Willingham: Six practical reasons arts education is more than a luxury
University of Virginia cognitive scientist Daniel Willingham, author of "Why Don’t Students Like School?" is my guest today.
By Daniel Willingham
Johns Hopkins University and the Dana Foundation hosted a conference titled “Neuroeducation: Learning, Arts and the Brain.” As the title implies, the goal was to bring together researchers considering, from an educational point of view, the impact of the arts on the brain. A book-length summary of the May conference just became available as a free pdf, available here.
Some great neuroscientists participated, including Mike Gazzaniga, Liz Spelke, and Mike Posner. The keynote speaker was Jerry Kagan, one of the leading researchers in developmental psychology. His address offered six reasons that the arts should be included in school curricula.
Kagan commented that Americans are pragmatists. They respect endeavors that cure a disease or make money, and they view the arts as luxuries. Kagan was careful to point out that his arguments stuck to the practical.
First, he estimated that something like 95% of children are capable of doing the work necessary to obtain a high school diploma, yet the dropout rate hovers around 25%. Too many of these students quit because they decide (usually in about the fourth grade) that school is not the place for them. This decision is based largely on their perception of their performance in reading and mathematics. The arts, Kagan argues, offers such students another chance to feel successful, and to feel that they belong at school.
Second, Kagan argues that children today have very little sense of agency—that is, the sense that they undertake activities that have an impact on the world, however small. Kagan notes that as a child he had the autonomy to explore his town on his own, something that most parents today would not allow. When not exploring, his activities were necessarily of his own design, whereas children today would typically watch television or roam the internet, activities that are frequently passive and which encourage conformity. The arts, Kagan argues, offer that sense of agency, of creation.
Third, Kagan argues that the arts offer a unique means of communication, using representations in the mind other than words, which are at the core of most school subjects. Kagan offers an evocative personal example. He had read about the distinction in Japanese culture between two modes of social interaction. One emphasizes politeness, and one cannot always express all that one thinks. In the other mode, appropriate for intimate associations, one may speak freely. Kagan noted that his understanding of this distinction was much richer after viewing paintings at the Tokyo museum that used this theme, for example, one of two gulls flying, one with its feet visible, the other with its feet tucked out of sight. The arts communicate in ways that words do not.
Fourth, participation in the arts allows children to see the importance of creating beauty, of creating an object that others may enjoy. When a child gets an A on a math test, the immediate benefit is to the child alone. But when the child creates a drawing, she makes something for the pleasure of others as well.
Fifth, the arts offer an opportunity for children to work together. Most school work is solitary, but when a band is congratulated for a performance it is the band as a whole that receives the compliment, not the individual child. Kagan ties this value to a larger moral complex. Too many of children’s activities are solitary, and solely for the child’s benefit. Morality and concern for others grows, in part, from understanding what it means to have a common fate.
Sixth, the arts provide a chance for children to express feelings that they otherwise might be unable to express. Kagan cites data showing health benefits for this sort of self-expression; several studies have shown that writing, even briefly, about emotional conflicts reduces illness and increases feelings of well-being. Kagan proposes that similar benefits might accrue from artistic expression.
Yes, core subjects like reading, math, history, civics, geography, and science are important. But the arts should not be treated as a luxury to be indulged should time allow.
For more on Education, please see http://washingtonpost.com/education
| November 23, 2009; 6:30 AM ET
Categories: Arts Education, Daniel Willingham, Guest Bloggers | Tags: Daniel Willingham, arts education
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