Art-+Education+and+Funding

Gathering and Evaluating Sources
In twentieth century America, economic factors in everything when it comes to success and the success and well being of our country as a whole. However, that does not mean that all things are equal; as Ayn Rand once said, “ Every government interference in the economy consists of giving an unearned benefit, extorted by force, to some men at the expense of others.” Is this truly what our economy is coming to? When looking at current reports on economy inn the news, on in particular, we are freeing companies from bankruptcy. Our current problem was that of the $700 billion bill our government currently passed. This bill wasn’t just to bail out banks; rather, head CEOs received benefits, which were used to go on single person luxury jets to islands, where they stayed in their own suites. They were baking in the sun on the money of the bill when people at home are losing money homes, loans, etc. CEOs are living the life, but on whose expense: ours, not theirs. Most people are immersed in work, work, work, all we think about is information, how can this product sell, and statistical data to prove it. On the other hand, where is the education, and motivation? As Bill Clinton once said to us as people of our country, in our “new” economy it has come down to three impeccable stipulations that keep us moving, //information, education,// and //motivation//. We need these three stipulations to keep moving, but on the other hand we are lack and now are on the verge of a recession, watching history repeat itself. With history closely repeating, workaholics, and outrageous schooling costs, there is no time for children and their future. So with afterschool programs, community art programs and foundations, teachers, day care owners, and volunteer workers are helping to raise children in an environment of love, creativity, and motivation; making our streets safer, our children smarter, and readying them to take on the work force in their future.

Flaws in our economy can be seen in the different quality of lives of children. Some children are born into affluence, others into poverty and despair. Some children are sheltered and protected; others must confront gangs, and the streets of the “real world”. These lives are being changed. Children who have everything they could ever dream of are experiencing a different life when they volunteer at afterschool programs, or even attend one. They are seeing the life typically those of children living in poverty, inner-city lives, or low-income communities. The same exact thing– art, is changing lives on both sides of the economic system. The use of art, a form of expression that is lacking all around the country is what is taking these children off the streets, keeping both sides safe, and helping them turn into some of the brightest and most successful students in our world today. All of this starts with effective art programs. Many voices in our society here noted, art with peer engagement enhances: confidence, art skills, social skills, conflict/ resolution skills, language, self-esteem, and self-identity.

While the benefits of art programs are beyond dispute, then why does it seem as if art is disappearing all around us. To help resist this process, here at Mercyhurst, we have a program that is dedicated to helping art programs with low-income. When it comes to the academic atmosphere, the departments that “mean” the most, those of Mathematics, Science, English, and sports included, tend to have a larger budget because of their supposed function in society and the success of our children. Art programs are sacrificed for those that are important in a society, but haven’t shown the benefits to the development of our children. Our program, Mercy Relief for Art Programs (MRAP), is geared toward reviving these dwindling lifeless programs. As a group, we collect money, typically raised at our fundraisers, to support this cause. With money and donations of materials from students and other faculty, we grant a school with supplies and extra money to be used toward their art budget. With MRAP, we as future art teachers are helping those in need because we may need their help in our future, along with knowing that children are now able to prosper from the experience of art even more. With this experience, children now can reflect on their lives by working on their skills and expressing themselves, not only through communicating, but also through their art. The ability for children to reflect their feelings in healthy ways is very important in the life of many children. Self-expression, something we exhibit in our choices for our clothing, shoes, hair, rooms, the way we talk, and our art, for example all help people understand who we are. Teachers, mostly those in Art Therapy, use these works as a way to evaluate a student, or as a group project to evaluate student’s abilities to talk about their work. This method was used in every research evaluation. Noreen Scott Garrity, a sixth grade teacher asked, “What do you see?” students hands shot up and voices called out; “I see a boy sleeping. I see a monster beating someone’s head” (Dubin 1). This exercise stressed the ability of students to engage them in an atmosphere and interpret a piece of work on their own and compare and contrast with the other students. This helps areas as stated by Gasman and Anderson-Thompkins, “Art programs help young people build social competence and effective problem-solving skills, such as cooperation and communication, along with expressing a greater tolerance and respect for difference” (Gasman 431). These programs show to be crucial in the development of our children. Their lack of funding and attention draw our attention to other observations. In schools we see those who need the extra attention, the aids for disruptive behavior from lack of attention at home, we so those who don’t appreciate anything or anyone. The evidence shows that art is a safe and practical way to evaluate the emotional and physical behaviors of children and their development over time. Processes such as these where children become involved with each other, communicating and becoming emotionally aware of their surroundings and themselves, have improved greatly. In one study a particular student, a “Mexicana Girl” gave a look into her life. She explains, “I don’t like gangs because when my sister broke up with her boyfriend, they tried to stalk her. Most kids probably think I’m conceited but I like who I am and I don’t do what other people want me to do. I don’t let people boss me around. I can think for myself” (Gaseman 439). From other studies such as one study conducted in Canada, students who attended the art program 80% of the time reduced their emotional scores for the National Arts and Youth Demonstration Project tests by .15 with conduct problems, and .10 for control subjects of the age of 12 (Wright 645). These studies are all showing improvements in the skills of students from all different area of the country, and continent, along with those of different areas in the economic system. Schools in Connecticut in 22 districts and with 500 art educators participating, show a significant increase in student test scores, social communication, and strategically problem solving skills as some examples (NGA 5). What is unique is that all the studies show improvements of children all around us no matter where they are from due to art. Around the country, from here in Ere, Pennsylvania to San Francisco California, museums host art programs for children and parents, in hands on experiences in the museums. Conversely, is taking your child to a museum at such a young age forcing them into an environment of parental interest rather than their own? One teacher may say it’s never to young, and the other will disagree. As Dubin stated from personal interviews, “I wreched my own children’s education about art…I took my kids to everything I wanted to see until they said ‘Forget it’” (Dubin 2). Contradictory to that statement, as Deborah Gross-Zuchman stated, an art teacher at William Penn High School, “It opens their minds and eyes…I think you have to ask the children what the art means to them, but I also say, ‘This is the artist’s visual opinion. What is the artist saying to you?’” (Dubin 3). Everyday children are faced with these problems in art, being forced by a parent, or enjoying it for their own reasons. As a young child, I was never interested in art until I was about 10. When my mother would ask me to go somewhere, whether it was a concert or a craft show, I would constantly say not. I didn’t like the pressure of being forced and to this day, I’m glad I said no. Art is important to me, and if I were to have been forced, it would have become something of little interest to me.

So is it to early to start your child in art? The answer depends on your child. It’s not always about the results shown; it’s not always about self-interpretation and personal interest of others around you, it’s about letting your children enjoy the experience and learning from it. To help this teacher, Philip Yenawine practices tips for parents, to cultivate a true appreciation or art. The best art teacher is the one who knows the student best--a parent. Parents can look at pictures with children. Don’t ask, ‘Guess what I am thinking,’ questions about a painting, and not the last but the most important, go to the museum for them, not for you. Make it a social experience (Dubin 4). Hopefully with these few strategies, our children will stay active in the arts, and pass it on, and take it with them, not only the experience, but also the lessons they learn with them to the work force where quickly they will be. Children in schools today will be hitting the workforce, one day most of them before we know it. Studies done by NGA Center for Best Practices, have gathered information that shows the impact of arts education on workforce preparation. As people enter the workforce, employers are looking for someone who will get the work done. There are skills that come with the job, ones that aren’t written on paper rather, as stated by the NGA, those expected already of you: dependability, responsibility, self-confidence, adaptability, motivation, problem solving, self-management, and the two most important, efficiency and interpersonal skills (NGA 2). As part of the study, incarcerated children have become the main source to attract to the arts. The ability to get them on a track for a better life has become a common issue in several states. Florida for instance, a populated area with immigrants, and many people of different races, and social backgrounds, is reaching out to those in trouble. “ The cost for each participant in Florida's arts intervention program is only $850 per year— compared with as much as $28,000 per youth in the typical juvenile boot camp ” (NGA 8). A program with such a low cost, is putting them forward to help those in need, to help them challenge themselves and develop the skills needed like those around them.

One last roadblock stands between the arts and the prosperous population of children and the continuation of an economically stable country and community -- the economy itself. With the economy like it is, art budgets are constantly cut and diminished to almost nothing if not demolished completely. What these CEO’s, Administrators, Presidents, and other top notch employers don’t see is that art is everywhere, their logos, advertisements, homes, cars, glasses, suits, etc. Art is the success of a company, next to product. What will happens to a business when art will no longer be available to them? //Taking art out of the budget is taking their business out of business.// Art not only helps a company or individual, but also a community and therefore, a nation.

As all the research on the arts was conducted, all who participated had similar results, a change in the development of a child because of the influence of the arts. Art has shown to improve social interaction, observational skills, class work, efficiency, work habit, and other important skills in the lives of children and their skills. With these findings though their stands one problem, with all the information and the demand for arts in society with the current budget cuts and effects of the economy on the arts, why are the findings minimally possible to come by. The arts have shown to improve, but the results, hard copies of the findings prove to be impossible to come by. In order to help the arts, we must publish the facts, show the results, and show the nation the impact in not only has on the development of our children, but our streets, cities, economy, and workforce.

Now what does art mean to you? Is it still just a picture that hangs on your wall, or something that you don’t understand no matter how long you stare at it? Is it still the creation of some insane people who are willing to express themselves? No. Art should mean the future of our country, work force, students, schools, and communities. It is up to us as a country, and nation to keep our arts in our schools, communities, business places, and activity centers. It not only keeps our children become safer, but also our streets, public places, and everywhere else imaginable. How do we start? Start simple, as Leonardo DaVinci once said, “There’s no greater mastery, than mastery of one’s self.” It starts with //you//. __ Works Cited __ Dubin, Murray, ed. "Young at Art taking Children to Museums- Dragging them, if need be-Is a rite. But at least one Art Educator thinks it can be Wrong." __The Philadelphia Inquirer__ 27 Oct. 1993: 6-11. Gasman, Marybeth, and Sibby Anderson-Thompkins. "A Renaissance on the Eastside: Motivating Inner-City youth Through Art." __Journal of Education for Students Placed at Risk__ 8 (2003): 429-50. "The Impact of Arts Education on Workforce Preparation." __NGA Center for Best Practices__. 1 May 2002. 10 Dec. 2008 .   Wright Ph.D., Robin, Lindsay John Ph.D., Ramona Alaggia Ph.D., and Julia Sheel. "Community-based Arts Program for Youth in Low-Income Communities: A Multi-Method Evaluation." __Child and Adolescent Social Work__ 23 (2006): 635-52.