budgets (Hawkins). They can not cut sports programs because it results in the communities feeling as if they cut the heart out of the community. The first programs to be cut are the fine arts from the elementary programs. However, fine arts are still kept in the curriculum, but the students’ everyday teachers teach them instead. At the highschool level, fine arts are harder to cut because they are

Arts programs all over the United States have been dwindling rapidly over the past few years. Funding for them has been cut by state and local governments, and many people begin to believe that the arts are no longer of importance. This reasoning can be by the hypotheses of performance in school not being related to the performing arts. However, the arts have more of an impact than most people believe. The performing arts can reach children and adults of all ages on emotional, mental and physical levels. This means that government grants and subsidies should be given to lower-income and lower level schools to ensure that the performing arts are incorporated into all levels and sects of school, regardless of age, income, or social status of the children or the school systems. The influence that the arts can give to students will set them up to success for life. Through thorough investigation, discoveries have been made showing how the government used resources to help, or try to help, the increase in arts in schools. Also, the importance of the STEAM grant and how educators, students, and parents view its importance will be discussed throughout the paper. Opposing views such as the current political views on arts education and how arts don’t relate to academic success will be discussed and refuted by showing studies on student performance and attendance in places along with interviews showing that the arts can create a wonderful learning environment.

Most people would agree that music and art programs in schools have a huge impact on students not only academically, but in just about every aspect of their lives. Studies have shown that students who are involved in music and art programs have an overall higher IQ and show signs of many other academic benefits. Participating in such programs also allow students the opportunity to express themselves artistically and show the world their perhaps otherwise hidden potential. We all know how fun it can be to show the world your unexpected abilities, and what better way to show those off than the place where we spend most of our day-to-day lives? Unfortunately, even with all these obvious benefits, when the school budget is short, the first

In recent years, the debate of art programs in schools have become more prominent. Many people argue that developing the arts is not only a waste of time, but money. However, the arts programs are more than just painting for an hour at school. Programs like band, drama, and art have been neglected in public schools for too long, they can represent schools just as well as any sport, and they have the ability to create a better-rounded and safer society.

On May 23, 2017, the president’s educational budget was publicly released. It gave the people of America a brutal outlook of what the future will hold for kids attending public education. Aside from the many million-dollar budget cuts, the new proposal would leave a record of 1.6 million students without an after-school program, most programs of which were centered around the arts. President Trump and the secretary of education, Betsy DeVos, shaped a finance-plan that would cut approximately $27 million from arts education programs (Langsam, 11). DeVos’s validation procedure sparked the controversial likelihood of there being support for bills, policies, and other legislation that would prove to be destructive to arts education. The Every Student Succeeds Act, or the ESSA, ensures that every child receives both a beneficial and versatile education. The ESSA not only guarantees the inclusion of challenging and progressive arts instruction for pre-kindergarten through 12th grade, but it also assures that the arts is integrated within general scholastic subjects. If the country were to stray away from the policy in place, the ESSA, education for kids would be centered around privatizing schools or the creation of a voucher system. This in turn would impend the tools and funding needed to guarantee equity for arts education in America. With the massive financial cut in mind, arts companies and organizations should be required to aid schools in maintaining arts education in

Art, music, and other fine art classes are always the first things to go when schools have a budget cut, however, these things are important and necessary for children. It’s been proven that art not only to their creativity, but their academic achievements and advancements. On top of the academic and creative advantages, fine arts programs just mean a lot to some people. And it seems like the fine arts mean a lot to most students at Lewis Central High School. In my speech I’ll be focusing mainly on the art program. Now I don’t believe that our art program is at any risk of being cut, but I do believe that there are some issues that should be looked at, for example the lower classmen can take very few art classes, there are many outside art festivals and other opportunities that are not touched upon for those same lower classmen, and compared to other fine art programs the opportunities are minimal and the program itself is difficult to be apart of until later years of high school. I’ve been interested in art for as long as I can remember and recently, end of seventh grade to be exact, I decided to pursue it as a potential career, so I took as many art classes as I could. At the middle school, we were offered 1 art class a trimester and I was even lucky enough to be a teacher aide for Ms. Baker. I had the opportunity to enter contests and submit work to a festival, all in the span of one school year.