Arts and Academics

The research examines the usefulness of artistic practices and activities in combination with academic instruction in order to challenge, engage, and develop a student’s perception, cognition, and imagination.

Reeves (2007) provides research that proves there is a “direct and systematic link between art experiences and literacy skills” and states proven guidelines for incorporating the arts without sacrificing academic achievements elsewhere. Furthermore Reeves also states that by cutting the arts from low funding schools society is further intensifying pre-existing gaps based on economic status and race.

Likewise Rajagopalan (2005) found that troubled students benefit more from the reflective practices of the arts and the freedom of creation then from punishments.

The arts allow for new ways for students to effectively and critically interpret the world around them, leading to higher cognitive abilities, and new ways of solving problems using creative thought. Cowan & Albers, 2006

Japan, Netherlands and Hungary have all successfully made the arts integral parts of their schooling curriculum and are currently rated the top three on a list comparing scientific achievement across seventeen countries. Gullatt, 2008

Thus, it can be hypothesized… The higher the amount of creative projects completed in schools, especially those incorporated into more academic subjects such as math, the sciences, and English will increase student engagement, reflected by their achieved grades.

The number of creative projects completed for math classes was shown to not have any statistical significance on the academic achievement demonstrated through average grade score by students. The independent variables that were found to be statistically significant and influence the academic achievement of students are the amount of creative projects completed by students on their own time; the amount of creative projects completed by students within the classroom; specifically the amount completed within English classrooms; and in their science classes (this was also the strongest influence).

The skills associated with artistic processing such as creative thinking, self discipline, innovation, and imagination will be in great demand, and perhaps even mandatory for success in the 21st century. The Economy’s New Commission on the Skills of the American Workforce predicts that in ten years most of U.S. industry will be “creative work” that includes research, development, marketing and sales. Lynch, 2008

The Paradox The question at the heart of this issue is simply if research, test scores, and practical experience are proving that components of the arts benefit academic curriculum and increase academic achievement, how can the arts be so easily discarded in schools across the country? Can they be successfully integrated back into curriculums without sacrificing academic opportunities?