Education and the Arts: Educating Every Child in the Spirit of Inquiry and Joy

Abstract

This paper explores the political and social forces that have led to the well-documented narrowing of the curriculum, squeezing out arts programming in schools. While not intended to be an exhaustive literature review, this work highlights important findings that correlate arts learning with biological changes as well as cognitive and academic advantages. Further, it explores how the arts may be the key to promoting twenty-first century skills of creative thinking and problemsolving. From this review, we hope that educators and policymakers will reconsider how arts education and arts-integrated learning can influence educational practices and policies.

Building an Empathetic Society

“…Previous studies that show the skills that art teaches our youth and how it allows them to practice those skills that help with becoming an involved citizen of the community (Siegesmund, 2013;Hyungsook, 2014;Leroux and Bernadska, 2014;Gielen, 2017;Prettyman and Gargarella, 2013). These studies bring up the hidden curriculum of art, the ways it teaches empathetic thinking, creative-critical thinking, and other things like character traits (Hannigan, 2018;Hardiman, 2016;Hyungsook, 2014;Hetland, Winner, Veenema, & Sheridan, 2013). One way to achieve art education that brings awareness to the students of art's potential is to teach socially engaging art (SEA) projects.…”

“…Meanwhile, John Dewey (1859Dewey ( -1932 believed that the arts were important in teaching critical thinking, active learning, and preparation for the real world (Hardiman, 2016). Vasco d'Agnese (2016) analyzed John Dewey's views on art education and how he viewed art as the most complete form of thinking.…”

“…This loss of utilitarianism of art during WW2 reduced the value of art classes to society (Efland, 1990). Hardiman (2016) argues that art was essential to schooling up until the Cold War, when it was cut from funding because the US tested lower in basic subjects than other countries.…”

“…However, there is more to the hidden curriculum of art than what Hetland, Winner, Veenema, and Sheridan discussed. Hardiman (2016) mentions that participating in the arts positively influences social and emotional skills. Some schools have arts integrated classes.…”

“…These classes enhance motivation and enjoyment in learning by using art in other academic classes. Hardiman (2016) initially found that fifth grade students in an arts integrated class were performing at the same level as their counterparts who were in regular classes. However, when testing the classes ten weeks later, Hardiman found that the arts integrated classes tested significantly better than the regular classes.…”