Amelia Jennings

Professor Van Spronsen

EDU 101
19 February 2015
Article Evaluation #1

An article published by Education Week, Arts Education Matters: We Know, We

Measured It,1 argues from an initial study for the need for greater research into integration of

the arts in education curriculums. According to the article, although the arts impact education,

sufficient research does not stand behind this claim because studies have focused on more

objective measurements like math and science. After conducting one study to look for connection

between student art experiences and interest in art, the writers found that the experience

engendered student interest. The article went to postulate how such experiences also broaden

cultural values and increase critical thinking skills. After expressing the need for more extensive

research into how arts might also affect general academic engagement in high school and

beyond, the article made the case that funding for such research must come from current arts

patrons to build the future of art patronage.

This article manifests a variety of philosophical influences. Evidence of these assumptions

appears in the qualities which the article presents as desirable. How would students benefit from

art? Through experience: they would view the arts, engage in them, and learn by paying attention

to detail while practicing critical thinking skills. And while the writers want to integrate the arts,

math and sciences do not disappear from curriculum entirely, rather, a more balanced approach

would benefit the student as a rational, observant being. These elements hark of Neo-scholastic

1 Arts Education Matters: We Know, We Measured It, by Jay P. Greene, Brian Kisida, Cari A. Bugulski,
Anne Kraybill, Collin Hitt, and Daniel H. Bowen, was published online at edweek.org on December 2, 2014.
themes, assuming that humans are rational and there should be a balance in observation and

mental exercise such as critical thinking.

Although arts study in this model is not strictly conservative, the intent of such practice

does seem to intend, to some degree, the preservation of a traditional value for the arts. Beyond

merely developing vocational skills, such an educational program would ultimately create

patrons of the arts and engender human qualities of empathy. Rather than value what merely

works, this values what engages in and promotes empathy for other cultures. Against the

pragmatic value for what works, or what gets people jobs when they grow up, this article stands

for a post-modern interest in engaging with other perspectives openly. It also seems to share the

perennialist view that education prepares students for real life and focuses on ethical

development.

If increased research resulted in more arts integration in curriculums, the educators jobs

would be to inspire students to be better humans and better thinkers. Within the writers

philosophy this may already be the teachers role, but even if that is the case, teachers would fill

that role specifically to lead students through art experiences. No longer would they merely

transmit information, but they would guide and provide tools for students so they can love the

arts. In this way, the role of the educator aligns more with pragmatism than conservative

philosophies, especially as they guide students to think critically in the changing world.

While this article appears to have several philosophical influences, several overarching

ideas emerge. First, experiential learning is of value for students, even if the positive results of

arts experiences cannot be measured in an objective way. Second, teachers have the task of

passing on a tradition of value for art, but in the role of guide and inspirer. Third, cultural

engagement is of value because it instills critical thinking skills and empathy for other cultures.