Growing up, there seemed to be an ongoing debate about the need or importance of arts education in public schools. Proponents of increased standardized testing preparation, athletic capabilities, and other subjects deemed “more important” were given precedence over classes that encouraged artistic expression.

As someone who benefited tremendously from art education throughout my K-12 learning experience, the arguments that dominated the education realm 10-15 years ago seem incredibly silly – especially when considering the myriad of peer-reviewed studies demonstrating the importance of arts education in developing youth and young adults. 

According to Seneca Academy, an international baccalaureate primary years program that prioritizes curiosity and collaboration in children’s education, art integration in K-12 programming is essential for youth development. In addition to promoting out-of-the-box thinking, arts education encourages unique problem-solving skills. By stimulating imaginative reasoning, the skills being acquired in art classrooms translate well to other educational disciplines, particularly STEM (science, technology, engineering, and mathematics) courses.

To demonstrate this phenomenon, Americans for the Arts studied the effects of community-based youth organizations that promoted artistic ventures on student performance. The study showed that youth regularly participating in the arts “are four times more likely to be recognized for academic achievement, to participate in a math and science fair, or to win an award for writing an essay or poem than children who did not participate.”

This singular study is far from isolated. A 2010 report by the Missouri Alliance for Arts Education found that attendance and graduation rates are higher, and infraction rates are lower in schools where arts education is available and prioritized for students.

I, too, can attest to the numerous benefits of arts education. Before middle school, all students were required to partake in two art classes a week. One was traditional art, focusing on painting, drawing, and other physical media. The other was performance art, which involved singing, dancing, and playing instruments. We participated in these classes rotationally, with computer studies and gym being the additional weekly requirements.

I was always (unapologetically) a massive fan of music class. One of the most memorable units of study was when the fourth grade learned how to play the recorder, a woodwind instrument that emulates a whistle with eight finger holes. I was obsessed with learning the required songs for music class, mainly because we received color-coded ribbons to attach to our recorder once we mastered a piece of music. Our ribbons were also given a star charm if we memorized and performed assigned songs without assistance.

I proudly collected all of the belts and accompanying stars, which meant my parents had to repeatedly listen to me whistle the tunes of “Old MacDonald Had a Farm” and “Twinkle, Twinkle, Little Star” until they reached perfection.

My desire to memorize tunes helped me develop several skills that directly translated to more traditional classroom studies. I learned the importance and effectiveness of studying, which later allowed me to excel in mathematics, especially memorizing formulas.

Because of this, I decided to continue participating in the performance arts in middle and high school – beyond the requirements outlined by my school system. I joined the choir in sixth grade and transitioned to band class the following year. As a percussionist, I was given a different perspective on the importance of effective peer collaboration. As one of the primary rhythm sections, I quickly learned that a successful performance relies on precise synchronization of the entire band (+100 people).

Band class emphasized the importance of listening to others, adapting to unexpected changes, and persevering until a product (a piece of music) is complete. This fact, coupled with the creative liberties afforded me, has made me an effective communicator in several other areas of my life.

To conclude, most fear the arts because they either do not understand its importance or feel it will not make a “viable” career, justifying its elimination from school curriculums. However, most young people pursue artistic ventures in school to escape the stressors of challenging classes, schoolyard drama, and home-life struggles. Therefore, along with the educational incentives of providing art classes, their availability to those who want to pursue a creative career or those who need an hour-long escape is essential to our development.

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Andie Balenger is a native of Gladstone and is currently attending Northern Michigan University. Her column addresses topics from the perspective of a young adult and runs Thursdays in the Daily Press.