In the twenty-first century, one inhabits a world in which one must choose between academics and creativity. Unfortunately, it is arduous to be efficacious in either if both are not offered. Being in the middle of an economic crisis does no abet in the slightest. Art is becoming endangered outside of the educational system as well as within it. “Public Money is…drying up as states struggle with yawning budget deficits” (Wiggins). Lawmakers everywhere are threatening significant cuts in art funding (Hurley). Broadway productions, ballets, operas, and symphonies are languishing. Plays are being practiced and performed without understudies, which is a big “no-no” in the creative arts domain (Rourke 1).
In the educational system, the Bush Administration had introduced the “No Child Left Behind” act with honorable intentions. However, the act, technically referred to as the Elementary and Secondary Act, “has put music and art programs in rough shape and left with a dim future” (Hurley 1). A vicious cycle is in effect. As the divergent creative classes are being omitted, teaching jobs are being eliminated. As children are being given no option as to their involvement in art and music, grades are slipping and good conduct is becoming more difficult to encounter amongst students and in schools as a whole. Even as all of this is occurring, people ask “why?” and do not apprehend that the opportunity to be creative and to partake in such programs as the ones being taken out. Art programs should not be removed from schools, even during economic struggles, because such programs are imperative to the development of well-rounded students, a more varied education, and a safer school system.
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Wiggins, Robert A. “Primary Music Education in the Absence of Specialists.” International Journal of Education & the Arts. November 3, 2008. Selptember 21, 2011. http://www.ijea.org/v9n12/
Rourke, Matt. “Fine Arts are in survival mode as funds dry up.” USA Today. March 2, 2009. September 21, 2011. http://www.usatoday.com/life/theater/2009-03-01-artseconomy_N.htm
Galehouse, Dave. “Odds for an athletic scholarship don’t depend on participation numbers.” Varsity Edge. 2011. September 30, 2011. http://varsityedge.com
“30-Second Survey: Districts Protecting Arts Programs.” School Board Notes. 2011. November 3, 2011. http://www.njsba.org
DeForge, Jeanette. “Fine Arts Programs Being Cut at Schools Across Western Mass.” Mass Live. The Republican Newsroom, August 1, 2009. November 1, 2011. http://blog.masslive.com/
The specialization and individualized professions in the field of Technical Theatre are relatively new to the stage in comparison to the period of time in which the art of Theatre has grown. Aiding in the development of concentrated professions such as scenic design has been a plethora of talented, skillful, intelligent and highly driven individuals. Among these influential fountains of creativity have been John Lee Beatty, Eugene Lee, Boris Aronson, Ming Cho Lee, Jo Mielziner, Tony Walton, Robin Wager, John Napier, Santo Loquasto, Heidi Landesman, and Julie Taymor along with many more.
In sum, cutting arts programs poses concerns on local and national levels. The inequity in education, epitomized by the disturbing revolving door of arts teachers in Detroit, is an issue that cannot be taken lightly. It is imperative that citizens engage individually and collectively through different participation mediums in order to reverse the trend regarding arts programs.
Smith, R. (1995). The question of modernism and postmodernism. Arts Education Policy Review, 96 2-12.
Lehman, Paul R. et all. The School Music Program: A New Vision. (1994). Reston, VA. Music Educators National Conference.
Lazarus, Joan. "On the Verge of Change: New Directions in Secondary Theatre Education." Applied Theatre Research 3.2 (July 2015): 149-161. EBSCOhost, doi:10.1386/atr.3.2.149_1.
Steven, Kelly, N. (2002). A Sociological Basis For Music Education. International Journal of Music Education. 43. Pp. 40-49
Jane Alexander, Chairman of the National Endowment for the Arts (NEA), once said, “Many children are missing out on something which gives their education context, gives their lives depth and meaning, and prepares them to be the future workforce.” This “something” that she spoke of is music and art education. Unfortunately, she is entirely correct. We are currently seeing in our country a dramatic cut in arts education curriculum in our public schools due to the limited amount of both time and funding. In many cases budget cutbacks mean arts education cutbacks. This limited amount of resources often forces administrators to place a value on the various subject areas. There is always a demand for greater concentration upon the traditional basics: English, math, science, and history. There is also a new focus on computer competency and a renewed focus on the need for foreign language education. Add to this health education, family life education, industrial arts education, AIDS education, home economics, physical education, and business education and one begins to wonder where arts education fits in.
Waggoner, T. (1999). The center for educator development in fine arts. Retrieved October 12, 2004 from http://finearts.esc20.net/default.html.
“The theatre was created to tell people the truth about life and the social situation,” says Stella Adler. Theater is unique and intriguing because it blends literary and visual arts to tell a story. Before Theater 10, I viewed theater on the surface level: cheesy plot lines with dramatic scenarios for entertainment purposes. Throughout the course, I have learned what it means to appreciate theater, such as understanding Brechtian and Chinese theatre; however, I believe understanding theater’s ability to convey crucial historical and social messages, such as in the production of RENT, is more relevant and important for theater appreciation.
In today’s society anything can be considered “Art”. From the great sounds of a symphony, to the architecture of a modern structure, or even an elephant painting with its trunk, art is what the viewer perceives it to be. Individuals will always agree or disagree with the message behind a certain piece of art, as pieces can be offensive to some, but beautiful to others. Some argue that funding the arts in school is a waste of money, time, or a combination of both, but the benefits outweigh the negatives by far, due to a variety of reasons.
Staff Writers. "10 Salient Studies on the Arts in Education." Online Colleges. 6 Sept. 2011. Web. 25 Feb. 2015. .
In the seventies, we could do anything. It was the rainbow coalition, anti-Vietnam, all of those elements. And then we morphed over to where it became extremely straight-laced and non-risk taking. I think we are beginning to take risks again but within those societal norms.” Theatre only goes so far as society will allow it, as showcased by the Conservatory and it being influenced by the culture surrounding it.
Art and its education are crucial in the development of young children. Therefore, it is of the upmost importance to ensure that our young children are being taught about art and its education in order for them to be successful contributing members of society. June Vail, a professor of dance at Bowdoin College explains, “The arts bring energy and creativity, a kind of learning that can only enhance every other kind of learning. (Vail).” She continues by saying that, “The enterprise of a liberal arts education is integrative, to educate students to be creative and flexible, to harness their energy in a different way (Vail).” Art begins to lay the foundation of success early for young children by developing their motor skills through paining with a paintbrush and drawing with crayons. Furthermore, it also helps promote language development by learning new shapes, colors, and allows them to describe their artistic creation. Lastly, it also helps children improve academically. A report that was done by the Americans for the Arts demonstrates that young people who participated regularly in the arts are four times more likely to be recognized for academic achievement, participate in a math or science fair, or win an award for writing an essay as opposed to students who do not participate in the arts (PBS). As a result of this, it is imperative to ensure that adolescent children of today begin
"Why Arts Education Is Crucial, and Who's Doing It Best." Edutopia. N.p., n.d. Web. 20 May 2014.
For thousands of years, people have been arguing that theatre is a dying art form. Many people think theatre is all just cheesy singing and dancing or just boring old Shakespeare, but there is much more to theatre than those two extremes. Theatre is important to our society because it teaches us more about real life than recorded media. Theatre has been around for thousands of years and began as a religious ceremony that evolved into an art form that teaches about the true essence of life. Theatre can incorporate profound, and provocative, observations of the human condition that can transcend time; lessons found in Greek plays can still be relevant to the modern world. People argue that the very essence of theatre is being snuffed out by modern