Academics are very important, of course, but too often they only stimulate a very small portion of the student’s mind and heart. There are three, basic domains of learning: the Cognitive (mind), Affective (emotions or feelings) and Motor-Skills (hands-on). These three domains are key to our thinking/reasoning, learning, problem solving and creating. A healthy mind (Cognitive) is capable of taking in, retaining and processing information, which can then be applied, if retained and used, to the individual’s life. Emotions and feelings (Affective) are closely connected to an individual’s learning, because they aid in retaining and applying information, as well as stimulating the desire to learn more. Seeing, hearing, speaking, the ability to write, walk and run are all part of the individual’s Motor-skills. Without these three domains, learning, needless to say, would be impossible. Reading, writing, math and the sciences stimulate the cognitive and motor skills domains quite effectively, but the affective is too often short changed.

If we think back to our school days, then we should be able to remember that the memorization of facts and successfully spitting them back out on tests was our main concern as students. This is very much a part of the learning process, and I’m not denying that, but where does the Affective domain play a significant part in this teaching process? In much of this way of learning the affective is absent, and-therefore-much of the educational material, which has just been learned, has no real application in the individual’s life and is forgotten. I remember very little about higher level math, the periodic table and scientific jargon. Why is that? It didn’t relate to my life nor touch me in a deep way. This is not to say that I, or anyone else, shouldn’t have taken math and science classes, but what I am saying is academics are less effective than they can be, because they tend to ignore the Affective domain.

I contend that the Arts use all three domains effectively, and they can-therefore-stimulate the student to apply, as well as retain, what they’ve learned. Creativity is key in this process. The Performing and Fine Arts have a distinct advantage-educationally-in their ability to allow students to create as they learn. In painting, students are in the process of creating at the same time they’re mixing colors and learning brush techniques. The same applies to sculpting and photography students. Many middle and high school music directors are-now-using computer programs to stimulate their students to compose as they learn to play and sing. Dance and theatre programs are examples, as well, of applying skills as their students learn. This artistic, educational process employs the cognitive and motor skills domains, but it also stimulates the affective. The art student experiences the sense of joy and satisfaction that comes from successfully learning, and then being able to immediately apply this knowledge in a very personal way. The Arts can enhance a student’s ability to express their emotions in a very positive way. These students have ownership of what they have learned and are able to express this ownership through creativity. The Performing or Fine Arts student is motivated-educationally-beyond just memorizing facts and passing tests, because they’re using their newly-acquired knowledge to express what lies deep in their heart and mind.

Surprisingly, the arts and sports have much in common, educationally. The basketball or football player, as well as the long-distant runner, learn their skills while applying them. The learning of physical techniques and immediate application reinforces the athlete’s desire to learn and perform even more. In team sports, such as football, baseball and basketball, the student athlete learns to work with others to produce a product, or team. The young athlete learns that the whole, or team, is greater than the sum of its parts, or players, as do dancers, actors, singers and instrumentalists. As in performing ensembles, these young athletes experience the joy that comes from accomplishing something special with others. They learn, in a very intimate way, responsibility towards others and that the team is dependent on the very weakest athlete, as well as the strongest and most gifted. There’s really very little difference between a football player and a band member, when it comes to being responsible and understanding that it takes everyone-involved-to be successful. This is such a valuable and wonderful lesson, and it is learned primarily, through the affective domain.

Educational collaboration between artistic disciplines is a great way for young artists to learn while they create. The pairing of young instrumentalists with dancers and visual artists, or actors with singers, can open up a whole new world of artistic exploration, discovery and creativity. These collaborations can become a great vehicle for learning and motivation, as any arts teacher who has experienced this process will testify. The educational process becomes more important than the outcome, or testing results, because it is in the process of exploration, discovery and creativity where learning really occurs. The educational outcome is secondary, because it is only used, in this case, to measure curricular goals. The motivation for and enjoying of learning comes through the process of collaboration, exploration, discovery and creating.

In academia, the emphasis-today-is placed more on the outcome, or testing and grades, which, in my estimation, is a huge mistake. Academic instructors could learn much from their counterparts in the arts. The government and its politically motivated, educational policies, of course, stands in the way of any successful, corrective change to academic teaching methods. Political agendas, such as, “No child left behind” are meaningless and worthless to students and teachers, because they’re not concerned, as they so hypocritically claim, with the success of the individual learner. Instead, these agendas are merely an attempt to soothe the fevered brows of unsatisfied constituents.

I will agree with academic teachers that their process seems to be more set in stone than with the arts, and the only real way they can measure educational outcomes is through testing. There has to be a way-however-to allow a math, science, English or history student to become more involved in the process of learning. English teachers have a distinct advantage, since they could use writing essays and poems to instill a sense of ownership in their students. Their students-then-could use their essays and poems to collaborate with young composers, actors and dancers, as an example. Even though it would be difficult, science, language and math teachers could also seek these same avenues for educational exploration, discovery and creativity, which would-then-hopefully-lead to a student’s retention/application, ownership and motivation. This, of course, will be impossible, as long as we allow our government to force academic teachers to teach-solely-towards the outcome, or “standardized” testing.

American students, every year, fall farther behind their counterparts around the world, academically and intellectually, while their parents and teachers continue to buy into the educational propaganda, which is spewed out by the American-political machine in Washington. Every year, Art education becomes less and less important in our schools, because of it’s effectiveness in producing students who can think, reason, question, learn and create. Realistically speaking, Art education may be perceived as a threat to those who run this country and desire a race of middle-class, mindless, unquestioning and unsophisticated robots.

Education is the responsibility of the parents first and foremost, and if parents aren’t capable or willing to fight for their children’s education, then I guess America is doomed. If I were a parent-today-there would be no way I could allow my child to be intellectually molested by our current, public-education system. My child would either be home-schooled, at best, or in a private education system.

The Roman Empire was one of the greatest and long lasting nations in the history of the world, and yet, as the Roman government declined, then so did its human values and arts. There is only one piece of music remaining, one mere fragment, after one thousand years of Roman culture. Rome literally disintegrated from within, because of a corrupt government and decaying society. The United States is less than two-hundred and fifty years old, and we’re already starting the lingering slide into governmental corruption, cultural ignorance and decay. Perhaps, it’s too late to save our society, but if it isn’t, then it’s time to start rebuilding what we have allowed to be torn down for the last one-hundred and fifty years. If it isn’t too late, then we must begin to rebuild our values and education system. Our values and education system may not have been perfect, in the past, but they were worthy of being fixed, properly.

Most successful, world cultures, throughout history, have been measured by the quality of their philosophers and artists far more than their forms of government and technological advances. If we disappear as a nation, in another century or so, what will we be remembered for? What will be our legacy to the world?

Art does not solve problems but makes us aware of their existence. It opens our eyes to see and our brain to imagine. (Magdalena Abakanowicz)
In my estimation, art is an integral part of being human and-therefore-is integral to human education. If we die to our affective inclinations, then we cease to be human in any real sense, and the results of this can be seen on MTV and its “Hip-Hop” generation. Money, material objects, self-absorbed egos, low-life affections and brutal power will never make us more human, if anything these extrinsic motivators will simply and affectively dehumanize us. “The one with the most toys in the end,” loses! Art education can help us to see ourselves, the world and-yes-God more clearly. We are more than flesh and blood, and our affective, as well as cognitive, attributes are exhorting us to remember this truth. The arts should be at the center of our children’s education, and our children shouldn’t have to plead with us to give them what they need and desire!

Art education is an area of learning based upon the visual, tangible arts, such as drawing, painting, sculpture, and design in jewelry, pottery, weaving, and fabrics. These days, it includes photography, video, film, design, and computer art.

The first art schools were mentioned by Plato in 400 B.C. Art was taught in Europe through the Method system for centuries. Artists, like most guilds, took on apprentices who learned their trade. During the Renaissance, more formal training took place in art studios. Design was emphasized more than the fine arts, so schools of design were founded throughout Europe during the 18th century. In modern times, art education takes place across the generations in community-based institutions and organizations like museums, local arts agencies, recreation centers, places of worship, social service agencies, prisons, and schools.

There are thousands of art education curricular models, or ways to teach art appreciation and how to do art. Some experts insist that drawing is the basis of all Western art education, at least since the Renaissance. Once you teach someone how to draw, they say, you can teach them all other forms of art because drawing is an empirical activity that involves seeing, interpreting, and discovering the appropriate marks to reproduce an observed phenomena.

Many state that an important part of a well-rounded education is at least a basic understanding of art history, including the numerous movements in art throughout the ages. A good understanding of art history, however, includes more than memorizing artists, their works, and when they were created. It involves an understanding of the trends in the art world. Even artists should have a good comprehension of the history of art, if they are to find out how they wish to express themselves to the world.

A good artist needs both an in-depth education in the history and appreciation of art and lots of studio time. Most art schools devote thirty percent of their coursework to academic fields of study, like art appreciation and art history. How can you develop your artistic vision if you don’t know what’s gone before?

It has been said, “We stand on the shoulders of giants.” This is especially true in the art world. You need to be able to answer when someone asks who your influences are. What does it mean to be a post-modern painter, for example? Or an abstract impressionist? Only a well-rounded education in the arts will help you answer those questions, and how they apply to you and your work.

Peter Dranitsin is a self taught and self representing abstract artist. He grew up in the family where his mother a professional artist and his father a professional photographer.

Healing arts education encompasses a wide variety of alternative, natural and integrative health modalities. If achieving a certificate, diploma or degree is in your near future, then a healing arts education can help you realize these goals. Today, candidates can acquire a healing arts education in acupuncture and Oriental medicine, herbal medicine, naturopathy, homeopathy, chiropractic, energy healing medicine, and more.

Degree programs in healing arts education include Oriental medicine, doctor of naturopathy and doctor of chiropractic. However, some healing arts education programs also offer degreed courses in holistic health, holistic nursing and other related fields of study. Degreed programs are course intensive, encompass clinical, class and laboratory training, and require several years of dedication

A healing arts education in massage therapy can help students to become certified and/or licensed massage therapists. Classes in this course of study involve training and education in anatomy, physiology, kinesiology, deep tissue massage, sports massage and Swedish massage. Other bodywork modalities that students might learn through a healing arts education include acupressure, shiatsu, infant massage, prenatal massage, lomi lomi massage, lymphatic massage, and many others.

A healing arts education in herbal medicine is often broken into several levels of mastery, such as herbal consultant programs and master herbalist programs; however, there are natural health schools that offer herbal science degrees.

Overall, a healing arts education can provide candidates with essential skills and knowledge to enter the ever-expanding and lucrative fields of alternative, natural and complementary healthcare.

This notwithstanding, if care is not taken, the primary goal of this aspect of education which is to train and equip students with useful skills for personal and national development would lose its grip. Skills development comes naturally to talented students as well as students who do not have any artistic gift but are hardworking, well disposed, and positive minded to succeed in their chosen art profession.

However, it is very sad to admit that most parents and some heads of second cycle institutions based on their own discretion and judgment blindly push most students who are not mentally disposed to read the art programme to the visual art department.

A critical survey of the academic performances of these students revealed that they are mostly below average students and/or poor students who performed abysmally in the Basic Education Certificate Examination for Junior High School students. They feel that these students are not very good academically or theoretically and as such blindly push them to pursue the art programme without their consent, conviction and approval. Most of these students stubbornly refuse to coy themselves in their new professional environment and thus ends up performing woefully in the visual art education offered them.

This challenge has been a huge canker and burden to the visual art tutors in most senior high schools who are just at the receiving end to transform these students to sing the tunes of visual arts whether they concur or not. It is even sad to know that most of these students who are blindly pushed hardly turn out for classes or engage in practical lessons given them. Due to the unwillingness on their part to adjust to their new professional environment, they end up been truants or half-baked in their training, defeating the principal goal of the visual art education.

This attitude on the part of parents and heads of institutions must cease. They have to realize that visual art education is a prideful, innovative and respected form of education that must be accorded with the same accolades like its counterparts like Science or Business education. As such, serious and willful students who would want to pursue the programme must be allowed to read it as it is done in other subject areas’ education.

Another remedy is not silencing the students whom parents and heads of institutions want to pursue the visual art education. They can be coached, helped and heard in lengthy, flexible discussions to gradually assimilate their needs, goals and aspirations. This must be done in conjunction with visual art experts and visual art tutors who can even be called upon to give orientation sessions to buttress the prospects and essentials of visual art education to these students before they are allowed individually to decide whether to pursue the programme or not.

If these measures are taken, it will help in maximizing expected learning outcomes of visual art education. It will also help raise the image of visual art education which is rubbed in the mud, labeled as the preserve of the dull and academically deficient students. In fact, this form of education has been pursued by academically vibrant and giant students who perform even better in general courses or subjects read by all students. Visual art education must be seen as a lucrative profession as it is truly. It must not be seen as the den of truants or unfit theoretical robots. This can be averted if the blind push of students to pursue this innovative form of education ceases while opening a new chapter for the enrolment of willing, hardworking, and academically serious students.

There is the need to curtail the blind push of students who are not well disposed and ready mentally to pursue Visual Art education. This will help in achieving the expected learning outcomes of the programme while raising its image which has been rubbed in the mud in various communities.

The Changing Face of American Education

Several key developments in American education have nearly stripped art-related education out of schools. The most common reason cited is funding. A focus on standards has also been instrumental in reducing educational focus on the arts due to schools competing for high marks on testing. As the economy slowly recovers from the economic turmoil of the last decade, schools in many states have begun to rebound from a funding perspective. However, rather than restore arts programs, states and school districts are placed an emphasis on beefing up STEM programs, rather than art-related learning initiatives.

Types of Art Education and Their Benefits

Creativity and innovation, both traits highly valued by employers, are developed through arts-related learning. Creativity gives rise to critical thinking, engagement and problem-solving. At every stage of a child’s life, from early childhood through college, art-related exposure and learning has been shown to greatly improve physical, cognitive, social and emotional development. In addition to these proven benefits, arts-related education increases confidence in children as well as focus, perseverance and non-verbal communication. Children learn to better handle constructive feedback and to collaborate with others. Finally, the arts improve a child’s dedication, self-discipline and accountability. Each of these skill sets directly influences a child’s academic success as well. The research reflects a strong correlation between arts education and academic achievement.

The Push to Keep Children Balanced

Educational experts provide clear recommendations for an educational approach that incorporates the arts. The research leaves little doubt that kids need arts education as a part of a comprehensive and well-rounded education, and to guarantee their future success in life. Parents, caregivers and other family members can help by advocating for more art education programs in your school district. Meanwhile, experts advise not waiting for school programs to expose your kids to the arts. Dance, music, theater and the visual arts are all of equal importance and kids should be introduced to all four in early childhood.

Private teachers can provide beneficial learning opportunities however the research is clear that kids derive significantly greater benefit from group classes, lessons and programs. If your community has a children’s arts academy, enroll your kids as early as possible. There is no fear of starting them too early and professional arts educators can tailor classes specifically to a particular age group. Students with that level of involvement were four times more likely to participate in a science or math fair, win an award for writing an essay, or be recognized for academic achievement. Parents are always on the lookout for ways to help their children get ahead. Nothing is more influential and fun than arts-related education.

Jill Smith is a writer and researcher. She is the Director of Digital Content Marketing for Be Locally SEO where she enjoys helping clients expand and improve their businesses through articles, blogs, website content and more.