Creativity. Imagination. Vision. All attributes people hope for their children and the future leaders of society to possess.
Despite this fact, it can be debated that the programs which inspire these characteristics the most in public institutions of education are many times regarded with the least amount of importance.
Fine arts programs in Texas elementary schools, high schools and universities are critical to shaping the artists, visionaries and entertainers of tomorrow; however, when the majority of a school’s budget is spent on things like athletics and more career-oriented academics, it results in students who have a tough time getting their talents to flourish to their full potential.
Why are fine arts important?
According to a 2009 article by Catherine Olson in Teaching Music, several national and local studies have shown the arts can actually “elevate a floundering economy.” The creative skills students acquire in school will slowly become their greatest assets when entering the job market. The article reports that by the year 2016, one in 12 jobs in Texas “will be ‘creative industry’ jobs,” and the “wages for these jobs are expected to average 80% higher than those jobs in the noncreative sector.”
Besides economic simulation and future career advancements, the arts provide an intangible quality for students that fosters creativity and imagination.
According to Charles Clark’s report, Arts Funding, art enthusiasts try to emphasize the value of dance, music, theater and fine art as universal communications tools that can “build a sense of community.”
Dr. Judith Sebesta, Chair of the Department of Theatre and Dance at Lamar University, explains that fine arts provide entertainment and a release from other academic pursuits, as well as an outlet through which students can think in different ways.
“I fully believe that the arts can change the world, that they can really promote societal change,” said Sebesta. “It’s a way that students can become engaged in altering the world and the community around them.”
How society views fine arts
A recent bill drafted by Texas Representative Rob Eissler and Senator Florence Shapiro in September of 2009 aims to increase postsecondary readiness by requiring that students take four credits each in mathematics, science, English and social studies, two credits in a foreign language and one in physical education and fine arts.
This bill does not change dramatically from past years, but it does identify the level of importance with which fine arts are regarded when compared to other academic subjects in the state of Texas.
One could argue the importance of any one subject area in schools is directly related to how highly it is viewed in society among successful individuals in the workforce. The argument would then beg the question of how important fine arts programs really are to a school’s curriculum.
The National Endowment for the Arts (NEA), one of the main sources of federal support for the arts, stated in A fugue without a theme: Asking a new question that Americans should start re-thinking the role of the NEA in society, and start asking what “the role of art is in a free society, and what function the NEA should therefore have in calling all Americans to that purpose.”
Senior dance major at Texas Woman’s University, Amy Funderburk, is passionate about fine arts education and believes the study of fine art is just as important as the study of any academic subject.
“People will come up to me and ask me, ‘Why are you a dance major? You can major in dance? I can’t believe that…that’s hard?’ People just are in disbelief that it could actually take any effort,” said Funderburk.
Fine arts funding
Federal arts funding for schools can be a very sensitive subject among advocates and opponents. Since fine arts are so subjective by nature, there is a very large gray area surrounding where the line should be drawn between that which is appropriate educational material and that which is not.
In the 1990 report, Tying Down Federal Funds for the Arts, the point is presented that federal funding of the arts ultimately leads to funding of “obscene art.” The concern over whether or not this “obscene, indecent and sacrilegious art was being supported directly or indirectly with federal funds,” prompted members of Congress to push for even stronger restrictions on federal arts funding.
This is still a very real debate in today’s world when the topic of federal arts funding is discussed, and not very many clear cut specifications have been made in determining what art is “indecent” and what is not.
Still, it presents the question of whether or not federal arts funding is worth the small percentage of “obscene art” it would promote. Olson’s article in Teaching Music also points out that a 2007 Harris poll reveals 83 percent of individuals earning more than $ 150,000 have participated in some sort of musical activity within their lifetime. Also, 72 percent of adults with an education in music say it equipped them to be better team players during their careers, and 60 percent noted that it helped improve their problem-solving skills.
The Fiscal Year 2010 Operating Budget for Texas State University shows that approximately $5,280,842 was allotted to fine arts study for the 2009-2010 academic year. The same budget records show the education and business administration departments received around $10 million each, and the sciences got around $16.5 million.
Kaysie Sietz Brown, dance lecturer at Texas State University, hopes to see more funding and support for the arts at all levels of education, and is a strong proponent of the characteristics that the arts instill in children.
“[Fine arts] help to build self esteem. As far as the performing arts and dance, they promote problem solving, special awareness and social interaction,” said Brown. “I hope to see [fine arts] become equal with all the other academics.”
Sebesta also anticipates seeing the arts become more equal, and thinks that children are not being exposed to the arts enough at an early age.
“The government has really cut back on the funding that they provide for arts programs in schools,” said Sebesta. “Schools have to prioritize and often the arts are the first thing to go.”
The future of fine arts
It is hard to say where fine arts programs in Texas will be in 30 years, but most have a promising outlook for the future. Many believe that as we continue to enter further into a new age of technological advancement, students will become more exposed to the arts whether it is in school or not.
Richard Hall, senior lecturer of music at Texas State University, is hopeful for the future of fine arts and music, because technology has given more people an opportunity to change the ways they can create and imagine art.
“We’re all so globally connected nowadays…that it has gotten to where the ability to create is more readily available. My five-year-old girl performed on a laptop,” said Hall. “Even though it’s this weird laptop stuff…we practiced, and…I could see her expressing herself.”
First image by Kristina Kenney
Second and third images courtesy of AP Images
Video by Kristina Kenney
