Preserve Arts Education in Public Schools

Difficult budget times for public schools in America are challenging school boards and officials to make significant cuts for educational programs and personnel. There appears to be no single or easy solution available to school administrators when it comes time to sit down and decide what public education can live with or without in future budget years. The challenges we face about funding the specific personnel and specialized programs embedded in our public schools are a subject of much thought and deliberation in board meetings across the country.

During the process for producing a balanced budget at the local school level administrators are typically confronted with identifying increasingly larger expenditures for cost reductions. It becomes very tempting to target one or two specific programs as areas of large cost savings in order to resolve the dilemma of producing a balanced budget. This approach is expeditious and often produces unintended negative consequences. It is much more difficult work to analyze the impact of every singular budget item and then spread these cost savings across many areas contained in local budgets.

Programs that appear to be particularly at risk for targeted budget cuts are those associated with the Fine and Performing Arts: vocal and instrumental music, orchestra, drama, dance, and an array of visual arts courses. These offerings in the Humanities are valuable to the totality of the whole school experience, but in reality are generally perceived to be supplemental to the core curriculum. In fact the fine and performing arts are a critical and necessary component of a comprehensive American education and must remain accessible to the youth of our communities. In order to preserve the arts in our public schools decision makers first must become aware of how the arts impact our human development and second, become convinced that the arts are a worthy investment.

Art and music have been part of mankind from the very beginning of time. Since nomadic peoples first sang and danced in early rituals, since hunters first painted their quarry on the walls of caves, since parents first acted out the stories of heroes for their children, the arts have described, defined, and deepened the human experience. Across the bridge of time, all people have demonstrated an abiding need to construct meaning, in order to connect time and space, body and spirit, intellect and emotion. People have for generations created art to make connections to life, to explain the seemingly unexplainable phenomena, to express joy, wonder, gratitude, or sorrow. The arts are perhaps one of humanity’s deepest rivers of continuity serving as the link that connects each new generation with the one before.

The arts are everywhere in our lives, adding depth and dimension to our personal space and environment. For example music and art have become a powerful economic force in the global economy of the twenty-first century. From the visual creativity of fashion to the designs that comprise every manufactured product, to the richness of traditional and contemporary architecture, to the performance and entertainment industry, the arts have grown into multi-billion dollar enterprises. At an intrinsic level, the arts are each society’s gift to itself, linking hope to memory, inspiring courage, enriching our celebrations, and making our tragedies bearable.

Music and art bring us face to face with ourselves and with what we sense lies beyond ourselves. The arts are an inseparable part of the entire human journey. If civilization is to continue to be both dynamic and nurturing, its success will ultimately depend on how well we develop the intellectual capacities of our children. All students deserve access to the richness and broad understanding that the arts provide, regardless of their background, talents, or even limitations. In an increasingly technological environment the ability to perceive, interpret, understand, reflect, and evaluate artistic and aesthetic forms of expression is critical to the construction of the individual self and one’s overall contribution to life.

Arts education has emerged as an equal partner in the continuing effort to provide our children with a world-class education. The future role of music and arts programs in America’s public schools depends primarily upon school administrators and boards of educations who must jointly understand the totality of the academic value and aesthetic merits of supporting such programs. Finally, one must not forget the interconnectedness that arts education has to the comprehensive curriculum as a whole, and to the integration of the arts into the well-balanced contemporary society we experience and contribute to as American citizens.

To deprive a generation of fine and performing arts experiences for our children and youth due to the expediency and convenience of large budget cuts would not only be counterproductive but immoral. Each generation that enters the world is integrated by the universal language and appeal of art and music. The arts are the most powerful force for creating a world filled with humanity, compassion, understanding, and mutual respect for the talents that each of us intrinsically possesses as human beings. The contribution that arts education brings to the students of our public schools must not be underestimated and should be preserved in order to ensure the quality and richness of life in contemporary society.