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Yazleen Alonso
Ali M. Meghdadi
Writing 39C/ Section 33374
May 19, 2014
Bringing Back the Arts to the City of Angels
The arts in education have been declining in recent years since the No Child Left Behind
Act was enacted in 2001. This act was meant to disclose the achievement gap between students
of different backgrounds but has only caused for a heavy emphasis of increasing the math and
reading scores for the yearly standardized tests. While these are crucial skills that students must
learn, it has caused the arts to be pushed aside and seen as unnecessary in a childs education.
The decrease in instructional time has been replaced with increased instructional time of the
other academic subjects. With grueling standardized tests, students are left with a weak
education. Instead of being taught to think critically and engage in the learning process, schools
are only teaching them to memorize facts that will soon be forgotten. School districts,
specifically the Los Angeles Unified School District, have been forced to cut twenty percent in
art and music classes in the era of No Child Left Behind (Kerger 151). Simultaneously, the
economic instability in California has also caused the Los Angeles Unified School District to
have no choice but to cut the art classes. Schools have a responsibility to create a students self
development. Schools should not just be about the academic aspect, it also needs to be about
helping students develop personally and mentally. By suppressing these talents, schools are only
squandering potential intellects. The threat of limiting the arts in schools is about more than
losing artistic individuals. It is about realizing the humanity in humans will be lost if the arts
disappear. What society needs to realize is that the arts make us better socially and cognitively.
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In a study conducted at Stanford
University, scientists investigated if there was
a correlation between arts education with
improvements in childrens reading abilities
(Asbury and Rich 51). Scientists developed a
new tool called, diffusion tensor imaging (DTI), in which it identies likely connections among
brain regions involved in the development of reading skills (Asbury and Rich 51). Forty-nine
children, ages 7-12, took part in this study and scientists found that children who partook in
musical training had a higher sense of reading ability than those who did not. The DTI allowed
scientists to relate these behavioral measurements to individual differences in the anatomy of
the corpus callosum- a structure that connects the brains left and right hemispheres (Asbury
and Rich 56). The study allowed the scientists to discover that strong and weak readers differ at
a particular location within the posterior segment of the corpus callosum (Asbury and Rich 57).
Those who had musical training had larger axons passing through the part of the callosum that
connects the temporal lobes (Asbury and Rich 57) than those who did not have musical training.
These axons allow for better phonological awareness and this study demonstrates that the arts
stimulates and enriches a childs brain during the learning process.
Furthermore, in a 1999 study, statistics [have] show[n] that students who study music
(and other arts) during their precollege years scored significantly higher on both the verbal and
the mathematics portions of the Standardized Aptitude Test (see figure 2) (Demorest and
Morrison 37). Looking at the data, the scores of students who study music are high above
average but one must note that it is not the highest. Students who are involved in the drama have
much higher math and verbal scores than their musical peers. Additionally, students who were
Figure 1 Scientists at Stanford segmenting a childs corpus
callosum.
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enrolled in music appreciation performed higher on the SAT than those in participating in music
performance. These two case studies demonstrate that these two different disciplines: music and
drama, help foster the intelligence in students.
It is important for society to realize is that there are multiple types of intelligences and
by suppressing the creativity in students, society is suppressing future innovations that could
contribute to the better of society. There is this assumption that studying music makes someone
smarter and while the evidence presented does demonstrate that, it is important to note that
society sees otherwise. When we encounter a person who demonstrates excellent ability in
science, for instance, we are quick to congratulate on their intelligence. However, if we
encounter someone with extraordinary musical ability, we congratulate them on their talent.
These two differences exemplify the way we, as humans, react to two different fields. Smart
seems to describe a characteristic that is desirable for all students to develop; talented is
considered an admirable trait that some people mysteriously seem to possess. (Demorest and
Morrison 33). It is because of this perspective that the arts are easily seen as expendable and
useless in education.
If schools continue to suppress and scrutinize creativity, they are only robbing the
students from contributing to the betterment of the society. The late Steve Jobs, founder of the
Apple company, spent only one semester in college before dropping out but spent the next 18
months dropping in on creative classes (Biography.com). As Jobs stated,
Reed College at that time offered perhaps the best calligraphy instruction in the
country. [] I learned about serif and san serif typefaces, about varying the
amount of space between different letter combinations, about what makes great
typography great. It was beautiful, historical, artistically subtle in a way that
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science can't capture, and I found it fascinating. None of this had even a hope of
any practical application in my life. But ten years later, when we were designing
the first Macintosh computer, it all came back to me. And we designed it all into
the Mac. It was the first computer with beautiful typography. (Stanford
Commencement 2005).
Without Jobs taking this calligraphy class, college students and educators around the
world would have never gotten the chance to experience this creation that has proven to be an
integral part of their daily lives.
The solution to integrating the arts into American education is not to make the arts into
one of the core disciplines. While some may argue that this will give the arts a permanent spot in
the education system, educators and policymakers will only be focused on the results that the arts
will produce instead of for its value. In 1994, former President Bill Clinton signed into law the
Goals 2000 Educate America Act, which was the first act that acknowledged the arts as a core
discipline. This act allowed schools flexibility in setting their standards but most importantly, it
was the first act that acknowledged the arts as a core discipline. However, this act had many
flaws due to the fact that it had to be self-executed and political issues prevented it from gaining
any positive results (Superfine 1). As a result, the act was discontinued in 1996. In another
attempt to formulate an accountability system was the No Child Left Behind Act of 2001. This
act was a well intentioned piece of bipartisan legislation with the primary aim of ensuring
equitable educational opportunities for all students in the American public education system
(Schul). It has been one of the most controversial and influential acts that has infiltrated the
education system. However, as many acts, it comes with its flaws. One of the biggest flaws of
the No Child Left Behind Act was the overemphasizes of standardized testing. Californian
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schools are required to publish their academic progress and any that fail to meet the Adequate
Yearly Progress (AYP) are identified as Program Improvement (PI) (Los Angeles Website).
The Los Angeles Unified School District, the second largest school district in the nation, has
been labeled to have 500 schools failing, according to criteria in the NCLBA. The severity of this
matter is endangering to the education of these students because it causes pressure for educators
to meet the standards every year.
According to a 2010 study conducted by F. Robert Sabul, he notes that several
respondents have noticed that with continuous standardized testing students are drilled to
memorize facts and formulas that would be on the tests. This narrowness limits students from
actively engaging in the learning process because it does not allow them to think critically for
themselves. Sabuls study also found that art teachers are put in a tough situation. With the lack
of funding, more money is being spent on core classes and tests preparation books rather than
on art supplies. Art teachers are not given enough instructional time to teach their students given
the limited supplies.
In order for that to happen, a change in perspective and outreach will be necessary.
Organizations such as Arts for LA and the National Endowment of the Arts have made events
that could increase awareness about what the arts can offer. These nonprofit organizations also
allow for better funding in the Los Angeles Unified School District. Los Angeles is the capital of
entertainment has a diverse culture. From the arts to the theater, Los Angeles has always been a
source of creative inspiration. It is ironic to note that the district is suppressing the talents of the
students. With these organizations, they will be able to change the perspective on how the arts
are perceived and the benefits of having the arts in education
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Arts for LA is a nonprofit organization whose mission is to help communities in the Los
Angeles County advocate for the arts. In 2012, the Los Angeles Unified School District
partnered up with Arts for LA to establish the arts as part of the districts core curriculum
(Jensen). Board members created an extensive comprehensive outline that argues a place for the
arts in schools. Additionally, it is a great way for students to participate in as an extracurricular
activity. The Los Angeles Unified School District is the nations second largest district, with
almost 700,000 students enrolled. Eighty percent of those students live in poverty and with the
integration of the arts, students will be able to engage with the coursework and gain a sense of
personal development. In a study conducted at a charter school, the Methodist Childrens Home
School consisted of students who were considered to be at-risk. The school attempted to
integrate the arts into the curriculum and they found that if academics are recast in creative
activities, students at risk thrive. Thus, when the Methodist Childrens Home eighth grade
students took the Texas state assessment in U.S. History, passing scores were over 85%
compared to state-wide performance for at-risk students of 70% (Boldt and Books 224). The
creative activities that these students participated were simple things such as [writing] their own
primary source documents as if they were heading west along the Oregon trail [or even] creating
their own battle plans for the Civil War (Boldt and books 224). It is simple tasks such as these
that allow students to actively be engaged in the learning process.
While this is a positive step into making the arts less expendable, much of the problem
has always stemmed from the lack of funding the arts have received. Many opponents argue that
arts education is a waste of time and that instructional time should be devoted to the other
academic disciplines. This ideology is something that needs to change. If the people continue to
think this way, the arts will continue to be cut from school.
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Another thing that has recently happened is the Local Control Funding Formula. Signed
in 2013 by California Jerry Brown, this new law is a significant shift in priority for public
education in the state (Arts for LA). According to this plan, every Californian district more
funding to serve their student population. Since the Los Angeles Unified School District is the
second largest district in the nation, it needs more funding to invest in each of their pupil. (Find
data where it shows how much per pupil is being spent). This new funding strategy allows more
flexibility for the district and an opportunity for the arts to be implemented in schools. Much of
the students in the Los Angeles Unified School District live in poverty and some may not see the
importance of school. Some students might get involved in illegal activities or get involved in
gang life. (Find evidence on this). Investing in arts education allows students to be more focused
in school and it will allow the district to meet some of the standards that the state of California
demands. (Find evidence). Advocates for arts education can contact the district and ask how they
will utilize the Local Control and Accountability Plan. What advocates need to do is figure out a
way to convince the Los Angeles Unified School District in ways the arts can be maximized. The
lack of funding will always be an issue that opponents will raise but even then, the district needs
to figure out a way in which that money can be maximized. For instance, advocates for the arts
need to think of what art classes require less art supplies. The answer to this is a watercolor class.
The only supplies needed for these classes are the paintbrushes watercolor paint, and paper. At
most this will only cost less than ten dollars. If about twenty students enroll in this class, the total
investment in this class will only be about two hundred dollars. More or less, the total investment
will not be as much. That is what opponents need to understand about this plan. If the plan is
successful, the schools in the Los Angeles Unified School District will then be allowed to
implement new art classes. For example, after the water color class, they can then add more art
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classes that may require more money to be spent on. They can then add on acrylic painting class
and slowly expand on that idea. The key is not to start right away with say a band team when
money is scarce but to think in small terms.
















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Works Cited
ABODEELY, JOHN, et al. "Responding To "Why The Arts Don't Do Anything: Toward A New
Vision For Cultural Production In Education."Harvard Educational Review 83.3 (2013):
513-528. Academic Search Complete. Web. 12 May 2014.
Asbury, Carolyn H., and Barbara Rich, eds. Learning, Arts, and the Brain: The Dana
Consortium Report on Arts and Cognition. Dana Press, 2008.
ROBELEN, ERIK W. "Los Angeles School Board Makes Arts An Essential 'Core'
Subject." Education Week 32.8 (2012): 4. Academic Search Complete. Web. 10 May
2014.
Demorest, Steven M., and Steven J. Morrison. "Does music make you smarter?." Music
Educators Journal (2000): 33-58.
Deskins, John A., and Stephanie Morris Lorenze. "Content." The Forgotten Core Discipline.
N.p., n.d. Web. 10 May 2014.
Hetland, Lois, and Ellen Winner. "The arts and academic achievement: What the evidence
shows." Arts Education Policy Review 102.5 (2001): 3-6.
Jobs, Steve. "News." Text of Steve Jobs' Commencement Address (2005). N.p., 15 June 2005.
Web. 01 May 2014.
KERGER, PAULA A. "Encore! Encore! Using Media To Revive The Arts." Vital Speeches Of
The Day 76.4 (2010): 150-153. Academic Search Complete. Web. 10 May 2014.
"Rarely Seen Steve Jobs." CNNMoney. Cable News Network, n.d. Web. 01 May 2014.
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Respress, Thnetia, and Ghazwan Lutfi. "Whole brain learning: The fine arts with students at
risk." Reclaiming children and youth 15.1 (2006): 24.
Sabol, Frank Robert. No Child Left Behind: A Study of Its Impact on Art Education: Executive
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Sabol, F. R. (2009a). Stepping back: An objective look at the impact of assessment on art S
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spectrum of writings by Enid Zimmerman (pp. 139-150). Reston, VA: National Art
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Schul, James E. Unintended Consequences: Fundamental Flaws That Plague the No Child Left
Behind Act. Ohio State University. 2011