is art education important essay

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 daniel h. bowen dhb daniel h. bowen assistant professor, college of education and human development - texas a&m university.

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.

Related Content

Briana Ballis

October 7, 2024

Brian Kisida, Bob Morrison, Lynn Tuttle

May 19, 2017

Seth Gershenson

January 13, 2016

Education Policy K-12 Education

Governance Studies

Brown Center on Education Policy

Catherine Mata

October 21, 2024

Dick Startz

October 17, 2024

Mary Burns, Rebecca Winthrop, Michael Trucano, Natasha Luther

October 15, 2024

The Importance of Arts Education Essay

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.

• "The Human Side of School Change" by Robert Evans
• Supervisory and Its Relationship to Change
• Art Education Principles Analysis
• School Uniform and Maintenance of Discipline
• Teaching Strategies: The Art and Science of Teaching
• Cognitive Coaching: A Foundation for Renaissance Schools
• Teaching and Research Philosophy
• The Culture of Smartness in Education
• Inclusion Aspect in the Modern Early Childhood Education
• Promoting Reciprocity and Comprehension Strategies
• 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/.

• 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

IvyPanda uses cookies and similar technologies to enhance your experience, enabling functionalities such as:

• Basic site functions
• Ensuring secure, safe transactions
• Secure account login
• Remembering account, browser, and regional preferences
• Remembering privacy and security settings
• Analyzing site traffic and usage
• Personalized search, content, and recommendations
• Displaying relevant, targeted ads on and off IvyPanda

Please refer to IvyPanda's Cookies Policy and Privacy Policy for detailed information.

Certain technologies we use are essential for critical functions such as security and site integrity, account authentication, security and privacy preferences, internal site usage and maintenance data, and ensuring the site operates correctly for browsing and transactions.

Cookies and similar technologies are used to enhance your experience by:

• Remembering general and regional preferences
• Personalizing content, search, recommendations, and offers

Some functions, such as personalized recommendations, account preferences, or localization, may not work correctly without these technologies. For more details, please refer to IvyPanda's Cookies Policy .

To enable personalized advertising (such as interest-based ads), we may share your data with our marketing and advertising partners using cookies and other technologies. These partners may have their own information collected about you. Turning off the personalized advertising setting won't stop you from seeing IvyPanda ads, but it may make the ads you see less relevant or more repetitive.

Personalized advertising may be considered a "sale" or "sharing" of the information under California and other state privacy laws, and you may have the right to opt out. Turning off personalized advertising allows you to exercise your right to opt out. Learn more in IvyPanda's Cookies Policy and Privacy Policy .

Connect with us to understand how we can help you.

State* Andhra Pradesh Chhattisgarh Delhi Gujarat Haryana Himachal Pradesh Karnataka Madhya Pradesh Maharashtra Odisha Punjab Rajasthan Tamil Nadu Telangana Uttar Pradesh Uttarakhand Others

• Solution Products* School Loans Smart Learning Maths and Science labs Digital Smart Classroom School ERP and Fee Management Integrated Curriculum Solution School Bus Insurance School Uniform
• I authorize Varthana to connect with me over call and WhatsApp overriding my registration with NDNC

• Board of Directors
• Our Investors
• School Solution
• VCARE – Varthana care for you

Why Art Matters: Understanding the Importance of Art Education

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

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

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

What is Art Education in School?

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

What are the types of art?

Art is a diverse and multifaceted form of human expression, encompassing a wide range of creative practices that reflect culture, emotions, and ideas. From the visual impact of painting and sculpture to the dynamic performances in theater and dance, art manifests in various forms that engage different senses and mediums. The categories encompass a wide range of creative expressions, each with its unique techniques and mediums. Here are some of the main types of art, categorized under different subheadings:

Visual Arts

• Painting: Creating images on surfaces like canvas or paper using pigments.
• Sculpture: Crafting three-dimensional works by carving, modeling, or assembling materials.
• Drawing: Using tools like pencils, pens, or charcoal to create images on paper.
• Photography: Capturing images using cameras.

Literary Arts

• Literature: Written works such as novels, short stories, and essays.
• Poetry: Expressive writing that often uses rhythm and rhyme.
• Drama: Written scripts intended for theatrical performance.
• Storytelling: The art of narrating stories, often orally, with a focus on creativity and engagement.

Performing Arts

• Theater: Live performances of scripted plays.
• Dance: Expressive movement often set to music.
• Music: Art forms using sound and silence, often organized in time.
• Performance Art: A contemporary form that blends various elements, where the artist’s actions are the work of art itself.

Applied Arts

• Architecture: Designing and constructing buildings and other structures.
• Graphic Design: Creating visual content to communicate messages.
• Fashion Design: Designing clothing and accessories.
• Interior Design: The art of designing indoor spaces that are both functional and aesthetically pleasing.

Multimedia Arts

• Film and Video: The creation of moving images, combining elements of visual and performing arts.
• Animation: Creating moving images using digital techniques.
• Video Games: Designing interactive digital experiences.
• Interactive Art: Art that involves the audience in the creative process, often using technology like virtual reality or computer interfaces.

Traditional Arts

• Folk Art: Art that reflects the traditions, culture, and lifestyle of a community or region.
• Indigenous Art: Art created by indigenous peoples, often with strong ties to cultural practices and beliefs.
• Calligraphy: The art of beautiful handwriting, often with cultural or religious significance.
• Crafts: Handmade items like pottery, weaving, and jewelry.

Culinary Arts

• Gastronomy: The study and art of choosing, cooking, and eating good food.
• Pastry Arts: The creation of baked goods, including bread, pastries, and desserts.
• Culinary Presentation: The artistic arrangement of food on a plate, emphasizes visual appeal.

What is the Relationship between Art and Education?

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

What is the Importance of Art Education in Student Life?

Art plays a crucial role in education by enhancing students’ creativity and critical thinking. It goes beyond just learning artistic techniques to contribute to various aspects of personal and intellectual growth. Here’s how:

1. Enhances Creativity

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

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

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.

Create What’s Next: Take the State of Art Education 2025 Survey

6 Ways Visual Arts Boosts Student Success So You Can Advocate for Your Program

Get In On Our Best Secrets Now For an Epic End-of-Year Art Show!

Why Art Teachers Stay: A Guide for Longevity in Art Education

• Residential Summer Studio
• Program Technical Requirements
• Tuition & Financial Aid
• International Students
• Graduate Research Award

Accreditations

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

The Importance of Art Education in the Classroom

November 30, 2023

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

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

Why Is Art Education In Schools Important?

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

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

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

How Does Art Education Help Students?

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

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

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

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

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

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

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

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

The Importance of Art Education in Early Childhood and Beyond

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

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

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

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

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

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

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

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

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

• Share full article

Advertisement

Supported by

The Mind-Expanding Value of Arts Education

As funding for arts education declines worldwide, experts ponder what students — and the world at large — are losing in the process.

By Ginanne Brownell

This article is part of our special report on the Art for Tomorrow conference that was held in Florence, Italy.

Awuor Onguru says that if it were not for her continued exposure to arts education as a child, she never would have gotten into Yale University.

Growing up in a lower-middle-class family in Nairobi, Kenya, Ms. Onguru, now a 20-year-old junior majoring in English and French, started taking music lessons at the age of four. By 12, she was playing violin in the string quartet at her primary school, where every student was required to play an instrument. As a high school student on scholarship at the International School of Kenya, she was not only being taught Bach concertos, she also became part of Nairobi’s music scene, playing first violin in a number of local orchestras.

During her high school summer breaks, Ms. Onguru — who also has a strong interest in creative writing and poetry — went to the United States, attending the Interlochen Center for the Arts ’ creative writing camp, in Michigan, and the Iowa Young Writers’ Studio . Ms. Onguru, who recently returned to campus after helping organize Yale Glee Club’s spring tour in Kenya, hopes to become a journalist after graduation. She has already made progress toward that goal, serving as the opinion editor for the Yale Daily News, and getting her work published in Teen Vogue and the literary journal Menacing Hedge.

“Whether you’re in sports, whether you end up in STEM, whether you end up in government, seeing my peers — who had different interests in arts — not everyone wanted to be an artist,” she said in a video interview. “But they found places to express themselves, found places to be creative, found places to say things that they didn’t know how else to say them.”

Ms. Onguru’s path shows what a pivotal role arts education can play in a young person’s development. Yet, while the arts and culture space accounts for a significant amount of gross domestic product across the globe — in the United Kingdom in 2021, the arts contributed £109 billion to the economy , while in the U.S., it brought in over $1 trillion that year — arts education budgets in schools continue to get slashed. (In 2021, for instance, the spending on arts education in the U.K. came to an average of just £9.40 per pupil for the year .)

While experts have long espoused the idea that exposure to the arts plays a critical role in primary and secondary schooling, education systems globally have continually failed to hold it in high regard. As Eric Booth, a U.S.-based arts educator and a co-author of “Playing for Their Lives: The Global El Sistema Movement for Social Change Through Music,” said: “There are a whole lot of countries in the world that don’t have the arts in the school, it just isn’t a thing, and it never has been.”

That has led to the arts education trajectory heading in a “dark downward spiral,” said Jelena Trkulja, senior adviser for academic and cultural affairs at Qatar Museums , who moderated a panel entitled “When Arts Education is a Luxury: New Ecosystems” at the Art for Tomorrow conference in Florence, Italy, organized by the Democracy & Culture Foundation, with panels moderated by New York Times journalists.

Part of why that is happening, she said, is that societies still don’t have a sufficient and nuanced understanding of the benefits arts education can bring, in terms of young people’s development. “Arts education is still perceived as an add-on, rather than an essential field creating essential 21st-century skills that are defined as the four C’s of collaboration, creativity, communication and critical thinking,” Dr. Trkulja said in a video interview, “and those skills are being developed in arts education.”

Dennie Palmer Wolf, principal researcher at the U.S.-based arts research consultancy WolfBrown , agreed. “We have to learn to make a much broader argument about arts education,” she said. “It isn’t only playing the cello.”

It is largely through the arts that we as humans understand our own history, from a cave painting in Indonesia thought to be 45,000 years old to “The Tale of Genji,” a book that’s often called the world’s first novel , written by an 11th-century Japanese woman, Murasaki Shikibu; from the art of Michelangelo and Picasso to the music of Mozart and Miriam Makeba and Taylor Swift.

“The arts are one of the fundamental ways that we try to make sense of the world,” said Brian Kisida, an assistant professor at the University of Missouri’s Truman School of Public Affairs and a co-director of the National Endowment for the Arts-sponsored Arts, Humanities & Civic Engagement Lab . “People use the arts to offer a critical perspective of their exploration of the human condition, and that’s what the root of education is in some ways.”

And yet, the arts don’t lend themselves well to hard data, something educators and policymakers need to justify classes in those disciplines in their budgets. “Arts is this visceral thing, this thing inside you, the collective moment of a crescendo,” said Heddy Lahmann , an assistant professor of international education at New York University, who is conducting a global study examining arts education in public schools for the Community Arts Network. “But it’s really hard to qualify what that is.”

Dr. Lahmann’s early research into the decrease in spending by public schools in arts education points to everything from the lack of trained teachers in the arts — partly because those educators are worried about their own job security — to the challenges of teaching arts remotely in the early days of the Covid pandemic. And, of course, standardized tests like the Program for International Student Assessment, which covers reading, math and science, where countries compete on outcomes. “There’s a race to get those indicators,” Dr. Lahmann said, “and arts don’t readily fit into that.” In part, that is because standardized tests don’t cover arts education .

“It’s that unattractive truth that what gets measured gets attended to,” said Mr. Booth, the arts educator who co-authored “Playing for Their Lives.”

While studies over the years have underscored the ways that arts education can lead to better student achievement — in the way that musical skills support literacy, say, and arts activities lead to improved vocabulary, what have traditionally been lacking are large-scale randomized control studies. But a recent research project done in 42 elementary and middle schools in Houston, which was co-directed by Dr. Kisida and Daniel H. Bowen, a professor who teaches education policy at Texas A&M, is the first of its kind to do just that. Their research found that students who had increased arts education experiences saw improvements in writing achievement, emotional and cognitive empathy, school engagement and higher education aspirations, while they had a lower incidence of disciplinary infractions.

As young people are now, more than ever, inundated with images on social media and businesses are increasingly using A.I., it has become even more relevant for students these days to learn how to think more critically and creatively. “Because what is required of us in this coming century is an imaginative capacity that goes far beyond what we have deliberately cultivated in the schooling environment over the last 25 years,” said Mariko Silver, the chief executive of the Henry Luce Foundation, “and that requires truly deep arts education for everyone.”

The Benefits of Arts Education for K-12 Students

While arts programs often fall victim to budget cuts, they can be an important contributor to students' success at school.

Benefits of Arts Education

Getty Images

Just like after-school sports programs allow students to learn skills not necessarily taught in the classroom, like teamwork and self-discipline, the arts provide students with broad opportunities for growth outside of strictly academic pursuits.

Your child’s art class involves a lot more than just the Crayola marker scribble-scrabble that will end up hanging on your refrigerator.

“Good arts education is not about the product,” says Jamie Kasper, director of the Arts Education Partnership and a former music teacher. “It is about the process of learning.”

Policymakers, school administrators and parents alike may overlook the significance of arts education, but these programs can be a crucial component of your child’s school life. Whether they're practicing lines for a school play or cutting up magazine scraps for a collage, children can use art to tap into their creative side and hone skills that might not be the focus of other content areas, including communication, fine motor skills and emotional intelligence.

“Sometimes folks who are not involved in the arts focus on the product without realizing that that is not the most important part of what we do,” Kasper says.

While arts programs often fall victim to budget cuts, they can be an important contributor to students' overall success at school. Arts education can help kids:

• Engage with school and reduce stress.
• Develop social-emotional and interpersonal skills.
• Enrich their experiences.
• Handle constructive criticism.
• Bolster academic achievement.
• Improve focus.

Engage With School and Reduce Stress

Kasper says she often hears from other educators that art programs are one of the main factors that motivate children to come to school.

"If they don't want to come to school, you're never going to get them," she says. "So why wouldn't you do that thing that makes them want to come to school, that also teaches them these really great skills?"

Michelle Schroeder, the president of the New York State Art Teachers Association and a high school animation teacher, seconds this. She says the arts allow students an opportunity to have fun throughout the day without having to worry so much about the stressors of other content areas. And this is backed by research, too – some studies have shown that the arts, from drama to dance , can have therapeutic effects.

"It's that part of their day where they can have fun and just play with materials, and really not have to worry about the answers on their tests," Schroeder says.

Develop Social-Emotional and Interpersonal Skills

Participating in arts programs – particularly those that focus on more collaborative forms like theater and music – is a good way for students to sharpen their communication and social-emotional skills, experts say.

Camille Farrington, managing director and senior research associate at the University of Chicago Consortium on School Research, says art classes offer students opportunities to interact with their fellow students in a constructive and creative manner, a process that fuels their social and emotional development. For example, one study published in the Journal of Primary Prevention found that students in low-income schools who participated in an after-school dance program tended to experience heightened self-esteem and social skills.

Building those skills is more important than ever after the isolation of the COVID-19 pandemic, says Denise Grail Brandenburg, arts education specialist and team lead at the National Endowment for the Arts. “Arts education can support the social and emotional learning needs of students," Brandenburg wrote in an email, "including helping students learn to manage their emotions and have compassion for others.”

Kasper also says that even with somewhat solitary artistic endeavors like painting or drawing, the act of perfecting one’s technique allows students to come up with creative ways to express and communicate their viewpoints.

“You teach the fundamentals of making the art ... – your instrument, your voice, your body in motion, painting, sculpture, whatever it is – so that students can then take those skills and use them to communicate more effectively,” she says.

Enrich Their Experiences

Human beings have practiced various art forms to express themselves since the dawn of their existence.

“Art immensely improves and enriches the lives of young people,” Farrington says. “It's a core part of being a human being and human history and culture.”

For kids in low-income neighborhoods, where residents may have less access to art and cultural resources that can improve quality of life , school arts programs are especially important. An analysis from the National Endowment for the Arts, drawing on data from four longitudinal studies, found that students with high levels of arts involvement had more positive outcomes in a variety of areas, from high school graduation rates to civic participation.

Just like after-school sports programs allow students to learn skills not necessarily taught in the classroom, like teamwork and self-discipline, Farrington says the arts provide students with broad opportunities for growth outside of strictly academic pursuits.

"One of the things that's really critical to young people of all ages ... is the opportunity to explore a wide variety of different kinds of activities," Farrington says. "Some of them are going to gravitate to one thing, and some are going to gravitate to another thing, but they can't gravitate to them if they've never experienced them."

Handle Constructive Criticism

Unlike many other school subjects, in which questions often have one specific answer, the arts allow for students to come up with a nearly unlimited variety of final products. This means that art teachers often give feedback a little bit differently, particularly with older students.

“They're teaching something and then immediately asking students to demonstrate that skill in a really authentic way, which is different from going to teach something and three months later giving students a test,” Kasper says.

Schroeder says that art teachers typically provide their students with highly individualized, constructive criticism. This allows students to learn how to gracefully receive a critique and respond to it, she says, explaining how and why they developed the artwork that they did.

“In so much of their careers and their future, people are either going to criticize or they're going to suggest improvements, and our students need to become comfortable with receiving feedback from other people,” she says. “So many experiences that they’ll have in an art classroom give them the opportunity to feel what it’s like to have someone question them. There's so much dialogue that happens in the classroom.”

Bolster Academic Achievement

While Farrington says that making art for art’s sake ought to be sufficient justification for school arts programs, research has also shown that arts education can lead to academic gains.

For example, a 2005 study on the impact of a comprehensive arts curriculum in Columbus, Ohio, public schools found that students with the arts program scored higher on statewide tests in math, science and citizenship than students from control schools. This effect was even greater for students from low-income schools. In the NEA analysis, socially and economically disadvantaged children with significant arts education had better academic outcomes – including higher grades and test scores and higher rates of graduation and college enrollment – than their peers without arts involvement.

Different disciplines also provide their own specific cognitive benefits – for example, participating in dance has been shown to sharpen young children's spatial awareness , while making music can help students develop their working memory .

Improve Focus

In addition to the specific benefits of each individual art practice, Kasper says that across the board, the arts are a good way for students to learn impulse control.

Intuitively, it makes sense that the act of concentrating in order to perfect one's craft can help an individual develop the ability to focus closely on other things as well. Research has shown that training in the arts also helps students hone their ability to pay closer attention and practice self-control. In 2009, researchers at the Dana Foundation , which funds neuroscience research and programming, posited based on multiple studies that training in the arts stimulates and strengthens the brain's attention system.

"That's something that I think we forget that kids have to learn," Kasper says.

See the 2022 Best Public High Schools

Tags: public schools , parenting , K-12 education , art

2025 Best Colleges

Search for your perfect fit with the U.S. News rankings of colleges and universities.

Popular Stories

Best Colleges

College Admissions Playbook

You May Also Like

What is a montessori school.

Rhonda Franz and Andrew Warner June 4, 2024

Choosing a High School: What to Consider

Cole Claybourn April 23, 2024

Metro Areas With Top-Ranked High Schools

A.R. Cabral April 23, 2024

Map: Top 100 Public High Schools

Sarah Wood and Cole Claybourn April 23, 2024

States With Highest Test Scores

Sarah Wood April 23, 2024

U.S. News Releases High School Rankings

Explore the 2024 Best STEM High Schools

Nathan Hellman April 22, 2024

See the 2024 Best Public High Schools

Joshua Welling April 22, 2024

Ways Students Can Spend Spring Break

Anayat Durrani March 6, 2024

Attending an Online High School

Cole Claybourn Feb. 20, 2024

136 Irving Street Cambridge, MA 02138

The Values of Arts Education

Arts education builds well-rounded individuals, arts education broadens our understanding of and appreciation for other cultures and histories, arts education supports social and emotional development, arts education builds empathy, reduces intolerance, and generates acceptance of others, arts education improves school engagement and culture, arts education develops valuable life and career skills, arts education strengthens community and civic engagement.

Arts education plays a vital role in the personal and professional development of citizens and, more broadly, the economic growth and social sustainability of communities. Its loss or diminution from the system would be incalculable. And yet, despite widespread support from parents and the general public, arts education still struggles to be prioritized by decision-makers. We believe one reason the arts are not prioritized stems from a disconnect between the perceived value of the arts and the real benefits experienced by students. We often heard in our outreach that the arts are misunderstood; one listening-session participant, a leader in arts education advocacy, noted that “decision-makers may have a flawed vision of what arts learning is in their heads, and they make decisions based on that vision.”

To remedy this, in this section we document the important attributes, values, and skills that come from arts education. We argue that arts education:

• Builds well-rounded individuals;
• Broadens our understanding and appreciation of other cultures and histories;
• Supports social and emotional development;
• Builds empathy, reduces intolerance, and generates acceptance of others;
• Improves school engagement and culture;
• Develops valuable life and career skills; and
• Strengthens community and civic engagement.

Many of these social and emotional benefits are intertwined with the priorities facing our school systems as we recover from the pandemic. These themes are enriched by a broad collection of voices—students, parents, arts educators, artists, and others—who told us about their experiences with arts education and how they have benefited.

“Though I personally have enjoyed and benefited tremendously from arts education, it is in my role as parent that I see most poignantly the power of arts education. I have seen my children think, feel, and connect through the arts in ways exponentially more powerful than they could without. When we moved to a community which did not support art education . . . I not only saw my own children struggle socially, emotionally, and academically; but also saw the devastating effects on the youth community. I am delighted now, in a new community, to see my children perform in musical and theatrical productions as well as to develop habits of inquiry, resourcefulness, and persistence through visual art. These experiences overshadow the toll that lack of arts opportunities took. Yet I grieve for those who do not have such access.”

—erin, parent, camdenton, missouri.

Similar to math, science, or history, the arts are a way of knowing and understanding the world and the complexity of human experience. Arts education builds an appreciation for the arts, and provides students with an introduction to artistic disciplines, techniques, and major movements that serves as a foundation for lifelong engagement. As such, the arts should not be viewed as a frill or subservient to other disciplines. Knowledge of the Renaissance, the Harlem Renaissance, pottery crafting techniques, or the fundamentals of perspective and design holds no less value than knowing the chemical formula for photosynthesis or how to calculate the circumference of a circle. And for many, it will mean much more. Indeed, research from the National Endowment for the Arts ( NEA ) found that childhood arts exposure is the number one predictor of arts participation as an adult. 37 Without that exposure, this window to the world remains hidden.

“I married a humanities professor, poet, and semiprofessional musician who had been saved by music as a child and had the opportunity to grow up playing in the Cleveland Symphony Orchestra. This of course meant that our house has been filled with music and musicians forever. . . . When it came time for our children to play instruments, my husband steered them toward instruments that would complete his future jazz trio. He was still on the trumpet, my son emerged as the piano player, and my daughter was on the upright bass. When they were small, they would pretend or struggle through, but last year before my husband Greg died unexpectedly, there they were playing “All Blues” by Miles Davis in the trio he envisioned. When they are feeling down or need to remember him, they go back to their instruments without prompting and just play. . . . [Art] becomes a means to connect and remember.”

— dr. maria trent, physician-scientist, maryland.

• 37 Rabkin and Hedberg, Arts Education in America .

Alongside the deeper insights into the world that can come from the arts, they also provide a vital link to the past. Art spans time and space and opens a window into experiences distant from us. From the cave paintings of Lascaux to Hokusai’s The Great Wave to Lin Manuel Miranda’s Hamilton , the arts document the richness of human history, preserved for future generations to contemplate and build upon. Arts education uniquely gives students the opportunity to engage with the past in a way that brings history to life and goes beyond textbooks. Expanding the curriculum beyond the Western-centric canon furthers these opportunities for deeper understanding and appreciation across cultures. Research shows that arts education not only increases historical knowledge but also historical empathy, opening up a deep understanding of what it was like to live in different times and places. 38

Art can also offer a way to preserve the cultural heritage of marginalized communities by engaging communities whose histories and culture have been suppressed or forgotten. Jamaica Osorio, an artist and scholar, told us that in her Hawaiian immersion school, arts were deeply integrated:

“So, when we studied literature, we studied these ancient mo‘olelo —these stories, histories, and literatures, and these songs of our kūpuna —of our ancestors—and that was the primary document. . . . I’ve devoted my life to the study of Hawaiian literature and, in particular, literature in Hawaiian, and have devoted my work to trying to represent these texts through poetry in a way that will be relevant and resonant with the people of my generation, who may feel—for whatever reason—distanced or disconnected from that archive.”

At every stage and in every school, the connections the arts open to the past can help deepen a child’s understanding of the world.

“The art classroom is a perfect place to introduce students to a world beyond their own. Through art-historical experiences, students can connect past and present events, realize that history is explored and experienced through art, and appreciate the struggles and triumphs of times they have not lived through.”

—jessica, visual arts educator, altoona, pa.

• 38 Brian Kisida, Laura Goodwin, and Daniel H. Bowen, “ Teaching History through Theater: The Effects of Arts Integration on Students’ Knowledge and Attitudes ,” AERA Open , January 2020; and Greene, Kisida, and Bowen, “Educational Value of Field Trips.”

Arts education is also a key ingredient in social and emotional learning, a growing priority for education policy-makers over the past decade. 39 The arts facilitate personal and emotional growth by providing opportunities for students to reflect on who they are and who they want to be. Artistic works expose students to deep personal perspectives and intimate experiences, and through these experiences students find new ways to see themselves and their role in the world. It is not surprising that many adults can reference key pieces of literature, poetry, and other artworks that have helped define who they are.

Similarly, the process of making art necessitates the formation of one’s own perspective. The need to then share that perspective gives students space to form and refine their own voice. Different arts disciplines provide distinct opportunities for students to learn to express themselves. For instance, Irishia Hubbard, a dance teacher with the Turnaround Arts Network in Santa Ana, California, works with middle school students (grades 6–8) on the dance team. After journaling and talking about experiences of immigration and borders, her students produce, rehearse, and perform a dance exploring those feelings. Ashley, an eighth-grade student, described the experience, observing that “this dance means a lot to me, because at one point in my life I was separated from my brother and my dad.” Stephanie Phillips, the Santa Ana superintendent, added, “they have absolutely blossomed, as performers, but also as expressive advocates of themselves; they are now talking about things that are of concern to them and learning to express them, not only artistically, but in simple terms of how to have collaborative and very constructive conversation.” Chiamaka, an eleventh-grader from North Carolina who shared her perspective with us, stated simply that art “has given me a voice.”

Carly, a twelfth-grader with cerebral palsy from New Mexico, told us that arts education helped her “step outside of my comfort zone.” Finding a place in theater gave her a place to be seen:

“I’ve had a lot of people tell me . . . that they wouldn’t cast me, that they wouldn’t do it, it would be too hard on me, and they basically didn’t want to risk it. And then I finally found a director who gave me my first lead role, and just being up there and realizing that everybody’s looking at me and they’re not just seeing a disability, they’re seeing me expressing myself in the way I loved. I just never wanted them to stop seeing me that way.”

“It is not an overstatement to say the arts saved my life. My arts education, particularly in high school, centered on vocal music, forensic theater, and traditional performance theater. Each of these inherently came with a community of people who—while all similar—taught one another to see the world through myriad eyes. I gained a siblinghood who provided creative and constructive outlets for the breadth of human emotion; I learned what it meant to be an ally; I gained the confidence to be myself and the assurance that ‘myself’ is exactly who the world needs me to be.”

—lynnea, arts administrator, suburban tennessee.

• 39 The Collaborative for Academic, Social, and Emotional Learning is one key instance of this. They define social and emotional learning as “the process through which all young people and adults acquire and apply the knowledge, skills and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions” ( https://casel.org/what-is-sel/ ).

The arts have long had a role in bending the arc of history toward justice. Just as the arts help us better understand ourselves, they also improve our ability to empathize with others. As Mary Anne Carter, the twelfth chair of the NEA recently noted, “The arts are a powerful antidote against bigotry and hate. The arts can build bridges, promote tolerance, and heal social divisions.” 40 We have all witnessed the power of the arts to promote understanding, from the ability of plays like Angels in America to challenge how audiences saw AIDS , to the unifying role that music played in the Civil Rights Movement.

Arts education exposes students to a greater diversity of opinions and ideas. This in turn can challenge preconceived notions of others and build greater empathy and acceptance. A growing body of research confirms the power of arts education to contribute to these prosocial behaviors. 41 For instance, research in California public schools revealed that drama activities prompted students to take on different perspectives through interpreting a character’s motivation. 42 Loie, an eighth-grade student from Winston-Salem, North Carolina, told us that through her experiences with arts courses, “I’m able to express my opinions and be open to other people’s opinions. . . . I can look at their experience and learn from it. . . . There’s different ways of looking at things.”

“Effectively communicating that we understand what another person is feeling is one of the greatest gifts we can give to another human being . . . from listening to even just a single movement of music by a classical composer . . . abstract, wordless music can transcend time and ethnicity in its ability to communicate the full depth of human emotion.”

— george, teaching artist (music), bedminster, nj.

• 40 “#WednesdayMotivation,” June 24, 2020, #WednesdayMotivation: Mary Anne Carter on the Power of the Arts, National Endowment for the Arts.
• 41 Sara Konrath and Brian Kisida, “Does Arts Engagement Increase Empathy and Prosocial Behavior? A Review of the Literature,” in Engagement in the City: How Arts and Culture Impact Development in Urban Areas , ed. Leigh N. Hersey and Bryna Bobick (Lanham, Md.: Lexington Books, 2021).
• 42 Liane Brouillette, “ How the Arts Help Children to Create Healthy Social Scripts: Exploring the Perceptions of Elementary Teachers ,” Arts Education Policy Review 111 (1) (2009): 20–21.

In a perfect world, students would enthusiastically look forward to coming to school. Educators are continually searching for ways to excite students about learning, combat chronic absenteeism, and curb the dropout rate. Engaging students in their own learning process is not only important for the time they spend in school but is essential to inculcating a lifelong love of learning and discovery.

Arts education is particularly well-suited to combat complacent attitudes toward learning. Indeed, research finds that students enrolled in arts courses have improved attendance, and the effects are larger for students with a history of chronic absenteeism. 43 Related research finds that arts learning generates spaces “full of student passion and apprenticeship style learning.” 44 The arts provide students a sense of ownership and agency over their own education. Students who enroll in a theater class, for example, gain a sense of purpose as they work toward opening night, and they build a community with their peers and teachers as they work together toward a common goal. Alex, an arts educator from Chicago, illustrated it this way:

“I believe that it is imperative for students to have voice and choice in their learning . . . students are more invested and take more risks when they create from the point of what is personal or important to them. . . . When students discover an idea or medium that speaks to them, they become more invested in learning and creating.”

Arts education also improves school engagement by providing different ways of accessing educational content. In a nation with over 50 million K –12 students, schools need a broad set of entry points for students to discover what kinds of learning environments work best for them. Jessica, a visual arts educator from Altoona, Pennsylvania, told us, “Students who may be low achievers in the academic classroom are some of my highest functioning students in the art room. . . . Everyone has strengths and everyone has weaknesses.” Not all students learn the same way, and art offers students with different learning styles another mechanism by which to absorb content and ideas. Jensen, an eleventh-grader from Washington state, told us, “from taking art classes I learned that having a different pace or approach to things is okay, and everyone learns and makes things in their own way. And that really helped with my self-esteem in school and outside of school.”

“I really disliked school and thought it was an incredible waste of time and looked forward to turning sixteen so that I could drop out like my Dad had done. The one thing that kept me in school was that I really loved band. I couldn’t see myself leaving the band behind, and so I stayed in school and even went to college. Not as a music major, but I continued to play in the College Marching and Concert bands. Now I work in Arts Education and hope that the artists we send to perform in schools and teach workshops are finding the students who are bored and dislike school and are giving them a reason to stay.”

—donnajean, arts educator, kendall park, nj.

Finally, the collaborative nature of the arts can build strong bonds among students, teachers, and parents, thus contributing to a more positive school culture. Teachers in schools with higher levels of arts education report greater parental involvement. 45 Erin, the parent from Missouri, relayed this compelling story about her children:

“This year [2020] was, as was the case for most of us around the world, a particularly tough year. My children were uncharacteristically seized with anxiety and dread about returning to school. One child in particular, typically a bright and eager student, despaired the return. It was not her friends but her art teachers—and the experiences they collaboratively created—that completely turned her attitude around. For that, I am forever grateful; for in the midst of dread and despair, art helps us to meet and support one another.”

“I grew up in a dysfunctional family . . . and I wrote about all the loss and damage of growing up in a dysfunctional family—the abuse and the neglect. And when I was a senior in high school, the very last thing that happened before I graduated was someone turned in one of my poems, and it won the poetry contest for the [school’s literary magazine]. It was profound. I wasn’t this zero nothing, and my work had merit. And it planted a seed that really navigated the rest of my life. . . . That little measure of recognition really formed everything, and I’m so grateful for everybody that made that literary magazine exist in this enormous high school. There were lots of sports and lots of clubs and that tiny literary magazine was, I assume for other writers like me, a life raft—a lifesaving raft.”

—mary agnes antonopoulos, copywriter, monroe, ny.

• 43 Bowen and Kisida, The Arts Advantage .
• 44 Jal Mehta, “ Schools Already Have Good Learning, Just Not Where You Think ,” Education Week , February 8, 2017.
• 45 Bowen and Kisida, The Arts Advantage .

Arts education also imparts valuable skills that will serve students in their lives and careers: observation, problem-solving, innovation, and critical thinking. 46 Participating in the arts can also improve communication skills, generate self-esteem, teach collaboration, and increase confidence. Such skills are valuable to artists and non-artists alike. For those interested in careers in the arts, from musicians to music producers, fine artists to graphic designers, arts courses provide an opportunity for career exploration and a foundation for career choices.

“Arts education played an important role in developing my skills and preparing me for that dreadful thing we call ‘adulthood.’ This may be cliche, but it’s true when I say it’s taught me important life skills such as thinking outside the box, being able to adapt quickly to situations, developing that camaraderie with people, and being comfortable in my own skin. Improv is definitely something I benefited from in my arts education. The number one rule of improv is to never say no but always say, ‘Yes, and. . . .’ That’s proven to be key to my success in life—personally and professionally. My arts education taught me how to be confident . . . flexible, creative, how to be a team player, and when to listen and talk. I can’t say for certain if I’d be as successful in my personal or professional development without my arts education, and I certainly appreciate what it’s done for me and don’t take it for granted.”

—aaron kubey, director of artistic sign language, washington, d.c..

Moreover, specific skills covered through arts education directly affect a broad swath of careers outside the core arts careers. Stephanie, an arts educator in suburban California, told us that her main goal in teaching art is “developing creativity and innovation.” From the interior designer relying on color theory to the architect who uses 3 D software to the engineer who incorporates elements of design, the skills embodied in arts education have wide applications. Jensen, an eleventh-grader who had studied at a specialized arts school and wants to pursue a career in medicine, told us, “a lot of the things I learned are skills I would use interacting with people and the world around me, and not just a sheet of paper or something that’s on my computer.” The far-reaching benefits of arts education include work ethic and resilience. As Jade Elyssa A. Rivera, who works in arts education policy and advocacy in California, shared, “The arts were an essential part of my upbringing. It is where I learned the meaning of hard work. It is where I learned that, even in the face of systemic injustices, my dreams are achievable. It is where I learned that, if I just roll up my sleeves and do the work, anything is possible.”

“While I continued to love art and teaching, in 2015 I made a drastic career shift and left the field of education. I found myself working in the private sector for a large retailer doing ISD [instructional systems design] work . . . thinking this would be a new path. While it did end up being a new path, it wasn’t as far from my background as I thought it would be. It was only a few months into this work that I found myself applying for and being accepted for a role based on the fine arts and education background I had been pursuing previously. While it was applied in a corporate sense, I was given the opportunity to photograph, film, and design training for retail employees directly applying principles I had learned throughout my arts education and career for an entirely new and unique audience. Beyond aesthetics and design, I’ve been able to apply the critical thinking skills, view problems from multiple sides, draft ideas, and quickly revise or shift. Many of these were formed through learning about art. . . . Without art and its impact on my life, I would not have the perspective, experiences, or career I do today.”

—ian, former arts educator, arkansas.

• 46 NGA Center for Best Practices, The Impact of Arts Education on Workforce Preparation (Washington, D.C.: National Governors Association, May 2002).

Finally, arts education can lead to socially empowered and civically engaged youths and adults. Equipped with the knowledge, habits, values, and skills provided through arts education, students are well-prepared to promote democratic values and contribute to the health of our economy and culture. 47 Arts education experiences offer community and civic contributions with the potential for positive transformations. For example, Grace, an arts educator in Lake Arrowhead, California, described how, “Over the course of my 27 years of teaching art I have promoted community and civic engagement with schoolwide murals on and off campus.”

Strengthening and valuing communities through the arts also occurs through collaborations between schools and communities. Leslie Imse, a music educator and chair of the Farmington Public Schools K -12 music department, living in Simsbury, Connecticut, shared an example of her school’s engagement with seniors in their community: 48

“In addition to performing at our school concerts, student musicians perform regularly in their school and town community. After the 2008 recession, the music department realized that the population that was hurting the most were the senior citizens in our community. We created a new event for the senior citizens, bringing them to our school cafeteria for a free meal and ‘a show.’ It was so popular in town that we annually have one ‘Senior Citizen Cafe’ in the fall and one in the spring. The relationships that students have made with the senior citizens are meaningful, as our musicians not only prepare music for the older generation but also wait tables and converse with the seniors. . . . This is one of the many service activities that the music department connects with the community.”

Arts education also provides opportunities for students to engage with current events both close to the lives of students and far away. For instance, at Clarence Edwards Middle School in Boston, the eighth-grade visual arts class run by Shari Malgieri follows the news—international, national, and popular—over the entire year and then collaborates on a comprehensive mural about the year as seen by the students. 49

“As a person who facilitates arts-in-education residencies, I’ve watched people of all ages benefit from the arts. . . . I’ve seen teenagers weld beautiful fish from trash they cleaned from a stream to educate the public about the ways pollution threatens wildlife, and heard them say how meaningful it is to know that their work will make a difference. I’ve watched the joy on the faces of folks with intellectual disabilities as they crafted panels for a group quilt that would go on a city-wide tour. . . . Nearly every day of my working life is an encounter with the ways arts in education pulls people together, ignites change (both personal and social), and gives life to deep and lasting happiness.”

—marci, arts facilitator, lancaster, pa.

These aspects of community and civic engagement, in concert with the other benefits of arts education, prepare students to become effective citizens who are socially empowered and civilly engaged adults, equipped with the tools to contribute their own voices to the ever-evolving story of America. As Amanda Gorman, the nation’s first youth poet laureate, expressed, “All art is political. The decision to create, the artistic choice to have a voice, the choice to be heard, is the most political act of all.” 50 How we respond to the deficit in arts education in America—how we prepare our future leaders to refine and use their own voices—will help define our course for generations to come.  

• 47 Arts education can also serve as a prevention, intervention, transition, and healing experience for students in the juvenile justice system, where barriers to arts engagement often exist. The Education Commission of the States suggests expanding the arts for incarcerated youth, who disproportionately lack access when removed from their communities and schools. Education Commission of the States, Engaging the Arts across the Juvenile Justice System (Denver: Education Commission of the States, April 2020).
• 48 Many other types of intergenerational arts programs exist that provide opportunities for participants from different generations to develop positive reciprocal relationships. These interactions begin to break down existing stereotypes of ageism and offer a pathway to healthy aging and meaningful community relationships. Intergenerational public schools in Cleveland, Ohio, have been in operation since 2000 and emphasize the importance of experience and relationship-based learning. Adults and elders volunteer at schools, where they engage with young people through the arts and other learning opportunities. Examples of such intergenerational arts projects span multiple disciplines, including theatre (see, for example, Richard Chin, “ This ‘Peter Pan’ Production Truly Is Ageless ,” NextAvenue , April 8, 2016), visual art, and ecology (for example, “ Students’ Concerns for Nature Featured in Art Show ,” Sauk Trail Wolves , n.d.). Many other resources are located on the Generations United website , a national organization that fosters intergenerational learning relationships, linking schools with elders in a variety of sites across the country.
• 49 David Farbman, Dennie Palmer Wolf, and Diane Sherlock, Advancing Arts Education through an Expanded School Day: Lessons from Five Schools (Boston: National Center on Time and Learning, June 2013), 19–31.
• 50 Carren Jao, “ Poetry Is Political: Amanda Gorman’s America ,” KCET , January 20, 2021.

Talking Point

Why study art?

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

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

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

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

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

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

Why is it important to study art?

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

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

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

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

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

What are art lessons like? What do you learn?

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

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

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

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

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

Tate champions art in schools

ASSEMBLY at Tate Modern © Tate

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

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

Research at Tate

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

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

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

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

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

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

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

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

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

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

Is art good for society and communities generally?

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

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

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

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

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

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

Tate Collective

Tate Collective is for young people aged 15 to 25 years old. Its aim is to facilitate new young audiences in creating, experimenting and engaging in our galleries and online with Tate's collection and exhibitions.

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

I love art – but can it be a career?

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

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

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

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

Working at Tate

Find out about working at Tate including how to apply, current jobs or vacancies and what we do

Art School Debate

Battling about where to study art or whether it's a good idea? Get a second opinion from those in the know...

Explore more

Student resources.

From GCSE and A level exam help and advice on applying for art school, to fun resources you can use when you visit our galleries.

Play, make and explore on Tate Kids