Essay Question Week Six Chapter Eight: Is It Art To Save Mon ✓ Solved

Essay Question Week Six Chapter Eight Is It Artto Save Money And

To save money and balance the budget, the local school district is planning on eliminating all arts programs (band, orchestra, chorus, theatre, painting classes, etc.) at all grade levels (k-12). You have children enrolled in this district, and your children are interested in participating in several of the art programs. Write a statement to be delivered to the board of trustees arguing against this move. Use at least one of the philosophers from the text to support your statement.

Paper For Above Instructions

Dear Members of the Board of Trustees,

I write to you as a concerned parent of children actively participating in the arts programs offered within our school district. It has come to my attention that the school district is considering eliminating all arts programs—including band, orchestra, chorus, theatre, and painting classes—due to budget constraints. I believe that such a decision would not only detrimentally affect the education and development of my children and others but also undermine the core values of a well-rounded education. In this statement, I intend to argue against this move, utilizing the philosophies of John Dewey, who emphasized the significance of art in education.

John Dewey, a prominent educational reformer and philosopher, championed the integration of arts into the educational framework as essential in fostering critical thinking, creativity, and emotional intelligence among students (Dewey, 1934). He believed that engagement in the arts allows students to explore and express their individuality while developing a deeper understanding of the world around them. By eliminating arts programs, the school district risks stripping away opportunities for self-expression, creativity, and emotional development—elements that are crucial for children to thrive in both academic and personal endeavors.

One crucial aspect of art education is its role in promoting cognitive development. Participation in the arts enhances problem-solving and critical thinking skills, as students learn to analyze, critique, and create. Studies have shown that students involved in arts education tend to have higher academic performance, better attendance rates, and a greater likelihood of graduating from high school (Catterall, 2002). By cutting back on these programs, the district would be diminishing the potential for all students to succeed and stifling their intellectual growth.

Moreover, the arts foster collaboration and teamwork, skills that are vital in today's interconnected world. In programs such as band and theatre, students work together towards a common goal, learning to respect diverse perspectives and collaborate effectively. Dewey (1934) argued that these experiences are instrumental in preparing students for future challenges, as they cultivate a sense of community and social responsibility. Eliminating arts programs would deprive our children of these valuable opportunities, ultimately leading to a less socially aware and engaged citizenry.

In addition to cognitive and social benefits, engaging with the arts is crucial for emotional wellbeing. The pressure that students face today can lead to anxiety and stress, with many struggling to find healthy outlets for their emotions. Arts programs serve as vital spaces for students to express their feelings and navigate their experiences in a supportive environment (Catterall, 2002). By cutting these programs, the district would be disregarding the mental health support that arts education provides at a time when many children may be in need of it the most.

Furthermore, it is essential to recognize that art is not merely an extracurricular activity; it is an interdisciplinary component that enhances learning across various subjects. Research has shown that students engaged in the arts gain skills that transfer to other academic areas, such as enhanced literacy and mathematical abilities (Catterall, 2002). Eliminating arts programs would hinder this integrative educational approach and diminish the overall quality of education within our schools.

While the challenge of balancing the budget is commendable, it is crucial to consider the long-term ramifications of such a decision. Cutting arts programs is a short-sighted solution that neglects the holistic development of our children. As Dewey (1934) articulated, “The aim of education is to enable each student to move toward a deeper interpretation of experience.” By allowing our children to participate in the arts, we are providing them with the tools to transform their experiences into profound understanding and engagement with the world.

In conclusion, I urge the board to reconsider the decision to eliminate arts programs within our schools. The arts are integral to a comprehensive educational experience that nurtures creative, critical, and compassionate individuals. By supporting the retention and enhancement of these programs, we are investing in the future of our children, equipping them with the skills they need to face the challenges ahead, and honoring our commitment to providing quality education for all. I appreciate your attention to this important matter and request a dialogue to explore viable alternatives to funding cuts.

Thank you for your consideration.

Sincerely,

[Your Name]

References

• Catterall, J. (2002). Involvement in the Arts and Success in Secondary School. Research Report.
• Dewey, J. (1934). Art as Experience. New York: Perigee Books.
• Hinchey, P. H. (2010). Finding Freedom in the Classroom: Arts and the Imperative of Education. New York: Peter Lang Publishing.
• McCarthy, K. F., Ondaatje, E. H., Sullivan, M., & Zakaras, L. (2005). Arts and Culture in Urban Schools. Santa Monica: RAND Corporation.
• Winner, E., & Hetland, L. (2000). The Arts and Academic Achievement: What the Evidence Shows. Journal of Aesthetic Education, 34(3-4), 11-75.
• Zakaras, L., & Lowell, J. F. (2008). Cultivating Demand for the Arts. RAND Corporation.
• Deasy, R. J. (2002). Foundations of Practice: Arts Integration in Education. Washington, D.C.: Arts Education Partnership.
• National Endowment for the Arts. (2011). Research Report: The Arts and Economic Growth. Washington, D.C.
• Fiske, E. B. (1999). Champions of Change: The Impact of the Arts on Learning. The Arts Education Partnership.
• Addison, N., & Burgess, L. (2007). Art, Education and Social Change: A Socially Engaged Approach to Education. London: Routledge.