Imagine a world without art. A world without vibrancy displayed in music, painting, or dance. A world consumed by calculations and superficial success. This drab visualization is a possible future for America. During my years in the education system I have noticed a division of interests that has created various issues for students. This division is between Arts Education and STEM, STEM is the collective of science, technology, engineering, and mathematics. Arts Education is an umbrella term that encompasses several preforming and visual arts. Arts Education includes, but is not limited to: dance, music, theater, drawing, painting, sculpture, etc. The emerging issue is centered on the need to choose between Arts Education and STEM, often as a result of economic issues resulting in less government funding for schools. Due to the fact that contemporary education is often reduced to career readiness, STEM has taken precedence over Arts Education. To call anyone “anti” Arts Education is a unique issue in this situation.  Most people opposed to the funding of Arts Education programs are not against art, rather very supportive of STEM due to its monetary value. Art is no stranger to criticism, and it’s worth is immeasurable in currency, which has led to a new wave of “pro” Arts Education advocacy. The public education system as a whole has been criticized for “killing creativity” through its rigid requirements. The elimination of Arts Education programs creates a lack of interest in school amongst students, squanders developmental opportunities, discourages creative thinking, and lessens cultural awareness amongst several other issues. Arts Education is an important developmental and cultural resource that cannot be replaced by STEM or forgotten altogether; therefore, government and public must work in tandem to preserve it. 

To begin, one of the most explored benefits of Art Education is its role in child development. Art courses are a staple of childhood education, often remembered as a much needed break from a routine day. Arts Education plays a role in physical, cognitive, and social development in grade school and beyond as shown in Child Development and Arts Education: A Review of Recent Research and Best Practices. Early childhood consists of children three to eight years old. In early childhood, art education allows children to perfect motor skills that are being taught in a broad way. Fine motor skills are advanced through small tasks such as tracing, coloring in lines, or handling scissors. This is also an important time as children begin to understand the world around them. These environments bolster creativity and allow children to solve tasks in an open ended structure as opposed to the common call and response structure. As children age to the Elementary level, they begin to function more independently. At this point courses, such as dance and music provide challenge to fine motor coordination as precision and technique are improved through art. Student’s world awareness and curiosity are bolstered through Arts Education during this time when they are becoming more aware of themselves as creators. As students continue to develop they become concrete thinkers. During this time the ability to think critically about artistic works forms. Arts Education also equips students with leadership and teamwork skills that are cherished in career readiness. Students involved in visual art, dance, or music are often responsible for various public programs that require planning, practice, fundraising, and dedication. In addition to its developmental importance, arts education provides a sense of cultural awareness that is extremely important today. Cultural awareness is elusive in the education system outside of the repetition of historical events in various history courses. Arts education allows students to learn about various cultures and appreciate them properly. Student are allowed to broaden their own world view and form opinions on culture without bias.

Further, the biggest challenge for Arts Education has been the lack of funding. Due to a period of time referred to as the “Great Recession” from the late 2000s to early 2010s, public schools have been faced with a lack of funding. Almost no school was left untouched by the effects of this recession, especially those in more impoverished areas. In order to ensure that the students receive a “well-rounded” education despite this, many schools chose to make room by cutting Art Education Programs. The effects of cutting Arts Education impacts communities and students in a plethora of ways, some of which are not visible. In the words of Yohuru Williams “The intangible benefits of public education will never appear in the sterile strips of data represented by tests scores. The high school band members who play in churches, parks, parades and festivals, the young thespians and dancers who share their talents in shows, and the artists who paint murals on the sides of buildings bring a splash of life and color to an otherwise desolate urban landscape — they put the public into public education.” It is worth mentioning that the elimination of art education programs is often not only in favor of STEM but athletic programs. The defense of athletic programs is rooted in the sense of community it provides. This is important in emphasizing the fact that Art Education programs are underappreciated despite what they provide to the community as stated previously. The average salary of a high school athletic director ranges from $60,000 to upwards of $90,000. Stripping away Art Education programs is in close proximity to stripping students of their identities. Art Education allows many students a space to express themselves in ways that are not possible through STEM. In my experience with the arts there is a strong sense of community and pride shared by all. Whether a person is in theater or visual art they recognize each other’s form as art and share an appreciation. The protection of arts education remains crucial today as Donald Trump’s presidency proposes new spending cuts. As reported by Grace Donnelly “The Trump transition team may propose cuts to the federal budget that would reduce spending by $10.5 trillion over the next 10 years, the Hill reported Thursday.” This projects a dire outcome for the Arts economy as the plan involves cutting funds for the Corporation of Public Broadcasting, The National Endowment for the Arts (NEA), and the National Endowment for the Humanities (NEH) (Donnelly). The NEA is a federal agency that funds arts education in American communities. The NEH is one of the largest federal agencies in the United States that funds humanities programs. Taking away funding from these agencies is a direct threat to national arts education.

As stated previously the opposition to arts education is complex. Often those who are “against” arts education are not so at all. The polarization occurs when asked whether to favor STEM or arts education. The anti-arts education movement is a poorly worded label for those who believe that STEM is more important and valuable. STEM provides a vast knowledge that could undeniably improve the world through scientific innovation. While it is true that STEM courses are important and valuable, they are in no way more important or valuable than arts education. Arts education simply provides a different type of knowledge that could improve the world. The ability to create art is taken for granted in a world that has been driven inspired by creativity from the beginning of time. Often the reason that STEM is advocated for so passionately is due to its use in career readiness. Career readiness has become a coveted term in public education. The obsession with career readiness is understandable in a fragile and competitive job market. I have fallen victim to this mentality in the past, but it is necessary to ask why career readiness is so important. To be direct: it isn’t. Career readiness is a representation of a collective fear of failure in a rapidly changing society.  “I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won't serve us. We have to rethink the fundamental principles on which we're educating our children” (Robinson). Many people that go into arts education are met with harsh statements about how they won’t be able to find work or be financially stable. This is an unfortunate opposition that illustrates societal materialism. I have already outlined the ways in which arts education is a separate entity from STEM that cannot be compared appropriately. Arts education enlists a unique skill set and appreciation that cannot be realistically eclipsed by STEM. Students that wish to pursue a career in the arts are being figuratively backed into a corner by the advocacy of STEM over arts education. To rob students of these resources is unjust. 

Therefore, arts education policy and funding must be revised to preserve these benefits. It is important to be aware of what is at stake. The defunding of arts education is the destruction of creativity that we would eventually regret. Every single day humans experience art as a concrete part of life. Art is a volatile phenomenon that will experience a decline in prevalence if the defunding of arts education continues.  On an individual level, assistance to the cause could be achieved by signing petitions, calling representatives, organizing support events, etc. The best way to incite change is to show that you care. This has been proven various times throughout history. In order to achieve change people must organize and advocate. Calling representatives and signing petitions as an individual may seem irrelevant, but there is strength in numbers. On a federal level, once a call for action is recognized there will need to be national legal protection for arts education. This means concentrated government funds and the inclusion of arts education in core education requirements. Without an active public voice fighting for the protection of arts education we will continue the path to a world without art. 

In conclusion, arts education is not an extra-curricular, but a necessity. The benefits that arts education bare are simply incomparable to those of STEM. Arts education plays a vital role in child development ranging from physical to social strengths. Equipping a student with access to these practices gives them an enjoyable way to grow and explore themselves. As students grow the inclusion of arts education allows them to connect with various cultures and world understandings. For many students, the arts are a way of life that they are devoted to. To take away these opportunities and squander creativity due to a lack of funding is inhumane. In a world dominated by technology it is vital to connect with our humanity and appreciate what art brings to life. Arts education creates opportunities in a wide range of professions including dance, theater, painting and more. These professions spread to their communities and the world around them through the public display of the arts. Although not any people are literally against arts education, it is consistently taken for granted in favor of STEM in times of economic stress. STEM is a valuable collection of knowledge that pushes students towards career readiness in the current market. Arts education allows students to reach beyond the notion of STEM being the only path to career readiness and make the world more beautiful in the process. Art is created to be consumed by every human, be it visually, audibly or physically. As anti-arts education (pro STEM) advocates consume and enjoy art daily, they fail to realize that they simultaneously rally for its elimination. This paradox is one that needs to be brought to attention to exhibit the gravity of the situation. In the end, we must preserve funding for arts education through political activism. A call to action must be incited to urge government and state education departments to see arts education as the vital source it is. The arts have always been a part of human life, and through passion and dedication it will continue to be. 