In recent years, there has been growing recognition of the value of arts education within school systems, often seen as equally important as traditional subjects like science and math. However, arts programs tend to be among the first to face budget cuts when funding is tight. Yet, schools that focus on fostering creativity through the arts are witnessing remarkable transformations in their students’ performance and engagement.
A Case Study: Maplewood Elementary
A notable case is that of Maplewood Elementary in a struggling district in Massachusetts. Principal Sarah Johnson took charge of a school that had a history of poor performance and instability, with multiple leadership changes and high teacher turnover. Instead of opting for the conventional route of bolstering security personnel to manage behavioral issues, she decided to eliminate those positions altogether and redirect the funds towards enriching the arts curriculum.
It’s a well-known fact that children learn differently, a concept that some educators are still grappling with. Research from Learning Lift Off indicates that participation in arts programs can enhance creativity, academic achievement, self-confidence, and decision-making skills. The key to unlocking these benefits lies in the commitment of school leadership.
Transformative Results
Maplewood Elementary was part of a pilot initiative led by President Obama’s Committee on the Arts and Humanities (PCAH) aimed at prioritizing arts education. Johnson emphasized the importance of hiring teachers who specialized in the arts, stating, “Investing in a robust arts program is far more effective than spending thousands on security personnel to manage minor behavioral issues.”
The results were transformative. With over 800 students, many of whom were eligible for free or reduced lunch and were learning English as a second language, the school faced significant challenges. Previously, test scores had been in the bottom tier of Massachusetts schools, and the school had seen five principals in just seven years. However, once Johnson prioritized the arts, students began to thrive, developing confidence as they transitioned to high school and beyond.
The school invested in musical instruments, brought in artists to collaborate with students, and organized workshops for teachers and parents to emphasize creativity. The hallways soon became vibrant with student artwork, fostering a sense of pride and ownership among the children. Johnson noted, “Students excel when the school environment is inviting and engaging. Well-developed arts and athletic programs contribute to a positive school culture, which in turn leads to academic success.”
Motivating Students to Learn
For Maplewood and similar institutions, the focus is on motivating students to learn in ways that resonate with them. As observed, the issue often lies not with the students but within the educational system itself. By making meaningful changes, many challenges related to behavior and disengagement can be effectively addressed.
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