Leading Ashore - 'Readin' and 'Ritin' and 'Rithmetic

Leading Ashore - Andy Blake, Photographer

'Readin' and 'ritin' and 'rithmetic, 

Taught to the tune of a hick'ry stick. 

The funding of arts education in public schools has been an issue as long as I can remember.  Any time the politicians tinker with educational funding, it is a fairly certain conclusion that the arts will come out on the short end of the stick.  "Readin', writin', and 'rithmatic" are important and everyone easily recognizes their importance.  On the other hand, the value of music, graphic arts, drama, and other art forms are not as universally recognized. They are looked upon a frills - not essential elements in a child's education. 

I just finished reading an article that attempts to justify music education in the public schools. The writer points out that music students tend to do better on standardized tests than the general student population. I am certain that that is a true statement. On the other hand, I know firsthand that music teachers are selective about who they accept into their bands and orchestras.  I strongly suspect that the reason music students do better on standardized tests is that they have already been preselected from the brightest and best. They are not representative of the general population of students. Perhaps educators would be better off to emphasize the value that art brings in and of itself instead of justifying art by categorizing it as a mere enhancement of "academics".  

Art expands who we are.  It allows us to experience emotion and increases our individual knowledge of human experience. Through art, we become more human. But this process is not automatic. If we wish to gain what art offers, we must actively participate.  So the purpose of education in the arts is to give students the tools that they need to participate in art.

By "participate", I do not mean to make art themselves.  That can be rewarding, but it is a different process. One "participates" in art by becoming involved with the specific work of art.  For instance, the photograph above can be viewed different levels.  Some will merely glance at it and move on. Others will participate at different levels. One viewer may wonder why the artist chose to create a black and white print instead of a more colorful one.  Others may imagine what it would be like to be in this place. They might imagine the sounds, the feel of a breeze, the smells....  Still others might wonder what is hidden around the curve of the road that disappears in the distance.  Others might be more interested in the form of the photograph - why did the artist not center the bridge in the photo instead of having it to one side.

It is though a process of this sort that one begins to assign value and meaning to a work of art. The art, in and of itself, has no inherent value.  Each individual brings value to the art through their participation.  The true purpose of education in the arts is to empower the student to create value. This is a valuable skill and one that is essential to humanize our world.