Why High Schools Need the Arts - note roles of imagination and critical thinking in dance, music, painting. In art there is always a created entity that did not exist before the artist painted, assembled, sculpted, danced or wrote.
Betty Blayton-Taylor, artist and founder of Children's Art Carnival in Harlem, described art-making as "turning our thinking into two things." And whether the resulting “thing” can be seen, heard, touched, seen, or even just talked about, the tangible product that inspires and accomplishes the artistic process—the product conceived and constructed by the art maker—has either been conceived or actually exists. In short, most non-art class assignments leave little room for imaginative alternatives or personal statements. Learning how to apply assumptions and theorems in the scientific method and solving geometric proofs is obviously very important for students. However, in the expression or demonstration of that learning, we see a fundamental difference from the learning of art. Personal subjectivity is realizing your ability to do more than that. You can make the "what ifs" happen, make a difference, and make "important." On the great journey from childhood to adulthood, these two facilities are paramount: imagining a future determined by your decisions and actions, and confidence in your ability to influence these ends. Art is a class in which you think for yourself, without people telling you what to do. In other classes, like geometry and science, you're locked into the curriculum your teacher chooses and you can't. nothing about it. In a way, it is a dictatorship. "I have this stuff to teach you, I'm going to force it on you, and you can't do anything about it. Learn or fail," that's the attitude I get in every academic class except art. Music plays and students work at their own pace, not artificial deadlines imposed by teachers. Although this approach is not without risks, most students enjoy the freedom to deal with situations. The arts provide students with the opportunity to create something new, and in the act of making to think beyond boundaries and lines, as well as to acknowledge their own power to do so. Michael explains, "Flexible boundaries between making and viewing art are important to young people's developing minds. It forces them to think differently and be critical thinkers." Critical thinking is essential to the process of making good decisions. But it takes confidence to see things beyond the given, the box, and everyday requirements. Art liberates the mind and heart and, most importantly, awakens the possibility of student thinking that asserts individual potential, subjectivity or power. Making something of one's own creation ("doing whatever you want") in an art classroom environment is both academic and cognitive freedom. Maxine Greene taught students about the power of art to awaken a new understanding of their personal and shared worlds and see themselves as agents of change. From the artwork itself to the issues of making and informing appreciation, art classrooms are characterized by human connection and individualized attention. We know from recent successes in reducing dropout rates in several states that parental and tutor involvement, a listening ear and supportive strategies can make a huge difference for students at risk of dropping out of school. Research has shown that of all after-school activities, students with the highest risk of failure across multiple variables choose an arts education center and will benefit the most from art production and performance as well as life skills. We must embrace in our schools the beliefs and practices that permeate arts education beyond school walls. An arts-inclusive high school that provides opportunities for students to create and understand works of art sets the stage for dedication and engagement in all subjects, as well as the courage and perseverance needed to stay in school. Community arts educators believe that arts learning can save the lives of youth who face risks such as low expectations, poverty, disease, and racial and gender identity differences.
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