All too often, policymakers and other school officials overlook the significant impact of visual arts and performing arts experiences on student success. We know these programs are critical to readying students for their next steps. Whether they are performing in a concert or displaying artwork, students can use their creative side and hone skills that might not be the focus of other content areas being taught to them.

However, the visual arts/performing arts are often the focus of elimination or reductions during the formation of the new school year budget. These conversations often originate from leadership who are not directly involved in the arts programs or did not have the opportunity to participate.

Research supports the importance of the visual arts/performing arts, stating that these programs develop students’ social-emotional and interpersonal skills, enrich their experiences in school, allow them to better handle constructive criticism, and improve academic achievement and overall mental focus.

Similar to after-school sports programs, visual arts/performing arts allow students to learn skills that are not necessarily taught in the classroom. These skills are learned by performing or displaying in front of others who often share similar interests. Often, excitement emerges, and many hours of practice result and continuous improvement and praise motivates the student. This outcome often transfers to other aspects of a student’s life, including renewed focus and passion toward other academic classes.

Different disciplines within the arts also are known to provide their own specific cognitive benefits – for example, participating in dance has been shown to sharpen young children’s spatial awareness, while making music can help students develop their working memory.

Reflecting on my career, much of my earlier education lacked an understanding of the purpose or relevancy of what we were learning in any given class. While we have made significant improvements in the way we teach, stating the essential questions and the desired objectives, we often miss one of the most important objectives which is the relevance of the learned concept. Specifically, what is being taught /learned and how is it being used in real-world companies or businesses?

One area that resonated with me, for example, and helped to tie learning concepts to actual events was music. Personally, note-counting, for example, connected to math concepts, which helped me to understand fractions better. Learning about the composer, the date a composition was written and what was going on during that timeframe helped me to relate to the historical time that we were learning about in history. Performing on stage in a small ensemble helped me to gain confidence.

Principals and superintendents and other key leaders need to know how important both the visual arts and performing arts programs are to the development of our students. Some possible ways to inform these individuals:

• Assure that adequate funding is part of budget discussions and proposals.
• Include the fine arts in discussions with building administrators and other key stakeholders.
• Make it known that the school/district fully supports the entire student – academic, athletic and artistic.
• Know what is offered in the district and provide opportunities to share student work whenever possible.
• Attend fine arts events whenever possible.
• Visit the fine arts classrooms in the school/district to see what is happening.
• Send congratulations to students who excel in the fine arts (participants in art shows, music festivals, dance recitals, etc.)
• Include the needs of the fine arts in considering facility improvements or expansions.

The research is clear about the benefits to students and to overall brain development and dispositions for lifelong learning.