Zayon Valeria Zayon Professor Jennie Lundahl ENC 1102 25 April 2011 Art Programs Should Receive More

Funding The U.S. Government has often manipulated its people into becoming what they consider

the ideal citizen. They often suggest how we should function and it absolutely manifests in many different forms, from politics to education. Recently an outstanding issue that has begun debate is the decision to cut back on art programs in the education system. Federal Government officials began eliminating art programs claiming that they are not beneficial for students in the future. Vogl states At least in institutions of higher learning, in government, and in politics-there appears to be consensus that the arts are not useful to, let alone necessary for, good public policy. Candidates dont talk about it, politicians dont fund it, and leading schools dont teach it (44). To the government, art is nothing more than an invisible class. They label the arts as incompetent, unimportant, and a waste of time and money. It is evident enough of their negligence for art education that the government would prefer to fund other electives. When attempting to streamline budgets and expel all but the essentials, the arts are typically viewed as dispensable. Though physical education sometimes shares a similar perception, if choices are made between the two, the arts will almost always suffer (Manner 18). Manner's opinion directly correlates to the way the government is neglecting school's art programs with their only excuse being to prioritize the core subjects. The Federal Governments budget for art education also brings evidence of the little attention they give. Vogl emphasizes that A country like Britain spends $8 per captia on the arts,

Zayon the U.S. national average is about $1.10, and California, a national leader in art-related industries, slashed funding for the arts by 94% in 2003, reducing arts funding to just 3 cents per Californian (43). Not only is the budget cut unjustified but also unethical. How are students suppose to work

in art classes with no art materials? Its like having a reading class with no books. Sealey cites that some programs that are awarding grants to make up for losses in government funding (qtd. in Massie 115). It is unreasonable that art programs cannot depend on the government for financial support. Theres no problem in receiving support from groups, but it is the federal governments liability to support the students education. Obviously, the governments primary focus is to maintain and financially support the core subjects. There is still no need to eliminate the arts if it benefits students, which is why schools should provide more funding for art education. Research shows that many art classes help student improve academically. Regular classes that integrate with art, helps children provide art as a visual aide in order for them to understand the lesson better. Art education also helps children to value art and culture all around them. With art being exposed around the community, students will do what they can to participate. This motivates them to become active citizens in the future. Art education can offer an individual creativity, appreciation, and skill. The future generation will be rewarded from their abilities they have received through art education. This is why art educational programs should receive more funding for schools. Students improve academically when taking an art class. Art education stimulates creativity, with ingenuity, which allows students to find a logical way to solve problems. This helps them to find different methods for solutions. Gee explains that various studies asserting that learning in the arts improves reading, writing, and math skills has altered substantially the character of our justifications apropos to our contributions to the preparation of the next generation

Zayon of responsible, employable, successful adults (5). Not only is this currently helping students achieve to higher academic, but also helps them prepare for the future. When attempting to do art projects together in a group, it provokes teamwork. The

experience is essential. Many careers recently include co-workers working in teams in order to get stuff done. Gee endorses that several advocacy statements claim that the arts help with brain and skill development, such as art education stimulates creativity, builds communication skills, promotes teamwork, and engenders love of learning in all subject areas (5). The proficiency that is put while creating art, is fundamental for the students well being. Communication skills are a crucial factor in society. It is essential in businesses, schools, and even in a persons daily life. The fact that communication is used through art, shows a persons true creativity. Whether it is showing a new project line, teaching different methods to solve the circumference, or even planning out the next birthday party, the whole objective is getting the message through, which is something artists have gotten through their works. Guernica, by Pablo Picasso, has received many depictions, but, his intention was to show everyone what the world was going through. Through his art, he sent a message stating that the world was suffering, and this chaos must be put to an end. A prime example of communication skills used from art. The Federal Government puts a lot of effort in imitating the classrooms into what they will come across in their careers. They enforce rules, implement a uniform code, and give the core classes primary attention, just to prepare students for the future. Beyer, writing specifically about schools, contented that students are being indoctrinated into a system of domination that duplicates what they will encounter in the workplace (qtd. in Rademaker 26). This shows that the government will eradicate any class that doesnt go by their requirements. One of the first that will always go will be art since the government doesnt find it useful or beneficial to the students. On

Zayon the contrary, art classes are very useful for students. Gee concurs that students who study or participate in the arts score higher on standardized tests (5). While the government is trying its

very best to center on the principal subjects, doesnt necessarily mean that other subjects cant help children. Art education allows the students to work together with their peers, provokes communication skills, endorses participation, and stimulate creativity. Not only does this benefits the students academically, but also prepares them from what they will encounter in the future. Once the students finally start working, these skills will develop and it will almost become second nature to them. This is how art education benefits students academically and prepares them for the future. There is still a way that teachers can preserve the arts. Although, it doesnt require having a class devoted to art, this method still uses art to its fullest advantage. The technique is curriculum integration. With curriculum integration, teachers are required to use art in conjunction with other subjects. Teachers usually require art projects to help students understand the lesson, such as building an animal or plant cell for science, rather than just discussing about it. Integrated curriculum thus blends or combines art instruction with another subject area, and correlated art shows the mutual relationships between art and another subject area such as math (Brewer 31). For instance, art is used in math to provide students with a visual guide to use graphs, charts, and patterns. When art is used in correlation with other subjects, it is mainly used as an instrument. This is practical for students to understand the subject and use art as a visual aide. However, when art is used in an integrated class, it would be focused on the other subject rather than art itself. Hope argues that Most of these studies used visual art lessons as a vehicle for learning other academic disciplines. Studies primarily focused on learning objectives and content in other subjects first,

Zayon rather on art(qtd. in Brewer 34). Although art integration focuses more on the other subject, it

does help the student comprehend the subject better. Willet assists that the strategy of using art as a vehicle for teaching selected concepts appears to be an appropriate one to use to enhance learning (qtd. in Brewer 34). This proves that art is favorable towards students when used with other subjects. Many teachers assign different projects in correspondence with the subject they are instructing and art. In Geography and Cultural studies, it can be used to depict the art of several different Native American tribes and describe on how art connect with people that we have never met before. It can be used to explain how scientific illustrations help to explain important information. How important illustrations and photography in books and how it can be used to tell a story. (Manner 19). This demonstrates the different ways that art can help students enhance with their subjects by using several art methods through curriculum integration. With enough understanding of the arts, students would like a chance to experience it. Art exposure will give a chance for students to value the arts and find a way to contribute. Participation in a community is vital. With each person involving, it will allow the community to expand and provide more events in the future. Rademaker states that Many board members believe that exposure is important, and that with enough spotlighting of art events, the community will begin to participate in the arts, as audience members (30). Allowing students to participate in the community now will enable them to do the same in the future. The more frequent these events are, the more they would want to take part of it. According to GeeArt effects the individual as a person, the individual as a contributing member of society and the human community(4). If participating in art allows them to indentify themselves as individuals of society, then it will benefit building the community.

Zayon Valuing of the arts allows the students to use their experiences, knowledge, observational skills. Gee illustrates that to value the visual arts on their own terms means to place great worth on the knowledge, experience, meaning, and observational and manual skillsin short, ways of thinking and doing thatemerge from contemplation of and reactions to such stimuli (3). With each experience they encounter with art exposure students will be able to use each of these skills and improve their way of thinking. In accordance with Florida communities with a vibrant art culture, highly developed technology, and a large pool of creative talented people attract a wider diversity of citizens and a greater pool of creative talent from which businesses can draw (qtd. in Rademaker 26). Eventually, if students participate in these events frequently, they would improve on their skills more and more. They would also become an active citizen in the community. Art programs should receive more educational funding. Government officials are planning

to cut art programs because they find it, incompetent, unimportant, and a waste of time and money. They only want to primarily focus on the core subjects and duplicate a work environment that will allow students to know what they will encounter in the future. However, the federal government fails to see that art classes benefits the students in many different ways. It allows them to improve academically and give them several skills that they will use in the future. Art integrated with classes allows the students to understand the subject better by using a visual aide. Students that are being exposed by art in communities allows them to value the arts and enables them to participate in events around the community. The future generation needs a influential amount of creative people. Why should something so beneficial and personal be taken away from them? Works Cited Brewer, Thomas. "Intergrated Curriculum: What Benefit?" Art Education Policy Review 103.4 (2002): 31-36. Academic Onefile. Web. 11 Apr. 2011.

Zayon Gee, Constance. "Valuing the Arts on Their Own Terms? (Ceci N'est pas une pipe)." Art Education Policy Review 108.3 (2007): 3-10. Academic Onefile. Web. 6 Apr. 2011. Manner, Carol. "Art Throughout the Curriculum." Kappa Delta Pi Record 39.1 (2002): 17-19. Omnifile. Web. 4 Apr. 2011. Massie, Jill. "Debating Options for when the Arts Get the Squeeze." Teaching Artist Journal 2.2 (2004): 115-16. Academic Search Complete. Web. 14 Apr. 2011.

Rademaker, Linnea. "An Arts Advocacy Group Performs Community Arts Education: Community Development with Implications for K-12 Art Education Policymaking." Art Education Policy Review 108.3 (2007): 25-33. Academic Onefile. Web. 11 Apr. 2011. Vogl, Marc. "Memo to Tomorrow's Policy Makers: Let the Art In!" Kennedy School Review 7 (2007): 43-47. Academic Onefile. Web. 14 Apr. 2011.